Giáo án tiếng anh 8 trọn bộ cả năm_bộ 9

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- Week: 1 - Period: 2 - Teaching date: Unit 1: My friends - Lesson 1: - Listen & Read - Language focus 1 * Aim: - Reading the dialogue for details and revision of simple present and simple past tenses. * Objective: - By the end of the lesson, students will be able to know more about HoaLan-Nien and to review simple present and simple past tense. * Teaching aids: - Text book, cards. * Procedure: Content * Warm-up: (Pelmanism). meet come live think send thought receive met lived received came sent * Pre-reading: 1. Pre-teach vocabulary: - to seem (translation). - a next door neighbor. (explanation: a person who lives next to your house). - to look like (translation). 2. Pre-questions: a. Is Nien Lan's friend or Hoa's friend? b. How old is Nien? c. Where does Nien live? d. Is she a beautiful girl? * While-reading:  Read the dialogue (p.10).  Check the answers  Read the dialogue again  Answer the questions in exercise 2 on page 11. * Answers: a. Nien lives in Hue. b. No, she doesn't. c. The sentence is "She wasn't old enough to be in my class". d. At Christmas. * Post-reading:  Gap-filling: (live-sent-be-come) "Hoa (1) in Hue last year, but now she (2) in 1 Teacher's activities Sts' activities - Guide Ss how to - Matching play the game. words. - Present new words on the board. - Guide Ss to read new words. - Check Ss' memory by using technique "Rub out and remember". - Give Ss some questions and ask them to answer them. - Ask Ss to read the dialogue. - Give the correct answers. - Ask Ss to read the dialogue again and answer the questions. - Call on some students to ask and answer the questions. - Correct their mistakes or pronunciation. - Ask Ss to use the - Listen and repeat. - Copy down. - Read new words in chorus. - Read the questions and answer them in pairs. - Give feed back? - Read the dialogue and check their pre diction. - Read the dialogue again and answer the question. - Ask and answer the questions. - Read the Hanoi. Yesterday, Hoa's friend Nien (3) Hoa a letter. Nien (4) Hoa's friend neighbor when Hoa lived in Hue. She (5) yourger than Hoa. She (6) to Hanoi in December. * Homework: Ask students to do exercise 1(a) ; 1(b) (page 16) on their notebooks. simple present and simple past tense to complete paragraph 1a (p.16) - Provide some verbs so that Ss can use them to fill in the gaps. paragraph and fill in the gaps with the suitable words - Week: 1 - Period: 3 - Teaching date: - Lesson 2: + Speak (page 11). + Listen (page 12, 13). * Aim: - Listening for details to complete the dialogue and speak to describe someone. * Objective: - By the end of the lesson, students will be able to describe someone and complete the dialogue by listening. * Teaching aids: - Text book. * Procedure: Content * Warm-up: (Brainstorming). thin body build curly hair * Presentation:  Ex: - She has long blond hair. - She is short and thin. ----> Form: S + have / has + adjectives + hair S + be + adjectives * Practice: 1. Word one drill: a. He / tall / thin. b. She / short / shin. c. He / short / fat. d. long / black. e. curly / blond. f. straight / brown. 2. Practice speaking: * Example: S1: This person is short and thin. She has long blond hair. S2: Is this Mary? S1: Yes. 2 Teacher's activities - Ask Ss to think of the adjectives used to describe body build and hair. Sts' activities - Give the adjectives to describe body build and hair. - Show Ss a picture - Describe of Mary and ask Mary. them to describe her hair, her body build. - Explain the structure. - Listen and copy down. - Supply the word cues and ask Ss to - Complete the complete the sentences based sentences. on cues. - Ask Ss to look at six people on page - Look at six 11-12-Call on a people and student to describe describe them one person, the others have to guess who he/she is - Give Ss some * Pre-listening:  Present the expressions in the box (p.12).  Explain and read the expression  Gap fill prediction. (Dialogues p.12-13)  Give feedback. * While listening:  Listen to the tape twice.  Compare with their prediction. * Post-listening:  Practise the dialogues. expressions and make sure they know their mean mgs. - Get Ss to guess and to complete four dialogues on page 12-13. - Let students (to) listen to the tape twice. - Listen and correct their (prediction) pronunciation. - Listen and read the expressions. - Read the open dialogues (p.12-13) and fill in the blanks with the suitable expressions. - Listen to the tape and then check their prediction. - Pratise the dialogues. - Week: 2 - Period: 4 - Teaching date: - Lesson 3: - Getting started (p.10). - Read (p.13 - 14). * Aim: - Reading for specific information. * Objective: - By the end of the lesson, students will be able to know more about Ba's friend. * Teaching aids: - Text books. * Procedure: Content * Warm-up: (Chatting).  