Giáo án Tiếng anh lớp 8 cấp THCS

Chia sẻ: Châu Đức Dũng | Ngày: | Loại File: DOC | Số trang:51

Thêm vào BST

Báo xấu

1.329
lượt xem 484
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

Tài liệu tham khảo cho các bạn học sinh trung học cơ sở có tư liệu học tập tốt, giáo án trình bày dễ hiểu giúp các bạn củng cố kiến thức các bài học trong chương trình lớp 8

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Giáo án Tiếng anh lớp 8 cấp THCS

PERIOD 1: Date: August 14, 2011 REVISION TEST I. Chọn và khoanh tròn chữ cái a, b, c hoặc d thích hợp nhất cho mỗi câu (2.đ) 1. I ........................ very happy on my last vacation. a. am b. was c. are d. were 2. She ..................... come to my birthday party last night. a. doesn't b. won't c. don't d. didn't 3. .................. a nice dress! a. How b. Where c. What d. Which 4. How ..................... is it from Hue to Da Nang? a. long b. big c. far d. wide 5. She looks tired. What's the ....................... with her? a. matter b. happen c. wrong d. problem 6. She doesn't like pork and her uncle doesn't .................... a. too b. so c. either d. neither 7. The spinach isn't fresh. .......................... the cabbages. a. so are b. neither are c. so aren't d. aren't either 8. Stop, please! That is too ..................... coffee. a. many b. lots of c. much d. little II. Cho dạng hoặc thì thích hợp của các động từ trong ngoặc (2.đ) 1. I hope (visit) ...................................... Ha Noi next summer vacation. 2. Hoa (watch) ..................................... television every night. 3. My brother (buy) ............................... a new motorbike last month. 4. Minh has a bad cold. He should (stay) ............... in bed. 5. We enjoy (take) ................................. part in outdoor activities. 6. Why (be) .................................. you absent from school yesterday? 7. I usually (get up) .......... at 6.30 but yesterday was Sunday so I (get up) ............. at 7.00. III. Đọc đoạn văn sau và trả lời câu hỏi bên dưới. (2.đ) Last year, Nam spent his summer vacation in Nha Trang. It was the first time he went to Nha Trang. He stayed at a friend's house. His friend took him to see lots of interesting places in Nha Trang such as Cham Temple, Hon Chong, Tri Nguyen Aquarium,... Nam saw sharks, dolphins, and many different types of sea fish at Tri Nguyen Aquarium. Nam bought a lot of gifts for his friends in a souvenir shop near the exit of the aquarium. Nam liked the beach best. Nam and his friend went to the beach every morning. Nam felt happy and healthy after the trip. 1. Where did Nam spend his summer vacation last year? .........................................................................................................................................................................................2. What did he see at Tri Nguyen Aquarium? .........................................................................................................................................................................................3. Did he buy any gifts? .........................................................................................................................................................................................4. How did he feel after the trip? .........................................................................................................................................................................................IV. Sắp xếp các từ thành câu hoàn chỉnh. (4.đ) 1. wash / children / before / the / hands / meals / their / should. .........................................................................................................................................................................................2. some / and / would / I / fruit / vegetables / like / to / buy. .........................................................................................................................................................................................3. watching / prefer / I / to / listening / music / TV / to. .........................................................................................................................................................................................4. of / what / like / do / kinds / you / books? ......................................................................................................................................................................................... ANSWER KEY: I. 1. b; 2. d; 3. c; 4. c; 5. a; 6. c; 7. b; 8. c II. 1. to visit 2. watches 3. bought 4. stay 5. taking 6. were 7. get up / got up III. 1. In Nha Trang 2. sharks, dolphins, and many different types of sea fish 3. Yes, he did 4. happy and healthy IV. 1. The children should wash their hands before meals 2. I would like to buy some vegetables and fruit 3. I prefer listening to music to watching TV 4. What kinds of book do you like?
Date: August 14th, 2011 PERIOD 2 UNIT 1: MY FRIENDS LESSON 1: - GETTING STARTED - LISTEN AND READ - LANGUAGE FOCUS 4 (P. 10 -11, 17) A. Aim: By the end of the lesson, students will be able to know more about Hoa - Lan - Nien and write some sentences using the structure "(not) + adj + enough + to- infinitive". B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP - T prepares 13 cards with numbers on one side and verbs Pelmanism: on the other. meet come live think send thought - T sticks the cards on the board so students can only see receive met lived received came the numbers. sent went - T divides Ss into 2 teams and asks them to choose 2 numbers. T turns the cards over to see if they match (E.g.: teach – taught), give them one mark. If not, T turns the cards over again and the next team continues until all the cards are opened. - T elicits the words and then models 3 times PRE-READING I. Pre - teach vocabulary - to seem (translation) - a next-door neighbor (explanation: a person who lives next to your house) - to look like (translation) - a smile (mime) - Ss copy down - (to) lift (mime) - Rub out the new words one at a time Checking vocabulary: Rub out and remember - Each time T rubs out an English word, points to the Vietnamese translation and asks "What's this in English?". When all English words are rubbed out, T goes through the Vietnamese list and gets students to say out the English words. - T sets the scene: “Look at the picture of Hoa and Nien and answer the following questions” II. Pre - Questions - T gives Ss some questions and asks them to work in pairs. 