GA Anh 8

- write the wordswhose letters are in a random order on the board - Divide the class into 2 teams - Talk to Ss about a telephone message - Ask some question - Present and give the meanin

- Week: 1

- Period: 2

- Teaching date: - Lesson 1: - Listen & Read

- Language focus 1

* Aim: - Reading the dialogue for details and revision of simple present and

simple past tenses

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

Hoa-Lan-Nien and to review simple present and simple past tense

* Teaching aids: - Text book, cards.

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 toplay the game

- Present new words on the board

- Guide Ss to readnew words

- Check Ss' memory by using technique "Rub out and

remember"

- Give Ss some questions and ask them to answer them

- Ask Ss to read the dialogue

- Give the correct answers

- Ask Ss to read the dialogue againand answer the questions

- Call on some students to ask and answer the

- 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 pre diction

- 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

- Ask Ss to use the simple presentand simple past tense to complete paragraph 1a (p.16)

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

- Read the paragraph andfill in the gaps with the suitable words

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

and complete the dialogue by listening

* Teaching aids: - Text book.

 Ex: - She has long blond hair.

- She is short and thin

- Show Ss a picture of Mary and ask them to describe her hair, her body build

- Explain the structure

- Supply the word

- Give the adjectives to describe body build and hair

- Describe Mary

- Listen and copy down

- Complete the sentences

S + have / has + adjectives + hair

S + be + adjectives

 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

cues and ask Ss to complete the sentences

- Ask Ss to look atsix people on page11-12-Call on a student to describeone person, the others have to guess who he/she is

- Give Ss some expressions and make sure they know their 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

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

- Week: 2

- Period: 4

- Teaching date: - Lesson 3: - Getting started (p.10).

- Read (p.13 - 14).

* Aim: - Reading for specific information.

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

 Look at the pictures (p.10) and answer the

questions

a What are these students doing?

b Do you like soccer / reading books ?

c Whom do you like playing with?

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

four pictures on page 10 and talk about the activitiesthey want to do after school or in their free time

- Present and give the meaning of new words

- Guide Ss to read them in chorus

- Check Ss' memory by using technique "What and where"

- Present the statements on the board

- Set the scene:

These statements are about Ba and his friends, 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 thecorrect answers

- Let Ss read the text again and answer the questions

- Read the answersand correct the

pictures and talk about the activities they

do after school or in their free time

- Listen and repeat

- Copy down

- Listen and read new words in chorus

- Read and then write the words again inthe correct circles

- Read the statements given and guess which statements areTrue, which are False

- Read the textand check their prediction

- Correct falsestatements

- Read the textagain and choose the best answers

on page 14

- Read the textand answer the questions

in pairs

- Write the

mistakes answer on the

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

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

about their close friends

* Teaching aids: - Text books.

* Procedure:

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 atthe picture (p.17) quickly Then let

Ss keep their books closed

- Divide the class

in to 4 groups Thegroup which answers come citythe fastest wins the game

- Ask Ss to read the information about Tam then answer the questions

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

- Ask Ss to compare with the paragraph in their books on page 15

- Let Ss write a paragraph about one of their

- Look at the picture and answer the questions in group

- Read the information and then answer the questions

- Write a paragraph about Tam, using the information (individually)

- Compare with the paragraph in their books onpage 15

- Write a paragraph about one of

* Post-writing:

 Speak in front of the class about himself /

herself

* Homework:

- Ask students to write another paragraph about

one of their family members

friends

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

their friends

- Correct the mistakes if possible

- Week: 2

- Period: 6

- Teaching date: - Lesson 5: Language 2 - 4 (p.16 - 17)

* Aim: - Farther practice in simple present tense and the structure (not) +

adjectives enough + to-infinitive

* 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)+ adjective enough + to-infinitive

* Teaching aids: - Text book - cards - pictures.

 Find but the adjectives beginning with

the letters given

- Example

+ T writes: a b c d

+ S writes: awful big clever disty

* Presentation:

 Pre – teach vocabulary

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

- 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

- Divide the class

in to two groups

- Ask Ss to find out the adjectives beginning with the letters given

- Present and givethe meaming ofnew words

- Gwide Ss to read new words in chorus

- Review the simple present tense

- Let Ss do exer cise 2 on page 16

- Listen and

- Find out the adjectives beginning with the letters given

in groups

- Listen and repeat

- do exercise 2

- Read the

* 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”

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

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

- Week: 3

- Period: 7

- Teaching date: - 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

to make 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?