Look at the pictures (p.10) and answer the questions. a. What are these students doing? b. Do you like soccer / reading books...? c. Whom do you like playing with? * Pre-reading:  Pre-teach vocabulary: - character (translation). - an orphanage: a place where children without parents live. - reserved (adj) - sociable translation - (to) tell jokes: tell a story which makes people laugh. - sense of humor (translation). 3 Teacher's activities - Ask Ss to look at four pictures on page 10 and talk about the activities they want to do after school or in their free time. - Present and give the meaning of new words. - Guide Ss to read them in chorus. - Check Ss' memory by using technique "What and where". Sts' activities - Look at the pictures and talk about the activities they do after school or in their free time. - Listen and repeat. - Copy down. - Listen and read new words in chorus. - Read and then write the words again in the correct circles. - Read the  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.  Multiple choice: (do exercise 1 on page 14). * Post-reading:  Read the text again and answer the questions (exercise 2 p.14) - Present the statements on the board. - Set the scene: These statements are about Ba and his friends, read them and guess which statements are True / False. - Ask Ss to open their books and read the text on page 13. - Correct their mistakes. - Guide Ss how to do exercise 1 (p.14) and give the correct answers. - Let Ss read the text again and answer the questions. - Read the answers and correct the mistakes. * Homework: - Learn vocabulary by heart. - Read the text fluently. 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. - Week: 2 - Period: 5 - Teaching date: - Lesson 4: - Write (p.15) - Language focus 3 (p.17) * Aim: - Writing about oneself and about other people. * Objective: - By the end of the lesson, students will be able to write a paragraph about their close friends. * Teaching aids: - Text books. * Procedure: Content * 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). 4 Teacher's activities - Ask Ss to look at the picture (p.17) quickly. Then let Ss keep their books closed. - Divide the class in to 4 groups. The group which Sts' activities - Look at the picture and answer the questions in group. * While-writing:  Write a paragraph about Tam based on the answers.  Sample: His / Her name is.......She is.......years old. He / She lives at.......in.......with his.......He / She is tall,.......... He / She has short.......hair He / She has a lot of friends  Write some information about one of their friends, then write a paragraph about him or her. answers come city the fastest wins the game. - Ask Ss to read the information about Tam then answer the questions. - Let Ss write a paragraph about Tam, using the information they have just got. - Read the information and then answer the questions. - Write a paragraph about Tam, using the information (individually). - Ask Ss to compare - Compare with with the paragraph the paragraph in their books on in their books page 15. on page 15. - Let Ss write a - Write a paragraph about one paragraph of their friends. about one of - Get Ss to share their friends. with their partners - Correct the and correct if mistakes if possible. possible. * Post-writing:  Speak in front of the class about himself / herself. * Homework: - Ask students to write another paragraph about one of their family members. - Week: 2 - Period: 6 - Teaching date: - Lesson 5: Language 2 - 4 (p.16 - 17) * Aim: - Farther practice in simple present tense and the structure (not) + adjectives enough + to-infinitive. * Objective: - By the end of the lesson, students will be able to use simple present tense to talk about general truths and write some sentences using the structure (not) + adjective enough + to-infinitive. * Teaching aids: - Text book - cards - pictures. * Procedure: Content * Warm-up: (Categories).  Find but the adjectives beginning with the letters given. - Example 5 Teacher's activities - Divide the class in to two groups. - Ask Ss to find out the adjectives Sts' activities - Find out the adjectives beginning with the letters given + T writes: a b c d + S writes: awful big clever disty. * Presentation:  Pre – teach vocabulary. - A planet: (ex: the sun, the moon, the earth,…) What are they? - Mars Translation - Mercury - Silly (adj) translation.  