1. Is Nien Lan's friend or Hoa's friend? T gives feedback 2. How old is Nien? 3. Where does Nien live? 4. Is she a beautiful girl? - T asks Ss to read the dialogue between Hoa, Lan and Nien WHILE READING on P. 10 and check if their answers are correct or not. I. Pre-question checking: - Expected answers: a. She is Hoa's friend b. She's twelve years old. c. She lives in Hue. - T asks Ss to read the dialogue again and answer the d. Yes, she is. questions in exercise 2 on P. 11 II. Comprehension questions (P. 11) - T calls on some Ss to ask and answer the questions. (open - Expected answers: pairs) a. Nien lives in Hue - T asks them to work in closed pairs. b. No, she doesn't c. The sentence is 'She wasn't old enough to be in my class' - T sets the scene to introduce the structure "(not) + adj + d. At Christmas. enough + to- infinitive". Complete the exchange: POST READING + Can you (1) this (2) over there? I. Language Focus 4 + No, I (3) not (4) (5) to (6) the (7) over there. Form: "(not) + adj + enough + to-infinitive" 2
Meaning: chưa / không đủ ..... để làm gì - T models two cues, the whole class repeats, then T asks Ex: - Can you hang this picture over there? some Ss to repeat individually.  No, I am not tall enough to hang the picture over there. Ex: 1. Can you read English books? II. Word - cue drill Yes. My English is good enough to read English books. 1. Read English books / √ good - T asks Ss to work in pairs: one asks, one answers. 2. Drive a car / x old - T asks Ss to do exercise 4 on P. 17 in pairs. 3. Carry this bag / √ strong - T gives feedback and asks Ss to practice the dialogue. 4. Solve this problem / x clever III. Further practice: Complete the dialogue: Expected answers: b. not big enough c. not old enough d. not strong enough e. good enough IV. Consolidation: (2 minutes) - T asks students to summarize the dialogue and the form of “ENOUGH”. V. Homework: - Do exercises 1 & 2 in workbook. - Prepare Speak + Language Focus 3 Date: August 14th, 2011 PERIOD 3: UNIT 1: MY FRIENDS LESSON 2: - SPEAK - LANGUAGE FOCUS 3 A. Aim: By the end of the lesson, students will be able to describe someone’s appearance. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures, CD, cassette. Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP - T asks students to think of the adjectives used to describe Brainstorm: body build and hair. thi fat curl long n y hair bod y buil d sli shor straight m t PRESENTATION - T elicits the words and then models 3 times I. Vocabulary: - curly (a) (picture) - blond (a) (picture) - bald (a) (picture) - slim (a) (picture) - straight (a) (picture) - slender (a) (picture) - fair (a) (explanation) - T shows Ss a picture of Mary and asks them to describe Checking: Slap the board her hair and her body build. II. Presenting the structure: Ex: What does she look like? - T explains the form to SS She has long blond hair. - Ss copy down She is short and thin. Form: What + do/does + S + look like? 3
S + have/has + adjectives + N S + be + adjectives - T prepares 6 cards and models the first card. PRACTICE - T runs through the vocabulary then the cues. I. Word cue drill a. he / tall / thin b. She / short / slim c. He / short / fat d. long/ black / hair e. curly / blond / hair f. straight / brown / hair - Expected answers: a. He is tall and thin b. She is short and slim c. He is short and fat d. She has long black hair e. She has curly blond hair f. She has straight brown hair - T shows the poster of 6 people and asks Ss to look at 6 II. Guessing game: people on page 11 - 12. Call on one S to describe one Model sentence person and the others have to guess who he/she is. For S1: This person is short and slim. She has long blond hair. example: (model sentence) S2: Is this Mary? S1: Yes. - T asks Ss to work in groups of 4, each member describes a PRODUCTION person in the picture. I. Describing the picture: - T calls some groups to describe in front of the class. 2 men – a woman – a boy - T asks Ss some questions on P. 17 Expected answers: a. There are 4 people b, c. The man next to the bus stop is rather fat and short. He has short dark hair and a square face. He is wearing blue pants and a pink shirt. The woman is slim and beautiful. She has short curly hair. She is wearing a green skirt and a red blouse. - T asks Ss to write their description on notebook. II. Write it up: - T calls some Ss to read aloud their description. - Write your description on the notebook. - T gives feedback. IV. Consolidation: (2 minutes) - T asks students to state the main structures used to describe someone’s appearance. V. Homework: - Do exercises 3 & 4 in workbook. - Prepare lesson 3: Read Date: August 15th, 2011 PERIOD 4: UNIT 1: MY FRIENDS LESSON 3: READ (P. 13, 14) A. Aim: By the end of the lesson, students will be able to know more about Ba's friends and ask and answer about their characters. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP Chatting: - T asks students to look at 4 pictures on P. 10 and talk + What are these Ss doing? about the activities they want to do after school or in their + What time of the day do you think it is? free time. + Do you like soccer / reading books...? - T gives them some questions: + Who do you like playing with? + What are these Ss doing? (play soccer / play chess / read books / play volleyball) + What time of the day do you think it is? (in the morning / evening, after school) 4
