anh 789 3cot

- Present new words on the board - Guide Ss to read new words - Check their memory by using technique “what and where” - Set the scene tointroduce the dialogue - Get Ss to listen the dia

meet come live think send thought

receive met lived received came sent

* Pre-reading:

1 Pre-teach vocabulary:

- to seem (translation)

- a next door neighbor

(explanation: a person who lives next to your house)

- to look like (translation)

2 Pre-questions:

a Is Nien Lan's friend or Hoa's friend?

b How old is Nien?

c Where does Nien live?

d Is she a beautiful girl?

* While-reading:

 Read the dialogue (p.10)

 Check the answers

 Read the dialogue again

 Answer the questions in exercise 2 on page 11

* Answers:

a Nien lives in Hue

b No, she doesn't

c The sentence is "She wasn't old enough to be in

my class"

d At Christmas

- Guide Ss how to play the game

- Present new words on the board

- Guide Ss to read new words

- Ask Ss to read thedialogue

- Give the correct answers

- Ask Ss to read thedialogue again and answer the

questions

- Call on some students to ask and answer the

questions

- Matching words

- Listen and repeat

- Copy down

- Read new words in chorus

- Read the questions and answer them in pairs

- Give feed back?

- Read the dialogue and check their prediction

- Read the dialogue again and answer the question

- Ask and answer the questions

Unit 1: My friends

* Post-reading:

 Gap-filling: (live-sent-be-come)

"Hoa (1) in Hue last year, but now she (2) in

Hanoi Yesterday, Hoa's friend Nien (3) Hoa a

letter Nien (4) Hoa's friend neighbor when Hoa

lived in Hue She (5) yourger than Hoa She (6)

- Ask Ss to use the simple present and simple past tense tocomplete paragraph 1a (p.16)

- Provide some verbs so that Ss canuse them to fill in the gaps

- Read the paragraph and fill in the gaps with the suitable words

* Aim: - Listening for details to complete the dialogue and speak to describe someone

* Objective: - By the end of the lesson, students will be able to describe someone andcomplete the dialogue by listening

* Teaching aids: - Text book

 Ex: - She has long blond hair.

- She is short and thin

 Present the expressions in the box (p.12)

 Explain and read the expression

 Gap fill prediction

(Dialogues p.12-13)

 Give feedback

* While listening:

 Listen to the tape twice

 Compare with their prediction

* Post-listening:

 Practise the dialogues

- Ask Ss to think of the adjectives used

to describe body build and hair

- Show Ss a picture

of Mary and ask them

to describe her hair,her body build

- Explain the structure

- Supply the word cues and ask Ss to complete the sentences

- Ask Ss to look at six people on page 11-12-Call on a student to describeone person, the others have to guess who he/she is

- Give Ss some expressions and make sure they knowtheir mean mgs

- Get Ss to guess and to complete four dialogues on page 12-13

- Let students (to) listen to the tape twice

- Listen and correct their (prediction) pronunciation

- Give the adjectives to describe body build and hair

- Describe Mary

- Listen and copy down

- Complete the sentences based on cues

- Look at six people and describe them

- Listen and read the expressions

- Read the open dialogues (p.12-13) and fill

in the blanks with the suitable expressions

- Listen to the tape and then check their prediction

- Pratise the dialogues

S + have / has + adjectives + hair

S + be + adjectives

* Aim: - Reading for specific information.

* Objective: - By the end of the lesson, students will be able to know more about Ba'sfriend

* Teaching aids: - Text books

a What are these students doing?

b Do you like soccer / reading books ?

c Whom do you like playing with?

- Present and give the meaning of new words

- Guide Ss to read

- Look at the pictures and talk about the activities they

do after school

or in their free time

- Listen and repeat

- Copy down

- Listen and

- reserved (adj)

- sociable translation

- (to) tell jokes: tell a story which makes people laugh

- sense of humor (translation)

 T / F statements prediction:

a Ba only has three friends - Bao, Song, Khai

b Ba and his friends have the same characters

c Bao-Song-Khai are quite reserved in public

d They all enjoy school and study hard

 Give feedback:

* While reading:

 Read the text (p.13)

 Check their prediction

 Correction:

a Ba has a lot of friends but he spends most of his

time with Bao, Song and Khai

b They have different characters

c Only Song and Khai are quite reserved

- Learn vocabulary by heart

- Read the text fluently

- Set the scene:

