giao an tieng anh 8 3 cot cuc hay

- look at the pictures and say where it is - listen and say words in English or in Vietnamese - Listen and repeat in chorus - Copy down - Complete the letter Tim sent to Hoa about t[r]

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Period 1: Class: 8a –Period: Teaching: Total: Absent:

Class: 8b –Period: Teaching: Total: Absent:

Review INTRODUCE HOW TO STUDY

1 Aims

a, Knowledge: review some main knowledge

b, Skills: By the end of the lesson, students will be able to remind something about grade 7 and know how to learn well in the new school year

- Ask Ss to repeat the

uses and forms of

-Work in pairs to practice changingthese sentences into other tenses

- Listen to the introduction

- Listen and copy

1 The tenses

- Present simple - Simple future

- Present progressive - Near future

- Past simple - Past progressive

2 Exercise

Change these sentences into other tenses and add appropriate adverbs of time

1 She is in Grade 8

2 They are playing soccer

3 She went to Ha Noi last week

4 I will visit my sister next week

5 Mai is going to build a new house

3 Presenting the English Grade 8

- There are 16 units in this program , each unit has 6 parts which mention a particular skill such as Listening, Speaking, Reading and Writing

- At the beginning of the unit is “ Getting started “ to lead in the new lesson or in order

to warm up

-Each unit has Language Focus which help

Ss to summarize basic knowledge they have learnt in each one

b, Consolidasion

- Repeat the main content of the lesson

c, Homework

- Study the old lesson

- Prepare Unit 1 “ Getting started + Listen and read “

Period 2: Class: 8a –Period: Teaching: Total: Absent:

Class: 8b –Period: Teaching: Total: Absent:

Lesson 1: - Getting started

- Listen & Read

Unit 1: My friends

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a Teachers: - Tape & radio.

- Text book, pictures.

- Listen and repeat

- Copy down

- Read the questions and answer them in pairs

- Read the dialogue and check their pre diction

- Listen & write it on

- Get some examples

- Read the dialogue again and answer the questions

I Getting started

Describe these groups of friends and their activities

a, These boys like playing soccer

b, These girls like studying together

c, These two boys like playing chess

d, They like playing volleyball

II Listen and read

1 Pre-teach vocabulary:

 to seem [si:m](v): có vẻ như, dường như

 a next door neighbor: bạn cạnh nhà

 to look like: trông giống nh

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?

3 Structures:

a, Hỏi về hình dáng bên ngoài, diện mạo:

Eg: What does she look like? – She’s beautiful

b Đủ/ cha đủ để làm gì:

Eg: She wasn’t old enough to be in my class

c Câu cảm thán:

Eg: What a lovely smile !

4 Answers the following questions:

a Nien lives in Hue

b No, she doesn't

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

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- Repeat the main content of the lesson.

d, Homework

- Prepare the next peroid

Period: 3 Class: 8a – period: teaching: total: absent:

Class: 8b – period: teaching: total: absent:

Lesson 2: - Speak (page 11).

a Teachers: - Tape & radio

- Posters & pictures.

b Students: - Text books & notebooks

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of Mary and ask

them to describe her

hair, her body build

- Explain the

structure

III Practice:

- Supply the word

cues and ask Ss to

one person, the

others have to guess

who he/she is

IV.Pre-listening

- Give Ss some

expressions and

make sure they

know their mean

- Let students (to)

listen to the tape

twice

VI Pos t-listening:

- Listen and correct

2.Read Ex: - She has long blond hair.

- She is short and thin

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

 Explain and read the expression

 Gap fill prediction

(Dialogues p.12-13)

 Give feedback

 Tapetranscript

 Listen to the tape twice

 Compare with their prediction

 Practise the dialogues

- Learn new words by heart

- Prepare the neck period

- Give the adjectives to describe body build and hair

- Describe Mary

- Listen and copy down

- Complete the sentences based

on cues

- Look at six people and describe them

- Listen and readthe expressions

- Read the open dialogues (p.12-13) and fill in the blanks with the suitable expressions

- Listen to the tape and then check their prediction

- Pratise the dialogues

S + have / has + adjectives + hair

S + be + adjectives

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

C Teaching aids: - Text books.

page 10 and talk

about the activities

they want to do after

school or in their

free time

II Pre-reading:

- Present and give

the meaning of new

a What are these students doing?

b Do you like soccer / reading books ?

c Whom do you like playing with?

a place where children without parents live

- reserved [ri'zə:vd](adj) kín đáo; dè dặt; giữ gìn (về người, tính cách của người đó)

- sociable ['sou∫əbl](adv)dễ gần gũi, dễ chan hoà, hoà đồng.