+ Do you like soccer / reading books...? + Who do you like playing with? PRE - READING - T models 3 times and gets Ss repeat I. Pre - teach vocabulary: - a character (translation) - an orphanage (explanation: a place where children without parents live) - reserved (a) (translation) - sociable (a) (explanation: enjoy spending time with other people) = outgoing (a) - (to) tell jokes (explanation: tell a story which makes people laugh) - sense of humor (translation) - generous (a) (explanation: giving or willing to give freely) - (to) annoy (explanation: to make somebody slightly angry) * Checking vocabulary: Slap the board - Ss copy II. True - False prediction 1. Ba only has three friends - Bao, Song, Khai - T sticks the poster of T/F statements on the BB. 2. Ba and his friends have the same characters. - T sets the scene: These statements are about Ba and his 3. Bao - Song - Khai are quite reserved in public. friends, read them and guess which statements are true, 4. They all enjoy school and study hard. which are false. WHILE – READING I. True/False checking: - T asks Ss to open their books and reads the text on P. 13. Guess Correct T lets Ss check their prediction 1. F 2. F - T asks Ss to correct false statements 3. F 4. T - Expected answers: Correction 1. Ba has a lot of friends but he spends most of his time with Bao, Song and Khai. 2. Ba and his friends have the different characters. 3. Only Song and Khai are quite reserved II. Multiple choice (p. 14) - Expected answers: - T gets Ss to do exercise 1 on P. 14 a. A b. C c. B d. D III. Comprehension questions: - T calls on some Ss to give answers 1. How does Ba feel having a lot of friends? - T asks Ss to work in pairs to do exercise 2 on P. 14 2. Who is the most sociable? - T lets Ss read the text again and answer the questions 3. Who likes reading? - T corrects Ss' pronunciation if any 4. What is a bad thing about Ba's jokes? 5. Where does Bao spend his free time? 6. Do you and your close friends have the same or different characters? - Expected answers: 1. He feels lucky 2. Bao 3. Khai 4. They annoy his friends 5. At a local orphanage 6. (optional) POST - READING - T asks them to work in groups and talk to one another Talk about your friends (appearance and characters) about their friends, using the adjectives they have just leant to describe. - T calls some students to present in front of the class. IV. Consolidation: (2 minutes) - T asks students to summarize the passage. V. Homework: - Write a paragraph (about 50 words) about one of your close friends 5
- Do exercises 5 & 6 in workbook. Date: August 18th, 2011 PERIOD 5: UNIT 1: MY FRIENDS LESSON 4: WRITE (P. 15) A. Aim: By the end of the lesson, students will be able to write a paragraph about their close friends. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP WARM UP - T asks students to look at the pictures on P. 17 quickly Kim's game: and then lets them keep their books closed. + How many people are there in the picture? - T divides the class into 4 groups, gives them 2 questions, + What is each person wearing? the group which answers correctly and the fastest wins the Expected answers: game. - Four - The woman is wearing a red shirt and a green skirt. The man is standing on the pavement is wearing a pink shirt and blue trousers. The man who is standing beside the car is wearing brown trousers and a yellow shirt. The boy is wearing blue shorts and a white shirt. PRE – WRITING I. Vocabulary: - T elicits vocabulary and models 3 times for the class to - helpful (a) (explanation: willing to help somebody) repeat. - friendly (a) (kind to someone) - humorous (a) (explanation: showing a sense of humor) * Checking vocabulary: ROR II. Read the information about Tam and answer the following - T asks Ss to read the information about Tam then answer questions: some questions a. What is his name? - Ss give answers b. How old is he? c. What does he look like? d. What is he like? d. Where does he live? f. Who does he live with? g. Who are his friends? - Expected answers: a. Le Van Tam b. 14 c. He is tall and thin, he has short black hair. d. He is sociable, humorous and helpful e. He lives at 26 Tran Phu Street, Hanoi. f. He lives with his mother, father and an elder brother. g. Ba and Bao WHILE - WRITING I. Write about Tam: - T lets Ss write a paragraph about Tam, using the Model passage: Le Van Tam is 14. He is tall and thin, he has short information they have just got. black hair. He is sociable, humorous and helpful. He lives at 26 - T asks Ss to compare with the paragragh in their books on Tran Phu Street, Hanoi with his mother, father and an elder P. 15 brother. His friends are Ba and Bao II. Write about one of your friends - T asks Ss to write information about one of their friends, Sample: then write a paragragh about him or her. His / her name is .............. and he/she is ............. years old. He / She .......... lives at .......... in ........... with his grandmother, his parents and his sister, Mai. He / She is tall and slender. He / She has short black hair. He / She is rather shy but friendly and helpful. He / she has a lot of friends but his / her close friends are .......... 6
and ........... POST - WRITING Write about yourself - T asks each student to write a similar paragragh about himself/ herself. - T moves around the class and helps Ss, then asks some Ss to speak about himself/herself in front of the class. IV. Consolidation: (2 minutes) - T asks students to state the main points in describing someone. V. Homework: - Write another paragragh (about 50 words) about one of your family members. - Do exercises 7 & 8 in workbook. Date: August 18th, 2011 PERIOD 6: UNIT 1: MY FRIENDS LESSON 5: LISTEN + LANGUAGE FOCUS 1, 2 (P. 16, 17) A. Aim: By the end of the lesson, students will be able to use simple present tense to talk about general truths and listen to complete the dialogue. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP - T prepares 11 cards with numbers on one side and verbs Pelmanism on the other. Live Be Show Send Come - T sticks the cards on the board so students can only see lived Is Showed Sent Came the numbers. Has - T divides Ss into 2 teams and asks them to choose 2 numbers. T turns the cards over to see if they match. E.g.: live - lived, give them one mark. If not, T turns the cards over again and the next team continues until all the cards are opened. PRE - LISTENING - T asks Ss to complete the conversation on P. 12-13. T Predicting conversation - completing: gives them some expressions and makes sure they know 1. their meanings. 