giao an English 8 ca nam

Week: Preparing date: Period: Teaching date: UNIT 1 - MY FRIENDS Lesson 3 – Read I/ Objectives: By the end of this lesson, Ss will be able to talk about their friend’s characters.. We

Week: Preparing date:

Period: Teaching date:

- Giới thiệu nội dung SGK

- Yêu cầu HS so sánh sự khác biệt về chương trình của SGK Tiếng Anh 8 và Tiếng Anh 6,7

- Giới thiệu về PPCT

- Cách học cho từng kĩ năng

Week: Preparing date:

Period: Teaching date:

II/ Language contents:

1/ Vocabulary: seem, receive, classmate, next-door neighbor, enough, lovely, smile

2/ Structures: seem + adj, what …does/do like ? , adj + enough + to-inf

III/ Technique: Brainstorming, pair work, group work.

IV/ Teaching aids: Textbook, stereo, tape, pictures.

V/ Procedures of teaching:

I.Warm up • T shows 4 pictures (p.10) – Ss work in groups

( describing people’s activities in the pictures )

• Some groups describe pictures before class

• T asks questions about Ss’ similar activities ( Where, When , With whom ? )

II Presentation • T shows pictures ( Hoa, Lan, photo of Hoa and Nien )

and introduces the dialogue : “ Lan and Hoa are talking about Hoa’s photograph “

• T asks questions about the photo ( Who are in the photo ? Where were they ? )

• Ss listen to the tape + listen & repeat

• Pair work – Ss asks & answer questions (p.11)

• T asks questions to draw ss’ attention to structures and vocab

“Pick out the words and expressions describing Nien”

→ What does she look like ? - Beautiful

→ What is her smile like ? - Lovely

→ How old is she ? - 12 (years old)

→ She wasn’t old enough to be in Hoa’s class → T briefly explains the meaning of this structure )

• Some pairs perform before class

• Some pairs say the dialogue aloud

III.Consolidation • Pair work – Ss describe the picture (p.10)

About Nien → hometown / appearance / age

VI/ Homework :

• Students find a photo ( about people ) and describe the person in the photo, using words and expressions already learnt in Tieng Anh 6, 7

• Students bring their photos to class ( preparing for speaking practice in

lesson 2 )

VII/ Learning from experience: ……….

………

Week: Preparing date:

Period: Teaching date:

II/ Language contents:

1/ Vocabulary: Body build, slim, straight, curly, bold, fair, blond

2/ Structures: He/she has long curly hair It’s my pleasure to meet you

How do you do Would you like to meet?

Nice to meet you I’d like you to meet

III/ Technique: Brainstorming, pair work, group work, repetition.

IV/ Teaching aids: Textbook, pictures, tape, stereo.

• T asks Ss to complete the network of adjectives

II Presentation • T tells Ss that they will learn more adjs to describe people

• T calls some Ss ( having the physical features similar to those given in the boxes ) to the front of the class – teaching new words : slim, straight / curly / blond (hair) & the use of Have

• T asks Ss to look at 6 pictures in the textbook and use the adjs given in the boxes & the verb HAVE to describe them

III Practice [1]

• Ss read the mini – dialogue.

• Pair work – One student chooses 1 picture and describes that person; the other guesses who she / he is

[2]

• T shows 3 or 4 pictures of famous people Some pairs of

Ss practice the dialogue with these pictures

OR : T asks Ss to show the photos they brought to class ( homework of lesson 1 ) – Ss practice describing people in the photos

IV Consolidation • T calls one student to describe another student in class ;

other Ss guess who that person is

Example : This person is very short and fat./ She has curly short hair

• T reviews the position of descriptive adjectives ( when 2

or 3 adjs go before nouns )

 LISTEN

I Pre – Listening • T reviews the expressions for greetings – explaining when

to use them

• Ss read the expressions ( p.12)

• Ss read the 4 conversations ( p 12 – 13 ) and try filling in the blanks

• T asks Ss to get ready to listen to the tape and check if their answers ( words in the blanks ) are correct

II.While –Listening • Ss listen to the tape ( all 4 conversations )

• Ss listen again with a pause after each conversation

III Post – Listening • T calls some Ss to give answers – giving correction

• T picks out some new expressions : The pleasure is all mine ; Hello, ma’am / young man

→ explaining when to use these expressions

• Ss work in groups of 3 or 4 and practice introducing people

VI/ Homework:

• Write about the people in the photo you brought to class 9 name, job, body build, hair )

Example : This person’s name is He is a ( doctor) He is tall and slim He

has curly short black hair

• Prepare for the next lesson Reading.

