Giáo án tiếng anh 8 cả năm

Giáo án tiếng anh 8 cả năm________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preparing date: 12 / 8 / 2018

Period 1 REVISION ENGLISH 8

I / Aims and Objectives : Students will be able to remind something about

grade 7 and know how to learn well in the new school year

II / Teaching aids : Textbooks , chalks , boards ,,,,

2 Exercise : Change these sentences into

other tenses ( Present simple , Present

progressive , near future , Simple future

and Past simple )

1 She is in Grade 7

2 They are playing soccer

3 She went to Ha Noi last week

- Ask Ss to work in pairs

- Call on some pairs to demonstrate in

front of class

- Give feedback

II/ Presenting the English Grade 8

- There are 16 units in this program , each

unit has 6 parts Which mention a

particular skill such as Listening

Speaking , Reading and Writing

+ At the beginning of the unit is “ Getting

started “ to lead in the new lesson or in

order to warm up

III /Homework :

- Ask Ss to prepare Unit 1 “ Getting

started + Listen and read “

Listen to the introduction

Listen and copy

Preparing date: 13 / 8 / 2018

UNIT 1: MY FRIENDS Period 2 Listen and read & Listen and read

III Teaching aids:

Text book, cards

PROCEDURE

arrangement Warm up

- Divide students into two teams and ask them tochoose two numbers

- Turn the cards over and see if they match Eg: teach - taught, give them one mark If not, turnthe cards over again and ask the next team

- Continue until all the cards are finished

meet come live think send thoughreceive met lived received came Sent

I Pre-teach vocabulary

- to seem (translation)

- a next door neighbor (explanation: a person wholives next to your house)

- to look like: (translation)

* Checking vocabulary: Rub out and remember

- Rub out the new words one a time

- Each time you rub out an English word, point tothe Vietnamese translation and ask “what's this inEnglish?"

- When all the English words are rubbed out go,through the Vietnamese list and get students to callthe English words

- If there's time, get students to come to the boardand write the English words again

II Pre- questions

- Give students some questions and ask them towork in pairs to answer them

Group work

Whole class

Pair work

reading

(15’)

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?

- Give feedback

- Ask students to read the dialogue between Hoa,Lan and Nien on page l0 and check if theiranswers are correct or not

* Answers:

a She is Hoa's friend

b She 's twelve years old

c She lives in Hue

d Yes, she is

I Comprehension questions

- Ask students to read the dialogue again andanswer the questions in exercise 2 on page 11(work in pairs)

a Where does Nien live?

b Does Lan know Nien?

c Which sentence tells you that Hoa is older thanNien?

T-Whole class Pair work

Pair work

d When is Nien going to visit Hoa?

* 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

- Call on some students to ask and answer thequestions

- Correct their mistakes or pronunciation

- Ask them to work in closed pairs

II Gap-filling

- Ask students to use the simple present and simplepast tense to complete paragraph 1 (a) on page 16

- Provide some verbs so that students can use them

to fill in the gaps.

- live (2) – send - be(2) - come

“ Hoa (1) in Hue last year, but now she (2) inHanoi Yesterday, Hoa's friend Nien (3) Hoa aletter Nien (4) Hoa's neighbor when Hoa lived inHue She (5) younger than Hoa She (6) to Hanoi

Pair work

Whole class

Individual work

Homework

(3’)

* Cues:

a Lan / Hoa's best friend

b The same class / Quang Trung School

c Last year / Hoa / to school first time

d Lan / show / around / introduce / to new friends

- Let students discuss with their partners

- Choose some answers and correct them in front

of the class

Pair workT-whole class

EXPERIENCE:

Preparing date: 15 / 8 / 2018

UNIT 1: MY FRIENDS

Period 3 Speak- Listen

III Teaching aids:

Text book, pictures

PROCEDURE

arrangement Warm up

Ex: She has long blond bair

She is short and thin

Form:

S + have / has + adjectives + hair

S + be + adjectives

T-Wholeclass

Practice

(15’)

I Word cue drill

- Prepare 6 cards so that students can drill easily

a he / tall / thin He is tall and thin

b She/short / slim She is short and slim

c He/ short / fat He is short and fat

II Practice Speaking

- Show the posters of six people / or ask students tolook at six people on page 11-12

- Call on a student to describe one person, the othershave to guess who he/she is

Example: S1: This person is short and thin She has

long blond hair

Whole class

Whole class S2: Is this Mary?

body

- Go on until six people on the poster are described.

