khong tai thi thiet thoi do

Language focus: Vocabulary: seem smile next-door neighbor Structure: to be not + adjective + enough + infinitive Teaching method: Communicative method Teaching aids: TextbookE7, pictur

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English 8 The whole year: 37 weeks (105 periods)

The first semester: 19 weeks (53 periods)

The second semester: 18 weeks (52 periods)

The first semester

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The second semester

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Planning date: 15/08/2010

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1 st period : Pronunciation symbols

Objectives: By the end of the lesson, Ss will be able to know pronunciation symbols.

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2 period: nd Unit 1: My friends

Objectives: By the end of the lesson, Ss will be able:

- to understand the topic of the unit: “My friends”

- To read the conversation between Hoa and Lan about Nien, Hoa’s friend to understand the general and the detail

- To know “ to be (not) + adjective + enough + infinitive”

Language focus:

Vocabulary: seem smile next-door neighbor

Structure: to be (not) + adjective + enough + infinitive

Teaching method: Communicative method

Teaching aids: Textbook(E7), pictures, posters

- Ask Ss some questions:

+ What did you do in your summer vacation?

+ Where did you visit?

+ What sport did you play?

+ Who did you play with?

- Use the answer of this question to lead Ss to the topic of the

unit.” Everyone has many friends They are very important in

our life This is the topic that we’re going to learn today”.

T-whole class

Listen and

read

(33ms)

1 Set the scene

- firstly, draw a face on the board and ask Ss some questions:

+ Who is this?

+ Where is she from?

+ Where does she live now?

- Then draw 2 others to introduce the dialogue

2 MCQ prediction

- Ask Ss to guess about Nien

a What does Nien look like?

A She isn’t beautiful B She isn’t very beautiful

C She’s beautiful D She is very beautiful

T-whole class

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b How old is she?

A 10 B.11 C 12 D 13

3 Prediction check

- Ask Ss to listen to the dialogue and check their prediction

- Give feedback: a C b C

4 Pre-teach vocabulary

- Elicit from Ss Seem (v): (translation) Next-door neighbor (n): (explanation) Smile (v): (drawing)

- Ask Ss to listen and repeat

- Call on some Ss to read aloud

Checking: Rub out and remember

5 Role adoption

- Ask Ss to practice the dialogue in pairs

6 Comprehension questions

- Ask Ss to read the dialogue again and answer the questions

on page 11

- Give feedback: (Lucky numbers)

7 New structure

- Use the answer of the question c) to give the new structure

To be (not) + adjective + enough + infinitive

Eg: she wasn’t old enough to be in my class

- Use some pictures and ask Ss to make sentences using this structure

Individual work T-whole class

Pairwork Pairwork

Groupwork T-whole class

Consolidatio

n

(2ms)

Homework

(3ms)

- Ask Ss to do exercise 4 (language focus) on page 17

Experience from the lesson:

………

3 period: rd Unit 1: My friends

Lesson 2: Speak + Listen

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- to describe someone(appearance)

- to listen for details to complete 4 dialogues about how to introduce someone and

respond

Language focus:

Vocabulary: slim curly bold blond principal

Structure: She is short and thin

She has long blond hair

Teaching aids: Textbook (E9), pictures, posters

Nice to see you greetings good morning

Nice to meet you again how do you do

It’s pleasure to meet you

+ Where does Nien live?

+ What does she look like?

+ Is she short or tall?

+ Is she fat or thin?

+ Is her hair long or short?

 When you describe someone, what do you describe?

T-whole class

Individualwork

T- wholeclass

Fat slim long/short straight

Thin build short fair hair curly

Tall Blond bold

- Give feedback

- Ask Ss to listen and repeat new words

2 Set the scene

- Introduce the dialogue by using 6 pictures on page 11,12 and drawing 2 faces on the board

T- wholeclass

T- wholeclassIndividualwork

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- Use the dialogue to present new structure.

+ How does Hoa describe Marry?

She is short and thin.

She has long blond hair.

Form:

S + have/has + adjectives + hair

S + be + adjective

T- wholeclass

While-speaking

(10ms)

Picture cue drill

- Show the poster of 6 people on page 11,12

- Call on a student to describe one person and the others have to guess who he/she is

- Have Ss to work in groups and describe people in the class

- Call on one group to describe and the others guess who is he/she

- Ask Ss to do exercise 3 on page 6 & 7 in the textbook

Objectives: By the end of the lesson, Ss will be able :

+ to read a passage about Ba and his friends to understand the general and details + to describe people’s characters simply

Language focus:

Vocabulary: sociable general kind reseved humorous hardworking outgoing Structure: simple present tense

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What be … like?

