Giao an Tieng Anh 8 chuan

- Ask students to read the dialogue between Hoa, Lan and Nien and check if their answers are correct or not.. * Comprehension questions - Ask students to read the dialogue again and

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Teaching date:

I Objectives:

To help sts to remember the basic grammar structures they’ve studied

II Teaching aids.

Book,planning, subboard ,test papers

III Teaching procedure

T reviews the way to use the

verb “to be” and ordinary verb

at present simple tense.

3.Written test (15 minutes)

T lets sts do the following test.

1, Tobe.

- am : I

- is : He, She, It.

- are : We, They, you.

Eg : I am Lan.

She is 12 years old.

They are students.

.

2, Ordinary verbs.

S + V ( He, She, It + Vs,es )

Note: Vs end in s, ss, x, o, sh, ch“ ” we add es “ ”

Eg : I live in a village.

She lives in the city.

He goes to school on foot.

Exercise 1.

Use the correct form of “tobe” to complete the sentences.

a,Lan and Mai in class 7A.

b,I ten years old.

c, there any flowers in the garden?

d,How you?

We fine, thanks And this Ly.

Exercise 2.

Use the correct form of the verbs

Ba (be) a student Every morning, he (get) up

at 6.00 and ( brush) his teeth Then he (wash) his face and (go) to school at 6.30

His classes ( start) at 7.00 and (finish) at 11.30 He (come) home and (have) lunch

at 11.45

Questions.

I Choose the word that has the underlined part pronounced differently from the others Identify your choice by circling the corresponding letter A, B, C or

D (5 points)

1 A.many B.try C.fly D.dry

2 A.perform B.resort C.story D.improve

3 A.character B.part C.tradition D.attraction

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4 Consolidation.

T asks sts to hand in their

papers and has remark on the

lesson.

5 Homework

4 A.lived B.played C.needed D.improved

5 A.modern B.dryer C.diswasher D.worker

II.Read the following passage then answer the questions below by circling the best option A, B, C,

or D (5 points).

Hoa is eighteen years old She’s a student at a university in Ha Noi Her family lives in Ha Noi Her father is a factory worker and her mother is a nurse She works in the central hospital of Ha Noi Hoa has got a brother and a sister Her brother is a student at

a university, too Her sister is still young She goes to

a kindergarten.

1 Hoa is a in Ha Noi.

2 What is the title of the passage?

A.Hoa is a student in Ha Noi B.Hoa’s family

3.Her family lives in the

4 She is than her sister.

5 Her sister goes to a

A.university B.school C.hospital D.kidergarten.

Lesson 1: - Getting started

- listen and read

I The objectives:

- to present new words, structures and new functions of language.

- text book, stereo , cards

III Teaching procedures:

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1.Warm up:

* Pelmanism.

- Prepare twelve cards with numbers on one

side and the verbs on the other

- Make sure the verbs are mixed up Stick the

cards on the board so students can only see the

numbers.

- Divide students into two teams and ask them

to choose two numbers.

- Turn the cards over and see if they match.

Eg: teach – taught, give them one mark If

not, turn the cards over again and ask the next

team.

- Continue until all the cards are finished.

2 Pre- reading.

2.1- Pre-vocabulary.

T: use techniques such as mine, realia and

translation to introduce the new words.

*checking: Rub out the meaning in

Vietnamese and ask students to fill in again in

2 minutes

S: Go to the board and fill the meaning in

T: check

2.2- Pre- questions:

- Give some questions and ask them to work in

pairs to answer them.

3 While reading.

- Ask students to read the dialogue between

Hoa, Lan and Nien and check if their answers

are correct or not.

* Comprehension questions

- Ask students to read the dialogue again and

answer the questions in exercise 2 on page 11

(work in pairs)

- Call on students to ask and answer the

questions.

- Correct their mistakes or pronunciation.

- Ask them to work in closed pairs.

* Gap-filling.

- Ask students to use the simple present tense

and simple past tense to complete paragraph 1

(a) on page 16

- Provide some verbs so that students can use

them to fill in the gaps

4 Post-reading.

- Ask students to write a paragraph about Hoa

and Lan.

- Give students some cues and ask them to use

the simple present or simple past tense to write

individually.

- Let students to discuss with their partners.

- Choose some answers and correct them in

a) Is Nien Lan’s friend or Hoa’s friend?

b) How old is Nien?

c) where does Nien live?

d) Is she a beautiful girl?

Answers:

a She is Hoa’s friend.

b She’s twelve years old.

c She lives in Hue.

d Yes, she is.

Answers

a Nien lives in Hue.

b No, she doesn’t

c The sentence is “ She wasn’t old enough to be in my class.”

d At Christmas

Verbs for gap- filling.

Live (2) send be (2) come Answers:

1 lived 2 lives 3 sent

4 was 5 is 6 comes Cues for writing.

a Lan / Hoa’s best friend.

b They / same class / Quang Trung School.

c Last year / Hoa / to school first time.

d Lan / show / around / introduce/ to

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- to develop students’ speaking skill and some new functions of language.