- If there’s time, ask students to describe a famousperson or one of their classmates and their friendshave to guess

- Ask students to do exercise "Listen a, b, c, d." onpage 12-13

- Give students some expressions and make sure theyknow their meanings

- Get students to guess and to complete four dialogues

on page 12-13, using the given expressions

- Give feedback

- Let students listen to the tape twice

- Get students to work in pairs to complete thedialogues and compare with their prediction

* Tape transcript:

a

Hoa: Hello, Nam

Nam: Morning, Hoa

Hoa: Nam, I’d like you to meet my cousin, Thu

Nam: Nice to meet you, Thu

Thu: Nice to meet you too, Nam

b

Khai: Miss Lien, I’d like you to meet my mother

Miss Lien: It's a pleasure to meet you, Mrs

Mrs Vi: The pleasure is all mine, Miss Lien

Miss Lien: Oh, there is the principal

Please excuse me, Mrs Vi, but I must talk to him

Mrs Vi: Certainly

c

Ba: Bao, come and meet my grandmother

Individualwork

Pair work

Post-Bao: Hello, ma'am

Grandmother: Hello young man

Ba: Bao is my classmate, grandmother

Grandmother: What was that?

Ba: Classmate! Bao is my classmate

Grandmother: I see

d

Mr Lam: Isn't that Lan's father, my dear?

Mrs Linh: I'm not sure Go and ask him

Mr Lam: Excuse me Are you Mr Thanh?

Mr Thanh: Yes, I am

Mr Lam: I'm Lam, Nga's father

Mr Thanh: How do you do?

- Ask students to practice speaking the dialogues

- Correct their pronunciation

- Let students work in pairs to practice the dialogues

I Aim:

Reading for specific information

II Objective:

By the end of the lesson, students will be able to know more about Ba’s friend

III Teaching aids:

PROCEDURE

arrangement Warm up

in their free time

- Give them some questions

• What are these students doing?

(play soccer / play chess / read books / play volleyball)

• What time of the day do you think it is? (in themorning / evening, after school)

• Do you like soccer / reading books ?

• Whom do you like playing with?

- sociable: (adj) (Translation)

- (to) tell jokes: (explanation: tell a story which makespeople laugh)

- sense of humor (translation)

* Checking vocabulary: what and where

- Write the word on the board, put one word in eachcircle

- Have students repeat the words in chorus then rubout word by word but leave the circles

T-whole class

Whole class

- Go on until all the words are rubbed out

- Point to each circle and ask students to repeatchorally the English words

Ask students to go to the board and write the words

Reserv ed

charac ter

sociabl e

tell jokes

orphan age

Sense of humor

reading

(15’)

again in the correct circles

II T /F statements prediction

- Stick the poster of T / F statements on the board

- Set the scene: These statements are about Ba and hisfriends, read them and gues which statements are true,which are false

- Get students to work in pairs

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 enoy school and study hard

b

c

d

FFFT

- Ask students to correct false statements

* Correction:

a Ba has a lot of friends but he spends most of histime with Bao, Song and Khai

b They have different characters

c Only Song and Khai are quite reserved

a Ba talks about three of his friends

b Bao's volunteer work does not affect his schoolwork

c Khai and Song are rather shy

d Ba's friends sometimes get tired of his jokes

- Explain the meanings of the phrases:

• doesn't affect his school work (không ảnh hưởngtới việc học)

• rather shy

• get tired of

II Comprehension questions

- Ask students to work in pairs to do exercise 2 onpage 14

Pair work

Pair work

- Let students read the text again and answer thequestions

* Questions and answers:

a How does Ba feel having a lot of friends?