2. - T gets Ss to guess and to complete four dialogues on P. 3. 12-13, using the given expressions. 4. 5. 6. Some expressions for greeting: - T asks Ss to say out the meaning of the expressions and - It’s a pleasure to meet you help them to understand the usage of the expressions. - I’d like you to meet… - Come and meet… WHILE - LISTENING - T lets Ss listen to the CD twice. Conversation – completing: - T gets them to work in pairs to complete the dialogues and - Expected answers: compare with their predictions. 1. I’d like you to meet - T gives feedbacks 2. Nice to meet you 3. I’d like you to meet 4. It’s a pleasure to meet you 5. Come and meet 6. How do you do - T asks Ss to practise speaking the dialogues POST - LISTENING - T calls on some Ss to play the roles of Nam - Hoa - Thu, Role play Khai - Mrs. Lien - Mrs Vi, Ba -Bao - Grandmother, Mr. 7
Lam - Mrs. Linh - Mr. Thanh and practice the dialogues. - T corrects their pronunciation (if any). PRESENTATION 1 I. Pre - teach vocabulary - T elicits and models 3 times - a planet (ex: the sun, the earth... what are they?) - Mars (picture) - Mercury (translation) - pleasure (n) (explanation: a state of feeling or being happy or satisfied) - principal (n) (example) - moon (n) (picture) - (to) rise (explanation) # (to) set Checking vocabulary: Rub out and remember - T rubs out the new words one at a time - each time T rubs out an English word, points to the Vietnamese translation and asks "What's this in English?". When all English words are rubbed out, T goes through the Vietnamese list and gets students to call the English words. II. Revision of Simple Present tense and simple past tense: - T elicits simple present and simple past tense: form, 1. Simple present tense: usage. a. Form: S + V(s/es) + O - T focuses on one of the usage of Simple present tense. It b. Usage: To talk about general truth is used to express an action which is always true. Ex: Lan often goes to school late 2. Simple past tense: a. Form: S + V(ed/ii) + O b. Usage: To talk about action begun and finished in the past. PRACTICE 1. Language focus 1: - T asks students to do exercise in language focus 1. Expected answer: - T calls some students to give answers. 1. lived - 2. lives - 3. sent - 4. was 5. is - 6. comes 2. Language focus 2: Expected answers: - T gives Ss 5 verbs: be - move - set - rise - go, and asks 1. sets them to complete the dialogue between Ba and Tuan, his 2. moves young cousin. 3. goes - T gets Ss to practice the dialogue 4. is 5. is 6. is IV. Consolidation: (2 minutes) - T asks students to state the usage and form of simple present and simple past tense. V. Homework: - Do exercises 9 & 10 in workbook. - Prepare Unit 2: Getting started, listen and read. 8
Date: August 20th, 2011 PERIOD 7 UNIT 2: MAKING ARRANGEMENTS LESSON 1: GETTING STARTED - LISTEN AND READ (P. 18, 19) A. Aim: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 3. Setting the scene: Included in the WARM-UP 4. Main activities: Teacher’s and students’ activities On the board WARM UP Definitions: - T asks Ss to match each object (pictures on P. 18) with its 1. to send fax name. 2. to find someone's telephone number - T gives the definitions of these objects on a poster and 3. to write address and telephone numbers asks Ss to match the object with its definition. 4. to make a phone call in a street telephone box. - Ss match each object (pictures on P. 18) with its name. 5. to leave and take messages. 6. to make phone call anywhere you like. Objects: a. an answering machine b. a mobile phone c. a fax machine d. a telephone directory e. a public telephone f. an address book - Expected answers: a - 5, b - 6, c - 1, d - 2, e - 4, f – 3 - T elicits the vocabulary and models three times. PRE-READING - T uses ROR to check vocabulary I. Vocabulary: - (to) arrange (translation)  (to) make an arrangement * Some expressions: + Can I speak to + name?. This is + name (picture) + Would you like to + V (inf)? - T sets the scene: "Hoa and Nga are talking on the phone. * Checking: ROR They are talking about going to see a movie." II. Open prediction: - T asks Ss to guess by answering the following questions. 1. Who made the call? - Ss work in pairs to guess by answering the questions. 2. Who introduced herself? - T gives feedback 3. Who invited the other to the movies? 4. Who arranged the meeting place? - T asks Ss to read the conversation between Nga and Hoa 5. Who arranged the time? on P.19 and gives them feedback. 6. Who agreed to the time? - Ss work individually reading the conversation between WHILE READING Nga and Hoa on P. 19. - Expected answers: 1. Nga made the call. 2. Nga introduced herself. 3. Nga invited Hoa to the movies. - T gives Ss some questions and asks them to work in pairs 4. Nga arranged a meeting place. to answer. Give feedback 5. Hoa arranged the time. - Ss work in pairs answering the questions 6. Nga agreed to the time. - T gets some pairs of Ss to ask and answer the questions. I. Comprehension questions - Ss ask and answer the questions. (open pairs - closed 1. What is Hoa's telephone number? pairs) 2. Which movie are they going to see? Where? 3. How is Hoa going to see the movies? 4. Where are they going to meet? What time? - Expected answers: 1. 3847329 - T hangs the poster of Matching the phrases with their 2. Dream City meanings on the BB and asks students to work individually. 3. By bike - Ss work individually and give answers. 4. Outside Sao Mai movie theater at 6.30 II. Matching the phrases with their meanings 9