Revision of simple Present tense. * The sunple present tense is used to express an action which is always true. 1. stes 2. goes 3. moves 4. is 5. is 6. is * Presentation:  Set the scene to introduce the structure. Ex: - Can you hang this picture over there?  No, I am not tall enough to hang the picture over there * Practice: (word cue Drill) a. Read English books/v good b. Drive a car/ x old c. Carry this bag/ v strong d. Solve this problem/ x clever * Further practice:  Exercise 4 (page 17). * Homework: - Ask students to write 5 sentences about themselves using the structure: “(not) adjective enough + to infinitive”. 6 beginning with the letters given. in groups. - Listen and - Present and give repeat. the meaming of new - Coppy down. - Read in chorus words. ->individually. - Gwide Ss to read new words in chorus. - Listen to their - Review the simple teacher. present tense - Let Ss do exer cise 2 on page 16. - Listen and correct - do exercise 2. their pronunciation. - Read the - Set the scene to dialogue loudly. introduce the structure. - Analyse the - Listen and structure and guide repeat. Ss to read. - Model two cues, the whole class repeats. - Let all students, - Practise the work in pairs, one structure in asks, the other pairs. answers. - Ask Ss to do - Give feed back. exercise 4 on page - Practise the 17 in pairs. dialogue. Unit 2: Making Arrangements - Week: 3 - Period: 7 - Teaching date: - Lesson 1: - Getting started (p.18) - Listen & Read (p.19) * Aim: - Reading for details about a conversation on the phone * Objective: - By the end of the lesson, students will be able to use the telephone to make and confirm arrangements. * Teaching aids: - Text book. * Procedure: Content * Warm-up: (Matching). Match each object (pictures on page 18) with its name. * Pre-reading:  Set the scene.  Open prediction. 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? Teacher's activities - Ask Ss to match each object with its name. - Show the picture and ask “What are they doing? Introduced: They are talking about going to see a movie. - Ask Ss to guess. Sts' activities - Do exercises (p. 18). * While-reading:  Read the conversation.  Check their prediction.  Matching the phrases with their meanings. a. Hold on. b. Is six thirty all right? c. Where’s it on? d. A bit far from….. 1. Nó được chiếu ở đâu? 2. Khá xa… 3. Sáu giờ 30 được chứ? 4. Chờ nhé.  Comprehension question: a. What is Hoa’s telephone number? b. Which movies are they going to see? Where? c. How is Hoa going to see the movies? d. Where are they going to meet? What time? - Let Ss to read the conversation. Give the correct answers. - Read the conversation and check their prediction. -Do exercises. 7 - Let Ss match the phrases with their meanings. - Ask Ss to read the conversation again and answer the questions. - Look at the picture and answer the questions. - Read the question and guess. - Give feetback - Read the conversation and answer the questions. * Post-reading:  Practice the conversation, using the frame: S1: … S2: Can I speak ….? This … S1: … S2: I’m going to see … Would you…? S1: Of course. But I have to ask…Hold on….OK….says I can go, Where’s it on? S2: At… Movie threatre. S1: Let’s go by… S2: OK. Let’s meet outside the threatre. S1: Is … OK? S2: All right. See you at…Bye. S1: Bye. - Let Ss practice the conversation using the frame given. - Practice the conversation. - Move around the class and help the students. - Week: 3 - Period: 8 - Teaching date: - Lesson 2: + Speak . + Language focus 1.2. * Aim: - Practice talking on the phone * Objective: - By the end of the lesson, students will be able to talk on the phone about intensions with “going to”. * Teaching aids: - Text books, cards. * Procedure: Content  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 answer it? - What would you say if you are the caller? * Presentation:  Do exercise 1 on page 20.  Question: - Are they talking on the phone? - What do they intend to do? - What time are they meeting? Where? - What form of the verbs do you use to talk about intent?  Form: S + be + going to + infinitive.  Use: Express an intension. 8 Teacher's activities Sts' activities - Ask Ss some questions. - Listen and answer the questions. - Ask Ss to do exercise 1 on page 20. - Put the sentences in the correct order to make a complete conversation. - Ask some question to check Ss’ understanding and focus on the - Listen and structure. answer the questions. * 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 tonight. e. She’s going to give him a birthday present. * Production:  Exercise 2 on page 20.  