- Ask Ss to match each object with its name

- Show the picture and ask “What are they doing?

Introduced: They are talking about going to see a movie

- Ask Ss to guess

- Let Ss to read theconversation Givethe correct

answers

- Let Ss match the phrases with their meanings

- Ask Ss to read the conversation

- 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

Unit 2: Making Arrangements

c How is Hoa going to see the movies?

d Where are they going to meet?

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 theclass and help the students

conversation and answer the questions

- Practice the conversation

- Week: 3

- Period: 8

- Teaching date: - Lesson 2: + Speak

+ Language focus 1.2.

* Aim: - Practice talking on the phone

* 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.

- 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 answer it?

- What would you say if you are the caller?

* Presentation:

 Do exercise 1 on page 20

- Ask Ss some questions

- Ask Ss to do exercise 1 on page20

- Ask some

- Listen and answer the questions

- Put the sentences in the correct order to make

a complete conversation

 Question:

- 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

- 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

to complete the dialogue

- Listen and answer the questions

- Listen and repeat chorally  individually

- Practice asking and answering

- Practice in pairs

- Give feetback

- Give feetback

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

more about Alexander Graham Bell

 Teaching aids: Textbook.

 Procedure:

 Warm – up: (Brainstorming).

To chat with friend To

communicate

 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

 T/F statements prediction

a Alexander G Bell was born in

the U.S.A

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 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:

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

- Present and given the meanings of newwords

- 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 statementsare true and which are false

- Read the text

- Have Ss correctfalse statements

-Answer the question

- 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 theirteacher

- Read the text again and check their prediction

What is the telephone used for?

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

- correct the mistakes

- Read and put the sentences inthe correct order

- Give feedback

- write a paragraph about Bell’s life

- Week: 4 - Period: 10

- Teaching date: Lesson 4: Write (p 23 - 24)

  

 Aim: Writing a message

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

telephone message

 Teaching aids: Textbook.

 Procedure:

 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 whom, content)

Message: Mr Nam called about

his stationery order He wanted

you call him at 8634082

- write the wordswhose letters are

in a random order on the board

- Divide the class into 2 teams

- Talk to Ss about a telephone message

- Ask some question

- Present and give the meaning

of new words

- Guide Ss to read new words

- Ask Ss to read passage 2 on

- Go to the board and writethe correct words

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

- Listen and answer the question

- Listen and repeat

- Copy down

- Listen and repeat in chorus

- Read and fill

in the gaps in the

passage(p.23)

- Read the passage to get information and write the

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: Tom called about

playing tennis this afternoon He

will come over to pick you up at

1.30

Taken by: Lisa

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

message

- give feedback

- write a message for Nancy, using the informationfrom the

dialogue

- Give feedback

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

telephone message by listening and further practice in adverbs

 Set the scene

 Guess the message

KINGSTON JUNIOR HIGH

- guess the message

- give feedback

Telephone number:

 While- listening:

 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

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

high school but hoe was out ”

- Get Ss listen to the tape twice and fill in the message

- Give the correct answers

- Present the words with this ordered letters

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

- Let them work individually, onestudent one word

- Make sure Ss know the meaning of theseadverbs

- Let Ss do exercises

- Give the correct answer

- listen to the tape and compare with their guess

- Go to the board and writethe meaningful words

- Complete the speech bubbles,using each adverbs in the box once

- Give feedback

 Aim: Helping Ss to read the dialogue for details and practise

the modal verbs: must have to, ought to

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

understand the dialogue and use modal verbs to talk about the housework

 Teaching aids: Textbook.