II Teaching aids: text book, stereo , cards

- ask students to think of the adjectives used to

describe body build and hair as many as

possible.

2 Pre- task.

*Checking: Rub out the meaning in

2 minutes

Thin Fat long short Tall Short black dark brown Vocabulary:

Slim Tall curly Short black Overweight dark Slender brow

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T: check

2.2 Introduce structures.

- Show students a picture of Mary and ask

them to describe her hair and her body build

- Ask pupils to make sentences.

- Prepare 6 cards so that students can drill

easily.

3 While task.

- Show the poster of six people and ask

students to look at six people

- call on a student to describe one person, the

others have to guess who he/ she is.

- Go on until six people on the poster are

described.

-Let sts listen and complete the dialogues using

the phrases in the box (3 times)

4

Post-task :

- Ask students to describe one of their classmates and their friends have to guess 5 Homework - ask students to describe their family’s members - she has long blond hair - She is short and thin  structure: S + have / has + adj + hair S + be + adj Contents of Card: a he/tall/thin b She / short / slim c He / short / fat d Long /black e Curly / blond. f Straight / brown Example: S1: This person is short and thin She has long blond hair S2: Is this Mary? Yes 1,I’d like you to meet 2, Nice to meet you 3,I’d like you to meet 4,It’s a pleasure to meet you 5, Come and meet 6, How do you do? Students’ description: ………

………

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- to develop students’ reading skill and some new functions of language.

II Teaching aids: text book, cards

- ask students to look at four pictures on page

10 and talk about the activities they want to do

after school or in their free time.

- give them some questions

2 Pre- reading.

- Set the scene: These statements are Ba and his

friends, read them and guess which statements

are true, which are false.

- Get students to work in pairs.

3 While- reading.

-Ask students to open their books and read the

text on page 13

-Let students check their prediction.

- Ask students to correct false statements.

Questions:

a What are these students doing?

b What time of the day do you think it is?

c Do you like soccer/ reading books?.

d Whom do you like playing with?

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 Multiple choice.

- Get students to do exercise 1 on page 14.

- Ask them to work in pairs to choose the best

-Call on some pairs of students to ask and

answer the questions Teacher corrects their

pronunciation.

4 Post-reading

-Ask students to work in closed pairs.

-Ask students to work in groups and talk to one

another about their friends, using the adjectives

they have just learnt to describe

5 Homework.

- Ask students to write a paragraph (about 50

words) about one close friend.

 Correction:

a Ba has a lot of friends but he spends most of his time with Bao, Song and Khai.

b They have different characters.

c Only Song and Khai are quite reserved.

a A (three)

b C (does not affect his school work)

c B (Don’t talk much in public.)

d D (get tired of) Answers for questions:

a He feels lucky having a lot of friends.

b Bao is the most sociable.

c Khai likes reading.

d His jokes sometimes annoy his friends.

e Bao spends his free time doing volunteer work at a local orphanage.

- To develop students’ writing skill and some new functions of language.

- Writing about oneself and about other people.

text book, pictures

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- ask students to look at four pictures on page

17 quickly Then let them keep their books

closed.

- Divide the class into four groups.

- Give students two questions, the group which

answers correctly the fastest wins the game.

2 Pre- writing.

2.1- Pre-vocabulary.

2 minutes

T: check

2.2 Reading.

- Ask students to read the information about

Tam then answer some questions.

3 While- writing.

- Let students write a paragraph about Tam,

using the information they have just got They

have to work individually.

- Ask students to compare with the paragraph

in their books on page 15.

- Ask students to write some information about

one of their friends, then write a paragraph

about him or her.

- Get students to share with their partners and

correct if possible

4 Post-writing:

-Ask students to work in closed pairs.

-Ask students to work in groups and talk to one

another about their friends, using the adjectives

they have just learnt to describe

5 Homework.

- ask students to write a paragraph (about 50

words) about one close friend.

Questions and suggested answers:

a How many people are there in the picture? (four)

b What does each person look like?

- (depends on students’ description)

c What is each person wearing?

- (depends on students’ description)

a What is his name?

b How old is he?

c What does he look like?

d What is he like?

e Where does he live?

f Whom does he live with/

g Who is his friend?

* Sample:

His name is Hung and he is 13 years old He lives in Yen Lap village with his grandmother, his parents and his younger sister, Mai He is tall and slender He has short black hair He is rather shy but friendly and helpful He has a lot of friends but his close friends are Huong and Minh

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- Further practice in simple present tense and the structure

(not) + adjective + enough + to - infinitive.

text book, pictures and cards

- Ask students to find out the adjectives

beginning with the letters that the teacher

gives

- Divide the class into two groups.

- Give four letters at the same time, students

are to find out four adjectives beginning with

the four letters given.

2 Presentation.

- Pre teach vocabulary.

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Revision of Simple present tense.

- Review simple present tense: formation,

usage.

