Tài liệu Giáo án tiếng anh 8 trọn bộ cả năm_bộ 10

Date of planning: 13/08/2011 Date of teaching15/08/2011 Period 1: Revision & 15 minute test I. Objectives: - To give ss further practice: Past simple tense, simple future, comparative and superlative of long adjs, adverbs of manner, exclamations - Skill: + Target skill : speaking + Other skills : Reading, writing, listening - Main teaching points: To help ss improve the structures above - By the end of the lesson ss will be able to improve their knowledge and do exercises fluently II. Teaching aids: - Teacher: Teacher’s book, lesson plan - SS : Textbook, school things III. Procedures: 1.Warm up:(2) past simple tense Elicit forms from ss ? simple future 2. New lesson: (24) Stage 2.1 Practice 1 Past simple tense Teacher’s & students’ activities Teacher elicits form from ss 2.2 Practice 2 Simple future Teacher elicits form from ss Content of the lesson (+) S + Ved / irregular verbs (-) S + didn’t + bare V (?) Did + S + bare V? Yes, S + did No, S + didn’t (+) S + will /shall +Bare V (-) S + will /shall not +Bare V (?) Will /Shall+ S + bare V? Yes, will / shall No, S + will/shall + not S1+ be + more adj + than + S2 S + be+ the most +adj S + V (tense) + ( very) + adv of manner What + (a /an) + adj + N/s / unc! 2.3 Practice 3 Teacher elicits form comparative and from ss superlative of long adjs 2.4 Practice 4 Adverbs of manner Teacher elicits form 2.5 Exclamations from ss 3. Test 15 minutes: Question I: Give the correct form of the verbs in brackets.(5ps) 1. She enjoys ( learn) English. 2. I am interested in ( listen) to music. 3. Don’t worry! We ( wait) for you. 4. Minh (not go) to school yesterday because he ( catch) a cold . 5. How often you ( play ) soccer? 6. When I (be) a child, I often (go) fishing 7. At the moment Thoa (sit) in Dr. Khoa’s surgery.He (check) her teeth. Question II: Rewrite the following sentences in such a away that it means exactly the same as the sentence printed before it (5ps) 1. What is your daughter’s age, Mrs Mai? How........................................? 2. You shouldn’t eat too much meat. You’d ................................................ 3. I get to work in half an hour. It takes ....................................................... 4. How much is this dictionary? How much does.......................................? 5. Do you have a more exspensive computer than this? Is this..............? 4. Keys: 1 QI: 1. learning 2. listening 3. will wait 4. didn’t go/caught 5. do you play 6. was/went 7. is sitting/is checking QII: 1. How old is your daughter, Mrs Hoa? 2. You’d better not eat too much meat. 3. It takes me half an hour to get to work. 4.How much does this dictionary cost? 5. Is this the most expensive computer you have? 5. Homework: (2) - Learn structures by heart - Check the test again - Prepare unit one: Getting started + Listen and repeat **************************************************************** Date of planning: Period 2: UNIT 1: MY FRIENDS 16/08/2011 Lesson 1: Getting started + Listen & Read I. Aims and Objectives: - Helping ss to understand the content of the dialogue, structures :S + be (not) + adj + enough ( for obj) + to V, and review simple present tense, simple past tense - Vocabulary: To in troduce to ss some vocabulary: a next – door neighbor, enough(adj), (to) look like, (to) seem,(to) smile - Skill: + Target skill : Speaking + Other skills: Listening, reading, writing. - Main teaching points: S + be (not) + adj enough ( for obj) + to V - By the end of the lesson Ss will be able to describe people & using ENOUGH to talk about one’s ability. II. Preperation: - Teacher: posters, teacher’s book, lesson plan, radio, tape script - Ss : textbook, schoolthings III. Teaching process: 1. Check up: (2’) - Ask two ss to write form past simple tense & simple present tense 2. Lead in:(2’) Have ss look at the pictures and describe some groups of their friends’favorite activities. Answer the questions: + What are these students doing? + What time of the day do you think it is? + Do you like soccer/reading books? + What about Lan and Hoa? Let’s come to our new lesson today. 