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

UNIT 1 - MY FRIENDS

Lesson 3 – Read

I/ Objectives:

By the end of this lesson, Ss will be able to talk about their friend’s characters

II/ Language contents:

1/ Vocabulary: out-going, character, sociable, kind, hard-working, reserved, generous, volunteer, local orphanage, sense of humor

2/ Structures: Adjective + enough + to-infinitive

III/ Technique: Brainstorming, prediction, scanning, skimming, group work

IV/ Teaching aids: Textbook, pictures, handouts, charts

V/ Procedures of teaching:

I Pre – reading • T asks questions about Ss’ friends : Do you have many

friends ? What are they like ? What do they like doing

in their free time ?

• T pre –teaches some key words : character, sociable / outgoing, reserved, generous

• T introduces the new reading text and gives task 1 : We’ll read about Ba’s friends

• TASK 1 : How many people does Ba talk about in the text ?

II While – reading • Silent reading : Ss read the text and do task 1 →

Answer : 4 people ( including himself )

• TASK 2 : Read the text again and complete the information about Ba and his friends

Character Favorite activitiesBa

BaoKhaiSong

Answer :

Character Favorite activities

Ba -not as outgoing /

sociable as Bao-with a sense of humor

-telling jokes

Bao -sociable, kind,

generous, hard – working

-doing volunteer work

Khai -reserved in public -playing soccerSong Reserved in public -going to the local

library

• T asks Ss to pick out verbs used to indicate what people like doing : spend ( time) doing sth, enjoy, like, prefer

• T explains other new words

• TASK 3 : Pair work : Ss do the exercises ( 1 and 2 ) in the book

• Some Ss read the text aloud, some pairs asks & answer

Qs in exercise 2 before class

III Post – reading • Group work : Ss work in groups of 4 or 5 Each student

describes one friend in the group ( character & favorite activities )

• Representatives of some groups describe their group members Other Ss guess who they are

IV Consolidation • T reviews the use of some verbs describing people’s

Week: Preparing date:

Period: Teaching date:

UNIT 1 – MY FRIENDS Lesson 4 – Write I/ Objectives:

By the end of this lesson, Ss will be able to write information about themselves or other people

II/ Language contents:

1/ Vocabulary: appearance, age

2/ Structures: the present simple tense

III/ Technique: Brainstorming, questions and answers , pair work , group work.

IV/ Teaching aids: Textbook, pictures, real objects, handouts,

V/ Procedures of teaching:

I Pre – writing • Warm up : T asks Ss to put 10 word cards in the correct

columns ( under appearance & character)

• T shows the transparency sheet T asks Ss to read the passage and tell where the information in the passage is taken from Example : The first sentence is from No (1), the 2nd sentence is from No (4)

appearanc e

tall slim

character

curly straight

brown

generous outgoing sociable reserved sense of humor

• Pair work – Ss ask and answer Qs ( exercise 2 ) to complete the worksheets with information about their partners.

II While – writing • Ss use the information in the worksheets to write about their

partners

• Ss in each pair compare their descriptions

III Post – writing • Some Ss read aloud their descriptions

• T corrects errors and gives comments

VI/ Homework : - Write a paragraph about one of your family members

VII/ Learning from experience : ……… ………

Information about Tam (1) Name : Le Van Tam Age : 14 (2) Description : tall, thin, short black hair (3) Characters : sociable, humorous, helpful (4) Address : 26 Tran Phu Street, Ha Noi (5) Family : mother, father, elder brother – Hung (6) Friends : Ba, Bao

Information about

(1) Name : Age (2) Description :

(3) Characters : (4) Address : (5) Family : (6) Friends :

Week: Preparing date:

Period: Teaching date:

II/ Language contents:

1/ Vocabulary: move, set , rise, the Sun, the Earth, Mars, the Moon, the Mercury

2/ Structures: the simple tenses

III/ Technique: Pair work, group work.

IV/ Teaching aids: Pictures, real objects, gestures

V/ Procedures of teaching:

I.Warm up

- T shows some verbs : live, send, be, come, show, introduce

- T divides the class into two groups : group A writes down the verbs above in the past simple tense, group B writes down the verbs above in the present simple tense with the 3rd singular forms

II Practice

1/ Complete the paragraphs :

- Use the correct form of verbs in brackets

- Ss look at the verbs written on the boards in the warm up again, then they choose them and complete the dialogue a and b

• Key : a) lived – lives – sent – was – is b).is – are – came – showed – introduced

2/ Complete the dialogue :

- Ss watch the Sun’s family carefully and observe the movement

of the earth and the moon, the position of Mars and Mercury

- Ss choose the suitable verbs in the box and complete the dialogue Remember Ss to use some verbs more than once

- Ss compare and check their dialogue in pairs

- T asks to read the dialogue before class come pairs

- T corrects the mistakes if necessary

• Key : rises – sets – goes – moves – is – is

3/ Look and describe :

- T asks Ss to look at the picture quickly, then close their books, and practice asking and answering

