Giáo án anh 8 HKI

- Ss read the dialogue and write the message in pairs... True / False Prediction - T asks Ss to read the poster page 31 and check their prediction.. Warmer: Getting Started - T asks Ss l

Teaching date: Sep 5th 2004

Introduction

of English 8

A Aims: To introduce English 8 student's book and curriculum

B Objective: By the end of the lesson, Ss will be able to hold their English 8book and curriculum

- T says s.t about method of learning English at school and at home

- Ss can ask some questions

- T says some her requirements (school things, notebooks )

2.2 Student's books:

- Ss are divided into 8 groups of 6

- T uses handout to give questions

1 How many units are there in the books? Give their topics.

2 How many parts does each unit have? What are they?

3 Say the difference between unit of English 7 book and English 8 book.

4 What part begins each unit? And what part ends?

5 What part has exercises? Where is it?

Unit one: My friends

Period: 2

Getting started Listen and Read

A Aim:

To introduce structures:

- What do / does look like?

- (not) adjective + enough + to do s.t

To review Exclamatory Sentences "What"

B Objective: By the end of the lesson, Ss will be able to use structures have justbeen studied to talk about their friends fluently

C Preparations: Pictures; Wordcards; Poster

D Procedure:

1 Warmer: Getting started

- T asks Ss to give their activities in the summer holidays, then write them

on the board

- Pictures are put on the board and Ss answer the questions

1/ What are they doing?

2/ What are the girls doing?

3/ What are your favorite activities in the free time?

4/ Do the girls in our school play soccer?

5/ Do you play soccer / volleyball after school?

6/ Do you play the chess at recess?

2 Pre-teach vocabulary:

 enough (adv.)

 Check understanding vocabulary: RO & R

3 Presentation: Listen and Read

3.1 Set the scene:

- Some questions about Hoa are given

- T introduces the content of the dialogue

Hoa talks with Lan and describes her friend Nien to Hoa.

3.2 Presentation:

- T reads the dialogue

- Ss listen then repeat it

- Ss answer the questions in pairs

2/ The girls / pretty.

3/ The boy / smart

- Ss practise in chorus, in groups, in pairs

* Form: S + (not) be + adj + enough + to inf.

- Poster is stick on the board

1/ She / not old / see that film.

2/ His children / smart / finish this work.

3/ You / not old / to drive motorcycle.

- Answer the question

- Remember and rewrite the short dialogue

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Teaching date: Sep 7th 2004

Unit one: My friends

Period: 3

Speak + listen

A Aim: To describe someone

To introduce someone and answer after being introduced

B Objective: By the end of the lesson, Ss will be able to describe appearance, tolisten to the introduction and answer after being introduced

C Preparations: Pictures; Photographs; Posters

- T reads the dialogue

- Ss read it in chorus, in pairs

3.2 While-speaking: Guessing Game

- T uses pictures to give cues

- T runs through the cues

- Ss read pattern sentences in the box.

- T helps Ss to understand their meaning

- Ss read the dialogue, then guess positions of the pattern sentences inthe dialogues in pairs

 Feedback:

4.2 While-listening:

- Ss listen 3 times

The 1st to hold the information

The 2nd to fill the gaps

The 3rd to check their work in the pre-listening

- Ss read the dialogue

4.3 Post-listening: Role play

5 Homework:

- Rewrite the dialogues

- Describe Ss' parents

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Teaching date: Sep 11th 2004

Unit one: My friends

Read

A Aim: Reading for specific information

B Objective: By the end of the lesson, Ss will be able to know more about Ba'sfriends

C Preparations: Poster

D Procedure:

1 Warmer: Role play

- 2 Ss go to the board and to play the roles based on the dialogues inlistening part

2 Pre-teach vocabulary:

 an orphanage explanation

 sociable (adj.)

 Check understanding: RO & R

3 Pre-reading: T/F Statements prediction

- T introduces the content of the text

- T sticks the poster on the board

1/ Ba only has 3 friends: Bao; Song; Khai.