3. New lesson:(37’) Stage Teacher and stidents’activities Content 2 a.Pre teach vocabular y: (5’) T elicits words from ss T models, ask ss to read inchorus, individually and give meaning Check understanding: Ro + R - enough(adj) explanation :®ñ - (to) seem ( translation): dêng nh - A next door neighbor ( explanation): ngêi hµng b. Set the T. shows pictures(Hoa, Lan, photo of scene:(3’) Hoa and Nien) and elicit qs & answer xãm from ss . Who is this? It’s Hoa - to look like (situation): Who is this? It’s Lan. What are they tr«ng gièng nh talking about? They are talking about - (to) smile ( miming ): mØm Hoa’s photograph cêi c.Present Ask ss to listen to the tape carefully the text: (3 times) to get the detail of the text Hoa’s photograph (5’) and find out the pronunciation. d.Do Pair work- students ask & answer comprehe questions (p. 11) nsi-on - T monitors take notes and give the task:(10’) correct answers. (page11) T. asks questions to draw student’s Lan Hoa e. Present attention to structures and vocabulary. new target “Pick out the words and expressions She wasn’t old enough to be item.(14’) describing Nien“ in Hoa’s class. What is this sentence into VNamese? S + be( not) + adj + What comes after “enough”? to V enough + to-infinitive Concept What comes before” enough”? adj Complete the sentences check: Elicits form from ss 1. Nga/not/old /enough/ Elicits use from ss: To express go to class. someone has enough ability to do 2. They/clever/ something enough /answer that -Ask some ss to practice in front of question. the class. 3. Mai /tall/ enough Practice - T monitors takes notes & correct /reach the bookshelf 4. She / not /strong / enough/ carry this box 4. Summary:(2’) - Repeat the use and form of ENOUGH to talk about one’s abilities. 5. Home work:(2’) - Learn vocabulary and structure by heart, write full answer for the Qs - Describe the people in their family photograph , using words and expressions already learnt in Tieng Anh 6 + 7. - Students bring their photos to class (preparing for speaking pratice in lesson 2) **************************************************************** * Date of planning: Period 03: Unit 1: MY FRIENDS 17/08/2011 Lesson 2: Speak Date of teaching 3 19/08/2011 I. Aims and Objectives: - Helping ss know how to describe one’s appearance & listen for specific information. - Vocabulary: To introduce to ss some vocabulary: curly, blond, fair, straight, beard, moustache, bold = bald - Skill + Target skills: Speaking, listening + Other skills: Listening, reading , writing. - Main teaching points: Structure: What + do/does + S + look like? S + be + Adj to describe one’s appearance - By the end of the lesson, Ss will be able to use adjs & structures to describe one’s appearance and improve their speaking and listening skills. II. Teaching aids: - Teacher: Posters, teacher’s book, casset, tape script - SS: Textbook, schoolthings III. Procedures: 1. Check up:(3) - 4 ss do execise 4 page 17 2. Lead in:(2’) “In daily life, we always have to communicate with other people. Thus, it is imprtant to know the adjs & structures to describe one’s appearance. Today we will deal with this matter” 3. New lesson:(36’) Stage 3.1Prespeaking (7’) Preteach vocabul ary (5’) Set the sence(2’ ) Teacher’s & students’activities T elicits words from ss T models, ask ss to read inchorus, individually and give meaning Check understanding: Ro + R T. shows pictures of some peopleasking some questions. What are they? What are they like/What do they look like? Describe their hair and appearance ;Using structures: S + have/has + adj + hair S + be + adj 4 Content of the lesson - curly(adj), explanation: xo¨n, qu¨n - blond(adj), translation: vµng ãng, vµng hoe the beard, example: r©u - the moustache, translation: ria - bold = bald (adj), picture : hãi ®Çu - fair (adj), antonym: tr¾ng(da) vµng nh¹t (tãc) T. asks students to complete the network of adjectives. T. tells Ss that they will learn more adj to describe people. T. calls some Ss (having the physical features similar to those given in the While boxes) to the front of the class – T. asks Ss to look at 6 pictures in the speaking text book and call on a