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

- Look at the pictures and talk about the activitiesthey do after school or in their free time

- Listen and read new words in chorus

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

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- 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

III While reading

- Ask Ss to open

their books and read

the text on page 13

- Let Ss read the text

again and answer

the questions

- Read the answers

and correct the

mistakes

laugh.(nói đùa)

- sense of humor (translation)

*T / F statements prediction:

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

b Ba and his friends have the same characters

c Bao-Song-Khai are quite reserved in public

d They all enjoy school and study hard

 Give feedback:



* While reading:

 Read the text (p.13)

 Check their prediction

 Correction:

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

b They have different characters

c Only Song and Khai are quite reserved

- Learn vocabulary by heart

- Read the text fluently

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

- Read the text and check their prediction

- Correct false statements

- Read the text again and choose the best answers

on page 14

- Read the text and answer the questions in pairs

- Write the answer

on the board

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quickly Then let Ss

keep their books

closed

- Divide the class in

to 4 groups The

group which answers

come city the fastest

wins the game

- Ask Ss to read the

with the paragraph in

their books on page

15

- Let Ss write a

paragraph about one

of their friends

- Get Ss to share with

their partners and

correct if possible

* 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)

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

- Read the information and then answer the questions

- Write a paragraphabout Tam, using the information (individually)

- Compare with theparagraph in their books on page 15

- Write a paragraphabout one of their friends

- Correct the mistakes if possible

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

D Procedure:

- Divide the class in

- Find out the adjectives beginning with theletters given in groups

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- Present and give

the meaming of new

words

- Gwide Ss to read

new words in chorus

- Review the simple

- Model two cues,

the whole class

repeats

- Let all students,

work in pairs, one

asks, the other

 Pre – teach vocabulary

- A planet: (ex: the sun, the moon, the earth,…)What are they?

- Mars Translation

- Mercury

- Silly (adj) translation

 Revision of simple Present tense

* The sunple present tense is used to express anaction which is always true

1 stes 2 goes 3 moves

4 is 5 is 6 is

* Presentation:

 Set the scene to introduce the structure

Ex:

* Practice: (word cue Drill)

a Read English books/v good

b Drive a car/ x old

c Carry this bag/ v strong

d Solve this problem/ x clever

- Listen and repeat

- Coppy down

- Read in chorus->individually

- Listen to theirteacher

- do exercise 2

- Read the dialogue loudly

- Listen and repeat

- Practise the structure in pairs

- Give feed back

- Practise the dialogue

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- 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 chi u âu?ế ở đ

2 Khá xa…

3 Sáu gi 30 ờ được ch ?ứ

4 Ch nhé.ờ

 Comprehension question:

a What is Hoa’s telephone number?

b Which movies are they going to see? Where?

c How is Hoa going to see the movies?

d Where are they going to meet?

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?

- 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 the conversation Give the correct answers

- Let Ss match the phrases with their meanings

- Ask Ss to read the conversation again and answer the questions

- Let Ss practice the conversation using the frame given

- Move around the class and help the students

- Do exercises (p 18)

- Look at the picture and answer the questions

- Read the question and guess

- Give feetback

- Read the conversation and check their prediction -Do exercises

- Read the conversation and answer the questions

- Practice the conversation

Unit 2: Making Arrangements

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S2: All right See you at…Bye.

* 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.

* Procedure:

 Warm-up: (Chatting).

- Do you have a telephone at home?

- How often do you make a phone call?

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

- Are they talking on the phone?

- What do they intend to do?

- What time are they meeting? Where?

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

intent?

 Form: S + be + going to + infinitive

 Use: Express an intension

* Practice:

 Word cue drill

 Model sentences:

- Are you going to see a movie?

