giao an tieng anh 8 2008 2009 du

Difficulties of Farmers’ life.. Aims : By the end of the lesson , ss will be able to give ss further practice in using the present progressive tense, and compartive and superlative adje[r]

- to write about themselves and other people

II language focus:

1 present simple to talk about general truths

2 (not) adjectives + enough + to infinitives

3 attributive and predicative adjectives

III Allocation:

Lesson 1 Listen and read 1+2

Language focus 1 Reading for details a conversation and revision of simple present and simple

past tenseLesson 2 Read 1- 2

Getting started Reading a text for details about Ba

,s friends

Lesson 3 Speak 1 –2

Listen a, b, c ,d Listening for details to complete the dialogue and practice in descibing

someoneLesson 4 Write 1- 2

Language focus 3 Writing about oneself and about other peopleLesson 5 Language focus 2 - 4 Further practice in simple present and

“not adj + enough + to – infinitive “

reserved

Nouns

CharacterJokeorphanage

Period 2nd lesson 1: listen and read (page : 10, 11)

Date of preparing

language focus 1

(page: 16)

05.09.05

I Aim: at the end of the lesson ss will be able to to know more about Hoa, Lan, Nien

and to review simple present and simple past tense

II Teaching aids: text book , cards

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C08/9/058D07/9/05

Teacher , s activities Students , activities Step 2: Warm up

.( Pelmanism)( 5m)

-Prepare 12 cards with numbers on one side and the

verbs on the other

- Make sure the verbs are mixed up

Stick the cards on the board so students can only see

the numbers Devide students into two teams ans ask

them to choose two numbers Turn the cards over and

see if they match If not, turn the cards over again and

ask the next team

meet come live think send receive

received met came lived thought sent

step 3: new lesson

1 Pre- reading ( 10m)

* pre teach -vocabulary.

to seem (translation)

a next door neighbor

to look like (translation)

 Checking : Rub out and remember

b, pre- questions Give students some questions and

ask them to work in pairs to answer them

- Is Lien Lan,s friend or Hoa,s friend?

- How old is Nien?

- Where does Nien live?

- Is she a beautiful girl?

- Give feedback

2 While- reading (20m)

 checking the pre- questions:

Ask the students to read the dialogue between Hoa,

Lan and Nien on page 10 and check if their answers

are correct or not

* Answers 1- She is Hoa’s friend

2- She’s twelve years old

3- She lives in Hue

4- Yes, she is

 Comprehension questions

Ask students to read the dialogue again and answer

the questions in exercise 2 on page 11 (work in pairs)

Group work

T- Whole class

Ss: pair workHoa’s friendTwelveHue Yes

Ss read and check

Pair work

* Answers: 1- Nien lives in Hue

2- No, she doesn’t

3- The sentences is “She wasn’t old

- Ask students to use the simple present and simple

past tense to complete paragraph 1 (a) on page 16

- Provide some verbs so that students can use them to

fill in the gaps

* Answers (1) lived (2) lives (3) sent (4) was (5)

is (6) comes

- Ask students to work individually and then compare

their answers with their partners’

- Give feedback

3 Post- reading (7m)

* Writing:- Give students some cues and ask them to

use the simple present or present tense to write

a, Lan / Hoa’s best friend

b, They / same class / Quang Trung School

c, Last year / Hoa / to school first time

d, Lan / show / around / introduce / to her friends

- Let students discuss with their partners

- Choose some answers and correct them in front of

Lan is Hoa’s best friendThey are at the same class

in Quang Trung school.Last year Hoa went to school for the first timeLan showed her around and introduced her to many new friends

Period 3rd lesson 2: speak (page : 11)

Date of preparing

listen (page: 12, 13 )

07/9/05

I Aim: at the end of the lesson ss will be able to describe someone and complete

the dialogue by listening

II Teaching aids: text book , pictures

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C09/9/058D09/9/05 Teacher ,s activities Students, activities

Step 2: warm up (7m)

Brainstorming:

- ask ss to think of the adjectives used to describe T- whole class

body build and hair

thincurly

- show ss a picture of Mary and ask them to describe

her hair, her body build

T- whole classeg: she has long blond hair

she is short and thin

 form :

S + have / has + adjectives + hair

S + be + adjectives

ss answer and then copy down

2 practice:

 word cue drill

- prepare 6 cards so that ss can drill easily

- Model two cues then ask ss to repeat

chorally then individually Ss listen and repeat

- Ask some ss to practice asking and ss practice in open pairs

answering

- Ask the whole class to work in pairs ss practice in closed pairs

 practice speaking:

- show the pictures of 6 people / or ask ss to look

at 6 people on page 11-12

- call on a student to describe one person, the

others have to guess who he / she is T- whole class

eg: S1: This person is short and thin

She has long blond hair

S2: Is this Mary?

Body

S1: yes

- go on until 6 people on the poster are described

3 pre listening:

-ask ss to do exercise “listen a, b, c, d “ on p 12-13 ss work individually

- give ss some expressions and make sure they

know their meanings

- get ss to guess and to complete four dialogues

on p 12-13 , using the given expressions

- I,d like to meet you

- Nice to meet you

- It,s a pleasure to meet you

- Come and meet

- How do you do?