Practice the dialogue. - Week: 3 - Period: - Teaching date: 9 - Model two cues then ask Ss to repeat chorally  individually. - Let Ss practice asking and answering. - Ask the whole class to work in pairs. - Give an example first. - Let Ss work in pairs. - Ask Ss to work with their partners to complete the dialogue. Lesson 3: Read.    - Listen and repeat chorally  individually. - Practice asking and answering. - Practice in pairs. - Give feetback. - Give feetback. (p. 21 - 22)  Aim: Reading the paragraph for details about Alexander Graham Bell.  Objective: By the end of the lesson, Ss will be able to know more about Alexander Graham Bell.  Teaching aids: Textbook.  Procedure: Content  Warm – up: (Brainstorming). To chat with friend. To communicate T’s activities - Let Ss answer the question by coming to the board and write Ss’ activities -Answer the question What is the telephone used for? - Present and given the 9 - Listen and repeat  Pre - reading:  Pre – teach vocabulary: - (to) emigrate : go to another country to live - (to) transmit : (translation) truyền đi - (to) conduct : điều khiển - (to) demonstrate : chứng minh - a device : thiết bị - a deaf – mute . a person who is unable to hear and speak -to come up with : tìm thấy  T/F statements prediction a. Alexander G. Bell was born in the U.S.A b. He worked with deaf- mute patients in a hospital in Boston c. Thomas Watson was Bell’s assistant d. Bell and Watson introduced the telephone in 1877 e. Bell experimented with way of transmitting speech between deafmute 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. 7. Invented the telephone.  Post- reading: (write- it- up)  Write a paragraph about Bell’s life, using the information in the text 10 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 in the correct circle -Present T/F statements on the board and ask Ss guess which statements are true and which are false. - Read the text. - Have Ss correct false statements. - Ask Ss to look at the book page 22 - Get Ss to read the event of Bell’s life and put them in the correct order. - correct the mistakes - copy down - Listen and repeat. the words in chorus - Rewrite the words in the correct circles. Read and predict which statements are true and which are false - Give feedback. - Listen to their teacher. - Read the text again and check their prediction. - Read and put the sentences in the correct order. - Give feedback. - write a paragraph about Bell’s life - Week: 4 - Period: - Teaching date: 10 Lesson 4: Write.    (p. 23 - 24)  Aim: Writing a message  Objective: By the end of the lesson, Ss will be able to write a telephone message  Teaching aids: Textbook.  Procedure:     Content Warm- up: (Jumbled words) 1. mcuestor = customer 2. ayddmi = midday 3. essgmea = message 4. nifuretu = furniture 5. rvseice = service Pre- writing:  Chatting: 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: sự giao hàng - stationery (n): papers, pens, rulers, envelopes - to pick so up: đón ai While- writing:  Reading and gap filling (1) phoned (2) May 12 (3) speak (4) took (5) name (6) delivery (7) Mr. Ha (8) at  Answers Thanh Cong Delivery Service Date: June 16 Time: After midday For: Mr. Van Message: Mr. Nam called about his stationery order. He wanted you call him at 8634082. Taken by: Mr. Toan Post- writing: 11 T’s activities - write the words whose letters are in a random order on the board - Divide the class into 2 teams - Talk to Ss about a telephone message - Ask some question - Present and give the meaning of new words - Guide Ss to read new words in chorus - check memory by technique “Rub out and remember” - Ask Ss to read the message and fill in the gaps in the passage on page 23 - Ask Ss to read passage 2 on page 23 to get information and write the message - Correct their mistakes Ss’ activities - Go to the board and 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 in the gaps in the passage(p.23) - Read the passage to get information and write the message - give feedback  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 - Week: 4 - Period: - Teaching date: 11 - Guide Ss how to do exercise 3 on page 24 - Correct their mistakes  Homework: Write the message on their notebooks Lesson 5: Listen. - write a message for Nancy, using the information from the dialogue - Give feedback 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  Teaching aids: Textbook.  