Giáo Án Anh Văn Lớp 8

Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8Giáo Án Anh Văn 8

MY FRIENDS

Listen and read (P.10 – 11) Period: 2 nd

Aim: Introducing the theme of the unit – describing people and reviewingvocabulary of favourite activities

Teaching aids: textbook, pictures

Procedure:

I WARM - UP: Brainstorming

Favourite Activities

-chat with friends on internet -play computer games

-play soccer -listen to music -play volleyball -read books

II GETTING STARTED:

Example:

Picture a: The boys are playing soccer

Picture b: The girls are reading books

Picture c: Two men are playing chess

Picture d: The girls are playing volleyball

III LISTEN AND READ:

1 Setting the scene:

-Who’s Hoa? (Do you remember Hoa?) -Where is she from?

-Whom does she live with now?

2 Presentation:

 Pre - teach:

-to seem: dường như-to look like: trông giống như-enough: (adv) đủ -a next door neighbor: hàng xóm

-Asks students (ss)

to think of theirfavourite activities,then write them onthe board

-In pairs, ss look atthe pictures (P.10)and describe theseactivities (ss do asthe examples)

-Ss tell each otherabout their favouriteactivities

-Feedback

-Asks ss to answersome questions

-Feedback

-Introducesvocabulary

3 Presentation Dialogue:

“ ”

 Checking understanding:

 Questions:

a/ Where does Nien live?

b/ Does Lan know Nien?

c/ Which sentence tell you that Hoa is older than Nien?

d/ When is Nien going to visit Hoa?

 Answer keys:

a She lives in Hue

b No, she doesn’t

c “She’s not old enough to be in my class”

d At Christmas

 Model sentences:

-What do/does look like?

(What does she look like?)-not + adj + enough + to inf (She was not old enough to be in my class)

-What + noun !-What + a/an + adj + noun !(What a lovely smile !)

 Practice:

Appearance tall,

Characters nice,

Example: Who is Nga ?

What does she look like ? She/He is + adj

IV HOMEWORK:

-Learn vocabulary, strucrures

-Read the dialogue again

-Ss repeat in chorus,individuals

-Writes on theboard

-Checks meaningsand pronun

-Ss copy

-Ss play the game

-Ss listen to thedialogue

-Ss listen and repeat.-In pairs, ss practisethe dialogue

-In groups of four,

ss ask and answereach other about thequestions a – d onP.11

-Corrects theirmistakes

-Elicits model

introduce structures.-Explains how touse them

-Ss copy

-In groups of four,

ss list adjs ofappearance andcharacters

-Feedback

-Asks each student

to write the name ofhis/her friend orrelative on paper

-In pairs, they askand answer thequestions by usingthe structure

I WARM - UP: Kim’s Game

-tall, short, fat, thin, long, black,brown, big, small, grey,

-Ss look at the posterquickly and try toremember as manyadjs in the poster aspossible

-The team whichremembers moreadjs is the winner

-curly (adj): quăn, xoắn (tóc)-bald (adj): hói (tóc)

-blond/fair (adj): vàng hoe (tóc)  MATCHING

 Model dialogue:

Model sentences:

-He/She is + adj -He/She has + adj + noun

2 While - speaking: Guessing

-How do you do?

-Nice to meet you -It’s a pleasure to meet you -I’d like you to meet

-Come and meet

2 While - listening:

 Answer key:

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

3 Post - listening: Role play

-Introducesvocabulary

-Models

-Ss repeat in chorus,individuals

-Writes on the board.-Checks meaningsand pronun

-Ss copy

-Ss play the game

-Introduces themodel by using thedialogue Explainshow to use it

-Ss copy the model

-In groups of four, ssdescribe the people

in the pictures, other

ss listen and guess.-Feedback

-Revises expressionsfor introducing andgreeting people.-Asks ss to read thedialogue a – d onP.12 – 13 and guessthe expressions forthe gaps

S2: Hello, (Nam).