- Focus on one of the usage of Simple Present

tense

- Give students fives verbs:

- Ask students to complete the dialogue

between Ba and Tuan, his young cousin.

- Get students to work in groups.

- Ask students to share the results.

- correct if necessary

B language focus 4.

- Set the scene to introduce the structure:

- Teacher tries to reach the ceiling and asks

students to answer some questions:

- Give the conclusive sentence.

- Give the form of structure.

-Ask students to do language focus 4 (page

17).

-4 Production

- Give some suggested words and ask students

to make sentences (work in groups)

- Ask some groups to show their answers.

- Correct if necessary.

5 Homework.

- ask students to write five sentences using the

structure:

- (not) adjective + enough + to- infinitive.

One of the usage of Simple Present Tense:

It is used to express an action which is always true.

1 Can I reach the ceiling?

Students: No, you can’t.

2 Is the ceiling very high?

Students: Yes, it is.

Conclusive sentence.

I am not tall enough to reach the ceiling.

The form of structure (not) adjective + enough + to- infinitive.

Answers for language focus 4.

a not big enough

b not old enough

c not strong enough

d good enough Suggested words.

1 not old/ drive a car.

2 strong / carry this bag.

3 not clever / solve the problem.

4 warm / go out tonight.

5 kind/ help others.

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Period: 7 Lesson 1: - Getting started

- Listen and read

- Reading for details about a conversation on the telephone.

text book, stereo

- Ask students to match each object (pictures

on page 18) with its name.

- Give the definitions of these objects and ask

students to match the object with its definition.

2 Pre- reading.

2 minutes

T: check

2.2- Pre- questions:

- Gives some questions and ask them to work

in pairs to answer them by guessing.

1.to send fax.

2.to find someone’s telephone number.

3.to write addresses and telephone numbers.

4 to make a phone call in a street telephone box.

5 to leave and take messages.

6 to make phone call anywhere you like

Answers:

a-5; b-6 ; c-1 ; d-2; e-4 d;-3 Vocabulary:

a) Who made the call?

b) Who introduced herself?

c) Who invited the other to the movies?

d) Who arranged a meeting place?

e) Who arranged the time?

f) Who agreed to the time?

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3 While- reading:

- Asks students to read the dialogue between

Hoa and Nga in pairs.

- Ask some pairs to read the dialogue aloud.

- Corrects pronunciation if necessary.

- Asks students to read the dialogue again and

then check if their answers to the questions are

-Ask students to play the roles of two students

who are talking on the phone making

arrangements.

-Students can change the information which is

underlined.

-Let students work in pairs Teacher moves

around the class and helps the students

5 Homework.

Asks students to write a similar dialogue on

their notebooks.

Answers.

a.Nga made the call

b.Nga introduced the herself.

c.Nga invited Hoa to the movies.

d.Nga arranged a meeting place.

e.Hoa arranged the time.

f.Nga agreed to the time.

Suggested dialogue.

Lan : 821731

Mai : can I speak to Lan please?

Lan : Yes Lan speaking.

Mai : Hello Lan This Mai.

Lan : Hello Mai.

Mai : I m going to see a movie at 7.30 this ’m going to see a movie at 7.30 this evening Would you like to come?

Lan : Of course But I have to ask my Mom

Hold on ….OK she says I can go, where’s it OK she says I can go, where s it ’m going to see a movie at 7.30 this on?

Mai : At Sao Mai Movie Theater.

Lan : Let s go by bicycle ’m going to see a movie at 7.30 this

Mai : OK Let s meet outside the theater ’m going to see a movie at 7.30 this

Unit 2: Making arrangements.(5Ps)

Lesson 2: - Speak + Listen

- to develop students’ speaking and listening skills and some new functions of language.

II Teaching aid: text book, stereo , cards

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- Talk to students about using telephone by

asking them some questions.

2 Pre- task:

- Ask students to do exercise 1 on page 20

The students have to work in pairs to put the

sentences in the correct order to make a

complete conversation.

-Check understanding.

- Ask students some questions to check their

understanding and focus on the structure

GOING TO

3 While- Task:

3.1.Word cue drill./Practice.

- Give model sentences and ask students to

repeat chorally and individually.

- Ask some students to practice asking and

answering by using suggested words.

- Ask the whole class to work in pairs.

3.2 Further practice.

- Ask students to do exercise Language Focus

1 on page 25 They have to work with a partner

and say what the people are going to do.

- give an example first.

Questions for Warm up;

1 Do you have a telephone at home?

2 How often do you make a phone call?

3 What would you say when you pick up the phone to answer it?

4 What would you say if you are the caller?

Answers for exercise 1:

1- b 2- f 3- j 4- a 5- i 6- c 7- e 8- k 9- g

10 - h 11- d

Questions for checking understanding.

1 Are they talking on the phone?

(yes, they are.)

2 What do they intend to do?

(to go to the pop concert.)

3 What time are they meeting?

Where?

( inside the center at 7.15.)

4 What form of verbs do you use to talk about intentions?

(be going to)

Model sentences:

A: Are you going to see a movie?