These statements are about Ba and hisfriends, read them and guess which statements are True / False

- Ask Ss to open their books and read the text on page 13

- Correct their mistakes

- Guide Ss how to

do exercise 1 (p.14)and give the correctanswers

- Let Ss read the text again and answer the questions

- Read the answers and correct the mistakes

read new words

in chorus

- Read and then write the words again in the correct circles

- Read the statements given and guesswhich

statements are True, which are False

- Read the textand check their prediction

- Correct false statements

- Read the textagain and choose the best answers

on page 14

- Read the textand answer the questions in pairs

- Write the answer on the board

* Aim: - Writing about oneself and about other people.

* Objective: - By the end of the lesson, students will be able to write a paragraph abouttheir close friends

* Teaching aids: - Text books

* Procedure:

Content Teacher's activities Sts' activities

* Warm-up: (Kim's game)

 Look at the pictures and describe the people

in the picture (p.17)

a How many people are there in the picture?

b What is each person weaning?

* Pre-writing:

 Read the information about Fam

 Answer the questions (exercise 2 p.15)

* While-writing:

 Write a paragraph about Tam based on the

answers

 Sample:

His / Her name is She is years old He / She

lives at in with his He / She is tall,

He / She has short hair

He / She has a lot of friends

 Write some information about one of their

friends, then write a paragraph about him or

her

- Ask Ss to look at the picture (p.17) quickly Then let Ss keep their books closed

- Divide the class in

to 4 groups The group which answerscome city the fastest wins the game

- Ask Ss to read theinformation about Tam then answer thequestions

- Let Ss write a paragraph about Tam, using the information they have just got

- Ask Ss to comparewith the paragraph intheir books on page

- Look at the picture and answer the questions in group

- Read the information and then answer thequestions

- Write a paragraph aboutTam, using the information (individually)

- Compare with the paragraph intheir books on page 15

- Write a

* Post-writing:

 Speak in front of the class about himself /

herself

* Homework:

- Ask students to write another paragraph about one

of their family members

15

- Let Ss write a paragraph about one

of their friends

- Get Ss to share with their partners and correct if possible

paragraph aboutone of their friends

- Correct the mistakes if possible

* Objective: - By the end of the lesson, students will be able to use simple present tense

to talk about general truths and write some sentences using the structure (not) + adjectiveenough + to-infinitive

* Teaching aids: - Text book - cards - pictures

 Pre – teach vocabulary.

- A planet: (ex: the sun, the moon, the earth,…)

What are they?

- Present and givethe meaming of newwords

- Gwide Ss to read new words in chorus

- Review the simple present tense

- Find out the adjectives beginning with the letters given

in groups

- Listen and repeat

- Coppy down

- Read in chorus->individually

- Listen to theirteacher

- Silly (adj) translation.

 Revision of simple Present tense

* The sunple present tense is used to express an

action which is always true

1 stes 2 goes 3 moves

4 is 5 is 6 is

* Presentation:

 Set the scene to introduce the structure

Ex:

* Practice: (word cue Drill)

a Read English books/v good

b Drive a car/ x old

c Carry this bag/ v strong

d Solve this problem/ x clever

* Further practice:

 Exercise 4 (page 17)

* Homework:

- Ask students to write 5 sentences about

themselves using the structure: “(not) adjective

enough + to infinitive”.

- Let Ss do exer cise 2 on page 16

- Listen and correct their pronunciation

- Set the scene to introduce the structure

- Analyse the structure and guide

Ss to read

- Model two cues, the whole class repeats

- Let all students, work in pairs, one asks, the other answers

- Ask Ss to do exercise 4 on page

17 in pairs

- do exercise 2

- Read the dialogue loudly

- Listen and repeat

- Practise the structure in pairs

- Give feed back

- Practise the dialogue

- Can you hang this picture over there?

 No, I am not tall enough to hang the

picture over there

Date of preparation:

Period: 7 Date of teaching : 8A: ………

8B:……….

- Lesson 1: - Getting started (p.18)

- Listen & Read (p.19)

* Aim: - Reading for details about a conversation on the phone

* Objective: - By the end of the lesson, students will be able to use the telephone tomake and confirm arrangements

* Teaching aids: - Text book

a Who made the call?

b Who introduced herself?

c Who invited the other to the movies?

d Who arranged a meeting places?

e Who arrange the time?

f Who agreed to the time?

