giáo án anh văn 8 HKI

Unit 1- MY FRIENDSLesson 2- Speak & Listen OBJECTIVES: By the end of the lesson, students will:  Be able to describe people’s appearance, using descriptive adjs.. LANGUAGE CONTENTS:  G

UNIT 1- MY FRIENDS

Lesson 1- Getting started, Listen & Read

OBJECTIVES:

 Introductions of the new topic

 Review of student’s favorite activities

LANGUAGE CONTENTS:

 Grammar: - Simple tenses

- Not(adj) + enough + to-infinitive

 Some groups describe pictures before class

 T asks questions about student’s similar activities(Where, When, With whom?)

PRESENTATION

23’

 T shows pictures(Hoa, Lan, photo of Hoa and Nien) and introduces the dialogue: “Lan and Hoa are talking about Hoa’s photograph”

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

 Students listen to the tape + listen & repeat

 Pair work- students ask & answer questions (p 11)

 T asks questions to draw student’s attention to structures andvocabulary

“Pick out the words and expressions describing Nien“

 What does she look like? - Beautiful

 What is her smile like? - Lovely

 How old is she? - 12 (years old)

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

 Some pairs perform before class

 Some pairs say the dialogue aloud

CONSOLIDATION

10’

 Pair work- students describe the picture (p.10)

 T asks about Nien  home town/ appearance/ age

Unit 1- MY FRIENDS

Lesson 2- Speak & Listen

OBJECTIVES:

By the end of the lesson, students will:

 Be able to describe people’s appearance, using descriptive adjs

 Develop speaking and listening skills

LANGUAGE CONTENTS:

 Grammar: - descriptive adjectives (about body build, hair)

-Simple tense of HAVE (to describe people)

 Language functions: -expressions used in greeting and introduction

 T tells Ss that they will learn more adj to describe people

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

 T asks Ss to look at 6 pictures in the text box and use the adjs, given in the boxes & the verb HAVE to describe them

Practice (1)

 Ss read the mini- dialogue

5’

 T calls one student to describe another student in class; other Ssguess who that person is

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

 T review the position of descriptive adjectives (when 2 or 3 adjs go before nouns)

 Ss read these expressions (p 12)

 Ss read the 4 conversations (pp 12-13) and try filling in the blanks

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

While-listening

4’

 Ss listen to the tape (all 4 conversations)

 Ss listen again with a pause after each conversation

Post-listening

7’

 T calls some Ss to give answers- giving correction

 T picks out some new expressions: The pleasure is all mine; Hello, ma’am/young man. Explaining when to use these expressions

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

Unit 1- MY FRIENDS

Lesson 3- Read

OBJECTIVES:

By the end of the lesson, students will

 Know how to talk about people’s character and their favorite activities

 Develop reading skills

LANGUAGE CONTENTS:

 Grammar: -simple tense of be (to describe people)

 Vocabulary: -adjective about human character): sociable,kind, generous, reserved, outgoing

 T pre-teaches some key words: character, sociable/ out going, reserved, generous

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

BaBaoKhaiSong Answer:

character Favorite activities

Ba -not as outgoing/sociable

as Bao-with a sense of humor

-telling jokes

Bao -Sociable, kind, generous,

hard-working

-doing volunteer work

Khai - reserved in public -playing soccerSon

g

-reserved in public -going the local library

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

 T explains other new words

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

 Some Ss read the text aloud; some pairs ask and answer

Qs in exercise 2 before class

Post-reading

12’

 Group work’s work in groups of 4 or 5 Each student describes one friend in the group (character & favorite activities)

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

Write some sentences about your close friend or one member in your family (his/her character & favorite activities).