- Good Ss : a, b, c – weak Ss : a, b

- Practice in pairs, correct the mistakes if necessary

- T encourages Ss by giving them some good marks

*Key : a) There are four people in the picture

b)There is a tall, heavy – set man; there is a tall, thin woman with short hair; there is a boy sitting on the ground, holding his head, and there is a short man standing across the street

c) The man standing next to the taxi is wearing a yellow shirt and black trousers ; the woman is carrying a shoulder bag, and is wearing a green skirt and red blouse The boy sitting on the ground and holding his head is wearing blue shorts and a white shirts; the man across the street is wearing blue trousers and a pink shirt

4/ Complete the dialogues :

• Practice:

- Using the structure (not) + adj + enough + to-infinitive

- T introduces the use of the structure above

- T suggests Ss to remember the sentences learnt in the previous lessons

+ I’m lucky enough to have a lot of friends

+ Nien wasn’t old enough to be in Hoa’s class

- Ss practice in pairs

- Some pairs practice speaking before class

• Key :

a) not big enough

b) not old enough

- Ss talk about their situations themselves

Ex: I’m not tall enough to reach the top of the board

• She / not strong / lift the table

• He / not old / ride a motorbike

• They / not well / go out with us

VI/ Homework:

- Write down 4 dialogues on page 17 in Ss’ notebooks.

- Study the target structures

- Prepare for lesson 1 of Unit 2

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

UNIT 2 - MAKING ARRANGEMENTS

Lesson 1 - Getting Started & Listen and Read

I/ Objectives:

By the end of this lesson, Ss will be able to talk about intention (future actions) To arrange for appointments and take a telephone message

II/ Language contents:

1/ Vocabulary: fax-machine, mobile phone, directory, answering machine, hold on,

downstairs, a bit

2/ Structures: Near future : Be going to + inf

III/ Technique: Pair work , group work, brainstorming.

IV/ Teaching aids: Pictures, real objects, gestures, stereo.

-Teacher asks questions

1 What is this ?( a mobile phone )

2 When do you use it? ( to make a call phone)

3 What is this? ( a telephone directory)

4 When do you use it?( to find the telephone numbers of someone)

-Teacher asks question about students’ activities

• An answering machine( to record telephone messages from people who ring you when you are out)

• A fax machine ( to copy an exact picture , letter )

• A public telephone ( to make a call phone when you are on the sidewalk)

• An address book ( book that is used to write down the addresses of someone)

- Teacher asks students to work in pairs and fix the word cards to suitable pictures

-Teacher asks students to read the new words again ( emphasizes the pronunciation of the words “ machine” / m∂∫in/ , mobile / moub∂l – bai/)

- Teacher asks more questions

1.Do you have an address book?

2 Does your father ( mother) have a mobile phone?

3 Is it helpful if you have one?

4 Which of these things do you want to have?( students choose one of them)

2 T asks questions:

a) Who made the call, Hoa or Nga? Ngab) What’s the name of the movie? Dream cityc) What time does the movie begin? At 6:45d) Who does she want to go with? Hoae) Where do they meet? Outside the theaterf) What time? At 6:30

g) Who arranged the meeting place ? Ngah) Who arranged the time? Hoa

i) Who agreed the time? Nga

3 Students listen to the tape – listen & repeat ( twice)

4 Teacher asks students to answer the questions above

5 Some pairs perform before class

6 Some pairs say the dialogue aloud

7 Teacher reminds some students to use the present continuous

to show the intentions in the future ( in Vietnamese)

III Consolidation • Students say the dialogue

• Students practice asking and answering th e questions ( page 19)

• Make a dialogue with these cues ( Nam and Ba/Rex cinema/ Spiderman/7:00 outside the theater at 6:45)

VI/ Homework:

- Students do the exercise 4 ( on page 17 ) in wprkbook

- Learn by heart the new words on page 18

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

UNIT 2 - MAKING ARRANGEMENTS

Lesson 2 - Speak & Listen

I/ Objectives:

By the end of this lesson, Ss will be able to make an appointment or taking a message for some one

II/ Language contents:

1/ Vocabulary: pop concert, kid, band, cafe corner, junior high school, principal …

2/ Structures: Would you like… ? Can I speak to…? Would you like to leave a message?

III/ Technique: Pair work, group work.

IV/ Teaching aids: Pictures, real objects, gestures, stereo, tape.

V/ Procedures of teaching:

I Warm up - T shows pictures of some people – asking some questions

+ Who are they? What is Adam going to do? What’s this? Will they go to the concert?