* While-reading:

 Read the conversation

 Check their prediction

 Matching the phrases with their meanings

a Hold on

b Is six thirty all right?

c Where’s it on?

d A bit far from…

1 Nó được chiếu ở đâu?

2 Khá xa…

3 Sáu giờ 30 được chứ?

4 Chờ nhé.

 Comprehension question:

a What is Hoa’s telephone number?

b Which movies are they going to see? Where?

c How is Hoa going to see the movies?

d Where are they going to meet?

- Ask Ss to match each object with its name

- Show the picture

and ask “What are

- Let Ss match the phrases with their meanings

- Ask Ss to read theconversation again and answer the questions

- Do exercises (p 18)

- Look at the picture and answer the questions

- Read the question and guess

- Give feetback

- Read the conversation and check their prediction -Do exercises

- Read the conversation and answer the questions

Unit 2: Making Arrangements

S2: I’m going to see … Would you…?

S1: Of course But I have to ask…Hold

on….OK….says I can go, Where’s it on?

S2: At… Movie threatre.

- Move around the class and help the students

- Practice the conversation

* Objective: - By the end of the lesson, students will be able to talk on the phone about

intensions with “going to”.

* Teaching aids: - Text books, cards

* Procedure:

Content Teacher's activities Sts' activities

 Warm-up: (Chatting)

- Do you have a telephone at home?

- How often do you make a phone call?

- What would you say when you pick up the phone to

- Are they talking on the phone?

- What do they intend to do?

- What time are they meeting? Where?

- What form of the verbs do you use to talk about

intent?

 Form: S + be + going to + infinitive

 Use: Express an intension

* Practice:

 Word cue drill

 Model sentences:

- Are you going to see a movie?

- Yes, I am / no, I’m not.

a See a movie

b B Play sport

c C Meet your friends

d D Help your mother

e E Do your homeworks

f F Watch TV

* Further Practice:

 Do exercise language focus 1 on phage 25

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

S: She going to see a movie

a They are going fishing

b She’s going to read a new novel.

c She’s going to do her homework.

d He’s going to watch an action movie on TV

tonight

e She’s going to give him a birthday present.

- Ask Ss some questions

- Ask Ss to do exercise 1 on page 20

- Ask some question

to check Ss’

understanding and focus on the structure

- Model two cues then ask Ss to repeat chorally  individually

- Let Ss practice asking and

answering

- Ask the whole class to work in pairs

- Give an example first

- Let Ss work in pairs

- Ask Ss to work with their partners

- Listen and answer the questions

- Put the sentences in the correct order to make acomplete conversation

- Listen and answer the questions

- Listen and repeat chorally

 individually

- Practice asking and answering

- Practice in pairs

- Give feetback

- Give feetback

* Production:

 Exercise 2 on page 20

 Practice the dialogue

to complete the dialogue

 Aim: Reading the paragraph for details about Alexander Graham Bell

 Objective: By the end of the lesson, Ss will be able to know more about Alexander Graham Bell

 Teaching aids: Textbook

 Procedure:

Content T’s activities Ss’ activities

 Warm – up: (Brainstorming)

To chat with friend To

communicate

- Let Ss answer the question by coming to the board and write

-Answer the question

What is the telephone used for?

 Pre - reading:

 Pre – teach vocabulary:

- (to) emigrate : go to another country

to live

- (to) transmit : (translation) truyền đi

- (to) conduct : điều khiển

- (to) demonstrate : chứng minh

- a device : thiết bị

- a deaf – mute a person who is

unable to hear and speak

-to come up with : tìm thấy

c Thomas Watson was Bell’s assistant

d Bell and Watson introduced the

telephone in 1877

e Bell experimented with way of

transmitting speech between deaf-

mute over a long distance

f Bell demonstrated his invention at a

lot of exhibition

 While – reading:

 Read the text on page 21-22

 Check their prediction

 Correct the false Statements

 Put the events in the correct order

(p.22 Exercise 2)

 Alexander Graham Bell:

1 Was born in Scotland

2 Went to live in Canada

3 Went to live in the United States

4 Worked with people who could

neither speak nor hear

5 Worked with Thomas Watson

6 Success fully demonstrated his invent

7 Invented the telephone

 Post- reading: (write- it- up)