Unit 1-MYFRIENDS

Lesson 4- Write

OBJECTIVES:

By the end of the lesson, students will

 Be able to describe themselves or their close friends

 Develop writing skills

LANGUAGE CONTENTS:

 Grammar: -present tense of verbs (to describe people)-Review

 Vocabulary: -adjectives (about human character andappearance)- Review

TIME- 45 minutes

PROCEDURES:

Pre-writing  Warm-up: T asks Ss to put 10 word cards in the correct

columns (under appearance & character)

 T.shows the transparency sheet T asks Ss to read the passage and tell where the information in the passage is taken from Example: The first sentences is from N0 (1), the

2nd sentence is from N0 (4)…

Information about Tam

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

 Some Ss read aloud their descriptions

 T corrects errors and gives comments

……

HOMEWORK:

Write a paragraph about one of your family members

Unit 2-MAKING ARRANGEMENTS

Lesson1-Getting started, Listen & Read

OBJECTIVES:

 Introductions of the new topic

 Making arrangements on telephone

LANGUAGE CONTENTS:

 Grammar:

-Be going to + verb (talking about intentions)

-Adverbs of place (location of thing or people)

 Vocabulary:

-Fax machine, address book, telephone directory, public telephone,

mobile phone and answering machine

- Teacher asks questions

1 What is this? (mobile phone)

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

3 What is this? (a telephone directory)

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

- Teacher asks about students’ activities

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

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

 A public telephone (to make a phone call when you are

- Teacher asks more questions

1 Do you have an address book?

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

3 Is it helpful if you have one?

4 Which of theses things do you want to have? (Students choose one of them)…

2 T asks questions:

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

i) Who agreed the time? Nga

3 Students listening the tape- listen & repeat (twice)

4 Teacher asks students to answer the questions above

5 Some pairs perform before class

6 Some pairs say the dialogue aloud

7 T remind students to use the present continuous to show the intentions in the future(in Vietnamese)

Consolidation

10’

- Pair work:

 Students say the dialogue

 Students practice asking and answering the question (page 19)

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

2’

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

- Learn by heart the new words on page 18

UNIT 2 : MAKING ARRANGEMENTS

lesson 2: speak, listen

OBJECTIVES:

 Practice of developing speaking and listening skills about making

arrangements on telephone

LANGUAGE CONTENTS:

 Vocabulary: Concert (n), band (n), start (v), inside, outside (adv)

 Expressions: Great, me too

I’m sorry, I can’t

TECHNIQUES: Pre-reading and prediction

TEACHING AIDS: Pictures (copied and enlarged from textbook), cassette

- T shows pictures of some people- asking some questions

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

 Key answers: -They are Adam and Eric He’s going to phone Eric

- It’s a band Yes, they will

Presentation

6’

- T tells Ss to read the sentences and guess who are talking

on the phone and what for

- Tasks Ss to look at the pictures and guess the order of the sentences

- T asks Ss to play the dialogue(some pairs)

- T corrects the mistakes in pronunciation Consolidation

- T corrects the mistakes

Homework: -Ss listen to the conversation again and do the similar dialogues

-Prepare lesson write

UNIT 2-MAKING ARRANGEMENTS

 Grammar: simple past tense, neither-nor

 Vocab : (v) emigrate, transmit, conduct, demonstrate

(n) deaf-mutes, device, exhibition, assistant

(a) countless, commercial

2/ What’s his nationality?

3/ When did he invent the telephone?

 T pre-teaches some key words

Post-reading (12’)  Group work: Ss work in group of 4 or 5 Each student

states one sentence about Alexander Graham Bell

 Representatives of some groups retell the text in their own words

Consolidation (3’)  T takes note the structure: neither-nor

 T reviews the simple past tense

HOMWORK: Write 5 sentences about the inventor of the telephone

Unit 2-MAKING ARRANGEMENTS

LESSON 4-WRITE

OBJECTIVES:

By the end of the lesson, students will:

 Be able to describe about their intentions

 Develop writing skills

LANGUAGE CONTENTS:

 Grammar: Near future (going to talk about intentions)

 Vocab : Write the telephone message, explain some new words,

furniture delivery stationary order

TECHING AIDS:

 Worksheets (same form as exercise 1, 2) transparency sheet (copy of

information about someone) real objects: telephone

 T explains new word: furniture delivery

 T shows the transparency sheet T asks Ss to fill in the gaps in the passage that follows with the information

 T asks Ss to read the whole passage

 T corrects errors and gives comments

1/ (tele)phon 2/ May 12 3/ speak 4/ took

 Ss in each pair compare their message.