B: Yes, I am/ No, I’m not.

Suggested words.

Help your mother

a They are going fishing.

b She’s going to read the new novel

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- Set the scene: “ Ba and Bao are making

arrangements to play chess.”

- Ask students to work with their partners to

complete the dialogue.

- Give feedback:

-Play the tape (twice) and ask students to listen

carefully and fill the missing information in the

card.

-Ask students to give the answers.

-Give the correct answers.

5 Homework.

- ask students to write five things that they

intend to do next week.

c She is going to do her homework.

d He’s going to watch an action movie

on TV tonight.

e She’s going to give him a birthday present.

Feedback:

a Can I speak to Ba please? This is Bao.

b I’m fine Thanks, and you?

c Can you play chess tonight?

d What about tomorrow afternoon?

e I’ll meet you at the central Chess Club.

f Is 2.00 o’clock OK?

Kingston junior high school

DATE:……… … TIME: ………

FOR: … The principal……….

MESSAGE: (Mrs Nguyen wanted to see you at 9.45 in the morning ) ………

- to develop students’ reading skill and some new functions of language.

- Let students answer the questions by coming

to the board and write.

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2 Pre- reading.

2 minutes

T: check

2.2 T/F statements prediction.

- Stick the poster of T/F statements on the

board.

- Ask students to guess which statements are

true, which are false.

3 While- reading.

-Ask students to open their books and read the

text on page 22

-Let students check their prediction.

 Ordering.

- Get students to look at the book on page 22.

- Ask them to read the events of Bell’s life and

put them in the correct order.

- Ask them to compare with their partners.

4 Post-reading:

-Ask students to write a paragraph about Bell’s

life, using the information from the text.

-Correction.

5 Homework.

- ask students to write a paragraph (about 50

words) about one of the Vietnamese writers.

Vocabulary:

- emigrate (example): go to another country to live.

- Transmit: (translation)

- Conduct: (synonym; what is the synonym of to carry out?)

- Demonstrate: (translation: biÓu diÔn)

- A device: (translation)

- A deaf-mute (explain; a person who

is unable to hear and speak)

T/F statements:

(English book 8, page 22) Feedback:

 Correction:

a He was born in Edinburgh in Scotland.

b He worked with deaf-mute patients at Boston university.

d He introduced telephone in 1876

e He experimented with ways of transmitting over a long distance. Answers for Ordering: d) e) a) g) c) b) f) ………

………

……….

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Teaching date:

Lesson 4: - Write

I The objectives.

- to develop students’ writing skill and some new functions of language.

- practice writing a telephone message.

text book, pictures

- write the words whose letters are in a random

order on the board.

- Divide the class into 2 teams Students from 2

teams go to the board and write the correct

words

- The team which writes more correct words

first wins the game:

2 Pre- writing.

2.1- Pre-vocabulary.

2 minutes

T: check

2.2 reading and gap-filling

- Ask students to read the message and fill in

the gaps in the passage on page 23.

- Let students work in pairs.

Jumbled words:

1.mcuestor = customer 2.ayddmi = midday 3.essgmea = message 4.nifurretu = furniture 5.rveice = service

Vocabulary:

- a customer ( explanation; a person who comes to buy something at a shop … )

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3 While-writing.

- Ask students to read the passage 2 page 23 to

get information and write the message.

- Let students write individually then share

with a partner.

- Ask students to write their answers on the

board and correct if necessary.

4 Post-writing

- Ask students to write another message

- Set the scene: “ Tom phoned Nancy, but she

was out Lisa, Nancy’s sister took a message

for Nancy Help Lisa to write a message”

- Ask students to read the dialogue between

Lisa and Tom then write the message.

- Let students work in pairs

Period: 11 Unit 2: Making arrangements.(5Ps)

Lesson 5: - Language focus

I Objectives:

By the end of the lesson, students are able to talk about intentions with ‘be goingto’ and know how to talk about their future plans

II Contents: Vocabulary: action movies, fishing rods….

Grammar: Be going to, adverbs of place

Thanh Cong Delivery Service Date: June 16

Time: After midday For: Mrs Van Message: Mr Nam called about his

stationery order, he wanted you to call him at 8634028

Taken by: Mr Toan

Date: (……… )

Time: (……….)

For: Nancy Message: Tom called about playing

tennis this afternoon He will come over to pick you up at 1.30

Taken by: Lisa

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- Call some Ps to write on the bb

* Remind Ps how to use simple future

- Have Ps do exercise 1 in pairs

- Have Ps ask and answer to each other

to fill the form in exercise 2

- Ask Ps to make a form on their

notebooks then practice

- Let Ps practice in pairs

- Call a pupils to practice in front of the

class ( open pair )

Thing to do

* Possible answers

- see a movie - play soccer

- watch TV - do home work

- meet friends - play chess

1 Work with a partner Say what people aregoing to do

* Future with “be going to ”

Form: is/am/are going to + V

E.g She is going to see a movie

a) They are going (to go) fishing

b) She is going to read the new novel

c) She is going to do her home work in Math.d) She is going to watch an action movie on TV

to night

e She is going to give him a birthday present

2 Complete the list

a Complete about you

What are you going to do on the

weekend?