(He feels lucky having a lot of friends.)

b Who is the most sociable?

(Bao is the most sociable.)

c Who likes reading?

(Khai likes reading.)

d What is the bad thing about Ba's jokes?

(His jokes sometimes annoy his friends.)

e Where does Bao spend his free time?

(Bao spends his free time doing volunteer work at alocal orphanage

f Do you and your close friends have the same ordifferent characters? (students' answer)

- Call on some pair of students to ask and answer the

questions Teacher corrects their pronunciation

- Ask all students to work in closed pairs

- Ask students to work in groups and talk to oneanother about their friends, using the adjectives theyhave just learnt to describe

- Ask each student to write a paragraph (about 50words) about one close friend

Group work

Preparing date: 20 / 8 / 2018

UNIT 1: MY FRIENDS Period 5 - Write

III Teaching aids:

Text book, pictures

PROCEDURE

arrangement Warm up

(5’)

Kim's game:

- Ask students to look at the picture on page 17quickly (for 20 seconds) Then let them keep theirbooks closed

- Divide the class into four groups

- Give students two questions, the group whichanswers correctly the fastest wins the game

a How many people are there in the picture? (Four)

b What is each person wearing?

- The woman is wearing a red shirt and a greenskirt

a What is his name?

(Le Van Tam)

b How old is he?

(14)

c What does he look he?

(He is tall and thin He has short black hair.)

d What is he like?

(He is sociable, humorous and helpful.) 1

e Where does he live?

(He lives at 26 Tran Phu Street, Hanoi)

f Whom does he live with?

(He lives with his mother, father and an elderbrother.)

g Who is his friend?

(Ba and Bao)

- Let students write a paragraph about Tam, using

T-Whole class

Individualwork

(15’)

the information they have just got

They have to work individually

- Ask students to compare with the paragraph intheir books on page 15

- Ask students to write some information about one

of their friends, then write a paragraph about him orher

- Get students to share with their partners andcorrect if possible

his grandmother, his parents and his younger sister,

Mai He / she is tall and slender He / she has shortblack hair He / she rather shy but friendly andhelpful He / she has a lot of friend but his / herclose friends are and ………

- Ask each student to write a similar paragraphabout himself / herself

- Move around the class and help students, then asksome students to speak in front of the class abouthimself / herself

- Ask students to write another paragraph about one

of their family members

Individualwork

EXPERIENCE:

Preparing date: 22 / 8 / 2018

UNIT 1: MY FRIENDS Period 6 - Language Focus

I Aim:

Further Practice in simple present tense and the structure

II Objective:

By the end of the lesson, students will be able to use simple present tense to talkabout general truths and write some sentences using the structure” (not) +adjectives enough + to-infinitive”

III Teaching aids:

Text book, cards, pictures

PROCEDURE

arrangement Warm up

(5’)

* Categories:

- Ask students to find out the adjectives beginningwith the letters that the teacher gives

- Divide the class into two groups

- Give four letters at the same time, students are tofind out four adjectives begining with the fourletters given

S writes: old poor quiet rich

- The team which finishes first gets one mark

- Continue to ask two more students to comeforward - Go on until students have slapped all the

words

II Revision of Simple Present Tense

- Review simple present tense: formation, usage

T-whole class

T-whole class

Practice

(15’)

Focus on one of the usage of Simple present tense

It is used to express an action which is always true

- Give students five verbs: be-move-set-rise- go

- Ask students to complete the dialogue between Baand Tuan, his young cousin

Pair work

(15’)

- Get students to work in pairs

* Answers:

Ba: What do you know about the sun, Tuan?

Tuan: The sun rises in the East and sets in the West

Ba: Can you tell me anything about the otherplanets?

Tuan: I know something about the Earth It goesaround the sun

Ba: Yes, and the moon moves around the Earth

Tuan: Where is Mars, Ba?