5 post listening:

- ask ss to practice speaking the dialoges

- call some ss to play roles of Nam- Hoa-Thu; ss practice in open pairs

Khai-Mrs Lien- Mrs Vui; Ba-Bao-Grand mother;

Mr Lam-Mrs Linh- Mr Thanh and practice the

Dialogues

- correct their pronunciation

- let ss to work in pairs to practice the dialogues ss work in closed pairs

I Aim: at the end of the lesson ss will be able to know more about Ba’s friends

by reading a text for specific information

II Teaching aids: text book , poster

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C13/9/058D13/9/05

Teacher , activities Students , activities

Step 2: warm up (7m) (chatting)

- Ask students to look at four pictures on page 10 T- whole class

and talk about the activities they want to do after

school or in their free time.

- Give them some questions

+ What are these students doing?

+ What time of the day do you think it is?

+ Do you like soccer/ reading book?

+ Whom do you like playing with ?

step 3: new lesson

Reserved (a) (translation)

Sociable (a) (translation)

To tell jokes(tell a story which makes people laugh

Sense of humor (translation)

* Checking vocabulary: what and where ss work in groups

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

each circle

- Have students repeat the words in chorus then rub

out word by word but leave the circles

- Go on until all the words are rubbed out

- Point to each circle and ask students to repeat

chorally the English words

- Ask students to go to the board and write the words

again in the correct circles

* T/ F statements predictions.

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

- Set the scene: These statements are about Ba and ss listen

his friends, read them and guess which statements

are true , which are false

- Get students to work in pairs ss work in pairs

1 Ba only has three friends_ Bao , Song, Khai

2 Ba and his friends have the same characters

3 Bao, Song and Khai are quite reserved in public

4 They all enjoy school and study hard

- Give feedback

2 While reading

- Ask students to open the book and read the text on p.13 ss read and check

- Let students check their prediction

- Ask students to correct false statements ss work individually

* Correction:

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

with Bao, Song and Khai

2 They have different characters

3 Only Song and Khai are quite reserved

* Multiple choice.

- Get students to do exercise 1 on page 14

- Ask them to work in pairs to choose the best answers Ss work in pairs

- Explain the meaning of the phrases

* Comprehension questions

- Ask students to work in pairs to do exercise 2 on p 14

- Let students read the text again and answer the ss read the text again questions And answer the qts

* Answers

a He feels lucky having a lot of friends

b Bao is the most sociable

c Khai likes reading

d Jis jokes sometimes annoy his friends

e Bao spends his free time doing volunteer work at a

local orphanage

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

questions

3 Post reading

- Ask all the students to work in closed pairs ss work in pairs

- Ask students to work in groups and talk to one ss work in groups

Another about their friends, using the adjectives they

have just learnt to describe

I Aim: at the end of the lesson ss will be able to write a paragraph about their close

friends and about themselves

II Teaching aids: text book , pictures

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C15/9/058D14/9/05

Teacher , s activities

Step 2: warm up (7m)

Kim , s game

- Ask students to look at the picture on page 17

quickly (for 20 seconds) Then let them keep their

books closed

- Devide students two questions, the group which

answers correctly the fastest wins the game

1 How many people are there on the picture? (four)

2 What is each person wearing?

- The woman is wearing a red shirt and green skirt

- The man who is standing beside the car is wearing a

pink shirt and blue trousers

- The boy is wearing blue shorts and a white shirt.

Step 3: new lesson

1 Pre- reading.

* Reading:

- Ask students to read the information about Tam then

answer some questions

1 What is his name ? (Le Van Tam)

2 How old is he ? (14)

Students , activities

Group work

T- whole classRead the textAnswer the questions

3 What does he look like? (He is tall and thin He has

short black hair)

4 What is he like? (He is sociable, humorous and

helpful)

5 Where does he live with? (He lives with his

mother, father and an elder brother)

6 Who is his friend? ( Ba and Bao)

2 While- reading:

- Let students write a paragraph about Tam, using the

information they have just got They have to work

individually

- Ask students to compare with the paragraph in their

books on page 15

- Ask students to write some information about one of

their friends, then write a paragraph about him or her

- Get students to share with their partners and correct

if possible

* Sample

His/ Her name is She is years old He/

She lives at in with his grandmother, his

parents and his younger sister, Mai He/ She is tall and

slender He/ She has short black hair He / She rather

shy but his/ her close friends are and

3 Post- reading

-Ask each student to write a similar paragraph about

himself/ herself

- Move around the class and help students, then ask

some students to speak in front of the class about

himself/ herself

step 4:Homework

Ask students to write another paragraph about one of

their family members

* Evaluation:

Individual work

pair work

Individual workPair work

I Aim: at the end of the lesson ss will be able to use simple present tense to talk

about general truths and write some sentences using the structure (not) + adjectives enough + to- V

II Teaching aids: text book , cards, pictures

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C16/9/058D16/9/05

Teacher , s activities

Step 2: warm up (7m) Categories

- Ask students to find out the adjectives

beginning with the letters that the teacher

gives

- Devide the class into two groups

- Give four letters at the same time, students

are to find out four adjectives beginning with

the four letters given

Example:

T writes: a b c d

S write : awful big clever dirty

Step 3: new lesson

1 Presentation

* Pre- teach vocabulary.

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

What are they ?)

Mars (translation)

Mercury (translation)

Silly (a) (translation)

* Checking vocabulary: slap the board

* Revision of Simple Present Tense.

- Review simple present tense : formation,

useage

- Focus on one of the usage of Simple present

tense It is used to express an action which is

always true

2 Practice

- Give students to complete the dialogue

between Ba and Tuan, his young cousin

- Get students to work in pairs

* Answers

1 sets 2 goes 3 moves 4 is 5 is 6 is

- Get students to practise the dialogue in pairs

- Correct their pronunciation Focus on the

pronunciation of verbs ending with s,es

3 Presentation 2.

- Set the scene to introduce the structure

(not) +adj enough +to- verb

Teacher is to ask students to hang the picture

on the board “How do I say and how do you

answer?Complete the exchange.”