student to use (10’) the adjs given in the boxes & the verb HAVE to describe one person, the others have to guess who he / she is - Go on until six people on the poster are describeed. PostT. shows 3 or 4 pictures of famous speaking people. Some pairs of Ss practice the ( 4’) dialogue with these pictures. OR: T. asks Ss to show the photos they brought to class (homework of lesson 1)- Ss practice describing people in the photos. T. calls one student to describe another student in class; other Ss guess who that person is. -T monitors, takes notes and corrects Hoa: This person is short & thin. She has long blond hair. Lan : Is this Mary? Hoa : Yes. Build Tall, short, fat, slim, thin, muscu lar,.... Hair Long, short, straight, curly, bold, black, blond, brown, beard, moustache, wavy, … Example: This person is very short and fat. She has short hair. She is a famous singer. Who is she? => She is My Linh 4. Summary:(2’) - repeat the structure to describe a one’s appearance 5. Homework:(2’) - Write about the people in the photo you brought to class (name, job, body build, hair). Example: This person’s name is _________. He is a (doctor). He is tall and slim. He has curly short black hair. - Prepare: Unit 1: part “read” *************************************************************** Date of planning: 21/08/2011 Date of teaching 22/08/2011 Period 04: Unit 1: MY FRIENDS Lesson 3: Listen I. Aims and Objectives: - Helping ss know how to describe one’s appearance & listen for specific information. - Vocabulary: To introduce to ss some vocabulary: curly, blond, fair, straight, beard, moustache, bold = bald - Skill + Target skills: Speaking, listening 5 + Other skills: Listening, reading , writing. - Main teaching points: Structure: What + do/does + S + look like? S + be + Adj to describe one’s appearance - By the end of the lesson, Ss will be able to use adjs & structures to describe one’s appearance and improve their speaking and listening skills. II. Teaching aids: - Teacher: Posters, teacher’s book, casset, tape script - SS: Textbook, schoolthings III. Procedures: 1. Check up:(3) - 4 ss do execise 4 page 17 2. Lead in:(2’) “In daily life, we always have to communicate with other people. Thus, it is imprtant to know the adjs & structures to describe one’s appearance. Today we will deal with this matter” 3. New lesson:(36’) 3.1 Whilelistening (7’) 3.2 Postlistening (4’) T. reviews the expressions for greetings- explaining when to use them. Ss read these expressions (p. 12) Ss read the 4 conversations (pp. 1213) and try to guess and complete four dialogues, using the given expressions. T. asks Ss to get ready to listen to the tape and check if their answers(words in the blanks) are correct. Ss listen to the tape (all 4 conversations).(twice) Ss listen again with a pause after each conversation. Ask ss to work in pairs to compare with their predictions _ T gives the correct answer Call on some ss to play the roles of Nam- Hoa - Thu, Khai-Mrs Lien, Mrs Vi, Ba, grandmother, Mr LAmMrs Linh, Mr Thanh and practice the dialogues Ss work in groups of 3 or 4 and practice introducing to people. T monitors takes notes and correct their pronunciation and grammar mistakes Guessing: 1, how do you do 2, nice to meet you 3, come and meet 4, It’s pleasure to meet you 5,come and meet 6, nice to meet you Key: 1, I’d like to meet you 2, nice to meet you 3, I’d like to meet you 4, It’s pleasure to meet you 5,come and meet 6, how do you do 4. Summary:(2’) - repeat the structure to describe a one’s appearance 6 5. Homework:(2’) - Write about the people in the photo you brought to class (name, job, body build, hair). Example: This person’s name is _________. He is a (doctor). He is tall and slim. He has curly short black hair. - Prepare: Unit 1: part “read” Date of planning: 23/08/2011 Date of teaching 25/08/2011 I.Aims and Objectives: Period 05: Unit 1: MY FRIENDS Lesson 4: Read - Helping ss know more about describing people by reading a text - Vocabulary: sociable, character, generous, hard – working, reserved, orphanage, outgoing, sense of humor. - Skill + Target skill: Reading + Other skills: Listening, speaking, writing - Main teaching points: Reading for specific information - By the end of the lesson ,Ss will be able to understand the vocabulary, the content of the text and know more about Ba’s friend II. Teaching aids: - Teacher: teacher’s book, lesson plan, poster - Ss: textbook, schoolthings III. Procedures: 1. Check up:(3’ Ask one ss to describe a famous person & the rest guess 2. Lead in:(2’) Today , you’re going to read a text about Ba’s friends. What are their characters? Now we will deal with this matter. 