GIAO AN 8Giao an 8

T / F statement prediction: - Ask students to read the statements on poster and predict they are true or false.. - Ask students to read the statements on posters and guess which is true,

Unit 4: our past

period 20: getting started

* Answer:

- The TV

- The radio

- The mobile phone

- The light fixture

- Modern clothing/school uniforms

I Pre - teach vocabulary:

(To) Look after (synonym) Equipment (n) (example) (A)folk tale (example) Traditional (adj) (translation).

(a) Great grandma (explanation)

* Checking: What and where.

- Write each word on the blackboard inside a circle Rub out the words one - by - one.

- Get students to read the words including the rubbed out words Students try to remember all the words.

II T / F statement prediction:

- Ask students to read the statements (on poster) and predict they are true or false.

Students write T if it is true and F if it is false.

a Nga is used to live on a farm.

b Nga’s grandma didn’t go to school.

c She has an easy and happy life when she was young.

d There wasn’t any modern equipment at her time.

e “The lost shoe” is a short story.

- Ask students to read the dialogue between Nga and her Grandma and check their prediction.

- Ask them to correct the false statements.

Grandma used to live on farm.

She had a hard life.

It is an old folk tale.

1 Comprehension

- Get students to work in pairs, asking and answering questions.

* Questions and answers:

a Where did Nga’s grandmother use to love?

She used to live on a farm.

b Why didn’t she go to school?

Pair work

Whole class

Pair work

Unit 4: our past

IV teaching aids:

Text book, word cards for drilling

V procedures:

Ask: “Another word for always lived”.

Answer: “Used to live”.

Ask students to use USED TO to make question and answer.

“Where did Nga’s grandma use to live?”

She used to live on a farm.

Word cue drill:

a Live / Hue / Hanoi

- Dis 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.

* Get students to work in open pairs then closed pairs.

- Compare 2 pictures on page 40, using “USED TO” to talk about the actions in the past.

- Elicit some ideas so that students can talk about them.

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

- People used to live in small building Now they live

in big house and builing.

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 everywhere.

d What’s about their life / work?

- 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 enterainment?

Group work

T - whole class

Whole class

Individual work

IV teaching aids:

Text book, word cards for drilling

V procedures:

I Pre - teach vocabulary

- cruel (adj.) (translation)

- upset (adj.) (synonym)

II T / F statement predictions

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.

- Ask students to read the statements (on posters) and guess which is true, which is false) and then share with their partners.

- Give feedback.

1 Have students read story “The Lost Shoe” on page 41 and check their prediction and ask them to correct the false statements.

T F

Her new mother was cruel

a Who was Little Pea?

- She was a poor farmer’s daughter.

b What did Stout Nut’s mother make Little Pea do all

T - whole class

Individual work Pair work

Pair work

arrangement

The end

period 24:- language focus

IV teaching aids:

Text book, eleven cards

V procedures:

- Dicide the class into two teams Each team chooses two numbers.

- Turn the cards over, if they match:

E.g Run – ran ; that team gets 1 mark.

- If not, turn the cards over again and ask the next team.

- Continuee until all the cards are finished.

Pre - teach vocabulary:

- Foolish (adj.) (translation)

- Greedy (adj.) (translation)

- gold (n) (realia)

- (To) lay - laid - laid (picture)

- amazeement (n) (translation)

* Checking: What and where

1 Prediction: Predict the moral lesson of the story.

- Ask students to look at four titles and guess which is the most suitable to the story.

a Don’t kill chickens.

b Don’t be foolish and greedy.

c Be happy with what you have.

d It is difficult to find gold.

- Give feedback

2 Checking the prediction:

- Have students to listen to the tape twice and check their prediction.

* Answer: “Don’t be foolish and greedy”

* Tape transcripl :

Once a faremer lived a comfortable life with his family

His chicken laid many eggs which the farmer used to buy food and clothes for his family.