S1: Lan, This is my sister, Hong

S2: Nice to meet you, Hong

S3: Nice to meet you too, Lan

IV HOMEWORK:

-Learn vocabulary, strucrures

-Read the dialogue a – d (P.12 – 13) again

-Do exercises 3 P.7 (workbook)

-Asks ss to listenand fill in the gaps

-Ss compare withtheir partners

-Corrects

-In groups of three,

ss introduce andgreet their friends

I WARM - UP: Hangman

M A N N E R S -Asks ss to give letters

II PRE – SPEAKING:

1 Pre - teach:

-character (n): tính cách

-sociable (adj): hoà đồng

-generous (adj): rộng lượng

-out - going (adj): thoải mái

-volunteer (adj): tình nguyện

-sense of humor (n): khiếu/óc khôi hài

 RUB OUT AND REMEMBER

2 Pre - questions:

a How many close friends does Ba have?

b What are they like?

c What do they like?

d Do they all have the same favourite

activities?

III WHILE - READING:

1 Reading the text and answering pre

-questions:

 Answers:

a/ There are three

b/ Bao is sociable, kind, generous and

hard-working Khai and Song are quite reserved in

public

c/ Khai and Song enjoy school and prefer

to be outside the classroom Bao likes

spending his free time doing volunteer work

at a local orphanage Song likes playing

football Khai likes the peace of the library

d/ No, they don’t

-Ss play the game

-Introduces the text

-Gives the questions

-Asks ss to think of the answers(books closed)

-Asks ss to read the text (P.13 –14) and answer the four pre-questions

-Feedback

-Asks ss to read the text again andchoose the best answer 1 a – d

 Questions (P.14):

Answer key:

a He feels lucky

b Bao is/Bao is the most sociable

c Khai does/Khai likes reading

d His jokes sometimes annoy his friends

-Read the text again

-Do exercises 4 and 7 P.8 (workbook)

-Feedback

-Asks ss to answer the sixquestions

-Corrects their answers

-Asks ss to write a paragraph about

Ba and his free time, using pre –questions

sociable, kind, helpful, tall, short, thin,

slim

hard-working, genrous, blond, curly, ugly,

reserved, humorous, fat,

II PRE - WRITING: 1 Comprehension questions of the text about Tam: a What’s his name?  His name is Le Van Tam b How old is he?  He is 14 years old c What is he like?  He’s sociable, humorous, helpful d What does he look like?  He is tall, thin and has short black hair e Where does he live?  He lives at 26 Tran Phu Street in HN f Who does he live with?  He lives with his parents, brother g Who are his friends?  Ba and Bao are his best friends 2 Interviewing and filling the form: -Name:

-Age:

-Appearance:

-Characters:

-Address:

-Family:

-Friends:

III WHILE - WRITING:

-Asks ss to read the form and the text about Tam, then answer the questions

-Feedback

-In pairs, ss ask and answer each other to get personal information about their friends and fill in the form

Write - it - up

Example:

“His name is Nam He is ”

IV POST - READING:

“My name is Nga ”

V HOMEWORK:

-Learn vocabulary of unit 1

-Read the text again

their partner, using the informationfrom the interview

-Compare with their partners.-Ss exchange notebooks andcorrect

LANGUAGE FOCUS (P.16 - 17) Period: 6 th

Aim: -Revision of Simple Present tense and Simple Past tense

-Simple Present tense to talk about general truths

-(Not) + adj + enough + to inf

Teaching aids: textbook, posters, cards

Procedure:

I SIMPLE PRESENT TENSE AND

SIMPLE PAST TENSE:

1 Pelmanism:

-Guides ss how to play the game

come – came, show – showed, set – set,

introduce – introduced, go – went

2 Completing the paragraph (1a and b

II SIMPLE PRESENT TENSE TO

TALK ABOUT GENERAL TRUTHS:

Completing the dialogue (2, page 16),

using the verbs in the box :

Answers:

1 gets 2 goes 3 moves

4 is 5 is 6 is

III DESCRIBING PEOPLE:

(the picture on page 17):

a How many people are there in the

picture?

b What do they look like?

c What are they wearing?

IV (NOT) + ADJ + ENOUGH + TO INF:

Completing the dialogues (on

page17), using the verbs in brackets :

tense of he verbs

-In pairs, ss complete theparagraphs, using the correct forms

of the verbs in brackets

-Write them on the board

-Corrects

-Ss copy

-Introduces the dialogue and asks ss

to complete it with the verbs inbrackets

-Compare with partners

-Write the answers on the board.-Corrects And ss copy

-Asks ss to look at the picture.-In pairs, ss ask and answer eachother about the four people

-Feedback

-Revises the structure

-Asks ss to complete the dialogues

-Learn grammar, structures.