3. New lesson:( 36’) Stage 3.1Prereading: ( 11’) Pre teach vocabulary: Set thesence: T/F stateme Teachers & students activities Techniques: situation, antonym, antonym translation,example explanation antonym explanation, example T elicits words from ss T models, ask ss to read inchorus, individually and give meaning Check understanding: Ro + R T. asks question about Ss’ friends: do you have many friends? What are they like? What do they like doing in their free time? Ask ss to look at the statements which are about Ba and his friends 7 Content of the lesson I. Vocabulary: - sociable(adj):chan hoµ,dÔ gÇn - generous(adj),: hµo phãng - hard - working(adj): ch¨m chØ - reserved(adj):kÝn ®¸o - an orhanage: tr¹i trÎ må c«i - outgoing(adj): dÔ tÝnh ,cëi më - the sense of humor:cã khiÕu hµi hưíc. -a character: tÝnh nÕt, tÝnh c¸ch II. Reading: T/F predictions: a. Ba only has three friends , Bao, Song and Khai b.Ba & his friends have the same characters -nts predicti -ns and ask them to guess which sentences are true or false 3.2 Ask ss to open the textbook , read the text silently and check their predictions T gives the correct answers Ask ss to read the text and complete the information about Ba and his friends. Ss work in group of four - T monitors, takes notes and give the correct answers Whilereading: (17’) Gap fill Multiple choice: Comprehens -ion Qs 3.3Postreading: ( 8’) Ask Ss to work in pairs to do the exercises 1 (page 14). - T monitors, takes notes and give the correct answers Ask ss to work in pairs, ask and answer about the Qs in exercise 2 (p14). - T monitors, takes notes and give the correct answers c. Bao-Song –Khai are quite reserved in public d. They all enjoy school and study hard. Answer keys: a.F b.F c. F d.T * Read the text find suitabe adjs to fill in the table character favorite activities Ba Bao Khai Song Answer: character Favorite activities Ba -not as -telling outgoing/socia jokes ble as Bao -with a sense of humor Bao -Sociable, -doing kind, volunteer generous, work hard-working Khai - reserved in -playing public soccer Song -reserved in -going public the local library Ask ss to work in groups of 4 or 5. Each student describes one friend in the group (character & favorite activities). Representatives of some groups describe their group members. Other Ss guess who they are. - T monitors, takes notes and give the correct answers 4. Summary:(2’) Repeat the content of the dialogue 5. Home work:(2’) 8 -Write some sentences about your close friend or one member in your family (his/her character & favorite activities). - Prepare Unit 1: Part write ******************************************************** Date of planning:25/08/2011 Date of teaching:27/08/2011 Period 06: Unit 1: MY FRIENDS Lesson 5: Write I.Aims and Objectives: - Helping ss to write themselves and about other people. - Developing writing skill. - Vocabulary: -adjectives (about human character and appearance)Review - Skill + Target skill: Writing + Other skills: Reading , listening, speaking - Main teaching points: Writing about oneself and about other people. - By the end of the lesson,Ss will be able to write a paragraph to describe about themselves and about other people. II. Teaching aids: -Teacher: Word cards (adjs describing body build, hair, character), lesson plan, teacher’s book. - SS: textbook, schoolthings III. Procedures: 1. Check up:(3’) - Have one ss to rewrite vocabulary. - Ask one ss to retell the content of the text. 2. Lead in:(2’) You know how to describe people . Today we’ll learn how to write a paragraph about yourself and about your friends in formal writing 3. New lesson:(36’) Stage 3.1Pre – writing: (11) Set the sence: Teacher’s & Students’ activities Content of the lesson - Have ps write adjs about characters I. Revision vocabulary: of a person. * Net work: * Ask ss to read the information Character about Tam then answer some questions. II. writing: 1) Read the information about Tam. - Have them work in pairs. a) P1. What his name? P2. His name is Le Van Tam. b) P1.How old is he? P2. He is fourteen. 