Ba: It is near the sun

Tuan: No it's silly! That is Mercury Mars is nearthe Earth

- Get students to practice the dialogue in pairs

- Correct their pronunciation Focus on thepronunciation of verbs ending with S/ES

Set the scene to introduce the structure "(not) +adjectives enough + to - infinitive" Teacher is toask students to hang the picture on the board "How

do I say and how do you answer? Complete theexchange."

Can you (1) this (2) over there?

No I (3) not (4) (5) to (6) the (7) over there

- Answers:

T: Can you hang this picture over there?

S: No, I am not tall enough to hang the picture overthere

Form: "(not) + adjectives enough + to - infinitive

Pair work

T-whole class

Practice(8’) I Word - cue drill

a Read English books /  good

- Can you read English books?

- Yes My English is good enough to read Englishbooks

b Drive a car / x old

- Can you drive a car?

- No I'm not old enough to drive a car

c Carry this bag /  strong

- Can you carry this bag?

- Yes I'm strong enough to carry it

d Solve this problem /  clever

- Can you solve this problem?

- No I'm not clever enough to solve the problem

- Model two cues, the whole class repeats, then asksome students to repeat individually

Whole class

II Further Practice

- Ask students to do exercise 4 on page 17 in pairs

- Give feedback and ask students to practice thedialogue

* Answers:

a Not big enough

b Not old enough

c Strong enough

d Good enough

- Ask students to write five sentences aboutthemselves using the structure: "(not) adjectivesenough + to - infinitive"

By the end of the lesson, students will be able to use the telephone to make and

confirm arrangements

III Teaching aids:

Text book, poster, pictures (on page 18)

PROCEDURE

arrangement Warm up

2 to find someone's telephone number

3 to write addresses and telephone numbers

4 to make a phone call in a street telephone box

5 to leave and take messages

- Set the scene: "Hoa and Nga are talking on the phone

They are talking about going to see a movie." - Askstudents to guess:

a Who made the call?

b Who introduced herself?

c Who invited the other to the movies

d Who arranged a meeting place

e Who arranged the time?

f Who agreed to the time?

- Give feedback

- Ask students to read the conversation between Nga andHoa on page 19 and give them feedback

- Answers:

a Nga made the call

b Nga introduced herself '

Pair work

IndividualWork

c Nga invited Hoa to the movies.

d Nga arranged a meeting place

e Hoa arranged the time

f Nga agreed to the time

I Comprehension questions

- Give students some questions and ask them to work inpairs to answer them

a What Is Hoa's telephone number?

b Which movie are they going to see? Where?

c How is Hoa going to see the movies?

d Where are they going to meet? What time?

Pair work

Post-reading

(10’)

a Her telephone number is 3847329

b They are going to see the movie Dream City at SaoMai Movie Theater

c Hoa is going by bike

d They are going to meet outside the theater at 6.30

- Get some pairs of students to ask and answer thequestions (open pairs)

- Let all students work in pairs (closed pairs)

II Matching the phrases with their meanings

a Hold on 1 Nó được chiếu ở đâu?

b Is six thirty all right? 2 Khá xa…

c Where’s it on? 3 Sáu giờ 30 được chứ?

d A bit far from… 4 (Cầm máy) chờnhé

* Answers:

a- 4b- 3c- 1d- 2

Lan: Yes Lan speaking

Mai: Hello Lan This is Mai

Lan: Hello Mai

Mai: I'm going to see a movie at 7.30 this evening

Would you like to come?

Lan: Of course But I have to ask my Mom

Hold on OK She says I can go, where's it on?

Mai: At Sao Mai Movie Theater

Pair work

Pair work

(5’)

Lan: Let's go by bicycle

Mai: OK Let's meet outside the theater

III Teaching aids:

Text book, cards, tape recorder

PROCEDURE

arrangement Warm up

(5’)

* Chatting:

- Talk to students about using telephone

Do you have a telephone at home?

How often do you make a phone call?

What would you say when you pick up thephone to answer it?

T-whole class

Presentation

(20’)

What would you say if you are the caller?

- Ask students to do exercise 1 on page 20 Thestudents have to work in pairs to put thesentences in the correct order to make acomplete conversation

* Answers:

1-b: Hello 9210752

2-f: Hello Can I speak to Eric, please?