- Yes, I am / no, I’m not

a See a movie

b B Play sport

c C Meet your friends

d D Help your mother

e E Do your homeworks

f F Watch TV

* Further Practice:

 Do exercise language focus 1 on phage 25

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

S: She going to see a movie

a They are going fishing

b She’s going to read a new novel

c She’s going to do her homework

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

- Ask Ss to do exercise 1 on page 20

- Ask some question

to check Ss’

understanding and focus on the structure

- Model two cues then ask Ss to repeatchorally 

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

- Put the sentences in thecorrect order tomake a

complete conversation

- Listen and repeat chorally

 individually

- Practice asking and answering

- Practice in pairs

- Give feetback

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

about Alexander Graham Bell

 Teaching aids: Textbook.

 Procedure:

To chat with friend To

communicate

 Pre - reading:

 Pre – teach vocabulary:

- (to) emigrate : go to another country

to live

- (to) transmit : (translation) truy n iề đ

- (to) conduct : i u khi nđ ề ể

- (to) demonstrate : ch ng minhứ

- a device : thi t bế ị

- a deaf – mute a person who is

unable to hear and speak

-to come up with : tìm th yấ

 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:

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

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

- Present and given the meanings of new words

- Let Ss repeat the words in chorus then rub out word

by word but leave the circles

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

- Read the text

- Have Ss correct false statements

- Ask Ss to look atthe book page 22

- Get Ss to read the event of Bell’slife and put them

in the correct order

- correct the

-Answer the question

- Listen and repeat

- copy down

- Listen and repeat the words

in chorus

- Rewrite the words in the correct circles.Read and predictwhich

statements are true and which are false

- Give feedback

- Listen to their teacher

- Read the text again and check their prediction

- Read and put the sentences in the correct order

- Give feedback

What is the telephone used for?

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7 Invented the telephone.

 Post- reading: (write- it- up)

 Write a paragraph about Bell’s life,

using the information in the text

paragraph about Bell’s life

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- 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

 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)

 Pre-teach vocabulary:

- a customer: a person who comes to

buy sth at a shop

- a delivery: s giao h ngự à

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

Message: Mr Nam called about his

stationery order He wanted you call

him at 8634082

Taken by: Mr Toan

 Post- writing:

 Set the scene: “Tom phoned Nancy,

but she was out Lisa, Nancy’s sister

took a message for Nancy Help Lisa

to write the message ”

 Answer:

Date:

Time:

For: Nancy

Message: Tom called about playing

tennis this afternoon He will come

over to pick you up at 1.30

Taken by: Lisa

- write the words whose letters are

- Ask some question

- Present and give the meaning of new words

- Guide Ss to read new words in chorus

- Ask Ss to read passage 2 on page

23 to get information and write the message

- Correct their mistakes

- Guide Ss how to

do exercise 3 on page 24

 Homework:

Write the message on their notebooks

- Go to the boardand write the correct words

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

- Listen and answer the question

- Listen and repeat

- Copy down

- Listen and repeat in chorus

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

- Read the passage to get information and write the

message

- give feedback

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

- Give feedback

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- Teaching date: Lesson 5: Listen

Language focus

  

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

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

telephone message by listening and further practice in adverbs of place

 Procedure:

 Pre- listening:

 Set the scene

 Guess the message

KINGSTON JUNIOR HIGH

 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

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

21 and set the scene “a woman phoned the principal of Kingston junior high school but hoe was out ”

- Get Ss listen to the tape twice 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, one student one word

- Make sure Ss know the meaning

of these adverbs

- Let Ss do exercises

- Give the correct answer

- guess the message

- give feedback

- listen to the tape and compare with their guess

- Go to the boardand write the meaningful words

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

- Give feedback

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 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

 Procedure:

 Warm- up: (Kim’s game)

 Look at the pictures on page 27 and

write the chores she often does at

 Set the scene at the dialogue

 Student listen to the dialoguewhile

looking at their books

 Complete the list of the thing Nam

has to do

Nam has to - cook dinner

- go to the market to buy

fish and vegetables

 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

- listen and correcttheir 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 to introduce the dialogue

- Get Ss to listen the dialogue

- Let Ss do exercises

- Read sentence

by sentence and give the correct answers

- Elicit to show the form of the structure

- Model the exchange

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

- Skim the pictures and write the verbs

- give feedback

- Listen and repeat

- copy down

- Listen and read

in chorus

- Fill in the circles with the correct words

- Look at their books and listen

to the dialogue

- Complete the list of the things Nam has to do

- Give feedback

- Practice the structure

- Form:

Has/ Have to + infinitive = must + infinitive

- Meaning: ph i ả

(l m gì) à

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 Homework:

Write things you have to do on Sundays

Ex: On Sunday, I have tidy my room…

I have to help my parents…

- 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 fridge

- The fruit? in the bowl

- The flowers? on the table

 Practice:

Talk about the position of each item

 Further- Practice:

 Set the scene:

Mrs Vui bought new furniture for her

living room, but she can not decide where

to put it You should help her to arrange

the furniture

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

between the shelf and the picture

- OK I think we ought to put the TV

and the stereo on the shelf

- I think the coffee table should be

between the couch and the arm chair

- Let’s put the telephone next to the

couch

- I think we should put the magazines

above the books on the shelves

 Homework: (write it up)

Describe your living room / bedroom

- Show the picture

- Give instruction

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

- Listen and correct their mistakes

- Move around the class and help the Students

- Skim the picture and write down as many things as they can

remember

- Answer the questions

- Practise talking about the position

of each itemTalk about the position of the furniture

- Give feedback

- Practise talking about the position

of each item in pairs

- 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

Trang 18

 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

f Young children do not

understand that many household

objects are dangerous

 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

e Why do we have to put all

dangerous objects out of children’s

reach?

 Post – reading:

Practice in why question with because

answer by doing the exercise language

focus 4

- Eliciting

- Presents new words on the board

- Guides Ss to read new words

- Check Ss’

memory by using technique “Slap the board”

- Present the statements on the board

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

- Read the text loudly

- Give instruction

- Listen and guides Ss how to correct the false statements

- Move around theclass and help Ssl

- Answering

- Copy down on their notebooks

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

- Read the statement given and guess which

is true, which is false

- Give feedback

- Read the text

in silent and check their prediction

- give feedback

- Correct the false statements

- Practise askingand answering the questions in pairs

Danger in the home for children

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- 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

 Procedure:

 Warm-up: (Brains storming)

tidy up do our

homework

cook

clean the floor

repair the machine

fix the TV

set

 Presentation:

 Set the scene: “you do your home

work and no one help you what do

you say? ”

 Form: we use I with myself

You yourself

He himself She herself

We ourselves They

Did you do your homework?

Yes I did it myself

b He / fix / washing machine

c Mary / cook / dinner

d These student / paint / the picture

e You / do / your chores

Bao: No, he did it himself

b Nga the repairman can’t fix the

washing machine until tomorrow

Mrs Linh: Come on We’ll have to

- Explain the reflexive pronouns

- run through the vocabulary

- Model and then ask Ss to repeat in chorus

- Listen and repeat chorally individually

- Practise the question and then the answers

- read the open dialogue and fill

in the blank withsuitable

reflexive pronouns

- give feedback

- Practice speaking in pairs

Things you

can do

Things you can not do

I do my homework

myself

Trang 20

pronouns and 3 sentences with emphasis

 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

 Procedure:

 Warm-up: (Bingo)

 Suggested list of food: chicken, beef,

cake, candy, garlic, noodles, bread,

rice, ham, peas, ……

 Prelistening:

 Prediction:

Look at page 30 things they use to cook

the ” Special Chinese Fried Kice”

 While- listening:

 Listen to tape and check their

prediction

 Presentation:

Set the scene :”Hoa is very sad because

she failed her English test What do

you say to advise her?”

You should study harder

- use: “should” is used to give advice to

a I failed my English test

you should study harder

4 things they use

to cook

- give instruction

- Set the scene to introduce the structure

- Explain the structure and its usage

- Ask Ss to do exercise (p 35)

Move around the class and help students

- Guide Ss how to play game

- Write down on their notebook 5 things they eat

- Listen to the teacher

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

- Prediction

- give feedback

- Listen to the tape and check their prediction

- give feedback

- Listen to their teacher and copydown

- Look at the pictures Use

“should “to give advice to the people

Play game

”Noughts and crooes”

Trang 21

Write some advice when your friends

feels sick

- 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?

1 What is there on left of the room?

2 Where is the bookshelf?

3 What is there on the right of the

- This is Hoa’s kitchen

- There is a refrigerator in the right

corner of the room

- Next to the refrigerator are the stove

and the oven

- On the order side of the oven, there is

a sink and next to the sink is a towel

rack

- The dish rack stands on the counter on

the right of the window and beneath the

selve

- On the selve and on the

counterbeneath the window, there are

jars in sugar, flour and tea

- In the middle if the kitchen, there are a

table and floor chairs

- 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

- Correct Ss’s mistakes

- Copy down listen and reading chorus

- Read the description of Hoa’s room

- Describe Hoa’skitchen, using the give cues

- write their sentence on the board

Trang 22

living room

Trang 23

Unit 4: Our past

- 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

 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

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?