 Procedure:

 Warm- up: (Kim’s game)

 Look at the pictures on page 27

and write the chores she often

 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 and

- Ask Ss to look

at the 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

- Skim the pictures and write the verbs

- give feedback

- Listen and repeat

- copy down

- Listen and read in chorus

- Fill in the circles with thecorrect words

- Look at their books and listen to the dialogue

- Complete the list of the things Nam has

to do

- Give feedback

 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

I have to help my parents…

give the correct answers

- Elicit to show the form of the structure

- Model the exchange

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

- Listen and copy down

- Practice the structure

- Week: 5 - Period: 13

- Teaching date: Lesson 2: Speak (p 28- 29)

  

 Aim: Practising speaking

 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:

 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

- Show the picture

of the kitchen to Ss

- Take away the picture and ask Ss

to write the things

- Ask Ss the

- Skim the picture and writedown as many things as they can remember

- Answer the questions

- Form:

Has/ Have to + infinitive

= must + infinitive

- Meaning: phải (làm gì)

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

positions of the items in the pictures

- Give instruction

- Ask Ss to look atthe picture and talk about their ideas

- Listen and correct their mistakes

- Move around theclass and help the Students

- Practise talkingabout the

position of each item

Talk about the position of the furniture

- Give feedback

- Practise talkingabout the

position of each item in pairs

- Week: 5 - Period: 14

- Teaching date: Lesson 3: Read

Language focus 4

  

 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

 Warm up: (Brain storming).

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 can

not start a fire

e Putting a knife into an

electrical socket is dangerous

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 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 objects out of

children’s reach?

 Post – reading:

- 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 and guess which

in true, which is false

- Read the text loudly

- Give instruction

- Listen and guides Ss how tocorrect the false statements

- Move around

- Copy down

on their notebooks

- Listen and repeat in chorus

- Two students run forward and slap the word on the blackboard

The one who first slaps the correct words

is the winner

- Read the statement givenand guess which is true, which is false

- Give feedback

- Listen to theirteacher

- Read the text

in silent and check their prediction

- give feedback

- Correct the false

statements

Practice in why question with

because answer by doing the exercise

language focus 4

the class and help Ssl

- Practise asking and answering the questions in pairs

- Week: 5 - Period: 15

- Teaching date: Language focus 3 (p 36)

  

 Aim: Further practice in reflexive pronouns

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

the reflexive pronouns

 Teaching aids: Text book

 Warm-up: (Brains storming)

fix the

TV set

 Presentation:

 Set the scene: “you do your home

work and no one help you what

We ourselves

They themselves

- Explain the reflexive pronouns

- run through thevocabulary

- Model and thenask Ss to repeat

in chorus individuals

- give instruction

- Write thing

do they at home

- Listen and copy down

- Listen and repeat chorally individually

- Practise the question and then the answers

Things you

can do

Things you can not do

I do my homework myself

Yes I did it myself

b He / fix / washing machine

c Mary / cook / dinner

d These student / paint / the

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

Write 3 sentences with reflexive

pronouns and 3 sentences with

- read the open dialogue and fill in the blankwith suitable reflexive pronouns

- give feedback

- Practice speaking in pairs

- Week: 6 - Period: 16

- Teaching date: Lesson 3: Listen

Language focus 2

  

 Aim: Listening and further practice in modal verb: ought to

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

identify the right item by listening further practice in modal verb: ought to

 Teaching aids: Text book

 Warm-up: (Bingo)

 Suggested list of food: chicken,

beef, cake, candy, garlic, noodles,

bread, rice, ham, peas, ……

- Listen to the teacher

 Prediction:

Look at page 30 things they use to

cook the ” Special Chinese Fried

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 to some one

- Meaning: nên

 Practice:

 Give advice to people in the

picture (p 35)

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

- 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 theclass and help students

- Guide Ss how

to play game

carefully The first person crossing out onfind things shouts ”Bingo”and urns the game

- Prediction

- give feedback

- Listen to the tape and check their prediction

- give feedback

- Listen to theirteacher and copy down

- Look at the pictures Use

“should “to give advice to the people

Play game

”Noughts and crooes”

- Week: 6 - Period: 17

- Teaching date: Lesson 6: Write.

  

 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?

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

- Ask the questions

- Present new words and guide

Ss to read them

- Check Ss’

memory by technique ”Rub out and

remember”

- Let Ss read the passage on page 32

- Ask some questions

- Listen and answer the questions

- Copy down listen and reading chorus

- Read the description of Hoa’s room

- Listen and answer the questions

- Describe Hoa’s kitchen, using the give cues

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

Write a description of their

bedroom / living room

- Correct Ss’s mistakes

- write their sentence on theboard

Unit 4: Our past

- Week: 6 - Period: 18

- Teaching date: 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

 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?