-Do exs 1, 2, 5, 6 P.5, 9, 10 (workbook)

brackets

-Compare with partners

-Write the answers on the board.-Feedback Ss copy

-Ss take notes

Listen and read (P.18 - 19) Period: 7 th

Aim: Introducing the theme of the unit – making arrangements and telephonevocabulary

Teaching aids: textbook, pictures, posters

-Have you got a/an ?

-When do people use it?

II PRESENTATION DIALOGUE:

1 Setting the scene: the dialogue

4 Listening to the dialogue:

 Eliciting the structures:

-Hold on Is 6:30 all right?

-Where is it on?

-I’m using my cousin’s bike tonight

III COMPREHENSION QUESTIONS:

(Questions a – f on page 19)

a Who made the call? (Nga)

write on the board

-Feedback

-Ss listen to the teacher

-Ss read and practise the dialogue.-Ss copy the structures

-Asks ss to read the dialogue againand answer the questions

-Compare with partners

c Who invited the other to the movie?

(Nga)

d Who arranged a meeting place?

(Nga)

e Who arranged the time? (Hoa)

f Who agreed to the time? (Nga)

Eliciting the steps for making an

arrangement on the phone, using the

-Learn expressions by heart

-Read the dialogue again

Aim: -Practising making arrangements on the phone with speaking

-Listening for details to fill in a phone message

Teaching aids: textbook, cassette, pictures, small boards

Procedure:

I REVISION: Guessing Game

a fax machine, an address book, a mobile -Guides ss how to play the game.

II PRE - SPEAKING: (1 – P.20)

Putting the jumbled dialogue in the

III WHILE - SPEAKING: (2 – P.20, 21)

1 Setting the scene:

2 Completing the dialogue:

 Suggested dialogue:

-May I speak to Ba, please? This is Bao

-Fine, thanks And you?

-Can you play chess tonight?

-What about tomorrow afternoon?

-Let’s meet at the center chess club

-Is 2:00 o’clock O.K ?

IV PRE - LISTENING:

1 Setting the scene:

-Who are in the conversation?

-What are they talking about?

2 Pre - teach:

-a principal: hiệu trưởng

-to leave a message: nhắn tin

-to take a message: nhận tin nhắn

-to make an appointment: hẹn

-available (adj): rảnh, sẵn

-Asks ss to read the lines of thejumbled dialogue (P 20), noticingwho is phoning whom about what,then arrange the dialogue into thecorrect order

-Compare with partners

-Write on the board Corrects.-In pairs, ss practise the dialogue.-Ss copy

-Introduces the dialogue

-Asks ss to complete the dialogue.-Feedback

-Ss practise the dialogue in pairs.-Checks pronunciation

-Introduces the dialogue by askingquestions

V WHILE - LISTENING:

 Filling the missing information:

Answers:

-Date: Tuesday -Time: 9:45

-Message: Mrs Mary Nguyen wanted to see

you at 9:45 on Tuesday morning.

-Phone number: 64683720942.

VI POST - LISTENING:

 Making telephone conversations:

Leaving and taking the messages

VII HOMEWORK:

-Learn vocabulary

-Read the complete dialogue (1, P.20) again.

-Do exercises 1, 2 P.15 – 16 (workbook)

-Ss listen to the tape and fill in themissing information

-Compare with partners

-Write on the board

-Corrects-Ss copy

Aim: Reading for details about Alexander Graham Bell

Teaching aids: textbook, pictures, posters

Procedure:

I WARM - UP: Hang-man

T E L E P H O N E -Asks ss to play the game.

II PRE - READING:

1 Pre - teach:

-to emigrate: di cư

-a deaf-mute: người câm và điếc

-invention (n): sự phát minh

-an assistant: phụ tá

-to conduct: tiến hành

-to demonstrate: biểu diễn

RUB OUT AND REMEMBER

2 Pre - questions:

-Do you know telephone?

-When was it invented?

-Who invented it?

-Is it popular in Viet Nam?

III WHILE - READING: (2 – P.20, 21)

1 Reading the text quickly and

answer pre - questions:

2 Doing the True – False statements

-Ss play the game

-Introduces the text by asking somequestions

-Feedback

-Ss read the text and do T/F

-Compare with partners

-Write on the board

-Corrects

-Ss copy

-Asks ss to read the text again andput the events in the correct order.-Ss work in groups of four

-Feedback

-Ss copy

IV POST - READING:

 Answering the questions:

a When was telephone invented?

b Who invented it?

c When and where was he born?

d Who did Bell work with?