-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

Students , activities

T- Whole classGroup work

Write on the blackboard

Listen and guessGroup work

picture over there.

Form : (not) + adjectives enough + to- V

4 Practice.

I Word- cue drill.

a Read English books / good

- Can you read English books ?

- Yes, My English is good enough to read

English books

b Drive a car / old

c Carry this bag / strong

d Solve this problem / clever

- Model two cues, the whole class repeats, then

ask some students to repeat individually

- Make sure students remember the exchange,

then ask a new student / give a new cue

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

a Not big enough

b Not old enough

c Strong enough

d Good enough

step 4: Homework

- Ask students to write five sentences about

themselves using the structure

* Evaluation:

Read the dialogue in pairs

whole class

pair work

- Can you drive a car ?

- No, I am not old enough to drive

a car

- Can you carry this bag ?

- No, I am not strong enough to carry this bag

- Can you solve this problem ?

- No, I am not clever enough to solve this problem

Unit 2: making arrangements

I Aims: helping students :

- to talk about intensions

- to use telephone to make and confirm arrangements

- to take a telephone message

II language focus:

1 going to talks about intensions and activities in the future

2 adverbs of place

III Allocation:

Lesson 1 Listen and read

1+2 Reading the conversation about making and confirming arrangements

Lesson 2 Speak 1- 2

Language focus 1- 2 Going to talks about intensions

Lesson 3 Read 1 -2 Reading for details about Alexander

Graham BellLesson 4 Write 1- 2 Writing a message

Lesson 5 Language focus 3

+ listening Listening for details and practicing adverbs of place

AssistantDeaf –muteDevice

DirectoryExhibitionExperimentFishing rodMessageStationary

Period 7th lesson 1: getting started (page : 18)

Date of preparing

listen and read (page: 19)

19/9/05

I Aim: at the end of the lesson ss will be able to use the telephone to make and

confirm arrangements by reading for details about a coversation on the phone

II Teaching aids: text book , poster, pictures

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C22/9/058D22/9/05

Teacher ,s activities Students, activities

- give the definitions of these objects on a poster and

ask ss to match the object with its definitions

 definitions:

1 to send fax

2 to find someone,s telephone number

3 to write addresses and telephone numbers

4 to make a pphone call in a street telephone box

5 to leave and take messages

6 to make phone call anywhere you like

c-1d-2

Step 3 : new lesson

1 pre- reading:

 open prediction:

-setting the sence: Hoa and Nga are talking on the phone

 checking the prediction:

- ask ss to read the conversation between Nga and Hoa

on page 19 and give them feedback

a What is Hoa,s telephone number?

b which movie are they going to see? Where?

c how is Hoa going to see the movie?

d where are they going to meet? What time?

*Answers:

a her telephone number is 3847329

b they are going to see the movie Deam

City at Sao Mai theater

c Hoa is going by bike

d They are going to meet outside the theater at 6.30

ss work in open pairs

- let all ss work inpairs

ss work in closed pairs

- ask ss to play the roles of two ss who are talking on

the phone making arrangements

- let ss work in pairs teacher moves around the class

and helps the ss

I. Aim: at the end of the lesson ss will be able to talk on the phone about

intensions with going to

II. Teaching aids: text book , cards

III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C23/9/058D23/9/05

Teacher ,s activities Students, activities

Step 2: warm up (7m)

Chatting

- talk to ss about using telephone

ss answer

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?

Step 3 : new lesson

1 presentation:

- ask ss to do exercise 1 on p 20 The ss have to ss : work in pairs

work in pairs to put the sentences in the correct

order to make a complete conversation

*answer: b- f- j- a- i- c- e- k- g-h –d

- ask some questions to check ss, understading and T- whole class

focus on the structure going to ss answer

are they talking on the phone?

(yes) what do they intend to do?

(to go to the pop concert)

(inside the center at 7.15)

what form of verbs do you use to talk about

intentions

(be going to)

ss answer and copy down

* use: express an intention

2 practice:

* Word cue drill

Model sentences:

Are you going to see a movie?

Yes, I am / No, I , m not

- Model two cues then ask ss to repeat chorally ss listen and repeat

then individually

- Ask some ss to practice asking and answering ss work in open pairs

- Ask the whole class to work in pairs then closed pairs

a see a movie

b play sports

c meet your friiends

d help your mother

e do your homework

f watch T.V

 further practice:

- ask ss to do exercise language focus 1 on p 25 They ss work in pairs

have to work with a partner and say what the people

are going to do

- give an example first

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

movie)

* answers:

a they are going fishing

b she is going to read the new novel

c she is going to do her homework

d he is going to watch an action movie on T.V tonight

e she is going to give him a birthday present

- ask ss to work with partners to complete the dialogue ss work in closed pairs

- give feedback

- ask ss to play the roles of Ba and Bao to practice the

dialogue

- ask ss to make the similar arrangements and practice

talking with a partner

I Aim: at the end of the lesson ss will be able to read the paragraph for details to

know more about Alexander Graham Bell

II Teaching aids: text book , poster, pictures of Bell

- to talk to a person who lives far from

- to get information at the airport or railway station

quickly

Step 3 : new lesson

1 pre- reading:

*pre teach vocab: (7m)