 T checks the answers

 T corrects errors and gives comments

THANH CONG Delivery Service

Date :June 16Time :After middayFor :Mrs VanMessage: Mr Nam called about his stationary order He wanted you to call him at 8 634 082

Taken by: Mr ToanPost-writing (10’)  T asks Ss to read the message from on page 23 again

 Ss read the dialogue silently

 T asks Ss some questions about the information the dialogue

1/ Who leaves the message?

2/ Who does Tom leave the message for?

3/ Who is taken the message by?

4/ What is the message about?

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

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

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

Taken by: Lisa

HOMEWORK:

1 Write the telephone message (for your parents)

2 Write a paragraph about the telephone message (for your friend)

LESSON PLAN

UNIT TWO: MAKING ARRANGEMENTS

LESSON 5: LANGUAGE FOCUS

A OBJECTIVES :

Master the grammar points and vocabulary in Unit two

+ Students can talk about their intentions with<<Be going to>>

+ Pupils can use adverbs of place in daily communication

B LANGUAGE CONTENTS:

+ Future tense: Be going to + verb

+ Adverbs of place: outside, inside, upstairs, downstairs

(10’)

Formation: S + BE GOING + TO-INF

2 What are you going to do on weekend?

a Students add three more activities to the list Then complete the<<you>> column with checks () or crosses (x)

- Students do in pair work, then compare the answers

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

- Teacher corrects the mistakes if possible

b Students practice in pairs

- They ask their friends about intentions Then completechecks () or crosses (x) in partner column

3 Teacher shows the students the pictures and asks them

to fill the blanks with adverbs of place in the box following the story<<Ba and Tuan are playing hide and seek>>

Pair work and group work “playing hide and seek”,

“inside and outside the door”, “up and down the platform” Saying about positions of school things

Saying about intentions for tomorrow and this summer holiday

HOMEWORK: Do the exercises 3, 5, 7(on page 15, 18, 19)

Learn by heart the information of “Be going to” and “adverbs

of place”

Prepare the new lesson

UNIT THREE: AT HOME

LESSON 1: GETTING STARTED & LISTEN AND READ

A OBJECTIVES :

 Introduction of the topic

 Review of the students’ chores at home

B LANGUAGE CONTENTS :

 Grammar: -Modal verbs (ought to/have to) & reflexive pronouns

 Vocabulary: do the washing-up/make the bed/sweep the floor/tidy

up/feed the chickens/yourself

1 Warm –up: 10’ - T elicits by using some questions

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

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

Ss to answer the guiding-questions.

- T has Ss listen to the cassette tape

- Ss listen and repeat

- Pair-work: Ss practice the dialogue in pairs

- Ss read the dialogue silently Then check their answers

- T provides the correct answers

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

- T make a model

- Group work: Ss complete the list

- T corrects their answers

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

 Nam has to cook dinner himself

 He ought to go to the market himself

(T briefly explains the meanings of the structures)

3 Consolidation: 5’ - T asks Ss to reproduce language knowledge with the

UNIT 3: AT HOME

Lesson 2: Speak

OBJECTIVES :

By the end of the lesson, students will:

 Be able to describe position of each item, using prepositions

 Developing speaking skill-description of a room

LANGUAGE CONTENTS:

 Grammar:

- Simple present tense

- Prepositions (between, under, in, next to, above,)

Warm-up T shows pictures:

- Speaking two model sentences in the text book

1 The fruit is in the bowl

T calls some students to describe the position of furniture

- Using: Let’s + infinitive, ought to, should

UNIT 3: AT HOME

Period: 4-READ

OBJECTIVES:

By the end of the lesson, Ss can:

 Read some posters or flashcards

 Know some safety precautions in their lives

LANGUAGE CONTENTS:

 Grammar: Simple tense

 Vocabulary: precaution, chemical, drug, matches, electric sockets,

medicine, cause of fire, destroy, injure

- Is the knife dangerous to small children?