2/ Ba and his friends have the same characters.

3/ Bao; Song; Khai are quite reserved in public.

4/ They all enjoy school and study hard.

- T runs through sentences

- Ss do in pairs

 Feedback:

4 While-reading:

4.1 T/F prediction

- T asks Ss to read the text

- Ss check their prediction

1/ F 2/ F 3/ F 4/ T

- Ss correct false statements

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

2/ They have different characters

3/ Only Song and Khai are quite reserved

4.2 Multiple choice

- Ss read the text again and do exercise 1 in pairs

 Feedback:

c/ don't talk much in public d/ get tired of

- T explains the meanings of the phrases

 doesn't affect his school work

- Ss work in groups of 4 and talk to one another about their friends, using the adjectives they have just learned to describe.

A Aim: Writing a message

B Objective: By the end of the lesson, Ss will be able to write a telephonemessage

- T talks to Ss about talking a telephone message.

 Have you over a telephone message?

 When you take a message, what should be a mentioned in a message? (date; time; who sent; to whom; content)

4 While-writing: Reading and gap filling

- T asks Ss to read the message

- Ss fill in the gaps in the passage on page 23 in pairs

 Feedback 1:

A customer phoned the Thang Loi Delivery Service on May 12 justbefore midday She wanted to speak to Mr Ha but he was out So Mr Tamtook a message for Mr Ha The customer's name was Mrs Lien and shewanted to know about her furniture delivery She wanted Mr Ha to call her.She said Mr Ha could reach her at 8 645 141 after lunch

- Ss read passage 2 to get information

- Ss work in groups of 4 to write the message

- T sets the scene

Tom phoned Nancy, but she was out Lisa, Nancy's sister took a message for Nancy Help Lisa to write a message.

- Ss read the dialogue and write the message in pairs

Hidden words: downstairs; upstairs; there; here; inside; outside

2 Adverbs of place: Exercise 3

- T sets the scene

Ba is playing hide and seek with his cousin, Tuan Use the adverbs of place to complete the speech bubbles

- Ss do exercise 3 in pairs

 Feedback:

a Where is Tuan? I think he's upstairs

b No He isn't here

c He isn't downstairs and he isn't upstairs

d Perhaps he's outside

e No he isn't there

f I'm not outside I'm inside, Ba

3 Talking about intentions with be going to

- T asks Ss to remember the dialogue between Hoa and Nga

- Ss answer T's questions

1 Are they talking on the phone?

2 What do they intend to do? ( To go to see the movie)

3 What time are they meeting? Where? (outside the theater; 6.30)

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

(be going to)

- T reviews structure "Be going to" and give form and use

Form: S + be + going to + infinitive

- T uses wordcards to give cues

a see a movie 

b play sports 

c meet your friends 

d help your mother 

a Quang and Nam are going to go fishing / fish

b Trang is going to read the new novel

c Van is going to do her homework

d Mr Hoang is going to watch an action movie on TV tonight

e Hien is going to give her friend a birthday present

4 Homework:

- Do exercise 2

- Write 6 sentences about your house, using adverbs of place

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Preparation date: Sep 26th 2004

Unit three: at home

Period: 12

Getting started Listen and Read

A Aim: Helping students to read the dialogue for details

B Objective: By the end of the lesson, Ss will be able to understand thedialogue

C Preparations: Pictures

D Procedure:

1 Warmer: Kim's Game

- T puts the pictures on the board

- Ss look at 6 pictures quickly in 30 seconds and try to remember the verbs

in the pictures as many as possible

 Feedback:

a Wash the dishes

b Make the bed

c Sweep the floor

- T sets the scene of the dialogue between Nam and his mother, Mrs Vui

- Ss listen to the dialogue while looking at their books

- Ss complete the list of the things Nam has to do

Nam has to - cook dinner

- go to the market to buy fish and vegetables

- call his aunt, Ms Chi and ask her to meet his mother at grandma's house

- T explains Modal Verbs

Form: Has / Have to + Infinitive = Must + Inf

T: What do you have to do?