Are you going to You partnerYoursee a movie

play sports

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* Explain meaning of some prepositions

- Have Ps complete exercise 3 in text

book

meet your friends?

help your parents?

do your homework?

watch TV?

b Complete about your partner

3 Complete the speed bubbles Use eachadverb in the box

a) I think he is upstairs

b) No, he isn’t herec) He isn’t downstairs and he isn’t upstairs

d) Perhaps he is outside

e) No He isn’t there

f) I’m not outside I’m inside, Ba

5 Homework: Ask Ps to prepare new lesson: Unit 3 - At home Have them name some chores

at home:

Teaching date:

Period: 12

Unit 3: at home (6ps).

Lesson 1: - Getting started

- Listen and read

- Reading for details and to practice the modal verbs; must , have to , ought to

II Teaching aids text book, stereo

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- Kim s game:’

- Show 6 pictures (getting started) to students.

- ask students to look at 6 pictures quickly in

30 seconds and try to remember the verbs in

the pictures as many as possible.

2 Preseatation.

2.1 Pre-vocabulary.

2 minutes

T: check

2.2 Structure :

- Set the scene of the dialogue between Nam

and his mother Mrs Vui.

- Get the students to listen to the dialogue

while looking at their books.

- Ask students to complete the list of the things

Nam has to do.

3 Practice:

- Ask students to practice the new structure

using picture cues drill in “getting started” by

asking and answering the question.

4 Production:

- Give students 7 words.

- Ask students to look at the pictures and

complete the dialogue between Nga and Lan,

using must or have to together with the verbs

given.

- Ask students to work in pairs, practicing the

dialogue.

5 Homework.

Sts write what they have to do on Sundays.

1 wash dishes/ do the washing up

2 make the bed

3 sweep the floor.

What do you have to do?

I must do the washing up.

Cues:

- do the washing up - make the bed

- sweep the floor - cook dinner

- tidy my room - feed the chicken.

Seven words:

Feed-empty – do – tidy – sweep – clean-dust.

Answer:

Nga: Can you come to the movies, Lan?

Lan: No I have to do my chores.

Nga: What do you have to do?

Lan: I must tidy my bedroom Then I have to dust the living room and I must sweep the kitchen floor, too.

Lan: I have to clean the fish tank and then I must empty the garbage Finally, I must feed the dog.

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- to develop students’ speaking skill and some new functions of language.

- By the end of the lesson, students will be able to use the prepositions of place.

II Teaching aids 2 pictures on page 28-29

*Kim’s game: (pair work)

- Show the picture of a kitchen to Ss.

- Ask them to study the things in the picture.

- Take away the picture and ask Ss to write

down as many things as they can remember.

2 Pre- speaking

- Ask students the positions of the items in the

pictures.

Pictures

Where is the clock? - It’s above the fridge.

- the fruit? - in the bowl.

- The flowers? - on the table.

- Rice cooker? - next to the bowl of fruit.

- Cupboard? - on the wall, above the

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3 While- speaking

- Get students to work in pairs, talking about

the position of each item (Give an example for

illustration)

4 Post-speaking: (pair work)

- Set the scene: “Mrs Vui bought new furniture

for her living room, but she can not decide

where to put it You should help her to arrange

- dish rack? - on the counter, next

to the bowl of fruit.

- Let’s put the telephone next to the couch.

- I think we should put the magazines above the books on the shelves.

- I think the shelves ought to be at one of the corners, opposite the couch.

Suggested for agreement and disagreement:

Ag: Ok, you are right.

Disag: No, I think we’d better/ ought to put

……

- I think it should be………

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Teaching date:

- to develop students’ listening skill and some new functions of language.

- further practice in modal verb – ought to

II Teaching aids text book, stereo , cards

A Class organization.

- Greetings.

- Checking attendance: 8A 8B 8C

B New lesson.

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* Bingo: (T-whole class)

- Ask students to write down on their

notebooks 5 things you can eat.

- Prepare a list of food Then cal out

each word in a loud voice

- Students listen to the teacher carefully.

If anyone has the same things, they

cross them out The first person crossing

out all 5 things shouts “Bingo” and wins

the game.

2 Pre- listening.

- predictions:

- Get students to look at page 30 and

guess 4 things they use to cook the

“Special Chinese Fried Rice”

- Give feedback.

3 While- listening.

- Play the tape and ask students to listen

and check their predictions.

- Give feedback;

* Language focus 3

- Set the scene:

- Now can you tell me another word for

“should”.

- Ss give feedback:

- Explanation:

- Ask students to give some sentences.

- Ask students to give advice to people

in the pictures (page 35)

- Get students to practice 4 exchanges in

3 garlic and green peppers

4 ham and peas.

Form: ought to + INFINITIVE

Eg You ought to study harder.

Answers:

a I failed my English test.