Grandmother and great

grandfather do after dinner?

- 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 answer the questions

- Look at the picture and write the names

of the things

- give feedback

- Listen and repeat

- Copy down

- write the words in the correct circles

- read the sentences givenand predict which is true and which is false

- give feedback

- listen to the story

- Read the story again andcheck their prediction

- give feedback

- Practise asking and answering the questions

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 and opinion

- Ask Ss to do exercise

- Listen to teacher’s explanation

- Choose fact and opinion

- Week: 7 - Period: 19

- Teaching date: Lesson 2: Speak

Language focus 4

  

 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

 Warm-up: (Jumbled words)

 Use: used to express a past habit,

or an action usually happened in

the past

- Present the words whose letters are on disorder

- Recall the conversation, theask: “Where did Nga’s grandma use to live? “ And show the Structure”

- Rewrite the words in the correct forms

- Answer the questions

- copy down

S + used to + infinitive

S + didn’t used to + infinitive

 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 buidings

b People used to walk Now they

can go by cars or motorbikes

- Elicit some ideas so that student can talk about them

- Practise asking and answering the questions, using the givencues

- Compare 2 picture on page

40, using “usedto” to talk about the actions in the past

- Week: 7 - Period: 20

- Teaching date: Lesson 3: Read (p 41- 42)

  

 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

 Warm-up: (Brains storming)

Name some folk tales that you have

- Tell the names of the

One hundred- section

bamboo

seven- mile shoes

 Pre- reading:

 Pre- teach vocabulary

- cruel (a) (translation)

- upset (a) (synonym)

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

Complete the sentences with words

from the story ( p 42)

 Homework: rewrite the story

repeat on the board

- Present new words and guide

Ss to read them

in chorus

- Present the statements on the board

- let Ss guess

- Read the story loudly

- Ask Ss to answer the questions

- Ask Ss to complete the sentences

- Correct mistakes

folk tales that they have read

- Listen and repeat

- copy down

- listen and repeat in chorus individually

- Read the statements gives and guessthey are true or false

- listen and read the dialogue again and check theirprediction

- Answer the questions and practice them

on pairs

- Fill in the blanks with suitable words from the story

- give feedback

The folk tales

- Week: 7 - Period: 21

- Teaching date: Lesson 3: - Listen

- Language focus 1-2

  

 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.

 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

- 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

- play game

- Listen and repeat

- copy down

- read new words in chorus

- Guess the main ideas of the story

- listen to the tape and check their prediction

- give feedback

- Listen and answer the questions

- Complete the dialogues and

b S1: How did you get to school?

then practice inpairs

- Week: 8 - Period: 24

- Teaching date: Lesson 5: Write 1-2.

  

 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

 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

 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

- Present new words and give their meaning

- Guide Ss to read new words

in chorus

- Check Ss’

memory by using technique

“matching”

- give instruction

- Ask Ss to work

in group of 4 – answer the questions

- listen and give the correct answers

- Get Ss to do exercise 2

- 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

- give feedback

- Imagine to be

 While - writing:

Write the story

 Post - writing:

- sharing and correcting

- Take some writing to correct in

front of the class

- Get Ss to share with their

partners and correct mistakes

a man to write the story

- Week: 9 - Period: 25

- Teaching date: 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

Unit 5: Study habits

- Week: 9 - Period: 26

- Teaching date: 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?

- Ask questions

- Present new words on the board

- Guide Ss to read new words

in chorus

- Checking: Rub

- 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

Subjects at school

b Tim’ mother meet his teacher at

school

c Tim’s report is poor

d Tim needs to improve his

Spanish grammar

e Tim promised to try his best in

learning Spanish

 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

e What did Tim’s mother give

him at the end of the

Ex: What subject do you need to

improve?

out and remember

- Present the sentences on the board

- give feedback

- Ask Ss to read the dialogue and check their prediction

- Ask Ss to answer the questions

- go around the class and help weak students

English words

- Read the sentences givenand predict which is true and which is false

- Give feedback

- read the dialogue and check their prediction – correct the false statements

- Practise asking and answering the questions

- Interview their friends

- Week: 9 - Period: 27

- Teaching date: Lesson 2: Speak

Listen

  

 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 a report card

 Teaching aids: Text book , poster

 Warm-up: (Brainstorming) - Elicit ideas - write their

How to improve your English?