V HOMEWORK:

-Learn vocabulary

-Read the text (1, P.20) again

-In pairs, ss ask and answer eachother, using the information in thetext

I WARM - UP: Hang-man

M E S S A G E -Asks ss to play the game.

II PRE - WRITING:

1 Pre - teach:

-to reach someone: điện thoại cho ai

-to pick someone up: đón ai bằng xe con

-a stationery order: hóa đơn đặt hàng

-furniture delivery (n): việc giao hàng

-a message form: mẫu tin

WHAT AND WHERE

2 Completing the pasage: (1, P.23)

III WHILE - WRITING:

1 Writing the telephone message (2,

-Ss play the game

-Asks ss to read the information inthe message form and thencomplete the passage

-Ss work in groups of four

-Write on the board

 Comprehension questions:

-Who made the phone call?

-Who took the message?

-Whom was the message for?

2 Writing a message for Lisa:

 Answers:

-Date: September 24th

-Time: 1:30

-For: Nancy

-Message: Tom called about playing

tennis this afternoon He will come

over to pick you up at 1:30.

-Taken by: Lisa

LANGUAGE FOCUS (P.25 - 26) Period: 11 th

Aim: -Practising “going to” to talk about intentions

-Practising adverbs of place

Teaching aids: textbook, posters

Procedure:

I WARM - UP: Board Race

-She is going to visit me -In groups of four, ss pick out thesentences with “going to” in Unit

-I am going to do my homework tonight.

II “BE GOING TO” FOR INTENTION:

 Making sentences using “be going to”:

 Suggested answers:

a They are going fishing

b Trang’s going to read the new novel

c Van’s going to do her homework in

Math

d Hoang’s going to watch an interesting

action movie on TV tonight

e Hien is going to buy a present

III ADDING MORE ACTIVITIES TO

THE QUESTIONAIRE (2a, P.25):

Completing “you” column and then

“your” column with “  ” or “x”:

IV ADVERBS OF PLACE:

and write in their notebooks.-Corrects

-Asks ss to read the sentences a –

e (1, P.25) then use “be going to”

to make sentences as the example.-Compare with partners

-Write on the board

-Corrects

-Ss copy

-Ss copy the questionaire and addthree more activities, thencomplete “you” column with “”

or “x” and “your partner” column

-Compare with partners

-Feedback

What are you going to do on the weekend?

Are you going to you your partner

see a movie?

play sports?

meet your friends?

help your parents?

 Completing the speech bubbles with

-Do exs 3, 6, 7 P.16 – 19 (work book)

and complete the bubbles withadvs of place

-Compare with partners

-Write on the board

-Corrects

-Ss copy

-Ss take notes

Listen and read (P.27 – 28) Period: 12 th

Aim: Talking about chores, using “have to”

Teaching aids: textbook, pictures, posters

Procedure:

I WARM - UP: Brainstorming

tidy up the bedroom

wash the dishes

-Asks students to brainstorm thechores and write them on theboard

sweep the chores

house

II GETTING STARTED:

1 Matching with the pictures P.27:

 Questions and answers: using the

pictures on the board

Example:

-Is she washing up?

-What is she doing here?

- ?

 Answers:

a washing the dishes d cooking

b making the bed e tidying up the

room

c sweeping the house f feeding the chicken

2 Vocabulary:

-a cupboard: tủ chén

-a sink: bồn rửa bát

-a steamer: nồi hấp

-a rice cooker: nồi cơm điện

-a saucepan: cái chảo

III LISTEN AND READ:

1 Setting the scene (using pictures):

-Who’s Mrs Vui?

-What are they doing?

-What are they talking about?

-Compare with partners

-Write the answer on the board.-Corrects

-Introduces the dialogue

-Asks ss some questions

-Ss listen to the dialogue

-Ss stick the activities they hear.-Ss practise the dialogue

-Asks ss to put the activities intothe correct columns

-Corrects

-Ss copy

-buy fish, vegetables

-call Aunt Chi

IV MAKING THE SITUATION:

Eliciting model sentences to introduce

structures:

-Mrs Vui usually does these things but

today she is away

-What does Nam have to do today?