I am Adam

3-j: Hello, Adam How are you?

4-a: I'm fine I'm going to the pop concert at theCity Concert Center tonight Would you like tocome?

5-i: Which band is it?

6-c: It's Kids in Town You like it, don't you?

7-e: Yes What time can we meet?

8-k: Is 7.15 OK? The concert starts at 7.45

Let's meet inside the center, at the cafe corner

9-g: That's fine See you at 7.15.Thank youAdam

10 -h : Bye, Eric

11-d : Bye

- Ask some questions to check students'understanding and focus on the structureGOING TO

Are they talking on the phone?

(Yes)

•What do they intend to do?

(They intend to go to the pop concert.)What time are they meeting? Where?

(They are meeting inside the center at 7.15.)What form of the verbs do you use to talk aboutintentions?

(be going to)

Pair work

Whole class

* Form: S + be + going to + infinitive

* Use: Express an intention

What form of the verbs do you use to talk aboutintentions?

(be going to)

* Form: S + be + going to + infinitive

* Use: Express an intention * Telephone

transmitting:

I Word cue drill

Model sentences:

Are you going to see a movie?

Yes, I am/ No, I'm not

a see a movie 

b play sports, x

c meet your friends 

d help your mother.

Ba: Hello, Bao How are you?

Bao: I'm fine Thanks, and you?

Ba: Great Me too

Bao: Can you play chess tonight?

Ba: I'm sorry I can't play chess tonight I'mgoing to do my homework

Bao: What about tomorrow afternoon?

Ba: Tomorrow afternoon is fine

Bao: I'll meet you at the Central Chess Club

Ba: At the Central Chess Club? OK Let meet atthe front door

Whole class

Pair work

Pair work

T-one student

Bao: Is 2.00 o'clock OK?

Ba: Great See you tomorrow afternoon at 2.00o'clock

- Ask students to play the roles of Ba and Bao

to practice the dialogue Ask students to makethe similar arrangements and practice talkingwith a partner

- Have students guess the message

- Let students work in pairs

- Give feedback

- Get students to listen to the tape twice and fill

in the message, compare with their guess

* Answers:

Kingston Junior High SchoolDate: ( )

Time: ( )For: the principalMessage: Mr Mary Nguyen wanted to see you

at 9.45 in the morning ,Telephone number: 64683720942

- Ask students to write five things that theyintend to do next week

arrangemen t

- Divide students into two teams

- Choose 6 volunteers from each team

- The volunteers stand in two lines The teachershows the first student (in each line) a telephonenumber

- He / she whispers the telephone number to thenext person in his / her line

- The second student whispers to the third untilthe last one

- The last student shouts out the number, if it isthe same as the number teacher shows, that teamwins the match

For : The PrincipalMessage :

Telephone number:

While- listening:

Listen to the tapeCompare with their guessHome work

Learn the words and reread the dialogue on page 20

- Write six sentences about your house, usingadverbs of place

- Eg: My room is upstairs

T-wholeclassGroup work

Individualwork

Pair work

(5’)

focus on the structure GOING TO

- Ask Ss to practice again Language 1,2,3

and prepare part read

T-wholeclassPair work

ENGLISH TEST 15’

I Pick out the word whose underlined part is pronounced differrently

II Fill in each gap with a suitable preposition

1 We are waiting _ the bus stop

2 I’ll wait you are ready

3 They came to visit me my birthday

4 We arranged to meet you _seven _the morning

5 Susan can come and see you lunch time

6 The conference is July

III There is one error in each sentence Find and correct it.