 Write a paragraph about Bell’s life,

using the information in the text

- Present and given the meanings of new words

- Let Ss repeat the words in chorus then rub out word by word but leave the circles

- Get Ss to write the words again in the correct circle -Present T/F statements on the board and ask Ss guess which statements are true and which arefalse

- Read the text

- Have Ss correct false statements

- Ask Ss to look atthe book page 22

- Get Ss to read

the event of Bell’s

life and put them

in the correct order

- correct the mistakes

- Listen and repeat

- copy down

- Listen and repeat the words in chorus

- Rewrite the words in the correct circles.Read and predict which statements are true and which are false

- Give feedback

- Listen to their teacher

- Read the text again and check their prediction

- Read and put the sentences inthe correct order

- Give feedback

- write a paragraph about

Bell’s life

 Aim: Writing a message

 Objective: By the end of the lesson, Ss will be able to write a telephone message

 Teaching aids: Textbook

 Procedure:

Content T’s activities Ss’ activities

 Warm- up: (Jumbled words)

Have you ever taken a telephone

message? When you take a message,

what should be mentioned in the

message? (Date, time, who sent, to

- stationery (n): papers, pens, rulers,

- write the words whose letters are

- Ask some question

- Present and givethe meaning of new words

- Guide Ss to

- Go to the board and write the correct words

- The team which writes more correct words first wins the game

- Listen and answer the question

- Listen and repeat

- Copy down

Message: Mr Nam called about his

stationery order He wanted you call

him at 8634082

Taken by: Mr Toan

 Post- writing:

 Set the scene: “Tom phoned Nancy,

but she was out Lisa, Nancy’s sister

took a message for Nancy Help Lisa

to write the message ”

 Answer:

Date:

Time:

For: Nancy

Message: Tom called about playing

tennis this afternoon He will come

over to pick you up at 1.30

Taken by: Lisa

read new words inchorus

- Ask Ss to read passage 2 on page

23 to get information and write the message

- Correct their mistakes

- Guide Ss how to

do exercise 3 on page 24

- Correct their mistakes

 Homework:

Write the message on their notebooks

- Listen and repeat in chorus

- Read and fill inthe gaps in the passage(p.23)

- Read the passage to get information and write the message

- give feedback

- write a message for Nancy, using the information from the dialogue

- Give feedback

 Aim: Listening for details and further practice in adverbs of place

 Objective: By the end of the lesson, Ss will be able to complete telephone message by listening and further practice in adverbs of place

 Teaching aids: Textbook

 Procedure:

Content T’s activities Ss’ activities

 Pre- listening:

 Set the scene

 Guess the message

KINGSTON JUNIOR HIGH SCHOOL

 Listen to the tape

 Compare with their guess

 Presentation: (Jumbled words )

 Set the scene: “Ba is playing hide

and seek with his cousin, Mr Tuan

Use the adverbs of place to

- Ask Ss to look atthe form of the telephone message on page

21 and set the

scene “a woman

phoned the principal of Kingston junior high school but

hoe was out ”

- Get Ss listen to the tape twice andfill in the message

- Give the correctanswers

- Present the words with this ordered letters

on the board and tell Ss that they are adverbs of place

- Let them work individually, one student one word

- Make sure Ss know the meaning

- guess the message

- give feedback

- listen to the tape and compare with their guess

- Go to the board and write the meaningful words

- Complete the speech bubbles,using each

complete the speech bubbles”

 Answer:

a Where is Tuan? I think he is

b No, he isn’t here

upstairs

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

 Homework:

 Write 6 sentences about your house,

using adverbs of place

Eg: My room is upstairs

of these adverbs

- Let Ss do exercises

- Give the correctanswer

adverbs in the box once

- Give feedback

Content T’s activities Ss’ activities

 Warm- up: (Kim’s game)

 Look at the pictures on page 27 and

write the chores she often does at

 Set the scene at the dialogue

 Student listen to the dialoguewhile

looking at their books

 Complete the list of the thing Nam

has to do

Nam has to - cook dinner

- go to the market to buy

fish andvegetables

- Ask Ss to look atthe pictures and write the chores she does at home

- listen and correct their mistakes

- Present new words on the board

- Guide Ss to read new words

- Check their memory by using

technique “what and where”

- Set the scene tointroduce the dialogue

- Get Ss to listen the dialogue

- Let Ss do exercises

- Read sentence

by sentence and give the correct answers

- Elicit to show the

- Skim the pictures and write the verbs

- give feedback

- Listen and repeat

- copy down

- Listen and read

in chorus

- Fill in the circles with the correct words

- Look at their books and listen

to the dialogue

- Complete the list of the things Nam has to do

- Give feedback

- Listen and copydown

 Exchange: what do you have to do?