Key answers:

- They are Adam and Eric.He’s going to phone Eric

- It’s a band Yes, they will

II Presentation - T tells SS to read the sentences and guess who are talking on the

phone and what for

- T asks SS to look at the pictures and guess the order of the sentences

III Practice - T asks SS to read and make a complete conversation( individual

or pair)

- T checks and corrects

- T asks SS to write the correct conversation, practice in pairs

- T tells SS to read the open dialogue.( introduce: Bao invites Ba to play chess)

- SS practice in pairs (they themselves fill in the open sentences)-T asks SS to play the dialogue( some pairs)

- T corrects the mistakes in pronunciation

IV Consolidation - T asks SS to enlarge the dialogue ( making new dialogues based

on the model one)

 LISTEN

I Pre – listening -T introduces secretary, woman and Mrs Mary Nguyen in the

dialogue and the purpose of the exercises

- T asks SS to read the message form Explain the information on it

II While – listening - T tells SS to listen to the tape twice

- Ss fill in the information into the message form

III Post – listening -T asks SS to listen to the conversation( the last time) to check the

answers

- T corrects the mistakes

VI/ Homework:

- SS listen to the conversation again and do the similar dialogues

- Prepare the new lesson: Read

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

UNIT 2 - MAKING ARRANGEMENTS

Lesson 3 - Read

I/ Objectives:

By the end of this lesson, Ss will be able to know some things about the invention of telephone

II/ Language contents:

1/ Vocabulary: Scotsman, emigrate, 1870s, deaf-mute, university, experiment, transmit, invention, assistant, conduct, demonstrate, countless

2/ Structures : Simple past tense: Active and passive

III/ Technique: Prediction, scanning, skimming, group work, guess word

IV/ Teaching aids: Textbook, pictures, handouts.

V/ Procedures of teaching:

I Pre – reading - T asks Ss to think of the answers for the following questions

Who invented the telephone ? What’s his nationality ?

When did he invent the telephone ?

- T pre – teaches some key words:

(v) emigrate , transmit , conduct , demonstrate (n) deaf – mutes , device , exhibition , assistant

(a) countless , commercial

- T introduces the new reading text and give task 1 : We’ll read about the inventor of the telephone

- TASK 1 : Who invented the telephone ? When did he invent it ?

II While – reading - Silent reading : Ss read the text and check their

III Post – reading • Group work : Ss work in group of 4 or 5 Each student states

one sentence about Alexander Graham Bell

• Representatives of some groups retell the text in their own words.

IV Consolidation • T takes note the structure : neither nor

• T reviews the simple past tense

VI/ Homework: - Write 5 sentences about the inventor of the telephone.

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

UNIT 2 - MAKING ARRANGEMENTS

Lesson 4 - Write

I/ Objectives:

By the end of this lesson, Ss will be able to write a message when taking a message of a phone call or from a passage

II/ Language contents:

1/ Vocabulary: delivery service, furniture, reach, stationery order, pick up, racket

2/ Structures : the simple past tense, simple present tense

III/ Technique: Questions and answers, group work, scanning.

IV/ Teaching aids: Textbook, real objects.

V/ Procedures of teaching:

I.Pre – writing - Warm up : T asks Ss to read the information in the

telephone message

- T explains new word : furniture delivery

- T shows the transparence sheet T asks Ss to fill in the gaps

in the passage that follows with the information:

- T asks Ss to read the whole passage

- T corrects errors and gives comments

1/ ( tele ) phoned 2/ May 12 3/ speak 4/ took5/ name 6/ delivery 7/ Ms.Ha 8/ at

II While – reading - T asks Ss to read silently the information about the

telephone message in the passage

- T explains new word : stationary order

- Ss use the information in passage to write the telephone message in the worksheets

- Ss in each pair compare their message

- T checks the answers

- T corrects errors and gives comments

THANH CONG Delivery Service

Date : June 16Time : After middayFor : Mrs VanMessage : Mr Nam called about his stationary order

He wanted you to call him at 8 634 082Taken by : Mr Toan

III Post – writing - T asks Ss to read the message form on page 23 again.

- Ss read the dialogue silently

- T asks Ss some questions about the information from the dialogue

1 Who leaves the message ?

2 Who does Tom leave the message for ?

3 Who is taken the message by ?

4 What is the message about ?

- Some Ss read their woksheet; they can compare their message T corrects errors to help Lisa write a message for Nancy

Date : ( Ss write )Time : ( Ss write )For : Nancy

Message: Tom called about playing tennis this afternoon He will come to pick you up at 1:30

Taken by : Lisa

VI/ Homework:

- Write the telephone message ( for your parents)

- Write a paragraph about the telephone message ( for your parents)

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

UNIT 2 - MAKING ARRANGEMENTS

Lesson 5 – Language Focus

I/ Objectives:

By the end of this lesson, Ss will be able to use “Be going to” to express a future action or

an intention and Ss will be able know some adv of place

II/ Language contents:

1/ Vocabulary: Fishing rod, novel, action movie

2/ Structures : Near future : Be going to + Inf

III/ Technique: Pair work, explanation

IV/ Teaching aids: Textbook

2 What are you going to do on the weekend ?

a Students add three more activities to the list Then complete the “ you” column with checks ( √ ) or crosses ( x)

- Students do in pair work , then compare the answers

- Some students talk about their intentions and their friends’ intentions before class

- Teacher corrects the mistakes if possible

b Students practice in pairs

- They ask their friends about intentions , then complete checks ( √ ) or crosses ( x ) in partner column