1 Peter studied very hardly but his result in the last semester was not good

2 Peter’s teacher asked his mother pay more attention to his study at home

3 She buys him an alarm clock last week

4 I’m going to being home late tonight

5 The bookself is opposite to the picture

ANSWER:

TOTAL: 10 points

I 1D 2B 3D 4B (2ps)

II 1.at 2 for 3on 4at 5at 6in(3ps)

III 1.hardly-hard 2pay-to pay 3buys-bought 4being-be 5to-with(5ps)

III Teaching aids:

Text book, poster, pictures of Bell

What is the telephone used for

PROCEDURE

arrangement Warm up

- to talk to a person who lives far from

- to get information at the airport or railway stationquickly

I Pre teach vocabulary

- (to) emigrate: (example): go to another country tolive

- (to) transmit: (translation)

- (to) conduct: (synonym: What' s the synonym of(to) carry out)

- (to) demonstrate: (translation)

- a device: (translation)

- a deaf- mute: (explanation: a person who isunable to hear and speak)

* Checking vocabulary: What and where

- Have students repeat the words in chorus thenrub out word by word but leave the circles

- Go on until students can remember the words

- Get students to write the words again in thecorrect circles

II T/F statements prediction

- Hang the poster of T/F statements on the board

Pair work

conduc t

transm

it

emigrate

mute demonstrate

deaf-device

a) Alexander G Bell was born in the USA.

b) He worked with deaf-mute patients in a hospital

in Boston

c) Thomas Watson was Bell's assistant

d) Bell and Watson introduced the telephone in1877

e) Bell experimented with ways of transmittingspeech between deaf-mutes over a long distance

f) Bell demonstrated bis invention at a lot ofexhibitions

- Give feedback

- Ask students to read the text on page 21-22 andcheck their prediction

- Have students correct false statements

a F He was born in Edinburgh in

e F He experimented with ways of

transmitting speech over a longdistance

- Ask students to look at the book page 22

- Get students to read the events of Bell's life andput them in the correct order

- Ask them to compare with their partners

* 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 speaknor hear

5 worked with Thomas Watson

6 Successfully demonstrated his invention

7 invented the telephone

Pair work

Individualwork

(5’)

Alexander Graham Bell was born on March 3rd,

1847 in Scotland He went to live in Canada andthen to the U.S.A in 1870s He worked with deafmutes at Boston University and did experimentswith ways of transmitting speech over a longdistance In 1876, he and his assistant - ThomasWatson introduced the telephone successfully and

in 1877 the first telephone was in commercial use

- Let them swap their writings and correct

- Ask students to write the paragraph (they havejust written and corrected with their friends) intotheir notebooks

EXPERIENCE:

By the end of the lesson, students will be able to write a telephone message

III Teaching aids:

Text book

PROCEDURE

arrangement Warm up

Talk to students about taking a telephone message

Have you ever taken a telephone message?

(Yes/No)When you take a message, what should bementioned in the message?

(Date, time, who sent, to whom, content)

Post-II Pre - teach vocabulary

- a customer: (explanation: a person who comes tobuy something at a shop )

III Reading and gap filling

- Ask students to read the message and fill in thegaps in the passage on page 23

- Let students work in pairs

* Answers:

T-wholeclass

Pair work

(5’)

"A customer phoned the Thang Loi DeliveryService on May 12 just before midday She wanted

to speak to Mr Ha but he was out So Mr Tam took

a message for Mr Ha The customer's name wasMrs Lien and she wanted to know about herfurniture delivery She wanted Mr Ha to call her

She said Mr Ha could reach her at 8645141 afterlunch"

- Ask students to read passage 2 on page 23 to getinformation and write the message

- Let students write individually then share with apartner

Taken by: Mr Toan

IndividualworkPair work

Period 12 Getting started - Listen and read

I Aim: Reading the dialogue and practice Modal verbs: must, have to, ought to II.Objective:

By the end of the lesson, students will be able to read the dialogue and practiceModal verbs: must, have to, ought to

III Teaching aids:

6 pictures

PROCEDURE

arrangement Warm up

- Show 6 pictures (getting started) to students

- Ask them to look at 6 pictures quickly in 30seconds and try to remember the verbs in thepictures as many as possible

- Which team remembering more verbs is thewinner

* Answer:

a Wash dishes/ do the washing up

b Make the bed

c Sweep the floor

* Checking: What and where

- Write the words on the blackboard Each word

is inside a circle

- Get students to repeat the words and then rubout one of the words but do not rub out thecircle

- Get students to repeat the words including therubbed out word by pointing at the empty circle

- Continue until all the circles are empty

- Ask students to go to the blackboard and fill inthe circles with the correct words

Teams

Whole class

- Set the scene of the dialogue between Nam andhis mother, Mrs Vui

- call his Aunt, Ms Chi and ask her

to meet his mother at grandma's house

→ Form:

Has/have to + Infinitive= Must + Inf.