- Are matches/drugs dangerous to small children?

 Answer the questions

 Gives some other questions

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

- Are electric sockets/matches/ cheicals /drugs dangerous to

Answer

- all dangerous objects: Scissors, knives, small objects

-children may drink or eat sickness or death

-fire destroys houses and injures children-kill

-a dangerous place-injure children

 Change the paer to other nearly to check the answers

 Go to the board and write

 Corrects them

 Make () the boxes Correct the false sentences

 Read aloud the others observe

 Checks their understanding by asking some questions

gas

dangerous to children?

Is acid

sword knives Are matches

drugs Why are matches dangerous to small children?

Why must we put all chemicals and drugs in locked cupboards?

 Leads Ss to do exercise 2

 Work in pairs; Ss do exercise 2 in the students’ books.

 Invites some pairs to do it

 Play a game

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

 Gives marks and gifts

UNIT 3: AT HOME (cont)

Period: 5-WRITING

1 OBJECTIVES:

By the end of the lesson, students will be able to write (a short passage to

describe their room) Develop writing skills

b Why mustn’t we let children play in the kitchen?

(Because……….)

 T points to the picture in the textbook Page 32: and introduces: this is Hoa’s room-and asks students: What’s this? It’s a lock, …a bed, …

 T.asks students to read the description of Hoa’s room (2 times)

 T explains the new words (If there are any …)

 Students repeat the new words correctly

 T asks students to use: “on/to the left(right) of, opposite, in

the middle of, beside, …There is, there are and some prepositions”

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

 Then T guides Ss to write a description of the kitchen

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

While-writing  Students speak first

Ex: This’s 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 the sink and next

to the sink is a towel rack The dishrack is/stands on the counter to/on the right (side) of the window and the beneath the shelves On the shelves and the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there is the table and four chairs-The lighting fixture is above the table, and directly beneath the lighting fixture is vase of flowers

 T asks students to work in groups

 Students write (Individually)Post-writing:  T asks some students to reread their writing

 T corrects the mistakes(If there are any …)Homework:  Write a paragraph to describe: a room in your house Refer

to the paragraphs students have been learnt (page 33)

UNIT 4: OUR PAST

Lesson 1: Getting stared, listen and read

I.OBJECTES:

1 Sts can describe pictures, talk about events in the past and in the

present

2 Develop listening, speaking, reading and writing skills

II LANGUAGE CONTENTS:

1 Grammar : Review simple past tense and simple present tense

2 Vocabulary : electricity, modern, equipment, folktale, poor (≠ rich),

traditional, conversation, mobile phone, lighting fixture

III TECHNIQUES:

Question- answer

IV TEACHING AIDS:

Pictures, cassette, color chalks

 Using a picture to set up a situation for unit 4 (lesson 1)

 Asking students to look at the picture and rewrite the things which didn’t have 100 years ago after giving students some suggested words: TV, radio, …

 Asking Sts to work in pairs and compare their task together

 Asking some pairs to show their tasks before the class (Teacher may explain the meaning of “mobile phone, lighting fixture, …)

 Asking Sts to listen to the tape and retell what Nga’s grandma did after explaining some new words (folktale, …)

 Asking Sts to reread the dialog (groups  pairs) and change their roles

Consolidation (7’)

 Correcting their pronunciation

 Asking Sts the questions from a to (d, e, f: if time permitted)