- I must wash dishes

 Practice: (Use the picture cues drill )

a Make the bed

b Sweep the floor

Write things you have to do on Sundays

Ex: On Sunday, I have tidy my room…

I have to help my parents…

form of the structure

- Model the exchange

- Let Ss practice the structure, using the picture cues drill

- Practice the structure

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

 Teaching aids: picture on page 28- 29

 Procedure:

Content T’s activities Ss’ activities

 Warm- up: (Kim’s game)

- Look at the picture (p 28) and write the

position of each item

 Presentation:

- Where is the clock? It’s above the

fridge

- The fruit? in the bowl

- The flowers? on the table

 Practice:

Talk about the position of each item

 Further- Practice:

 Set the scene:

Mrs Vui bought new furniture for her living

room, but she can not decide where to

put it You should help her to arrange the

furniture

Ex: - Let’s put the clock on the wall,

between the shelf and the picture

- OK I think we ought to put the TV

and the stereo on the shelf

- I think the coffee table should be

between the couch and the arm chair

- Let’s put the telephone next to the

couch

- I think we should put the magazines

above the books on the shelves

 Homework: (write it up)

Describe your living room / bedroom

- Show the picture

- Give instruction

- Ask Ss to look at the picture and talk about their ideas

- Listen and correct their mistakes

- Move around the class and help the Students

- Skim the picture and write down as many things as theycan remember

- Answer the questions

- Practise talking about the position

of each itemTalk about the position of the furniture

- Give feedback

- Practise talking about the position

of each item in pairs

Date of preparation:………

Period: 15 Date of teaching : 8A: ………

8B:……….

Lesson 3 : Read

  

I-Aim: Reading for details safety precautions in the house and further practice in why – questions and answers - Because  Objective: By the end of the lesson, students will be able to understand the safety precautions in the house and use why - because  Teaching aids: Text book - picture Content T’s activities Ss’ activities  Warm up: (Brain storming) Drug electricity Boiling water

- Eliciting - Answering

Danger in the home for children

a It is safe to leave medicine

around the house

b Drugs can look like candy

c A kitchen is a suitable place to

f Young children do not understand

that many household objects are

dangerous

 While – reading:

 Read the text and check their

prediction

 Correct the false statements

 Answer the question

a Why must we put all chemicals and

drugs in locked cupboard

b Why mustn’t we let children play in

e Why do we have to put all

dangerous objects out of

children’s reach?

 Post – reading:

Practice in why question with because

answer by doing the exercise language

focus 4

- Presents new words on the board

- Guides Ss to read new words

- Check Ss’

memory by using

technique “Slap the board”

- Present the statements on the board

- Ask Ss to read the statements andguess which in true, which is false

- Read the text loudly

- Give instruction

- Listen and guides

Ss how to correctthe false

statements

- Move around theclass and help Ssl

- Copy down on their notebooks

- Listen and repeat in chorus

- Two students run forward and slap the word onthe blackboard The one who first slaps the correct words isthe winner

- Read the statement given and guess which

is true, which is false

- Give feedback

- Listen to their teacher

- Read the text

in silent and check their prediction

- give feedback

- Correct the false statements

- Practise asking and answering the questions in pairs

 Objective: By the end of the lesson, students will be able to use thereflexive pronouns

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Brains storming)

fix

the TV set

 Presentation:

 Set the scene: “you do your home

work and no one help you what do

you say? ”

 Form: we use I with myself

You yourself

He himself She herself

We ourselves

They themselves

It itself

 Practice:

 Word cue drill:

a You / do / homework

Did you do your homework?