- Meaning: phải làm gì

Use:

* Exchange: What do you have to do?

I must do the washing up

- Use the picture cues drill:

a do the washing up

b make the bed

c sweep the floor

Further

practice(10’)

Homework

(5’)

Write the things you have to do on Sundays

Ex:On Sunday morning, I have to tidy my room

I have to help my parents do the housework

On Sunday afternoon, I have to

and on Sunday evening, I have to

Learn by heart the use and form of Modal verbs:

must, have to, ought to

Individualwork

EXPERIENCE:

Preparing date: 10 / 9 / 2018

UNIT 3: AT HOME Period 13 - Speak

- Show the picture of a kitchen (page 28) to Ss.

- Ask them to study the things in the picture (for

Where is the clock? It's above the fridge

The fruit? in the bowl the flowers? on the table rice cooker? next to the bowl of fruit cupboard? on the wall, above the counter knives?They are on the wall, under the cupboarddish rack? on the counter, next to the bowl offruit

- Get students to work in pairs, talking about theposition of each item

E.g.: The calendar is on the wall, above thestove

The knives are on the wall, under the cupboard

………

Set the scene: "Mrs Vui bought new practice furniture for her living room, but she cannot decide where to put it You should help her to arrange the furniture."

- Ask Ss to look at the picture and talk abouttheir ideas

Pair work

Pair work

- Let's put the telephone next to the couch.

- I think we should put the magazines above thebooks on the shelves

- I think the shelves ought to be at one of thecorners, opposite the couch

-•Ask students to practice speaking: If theyagree, they may use:

OK

You are right

If they disagree, they may use:

No, I think we'd better/ought to put

I Aim:

Listening and recognize the right item for the menu

II Objective:

By the end of the lesson, students will be able to identify the right item bylistening and further practice in modal verb: ought to.

III Teaching aids

PROCEDURE

arrangeme nt

person crossing out all 5 things shouts "Bingo" andwins the game

- Suggested list of food: chickens, beef, cake,candy, garlic, noodles, bread, rice, ham, peas

c) Garlic and green peppers d) Ham and peas

Individualwork Pair work

T-wholeclass

I Aim:

Reading for details about safety precautions in the house and further practice inwhy - questions and answers - Because

- Put the new words all over the blackboard:

- Call two students or 2 teams of students to thefront of the class Ask them to stand at an equaldistance from the blackboard

2 True/False statements prediction

- Ask students to read the statements and guess

Team work

which is true, which is false,

a It is safe to leave medicine around the house

b Drugs can look like candy

c A kitchen is a suitable place to play

d Playing with one match cannot start a fire

e Putting a knife into an electrical socket isdangerous

f Young children do not understand that manyhousehold objects are dangerous

- Ask Ss to read the poster and check theirprediction.

- Ask Ss to correct if the statement is false

2 Comprehension questions

- Ask Ss to work in pairs to find out theanswers of these questions

a Why must we put all chemicals and drugs in

a locked cupboard? b Why mustn't we letchildren play in the kitchen?

c Why mustn't children play with matches?

d Why must we cover electrical sockets?

e Why do we have to put all dangerous objectsout of children's reach?

b Because the kitchen is a dangerous place

c Because playing with one match can causethe fire

d Because children often try to put somethinginto electrical sockets and electricity can kill

e Because the dangerous objects can injure orkill children

a Safety precautions in the street

b Safety precautions at school

I Aim:

Writing a description of a room

- Ask something about the room on page 32

which room is this?

What's this? Where is it?