1. Nó được chiếu ở đâu? a. Hold on b. Is six thirty all right? 2. Khá xa. 3. Sáu giờ 30 được chứ? - T models the dialogue with a student then asks the whole c. Where's it on? 4. (cầm máy) chờ nhé. class to play the roles of 2 Ss who are talking on the phone d. A bit far from.... making arrangements. - Expected answers: A - 4, b - 3, c - 1, d – 2 POST READING Dialogue Build Lan Mai - 3854146 - ...speak...Lan? - - ...Mai - Hello ... - ...see a movie... - Ss work in pairs 7.30 p.m. ...come? - T calls some pairs to perform in front of the class - . But ... ask mom - T gives comments ...OK. Where...? - Dong Ba movie theater - By bike? - ...meet outside theater. - 7.00 p.m? - . Bye - Bye Sample dialogue: Lan: 3854146 Mai: Can I speak to Lan please? Lan: Yes. Lan speaking. Mai: Hello Lan. This is Mai. Lan: Hello Mai. Mai: I'm going to see a movie at 7.30 this evening. Would you like to come? Lan: Of course. But I have to ask my Mom. Hold on.... Ok. She says I can go, where's it on? Mai: At Sao Mai Movie Theater. Lan: Let's go by bicycle. Mai: Ok. Let’s meet outside the theater. Lan: Is 7.00 OK? Mai: All right. See you at 7.00. Bye. Lan: Bye IV. Consolidation: (2 minutes) - T asks students to go through the main points of the lesson and teacher comments. V. Homework: - T asks students to do exercises 1 & 2 in workbook. - Students prepare Speak + Listen Date: August 22nd, 2011 PERIOD 8 UNIT 2: MAKING ARRANGEMENTS LESSON 2: SPEAK & LISTEN (P. 20 & 21) A. Aim: By the end of the lesson, students will be able to talk on the phone about intentions with BE GOING TO and listen to complete a telephone message B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, cards, chart, cassette + CD Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 5. Setting the scene: Included in the WARM-UP 6. Main activities: Teacher’s and students’ activities On the board - T asks Ss to play the game: Divide students into 2 teams. WARM UP 10
Rules: “Each team takes turns to choose any number. You have Crossword to look at the pictures to guess what they are. If you have the 1 T H I N correct answer, you will get 1 point. If any team can give me 2 M O V I E the red word before all the crosswords are found, that team 3 C U R L Y will get 3 points.” 4 C H E S S - T checks instructions 5 O R P H A N Cues: 6 S H O R T 1. antonym of ‘fat’ 7 B L O N D 2. Dream City, Titanic, ... 8 E N O U G H 3. (picture) 9 R E S E R V E D 4. (picture) what are they playing? 5. a child whose parents died 6. antonym of ‘long’ 7. synonym of ‘fair’ 8. (Gap-filling): Lam is not old .............. to drive a car. 9. antonym of ‘sociable’ - Students play the games in team. - After the key word “telephone” is revealed, T asks students the following questions: + 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 when you are the caller? - Students listen to teacher’s questions and answer. PRESENTATION - T elicits the vocabulary and models three times. 1. Vocabulary: - T uses ROR to check vocabulary - a concert (picture) - a band (picture) - junior high school (n) (example: Pham Van Dong, Nguyen Tri Phuong, etc.) * Checking: ROR - T asks Ss to do exercise 1 on P. 20. Ss have to work in pairs 2. Ordering: to put the sentences in the correct order to make a complete - Expected answers: conversation. 1 - b, 2- f, 3- j, 4 - a, 5 - i, 6 - c, 7 - e, 8 - k, 9 - g, 10 - h, 11 - d. 2. Tense revision: Near Future Tense - T asks Ss some questions to check Ss' understanding and Form: focus on the structure GOING TO. S + be + going to + infinitive 1. Are they talking on the phone? Use: express an intention 2. What do they intend to do? 3. What time are they meeting? Where? 4. What form of verbs do you use to talk about intentions? - Ss’ expected answers: 1. Yes 2. They intend to go to the pop concert 3. They are meeting inside the center at 7.15. PRACTICE 4. be going to 1. Word cued drill - T runs through the vocabulary / first cues / second cues / all - Model sentences: cues Are you going to see a movie? - T models two cues then asks Ss to repeat chorally then Yes, I am. / No, I'm not. individually. 1. see a movie. √ - T asks Ss to practice asking and answering. 2. play sports.  - Ss work in pairs: open pairs and closed pairs. 3. meet your friends. √ - T asks some students to write the full sentences on board 4. help your mother. √ 5. do your homework.  6. watch TV.  - Full sentences: 2. Are you going to play sports? No, I'm not 3. Are you going to meet your friends?. Yes, I am 4. Are you going to help your mother? Yes, I am 5. Are you going to do your homework? 11
No, I'm not 6. Are you going to watch TV? - Set the scene: “Ba and Bao are making arrangements to play No, I'm not chess." 2. Dialogue completion: - Ask Ss to work with their partners to complete the dialogue. Expected answer: - Ss work in pairs to complete the dialogue - Can/May I speak to Ba, please? This is Bao - I’m fine, thanks. How about you? - Can you play chess tonight? - How about tomorrow afternoon? - Students play the role of Ba and Bao. They can change some - I’ll meet you at the Central Chess Club information like the model dialogue. - Is 2.00 OK? 3. Role play: Model dialogue: Lan: Hello, 3825022 Mai: Can I speak to Lan, please? This is Mai Lan: Hello, Mai. How are you? Mai: I’m fine. I am going to a comedy tonight. Would you like to come? Lan: I’d love to, but I’m afraid I can’t. I’m going to help my mom with the housework. Mai: How about tomorrow evening? Lan: Yes. I’m free tomorrow evening. Mai: Well, I’ll meet you at Megastar theater. Lan: At Megastar theater? Let’s meet outside the theater. Mai: Is 7.00 OK? - T asks Ss to look at the form of the telephone message on P. Lan: Great. See you then. 21 and sets the scene: "a woman phoned the principal of PRODUCTION Kingston junior high school, but he was out" LISTENING - T has Ss guess the message Prediction Kingston junior high school Date: ............................................................ - T gets Ss to listen to the tape twice and fill in the message, Time: ............................................................ compare with their guess. For: ............................................................... - T gives feedback Message: ...................................................... Telephone: .................................................... While listening - Expected answers: Kingston junior high school Date: Tuesday Time: 9.45 For: the principal Message: Mr. Mary Nguyen wanted to see you at 9.45 on Tuesday morning. Telephone number: 6468370942 IV. Consolidation: (2 minutes) - T asks students to go through the form and usage of near future tense and teacher comments. V. Homework - Do exercises 3 & 4 in workbook. - Write 5 activities that you intend to do next week. - Prepare Read. Date: August 25th, 2011 PERIOD 9 UNIT 2: MAKING ARRANGEMENTS LESSON 3: READ (P. 21 - 22) Aim: By the end of the lesson, students will be able to know more about Alexander Graham Bell and practise reading skill for specific information. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, pictures of Bell, poster Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: 12