Teaching aids: Textbook(E8) pictures posters

“ last period we have learnt how to describe the appearance

Today we will learn how to describe one’s character”

T- whole class

Pre-reading

(10ms)

1 Set the scene.

- Use the picture of Ba and his friends on page 13 to introduce the passage

+ How many people are there in the picture?

+ What does Ba look like?

2 Pre-teach vocabulary.

- Introduce some new words by using the net words

Hard-working sociable outgoing

Humorous characters reserved

Kind generous

- Ask Ss to listen and repeat new woeds

Checking: Rub out and remember.

3 Open prediction.

- Ask Ss to guess Bao, Khai, Ba and Song’s characters

SociableGenerousKindReservedOutgoingHumorousHard-working

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Humorous x

2 Multiple choice question

- Ask Ss to read the passage again and choose the best answer on page 14

- Give feedback ( Answer key: Teacher’s book)

- Introduce some new words:

Volunteer (a) orphanage (n)

3 Comprehension questions:

- Have Ss to read the passage again and answer the questions on page 14

- Give feedback: ( Teacher’s book/P.18)

Individual work

Pairwork

Post- reading

(10ms)

Writing

- Ask Ss to write a short paragraph about their friends by answering the following questions

+ How many close friends do you have?

+ What are they like?

+ What do they enjoy doing in their free time?

- feedback and correction

Individual work

Consolidation

(2ms)

Homework

(3ms) - Ask Ss to do exercise 4 on page 8/ Textbook

………

5 period: th Unit 1: My friends

Lesson 4: Write

+ to understand a personal information form

+ to write a short paragraph about a friend using his/her personal information form

Language focus:

Vocabulary: - adjectives about people’s appearance and character

- words about personal information

Structure: Simple present tense

Teaching aids: Textbook (E8), posters

Procedure:

Revision Chatting

- Ask Ss some questions about Ba and his friends:

T- whole class

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+ Can you tell me the names of his friends?

+ What is Ba/Bao/Khai/Song like?

+ Do they have same character?

+ What is their character you like best?

 “ Last period we have known some of Ba’s friends Today

we will know his another friend, Tam”

Pre- writing

(10ms)

1.Reading

- Ask Ss to read only the passage about Tam on [age 15

- Complete the information form about Tam by using the questions on page 15

2 Complete the form.

- Ask Ss to fill in a similar form for their partner by using the questions on page 15

- Give feedback

Individualwork

Pairwork

While- writing

(15ms) Guided writing-Ask Ss to use their paetner’s information form to writ4e a

paragraph about their partner

My friend is Nam and he…………

Individualwork

(3ms) - Ask Ss to write another paragraph about another friend.

6 period: th Unit 1: My friends

Lesson 5: Language focus

Objectives: By the end of the lesson, Ss will be able to master and use:

+ simple tense

+ present simple to talk about general truth

+ (not) adj + enough + to-infinitive

Teaching aids: textbook(E8), pictures, posters

- Ask Ss some questions about Hoa and Nien

+ Where does Nien live?

+ What does she look like?

+ Was she Hoa’s classmate? Why?

 Lead Ss to the new lesson

T- whole class

Practice 1 Task1/ P.16 complete the paragraph.

- Revise the use of the present tense and simple past tense

by using the picture of Hoa and Nien and asking:

+Where does Hoa live now?

T- whole class

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+ Where did she live last year?

 she lived in Hue last year.

- Elicit the differences between 2 sentences from Ss

- Ask Ss to do the task on page 16

- Give feedback ( Answer key: Teacher’s book / P.19)

2 Task 2/ P.16 Complete the dialogue

a Set the scene.

- Introduce the dialogue by drawing 2 faces on the board, using the picture of the solar system and saying: “ Ba is helping his cousin Tuan with some homework about Goegraphy

b Pre-teach

- Present some new words by using the picture of the solar system

Sun Mars Earth  planet Mercury

Moon Rise (v) >< set (v): (drawing)

The sun rises in the East The sun sets in the West

- Elicit the use of the present simple tense from Ss:

 to talk about general truth

- Give feedback ( Answer key: Teacher’s book/ P 20)

3 Task 3/ P.17 Complete the dialogue

- Revise attributive and predicate adjectives

This is a beautiful woman (attributive)

T- whole class

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This woman is beautiful (predicate)

- Ask Ss to the task on page 17

- Give feedback ( Answer key: Teacher’s book)

4 Task 4/ P 17 Complete the dialogue

- Revise the form and use of the structure (not) adj + enough + to-infinitive by drawing and asking:

T: Look at this! Is it heavy or light?

Ss: Heavy T: How many kilos?

Ss: 100 kg T: Can you fit it?

Ss: No, I can’t

T: You are not strong enough to lift it.