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

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 correctthe false

statements

- Ask Ss to answerthe questions

- Help Ss distinguish fact and opinion

- Ask Ss to do exercise

- Look at the picture and writethe names of the things

- give feedback

- Listen and repeat

- Copy down

- write the words

in the correct circles

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

- give feedback

- listen to the story

- Read the story again and check their prediction

- give feedback

- Practise askingand answering the questions

- Listen to teacher’s explanation

- Choose fact and opinion

Trang 24

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

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

 Warm-up: (Jumbled words)

 Use: used to express a past habit, or

an action usually happened in the

past

 Meaning: ã thđ ường hay l m gìà

 Practice: (word cue drill)

a Live / Hue / Hanoi

- Did you use to live in hue?

- No, I used to live in Hanoi

b Have / long hairs / short hairs

c Get up / late / early

d Walk to school / bicycle

e Study / evening / early morning

 Production:

a Where did they live in the past? And

now?

b How / they / travel?

c What’s about the electricity?

d What’s about their life / work?

e Did children use to go to school?

f What’s about their entertainment?

 Answer:

a People used to live in small houses

Now they live in big houses and

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

- Correct Ss’

pronunciation

- Guides Ss practice speaking

- Elicit some ideas

so that student cantalk about them

- Rewrite the words in the correct forms

- copy down

- Practise askingand answering the questions, using the given cues

- Compare 2 picture on page

40, using “used to” to talk about the actions in thepast

Trang 25

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

understand and retell the story “the lost shoe”

 Teaching aids: Text book , word cards for drilling

 Procedure:

 Warm-up: (Brains storming)

Name some folk tales that you have

 Pre- teach vocabulary

- cruel (a) (translation)

- upset (a) (synonym)

a Little Pea’s father is a poor farmer

b Her father got married again after

his wife died

c Her new mother was beautiful and

nice to her

d She worked hard all day

e She didn’t have new clothes to tale

part in the festival

 While - reading:

 Read the story “The lost shoe” on

page 41 and check their prediction

– correct the false statements

 Answer the questions

a Who was Little Pea?

b What did Stout Nut’s mother make

Little Pea get her new clothes?

c Whom did the Prince decide to

Complete the sentences with words

from the story ( p 42)

 Homework: rewrite the story

- listen and repeat

on the board

Ss to read them in chorus

- Present the statements on the board

- let Ss guess

- Read the story loudly

- Ask Ss to complete the sentences

- Correct mistakes

- Tell the names

of the folk tales that they have read

- Listen and repeat

- copy down

- listen and repeat in chorus individually

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

- listen and read the dialogue again and check their prediction

- Answer the questions and practice them onpairs

- Fill in the blanks with suitable words from the story

 Aim: Listening and further practice in past simple tense

understand the main idea of a story by listening and further practice

in past simple tense

The folk tales

Trang 26

 Teaching aids: Text books.

 Procedures:

 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

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

Nga: No, I ate noodles

b S1: How did you get to school?

- 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

- Review the simple past tense

- Ask Ss to do exercise 2 (p 44)

- play game

- Listen and repeat

- copy down

- read new words in chorus

- Guess the mainideas of the story

- listen to the tape and check their prediction

- give feedback

- Complete the dialogues and then practice in pairs

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

  

 Aim: writing a short story

simple past tense to write a folk tale

 Procedure:

 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 43)

 Answer:

1 appear 2 as 3 said

4 left 5 went 6 tied

7 lit 8 burned 9 escaped

 Answer the questions:

a Where was the man

b What did they buffalo do when the

tiger appeared?

c What did they tiger want to know?

d What did he do before going home

- sharing and correcting

- Take some writing to correct in front

- Present new words and give their meaning

- 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

- Get Ss to change

“the man I His My ”

- Get Ss to share with their partnersand correct mistakes

- 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 aman to write the story

- Teaching date: Lesson 6: Language focus 3-4.