Ss: I must wash the dishes.

- Ss practise in chorus, in groups, in pairs

 Delayed correction:

5 Further practice:

- Ss do Language Focus 1 in pairs.+

 Feedback:

1 must tidy 2 have to dust 3 must sweep

4 have to clean 5 have to empty 6 must feed

6 Homework:

- Write the things you have to do on Sundays

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Preparation date: October 2nd 2004

Unit three: at home

Period: 13

speak

A Aim: Practising speaking

B Objective: By the end of the lesson, Ss will be able to use the prepositions ofplace to talk about the positions of furniture in the house

C Preparations: Pictures

D Procedure:

1 Warmer: Kim's Game

- T runs through the things in the picture of the kitchen

- Ss are divided into 2 groups, they study the things for 30 seconds

- T takes away the picture and asks Ss to write down as many as they canremember

- Which team having more things wins the games

2 Presentation:

- Ss look at the picture then answer the questions about the positions ofitems in pictures

1 Where is the clock? It's above the fridge.

2 Where is the fruit? It's on the bowl.

3 Where are the knives? They're on the wall under the cupboard.

4 Where are the flowers? They're on the table.

5 Where is the plate? It's on the table near the flowers.

6 Where is the rice cooker? It's on the counter next to the dish rack.

3 Practice:

- Ss in pairs talk about the position of each team

The calendar is on the wall above the fridge.

 Delayed correction:

4 Further practice:

- T sets the scene

Mrs Vui bought new furniture for her living room, but she can't decide where to put it You should help her to arrange the furniture.

- Ss look at the picture and talk about their ideas in groups of 4

- T asks Ss to use "Let's + inf."; ought to; should They can draw thepicture

- Ss practise speaking

If they agree, they may use: OK; You are right.

If they disagree, they may use: No, I think we'd better/ ought to put; I think it should be

 Feedback:

6 Homework:

- Describe your living room

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Preparation date: October 5th 2004

Unit three: at home

Period: 14

Listen

A Aim: Listening for detail

B Objective: By the end of the lesson, Ss will be able to identify the right item

by listening

C Preparations: Pictures

D Procedure:

1 Warmer: Bingo

- Ss write down on their notebooks 5 things they can eat

- Ss listen to the teacher carefully

 T's list: chickens, beef, cake, candy, noodles, rice, ham, peas…

c Garlic and green peppers d Ham and peas

4 Presentation:

- T sets the scene and elicits the T.L

Hoa is very sad because she failed her English test What do you say to advise her?

- Ss answer

You should study harder

- T asks Ss to use another word for "should" ("ought to")

- T runs through pictures on page 35

- Ss give advice to people in the pictures

a I failed my English test

You ought to study harder

6 Production: Noughts and Crosses

His tooth / ache Hoa / late My room / untidy

The floor / dirty Bao / overweight She / thin

My English / bad Her grades / bad The washing machine/ not work

 Answer:

1 His tooth aches He ought to go to the dentist's

3 My room is untidy You ought to tidy your room

4 The floor is durty You ought to clean it

5 Bao is overweight He ought to do exercise

7 My English is bad You ought to practise more

8 Her grades is bad She ought to study more

9 The washing machine doesn't work You ought to repair it

6 Homework:

- Write some advice when your friend feels sick

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Preparation date: October 5th 2004

Unit three: at home

Period: 15

Read

A Aim: Reading for details about safety precautions in the house

B Objective: By the end of the lesson, Ss will be able to understand the safetyprecautions in the house