Yes I did it myself

- Eliciting

- Set the scene tointroduce the structure

- Explain the reflexive pronouns

- run through the vocabulary

- Model and then ask Ss to repeat

in chorus individuals

- give instruction

- Guide Ss how to

- Write thing do they at home

- Listen and copydown

- Listen and repeat chorally individually

- Practise the question and then the answers

- read the open dialogue and fill

Things you

can do

Things you can not do

I do my homework myself

b He / fix / washing machine

c Mary / cook / dinner

d These student / paint / the picture

e You / do / your chores

Bao: No, he did it himself

b Nga the repairman can’t fix the

washing machine until tomorrow

Mrs Linh: Come on We’ll have to try

Write 3 sentences with reflexive

pronouns and 3 sentences with emphasis

pronouns

do exercise

- Listen and give the correct answer

in the blank with suitable

reflexive pronouns

- give feedback

- Practice speaking in pairs

Date of preparation:………

Period: 14 Date of teaching : 8A: ………

8B:……….

Lesson3 LISEN

I-Aim: Listening and further practice in modal verb: ought to

 Objective: By the end of the lesson, students will be able to identifythe right item by listening further practice in modal verb: ought to

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Bingo)

 Suggested list of food: chicken, beef,

cake, candy, garlic, noodles, bread,

rice, ham, peas, ……

 Prelistening:

 Prediction:

Look at page 30 things they use to cook

the ” Special Chinese Fried Kice”

 While- listening:

 Listen to tape and check their

prediction

 Presentation:

Set the scene :”Hoa is very sad

because she failed her English test

What do you say to advise her?”

You should study harder

- use: “should” is used to give advice

a I failed my English test

you should study harder

dirty Bao / overweight She / thin

My English /

bad

Her grades / bad

The washing machine not work

 Homework:

Write some advice when your friends

- Call out it word

in a loud voice

- Get Ss to look

at page 30 and guess 4 things they use to cook

- give instruction

- Correct their mistakes

- Set the scene tointroduce the structure

- Explain the structure and its usage

- Ask Ss to do exercise (p 35)

Move around the class and help students

- Guide Ss how toplay game

- Write down on their notebook 5things they eat

- Listen to the teacher carefully.The first person crossing out on find things shouts

- give feedback

- Listen to their teacher and copy down

- Look at the pictures Use

“should “to give

advice to the people

Play game

”Noughts and

crooes”

 Aim: Writing a description of a room

 Objective: By the end of the lesson, students will be able to write a description of a room in their house

- Which room is this?

- What’s this? Where is it?

- Present new words and guide

Ss to read them

- Check Ss’

- Listen and answer the questions

- Copy down listen and reading chorus

- towel rack

- dish rack

- lighting fixture

 Reading:

1 What is there on left of the room?

2 Where is the bookshelf?

3 What is there on the right of the

- This is Hoa’s kitchen

- There is a refrigerator in the right

corner of the room

- Next to the refrigerator are the stove

and the oven

- On the order side of the oven, there

is a sink and next to the sink is a towel

rack

- The dish rack stands on the counter on

the right of the window and beneath the

selve

- On the selve and on the

counterbeneath the window, there are

jars in sugar, flour and tea

- In the middle if the kitchen, there are a

table and floor chairs

- Ask some questions

- Correct Ss’s

mistakes

- Read the description of

Hoa’s room

- Listen and answer the questions

- Describe Hoa’s

kitchen, using thegive cues

- write their sentence on the board

Date of preparation:………

Period: 21 Date of teaching : 8A: ………

8B:……….

Unit 4: Our past

Lesson 1: Listen and read

  

 Aim: Reading the dialogue about the life of many year ago

 Objective: By the end of the lesson, students will be able to tell the activities people use to do in the past

 Teaching aids: Text book

Content T’s activities Ss’ activities

 Warm-up: (getting started)

Look at the picture on page 38 and

write the names of the things that do not

belong to the past

 Pre- reading:

 Pre – teach vocab:

- (to) look after

- Equipment

- folk tale

- Traditional

- great grandma

 Checking: what and where

 True / false statement prediction

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

 While- reading:

 Read the story

 Check their prediction

 Correct the false statement

 Answer the question

a Where did Nga’s grandmother use

to live?

b Why didn’t she go to school?

c What did Nga great grandma?

d What did Nga’s great; do?