Teacher’s and students’ activities On the board WARM-UP - T asks students to answer the questions by going to the board Brainstorming: and write. To + Students take turns to write the answers on board. To chat communicate with friend What is the telephone used for? Possible answers: - to have a message - to call someone - to make arrangements - to talk to a person who lives far from. - T elicits: “The telephone has a number of functions, but do - to get information at the airport or railway station quickly. you know who invented it?” + Ss: “Yes, A. Graham Bell.” - T: “Right. Today we are going to learn something about Bell and his great invention: the telephone” PRE - READING I. Pre - teach vocabulary: - T models 3 times and get Ss repeat - to emigrate (explanation: go to another place to live) - Ss repeat after the T (chorally and individually) - to transmit (translation) - Ss copy down - to conduct (synonym: what is the synonym of (to) carry out?) - to demonstrate (translation) - a device (translation) - deaf - mute (explanation: a person who is unable to hear and speak) - (to) be in commercial use (translation) Checking vocabulary: What and Where II. True - False prediction 1. Alexander G. Bell was born in the USA. - T elicits: “followings are statements about A. G. Bell, some 2. He worked with deaf-mute patients in a hospital in Boston. of them are true but some are false. In pairs, predict which 3. Thomas Watson was Bell's assistant. statements are true and which are false”. 4. Bell and Watson introduced the telephone in 1877. - T sticks the poster of T/F statements on the BB and asks Ss to 5. Bell experimented with ways of transmitting speech between work in pairs and guess which statements are true and which deaf-mutes over a long distance. are false. 6. Bell demonstrated his invention at a lot of exhibitions. WHILE - READING I. Correction - Expected answers: 1. He was born in Edinburgh in Scotland. 2. He worked with deaf-mute patients at Boston University. - T asks Ss to open their books, read the text on P. 21 – 22 and 3. T check their prediction 4. He introduced telephone in 1876 - Ss open their books, read the text on P. 13 and check their 5. He experimented with ways of transmitting speech over a prediction long distance. - T asks Ss to correct false statements 6. T II. Ordering: (p. 22) Alexander G. Bell: 1. was born in Scotland 2. went to live in Canada. 3. went to live in the United States. - T asks Ss to read the events of Bell's life again and put the 4. worked with people who could neither speak nor hear. statements correct order. Then asks them to compare with their 5. worked with Thomas Watson partners. 6. successfully demonstrated his invention. 7. invented the telephone. III. Gap – filling: 1. A. G. Bell was born in .......... on March 3, ............. 2. Bell ............ to the USA in the 1987s and worked at a ................... in Boston. - T calls some pairs to give the answers. 3. He invented the ............ after ................ with ways of transmitting speech over a long distance. 4. In ............., Bell and Watson introduced a device. 13
5. The first telephone message was: “.....................” - T sticks poster of “Gap-filling” on board and asks students to 6. The first telephone was used commercially in ........... work in pairs. Expected answers: 1. Edinburgh / 1847 2. emigrated / university 3. telephone / experimenting 4. 1876 5. Mr. Watson, come here. I want you 6. 1877 POST - READING Writing: Write about a famous figure (Uncle Ho, Lenin, Thomas Edison, ...) similar to the passage about Bell. - Ss answer, and then T gives feedback. - T gets Ss to write a paragragh about a famous figure in groups of 4. - T gets some groups to read their work aloud for the whole class to comment. IV. Consolidation: (2 minutes) - T asks students to summarize the passage and teacher comments. V. Homework - Do exercises 5 & 6 in workbook. - Copy the writing (Post-reading) - Prepare Write. Date: September 4th, 2011 PERIOD 10 UNIT 2: MAKING ARRANGEMENTS LESSON 4: WRITE (P. 23 - 24) Aim: By the end of the lesson, students will be able to write a telephone message. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP - T writes the words whose letters are in random order on the Jumbled words board. - T divides the class into 2 teams: Ss from 2 teams go to the BB 1. mcuestor = customer and write the correct words. The team writing more correct 2. ayddmi = midday words first wins the game. 3. essgmea = message - Students play the game in team. 4. nifurretu = furniture 5. rvseice = service 6. oerdr = order PRE - WRITING - T talks to Ss about taking a telephone message: I. Chatting + Have you ever taken a telephone message? +When you take a message, what should be mentioned in the message? - Ss give the answers: + Yes / No + Date, time, who sent, to whom, content - T models 3 times and gets Ss repeat II. Vocabulary: - Ss repeat after the T (chorally and individually) - delivery service (n) (translation) - furniture (n) (example = table, chair, desk, bed) - customer (n) (explanation = a person that buy things from a 14