3 Teacher shows the students the pictures and asks them to fill the blanks with adverbs of place in the box following the story “ Ba and Tuan are playing hire and seek”

Pair work and group work “ play hire and seek” , “ inside and

outside the door” , “ up and down the platform”

Saying about positions of school thingsSaying about intentions for tomorrow and this summer holiday

VI/ Homework:

- Do the exercises 3 ,5 , 7( on page 16 , 18 ,19 )

- Learn by heart the formation of “ be going to” and “ adverbs of place”

- Prepare the new lesson

VII/ Learning from experience: ………

………

Week: Preparing date:

Period: Teaching date:

II/ Language contents:

1/ Vocabulary: sweep, feed, be home, yourself, have to, ought to, sauce pan, forgot, cupboard

2/ Structures: Reflexive pronouns

III/ Technique: Pair work, group work, brainstorming, scanning.

IV/ Teaching aids: Pictures, real objects, gestures, stereo.

V/ Procedures of teaching:

I Warm up : - T elicits by using some questions

- Play a game ( Asking 4 Ss to write their chores on the board Then comparing their sentences with the pictures)

- T introduces the new words( using the word cards)

- T asks Ss to practice with a partner

II Presentation : - Lead in : T asks Ss to answer some questions about their chores

( using the new words ) Examples: What do you have to do at home ?/ do you have to make the bed?

- T gives guiding- questions ( Does Nam have to cook dinner?/ What does he have to bye at the market?)

- T shows the picture to introduce the dialogue Then asks Ss to answer the guiding – questions

- T has SS listen to cassette tape

- Ss listen and repeat

- Pair – work : Ss practice the dialogue in pairs

- Ss read the dialogue silently Then check their answers

- T provides the correct answers

- T has Ss read the dialogue again and complete the list

- T makes a model

- Group – work : Ss complete the list

- T corrects their answers

- T asks Ss to draw Ss’attention to the structures ( Have to / ought to / reflexive pronouns)

+ Nam has to cook dinner himself.

+ He ought to go to the market himself

( T briefly explains the meanings of the structures 0

III.Consolidation : - T asks Ss to reproduce language knowledge with the pictures

- Pair work : Ss ask and answer questions about their housework

VI/ Homework:

- Learn by heart vocabulary and grammar notes

- Prepare for speaking

- Write 5 sentences about your housework using “ ought to / have to”

- Review words of household appliances

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

UNIT 3 - AT HOME

Lesson 2 - Speak

I/ Objectives:

By the end of this lesson, Ss will be able to describe the positions of things

II/ Language contents:

1/ Vocabulary: counter, refrigerator, chopping board, rug, cushion

2/ Structures: Using to be to describe the positions: Let’s … / We ought to …

III/ Technique: Pair work, group work.

IV/ Teaching aids: Pictures, real objects, gestures

V/ Procedures of teaching:

I Warm up : T shows the pictures :

- Speaking two model sentences in the textbook

1 The fruit is in the bowl

2 The plate is on the table

- Reviewing some prepositions already learnt in TA 6 { between , on , in , next to }

II Presentation : T shows the pictures :

- Asking students to work in pairs and talk about the position of each item in pictures

T calls some students to describe the position of furniture

- Using prepositions { in , on ,between , next to , above , under, )

T corrects

III Practice : T introduces pictures :

- Asking students to work in pairs or in groups to arrange the furniture in the room that must gain agreement

- Using Let’s + infinitive , Ought to , Should

T corrects

IV Consolidation : T calls one or two students to describe position of furniture in

classroom

VI/ Homework: - Write about the position of furniture in your house.

VII/ Learning from experience: ……….

………

Week: Preparing date:

Period: Teaching date:

II/ Language contents:

1/ Vocabulary: garlic, ham, green pepper

2/ Structures:

III/ Technique: True or False.

IV/ Teaching aids: Pictures in the textbook, stereo, tape.

V/ Procedures of teaching:

I Warm up: - Tasks Ss to answer some questions ( Can you cook ?/ What is

your favorite food ? ) Today, you will hear the dialogue between Mrs.Tu and Lan They are talking about “ Special Chinese Fried Rice”

II Pre – listening :

III While – listening:

IV Post – listening :

- T introduces the pictures one by one

- T checks the words , using the word cards

- T asks Ss to guess what they want to cook and how to cook it

- T plays the cassette tape (twice)

- Mark ( x ) on the letter of the right items

- T asks Ss to cross – check their answers

- Plays the tape again

- T calls some Ss to read their answers

- T provides the correct answers

- T has Ss compare the answers with the first guessing

V Free – practice :  Listen to the “ Vegetables song’ and fill in the blanks

VI/ Homework:

- Review model verb “ can”

- Write 5 sentences about your favorite food

VII/ Learning from experience: ……….