One day, he went to collect the eggs and discovered one

of the chickens laid a gold egg He shouted excitedly to his wife: “We‘re rich!” His wife ran to him and they both looked more,so her husband decided to cut open all the chickens and find more eggs Unfortunately, he couldn’t find any egg When he finished, all the chickens were dead.

There were no more eggs of any hind for the foolish father and his greedy wife.

Team work

Whole class

Pair work

Whole class

Unit 4: our past

IV teaching aids:

Text book, eleven cards

V procedures:

Do you want to read imaginary stories?

Name some of them.

Which story do you like best?

Have you ever read the story “how the tigers got his stripes”?

* Pre - teach vocabulary:

- Wisdom (n) (translation)

- a stripe (n) (realia)

- a straw (n) (realia)

- a servant (n) (translation)

- (to) escape (tanslation)

- (to) graze (picture)

- to light - lit - lighted (mime)

- Ask students to come to the blackboard to match

items on the left with those on the right by drawing a line connecting them.

* Ask students the meanings of the verbs in the box.

- Have them work in pairs using suitable verbs to fill in the blanks.

* Comprehension questions:

- Ask students to work in groups of 4 (one table), answering the following questions:

a Where was the man?

b What did the buffalo do when the tiger appeared?

c What did the tiger want to know?

d What did he do before going home? Why?

e What did he do when he returned?

* Answers:

a He was in his field.

b It grazed nearby.

T - Whole class

T - Whole class

Unit 4: our past

period 25 Language focus

Practice

* Matching:

- Write some prepositions in a list on the left.

- hand side of the blackboard.

- Write the time/date/month on the right hand side of the blackboard.

- Divide the class into two teams: teamA - Team B.

- Ask 2 volunteers from each team to come to the blackboard to match the item on the left with those on the right by drawing a line connecting them.

- Team A uses red chalk, team B uses yellow chalk.

- The team which draws more correct lines will win the game.

In January

On 3 p.m

At November 1997 Between July 2nd

a I’ll see you on Wednesday.

b I’ll going to Laos in January.

c We must be there between 8.30 and 9.15.

d The bank closes at 3 p.m if you arrive after 3p.m.,the bank will be closed.

e I’ll be home before seven because I want to see the seven o’clock news.

2 Complete the dialogue

- Ask students to do exercise 4 on page 45.

- Have students work in pairs, looking at 4 pictures on page 45; using USED TO with the verbs live - stay - have

- be to complete the dialogue between Nga and Hoa.

- Give feedback Nga: Where is it? It isn’t Hanoi.

Hoa: No it’s Hue I used to stay there Nga: Is that you, Hoa?

Hoa: Yes I used to have long hair Nga: Who is in this photos?

Hoa: That is Loan She used to be my next door neighbor.

Team work

Individual work

Pair work

Pair work

Week: Preparing's date:

Period: Teaching's date:

period 26 - getting started

- listen and read

2 Chatting: Ask students some questions :

- What subject do you good at?

- bad at?

- What subject do you like best? Why?

- How often do you have math?

- (to) improve (situation)

- (to) be proud of (translation)

- (to) try one’s best (translation)

* Checking: Rub out a remember:

- Rub out a word in English and point to the Vietnamese translation and ask “what’s this in English?” When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words If there’s time, get students to come to the blackoard and write the English words again

II T / F stutements prediction

- Ask students to read the statements (on poster) and predictthey are true or false

- Ask them to share with their partners

* T / F statements:

a Tim was out when his mother called him

b Tim’s mother met his teacher at school

c Tim’s report is poor

d Tim needs to improve his Spanish grammar

e Tim promised to try his best in learning Spanish

TFFT

T - whole class

Individual work

Pair work

Individual work

Subjects

At school

Week: Preparing's date:

Period: Teaching's date:

IV teaching aids:

Text book Poster.

V procedures:

- Ask students to write their ideas on the blackboard.