- Give feedback: ( Answer key: Teacher’s book/ P 21)

Pairwork

Further

practice

(10ms)

Word cue drill

- Ask Ss to exercise 5 on page 9/ workbook

Consolidation

(3ms)

Homework

(2ms)

- Ask Ss to do the exercise 6 on page 10/ workbook

………

7 period: th

+ to understand the new topic of the unit “ making arrangements”

+ to read for details a conversation on the phone about making and confirming

arrangements

+ to know “ going to” to talk about intentions and activities in the future

Language focus:

Vocabulary: downstairs outside hold on arrange agree introduce

Structure: going to

Teaching aids: Textbook(E8), real objects, pictures, posters

Procedure:

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- Ask Ss some questions about these objects:

+ When do you use them?

+ Do you often use the telephone or mobile phone to make arrangements?

+ How do you make arrangements by using telephone?

 Lead Ss to the new topic of the unit

T- whole class

Listen and

read

(30ms)

1 Set the scene

- Introduce the conversation by drawing 2 faces on the board and saying “Hoa and Nga are talking on the phone

They are making an arrangement Can you guess what are they talking about?”

Checking: Rub out and remember.

a What is Hoa’s telephone number?

b Which movie are they going to see?

c How is Hoa going to see the movie?

T- whole class

IndividualworkT- whole class

Pairwork

T- whole class

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d Where are they going to meet? What time?

- Give feedback

- Use the answers of these questions to review the structure

“going to”

7 Comprehension questions

- Ask Ss to read the dialogue again and answer the questions on page 19

a made the call?

b introduced herself?

c invited the other to the movie?

d arranged a meeting place?

e arranged the time?

f agreed the time?

- Ask a partner these questions to check their answers

Individual work

Pairwork

Consolidation

(3ms)

Homework

(2ms) - Ask Ss to copy down the answers of these qs in their notebooks

………

8 period: th

Lesson 2: Speak + Listen

Objectives: By the end of the lesson, Ss will be able :

+ to talk about intention with “going to”

+ to listen for details to complete a telephone message and know how to take a telephone message

Language focus:

Vocabulary: principal message available make an appointment

Structure: going to

Procedure:

Warm up

(5ms)

1.Brainstorming

- Ask Ss to give how to make an arrangement on the phone

Telephone number place

Means of transports making an arrangement time

T- whole class

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Activities (movies, sports,…)

- Give feedback

Pre-speaking

(10ms)

1 Set the scene

- Introduce the dialogue by drawing 2 faces on the board and asking some questions:

+ Who are talking on the phone?

( Eric and Adam)+ What are they talking about?

( Adam is inviting Eric to go to the pop concert)

2 Ordering statements

- Ask Ss to put the sentences on page 20 in the correct order to make a complete conversation

- Give feedback ( Answer key: Teacher’s book/ P.24)

- Ask ss some questions to check Ss’ understanding:

+ Which band are they going to see?

+ Where are they going to meet? When?

3 Role adoption

4 Language use:

+ I’m going to…

+ Would you like…?

+ Let’s … + See you at/on/in…

+ Can I …

T- whole class

Pairwork

PairworkT- whole class

- Ask Ss to complete the dialogue

- Ask Ss to play the role of Ba and Bao to practice the dialogue

- Ask Ss to make the similar arrangements

- ss can choose:

Making arrangements to play sports See a movie Watch a soccer match

- Call on some pairs to practice in front of the class

Pairwork

Post-speaking Listening 1 Set the scene:

- Introduce the dialogue by drawing 2 faces on the board and saying:” Mrs Nguyen phoned the principal of Kingston junior high school, but he was out She only met his

secretary”

T- whole class

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(11ms) 2 Pre- teach vocabulary

- Introduce some new words

Principal (n): (example) Message (n): (real object) Available (a):

Make an appointment:

- Ask ss to listen and repeat

Checking: Rub out and remember

3 Information-transfer

- Ask Ss to listen to the telephone conversation and fill in the missing information

- Give feedback (Answer key: Teacher’s book/ P 25)

T- whole class

Consolidation

(2ms)

Homework

(2ms) - Ask Ss to write down on their notebooks the dialogue that they have practiced

- Ask Ss to do the exercise 4 on page 17 in the workbook

………

9 period: th

Lesson 3: Read

Objectives: By the end of the lesson, ss will be able to read for specific information about

A.G Bell

Language focus:

Vocabulary: emigrate transmit conduct demonstrate device deaf-mute

Structure: past simple tense

Procedure:

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(7ms) Telephone

- Ask Ss some questions about the telepkone:

+ Do you have the telephone?

+ What’s your telephone number?

+ What is the telephone used for?

+ Who invented it? When?