9 - Call some pairs to practice in front of the class. 3. 2 While writing: (17’) 3.3 Post writing: (8’) - Ask ss if they understand the text or not * Ask ps to write a similar form for their partners. Use the following questions as prompts. a) What is his/her name? b) How old is he/she? c) What does he/she look like? d) What is he/she like? e) Where does he/she live? f) Who does he/she live with? g) Who is/ are his/her friend(s)? - Call some ss to ask and answer these questions in front of the class. * Have ss write a paragraph about one of their partners using the form they’ve made above.( groups of five) - Ask the tutors to write on the board. - Ask other students to give their remarks. - T monitos, takes notes and give the correct answers c) P1. What does he look like? P2. He is tall and thin. He has short black hair. d) P1. What is he like? P2. He is sociable, humorous and helpful. e) P1. Where does he live? P2. He lives at 26 Tran Hung Dao street. f) P1. Whom does he live with? P2. He lives with his mother, father and elder brother. g) P1. Who is his friend? P2. Ba and Bao 2) Fill in similar form for your partner. Name: ........... Age: ......... Appearance: ...................... Character: ...................... Address: ...................... Family: ...................... Friends: ...................... - Practice in pairs. 3) Now write a paragraph about your partner. + Sample: This is my friend. His/her name is .... and he/she is ..... years old/ He/she .......... at ...... in .......... with his/her ................, his/her parents and his/her ..... sister,... . He/she is ..... and ........... He/she has ...... black hair. He/she is rather shy but friendly and helpful. He/she has a lot of friends but his/her close friends are... and.... 4. Summary: (2’) - Retell how to write a paragraph 5.Homework:(2’) Have ss write a similar paragraph about one of their family members. 10 Prepare unit one: part language focus *************************************************************** Date of planning:27/08/2011 Date of teaching:29/08/2011 Period 7: Unit 1:MY FRIENDS Lesson 6 : Language focus I.Aims and Objectives: - To give ss further practice in :Simple tenses Present simple to talk about general truths Using structure: “(not) adj + enough + to infinitive” to talk about one’s abilities - Vocabulary: Revision - Skill + Target skill: speaking + Other skills: Reading , listening, writing - Main teaching points: Simple tenses, (not) adj + enough + to infinitive - By the end of the lesson ,Ss will be able to use simple tense to talk about general truths & using the structure: (not) adj + enough to talk about one’s abilities II. Teaching aids: Teacher:Textbook, poster SS: textbook, schoolthings III. Procedures: 1. Warm up: (2’) Revision adjs: Elicit from ss 2. New lesson:(39’) Stage Teacher’ s & ss’ activities 2.1 - Elicit form from ss Practice 1(15’) Smple present -Elicit use from ss tense - Elicit form from ss Past simple tense -Elicit use from ss Ask ss to do EX 1,2 ( p16) - T monitors, takes notes & give the correct answers The content of the lesson I. Present simple and past simple tenses: Form: (+) S + Vs / Ves /Vies / bare V (-) S + don’t / doesn’t + bare V (?) Do / Does + S + bare V? Yes, S + do / does No, S + don’t / doesn’t It is used to express an action which is always true. Form: (+) S + Ved / irregular verbs (-) S + didn’t + bare V (?) Did + S + bare V? Yes, S + did No, S + didn’t It expresses an action which happened & completed in the past. 1. Exercise 1 (page16) Keys: a, 1- is living, 2- sent, 3- was, 4is. b, 1- are, 2- came, 3- showed, 4introduced. 