………

Week: Preparing date:

Period: Teaching date:

UNIT 3 - AT HOME

Lesson 4 - Read

I/ Objectives :

By the end of this lesson, Ss will be able to know how to keep safety in their home

II/ Language contents:

1/ Vocabulary: chemical, drugs, candy, dangerous, match, destroy, injured, cause, fire, socket, electricity, kill, out of children’s reach

2/ Structures : Use of Must / Mustn’t / have to

III/ Technique: Brainstorming, prediction, scanning, skimming, group work, guess word IV/ Teaching aids: Textbook, pictures, handouts.

- Is the knife dangerous to small children ?

- Are matches / drugs dangerous to small children ?

 Answer the questions

 Gives some other questions

- Tell me what things ( objects ) can be dangerous to small children in your house ?

- Are electric sockets / matches / chemicals / drugs / dangerous to small children ?

 Pre – teach some key words

• Matches / drugs / electrics sockets (n) : real objects

• Chemical ( n) : Ex: acid , alcohol are chemicals

• Injure (v) : a picture

• Destroy (v) : total break

 Note on their notebooks

 Introduces the new reading text

 Explains the new words Precaution (n) : taking care so that something will not happen

 Find and list the names of the dangerous things in the poster

-Answer

III Post – reading :

• Change the paper to other nearly to check the answers

• Go to the board and write

• Corrects them

• Make () the boxes Correct the false sentences

• Read aloud, the other observe

• Checks their understanding by asking some questions

AcidSword

Dangerous to children

?

MatchesDrugsWhy are matches dangerous to small children ?Why must we put all chemicals and drugs in locked cupboards ?

• Leads Ss to do exercise 2

• Work in pairs; Ss do exercise 2 in the student’s books

• Invites some pairs to do it

• Play a game

• Divides class into 5 groups Each group draws a picture that describes the danger in family or in society After that they guess the meanings of them

• Gives marks and gifts

-all chemicals and drugs

-matches-electric sockets-play in the kitchen-all dangerous objects : scissors, knives, small objects

-Children may drink or eat→ sickness or death

-Fire destroys houses and injures children

-Kill-A dangerous place-injure children

VI/ Homework :

- List the names of objects in your family or society that can be dangerous to small children

- Prepare part “write”

VII/ Learning from experience: ………

………

Week: Preparing date:

Period: Teaching date:

UNIT 3 - AT HOME Lesson 5 - Write

I/ Objectives:

By the end of this lesson, Ss will be able to write a description of a room in their house

II/ Language contents:

1/ Vocabulary: folder, wardrobe, beneath, towel, lighting fixture

2/ Structures: there is / there are…

III/ Technique: Questions and answers, gap filling, group work, discussion.

IV/ Teaching aids: Textbook, real objects, discussion.

- T asks Ss to read the description of Hoa’s room , (2 times )

- T explains the new words ( If there are any )

- Students repeat the new words correctly

- T asks Ss to use : “ on / to the left (right) of , opposite , in the middle of , beside , There is , there are and some prepositions”

- Pair work : Students read the description of Hoa’s room (page 32)

- Then T guides Ss to write a description of the kitchen :

- T asks Ss to speak : Hoa’s kitchen – ( Ss look at the paragraph 1 , page 32)

II While – reading - Students speak first

Ex : This is Hoa’s kitchen There is a refrigerator in the right corner

of the room Next to the refrigerator is the stove and the oven On the other side of the oven , there is a sink and next to the sink is a towel rack The dishrack is / stands on the counter , to / on the right (side) of the window and the beneath the shelves On the shelves and the counter beneath the window , there are jars of sugar , flour and tea The lighting fixture is above the table , and directly beneath the lighting fixture is a vase of flowers

- T asks Ss to work in groups

- Students write ( Individually)III Post – writing : - T asks some Ss to reread their writing

- T corrects the mistakes ( If there are any )

VI/ Homework :

- Write a paragraph to describe : a room in your house

- Refer to the paragraphs students have been learnt ( page 33).

VII/ Learning from experience: ………

………

Week: Preparing date:

Period: Teaching date:

II/ Language contents:

1/ Vocabulary: empty, dust

2/ Structures: reflexive pronouns, modals: must / have to / ought to, make questions and answer with why and because

III/ Technique: Question and answer, repetition , explanation

IV/ Teaching aids: Textbook, pictures

V/ Procedures of teaching :

Activities Exercise 1 1/ Reviews the use of the modals ( must / have to) by asking “ What

do you have to do at home?”

2/ - Do exercise 1

- Look at the pictures and flashcards

- Fill in the blanks with the verbs and “ have to/ must”

- Give the answers

- Corrects them

- Gets 3 pairs to demonstrate the dialogue before class

Exercise 2 1/ Reviews the use of “ ought to” by asking Ss to complete the

sentence “ She has a headache She go to the doctor.”