Trang 28

  

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

prepositions of time and “used to” (to talk about the action which always happens in the past)

- give feedback

- look at the pictures and thencomplete the dialogue

Unit 5: Study habits

- Teaching date: Lesson 1: Getting

Listen and read

  

 Aim: Reading the dialogue for details

understand dialogue between Tim and his mom about his study

 Pre- reading: (chatting)

- What subject are you good at?

bad at?

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

- Ask questions

- Write the subjects they have studied at school

- Listen and answer the questionsSubjects at

school

Trang 29

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

a Who is Miss Jackson?

b What did Miss Jackson give Tim’s

mother?

c How did Tim study this semester?

d What did Miss Jackson say Tim

should do?

e What did Tim’s mother give him at

the end of the conversation?

- Checking: Rub out and remember

- Present the sentences on the board

- give feedback

- Ask Ss to read the dialogue and check their prediction

- go around the class and help weak students

- Listen and repeat

- Copy down

- Call out the English words

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

- Give feedback

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

- Interview their friends

- 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

How to improve your English?

- Read English story

- Guide Ss to readnew words in chorus

- write their ideas on the blackboard

- listen and repeat

- copy down

- listen and repeat in chorus

Trang 30

1 Who are Nga’s parents?

2 What’s Nga’s teacher’s name?

3 What subject was reported?

4 What are the comments?

 Post - listening:

 Practise asking and answering the

questions

1 When do you do your homework?

2 Who helps you with your

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

- give the correct answer

- go around the class and help weak students

individuals

- look at Nga’s report and guessthe missing information

- Listen to the tape and check their prediction

- give feedback

- Answer the question

- give feedback

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

- Teaching date: Lesson 3: Read

  

 Aim: Helping students to read the text for details

understand the text and get specific information

 Procedure:

 Warm-up: (chatting)

- Do you like learning English?

- How many new words do you try to

- Listen and repeat

- copy down

Trang 31

 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

 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 across?

d What is necessary in learning

words?

e How should you learn words?

 Homework:

Write the ways of learning words that

you think are the best for you

- Use the technique “Slap the board to check”

- give instruction

- give feedback

- give the correct answers

- Read the statements and predict which is true and which

is false

- Read the text and check their prediction

- give feedback

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- 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

- Mid- Autumn Festival (n)

1 Who wrote the letter? To whom?

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 grandmother?

 While - writing:

Do exercise on page 51 Help Lan write

a letter to her pen pal Donna in given

Write a letter to your friend to tell him

or her about your second semester

report and about your summer holiday

- Set the scene to introduce the lesson

- Ask some questions dealing with writing letters

- give instructions

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

- give instruction

- Listen and give the correct answers

Ss to read

- Check Ss’

memory by technique “rub outand remember”

- give instruction

- guide Ss to do exercise

- Tell what they often write in a letter

- Read the parts

in the box (page 50)compare withprediction

- 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

- write a letter, using the given information

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

  

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

adverbs of manner and modal should as an advice

Trang 33

 Teaching aids: Text book.

 Procedures:

 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

c ……… Run fast

d ……… behaved badly

e ……… speaking softly

 Presentation 2:

 Set the scene: ?

a Is Mr Hao’s house new?

b Is the wall discolored?

c How is the door?

d Is there grass in his garden?

e Should Mr Hao repair the roof?

 From: S+ Should + Infinitive

 Practice:

Mend? Paint?

Replant? Repair?

Cut?

a Mr Hao should repair the roof

b Mr Hao should paint the house

c Mr Hao should cut the grass

d Mr Hao should replant the tree

e Mr Hao should mend the door

 Homework:

Write 5 sentences using “should +

infinitive” and the following cues

a Do morning exercise / regularity

b Study hard

c Get up early

d Ride bike / carefully

e Keep room tidy

- Set the scene to introduce the structure

- Help Ss distinguish the use

of adjectives and adverbs

- give instruction

- correction

- give explanation

of the modal

“should”

- guide Ss to do exercise

- 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

- look at Mr Hao’s house andanswer some questions

- use the verbs toadvise Mr Hao what to do

- write sentencesusing the given cues

Trang 34

 Aim: Practising commands, requests and advice in reported speech

reported speech with commands requests and advice

 Procedures:

 Presentation:

- Example:

Miss Jackson said:

“Can you give Tim this dictionary? ”

Or “Please give Tim this dictionary”