 Asking Sts to read the dialog silently

 Asking Sts to work in pairs (Sts need to give “fact/ opinion’ exactly) and check their tests together

 Correcting their mistakes

 Asking Sts to retell what Nga’s grandma did

HOMEWORK: (3’)

Rewrite the answers of exercises 2 and 3 on page 39

UNIT 4: OUR PAST

Lesson 2: Listen

OBJECTES:

Develop the Sts’ listening skill

LANGUAGE CONTENTS:

Vocabulary: foolish, greedy, amazement

Grammar: Review simple past tense

T- has Sts look at 4 choices (a, b, c, d) in the book (p.41)

- teaches some main words

 (adj): greedy, foolish

 Lay- laid (v), discover (v)

- Checks Sts’ understanding by answering some questions

1 Did the chickens lay many eggs?

2 What did the farmer see one day?

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

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

T: - Asks Sts to give their answers and T gives the correct

answers at onceTASK 3:

T: - plays the tape the 3rd timeT: - gives some True- False statements

1 The farmer lived a comfortable life

2 He sold eggs to food and clothing

3 They were very happy when they saw the gold eggs

4 They got more gold eggs after killing all the chickens.Post- listening T- correcting the choice (a, b, c, d) in the textbook

- asks some Sts to tell the story again and withdraw the lesson from this story

T- can help if necessary

HOMEWORK: (3’) Write what you can learn from the story.

UNIT 4: OUR PAST

Vocabulary: nouns related to things in the past and in the present

Grammar: Review simple past tense and simple present tense

Warm- up (5’) T shows two pictures of the school, one in the past and the

other in the present Then T talks to Sts about the difference

between two pictures “Our school used to be small Now it is big.”

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

Sts answer “It used to be old It’s new and beautiful now”Today we will talk about the things in the past and in the present

PRESENTATION

Pre- speaking (3’)

T shows picture 1 (book) and asks Sts some questions:

“Do we wear these clothes now?

Vietnamese people wear these clothes in the past or in the present?

Can you guess the time they wore these clothes?”

T points to Sts, himself/ herself, the picture 2 and says “Now

we wear like these”

T shows picture 2 (book) and says “Now we wear trousers, shirt for men; blouse and skirt for women, but in the past we used to wear Ao Tu Than, Quai Thao hat and so on …

Questions: (on chart)

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

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

Some pairs present in front of the class

T corrects errors if necessaryPRODUCTION (7’) Task 3:

T has Sts work in pairs, talk about the things their family members or themselves used to do in the past

Sts work in pairs

UNIT 5: STUDY HABITS

Lesson one-Getting started, Listen and Read

OBJECTIVES:

 Introduction of the new topic

 Review of studying habits

 Pictures (copied and enlarged from textbook)

 Cassette tape, Cassette recorder

 Do you have English today?

Shows some pictures of Math, English,

Physics, Music class…





Today is ………

Asks students to ask and answer more

questions about studying

 How often do you have English?

 Do you like to study English?

 What is your favorite subject?

Asks Yes-No questions:

a) Was Tim out when His mother called

d) Is Tim report poor?

e) Does Tim need to improve his Spain

Asks a few questions silently Answer

questions

Answer the questions

in their notebooks (3’) Ask-Answer

Go to the board, write the answer

STEP 4: HOMEWORK (2’)

 Listen and read the dialogue many times at home

 Prepare questions on page 47

Unit 5:STUDY HABITS

Lesson 2: Speak

OBJECTIVES:

By the end of the lesson, Ss will:

 Be able to talk about their studying

 Develop speaking and listening skills

LANGUAGE CONTENTS:

 Grammar: Modal verb: should

Request verb-Advice in reported speech

T divides the class into 8 groups-5 sts/group

T shows some picture of physical education…

physics-geography-English-Music-Ss ask and answer with the pictures by using:

- What is he/she studying? P………

- Do you like to study English/Maths? P………