 Lead Ss to the topic of the lesson

“Today we are going to read a text about A G Bell who invented the telephone”

T- whole class

Pre-reading

(10ms)

1 Pre- teach vocabulary

- Present some new words:

Emigrate (v): ( example) Transmit (v): ( translation) Conduct(v): ( synonym of carry out) Demonstrate (v): (translation)

Device (v): (translation) Deaf-mute (n): ( explanation)

- Ask Ss to read loud

2 MCQ prediction

- Have Ss to guess about A G Bell

a Alexander Graham Bell was a _

A Canadian B Scotland C American D English

b A G Bell invented the telephone in _

- Ask Ss to read the text and check their prediction

- Give feedback : a.B b.B

2 T/F statements:

- Ask Ss to work in pair read the text again and decide whichstatements are true ( T ) and which are false (F) correct the false statements

- Give feedback (Answer key : Teacher ‘ book / p.27)

Pairwork

Paid work

Post reading

(10ms)

Lucky numbers : (Comprehension question)

-Have Ss to play the game to check Ss’ understand about the text

1 2 3

4 5 6

7 8 9

1 Lucky number

2 Where was A.G.Bell born ?

3 What led him to the invention of telephone ?

4 Lucky number

Group work

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5 when did he invet the telephone ?

6 what was the first telephone message ?

7 Lucky number

8 Lucky number

9 when was the first telephone in commercial use?

Consolidation

Homework

(2ms)

- Ask ss to write a short paragraph about A G Bell using the events on page 22

………

10 period: th

Lesson 4: Write

Objectives: By the end of the lesson, Ss will be able to write a telephone meassage.

Language focus:

Vocabulary: customer delivery stationery pick sb up

Structure: past simple tense

Teaching aids: Textbook (e8), posters

Procedure:

Revision

(7ms)

Chatting

- Ask Ss some questions about A G Bell

+ Where and when was he born?

+ What did he invented?

+ What was the first telephone meassage?

+ Have you ever taken a telephone message?

+ What should be mentioned in the message when you take?

( date, time, who sent, to whom, content)

 Lead Ss to the new lesson: “Today we are going to lrean how to write a telephone message”

T- whole class

Pre- writing

(10ms)

1 Set the scene.

- Use the telephone message on page 23 to introduce the situation

- Present some new words in the message

Customer (n):

Delivery (n):

Furniture (n): ( real object, example, explanation) Stationery (n):

Reach sb at:

T- whole class T- whole class

Trang 20

- Ask Ss to listen and repeat.

3 Gap- filling

- Ask Ss toread the message on page 23 and ask ss some questions:

+ Who took a message”

+ Who telephoned the Thang Loi delivery sevice? When?

+ What’s the message?

- Ask Ss to read the message again and fill in the gaps in the passage

- Give feedback

(Answer key: Teacher’s book/ P 27)

Individual work

While- writing

(16ms)

Controlled writing

1 Ss write a message using the information from the passage in the task 2 on page 23

- Give feedback and correction

2 Ask ss to read the message on page 23 again, then help Lisa write a message for Nancy Use the information from the dialogue

Group work

Individual work

Post- writing

(8ms)

- Feedback and correction for the task 3/ P 24 T- whole class

Consolidation

(2ms)

Homework

(2ms)

- Ask Ss to write 2 messages in their notebooks

Note: If the teacher doesn’t have enough time, the task 3/ P 24 can be set for homework.

………

11 period: th

Objectives: By the end of the lesson, ss will be able to master and use:

+ “be going to” talk about intentions

+ adverbs of place

Teaching aids: Textbook (E8), pictures, posters, cards

Procedure:

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1 Task 3/ P 26 complete the speech bubbles

- Introduce the speech bubble by using the pictures on page

26 and saying: “Ba is playing hide and seek with his cousin, Tuan.”

- Ask Ss to use the adverb of place to complete the speech bubbles

- Give feedback

( Answer key: Teacher’s book/ P 29)

- Ask Ss to read aloud the speech bubbles

2 Task 2/ P.25

a Set the scene:

- Introduce the task 2 by asking some questions:

+ What are you going to do on the weekend?

+ Are you going to see a movie?

b Completion

- Ask Ss to copy the questionnaire in their exercise books

Add three more activities to the list Then complete the “you”

column with checks () and crosses ()

- Call ss to read out their activities

c Pairwork

- Ask Ss to ask their partner what he or she is going to do

Complete the “ your partner” column of the questionnaire

- Call on some Ss to read aloud their partner’s activities

Example: Nam is going to play sports and watch

TV on the weekend

3 Task 1/ P 25 Wors/ Picture cue drill

- Ask Ss to say what the people are going to do

Example exchange:

S1: Nga has a movie ticket What is she going to do?