-(to) emigrate :xuÊt c¶nh,di c (example: go to ss listen and repeat

another country to live) chorally, individually,

- (to) transmit: truyÒn, ph¸t tÝn hiÖu (translation ) copy down

- (to)conduct :thùc hiÖn,tiÕn hµnh(synonym:carry out)

-(to)demonstrate: biÓu diÔn (translation)

-device(n) : thiÕt bÞ, m¸y mãc (translation)

-deaf-mute(n): tËt võa c©m,võa ®iÕc (explanation:

a person who is unable to hear and speak)

*checking vocab: what and where

-have ss repeat the words in chorus then rub out word

by word but leave the circles Remember to let ss

repeat before and after rubbing out each word Ss listen and repeat

-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups

 T/F statements prediction: (6m)

-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)true and which are false (statements on page 22)

a, Alexander Graham 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 in 1877

e, Bell experimented with ways of transmitting speech

between deaf-mutes over a long distance

f, Bell demonstrated his invention at a lot of exhibitions

-give feedback

2 while- reading: (15m)

 checking the prediction: ask ss to read the text on

page 21-22 and check their prediction

have ss correct false statements

ss read and check,correct guess read correction

a F He was born in Edinburgh in Scotland

b F He worked with deaf-mute patients at

Boston University

d F He introduced telephone in 1876

e F He enperimented with his ways of

transmitting speech over a long distance

 ordering:

- ask ss to look at the book page 22

get ss to read the events of Bell,s life and put them in

the correct order ss work individually

- ask ss to compare with partners ss: pair work

answers: 1-d; 2-e; 3-a; 4-g; 5-c; 6-b; 7-f

3 post -reading : (8m) write it up

-get ss to write a paragraph about Bell,s life, using the

information from the text ss work individually

-let ss swap their writing and correct ss work in pairs

step 4: summay (1m)

? who was Alexander Graham Bell? (he was the first person who invented

Step 5 : homework (1m) the telephone)

Ask ss to write the paragraph into their notebooks

 Evaluation:

Good setting the sence

Period 10th lesson 4: write

(page 23)

Date of preparing

26/9/05

I Aim: at the end of the lesson ss will be able to write a telephone message

II Teaching aids: text book , cards

- talk to ss about taking a telephone message T- whole class

? 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)

* pre teach vocab: (8m)

-customer (n) (explanation: a person who comes

to buy something at a shop) ss listen and repeat chorally,

- delivery (n) (translation) individually, then copy

- stationary (n) (example: pens, rulers , envelopes

papers, )

- (to) pick someone up (translation)

 checking vocab: rub out and remember

- get ss to copy the words into their books and then ss copy, then close notebooks ask them to close the books

- rub out the new words one at a time Each time you

rub out a word in English, point to the vietnamese

translation and ask “what is this in English?” Ss follow instructionsWhen all the English words are rubbed out, go

through the Vietnamese list and get ss to call out the

English words

( if there is time, get ss to come to the board and write

the words again)

2 while -writing: (18m)

 reading and gap filling:

- ask ss to read the message and fill in the gaps in the

passage on page 23

- let ss work in pairs ss: work in pairs

answers:

1, phoned 2, Mary 3, speak 4, took

5, name 6, delivery 7, Mr Ha 8, number

- ask ss to read the passage 2 on page 23 to get ss : read the passage

information and write the message ss: work individually

- let ss write then share with a partner ss : work in pairs

Message: Mr Nam called about his stationary order

He wanted you to call him at 86334082

Taken by: Mr Toan

3 post - writing: (10m)

- ask ss to write another message

- Set the sence: “ Tom phoned Nancy, but she was

out Lisa , Nancy,s sister took a message for Nancy

Help Lisa to write a message

- let ss work in pairs ss work in pairs

- monitor and give feedback

 answer:

Date :

Time:

For: Nancy

Message: Tom called about playing tennis this

afternoon He will come over to pick you up at 1.30

I Aim: at the end of the lesson ss will be able to complete telephone message by

listening and further practice in adverbs of place

II Teaching aids: text book , poster.

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C30/9/058D30/9/05 Teacher ,s activities Students, activities

Step 2: warm up (7m)

* telephone transmitting: ss: work in groups

- divide ss into two groups

- choose 6 volunteers from each team

- the volunteers stand in two lines The teacher

shows the first student ( in each line ) a telephone number

- he / she whispers the telephone number to the next

person in his / her line

- the second student whispers to the third until the

last one

- the last student shouts out the number, if it is right,

that group wins the match

Step 3 : new lesson

1 pre- listening:

-ask ss to look at the form of the telephone message on p.21 ss listen

and set the sence: “ a womwn phoned the principal of

Kingston juior high school, but he was out”

- have ss guess the message ss guess in pairs

- give feedback

2 while- listening:

- ask ss to listen to the tape twice and fill in the message

compare with their guess ss listen and check

* answers:

Kingston junior high school

Date:

Time:

For: the principal

Message: Mrs Mary Nguyen wanted to see you at 9.45 in

the morning

telephone number: 64683720942

3 presentation:

Jumbled words: (with answers)

1 tdeousi = outside 4 erhe = here

2 siiden = inside 5 stupairs = upstairs ss work in groups

3 hetre = there 6 wonstairds = downstairs

- write the words whose letters are in a

random order on the board and tell them they are

adverbs of place

- divide the class into two teams Ss from two teams

go to the board and write the correct words

- the team which writes more crrect words first wins

the games

- make sure ss to know the meanings of these adverbs ss copy (both E and V)