( Find the modal verb having 7 letters to give advice to somebody)

2/ - Do exercise 2

- Look at the pictures and example sentence

- Read each sentence and give advice

- Corrects the answers

- Asks Ss to reread aloud the correct sentences in pairs in front of the class

Exercise 3 - 1/ Reviews the use of reflexive pronouns by having Ss write the

reflexive pronouns ( myself , yourself , himself , herself , itself , ourselves , themselves)

2/ - Do exercise 3

- Pair work : read the dialogues

- Complete the dialogues by choosing the right answers in the box

- Corrects the answers.

- Has Ss read the dialogues aloud before class

Exercise 4 1/ Reviews how to ask and answer questions using “ Why –

Because” by asking “ Why was she late for school ?)2/ - Do exercise 4

- Look at the pictures and example sentence

- Get Ss to answer “ What happened to Hoa this morning ?why ?

- Pairwork : Ask and answer questions using “ why – Because”

- Corrects the answers

- Gets some pairs to ask and answer in front of class

Production - Play a game “ Lucky number”

- Divides class into 4 groups

- Shows a table containing 10 numbers , each number has one question ( theory , exercise and lucky question)

- Gives marks and gifts

VI/ Homework:

- Write the exercises in your notebook

- Prepare Unit 4 –Getting started & Listen and Read

VII/ Learning from experience: ……… ………

Week: Preparing date:

Period: Teaching date:

REVIEW LESSON 1

A- LANGUAGE FOCUS:

I- Structure:

Ex: “Where did you go last night?”

-I went to the movie theater with my friends

“Did you eat rice yesterday?”

-No I ate noodles

2) Preposition of time:

on (Wednesday, Tuesday, …)  the day

in (June, February, …)  the month

at (3 p.m, 7 a.m, …)  time

after (6 p.m, evening, …)  time

before (4 p.m, Christmas, …)  time, celebration, …

between (7 a.m and 10 a.m)  during the period of time to the other period of

timeEx: I’ll see you on Monday

The meeting is going to happen between 7 a.m and 10 a.m

3) Used to + V (infinitive) : to state the habits in the past

Ex: I used to get up late last year

4) Adjective and adverb of manner

-Adjective + ly  adverb

soft  softly beautiful  beautifully

Ex: “Please wait for me outside my office.”, Miss Hoa ordered Lan

 “Miss Hoa ordered me to wait for her outside her office.”, reported Lan.-Request:

Ex: “Can you give Tim this dictionary?”, said Miss Jackson

 “Miss Jackson asked me to give you this dictionary.”, reported Tim’s mother

-Advice:

Ex: “You should study hard if you want to get good grades.”

* Note : ordered (asked/ told) s.o to do s.th

6) Asking for (and responding to) favors and offering (and responding to) assistance

-Modals: can (could); may (might)

Ex: (asking for favors)  Can/ Could you help me?

(responding to favors)  Certainly (Of course; Sure; No problem.;I’m

sorry I’m really busy.; What can I do for you?; ….)

(offering assistance)  May I help you?

(responding to assistance)  Yes/ No Thank you (Yes That’s

very kind of you.; No Thank you I’m fine.)-Expressions:

Ex: (asking for favors)  I need a favor

(Responding to favors)  Certainly (Of course; Sure; No problem.;I’m

sorry I’m really busy.; ….)(offering assistance)  Do you need any help?

 Let me help you

(responding to assistance)  Yes/ No Thank you (Yes That’s

very kind of you.; No Thank you I’m fine.)

7) Gerunds: Ving

-Some V almost followed by a Gerund (enjoy/ like (dislike)/ hate/ love)

Ex: I like playing marbles

She loves cooking meals

Aunt Huong hates telling jokes

8) so as to (in order to) + V (infinitive) : to express purposes

take part in = participate in

Week: Preparing date: Period: Teaching date: PRACTICE

Reading:

Unit 1 – Read (P13)

Unit 2 – Read (p21)

Unit 3 – Read (p31)

1) Read and fill the missing information

2) Read and answer the questions

3) Read and decide whether the statesments are true or false

Writing

Write a letter to tell what you are going to do

Write a letter to a pen pal

Speaking

Complete a dialogue

Practice

Ss do exercise in workbook

Week: Preparing date: Period: Teaching date:

TEST

Week: Preparing date:

Period: Teaching date:

UNIT 4 - OUR PAST Lesson 1 - Getting started & Listen and Read I/ Objectives:

By the end of this lesson, Ss will be able to talk about the past, using structure “used to + inf” & simple past tense

II/ Language contents:

1/ Vocabulary: had to, great-grandma, meal, sound, without, modern equipment, lit, remember, folk, traditional

2/ Structures: used to, sound + adj, what’s ….like ?, simple past tense

III/ Technique: Pair work, group work, brainstorming, gestures, T or F

IV/ Teaching aids: Pictures, real objects, stereo, handouts.

V/ Procedures of teaching:

I Warm up * Getting Started

- T has Ss say the things not belong to the past

+ Mobile phone + Stereo

- Ss say in front of the class and write them on the board

- T checks and corrects.