- You ought to study harder.

the floor / dirty Bao / overweight She / thin.

my English / bad. Her grades / bad. the washing machine/

not work E.g:

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- To develop students’ reading skill and some new functions of language.

- By the end of the lesson, students will be able to understand the safety precautions in the house and Why- because.

II Teaching aids :

text book, cards

- Let students answer the questions by coming

to the board and write.

2 Pre- reading.

- Ask students to guess which statements are

true, which are false.

3 While- reading

3.1 t/f statements:

- Ask students to open their books and read the

text on page 31

- Let students check their prediction.

2 Comprehension Questions:

- Ask students to work in pairs to find out the

answers of these questions.

Answers to the questions:

a Because the children often try to eat and drink them.

b Because the kitchen is a dangerous place.

c Because playing with one match can cause the fire.

d Because children often try to put something into electrical objects can injure or kill children.

Danger in the home for

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4 Post-reading

- Discussion:

Ask students to work in groups, discussing

about the topic - ………

5 Homework.

- Practice in why questions with Because –

answer by doing the exercise language focus 4.

a Safety precautions in the street.

b Safety precautions at school.

Teaching date:

Period: 16 Lesson 5: WriteUnit 3: at home

- To develop students’ writing skill and some new functions of language

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

II Teaching aids:

text book, pictures

translation to introduce the new words

Questions:

- Which room is this?

- What’s this? Where is it?

Vocabulary:

- folder

- beneath

- towel rack

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Vietnamese and ask students to fill in again

in 2 minutes

T: check

- Reading:

- Ask students to read the description of

Hoa’s room, then ask some questions

- Let students work in pairs

3 While- writing

- Ask students to describe Hoa’s kitchen on

page 33 using some cues

- Ask students to share with their partners

- Correct the mistakes from some

descriptions if necessary

4 Post-writing:

- Ask students to talk to their partners about

their room/ living room / kitchen

5 Homework.

- ask students to write a description of their

bedroom/ living room

b Where is the bookshelf?

c What is there on the right side ofthe room?

d Where is the wardrobe?

Answers:

a There is a desk on the left of theroom?

b The bookshelf is above the desk

c There is a window on the rightside of the room

d The wardrobe is beside thewindow and opposite the desk

Suggested description:

This is Hoa s kitchen There is a’

refrigerator in the right corner of the room Next to the refrigerator there are 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 dish rack stands on the counter, on the right of the window and beneath the shelves On the shelves and on the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there is a table and four chairs.

The lighting fixture is above the table, and directly beneath the lighting fixture

is a vase with flowers.

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- Further practice in Reflexive Pronouns:

Myself, yourself, yourselves, ourselves, himself, herself, themselves, itself

text book, pictures

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S¬n §«ng secondary school Teaching plan – ENGLISH 8

- Set the scene: “You do your homework

and no one helps you What do you say?”

- Students answer: ……

- Teacher answers instead

- Explains the reflexive pronouns

* Reflexive pronouns are used to

emphasize a person or a thing.

3 Practice

Word cue drill:

- Ask students to run through the

vocabulary first ( do your homework, fix

the washing machine, cook dinner, paint the

pictures, do our chores)

- Ask them to practice the questions and

then the answers

- Ask them to work in open pairs then

closed pairs

4 Production:

- Ask students to complete the dialogue:

- Ask students to fill in the blanks with

suitable reflexive pronouns or emphasis

pronouns

- Give feedback

- Ask students to practice speaking in pairs

tidy up do your homework

water flower clean the floor repair the machine

fix the TV set paint the houseSituations:

T: You do your homework and no one helps you What do you say?”

T: “I do my homework myself.”

- She cut herself

- John saw himself in the mirror

Word cue drill:

a you / do / homeworkDid you do your homework?

Yes, I did it myself

b he / fix / washing machine Did he fix the washing machine?

Yes, he fixed it himself

c Mary / cook / dinner Did Mary cook dinner?

Yes, she cooked it herself

d These students / paint / the pictures

Did these students paint the pictures?

Yes They painted them themselves

a Did someone help Ba to draw thatpicture?

No He did it himself

b The repair man cant fix the washing machine until tomorrow

Come on We’ll have to try and

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- To develop writing skill.

II Teaching aids: text book, exercise book.