4 practice:

- ask ss to do exercise 3 on p 26 ss work in pairs

- setting the sence:” Ba is playing hide and seek with

his cousin, Tuan Use adverbs of place to complete

the speech bubbles”

b no, he isn , t here

c he isn , t upstairs and he isn , t downstairs.

d Perhaps he , s outside.

e No, he isn , t there

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

- ask some ss to read out the speech bubbles

ss work in open pairs

step 4: summary

step 5: homework

ask ss to write 6 sentences about your house, using adverbs of place

eg: my room is upstairs

 Evaluaton:

- good listening lesson

- good jumbled words

Unit 3: at home

IV Aims: helping students :

- to describe places and situation

- to ask and give for reason

- to write a description of the room

Lesson 1 Listen and read

Language focus 1+2 Reading the dialogue and practicing modals verbs: must, have to, ought toLesson 2 Speak Talking about the position of furniture

in the kitchen and bathroomLesson 3 Read

Language focus 4 Reading for details about safety precautions in the home and further

practice in why- questions with because answers

Lesson 4 Language focus 3 Further practice in reflexive pronounsLesson 5 Language focus 2

+ listening Further practice in why questons and answers – becauseLesson 6 Write 1-2-3 Writing a description of a room

IV vocabulary:

destroy BeadWardrobe

ChoreCup boardKnifematch

ObjectPrecaution

Rice cookerRugSafety

Sauce panScissorsSinkSoketsteamer

Period 12th lesson 1: listen and read ( page : 27,28)

Date of preparing

language focus 1

(page: 34)

02/10/05

I Aim: at the end of the lesson ss will be able to read the the dialogue for details

and practice the modal verbs: must, have to, ought to

II Teaching aids: text book , pictures

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C 05/10/04

8D 06/10/04 Teacher ,s activities Students, activities

Step 2: warm up (7m)

Kim , s game

- show 6 pixs ( getting started) to ss

ss look at the pixs quickly

- ask them to look at the pixs qiuckly in 30 seconds

and try to remember the verbs in the pixs as many

as possible

ss work in groups

- which group remembering more verbs is the winner

* answers:

a wash dishes / do the washing up

b make the bed

c sweep the floor

d cook

e tidy up

f feed the chiken

Step 3 : new lesson

1 presentation:

 pre- teach vocab: (use the pix of the kitchen)

-steamer : noi hap

ss; choral, individual-cupboard

-sauce pan

-chore

-sink

 checking vocab: rub out and remember

- get ss to copy the words into their books and then ask ss copy the new words

in their

them to close their books notebooks

- rub out the new words one at a time Each time T rubs ss follow T,s

instructions

out a word in English, points to the Vietnamese translation

and ask “ what,s in English?” when all English words

are rubbed out , go through the Vietnamese list and get

ss to call out the English words or rewrite the words

 presentation dialogue:

- set the sence of the dialogue between Nam and his

- get ss to listen to the dialogue while looking at thebooks ss listen and repeat

- ask ss to complete the list of the things nam has to do T- whole class

- cook dinnerNam has to - go to the market to buy fish and vegestables

- call his Aunt Chi, ask her to meet his

mother at gradma, s house

Ss anwer and copy down

I must do the washing up

- Model two cues then ask ss to repeat chorally then ss listen and repeat

individually

- Ask some ss to practice asking and answering ss practice in open pairs

- Ask the whole class to work in pairs ss practice in closed pairs

a do the washing up

b make the bed

c sweep the floor

d cook dinner

e tidy my room

f feed the chickens

3 further practice: gap filling (language focus 1)

- go through 7 verbs given ( language focus 1)

- ask ss to look at the pixs and complete the dialogue ss work in pairs

betwwen Nga and Lan, using must or have to together

with the verbs given

(7)must feed

- ask ss to work in pairs, practicing the dialogue

step 4: homework

ask ss to write the things they have to do on Sundays

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

I have to help my parents do the housework

On Sunday afternoon, I have to

On Sunday evening, I have

I Aim: at the end of the lesson ss will be able to use prepositions of places to

talk about the positions 0f furniture in the house

II Teaching aids: text book , pictures

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C07/10/058D07/10/05

Teacher ,s activities Students, activities

Step 2: warm up (7m)

Jumbled words:

- write the words whose letters are in a ss play in two groups

random order on the board

- divide the class into two teams Ss

from two teams go to the board and

write the correct words

- the team which writes more crrect words

first wins the games

1 sihcon = cushion 3 fofece- bteal = coffee-table

 checking vocab: matching

ss match pictures with their

(using the pictures)

meanings one by one

 presentation:

- ask ss the positions of the items in the pictures

(pix of kitchen)

where is the clock?