He has to/ought to

He will have to

lookafterbaby

VI HOMEWORK:

-Write the chores you have to do

-Makes the dialogue clear byasking questions

-Gives model sentences

-Explains how to use

-Ss copy

-In pairs, ss ask and answerquestions about chores tocomplete the survey

Aim: Talking about the positions of things in rooms

Teaching aids: textbook, pictures, posters

-The sink is next to the stove.

-The table is in the middle of the room

-

2 While – speaking:

 Setting the scene: Mrs Vui

-Who is she?

-What did she buy?

Example: rug, stereo, T.V, shelf, clock

-Did she decide where to put them for her

living - room?

Arranging the furniture (P.29):

-Let’s put the armchair opposite the couch

-O.K I think we should put the rug between

the armchair and the couch

-

III ACTIVITY 2:

1 Pre - listening :

Vocabulary of the pictures (P.30):

-Special Chinese fried rice (n): cơm

(D.Châu)

-a pan: cái chảo

-garlic (n): tỏi

-a green pepper: ớt xanh

-Asks ss to look at the picture andtalk to each other about thepositions of items

-ham (n): thòt giaêm boâng

2 While - listening :

Answers:

a fried rice

b pan

c garlic and green peppers

d ham and peas

3 Post - listening:

Practising speaking

IV HOMEWORK:

-Learn vocabulary (prepositions)

-Do exs 1, 2 P.20 – 21 (workbook)

-Ss listen and repeat

-Asks ss to predict how to cook

“Côm Döông Chaâu” throughpictures

-Ss choose what to use for theircooking

-Asks ss to listen and put a tick

“” next to the picture from thedescription

-In pairs, ss talk together about theway of cooking fried rice

I WARM - UP: Brainstorming

“Objects in a house” -Asks ss to write as many objects

in a house as possible

armchair, cassette, bed, telephone,

II PRE - READING:

1 Pre - teach:

-precaution (n): sự phòng ngừa

-chemicals (n): chất hóa học

-a bead: hạt tròn, nhỏ

-a socket: ổ ghim điện

-to injure: làm bị thương

-a match: que diêm

 RUB OUT AND REMEMBER

2 Setting the scene: Mrs Quyen

-Where is she?

-What is she doing?

3 Pre - questions:

-Which objects are dangerous to children?

 a knife, scissors, beads,

III WHILE - READING:

c False  A kitchen is a dangerous place

d False  Only one match can start a fire

-Ss play the game

-Introduces the posters by askingquestions

-In pairs, ss ask and answer eachother the questions

-Ss make a list of objects that aredangerous to children on theboard

-Compare with partners

-Write on the board

-Corrects

-Ss copy

-Ss work in pairs to find out theanswers of the questions

to play.

c Because playing with one match can

cause the fire

d Because children often try to put

something into electrical sockets and

electricity can kill

e Because the dangerous objects can injure

or kill children

IV POST - READING:

Writing a poster about safety

precautions in the house:

-In groups of four, ss use the ideas

in the text and their own ones towrite a new poster in twocolumns

Living room Kitchen Prepositions

armchair, TV,

telephone, scissors, pan, knife, to, under, on, in, next

II PRE - WRITING:

1 Listen and draw:

The picture on page 32

-Are there any ?

-How many are there ?

-Is there on the ?

-Where is ?

III WHILE - WRITING:

1 Describing Hoa’s kitchen:

“This is Hoa’s kitchen ”

Suggested description:

This is Hoa’s kitchen There is a

refrigerator in the right corner of the room.

Next to the refrigerator is the stove and oven.

On the other side of the oven, there is a sink

and next to the sink is a towel rack The dish

-Reads out the description ofHoa’s bedroom

-Ss draw a picture on a small piece

of paper (books closed)

-Compare with partners

-Ss open their books and check

-Reviews the structures andprepositions

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

with four chairs The lighting fixture is above

the table Beneath the lighting fixture is a

vase with flowers.

IV POST - WRITING:

 Describing an imaginary bedroom

or living room:

“This is my bedroom ”

V HOMEWORK:

-Write a description of a room in your house

-In closed pairs, ss describe theirimaginary bedroom or living roomorally

-Ss take notes

LANGUAGE FOCUS (P.34 – 37 ) Period: 17

Aim: Helping ss revise modals: must, ought to, have to.