Tim’s mother reported it to Tim

“Miss Jackson asked me to give you this

a Miss Jackson asked me to wait for

her outside her office

b Miss Jackson told me to give you

your report card for this semester

c Miss Jackson asked me to help

d Miss Jackson told me to meet her

next week

2 Drill 2:

a Miss Jackson said you should

spend more time on Spanish

pronunciation

b Miss Jackson said you should

practice speaking Spanish

everyday

c Miss Jackson said you should

listen to Spanish conversation on

TV

d Miss Jackson said you should

practice reading aloud passage in

Spanish

e Miss Jackson said you should use

this dictionary to find out how to

pronounce Spanish words

- Explain how to change into reported speech

- Explain the situation clearly

- Ask students to report Miss Jackson’s advice

to Tim’s mother intheir conversation

- Correct their pronunciation

- Work in pairs

to do exercise onpage 53

- Work with their partners to

do exercise 4 on page 53

- Practice in pairs

Trang 35

Unit 6: The young Pioneers club

- Teaching date: Lesson 1: Listen and read.

Language focus 2

  

 Aim: Reading for details and practice in gerunds.

understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy

- answer application form

- Out door activities

 Listen and read the dialogue

 Complete Nga’s details

- Name: Pham Mai Nga

- Home address: 5 Tran Phu Street

- Phone number: not available

 What’s her name?

 Where does she live?

 When was she born?

 What are her hobbies?

 Concept checking:

- What is after “likes”? (drawing)

- What is after “enjoys”? (acting)

- What do you call “drawing and

acting” (gerund)

- What is the form of “gerunds”

(v_ing)

- When do we use “gerund”? (after

some verbs: like, love, enjoy, late, mind)

 Practice: (word cue drill)

a Play soccer / volleyball

b Watch TV / listen to music

c Read books / do homework

d Chat with friends / do the housework

e Cook meal / decorate the house

 Production:

Do exercise 2 on page 61 Talk about

our friends hobbies

 Homework:

Write about their friends’ hobbies

- Ask some questions about their activities and their summer holidays

- Present new words

- Set the scene to introduce the dialogue

- get them to work

in pairs

- Ask some questions to check their understanding

- Ask some questions to explainthe structure

- Model the first two cues

- listen and correct the mistakes

- Listen and repeat

- Copy down

- Listen and repeat

- Listen and readthe dialogue at the some time

- Complete Nga’s particulars

- listen and answer the questions

- Repeat in choral twice andthen individually

- Work in groups

of there to ask their friends and tick on the chart

- give feedback

- Teaching date: Lesson 5: Speak a

Trang 36

Language focus 3a.

  

 Aim: Practising asking for favors.

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

favors and respond to favors

 Procedures:

 Presentation:

- What do you say to ask for a favor?

Can / could you help me?

- When do you ask for favor?

Need some help

- How do you say to respond to favor?

Certainly / of course / sure / no

problem

 Practice:

Do exercise 3a on page 61-62 inpairs

 Further practice:

Practise the dialogue between Mrs

Ngoc and Hoa (Page 55-56)

- Ask Ss the meaning of the word favor

- Present the phrases used to ask and respond for favor on page 55

- Guide Ss how to

do exercise

- Correct their pronunciation

- Copy down

- Read the phrases in chorus

- Use the expressions in the box to fill in blanks the dialogues

- Practice speaking in pairs

Trang 37

complete a song and offer and respond to assistance

Present the dialogue between a

receptionist and a tourist (p 56) (2h)

 Questions:

- What does the receptionist say?

“May I help you?”

- What’s for?

(for offering assistance)

- Another way to offer assistance?

(Do you need any help?

Let me help you)

- How do you say to respond to

assistance? (Yes, No, Thank you)

 Practice:

Do exercise on page 62 use useful

expressions in the boxes on page 55 to

complete the dialogues Then practice

the dialogues with a partner

 Homework:

- Learn the expressions

- Practise the dialogue fluently

Ss to read in chorus

- let Ss guess the missing words

- give instruction

- Ask Ss to listen

to the song and check their prediction

- Read the dialogue p 56

- Ask some questions to checkstudents’

understanding

- Present the phrases to offer orrespond assistance

- Ask Ss to do exercise 3b on page 62

- Move around theclass and help students

- Listen and repeat

- copy down

- Predict the words to fill in the grass in the song (p 56)