(it is above the fridge

of fruit )

- setting the sence: “ Mrs Vui bought new furniture ss listen

her living room, but she cannot decide where to

put it You should help her to arrange the furniture

- ask ss to practice speaking

ss work in groups of 4 or 5

* possible answers:

- let , s put the magazines on the shelf above the books

- O.K and I think we ought to put the coffee table

between the couch and the armchair

- you are right And let , s put the T.V next to the coffee

table

- No, we should put the T.V on the shelf.

 listen and draw:

listening text: ( the description of Hoa, bedroom) / ss work individually, then compare

Period 14th lesson 3 : read (page : 31-32)

Date of preparing

language focus 4 (page: 36- 37)

08/10/05

I Aim: at the end of the lesson ss will be able to understand the safety precaution

in the house and use why questions with answers because

II Teaching aids: text book , pictures, realias

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C11/10/058D11/10/05

Teacher ,s activities Students, activities

 checking vocab: Slap the board

- Put the new words on the board

- Call on 2 ss in both sides to the front of the class

standing at equal distance from the board

- call out one of the meanings in aloud voice ss work in group

- two ss must run forword and slap the word, the

student who slaps the correct word first is the

winner and gets a mark

- go on with the next ss

 T/F statements prediction: (6m)

Danger in the home for children

-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)true and which are false

a It is safe to leave medcine around the house

b Drugs can look like candy

c A kitchen is a suitable place to play

d Palaying with one match cannot start a fire

e Putting a knife into an electrical socket is dangerous

f Yuong children do not understand that many

household objects are dangerous

-give feedback

3 while- reading: (15m)

 checking the prediction: ask ss to read the text on

page 31and check their prediction

have ss correct false statements

ss read and check,correctguess read correction

a F It is safe to keep medcine in locked

lucky numbers : exercise 2 , p 32 and language focus 4

- ask ss to work in pairs to find out the answers of these ss work in closed pairs

questions

- ask ss to answer in two groups

ss play in two groups

* Answers:

a because children often try to eat and drink them

b because the kitchen is a dangerous place

c because playing with one match can cause the fire

d because children often try to put something into

electricial sockets and electricity can kill

e because the dagerous objects can injure or kill children

4 post reading:

- ask ss to work in groups, disscussing about the topic ss work in groups

a, safety precautions in the street

b, safety precautions at school

step 4: homework language focus 4

* Evaluation:

Period 15th lesson 4: language focus 3 (page : 35-36)

Date of preparing

10/10/05

I Aim: at the end of the lesson ss will be able to use the reflexive pronouns

II Teaching aids: text book ,

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C13/10/058D12/10/05

Teacher ,s activities Students, activities

Step 2: warm up (7m)

Brainstorming:

Tidy upcookclean the floor ss write on the board in two

groups

Do homework

water plowers

Paint the house

Step 3 : new lesson

1 presentation:

- setting the sence: ( you do your homework and

no one helps you What do you say?

I do my homework myself

- explain the reflexive pronouns

- form : we use I with myself ss copy down

you

yourself he

himself she

herself it

itself we

ourselves you

yourselves they

themselves

- use:

+ we use a reflexive pronoun when the subject and

object are the same

+ to use emphasize a person or a thing

eg; you can do it yourself

Things you can do

Things you can,t do

2 practice:

Word cue drill

Model sentences: Did you do your homework?

Yes I did it myself

- Model two cues then ask ss to repeat ss listen and repeat chorally then individually

- Ask some ss to ptactice asking and answering ss work in pairs

- Ask the whole class to work in pairs ss work in closed pairs

a you/ do / homework

b he / fix / washing machine

c Mary / cook / dinner

d These students / paint / the pictures

e You / do / your chores

3 futher practice:

 complete the dialogue:

- ask ss to fill in the blanks with suitable reflexive ss work individually pronouns or emphasis pronouns

- give feed back

- ask ss to practice speaking in pairs

ss work in closed pairs

Period 16th lesson 5 : listen + language focus 2 (P.30,35)

Date of preparing

11/10/05

I Aim: at the end of the lesson ss will be able to identify the right item by

listening and further practice in modal verb: ought to

II Teaching aids: text book ,

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C14/10/058D14/10/05 Teacher ,s activities Students, activities

Step 2: warm up (7m) bingo T – whole class

- Ask ss to write down on their notebooks 5 things ss write

they can eat

- prepare a list of food then call out each word ss listen

in aloud voive

- ss have to listen to the teacher carefully Ss listen carefully and cross the

If anyone has the same things, they cross words

them out.the first person crossing out all 5

things shouts “ bingo” and wins the game

* suggested words: chcken, beef, cake, cady, garlic,

noodle, bread, rice, ham, peas,

Step 3 : new lesson

1 pre listening:(5m)

 prediction:

- get ss to look at page 30 and guess 4 things they ss work individually then

use to cook the “ Special Chinese fried rice” compare with partners

- give feedback

2 while listening:(5m)

- ss listen to the tape and check their predictions ss listen and check

- give feedback ss: individual work

* answers: a, fried rice, b, pan pair work

c, garlic and green peppers d, ham and peas

3 presentation:(5m)

- setting the sence: “ Hoa is very sad because ss listen and answer

she failed her English test What do you say to

advice her?”

you should study harder

-ask: “can you tell me another word for “ should” “ ought to “

checking:

-use: “ought to “ as well as “should” is used to

give advice to someone ss listen, answer and take notesform: ought to + infinive

a, I failed my English test

you ought to study harder

b I,m late

You ought to get up earlier

c I,m fat

You ought to eat more fruit and vegetables

d My tooth aches

You ought to see a dentist

- get ss to practice 4 changes in pairs

5 production: (10m)

noughts and crosses ss: work in groups

His tooth/ ache Hoa / late My room/

untidyThe floor/ dirty Bao/overweight She / thin

My English/

bad Her grades / bad The washing machine/not

work

* answers:

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

e bao is overweight He ought to eat less meat and

do exercise more often

f she is thin She ought to eat more

g My English is bad You ought to practice more

h Her grades are bad She ought to study harder

i The washing machine doesn,t work

You ought to fix it

Step 4: summary (2m)

- remind the modal verbs: should and ought to

Step 5: home work (1m)

Ask ss write some advice when your friend feels sick

 Evaluation:

- good bingo

- good presentation

- noughts and crosses is a bit long

Period 17th lesson 6: write

(page : 32-33)

Date of preparing

15/10/05

I Aim: at the end of the lesson ss will be able to write a description of a room

II Teaching aids: text book , poter

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C18/10/05 8D18/10/05 Teacher ,s activities Students, activities

Step 2: warm up (7m)

Wordsquare ( preposition)

ss work in groups

F D N I H E B O

- divide the class into two groups

write on the board

they can find

- the group which has more words is a winner

* pre- teach vocab:

- towel rack ( pix)

ss: choral, individual

- lighting fixture( picture)

- beneath ( antonym)

* checking: rub out and remember

- get ss to copy the words into their books and then ask ss copy the new words

in their

them to close their books notebooks

- rub out the new words one at a time Each time T rubs ss follow instructions

out a word in English, points to the Vietnamese translation

and ask “ what,s in English?” when all English words

are rubbed out , go through the Vietnamese list and get

ss to call out the English words or rewrite the words

a window

d where is the wardrobe?

d, beside the window and opposite

the desk

2 while- writing:

ask ss to write the description of the kitchen on p.33 ss work individually

using the given words

* possible answer:

this is Hoa,s kitchen

there is a refrigerator in the right conner of the room

next to the refrigerator is a stove and oven

on the other side of the oven, there is a sink and next

to the sink is a towel rack

the dish rack is on the counter, to the right of the

window and beneath the shelves

on the shelves and on the counter beneath the

window, there are jars of sugar, flour and tea

in the middle of the kitchen, there is a table and four

chairs

the lighting fixture is above the table, and beneath

the lighting fixture is a vase with flowers

-ask ss to share with partners

ss compare with partners

I Aim: at the end of the lesson ss will be able to review

- present simple to talk about general truths

- simple past tense

- going to to talk about intentions and activities in the future

- modal verbs: must, have to, ought to

- some structures with enough, reflexive pronouns, adverbs of place,

II Teaching aids: text book ,

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C19/10/05 8D20/10/05 Teacher ,s activities Students, activities

Step 3 : new lesson

 present simple and past simple

work individually, then

into the correct form

compare with partners

Vichai is my pen pal He (be) (1) 14 (is)

years old He (live) (2) in a town house with (lives)

his family in Bangkok, Thailand.Yesterday I (receive)

(3) his letter In the letter he said I uauslly

(received) (have) (4) boiled rice for breakfast, and

(have chiken with fried rice or a bowl of noodles for lunch

In the evening, I (eat) (5) the food my mother (eat)

(cook) (6) her food (be) (7) the best in

the world Last week, I (write) (8) a letter to

(wrote) him I (introduce ) (9) myself and (send)

(introduced) (10) him a photograph of my family

(sent)

 structure with enough“ ”

combine two sentences into one, using structure with

“enough”

The weather wasn, warm enough

we couldn,t go swimming

(for us) to go swimming

2 He wasn,t very experienced

He wasn,t experienced enough

he couldn,t do the job

to do the job

3 The tea isn,t strong

The tea isn,t strong enough to

It won,t keep us awake

keep us awake

4 The ice is quite thick We can walk on it The ice is thick enough (for us) to walk on

5 It wasn,t very warm

It wasn,t warm enough (for us) to

We couldn,t sit in the garden

sit

in the garden

 going to future:

make up questions for the following statements

Use the words in brackets

1 I,m very thirsty (what / you / drink ) what are you going to drink?

2 We,re going to the cinema (what / you /see/) what are you going to see?

3 My brother,s going to university in September what is he going to study?

( what / he / study)

4 Ba is working hard for his exams ?

when is he going to have exams?

(when / he / have exams)

she going by bus?

6 we aren ,t going to have a meeting on Friday Are you going to have a meeting on

(you / have a meeting / Saturday?)

b you really work harder for the coming exam (have to )

c many boys and girls in my school

(must)wear glasses because they are short- sighted

d you put knives out of children,s reach

(must)

e we haven,t got much time we hurry

(have to )

f sorry We go or we,ll miss the last train (must)

g I do my homework every day

b your friend is going to visit China Advise him you ought to learn Chinese

to learn a few Chinese words before he goes

before going

c your friend is always watching T.V He,s going you ought not to watch T.V

ought to study harder

ought not to smoke

I Choose the best answer by underline the suitable words or phrases

0 The weather ( is / was / will be / has been) nice yesterday.

1 A person who cannot speak or hear is called ( a character / a deaf / a blind / a mute)

deaf-2 I am living on the 2nd floor Peter is living ( downstairs / upstairs / outside / inside)

on the 3rd one

3 The earth (move / moving / is moving / moves ) around the sun, doesn, it?

Mark:

4 She is going ( see/ to see / to seeing / seeing ) the movie at 8 this evening.

5 Could you (give / take / like / want ) a message? I want to leave your Mum a message

6 I am sorry but I can,t ( to play / playing / play / played) chess tonight

7 You must ( put / cover / include / reach ) the sockets so that children won,t be killed

8 What is Mary doing, Mom? – She is looking at ( her / hers / she herself / herself )

7 Our old flat was too small We couldn,t live in it

III Complete the paragraph with the prepositions given: on , in , behind ,

under , next to, betwwen

There are some nice things (1) the living room there,a small table

(2) two armchairs There,s a sofa (3) the windown The

telephone is next to the sofa There,s a clock (4) the wall and there,s big picture (5) it In front of the door, there are some plants

III Write a paragraph about your close friend or pen pal Using the following

questions as prompts

a What is his / her name?

b How is he / she?

c How did you know him / her?