Procedure: Content  Pre- listening:  Set the scene  Guess the message KINGSTON JUNIOR HIGH SCHOOL Date: Time: For : The Principal Message : T’s activities - Ask Ss to look at the 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 Telephone number:  While- listening:  Listen to the tape  Compare with their guess  Presentation: (Jumbled words ) 1. tdeousi 4. erhe 2. siiden 5. stupairs 12 Ss’ activities - guess the message - give feedback - listen to the tape and compare with their guess - Go to the board and write the meaningful 3. hetre 6.wonstairds  Answer: 1. outside 4. here 2. inside 5. upstairs 3. there 6. downstairs  Practice:  Do exercise 3 on page 26  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 13 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 words - Complete the speech bubbles, using each adverbs in the box once - Give feedback Unit 3: At home - Week: 4 - Period: - Teaching date: 12 Lesson 1: Listen and read. (p. 27-28) Language focus 1. (p.34)     Aim: Helping Ss to read the dialogue for details and practise the modal verbs: must have to, ought to .  Objective: By the end of the lesson, Ss will be able to understand the dialogue and use modal verbs to talk about the housework  Teaching aids: Textbook.  Procedure: Content  Warm- up: (Kim’s game)  Look at the pictures on page 27 and write the chores she often does at home a. washes dishes b. Make the bed c. cook d. sweep the floor e. tidy up f. feed the chicken  Pre- teach vocabulary: - a steamer (n): nồi hấp - a cupboard (n): tủ ly - a sauce pan (n): cái chảo - chore (n): việc vặt - a sink (n): bồn rửa chén  Presentation:  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 - Form: Has/ Have to + infinitive = must + infinitive - Meaning: phải (làm gì) T’s activities - Ask Ss to look at the pictures and write the chores she does at home - listen and correct their mistakes. Ss’ activities - Skim the pictures and write the verbs - 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 - Listen and repeat - copy down - Listen and read in chorus - Fill in the circles with the correct words - Model the exchange 14 - give feedback - Look at their books and listen to the dialogue - Complete the list of the things Nam has to do - Give feedback - Listen and copy down  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 c. Cook dinner d. Tidy my room e. Feed the chicken  Further practice: Do exercise language focus 1 on page 34  Homework: Write things you have to do on Sundays Ex: On Sunday, I have tidy my room… I have to help my parents…. - Week: 5 - Period: - Teaching date: 13 - Practice the structure - Let Ss practice the structure, using the picture cues drill 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: Content  Warm- up: (Kim’s game) - Look at the picture (p. 28) and write the position of each item T’s activities - Show the picture of the kitchen to Ss - Take away the picture and ask Ss to write the things - Ask Ss the  Presentation: - Where is the clock? It’s above the fridge positions of the items in the pictures - The fruit? in the bowl - The flowers? on the table - Give instruction  Practice: Talk about the position of each item  Further- Practice: - Ask Ss to look at  Set the scene: the picture and talk Mrs. Vui bought new furniture for her living room, but she can not decide where about their ideas. to put it. You should help her to arrange the furniture 15 Ss’ activities - Skim the picture and write down as many things as they can remember - Answer the questions - Practise talking about the position of each item Talk about the position of 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 - Week: 5 - Period: - Teaching date: 14 - Listen and correct their mistakes. - Give feedback. - Move around the class and help the Students - Practise talking about the position of each item in pairs 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 Content  Warm up: (Brain storming). Drug electricity Boiling water T’s activities Ss’ activities - Eliciting. - Answering. - Presents new words on the board - Copy down on their notebooks. Danger in the home for children knife five gas  Pre – reading:  Dre – teach vocabulary: - Precaution (n) : (translation) - A socket : ổ cắm điện - A match : que diêm - An object : - Safety (a) - (to) destroy - (to) injure  T / F statements prediction: a. It is safe to leave medicine - Guides Ss to read new words. - Check Ss’ memory by using technique “Slap the board”. 