11 2. Exercise2 (page16). Keys : 1.sets, 2. goes, 3.moves, 4.is, 5. is, 6.is. II. Exercise 3 Questions: Page 17 2.2 Have ss look at the Practice 2 picture on page 17 (10’) Work in pairs to ask and answer the questions - T monitors, takes notes & give the correct answers 2.3 - Elicit form from ss III. (not) adjective + enough+ to Practice 3 -Elicit use from ss infinitive (14’) Have ss work in pairs to S + be (not) + adj + enough + ( for obj) complete the dialogue + to V ( Ex 4/p17) It expresses someone has enough abiltity to do sth - Ask ss to make up 5 Keys: a. not big enough sentences individually b. not old enough (using: enough) - T monitors, takes notes c. strong enough d. good enough & give the correct answers 3.Summary: (2’) Repeat the use of present & past simple tense, the use of enough 4.Home work:(2’ Do exercies in the language focus again Pepare Unit: Getting started + L & R ************************************************************* Date of planning:30/08/2011 Date of teaching:03/ 09/2011 Unit 2: Making arrangements Period 8: Lesson 1: Getting started, Listen and read. I. Objectives: - After the lesson, Ss will be able to use the telephone to make and confirm arrangements. II. Preparation: - Textbook, cassette and tape. III. Teaching procedure: 1. Organization: - Date : ...............8A:........... ................8B:............ 2. Oral test: - Homework correction. 3. New lesson: A. Warm- up: Getting started: - Ask Ss to match each object (pictures on P.18) with its name. - T hangs the picture and asks Ss to guess what objects they are . - T presents some news words a, an answering machine. d, a telephone directory b, a mobile phone e, a public telephone. 12 c, a fax machine f, an address book. - T asks one Ss to match each object with its name .Others can make any corection or addition . - T corrects if necessary. B. Presentation: * Pre- reading: - Give some questions for Ss to guess: a. Who made the call? b. Who introduced herself? c. Who invited the other to the movie? d. Who arranged a meeting place? e. Who arranged the time? f. Who agreed to the time? - Give feedback. * While- reading: - Ask Ss to listen to the conversation. - Get ss to read the conversation. - Ask Ss to answer the given questions above. 1. Comprehension questions: - Give Ss some more questions and ask Ss to work in pairs to answer them. a. What is Hoa’s telephone number? b. Which movie are they going to see? Where? c. How is Hoa going to see the movie? d. Where are they going to meet? What time? - Get some pairs to ask and answer those questions. * Post- reading: - Ask Ss to play the roles of two Ss who are talkinhg on the phone making arrangements. - Ss can change the information if needed. - Let Ss work in pairs. - Call some pairs to practice. 4. Consolidation: .- T asks to match each sentence below with its difinition . a.an answering machine. b.an address book c.a public telephone d.a fax machine e.a telephone directory f.a mobile phone 1.To send fax 2.to leave and take message 3.To find someone’s telephone numbers 4.To make a phone call in the street telehone box 5.To write addresses and phone numbers 6.To make a phone call anywhere you like . 5. Homework: - Do ex 1 ( workbook) - Practice the dialogue . - Learn new words -----------------------------------------------------------------------------Date of planning:04/09/2011 Date of teaching:06/09/2011 13 arrangements Unit 2: Making Period 9: Lesson 2: Speak I. Objectives: - After the lesson, Ss will be able to talk on the phone about intentions with GOING TO. II. Preparation: - Textbook. III. Teaching procedure: 1. Organization: 2. Oral test: - Homework correction. 3. New lesson: A. Warm- up: Chatting: - Talk to Ss about using telephone.  Do you have 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? B. Presentation: * Pre- speaking : - Ask Ss to do Ex 1 on P.20. - Ss work in pairs. - Call some Ss to give the answers. - T corrects and gives the right ones: b - f - j - a - i - c - e - k - g - h - d. - Ask some quetions to check Ss’ understanding . Are they talking on the phone? (Yes) What do they intend to do? (They intend to go to the pop concert.) What time are they meeting? (They are meeting at 7.15) Where? (Inside the center) - Form: S + be + going to + infinitive. - Use: Express an intention * While- speaking - Word cue drill - Model sentences : + Are you going to see a movie ?