- give instruction

- Present new words and guide

Ss to read them

- Check Ss’

memory by

technique “what and where”

- Present the sentences on the board

- Ask Ss to do exercises

- Read the story loudly

- Ask Ss to correct the false statements

- Ask Ss to answerthe questions

- Look at the picture and writethe names of thethings

- give feedback

- Listen and repeat

- Copy down

- write the words

in the correct circles

- read the sentences given and predict which is true andwhich is false

- give feedback

- listen to the story

- Read the storyagain and check their prediction

- give feedback

- Practise asking and answering the questions

Grandmother and great grandfather

do after dinner?

e What did Nga’s ask her grandma to

do at the end of the conversation?

 Post- reading:

 Fact or opinion

a I used to live on a farm

b There wasn’t any electricity

c Mom have to do every thing without

the help of modern equipment

d My father used to tell stories

e The best one was The Lost Shoe

f Traditional stories are great

 Homework:

- Learning vocabulary

- Read the dialogue again

- Help Ss distinguish fact andopinion

- Ask Ss to do exercise

- Listen to

teacher’s

explanation

- Choose fact and opinion

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

 Objective: By the end of the lesson, students will be able to use

“used to” to talk about the things they used to do

 Teaching aids: Text book

 Aim: Listening and further practice in past simple tense

 Objective: By the end of the lesson, students will be able to understand the main idea of a story by listening and further practice

in past simple tense

 Teaching aids: Text books

Procedures

Content T’s activities Ss’ activitiesContent T’s activities Ss’ activities

 Warm-up: ( Pelmanism )

Run ran fly flew ride came rode eat ate

sit sat come

 Pre- teach vocabulary:

Predict the moral lesson of 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

 While - listening:

Listen to the tape and check the

prediction

 Post - listening

 Answer the question

a How did the farmer live?

b What did he discover?

c What did he decide to do?

 Language focus 2:

 Complete the dialogues below Use

the past simple

a Lan:……… ?

Nga: No, I ate noodles

b S1: How did you get to school?

S2:………

c S1: I was at home

- give instructions

- Present new words on the board

- Guide Ss to read them in chorus

- Let Ss predict the moral lesson

of the story

- Ask Ss to listen

to the tape and check their prediction

- Ask some questions

- Review the simple past tense

- Ask Ss to do exercise 2 (p 44)

- play game

- Listen and repeat

- copy down

- read new words in chorus

- Guess the mainideas of the story

- listen to the tape and check their prediction

- give feedback

- Listen and answer the questions

- Complete the dialogues and then practice in pairs

d S1: Which subject did you have

 Use: used to express a past habit,

or an action usually happened in the

past

 Meaning: đã thường hay làm gì

 Practice: (word cue drill)

a Live / Hue / Hanoi

- Did you use to live in hue?

- No, I used to live in Hanoi

b Have / long hairs / short hairs

c Get up / late / early

d Walk to school / bicycle

e Study / evening / early morning

 Production:

a Where did they live in the past? And

now?

b How / they / travel?

c What’s about the electricity?

d What’s about their life / work?

e Did children use to go to school?

f What’s about their entertainment?

 Answer:

a People used to live in small houses

Now they live in big houses and

- Recall the conversation, the

ask: “Where did Nga’s grandma use

- Elicit some ideas

so that student can talk about them

- Rewrite the words in the correct forms

- Answer the questions

- copy down

- Practise asking and answering the questions, using the given cues

- Compare 2 picture on page

40, using “used to” to talk about

the actions in thepast

S + used to + infinitive

S + didn’t used to + infinitive

 Aim: Reading the story “the lost shoe for details”

 Objective: By the end of the lesson, students will be able to

understand and retell the story “the lost shoe”

 Teaching aids: Text book , word cards for drilling

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (Brains storming)

Name some folk tales that you have read

One hundred- section

bamboo

seven- mile shoes

 Pre- reading:

 Pre- teach vocabulary

- cruel (a) (translation)

- upset (a) (synonym)

- listen and repeat

on the board

- Present new words and guide

Ss to read them in

- Tell the names

of the folk tales that they have read

- Listen and repeat

- copy down

The folk tales

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

tale part in the festival

 While - reading:

 Read the story “The lost shoe” on

page 41 and check their prediction –

correct the false statements

 Answer the questions

a Who was Little Pea?

b What did Stout Nut’s mother make

Little Pea get her new clothes?

c Whom did the Prince decide to

Complete the sentences with words

from the story ( p 42)