S2: She’s going to see a movie

- Give feedback

( Answer key: Teacher’s book/ P 29)

T- whole classPairwork

Pairwork

T- whole class

Individualwork

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………

12 period: th Unit 3: At home

+ to understand the new topic of the unit “ At home”

+ to read for details the conversation between Nam and Mrs Vui to know what Nam

has to do at home

+ to use “has/have to” and “ought to” to talk about the housework

Language focus:

Vocabulary: cupboard steamer saucepan chore sink

Structure: have to/ ought to + infinitive

Reflexive pronoun

+ Is she doing the washing-up?

- Give feedback

2 Personalization questions

+ What do you have to do at home?

+ Do you have to cook meals?

+ Do you have to feed the chicken?

1 Set the scene

- Introduce the dialogue by drawing 2 faces on the board and saying: “ Mrs Vui is going to be late tonight so her son, Nam will have to do some housework Can you guess what

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- Ask ss to listen to the dialogue and check their prediction

- Give feddback:

+ Nam has to cook dinner

+ He has to go to the market and buy fish and vegetables + He has to call his aunt Chi and ask her to meet

his mother at grandma’s house

- Present some new words by using pictures cupboard

steamer saucepan chore sink frying pan rice cooker

- Ask ss to listen and repeat

Checking: What and where

5 Role adoption

- Ask Ss to listen to the dialogue again

- Have Ss to practice the dialogue in pairs

- Call on some Ss to practice in front of the class

6 New structure

- Revise the use of “have/has to” and “ought to” from the dialogue

+ I have to go and visit Grandma after work.

+ You ought to go to the market yourself.

Uses: Have to: External obligation

Ought to: We remind someone of a duty

or obligation

- Reflexive pronoun are: myself yourelf himself herself ourseves yourselves themselves

Use: for emphasis They are placed after the subject or

at the end of the sentence

Eg: You will have to cook dinner yourself

(3ms) - Ask Ss to do the exercises 1,2,3 on page 20,21,22 in the workbook

………

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Objectives: By the end of the lesson, Ss will be able to talk about the position of the

furniture in the house

Language focus:

Vocabulary: rug calendar counter dish rack knife folder wardrobe

Structure: the prepositions of place

Teaching aids: Textbook(E8), pictures, posters, wordcards

- Divide the class into 4 teams

- Show the picture of the kitchen on page 28

- Ask Ss to look at the picture carefully for 30 seconds

- Take away the picture and ask Ss to write down as many things as they can remember in English

- The team which has more correct things is the winner

Group work

Pre- speaking

(10ms)

- Present some new words by using the picture on page 28

rug calendar counter dish rack knife folder wardrobe

Checking: Matching (using the picture and wordcards)

2 Netword

- Ask Ss to list the preposition of place thy have learnt

Above in on

Near preposition of place under

Next to opposite between

- Use the picture 0n page 28 to give some examples:

While-speaking 1 Picture cue drill (Speak 1/ P 28)- Ask Ss to look at the picture on page 28, work with a

partner and talk about the position of each of item

S1: Where is the calendar ?

Pairwork

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S2: It’s on the wall, under the clock and above the refrigerator

- Give feedback

2 Picture/Word cue drill (Speak 2/ P 29)

- Set the scene: “ Mrs Vui bought new furniture for her livingroom, but she cannot decide where to put it You should helpher to arrange the furniture.”

- Ask Ss to look at the picture and arrange the furniture

S1: Let’s put the magazines on the shelf above the book

S2: Ok! And I think we ought to put the coffee table between the cough and the armchair

S1: You’re right And let’s put the TV next to the coffee table

S2: No We should put the TV on the shelf

Objectives: By the end od the lesson, Ss will be able to listen to a conversation to

understand how to make a meal

Language focus:

Vocabulary: green pepper garlic ham teaspoon fry salt

Structure:

Procedure:

Revision 1.Kim’s game

- Divide the class into 4 teams

- Show some vegetables and fruit

- Ask Ss to observe carefully for 30 seconds

- Take away vegetables and fruit and ask Ss to write down as many things as they can remember in

Group work

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(10ms) - The team which has more correct things is

1 Set the scene

- Introduce the dialogue by drawing 2 faces on the board and saying: “Lan and Mrs Tu are cooking dinner What items do they use to cook dinner.”

( Answer key: Teacher’s book/P 35)

- Ask Ss to listen again and find the name of the meal

Special Chinese Fried Rice

2 Ordering statements

- Ask Ss to listen to the dialogue again and put the following statements in order to complete the recipe of the “Special Chinese Fried Rice”

a Put the ham and pea in

b Put the rice and a teaspoon of salt in

c Put the garlic and the green peppers in

d Put a little oil in the big pan

e Heat the pan

- Give feedback: d –e – c – a – b

Individualwork

(3ms) - Write-it-up ( The resulr of the exhibition)

………

Trang 27

Objectives: By the end of the lesson, Ss will be able to read for details about precautions

in the home and get further practice in “ Why” questions with “because” answers

Language forcus:

Vocabulary: destroy injure socket bead object precaution scissors

Structure: Why…?  Because…

Teaching aids: Textbook (E8), posters, pictures

Gas boiling water knife

Fire Danger in the home for children drug

1 Set the scene

- Introduce the text by saying: “ Lan’s mother, Mrs Quyen is

at her local community center She is reading one of the posters on the wall.”