(where and when did you meet him /

her?)

d where does he / she live?

e Who(m) does he / she llive with ?

f What does he / she look like?

g What is he / she like?

h What does he / she like doing in his / her free time?

i Who is / are his / her close friends?

j Does he / she often write to you? etc

IV Read the letter and put T (true) or F (false) or DS ( doesn , t say) next to the sentences :

Dear Tuan,

I arrived in Australia a week ago and already I think that my English is improving!

I,m living in a small flat near the centre of Sydney It,s cheap and quite comfortable

In your letter you ask what I am going to do to improve my English Well,

tomorrow I,m going to visit the language centre to see what English classes they offer there in the evenings Of coure, I,m going to read every day I am going to spend a lot

on cassettes because listening is so important!there are some good bbokshops here, so

I, m also going to look for some other books to read before bedtime I,m going to write a diary in English- that,s a good way to learn English

How are you getting on? I was sorry I had to leave in the middle of the course are you going to write to me again?

Hope to hear from you all soon

4 .He is please with his new flat

5 .His English is getting better

6 .he, s going to spend much timelistening English

7 .he,s going to spend much timespeaking English

8 .Nam thinks writing a diary is agood way of learning English

9 .Nam is going to do a lot ofthings to improve his his English

V Listen and write the short answers for these questions

1 what,s Lan,s family

( 0,2points for each correct answer )

1 I,m not fine enough to go to school today

2 the table is not light enough (for us) to move

3 Mr Brown is not rich enough to buy a car

4 those shoes are large enough (for you) to wear

5 our flat is not big / large (for us) to live in

III ( 0,2 points for each correct answer)

VI ( 0,4 points for each answer)

5.033871310

listening text: I have a new friend Her name is Lan, Nguyen Thi Lan She is living with her

parents in HL City She is very beautiful and clever She is at the same age as me.she will celebrate her birthday party next Sunday for her 13 years old age She learns at Nguyen Trai school It , s far from her house ,about 6 kilometers, so she usually takes a bus to school I often phone her I , m going to phone her to say happy birthday to you here is her telephone number: 033871310” ”

Unit 4: our past

I Aims: helping students :

- to talk about the past events

- to express feelings

- to distinguish betwwen facts and opinions

- to write a short imaginarystory

II language focus:

4 refexive pronouns

5 modals: must, have to, uoght to

6 why – because

III Allocation:

Lesson 1 Listen and read

Language focus 1+2 Reading the dialogue and practicing modals verbs: must, have to, ought to

Lesson 2 Speak Talking about the position of furniture

in the kitchen and bathroomLesson 3 Read

Language focus 4 Reading for details about safety precautions in the home and further

practice in why- questions with because answers

Lesson 4 Language focus 3 Further practice in reflexive pronouns

Lesson 5 Language focus 2

+ listening Further practice in why questons and answers – because

Lesson 6 Write 1-2-3 Writing a description of a room

ObjectPrecaution

Rice cookerRugSafety

Sauce panScissorsSinkSoketsteamer

Period 20th lesson 1: getting started (page :

38-39)

listen and read

22/10/05

I Aim: at the end of the lesson ss will be able to tell the activities people used to

do in the past by reading the dialogue about the life of many years ago

II Teaching aids: text book , pictures

III Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C25/10/ 05

8D25/10/ 05 Teacher ,s activities Students, activities

- the modern clothes / school uniforms

Step 3 : new lesson

1 pre reading: (15m)

* pre- teach vocab :

ss: choral, individual

copy down

- folktale (n)

(ex: Tam Cam is a folktale

- what – be – S – like?(what was life like then?)

* checking vocab: what and where

-have ss repeat the words in chorus then rub out word

by word but leave the circles Remember to let ss

repeat before and after rubbing out each word Ss listen and repeat

-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups

 T/F statements prediction: (6m)

-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)

true and which are false

a Nga 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 shoes” is a short story

-give feedback

T- whole class

5 while- reading: (15m)

 checking the prediction: ask ss to read the text on

page 38-39 and check their prediction

have ss correct false statements ss read and check,correctguess read correction

a F Grandma used to live on farm

a She used to live on a farm

b Because she had to stay and help her Mom to look

after her younger brothers and sisters

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

the clothes

d Her great grandmother used to lit the lamp and great

grand-father used to tell stories

e She asked her grandma to tell her the tale

” The lost shoes”

- give feedback

T – whole class

- ask ss to work in open pairs and closed pairs

 Facts or opinion:

- explain the meaning of fact and opinion.give an example ss listen and answer

the book has lots of beautiful pictures (F)

I like the book

(T)

- ask ss to read the statements part 3 on p 39 and decide

which is a fact and which is an opinion

ss work individually and then

- ride bicycle too fast

- eat too much candy

- forget to do homework

- give feedback

step 4: summary ( “used to “ )

step 5: homework: rwrite the result of their survey

I Aim: at the end of the lesson ss will be able to use “ used to” to talk about the

things they used to do, the difference between life in the past and at present

IV Teaching aids: text book , pictures, cards

V Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C27/10/058D26/10/05

Teacher ,s activities Students, activities

Step 2: warm up (7m)

Jumbled words:

- write the words whose letters are in a ss play into two groups

random order on the board

- divide the class into two teams Ss ss go the board and write from two teams go to the board and

write the correct words

- the team which writes more crrect words

first wins the games

1 rieletcicty = electricity