shop) - stationery (n) (example = paper, pen, envelope) *Checking: Bingo - Ss copy down WHILE – WRITING 1. Gap-filling - T asks Ss to read the message and fill in the gaps in the 1. phoned passage on P. 23. 2. May 12 - Ss work in pairs, read the message and fill in the gaps in the 3. speak passage on P. 23. 4. took 5. name 6. delivery 7. at 2. Writing the telephone message: - T asks Ss to read passage 2 on P. 23 to get information and Expected answer: write similar message. Thanh Cong Delivery Service - Ss work individually, read passage 2 on P. 23 to get Date: June 16 information and write the message. Time: After midday - T calls on a student to write the message on the BB. For: Mrs. Van Message: Mr. Nam called about his stationery order. He wanted you to call him at 8634082. Taken by: Mr. Toan - T asks Ss to write another message about their friends POST – WRITING - Ss write in pairs and show their answers. - Suggested message: Date: September 25 Time: 4 p.m. For: Kevin Message: Tom called about joining his birthday party this evening. He will wait for you at Celadon hotel at 7 p.m. Taken by: David IV. Consolidation: (2 minutes) - T asks students to state the main points in taking a message. V. Homework - Do exercises 7 & 8 in workbook. - Write a similar message. - Prepare Language Focus 1 & 2 Date: September 8th, 2011 PERIOD 11 UNIT 2: MAKING ARRANGEMENTS LESSON 5: LANGUAGE FOCUS 1 + 2 (P. 25) A. Aim: By the end of the lesson, students will be able to further practice talking about intentions with "be going to" and further practice in adverbs of places. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP - T divides students into 2 teams and states the rules of the Storming numbers games: “There are 9 numbers and three of them are storming. 123456789 You will choose one number and answer one question. If you 1. SN choose a storming number, you will be discounted 2 points and 2. What are you going to do tomorrow? lose your turn. 2 points for a correct answer and no point for 3. Are you going to school tomorrow? an incorrect answer. The other group helps will get 1 point for 4. What are you going to do this weekend? their correct answer. Which group gets more points wins the 5. SN game” 6. SN - Students of 2 teams take part in the game 7. Are you going to see a movie tonight? - T gives feedback and comments. 8. What city are you going to visit this summer? - T elicits: “What form of verb do you use to talk about 9. What time are you going to go to bed this evening? intention?” - Ss: be going to + infinitive 15
PRESENTATION - T models 3 times and gets Ss repeat I. Vocabulary: - Ss repeat after the T (chorally and individually) - a fishing rod: (picture) - an action movie: (explanation: film about war or - Ss copy down fighting) - outside (adv) (picture) # inside * Vocabulary checking: ROR - T asks Ss to do exercise 1 in Language focus on P. 25. They II. Language focus 1 - P. 25 have to work with a partner and say what people are going to - Expected answers: do. 1. They are going fishing. - T gives an example first: 2. She's going to read the new novel. T: Nga has a movie ticket. What is she going to so? 3. She is going to do her homework. S: she's going to see a movie 4. He's going to watch an action movie on TV. 5. She's going to give him a birthday present. PRACTICE - T gives each student a handout. I. Writing the following sentences. Say what the people are - T asks Ss to infer the situations and write sentences basing on going to do. (handouts) the given situations. Ex: I feel very tired. (take a day off) - Ss work in pairs and give answers.  I am going to take a day off. a. My uncle has won some money. (buy a new car) b. They received a wedding present from their pen pal friend, Nick. (write a letter to thank him) c. I'll have an annual holiday next month. (visit Ha Long Bay) d. My father has a bad cough. (stop smoking) e. Linh is studying medicine. (be a doctor) f. We have brought some bricks. (build a garage) - Expected answers: a. He is going to buy a new car. b. They are going to write a letter to thank him. c. I am going to visit Ha Long Bay d. He is going to stop smoking. e. She is going to be a doctor. f. We are going to build a garage. II. Language focus 2 - P. 25 - T gives each student a handout of Survey and asks Ss to work in groups of 4 – 5. What are you going to do on the weekend? - Ss do the survey by asking their friends in groups some Are you going to.....? You Your partner questions to get the information, then fill in the handouts. see a movie? play sports? meet your friends? - T calls on some Ss to report back in front of the class. help your parents? do your homework? watch TV? PRODUCTION I. Jumbled words - T hangs the poster of the words with disordered letters on the 1. tdeousi 4. erhe BB and tells the Ss that they are adverbs of place. 2. siiden 5. stupairs - T asks Ss to go to the BB and write the meaningful words 3. hetre 6. wonstairds - Ss go to the BB and write the meaningful words, one student - Expected answers: one word. 1. outside 4. here 2. inside 5. upstairs 3. there 6. downstairs - T sets the scene: "Ba is playing hide and seek with his cousin, II. Gap-filling (p. 23) Mr. Tuan. Use the adverbs of place to complete the speech - Expected answers: bubbles” a. Where is Tuan? I think he is upstairs. - T asks Ss to do exercise 3 on p. 26. b. No, he isn't here. - T asks some Ss to read out the bubbles. 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. IV. Consolidation: (2 minutes) - T asks students to state the form and use of near future tense and state the meanings of those adverbs of place 16
V. Homework - Write 6 sentences about your house, using adverbs of place. Ex: My room is upstairs. - Prepare Unit 3: Listen and Read - Language focus 1. 17