Teaching aids: textbook, lesson plan

II ACTIVITY 1:

Completing the dialogue with

“must/have to” and the verbs in the box:

The picture on page 32 Answers:

b You ought to get up early

c You ought to eat more vegetables

d You ought to go to the dentist’s

IV ACTIVITY 3: Reflexive pronouns

Completing the dialogue: (3, P.35 –

-Ss use the verbs and the modal

“must/have to” to complete thedialogue

-Compare with partners

-Compare with partners

-Write on the board

-Corrects

-Ss copy

b Why did Nam have to cook dinner?

 Because his mother was home late

c Why was Mrs Vui home late?

 Because she had to visit her mother

d Why did Ha fail her English exam?

 Because she didn’t study hard She played

computer games a lot

e Why didn’t Nga go to the movie?

 Because she had to do her chores

VI HOMEWORK:

-Learn vocabulary, structures of unit 3

-Do exs 3, 4, 5, 6, 7 P.22 – 27 (workbook)

-In pairs, ss discuss together aboutthe pictures

-Ss make questions with “Why”and answer with “Because”

-Corrects

-Ss copy

-Ss take notes

Listen and read (P.38 – 39) Period: 20

Aim: Introducing the theme of the unit – things people usually did in the past.Teaching aids: textbook, pictures, posters

Answers: T.V, radio, mobile, lighting

fixture, school uniform

III PRESENTATION DIALOGUE:

1 Setting the scene:

(the bottom picture P.38)

 Pre - teach:

-to look after: trông nôm

-a great – grandma: bà cóc

-to light – lit – lit: thắp (đèn)

-equipment (n): thiết bị

-a folktale: chuyện cổ tích

 RUB OUT AND REMEMBER

2 Pre - questions:

-What did Nga’s grandma use to do?

-What did she have to do?

 Model sentences:

-What was life like then?

 I used to look after my brothers I had to

stay at home and help Mom

3 Comprehension questions: (a – e,

-Asks ss to think of things in theirhouse

-Write on the board

-Ss look at the picture and pick outthe things that don’t belong to thepast

-Write on the board

-Ss play the game

-Asks ss some questions

-Reads the dialogue

-Ss listen

-Ss practise the dialogue andanswer the pre - questions

-Introduces the model

-Explains how to use it

-Ss copy

 Answers:

a on a farm

b Stayed at home and help Mom, look

after brothers and sisters

c Cooked the meals, cleaned the house,

washed the clothes

d Lit the lamp, told the stories

e Told the tale

4 “Fact” or “Opinion”: (a – f, P.39)

Example:

-Fact (F): The flower is yellow

-Opinion (O): The flower is beautiful

-Read the dialogue P.38 again

-Do exs 1, 2 P.27 (workbook)

-Ss read the dialogue again andanswer the questions

-Ss work in groups of four

-Compare with partners

-Write on the board

-Corrects

-Ss copy

-Explains “Fact” and “Opinion”.

-Puts a poster on the board

-Ss read the sentences and choose

“Fact” and “Opinion”.

-Compare with partners

-Write on the board

-Corrects

-Ss copy

-Ss take notes

Aim: -Talking about the differences between the past and now, using used to.

-Listening for gist to understand the content of the whole story

Teaching aids: textbook, pictures, posters

Procedure:

I REVISION: Brainstorming -Asks students to write on the

board what people used to do or

PEOPLEused to didn’t use to

-II PRE - SPEAKING:

Describing the two pictures P.40:

Picture 1 (in the past) Picture 2 (now)

-small house -high buildings

-a field -a grocery store

-working in the field -working in offices

-walking -go by car

-no electricity -electricity

Examples:

-People used to live in small houses Now they

live in high buildings

-People didn’t use to have electricity but now

they have electricity everywhere

III WHILE - SPEAKING:

1 Making sentences about changes of life

in the pictures, using the information above

2 Completing the table:

Last year get up late

Now get up early

Example: Last year, I used to get up late

but now I get up early

3 Exchanging photos and talking about

changes in appearance:

Example: You used to wear short hair

Now you wear long hair

IV PRE - LISTENING:

1 Setting the scene: Introducing the story

and the people in the story

A and team B)

-Corrects

-Declares the winner

-Ss look at the two pictures anddescribe what they see

-Ss copy the ideas of the twopictures

-Ss talk in pairs

-Feedback

-In groups, ss tell each otherabout the things they used to dolast year and the things they donow

-In pairs, ss exchange theirphotos and talk about changes inappearance

-Feedback

-Introduces the story by usingquestions

-Who are in the story?