 Homework: rewrite the story

chorus

- Present the statements on the board

- let Ss guess

- Read the story loudly

- Ask Ss to answerthe questions

- Ask Ss to complete the sentences

- Correct mistakes

- listen and repeat in chorus individually

- Read the statements gives and guess they are true or false

- listen and read the dialogue again and check their prediction

- Answer the questions and practice them onpairs

- Fill in the blankswith suitable words from the story

- give feedback

 Aim: writing a short story

 Objective: By the end of the lesson, students will be able to use simple past tense to write a folk tale

 Teaching aids: Text book

 Procedure:

Content T’s activities Ss’ activities

 Warm-up: (chatting)

questions about imaginary stories:

- Do you want to read imaginary stories?

- Name some of them

- Which story do you like best?

- Do you read the story “how the tigers

got his stripes ”?

- (to) light – lit – lighted

 Read and complete the story (p

- Present new words and give their meaning

- Guide Ss to read new words inchorus

- Check Ss’

memory by using technique

“matching”

- give instruction

- Ask Ss to work

- Listen and answer the questions

- listen and repeat

- Copy down

- Read new words in chorus

- Match the words with the suitable meaning

- Read and complete the story

- give feedback

- Discuss and

 Answer the questions:

a Where was the man

b What did they buffalo do when the

tiger appeared?

c What did they tiger want to know?

d What did he do before going home

- sharing and correcting

- Take some writing to correct in front of

- listen and give the correct answers

- Get Ss to do exercise 2

answer the questions

- give feedback

- Imagine to be aman to write the story

Date of preparation:………

Period: 25 Date of teaching : 8A: ………

8B:……….

Lesson 6 : Language focus 3-4.

  

 Aim: Further practice in prepositions of time and “used to”

 Objective: By the end of the lesson, students will be able to use

prepositions of time and “used to” (to talk about the action which

always happens in the past)

 Teaching aids: Text book

- give feedback

- look at the pictures and then complete the dialogue

Lesson 1: Getting

Listen and read

  

 Aim: Reading the dialogue for details

 Objective: By the end of the lesson, students will be able to understand dialogue between Tim and his mom about his study

 Teaching aids: Text book

 Pre- reading: (chatting)

- What subject are you good at?

c Tim’s report is poor

d Tim needs to improve his Spanish

grammar

e Tim promised to try his best in

learning Spanish

 While - reading:

 Read the dialogue

 Check their prediction and correct

the false statements

 Answer the questions:

a Who is Miss Jackson?

b What did Miss Jackson give Tim’s

mother?

c How did Tim study this semester?

d What did Miss Jackson say Tim

should do?

- Ask students to write as many subjects as they can on the blackboard

- Ask questions

- Present new words on the board

- Guide Ss to read new words inchorus

- Checking: Rub out and remember

- Present the sentences on the board

- give feedback

- Ask Ss to read the dialogue and check their prediction

- Ask Ss to answerthe questions

- Write the subjects they have studied at school

- Listen and answer the questions

- Listen and repeat

- Copy down

- Listen and repeat in chorus

- Call out the English words

- Read the sentences given and predict which is true andwhich is false

- Give feedback

- read the dialogue and check their

prediction –

correct the falsestatements

- Practise asking and answering the questions

Subjects at school

e What did Tim’s mother give him at

the end of the conversation?

 Post - reading:

 Survey:

Name What

subjectMai literature

Ex: What subject do you need to

improve?

- go around the class and help weak students

- Interview their friends

 Aim: Practising speaking and listening

 Objective: By the end of the lesson, students will be able to talk about their study habits and to listen for specific information to fill in

- Read English story

 Answer the questions:

1 Who are Nga’s parents?

2 What’s Nga’s teacher’s name?

3 What subject was reported?

4 What are the comments?

 Post - listening:

 Practise asking and answering the

questions

1 When do you do your homework?

2 Who helps you with your

- Guide Ss to read new words

- Ask Ss to answer some questions about

Nga’s report card

- give the correctanswer

- go around the class and help weak students

blackboard

- listen and repeat

- copy down

- listen and repeat in chorusindividuals

- look at Nga’s

report and guess the missing information

- Listen to the tape and check their prediction

- give feedback

- Answer the question

- give feedback

- Work in pairs, asking their partners questions and talking notes of the answers