- Present some new words destroy (v): ( translation) injure (v): (picture) socket (n): (realia) bead (n): (realia) object (n): (example) precaution (n): ( translation) scissors (n): (realia)

While-reading 1 Prediction check

- Ask Ss to read the poster on page 31 and check their prediction

- Give feedback

Individualwork

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(15ms) (Answer key: Teacher’s book/ P 36)

+ You must go on the right

+ You must not go fast when there is an intersection ahead

+ You have to wear the helmet when riding a motorbike

Vocabulary: beneat lighting fixture flour tower rack folder counter

Structure: There is…/There are…

Prepositions of place

Teaching aids: textbook (E8), posters, pictures

Procedure:

Revision 1 Brainstroming

- Ask Ss to list the preposition of place thy have learnt

Above beside on on the left/right of

Near preposition of place under

Next to opposite between in

2 Gap- fill (Write 1/ P 32)

T- whole class

Group work

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- Ask Ss to use the preposition of place and the picture on page 32 to complete the following passage.(The teacher copies down the description and the picture on page 32 on the poster, Ss close their books.)

This is Hoa’s bedroom There is a desk (1) _theroom (2) the desk there are many folders, and(3) the desk there is a bookshelf There is a bed(4) the desk (5) the room, there is a window

There is a wardrobe (6) the window The wardrobe is(7) the desk

- Give feedback

1 on the left of 2 on 3 above

4 near 5 on the right of 6 beside 7 opposite

Pre-writing

(10ms)

1 Set the scene

- Introduce the task by using the picture on page 33 and saying: “We’ve read the description of Hoa’s bedroom Now we’ll write a description of Hoa’s kitchen.”

- Introduce some new words by using the picture on page 33

beneath lighting fixture flour tower rack folder counter

- Ask Ss to write a description of their rooms

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17 period: th Unit 3: At home

+ reflexive pronouns

+ modals: must, have to, ought to

+ why – because

Teaching aids: Textbook(E8), posters, pictures

Procedure:

Warm up

(10ms)

Picture description (Pictures on page 34)

- Ask Ss to describe what people are doing Example exchange: (Picture a)

T: What is she doing?

Ss: She is making the bed

T- whole class

Practice

(31ms)

1 Task 1/ P 34 complete the dialogue

- Revise the use of the modal verbs

Has/ have to + infinitive = Must + infinitive

- Ask Ss to look at the pictures and complete the dialogue between Nga and Lan, using “must/ have to” together with the verbs given

- Give feedback (Answer key: Teacher’s book/ P 38)

2 Task 2/ P 35 complete the dialogue

- Set the scene:

T: I failed my English test What do you say to advice me ?Ss: You ought to study harder

- Ask Ss to tell the use and the form of “ought to”

Use: “ought to” as well as “should” is used to give advice

to somebody

Form: ought to + infinitive

- Ask Ss to give advice to people in the pictures on page 35

- Give feedback

3 Task 3/ P 35-36 Complete the dialogue

- Ask Ss to tell the use and the form of the reflexive pronouns

Form:

Use: emphasis

Eg: She cut herself John saw himself in the mirror

T- whole classPairwork

Trang 31

- Ask Ss to complete the dialogues with suitable reflexive pronouns in the box on page 35-36.

- Give feedback

- Ask Ss to practice the dialogues in pairs

4 Task 4/ P 36-37 Picture cue drill

- Ask Ss to practice asking and answering about Hoa, Nam,

Ha, Nga, and Mrs Vui using Why-because

S1: Why did Hoa go to school late this morning ?

S2: Because she watched TV late last night

(2ms) - Ask Ss to do exercises on page

18 period: th Consolidation (Unit 1-3)

+ the present simple tense

+ be going to

+ (not) adjective + enough + to-infinitive

+ reflexive pronoun

+ modals: must, have to, ought to

Teaching aids: Textbook(E8), posters

Procedure:

Revision

(8ms)

1 The present simple tense

- Ask Ss to tell the form and use of the present simple tense

Form: + S + V(s,es)+ …

- S + don’t/ doesn’t + V + … ? Do/ Does + S + V + … ? Yes, S + do/does

No, S + don’t/ doesn’t

Uses: to talk about the general truth.

To express repeated action and habits in the present.