- Yes, I am?No, I an not. a. see a movie b. play sports c. meet your friends d. help your mother e. do your homework f. wath TV. - Model two cues then ask Ss to repeat chorally then individually . - Ask some Ss to practice asking and answering . - Ask the whole class to work in pairs *Post- speaking : Role play - set thescene “ Ba and Bao are making arrangements to play chess ” - Ask Ss to work in pair to complete the dialogue . 4. Consolidation: - Revise the structure Going to. 5. Homework: - Review the use of the structure. 14 - Do the Ex 2,3 in the workbook. Date of planning:06/09/2011 Date of teaching:09/09/2011 arrangements Unit 2: Making Period 10: Lesson 3: Listen I. Objectives: - After the lesson, Ss will be able to talk on the phone about intentions with GOING TO. II. Preparation: - Textbook. III. Teaching procedure: 1. Organization: 2. Oral test: - Homework correction. 3. New lesson: A. Warm- up: Chatting: - Talk to Ss about using telephone.  Do you have 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? B. Presentation: * Pre- listening: - Ask Ss to look at the form of the telephone message pn P.21 and set the scene. - Have Ss guess the message. - Let Ss work in pairs. - Give feedback. * While- listening: - Get Ss to listen to the tape twice and fill in the message. - Ask Ss to compare with their guess. - Call some Ss to give the answers. - T plays the tape once again and pauses at each information for Ss to check. - T gives answers: kingston junior high school Date: ............................. Time:............... For: The principle. Message: Mr Mary Nguyen wanted to see you at 9.45 in the morning. Telephone number: 64683720942 * Post- Listening: - Get Ss to repeat some sentences in the tapescript. - Remind Ss the key points. 4. Consolidation: - Revise the structure Going to. 5. Homework: 15 - Review the use of the structure. - Do the Ex 2,3 in the workbook. Date of planning:07/09/2011 Date of teaching:09/09/2011 Unit 2: Making arrangements Period 11 : Lesson 5: Read. I. Objectives: - After the lesson, Ss will be able to know more about Alexander Graham Bell. II. Preparation: - Textbook. III. Teaching procedure: 1. Organization: - Date : ...............8A:........... ................8B:............ ................8C:............ 2. Oral test: - Homework correction. 3. New lesson: A. Warm- up: Brainstorming: - Let Ss answer the questions by coming to the board and write: To chat with friend to communicate 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 away. - to get information at the airport or railway station quickly. B. Presentation: * Pre- reading: - Teach the vocabulary. to emigrate: di c. to transmit: truyÒn sãng. to conduct: tiÕn hµnh to demonstrate: minh ho¹ a device: dông cô a deaf- mute: ngêi c©m ®iÕc + Checking:What and where. - Get Ss to repeat aloud. - Give T/ F statements prediction: a, Alexander G.Bell was born in the USA. b, He worked with deaf-mute patients in a hospital in Boston. c, Thomas Watson was Bell’s assistant. d, Bell and Watson introduced the telephone in 1877. 16 e, Bell experimented with ways of transmitting speech between deafmutes. f, Bell demonstrated his invention at a lot of exhibitions. * While- reading: - ask Ss to read the text on p.21-22 and check their prediction. - Have Ss correct the false sentences. - Ask Ss to look at the book p.22. - Get Ss to read the events of Bell’s life and put them in the correct order. - Ask them to compare with their partners. + Alexander Graham Bell: 1. was born in Scotland. 2. went to live in Canada. 3. went to live in the USA. 4. worked with people who could neither speak nor hear. 5. worked with Thomas Watson. 6. successfully demonstrated his invention. 