- T revises some basic grammar structures

- T notes sts on the prep “for + O”: used

when the first S is different from the second

Eg: He has enough time to do that work

or He has time enough to do that work

+ Enough used as an Adv : stands after

+ Adj/ Adv + enough + to infinitive

Eg: She isn’t old enough to be in myclass

He studied hard enough to pass theexam

2.Too + adj/ adv + to infinitive

Eg: The shoes are too small to wear

The tea is too hot for me to drink

( The tea is too hot I can’t drink thetea)

* Exercise 1: Combine the followingsentences into one using “enough +to ” or “too to ”

1.This math exercise is so dificult.Ican’t do it

2.Ha is not tall He can’t reach theladder

3.He is very short He can’t become afootball player

4 He didn’t have much money Hecouldn’t buy a big house

3.Tobe going to & will

+ Be going to + bare infinitive is used toexpress :

- Decision before the time of speaking

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- Ask students to study well for the test

- Predict sts that’s going to happen inthe future due to the proof at present

- Actions happen in naer future

+ Will expresses the predictions based

on the personal ideas or the decisionbefore speaking

Eg: Why are you buying a lot of foot ? I’m going to have a party thisevening

The telephone is ringing I’ll anwserit

+ Be going to & present continuous

- The present continuous express a plan

or an arrangement for the future

Eg: Thu is going to the library thisafternoon

* Exercise 2: Make sentences using thewords given

1 They/ go / shopping this Saturday

2.you/ have a party/ for your birthday ?

3 Hoa/ not go/ by bicycle / She/ go/bus?

4 He/ go/ fishing/ this summer

4 Modals: ought to/ have to/

must

- Must: express obligation or thesubjective neccessity or the law

Eg: We must drive on the right

- Have to : expresses the objectiveneccessity or obligation

Eg: Your eyes are weak You have towear glasses

- Ought to : expresses an advice

Eg: We ought to obey our parents

OUGHT TO = SHOULD

* Exercise 3: Use the modals above tofill in the blanks

1 Ann be home before 9p.m (must)

2 Pupils .get to school on time

(must)

3 Her mother has been in the hospital

so Mary do all the housework (has

to )

4 Children respect elderly people

(ought to )

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Testing date:

Period: 19

WRITTEN TEST(45 min)

- To give sts a chance to practice what they’ve studied in previous lessons

- To develop writing skill

II Teaching aids: test papers.

Questions I: Choose the words which pronouns different from other

Questions II: Read the passage then answer the questions After each question there are four opinions marked A, B, C or D choose the best answer by cirling

On March 3, 1847, Alexander Graham Bell was born in Edinburgh He was a Scotsmanalthough he later emigrated, first to Canada and then to the USA in the 1870s

In America, he worked with deaf - mutes at Boston University Soon, bell startedexperimenting with ways of transmitting speech over a long distance This led to the invention

of the telephone

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Bell and his assistant, Thomas Watson, conducted many experiments and finally came upwith a device which they first introduced in 1876 Bell said on the telephone: “Mr Watson,come here I want you” This was the first telephone message

Traveling all over America, Bell demonstrated his invention to the public at countlessexhibitions, and by 1877 the first telephone was in commercial use

1 Alexander G Bell was born in ….OK she says I can go, where’s it ….OK she says I can go, where’s it ….OK she says I can go, where’s it ….OK she says I can go, where’s it

A Canada B America C.Scottland D England

2 He introduced the telephone in ….OK she says I can go, where’s it ….OK she says I can go, where’s it ….OK she says I can go, where’s it ….OK she says I can go, where’s it

A 1877 B 1876 C 1875 D 1870

3 In paragraphs 3 came up with means “came up with” means ……….… ” means ……….… ….OK she says I can go, where’s it ….OK she says I can go, where’s it ….OK she says I can go, where’s it ….OK she says I can go, where’s it

A.found B invented C experiments D demonstrated

4.Where in the passage does the author mention to the first message on the phone.

A In paragraph

5 According to the author, A G Bell worked with deaf mute at …………

A a hospital B a university C a school D a factory

Questions III: Choose the best answer by circling its corresponding letter A, B, C or D to

comeplete sentence

1 He can cook…………

2 The telephone is on the shelf ………… magazines and stereo

A on B next to C between D under

3 My brother is learning to drive, so he is going to be a………

A teacher B singer C farmer D driver

4 My mother ……… me a book yesterday

A gave B gives C give D giving

5 Hoa lived in Hue last year but now she ……… in Ha Noi

Questions IV: Choose the best answer by circling it s corresponding letter A, B, C or D’

to complete the sentences

1 He / not old / enongh / take part in / exam.

A He is not old enongh taking park

in the exam C He is not old enongh to take part in theexam

B He is not old enongh took part in

2 She / going to / visit / Lenin park / Sunday morning.

A She’s going to visit Lenin park on

Sunday morning C They’re going to visit Lenin park inSunday morning

B She is going to visit Lenin park

Sunday morning D She’s going to visit Le nin park on Sundayin morning

3 Hoa / tall / thin / I am.

A Hoa is tall and thin than I am C Hoa is taller and thin than I am

B Hoa is tall and thinner than I am D Hoa is taller and thinner than I am

4 Next to / bookshelf / a desk.

A Next to the bookshelf is a desk C Next to the bookshelf are a desk

B Next to the bookshelf there are a desk D Next to a bookshelf is a desk

5 There / a table / the right of the room.

A There is a table in the right of the room C There is a table on the right of the

room

B There is a table to right the room D There is a table between the right of

the room

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Teaching date:

Period: 20 TEST CORRECTION

I.Objectives.