C Preparations: Pictures; Relias; Posters

 Check understanding: RO & R

3 Pre-reading: True / False statements prediction

- Poster is hung on the board

1 Drugs can look like candy (T)

2 Playing with one match cannot start a fire (F)

3 Young children do not understand that many household objects aredangerous (T)

4 It is safe to leave medicine around the house (F)

5 Putting a knife into an electrical socket is dangerous (T)

6 A kitchen is a suitable place to play (F)

- T runs through the statements

- Ss read them and guess which is true, which is false

 Feedback:

4 While-speaking:

4.1 True / False Prediction

- T asks Ss to read the poster (page 31) and check their prediction

 Feedback:

- Ss correct the false statements

2 Playing with one match can start fire.

4 It's safety to keep medicine in locked cupboards.

6 A kitchen isn't a suitable place to play4.2 Comprehension questions:

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

 Feedback:

a Because children often try to eat and drink them

b Because the kitchen is a dangerous place

c Because playing with one match can cause the fire

d Because children often try to put something into electrical socketsand electricity can kill

e Because the dangerous objects can injure or kill children

Preparation date: October 9th 2004

Unit three: at home

Period: 16

Writing

A Aim: Writing a description of a room

B Objective: By the end of the lesson, Ss will be able to write a description of aroom in their house.

C Preparations: Realias; Pictures

 lighting fixture picture

 a wardrobe

 Check understanding: RO & R

3 Pre-writing: Reading

- T asks Ss to read the description of Hoa's room

- Ss answer some questions

1 What is there on the left of the room?

(There is a desk on the left of the room)

2 Where is the bookshelf?

(The bookshelf is above the desk)

3 What is there on the right side of the room?

(There is a window on the right side of the room)

4 Where is the wardrobe?

(The wardrobe is beside the window and opposite the desk.)

4 While-writing:

- T asks Ss to look at the picture of the kitchen on page 33

- Ss work in groups of 4 to describe Hoa's kitchen, using the given cues

 Feedback:

This is Hoa's kitchen There is a refrigerator in the right corner of the room Next tothe refrigerator is a stove and the oven On the other side of the oven there is a sinkand next to the sink is a towel rack The dish rack stands on the counter, on the right ofthe window and beneath the shelves On the shelves and on the counter beneath thewindow there are jars of sugar, flour and tea In the middle of the kitchen there is atable with four chairs The lighting fixture is above the table and beneath the light fixture

is a vase with flowers

Preparation date: October 11th 2004

Unit three: at home

Period: 17

Language Focus

A Aim: Further Practice in Reflexive Pronouns

B Objective: By the end of the lesson, Ss will be able to use the ReflexivePronouns

C Preparations: Wordcards

D Procedure:

1 Warmer: Brain storming

things you can do cookwater flower clean the floor

2 Presentation:

- T sets the scene

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

2 He / fix / washing machine

3 Mary / cook / dinner

4 These students / paint / the pictures

5 You / do / you chores.

- T runs though the vocabulary

- T and Ss model

T: Did you do your homework?

S: Yes I did my homework myself.

- Ss practise the questions and then answer

Preparation date: October 15th 2004

Unit Four: our past

Period: 20

Getting started, listen and read

A Aim: Reading the dialogue about the life of many years ago

B Objective: By the end of the lesson, Ss will be able to tell the activitiespeople used to do in the past

C Preparations: Picture; Poster

D Procedure:

1 Warmer: Getting Started

- T asks Ss look at the picture on page 38 and find out the things that do notbelong to the past

- Ss do in pairs

 Feedback:

- The mobile phone The light fixture

- Modern clothing / school uniforms

2 Pre-teach vocabulary:

 (to) look after Her mother is sick She has to ……… her

 An equipment Rice cooker, washing machine are ………

 A folk tale Tam Cam, Thanh Giong are ………

 Traditional (adj.) VNese

 A great grandma Mother of grandmother

 (to) use to + bare inf

 Check understanding: RO & R

3 Pre-reading: T / F Statement Prediction

- T sticks poster on the board

1 Nga is used to live on a farm (F)

2 Nga's grandma didn't go to school (T)

3 She was an easy and happy life when she was young (F)

4 There wasn't any modern equipment at her time (T)

5 "The lost shoe" is a short story (F)