16 - Listen and repeat in chorus. - Two students run forward and slap the word on the blackboard. The one who first slaps the correct words is around the house b. Drugs can look like candy c. A kitchen is a suitable place to play d. Playing with one match can not start a fire e. Putting a knife into an electrical socket is dangerous f. Young children do not understand that many household objects are dangerous  While – reading:  Read the text and check their prediction  Correct the false statements  Answer the question a. Why must we put all chemicals and drugs in locked cupboard b. Why mustn’t we let children play in the kitchen? c. Why mustn’t children play with matches? d. Why must we cover electrical sockets? e. Why do we have to put all dangerous objects out of children’s reach?  Post – reading: Practice in why question with because answer by doing the exercise language focus 4. 17 the winner. - Present the statements on the board - Read the statement given and guess which - Ask Ss to read is true, which is the statements and false guess which in - Give feedback true, which is false - Listen to their teacher - Read the text loudly - Read the text in silent and - Give instruction check their prediction - give feedback - Listen and guides Ss how to correct the false statements - Correct the false statements - Practise asking and answering the questions in - Move around the pairs class and help Ssl - Week: 5 - Period: - Teaching date: 15 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: Content  Warm-up: (Brains storming) tidy up do our homeworkThings you can do T’s activities Ss’ activities - Eliciting - Write thing do they at home - Set the scene to introduce the structure - Listen and copy down cook clean the floor repair the machine set Things you can not do fix the TV  Presentation:  Set the scene: “you do your home work and no one help you what do you say? ” I do my homework myself  Form: we use I with myself You yourself He himself She herself We ourselves They themselves It itself  Practice:  Word cue drill: a. You / do / homework 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  Further practice: 18 - Explain the reflexive pronouns - run through the vocabulary - Model and then ask Ss to repeat in chorus individuals - give instruction - Listen and repeat chorally individually - Practise the question and then the answers - Guide Ss how to do exercise - read the open dialogue and fill in the blank with suitable Complete the dialogues, using the reflexive pronouns: a. Miss Lien: Did S.O help Ba draw that picture? 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 try and do it (1) c. Aunt Thanh: What’s the matter? Hoa: I cut (2) ….. d. e. page 36  Homework: Write 3 sentences with reflexive pronouns and 3 sentences with emphasis pronouns - Week: 6 - Period: - Teaching date: 16 reflexive pronouns - Listen and give - give feedback the correct answer - Practice speaking in pairs Lesson 3: Listen. Language focus 2.     Aim: Listening and further practice in modal verb: ought to  Objective: By the end of the lesson, students will be able to identify the right item by listening further practice in modal verb: ought to  Teaching aids: Text book  Procedure: Content  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 T’s activities - Call out it word in a loud voice - Get Ss to look at page 30 and guess 4 things they use to cook - give instruction - Correct their mistakes - Set the scene to introduce the  Presentation: 19 Ss’ activities - 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 Set the scene :”Hoa is very sad because she failed her English test . What do you say to advise her?” You should study harder - use: “should” is used to give advice to some one - Meaning: nên  Practice:  Give advice to people in the picture (p. 35) a. I failed my English test . you should study harder b. I’m late. You should get up early c. I’m fat You should eat more fruit and… d. My tooth aches You should see a dentist  Production: Noughts and crosses: His tooth / Hoa / late My room / ache untidy The floor / Bao / She / thin dirty overweight My Her grades / The washing English / bad machine not bad work  Homework: Write some advice when your friends feels sick - Week: 6 - Period: - Teaching date: 17 structure - Explain the structure and its usage - give feedback - Listen to their teacher and copy down - Ask Ss to do exercise (p. 35) - Look at the pictures. Use “should “to give advice to the people Move around the class and help students - Guide Ss how to play game Play game ”Noughts and crooes” 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  Teaching aids:  Procedure: Content  Warm-up: (chatting) Ask something about the room on page 32 - Which room is this? 20 T’s activities - Ask the questions Ss’ activities - Listen and answer the questions
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