Checking the main knowledge of students

II Teaching aids : Test papers

III Teaching procedure:

Give some common remarks about the

mistakes students make in the test

3.Delivery the test and corrections

Gives answer keys on the board

3,We can look after

4, She made the skirt

5, Did you draw the painting ?

6, They enjoyed very much

Pronounce the underlined part

*Vocabulary and grammar

-The use of the word: preposition , reflexive pronouns

-Present simple tense

-Past simple tense

1 C 2 B 3.D 4 D

5 AII./ 2,5điểm ( mỗi câu đúng 0, 5 điểm.)

1 C 2 B 3.A 4 C

5 BIII./ 2,5 điểm ( mỗi câu đúng 0,5 điểm.)

1 B 2 C 3 D 4 A

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1 C 2 A 3 D 4 A

5 C

Teaching date:

Period: 21 Unit 4: our past (5Ps) Lesson 1: - Getting started

- Listen and read

- Reading the dialogue about the life of many years ago

- To tell the activities people used to do in the past

II Teaching aids: text book, stereo, tapescript, pictures.

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1 Warm up:/ Getting started

- Ask students to look at the picture on page

38 and write the names of the things that do

not belong to the past

2 Presentation

- Pre-vocabulary

in 2 minutes

- Sts look at the dialogue to find the

answers to the prequestions

- Ask them to practice the dialogue in pairs

to find out the answers to the questions in

Listen & Read 2

- T guides sts to study the structure “used

to”

- t checks the meaning, use, form, and

pronunciation

3 Practice

- Repetition Drill using word cues

- T lets sts do “Listen & Read 3” P39 and

help them understand & distinguish

between Fact & Opinion

Answers:

- The TV

- The radio

- The mobile phone

- The light fixture

- What did she often do at that time?

2, Listen & Read 2

a Nga used to live on a farm

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

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

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

f She asked her grandma to tell her the tale “The Lost Shoe”

3, Model sentences

I used to live on the farm

* used to (thêng) is used to express the past habits

* Form : (+) S + used to + bare infinitive

(- ) S + didn’t use to + bare infi

( ?) Did + S + use to + bare infi ?

Clean the house / wash the clothes / listen to stories / live on a farm / do everything by hand

4, Listen & Read 3

a F d F

b F e O

c F f O

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4 Further practice

Sts write down what they used to do when

they were at school ( Maybe Homework)

5.Homework

- T consolidates the way to use “used to” to

talk about past habits

- To develop students’ speaking and listening skills and some new functions of language

- By the end of the lesson, students will be able to use “USED TO” to talk about the things they used to do

Text book and pictures

- Recall the conversation between Nga and

her grandma, the ask: ……

T: Where did Nga’s grandma always

live?

S: She always lived on a farm

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- Students answer the teacher’s questions

- Ask students to use “USED TO” to make

questions and answers

3 While- task

- Word cue drill:

* Checking predictions.

- Have students to listen to the tape twice

and check their prediction

- Give feedback;

* Find out the words in the story

- Ask students what tense is used in the

story

- Ask them to listen again and try to write

as many verbs as possible The student who

writes more verbs get good marks

4 Post-task:

- Get students to work in open pairs then in

closed pairs

- Compare 2 pictures on page 40, using

“USED TO” to talk about the actions in the

- S + didn’t use to + infinitive

- Did S + use to + infinitive?

* Use: to express a past habit or an

action usually happened in the past

Word cue drill:

a Live / Hue / Hanoi

- Did you use to live in Hue?

- No I used to live in Hanoi

b Have / long hair / short hair

- Did you use to have long hair?

- No I used to have short hair

c Get up / late / early

- Did you use to get up late?

- No I used to get up early

d Walk to school/ bicycle

- Did you use to walk to school?

- No I used to go to school by bicycle

e Study / evening / early morning

- - Did you use to study in the evening?

- No I used to study in the early morning

Answer: Don’t be foolish and greedy.

Questions and answers for speaking.

a Where did they live in the past? And now?

- People used to live in small house

Now they live in big house

b How did they travel?

- People used to walk Now, they can go

by cars or motorbikes

c What’s about the electricity?

- Now, there is electricity every where

d What’s about their life/ work?

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- People used to work hard all the time

Now, they have a lot of time for entertainment

e Did children use to go to school?

- Most children used to stay at home

Now, they all go to school

f What’s about their entertainment?

- Children used to play traditional games such as hide and seek, skip rope… Out door Now, they have a lot

of modern games

Teaching date: Unit 4: our past (5Ps)

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Period: 23 Lesson 3: Read

- to develop students’ reading skill and some new functions of language

- By the end of the lesson, students will be able to understand and retell the story “the lost shoe”

- Ask students to guess which statements

are true, which are false

- Get students to work in pairs

3 While - reading

3.1 t/f statements:

- Ask students to open their books and read

the text on page 31

- Let students check their prediction

a.Little Pea’s father is a poor farmer

b.Her father got married again after his wife died

c.Her new mother was beautiful and nice to her

d.She worked hard all day

e.She didn’t have new clothes to take part in the festival

The folk tales

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