-What’s the story about?

2 Pre - teach:

-to lay – laid – laid: đẻ trứng

-excitedly (adv): phấn khởi

-greedy (adj): tham lam

-to discover: phát hiện

-to cut open: mổ tung

-in amazement: ngạc nhiên

 RUB OUT AND REMEMBER

 Guessing the answer from a, b, c, d (P.41):

V WHILE - LISTENING:

1 Listening to the story and checking

prediction:

2 Comprehension questions:

a Why were the farmer and his wife happy?

b What did they do to their chicken?

c What happened in the end?

VI POST - LISTENING:

Retelling the story

-Writes on the board

-Checks meanings and pronun -Ss copy

-Ss play the game

-Ss guess the answer

-Ss listen and check theirprediction

-Feedback

-Ss listen to the story again andanswer the questions

-Feedback

-Asks ss to retell the story based

on the answers of the questions.-Ss work in pairs

I WARM - UP: Hangman

F O L K T A L E

II PRE - READING:

*vV

-cruel (adj): độc ác

upset (adj): buồn phiền

-rag (n): quần áo rách

-Fairy(n): bà(ông) tiên

appear(v): xuất hiện

-magically (adv): thật kỳ diệu

 MATCHING

:

*T/F Statement predictions;

a.Little Pea’s father wasa poor farmer.

b.Her father got married again after his

wife died.

c.Her new mother was nice to her.

d.She worked hard all day.

III WHILE - READING:

Before reading After reading

c used / again d mary/choose

e new clothes f lost

ss to read choral,individual

-SS:repeat T:corrects

-T:asks ss to guess-SS:guess

T:asks ss to read the textand check ss’prediction

- Ss read the story againand complete thesentences

-Compare with partners.-Write on the board

a She was a poor farmer’s daughter.

b She made Little Pea do the chores allday

c A fairy appeared and magicallychanged her rags into beautifulclothes

d He decided to marry the girl whoowned the shoe

e No, it isn’t It’s not practical becausethere is a fairy in the story

IV POST - READING:

 Retell the story:

“Little Pea was a daughter of a poor

-Compare with partners.-Write on the board.-Corrects

-Ss copy

-Asks ss to read the storyagain to answer thequestions

-Ss work in groups offour

-Write their answers onthe board

-Corrects

-Ss copy

-Asks ss to retell the storybased on the answersabove

-Corrects

I WARM - UP: Pelmanism

(past form of some irregular verbs)

go leave tell light say be

went left told lit said was

II PRE - WRITING:

1 Pre - teach:

-stripe (n): vằn

-straw (n): rơm, rạ

-servant (n): đầy tớ, người hầu

-master (n): ông chủ

-wisdom (n): trí thông minh

-to tie: buộc, trói

 WHAT AND WHERE

2 Reading and completing the story:

-Ss play the game

-Ss read the story and complete it

3 said 4 left

5 went 6 tied

7 lit 8 burned

9 escaped

III WHILE - WRITING:

 Rewriting the story:

Example: a farmer / he  I

his  my

“Once I was in the field and my buffalo

was grazing nearby, a tiger came It asked

why the strong buffalo was my servant and I

was its master I told the tiger I had wisdom

and the tiger wanted to see it I told it I left my

wisdom at home Then I tied the tiger to a tree

with a rope because I didn’t want it to eat my

buffalo I went to get some straw and burned

the tiger The tiger escaped but it still has

black stripes from the burns today”.

IV POST - WRITING:

 Retell the story:

UNIT 4 OUR PAST

LANGUAGE FOCUS (P.44 – 45 ) Period: 25

Aim: Reviewing Simple Past tense, prepositions of time and “used to”.Teaching aids: textbook, posters

Procedure:

I SIMPLE PAST TENSE:

1 Noughts and crosses:

do fly eat

have be sit

take come ride

2 Revising the Simple Past tense:

S + V ed /V 2

3 Reading and completing the

dialogue, using the verbs in the Past