I Pre - teach vocabulary

* Checking: Rub out and remember

- Get students to copy the words into their booksand then ask them to close the books

- Rub out the new words one at a time Eachtime you rub out a word in English, point to theVietnamese translation and ask "What 's this inEnglish?" When all the English words arerubbed out, go through the Vietnamese list andget students to call out the English words

T-whole class

a What is there on the left of the room?

b Where is the bookshelf?

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

d Where is the wardrobe?

* Answers:

a There is a desk on the left of the room

b The bookshelf is above the desk

c There is a window on the right side of theroom

d The wardrobe is beside the window andopposite the desk

Pair work

Individualwork

Write the description of the kitchen on page 33.

- Ask students to describe Hoa's kitchen, usingthe given cues

- Answer:

This is Hoa's kitchen

There is a refrigerator in the right corner of theroom

Next to the refrigerator are the stove and theoven

On the other side of the oven, there is a sink andnext to the sink is a towel rack

The dish rack stands on the counter, on the right

of the window and beneath the selves

On the selves and on the counter beneath thewindow, there are jars of sugar, flour and tea

In the middle of the kitchen, there are a table andfour chairs

The lighting fixture is above the table, anddirectly beneath the lighting fixture is a vasewith flowers

Post writing

(5’)

Homework

(2’)

- Ask students to share with their partners

- Correct the mistakes from some descriptions (ifany)

I Aim:

Further practice in Reflexive Pronouns , in why - questions and answers –Because and modals

repair the machine

fix the TV setpaint the house

Whole class

Presentation

(20’)

* Give students 7 words

Feed - empty - do - tidy - sweep - clean – dust Ask students to look at the pictures andcomplete the dialogue between Nga and Lan,using must or have to together with the verbsgiven

* Answer:

Nga: Can you come to the movies, Lan?

Lan: No I have to do my chores? Nga: What doyou have to do?

Lan: I must tidy my bedroom Then I have todust the living room and I must sweep thekitchen floor, too

Nga: That won't take long What's else?

Lan: I have to clean the fish tank and then Imust empty the garbage Finally, I must feed thedog

Nga: OK Let's start Then we can go out Askstudent to work in pairs, practicing the dialogue

Write the things you have to do on Sundays

Ex: On Sunday morning, I have to tidy my

Set the scene: "Hoa is very sad because she failed her English test What do you say to advise her?"

"You should study harder"

- Can you tell me another word for "should"?

- “ought to”

Use: "ought to" as well as "should" is used to

give advice to someone

Form: ought to + INFINITIVE

Meaning: Neân Ask students to give advice topeople in the pictures (page 35)

a I failed my English test

You ought to study harder

Noughts and crosses:

His tooth/ ache Hoa / late My room/

untidyThe floor /

dirty

Bao /overweight

She / thin

My Englishbad

Her grades /bad

the washingmachine

not work

*Answer:

a His tooth aches

He ought to go to the dentist's

b Hoa is late

She ought to get up earlier

c My room is untidy

You ought to tidy your room

d The floor is dirty

You ought to clean it

h Her grades are bad

She ought to study harder

i The washing machine doesn't work

You ought to fix it.- Set the scene: “You do your homework and no one helps you What do you say?”

E.g: She cut herself

Word cue drill:

a you / do / homeworkDid you do your homework?

Yes I did it myself

Practice (10’)

b He / fix / washing machine Did he fix the washing machine?

Yes He fixed it himself

c Mary / cook / dinner Did Mary cook the dinner?

Yes She cook it herself

d These students / paint / the pictures Did these students paint the pictures?

Yes They painted them themselves

e You / do / your chores Did you do your chores?

Yes We did ourselves

- Ask students to run through the vocabularyfirst (do your homework, fix the washingmachine, cook dinner, paint the pictures, do ourchores)

- Ask them to practice the questions and thenthe answers

- Ask students to work in open pairs then closedpairs

Whole class

Open pairsclosed pairs

* Complete the dialogue:

- Ask students to fill in the blanks with suitablereflexive pronouns or emphasis pronouns

- Give feedback

Pair work