II Pre-reading * Listen and read

- T gives Ss some new words and guides Ss to pronounce

+ used to +great- grandma (n) + modern (a)

+ (to) light – lit –lit + a folktale

+ (to) look after + equipment (n)

- Ss listen , repeat and copy down

- T calls some Ss to read them in front of the class

- Ss read them in front of the class

- T showing the picture in text book and asks some questions

Ss answer the teacher’s questions.

* Pre- questions:

a) Who are they?

 Nga and her grandma

b) What are they doing?

 They are talking

c)What are they talking about ?

 about Nga’s grandma was young

III While-reading -T checks and leads into the new lesson “ If you want to know what

happened when Nga’s grandma was young Let’s listen”

- Practice the dialogue with a partner:

( The text in p.38-39)

- T has Ss work in pairs (ask and answer the questions)

Ss work in pairs.(p.39)

T corrects the mistakes and asks Ss to write the answers in their note-books

Ask and answer the questions :

a She used to live on a farm

b Because she had to stay at home and help her mom to look after her young brothers and sisters

c She used to cook the meals, clean the house and wash the clothes

d Her great-grandma used to lit the lamp and her great-grandfather used to tell stories

e She asked her grandma to tell her the tale “The lost shoe”

- T asks Ss to read the statements part 3 on page 39 and decide which is a fact and which is an opinion

IV Post-reading - Write five sentences you used to do when you were young

Ex: - I used to get up early last year

- I used to do homework late at night last year

VI/ Homework: - Learn new words and new structure by heart.

- Do exercise 1 in work book.(p.27)

- Prepare unit4: Part speak + listen

VII/ Learning from experience: ……….

………

Week: Preparing date:

Period: Teaching date:

UNIT 4 - OUR PAST Lesson 2 - Speak & Listen I/ Objectives:

By the end of this lesson, Ss will be able to talk about the differences between the past and the present In the other way, Ps will be able to talk about what they used to do in the past and what they do now

Ps will be able to understand the story “Chicken laid gold eggs” and have a moral lesson

II/ Language contents:

1/ Vocabulary: revision (using the words Ps have learnt) laid (laid eggs), discover,

amazement

2/ Structures: Used to + inf

III/ Technique: Brainstorming, Pair work, group work, Q & A.

IV/ Teaching aids: Pictures, chart.

V/ Procedures of teaching:

I Warm up : - T shows the pictures of the school , one in the past and the other in

the present

- T talks to Ss about the difference between two pictures

“ Our school used to be small Now it is big”

- T asks Ss “ How was it in the past and how is it now ?”

- Ss answer : “ It used to be old It’s new and beautiful now”

Today we will talk about the things in the past and in the present

II Pre – Speaking T shows picture 1 (book) and asks Ss some question :

“Do we wear these clothes now ?Vietnamese people wear these clothes in the past or in the present?Can you guess the time they wore these clothes ?”

T points Ss , himself/herself , the picture 2 and says “ Now we wear like these”

T shows picture 2 (book) and say “ Now we wear trousers, shirt for men , blouse and skirt for women , but in the past , we used to wear

Ao Tu Than, Quai Thao hat, and so on

III While- speaking Task 1 :

T has Ss work in groups , talk more about the house , the street , the means of transports in the past and in the present , using “ used to” for the past

( Ss can use the pictures and the questions as prompts

questions : ( on chart)

- How did the houses use to be and how are they now?

- How did the people use to travel in the past ? And now ?

Some pairs present in front of the class

T corrects errors if necessary

IV Post – spesking Task 3 :

T has Ss work in pairs, talk about the things their family members

of themselves used to do in the past

Ss work in pairsSome Ss present in front of the class

I Pre – listening TASK 1 :

T has Ss look at 4 choices ( a, b, c ,d ) in the book ( p 41)-T teaches some main words

• (adj) : greedy, foolish

• (v) lay – laid, discover

• (exp) in amazement

_ T asks Ss to give their choice but does not correct the Ss’ answers immediately

TASK 2: plays the cassette (1st time)

II While – listening - T has Ss listen the 2nd time

- T checks Ss’ understanding by answering some questions

1 Did the chickens lay many eggs?

2 What did the farmer see one day?

3 What did they decide to do with all the chickens?

4 How many gold eggs did they get after killing the kitchens?

- T asks Ss to give their answers and T gives the correct answers

at once TASK 3:

- T plays the tape the 3rd time

- T gives some True – False statements

1 The farmer lived a comfortable life

2 He sold eggs to buy food and clothes

3 They were very sad when they saw a gold egg

4 They got more gold eggs after killing all the chickens

III Post – listening - T corrects the choice (a, b, c, d) in the text book

- T asks some Ss to tell the story again and withdraw a lesson from this story

- T can help if necessary

VI/ Homework :

- Write 5 things you used to do last year

- Write what you can learn from the story

VII/ Learning from experience: ……….

………