- T runs through the statements

- Ss read the statements and predict they are true or false

 Feedback:

4 While-reading:

4.1 T / F Statement Prediction

- T asks Ss to look at their books and listen to the tape

- Ss check their prediction and correct the false statements

 Feedback:

1 Grandma used to live on a farm

3 She had a hard life

5 "The lost shoe" is an folk tale

4.2 Comprehension

- Ss read the dialogue (1 pair)

- Ss work in pairs, asking and answering questions

 Feedback:

a She used to live on a farm

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

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

d Her great grandmother used to lit the lamp and her greatgrandfather used to tell stories

e She asked her grandmother to tell her the tale "The lost shoe"

a I used to live on the farm 

b There wasn't any electricity 

c Mom had to do everything without the

d My father used to tell us stories 

e The best one was The Lost Shoe 

f Traditional stories are great 

6 Homework:

- Answer the questions

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Preparation date: October 19th 2004

Unit Four: our past

Period: 21

speak

A Aim: Speaking about the way things used to be and the way they are now

B Objective: By the end of the lesson, Ss will be able to use used to to talkabout the things they used to do

C Preparations: Pictures; Wordcards

Where did Nga's grandma always live?

(She always lived on the farm)

- T asks Ss to use another word to replace "always lived" (used to live)

- T asks Ss to use used to to make question and answer

Where did Nga's grandma used to live?

She used to live on the farm

 Form: Used to + bare infinitive

 Use: Chỉ thói quen hoặc hành động thờng xảy ra trong

1/ You / live / Hue / Hanoi2/ She / have / long hair / short hair3/ We / get up / late / early

4/ He / walk to school / bike5/ You / study / evening / early morning

- T models

Did you use to live in Hue?

No I used to live in Hanoi.

- Ss practise in open pairs then closed pairs

 Delayed correction:

4 While-speaking:

- T elicits some ideas to tell about 2 pictures on page 40

1/ Where did they live in the past? And now?

2/ How did they travel?

3/ What's about the electricity?

4/ What's about their life? their work?

5/ Did children use to go to school?

6/ What's about their entertainment?

- Ss talk about the way things used to be and the way they are now ingroups of 4

Preparation date: October 21st 2004

Unit Four: our past

listen

A Aim: Listening the story

B Objective: By the end of the lesson, Ss will be able to understand the mainidea of a story by listening

C Preparations: Cards

D Procedure:

1 Warmer: Pelmanism

run fly ride eat sit

- Poster with questions is stick on the board

1/ How was the farmer's life?

2/ What animal did he raise?

3/ What did he shout when he saw the gold egg?

4/ What did he and his wife want after that?

5/ What did they do?

6/ What happened finally?

- T runs through the questions

- Ss listen to the tape and then find the answers

 Feedback:

1/ His life was comfortable

2/ He raised chicken

3/ He shouted "We're rich"

4/ They wanted more gold eggs

5/ He cut open all the chicken to find more gold eggs

6/ All the chickens were dead

4.2 Checking the prediction:

- T asks Ss to listen to the tape twice and check their prediction

 Feedback: Don't be foolish and greedy

4.3 Find out the verbs in the story:

- T asks Ss to listen again and try to write as many verbs as possible

 Feedback:

Preparation date: October 23rd 2004

Unit Four: our past

Period: 23

Read

A Aim: Reading the story "The lost shoe" for details

B Objective: By the end of the lesson, Ss will be able to understand and retellthe story "The lost shoe"

C Preparations: Pictures Posters

D Procedure:

1 Warmer: Crossword Puzzle

1/ The season after summer

2/ To get married = to ……

3/ You cook in this room

4/ A person who driver

2 Pre-teach vocabulary:

 magical (adj.)

magically (adv.)