Date: Sept 12th, 2011 PERIOD 12: UNIT 3: AT HOME LESSON 1: GETTING STARTED - LISTEN AND READ (P. 27, 28) A. Aim: By the end of the lesson, students will be able to understand the dialogue between Nam and his mother and use modal verbs to talk about the housework. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP Kim's game - T shows 6 pictures (in Getting started) to students. - Expected answers: - T asks them to look at 6 pictures quickly in 30 seconds and a. Wash dishes/ do the washing up try to remember the verbs in the pictures as many as possible. b. Make the bed - Then each team goes to the board - one by one - and writes c. Sweep the floor down the activities in the pictures. The team remembering d. Cook more verbs is the winner. e. Tidy up - T models 3 times then asks Ss to repeat chorally and PRESENTATION individually. I. Vocabulary - a rice cooker (picture) - a steamer: (picture) - a cup board: (picture) - a saucepan: (picture) - a frying pan (picture) * Checking: What and Where - T sets the scene: “Nam’s mother – Mrs. Vui – is busy and she II. What Nam has to do? wants Nam to do three things for her.” Nam has to - T gets Ss to listen to the dialogue while looking at their books + cook dinner and complete the list of the things Nam has to do. + go to the market to buy fish and vegetables - T elicits the form by making questions. + call his aunt, Ms Chi and ask her to meet his mother at - Ss copy down grandma's house Form: Has / have to + infinitive = Must + infinitive Meaning: Phải (làm gì) Use: express obligation or necessity + Must: authority comes from speaker + Have to: authority comes from outside speaker or laws Exchange: What do you have to do? I must do the washing up - T models two cues then asks Ss to repeat chorally then PRACTICE individually. Picture - cued drill - T asks Ss to practice asking and answering in pairs (open 1. do the washing up pairs – closed pairs) 2. make the bed 3. sweep the floor 4. cook dinner 5. tidy my room 6. feed the chickens - Ss work in groups of four, discuss the topic, then FURTHER PRACTICE representative from each group states their work. Group discussion - Talk about what we have to do and what we mustn’t do in class: Write in full sentences Expected answers: Have to: keep silent, do homework, learn last lessons, raise opinion,... Mustn’t: make noise, be late, fall sleep, wear jeans ... IV. Consolidation: (2 minutes) - T asks students to state the form and use of must and have to 18
V. Homework - Write the things you have to do on Sundays. Ex: On Sundays, I have to tidy my rooms, .... I have to help my parents do the house work, . .... - Do exercise 1 & 2 - Prepare SPEAK Date: Sept 12th, 2011 PERIOD 13: UNIT 3: AT HOME LESSON 2: SPEAK 1 -2 (P. 28, 29) A. Aim: By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of furniture in the house. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP - T divides the class into 2 teams (House & Home) Game: What are there in the kitchen? - T asks both teams – one by one – to go to the board and write Expected answers: down as many things in the kitchen as possible within 3 Stove, sink, bowl, knife, lighting fixture, refrigerator, table, minutes. chair, pan, saucepan, chopstick, cup, glass, plate, spoon, ... - The team which has more correct words will win the game. PRESENTATION - T elicits words from Ss and models 3 times. I. Vocabulary: - a rug (picture) - a lighting fixture (picture) - a coffee table (picture) - a counter (picture) - a calendar (picture) - a dish rack (picture) * Checking: Slap the board - T shows the picture on page 28 and asks Ss the positions of II. Questions: the items in the picture: a. Where is the clock? - T gets Ss to work in pairs, talking about the position of each b. Where is the fruit? item. c. Where are the flowers? d. Where is the rice cooker? e. Where is the cupboard? f. Where are the knives? g. Where is the dish rack? * Expected answers: a. It's above the fridge. b. in the bowl c. on the table d. next to the bowl of fruit e. on the wall, above the counter. f. they are on the wall, under the cupboard. g. on the counter, next to the bowl of fruit. - T sets the scene: "Mrs. Vui bought some new furniture for her PRACTICE living room, but she cannot decide where to put it. Please help Ex: The calendar is on the wall, above the stove. her to arrange the furniture" The knives are on the wall, under the cupboard. - T asks Ss to look at the picture on page 29 and talk about their ideas. FURTHER PRACTICE USEFUL EXPRESSIONS: - T asks Ss to practice speaking using the expressions. Agreeing Disagreeing - Ss work in pairs, try to use expressions to make a meaning OK. No, I think we'd better / and logical dialogue. You're right ought to put ... - T calls some pairs to demonstrate. I think it should be ... - Expected answers: 19
+ 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 armchair. + Let's put the telephone next to the couch. + I think we should put the magazine above the books on the shelves. + I think the shelves ought to be at one of the corners, opposite the couch. IV. Consolidation: (2 minutes) - T asks students to state the main expressions in talking about the positions of things. V. Homework - Prepare the next part of the lesson: Listen and Language Focus 3 Date: Sept 12th, 2011 PERIOD 14: UNIT 3: AT HOME LESSON 3: LISTEN & LANGUAGE FOCUS 3 (P. 30, 35, 36) A. Aim: By the end of the lesson, students will be able to identify the right item by listening and use reflexive pronouns. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class organization: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM UP - T divides Ss into 2 groups and asks each group to write Who are quicker? down the food we eat. Expected answer: meat, chicken, soup, garlic, onion, rice, noodles, - Ss write down and T checks cabbages, green pepper, etc. PRE-LISTENING 1. Vocabulary: - green pepper (n) (picture) - T elicits each word and models thrice. - ham (n) (realia) - Ss copy down - garlic (n) (realia) - a repairman (explanation = a person whose job is to repair things) - (to) try (translation) - (to) kill (explanation = to make somebody/something die) * Checking: what and where 2. Prediction: a. - T gets Ss to look at P. 30 and guess 4 things they use to b. cook the "Special Chinese Fried Rice" c. d. WHILE LISTENING - Expected answers: - T has Ss listen to the tape twice or thrice and checks a. fried rice, b. pan, c. garlic and green peppers, d. ham and peas. their prediction. PRESENTATION REFLEXIVE PRONOUNS Form: I myself You yourself / yourselves - T sets the scene: “You do your homework and no one She herself helps you. What do you say?' He with himself We ourselves They themselves it itself Usage: - When subject and object of a clause are the same - When we want to mean “alone” or “without help”, to emphasize 20