- 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?

- Guide Ss to read new words

in chorus

- give instruction

- Ask Ss to listen to the dialogue

- Correct their mistakes

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

- give the correct answer

- go around the class and help weak students

ideas on the blackboard

- listen and repeat

- copy down

- listen and repeat in chorus individuals

- look at Nga’sreport and guess the missing information

- Listen to the tape and checktheir prediction

- give feedback

- Answer the question

- give feedback

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

of the answers

 Aim: Helping students to read the text for details

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

understand the text and get specific information

 Teaching aids: Text book

 Warm-up: (chatting)

- Do you like learning English?

- How many new words do you try to

 True / false statements

a All language learners write the

meaning of new words in their

mother tongue

b Some learners write examples of

words they want to learn

c Every learners tries to learn all

new words they come across

d Many learners only learn new

words that are important

 Answer the questions

- Ask some question

- Present new words on the board

- Guide Ss to read them in chorus

- Use the technique “Slap the board to check”

- give instruction

- give feedback

- Answer the questions

- Listen and repeat

- copy down

- read new words in chorus

- Read the statements and predict which

is true and which is false

- Read the text and check theirprediction

 Post - reading:

a Do learners learn words in the

same way?

b Why do some learners write

example sentences with new

words?

c What do some learners learn all

the new words they come

Write the ways of learning words

that you think are the best for you

- Ask Ss to answer the questions

- give the correctanswers

- Answer the questions

- give feedback

- Practise asking and answering the questions

- Week: 10 - Period: 29

- Teaching date: Lesson 3: Write 1 - 2

  

 Aim: Writing letters to friends.

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

know the format of a letter and practice writing a letter to a friend

 Teaching aids: Text book – poster.

 Read the parts of the letter on

page 50 and compare with their

prediction

 Open prediction: Predict the order

of the parts of the letter

 Read the letter ( page 51) and

check their prediction

 Pre – teach vocabulary:

- Mid- Autumn Festival (n)

2 What are there in the heading?

3 What is the main part of the

letter?

4 What did Hoa receive a few

days ago?

5 Is Hoa good at Math?

6 What subjects is Hoa good at?

7 Where is she going to celebrate

the festival with her

- Set the scene tointroduce the lesson

- Ask some questions dealing with writing letters

- give instructions

- Ask Ss to guessthe order of the parts of the letter

- give instruction

- Listen and givethe correct answers

- Present new words and guide

Ss to read

- Check Ss’

memory by technique “rub out and

remember”

- give instruction

- Correct their mistakes

- Listen and answer the questions

- Tell what they often write

in a letter

- Read the parts

in the box (page 50)compare with prediction

- Read the letter on page

51 and check their prediction

- give feedback

- listen and repeat

- Copy down

- Read the letter and answer the questions

- give feedback

 While - writing:

Do exercise on page 51 Help Lan

write a letter to her pen pal Donna in

Write a letter to your friend to tell

him or her about your second

semester report and about your

summer holiday

- guide Ss to do exercise

- write a letter, using the giveninformation

- Week: 10 - Period: 30

- Teaching date: Lesson 5: Language focus 1-2.

  

 Aim: Further practice adverb of manner and the modal should.

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

adverbs of manner and modal should as an advice

 Teaching aids: Text book.

 Warm – up: (pelmanism)

Good warm bad fast badly

rode eat ate sit sat

 Presentation 1: Set the scene “use

any word from the game pelmanism

to complete the dialogues”

Ex: Lan has a (1) voice and she

usually speak (2)

1 soft (adj) 2 softly (adv)

 Practice:

a Does Mrs Nga speak English?

Oh, yes She speaks English

well

b Ba always gets excellent grades

That’s because he studies hard

- Help Ss distinguish the use of adjectives and adverbs

- give instruction

- correction

- listen to their teacher

- look at the example

- Do the exercise on page 52, using the adverbs in the box to fill

in the dialogue

- give feedback