- Share with their partner andgive feedback

- Listen to the dialogue

- Copy down and read in chorus and then individually all the phrases in the chart

- Complete the dialogues in exercise 3b (p.62)

- Practise the dialogues in pairs

Trang 38

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

more about youth organization – The Boy Scouts of America (BSA)

 Teaching aids: Text book, poster

 Procedures:

 Warm – up: (Jumbled words)

2 Scouting began in America

3 William Boyce is a businessman in

London

4 Boys and girls can join BSA

5 The Scouting Association is the

biggest voluntary youth

organization in the world

 Read the passage on page 57 and

check if their prediction is correct or

a Scouting began in England in 1907

b The meeting between a boy Scout

and Mr Milliam Boyce let to the

Scouts Association crossing the

Atlantic in 1910

c Girls can join in the Girls Guides

Association and Camp Fire Boys

and Girls

d They are building characters, good

citizenship and personal fitness

- Write the wordswhose letters are in discover

- Guide Ss to read

in chorus individually

- Check vocabulary by

“slap the board”

- Ask Ss read the statements given and guess they aretrue or false

- Give instruction

- Listen and correct false statements

- Ask Ss to read the passage again and fill in the missing dates

- Correct mistakes

- Ask Ss to work

in pairs to do exercise 1 (p 57)

- Correct the pronunciation

- Rewrite the words in the correct forms

- Listen and repeat

- give feedback

- Read the passage on page

57 and check their prediction

- Give feedback

- Read the passage again and fill in the missing dates

- Give feedback

- Ask and answer in front

of the class

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

  

Trang 39

 Aim: Writing a letter.

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

letter about a future plan using “be going to”

 Procedures:

 Warm – up: (Revision)

Review the structure “be going to”

 Pre - Writing:

 Pre – teach vocabulary

- (to) raise fund

- a bank

- natural resources

 Read the notice: (p 58)

a What do members of the Y and Y

have to do in the recycling

program?

b What is the purpose of the

recycling program?

c What other programs can members

of the Y and Y participate in?

 Complete the letter:

a Who writes the letter?

b To whom does Nga write?

c Is Nga a member of Y and Y?

 Read the dialogue (p 59)

- Why does Hoa look happy?

- What is she going to do in the

environment month?

- What are they doing to earn money

for their school Y & Y?

- Ask Ss the usage

of “be going to”

Ss to read them in chorus

- Ask Ss to read the notice

- Ask some questions to checkSs’ understanding

- Ask some questions to set the scene

- Get Ss to work inpairs to complete the letter

- Ask Ss to read the dialogue

- Ask some questions to checkSs’ understanding

- Ask Ss to write aletter

- Answer

- Listen and repeat

- Copy down

- read the notice (p 58)

- Fill in the gaps

in the letter

- Give feedback

- Read the dialogue

- Write a letter

- Week: 13 - Period: 37

- Teaching date: Lesson 6: - Getting Started.

- Language focus 1.

* Aim: - Introducing some activies of the Y & Y

Organizatio and practise present tense writh future meaning

* Objective: - By the end of the lesson, students wrill be able to use Simple PresentTense to talk about future activities

* Teaching aids: - Textbook

* Procedure:

Trang 40

Content T's activties Ss' activities

□ Set the scene

- Introduce the dialogue: Lan and Mai are

members of the Y & Y organization They

are talking about the summer activity

program

Lan: Where do we collect and empty

garbage?

Mai: At Dong Xuan Market

Lan: When do we collect and empty

garbage?

Mai: On Jannuary 9

Lan: What time do we start and finish?

Mai: We start at 8am and finish at 5pm

□ Concopt checking:

 When do we use "where"?

(to ask for the place)

 When do we use "when"

(to ask for the date)

 When do we use "What time"?

 What tense do we use in the dialogue?

- Present new wordsand guide Ss to readthem in chorus

- Set the scene tointroduce thedialogue

- Ask Ss to

dialogue

- Ask Ss to practisethe dialogue

Some questions

- Ask Ss to checktheir understanding

- Say the activities

- Practise thedialogue

- Answer somequestions

* Practice:

□ Do exercise 1 on page 60 - Ask Ss to practiseasking anol

answering about theY&Y activityprogram

- Practise askingand answeringabout the Y&Yactivity program byusing the givencues

* Homework:

Ask students to write on their notebook

the report on the Y & Y organization

Spring Activity Program

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