- Ask Ss to do the following exercise:

Put the verbs in the brackets into the present simple tense

1 She (not drink) coffee She (drink) Coca Cola

2 It (be) often hot in the summer

3 What you (do) every evening ?

4 The Earth (circle) the sun once every 365

T- whole class

Individualwork

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No, I’m not/he,she isn’t/ they aren’t.

- Elicit from Ss the differences between “will” and “be going to”

1 used to make predictions It’s often preceded by I think or by opinion words like perhaps.

Eg: I think it’ll rain tomorrow

2 used to express an immediate decision.

Eg: A: We don’t have any rice

B: Really? I’ll buy some

1 used to describe an event whose cause is present or evident.

Eg: Look at that tree! It’s going to fall

2 describe intentions or plans At the moment of speaking the plans have already been made.

Eg: A: We don’t have any rice

B: I know I’m going to buy some

- Ask Ss to complete the sentences using will or goimg to

1 Look at those black clouds! It (rain)

2 I feel terrible I think I (be) sick

3 A: Gary phoned you while you were out

B: Ok I (call) him back

4 A: Are you going out this morning ? B: No I (tidy) my room

5 We (visit) my grandparents this evening

- Give feedback:

1 is going to rain 2 will be 3 will call

4 am going to tidy 5 are going to visit

T- whole class

Pairwork

(8ms)

3 (not) adjective + enough + to-infinitive

- Ask Ss to combine each of the following pairs of the sentences into one sentence, using (not) adjective + enough+ to-infinitive

1 My sister is old She can drive a car

2 Those apples aren’t ripe We can’t eat them

3 The weather was fine We could go camping

Pairwork

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4 We don’t have much money We can’t travel around the world.

5 There is little time I can’t finish this work

Note: enough + noun

- Give feddback:

1 My sister is old enough to drive a car

2 Those apples aren’t ripe enough for us to eat

3 The weather was fine enough to go camping

4 we don’t have enough money to travel around the world

5 There isn’t enough time for me to finish this work

(8ms)

4 reflexive pronoun

- Ask Ss to fill in each blank with a correct reflexive pronoun

1 My sister often look at _ in the mirror

2 Hoa and I _ saw that accident yesterday

3 Please help me I can’t do it _

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5 Modals

- Complete the sentences with must or have/has to

Sometimes both are possible

1 Students _ wear uniform when they go to school

2 This is a terrible party We _ go home

3 You really hurry up We don’t want to be late

4 She _ work on Saturday morning

5 I have a bad toothache I make an appointment with the dentist

I.Put the words in the box in the correct groups (2 marks)

curly, kind, blond, sociable, bold, humorous, straight, generous, fair, reserved,

Trang 35

E Yes What time can we meet?

F Can I speak to Mary, please? This is Jone

G That’s fine See you at 7,25 Thank you, Jone

I Which film is it?

K Hello, Jone How are you?

L Is 7,25 OK? The movies starts at 7,50 Let meet outside the gate of movie theater,

at the corner

Your answer:

III Read the passage, then choose the correct answers.(2.0 marks)

Alexander Graham Bell was born in Scotland in 1847, but when he was a yough man oftwenty-three he moved with his parents to Canada Before the year was over, young Grahamhad left his family and gone to the USA Though Bell was a dreamer, he was also a practicalthinker and a man of action In America, he worked by day as a teacher of the deaf at BostonUniversity He worked far into the night experimenting with the electrical transmission of thesound This led to the invention of the telephone

1 When was Alexander Graham Bell born?

_

I Find and correct the mistake (1,0 mark)

1 Peter is not enough old to drive his father’s car

à ………

2 Lan has long fair straight hair

à ………

II Write a description of Lan’s bedroom using words given.(2.5 marks)

1 This / Lan’s bedroom

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Answer Key for 45-minute test

I.Put the words in the box in the correct groups (2 marks =0,2 x 10 )

1 Hair: curly, blond, straight, fair, bold

2 Character:humorous, kind, sociable, reserved, generous

II Put the sentences below in the correct order to make a complete conversation

I Find and correct the mistake (1,0 mark = 0,5 x 2)

à enough old -> old enough

à fair straight -> straight fair

II Write a description of Lan’s bedroom using words given.(2.5 marks)

This is Lan’ s bedroom

There is a desk on/to the left of the room

On the desk There are many books and notebooks

Above the desk There is a book sheft

There is a bed near the desk

Planning date:28/09/2010

20 period: th Correct the test

Objectives: Correct the written test 1.

- Give Ss the answer key of the written test 1

(See the answer key in the 19th period)

- Ask Ss to check their answers

T- wholeclass

à enough old -> old enough

à fair straight -> straight fair

T- wholeclass

T-wholeclass

15-minute test - Ask Ss to do a 15-minute test.

I Choose the best answer.