 (to) fall in love with

 Check understanding: RO & R

3 Pre-reading:

- T sticks poster on the board

1 Little Pea's father is a poor farmer (T)

2 Her father got married again after his wife died (T)

3 Her new mother was beautiful and nice to her (F)

4 She worked hard all day (T)

5 She didn't have new clothes to take part in the festival (F)

- Ss read the statements and guess which is true, which is false

3 Her new mother was cruel to her

5 A fairy gave her beautiful clothes

4.2 Matching:

- T asks Ss to give him quantity of character in the story (6)

- Poster is stuck in the board

1/ The farmer a lost the shoe2/ The new wife b married Little Pea3/ Little Pea c was the new wife's daughter4/ The fairy d was Little Pea's father5/ The Prince e was very cruel to Little Pea6/ Stout Nut f gave Little Pea beautiful clothes

- Ss work in pairs to match column A with column B

- Ss read the story again

- Ss answer the questions in exercise 2 on page 42 in groups of 4

 Feedback:

a She was a poor farmer's daughter

b She made her do the chores all day

c Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes

d The Prince decided to marry the girl who fitted the lost shoe / who owned it

6 Homework:

- Rewrite the story

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Preparation date: October 5th 2004

Unit Four: our past

Period: 24

Writing

A Aim: Writing a short imaginary story

B Objective: By the end of the lesson, Ss will be able to use Simple Past tense

to write a folk tale

C Preparations:

D Procedure:

1 Warmer: Chatting

- Ss and T talk about imaginary stories

 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?"

2 Pre-teach vocabulary:

 (to) light - lit - lighted

 Check understanding: RO & R

3 Pre-writing:

3.1 Reading

- T asks Ss the meaning of the verbs in the box

- Ss work in pairs to fill the blanks with words in the box

1/ Where was the man?

2/ What did the buffalo do when the tiger appeared?

3/ What did the tiger want to do?

4/ What did a farmer do before going home? Why?

5/ What did he do when he returned?

- Ss work in groups of 4 to answer the questions

5/ When he returned, he lit the straw to burn the tiger

- Ss ask and answer the questions

4 While-writing:

- Ss do exercise 2 They have to imagine to be a man in order to write thestory

- T takes some writing to correct in front of the class

5 Post-writing: Tell the story

- T divides the class into 2 teams Team A plays the role of the tiger Team

B plays the role of the buffalo

- Ss work in team, telling the story

6 Homework:

- Write the story again, imagine you are the tiger, the buffalo

Preparation date: October 31st 2004

Unit Four: our past

Period: 25

language focus

A Aim: Further Practice in prepositions of time and USED TO

B Objective: By the end of the lesson, Ss will be able to use prepositions oftime and USE TO (to talk about the action which always happens in the past)

C Preparations: Poster

D Procedure:

1 Revision: Matching

- T writes some prepositions in a list on the left hand side of the board

- T writes the time / date / month… on the right of the board

- 2 volunteers from 2 teams to come to the board to match

7 a.m and 9 a.m2003

the weekendthe evening / morning / afternoon

b I'm 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 3 p.m, the bank will

be closed

e I'll be home before seven because I want to see the seveno'clock news.

2.2 Writing

- Poster is stuck on the board

1 I / usually / go to school / 6 o'clock

2 We / have / English lessons / Monday, Tuesday and Friday

3 He / be / back / 4.15 and 4.30

4 I / phone / you / Tuesday morning / about 10 o'clock

5 My Dad / go to work / breakfast

6 Everyone / be / busy / Tet holiday

7 I / usually / listen / music / morning

8 We / often / watch / The Morning News / TV / breakfast

- Ss do the exercise in pairs

 Feedback:

1 I usually go to school at 6 o'clock

2 We have English lessons on Monday, Tuesday and Wednesday

3 He'll be back between 4.15 and 4.30

4 I phoned you on Tuesday morning at about 10 o'clock

5 My Dad goes to work after breakfast

6 Everyone is very busy on the Tet holiday

7 I usually listen to music in the morning

8 We often watch The Morning News on T.V before breakfast

3 Complete dialogue: USE TO

- T asks Ss to do exercise 4 in pairs

 Feedback:

3/ used to live

4 Further practice: Deliberate mistakes

- T reads aloud some sentences and asks Ss to listen carefully and try to find out the mistake by standing up and say No and correct it

a My father used to play football when he has spare time.

b She used live in Hanoi.

c My parents will arrive in 3 o'clock.

d He was born in June the third

Unit Five: study habits

Period: 26

getting started + listen and read

A Aim: Reading the dialogue for details

B Objective: By the end of the lesson, Ss will be able to understand the dialogue between Jim and his mom about his study

C Preparations: Poster; Pictures

- T asks Ss some questions:

1/ What subject are you good at? / bad at?

2/ What subject do you like best? Why?

2 Pre-teach vocabulary:

 (to) try one's best

 Check understanding: RO & R

3 Pre-reading: T / F Statements prediction

- Poster is stuck on the board

1/ Tim was out when his mother called him (F)2/ Tim's mother met his teacher at school (T)3/ Tim's report is poor (F)

4/ Tim needs to improve his Spanish grammar (F)5/ Tim promised to try his best in learning Spanish (T)

- T runs through the statements

- Ss do in pairs

 Feedback:

4 While-speaking:

4.1 T / F Statements Prediction

- T asks Ss to listen the dialogue.

- Ss check their prediction

 Feedback:

- Ss correct false statements

1/ Tim was in the living room when his mother called him

3/ His report is excellent

5/ Tim needs to prove his Spanish pronunciation

4.2 Comprehension Questions:

- Ss work in pairs to answer the questions on page 47

 Feedback:

a She is Tim's teacher

b She gave his mother his report card

c He works really hard

d She said he should work harder on his Spanish pronunciation

e She gave him a dictionary

- Ss practise asking and answering

5 Post-reading: Survey

- Ss work in groups of 4, making the question " What subject do you need

to improve?"

- Ss have to write the names and the subjects that their friends answer

- Ss discuss how to improve their bad subjects

6 Homework:

- Write the way how to improve the subject that you are not good at



Preparation date: November 3, 2004

Unit Five: study habits

Period: 27

speak

A Aim: Practising speaking and advice in reported speech

B Objective: By the end of the lesson, Ss will be able to talk about their studyhabits and use reported speech with advice

C Preparations:

D Procedure:

1 Warmer: Bainstorm

Speak English to friend in class

English TV your English radio program

Do grammar Read English Read English

exercise stories newspapers

2 Pre-speaking:

- T asks Ss to talk about improving their English, using Brainstorm

3 While-speaking:

- T runs through the questions

- T asks some Ss to model

- Ss practise speaking in groups of 4

 Feedback:

Nam said he did his homework in the evening (Reported Speech)

4 Language Focus 4: Reported Speech with Advice

- T makes question to elicit the T.L

What should I do when I have a toothache?

You should see the dentist.

- T explains

Nam said I should see the dentist

S1 + said, told + S2 + should + bare inf

Preparation date: November 7th, 2004

Unit Five: study habits

Period: 28

listen

A Aim: Practicing listening and command, requests in reported speech

B Objective: By the end of the lesson, Ss will be able to listen for specificinformation to fill in a report card and use reported speech with command, request

1/ What subject do you like best?

2/ What subject do you study well?

3/ What subject do you need to try your best?

- Poster with questions is stuck on the board

1/ Who is Sarah's mother?

2/ What is Sarah's teacher's name?

3/ How has Sarah worked this year?

4/ What skill is Sarah not good?

5/ What will she have to do to improve it?

6/ How does her teacher help her?

- Ss read the questions carefully

- Ss listen to the tape and find out the answers

 Feedback:

1/ Mrs Chen

2/ Her name's Blake

3/ Sarah has worked very hard