Speak English to friend in class

Watch listen to theEnglish TV English radio program

do grammar read English read Englishexercises Stories newspapers/magazines

I Pre teach vocabulary

(5) Speaking: A(6) Reading: A(7) Writing: B

2 Comprehension questions

- Ask students to answer some questions about Nga’s report card

Questions and answers:

a who are Nga’s parents?

- They are Mr Lam and Mr Linh

b What’s Nga’s teacher’s name? – Miss Lien

c What subject was reported? For what term?

- English

d What are the comments?

- Speaking English quite well However she does need to improve her listening skill

e What does S stand for? What’s about F,U,A,B,C, D

- S stands for satisfactory, F for Fail, U for unsatisfactory, A for Excellent, B for good, C for fair, D for poor

- Ask students to work on their own to answer the questions

T - whole class

Individual work Pair work

Individual work

Pair work

How to improve Your English

Week: Preparing's date:

Period: Teaching's date:

- Ask students some questions about their English learning.

* Do you like learning English?

* How many new words do you try to learn a day?

* What do you do when you read a new word?

* How do you learn / remember new words?

I Pre - teach vocabulary

- Mother tongue (example)

- (to) underline (example)

- (to) highlight (example)

- (to) come across (synonym)

- (to) stick (mime)

- The game continues until all the words are slapped

II Brainstorming

- Ask students to work pairs to make a list of the ways how a language learner can learn new words

learn translate it into write each word on

by heart mother tongue one piece o paper and put it into the pocket to learn whenever

learn through write it on a small piece ofexample sentences paper and stick

everywhere in the house

1 True / False statements

- Ask students to read the staements on page 50 then read the text and decide which is true and which is false

a All language learners write the meaning of the news words in their mother tongue

b Some learners write examples of the words they want to learn

c Every learner tries to learn all the new words they come across

d Many learners only learn the new words that are important

* Questions and answers:

a D learners learn words in the same way?

- No They learn words in different ways

b Why do some learners write example sentences with new words?

- Because they help them to remember the use of new words

c What do some learners do in order to remember new words?

T - whole class

Week: Preparing's date:

Period: Teaching's date:

Pre

-reading

While

reading

- Ask students some questions dealing with writing letters

* Have you ever written to someone?

* To whom do you usually write?

* What do you often write about?

I Pre - teach vocabulary

- Lunar New Year Festival (explanation)

- Enjoyable (ajd.) (translation)

- (to) celebrate (example)

3) (a) Opening 6) (e) Signature

- Ask students to read the letter on page 51 to check their order

III Labeling

- Ask students to label each section with the correct letter

IV Comperehension questions

- Ast students to work in pairs and answer some question

- Give feedback

*questions and answers:

a Who wrote the letter? To whom?

- Hoa wrote a letter to Tim, her penpal

b What are there in the heading?

- There are the writer’s name and the date

c What is the main part of the letter?

- The body of the letter is the main part

d What did Hoa receive a few days ago?

- She received her first semester report

e Is Hoa good at Math?

- No She isn’t

f What subject is Hoa good at?

- Science, English and History

g Where is she going to celebrate the Lunar New Year Festival?

- She is going to practice asking and answering questions

* Substitution writing:

- Ask students to do exercise 2 on page 51, students have to imagine that they are Lan and write a letter to her penpal Donna in Sans Francisco, using the given information

* Answers:

15 Thanh Giong Street,Hanoi, June 10th , 2004Dear Donna,

Thanks for your letter I’m glad to hear you had an interesting/

enjoyable Mother’s Day

We received our second semester report last month I got good grades for Geography, Physics and Math but my English and Historyresults were poor My teacher advises me to improve English and History I think I have to study harder next school year

In a few weeks, we’re going to celebrate the mid Autumn moon festival in Vietnam This afternoon, I’m going to Ha

Long Bay with my aunt and uncle by bus and I’m going to stay there with them until the festival comes I’ll send you a postcard from there

Write soon and tell me all your news

Best,

class

T - whole class

Pair work

Individual work Pair work

Open pairs then closed pairs

Individual work Whole class