1 She was born _ June 26th, 1990.(of/at/on/in)

2 Do you enjoy _ sport programs

(to watch/watching/watch)

3 Look at that tree! It _ down.( will fall/ is going to fall)

4 There aren’t _ for everybody

Individualwork

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(enough chairs/chairs enough)

5 We’ve got a problem I hope you can help _

(youself/myself/ourselves/us)

6 I _ work everyday from 8.30 to 5.30 (ought to/have to/should)

7 I spend 30 minutes _ to music.(to listen/listening)

8 _ you like to come ? I’d love to.(what/do/would/will)

II Rewrite these sentences, beginning with the given words.

1 He is too short to reach the ceiling

II (1 x 2 = 2 marks)

1 He isn’t tall enough to reach the ceiling

2 She must be a teacher

- Check again the test

- revise the past simple tense

Planning date:04/10/2010

21 period: st Unit 4: Our past

+ to understand the new topic of the unit “Our past”

+ to listen and read the conversation between Nga and her grandma about what

Nga’s grandma used to do in the past

+ to know the structure “used to” to talk about the past

Language focus:

Vocabulary: folktale great-grandma light electricity equipment

Structure: used to

The past simple tense

Trang 38

+ What are they wearing ?

- Ask Ss to list things that do not belong to the past

- Give feedback: Answer key

Television, radio, mobie phone, lighting fixture, modern clothing, school uniform.

 Lead Ss to the topic of the unit

Group work

Presentation

(12ms)

1 Set the scene

- Introduce the dialogue by using thr picture on page 38 and asking:

+ Do you often talk to your grandma ? + What does she often talk about ? + Does she talk about her past ?

(T points at the picture on page 38)

+ Who are they in the picture ? + What are they doing ?

- Introduce some new words Folktale (n): (realia) Great grandma (n): (explanation) Light (v) à lift (mime) Equipment (n): (example)

- Ask Ss to listen and repeat the new words

- Call on some ss to read aloud

3 Listen and read

- Ask Ss to listen and read the dialogue

- Ask Ss to read the dialogue again and answer the questions:

+ Where did Nga’s grandma often live when she was young?

She often lived on a farm

+ Does she live on a farm now ?

No, she doesn’t

à Nga’s grandma often lived on a farm when she was young but now she doesn’t

à She used to live on a farm

- Elicit the use and the form

Uses: express a past habit, or an action usually happened in

the past

Form: S + used to + bare-infinitive

S + didn’t use to + bare-infinitive Did + S + use to + bare-infinitive ?

- Ask Ss to find the sentences which use the structure”used to”

in the dialogue

+ I used to look after my younger brothers and sisters

+ ……

T- wholeclass

Pairwork

T- wholeclass

Trang 39

Example: + I used to cook the meal

+ I used to clean the house

- Call on some ss to tell in front of the class

Pairwork

S-wholeclass

+ to talk about the changes and the differences between the life in the past and at the present

+ used to talk about the habit in the past

Language focus:

Vocabulary:

Structure: the past simple with “used to”

Teaching aids: Textbook(E7), pictures, cards

Trang 40

- Ask Ss to find out what changes there are using “used to”.

She used to have short hair

She used to live in Hue

She didn’t used to have a lot of friends in Hue ……

- Ask ss some questions to elicit

+ Did she use to live with her parents in Hue ? Yes, she did

+ Did her school use to be big ?

No, it didn’t

- Revise the form and the use of “used to”

Uses: express a past habit, or an action usually happened in

the past

Form: S + used to + bare-infinitive

S + didn’t use to + bare-infinitive Did + S + use to + bare-infinitive ?

- Ask Ss to complete the dialogue on page 45 use “used to”

and the verbs in the box

- Give feddback (Answer key: Teacher’s book/P.48)

T-wholeclass

Pre-speaking

(7ms)

1 Set the scene

- Ask Ss some questions:

+ What is our life like nowadays ? + What was it like in the past ? + Did we have a TV in the past?

+……

à Everything can change, even our life Now we’ll talk about the changes

2 Brainstorming

- Ask Ss to list what changed or are changing

Fashion (clothing…) living condition (comfortable, …)

Transportation (car, train ) Changes school

Entertament (internet, …)

T-wholeclass

While-speaking

(16ms)

1 Picture cue drill (picture/p.40)

- Ask Ss to talk about the way things used to be and the way they are now

- Elicit some ideals so that Ss can talk about them

Example:

+ Where did they use to live ? And now ? People used to live in small houses (cottages)

Now they live in the buildings or modern houses

+ How did they use to travel ? They used to walk Now they can go by car, train,…

- Give feddback

+ Ask the leader of each group to report

2 Word cue drill

- Ask Ss to talk about the changes of their life in their country in

Group work

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