7. invented the telephone. * Post- reading: - Get Ss to write a paragraph about Bell’s life, using the information from the text. 4.Consolidation : - T revives Ss about the past simple tense. S + V( in the past) + O 5. Homework: - Ask Ss to write the paragraph into their notebook. -------------------------------------------------------------------------Date of planning:09/09/2011 Date of teaching:12/09/2011 Unit 2: Making arrangements Period 12: Lesson 5: Write. I. Objectives: - After the lesson, Ss will be able to write a telephone message. II. Preparation: - Textbook. III. Teaching procedure: 1. Organization: - Date : ...............8A:........... ................8B:............ ................8C:............ 2. Oral test: - Homework correction. 3. New lesson: A. Warm- up: Jumbled words: 1. mcuestor = customer. 3. ayddmi = midday. 2. essgmea = message. 4. nifurretu = furniture. 5. rvseice = service. B. Presentation: * Pre- writing: - Talk to Ss about taking a telephone message. - Have you ever taken a telephone message? 17 (Yes/ No) - What should be mentioned in the message when you take a message? ( Date, time, who sent, to whom, content) - Teach some new words: a customer: kh¸ch hµng a delivery: ph©n ph¸t/ vËn chuyÓn stationery: hµng t¹p ho¸ to pick SB up: ®ãn ai * Checking:What and where. * While- writing: - Ask Ss to read the message and fill in the gabs in the passage on P, 23. - Let Ss work in pairs. - Ask Ss to read the passage 2 to get information and write the message. - Let Ss work individually, then compare with their partners. * Answers: Thanh Cong Delivery Service Date: June 16 Time: After midday. For: Mrs. Van Message: Mr. Nam called about his stationery order. He wanted you to call him at 8634028. Taken by: Mr. Toan - Ask Ss to write another message. - Set the scene: “Tom phoned Nancy, but she was out. Lisa, Nancy’s sister took the message for Nancy. Help Lisa to write a message.” - Ask Ss to read the dialogue between Lisa and Tom then write the message. - Let Ss work in pairs. * Post- writing: - Give feedback: * Answers: 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. 4.Consolidation : - T revives Ss the way of writing a message in English . Date :.................................................. Time :...................................................... For :......................................................... Message :..................................................... Taken by :............................................................ 5. Homework: - Ask Ss to write the message on their notebook. ---------------------------------------------------------------- Date of planning:10/09/2011 Date of teaching:12/09/2011 18 . Unit 2: Making arrangements Period 13: Lesson 6: Language Focus. I. Objectives: - Further practice in the structure “be going to” and the adverbs of place. II. Preparation: - Textbook. III. Teaching procedure: 1. Organization: - Date : ...............8A:........... ................8B:............ ................8C:............ 2. Oral test: - Homework correction. 3. New lesson: A. Warm- up: Matching: A B 1. make a. the time 2. arrange b. an invitation 3. introduce c. a call 4. accept d. a letter 5. send e. oneself 1:......... 2:.......... 3:........ 4:......... 5:.......... B. Presentation: 1. Language focus 1: - Explain the task and ask Ss to practice this Ex in pairs. - Call some Ss to write their answers on the board. - Ask the rest to practice orally. - Give the right answers: a, They are going to go fishing. b, Trang is going to read the new novel. c, Van is going to do her homework in Math. d, He is going to see the movie on TV tonight. e, Hien is going to attend a birthday party. - Ss copy the right answers. 2. Language focus : - Set the scene and ask Ss to practice speaking with the given questionnaire. What are you going to do on the weekend? Are you going to.... You Your partner see a movie? play sports? meet your friends? help your parents? do your homework? watch TV? - Call some pairs to practice in front of the class. - Give some remarks. 3. Language focus 3: - Explain the way to practice. - Ask Ss to revise some adverbs of place given in the textbook. - Get Ss to practice in groups. - Call some Ss to give the answers. - Give feedback: a, upstairs. d, outside b, here e, there 19 c, downstairs f, inside - Ask Ss to give some more examples with those advebs of place. 4. Consolidation: - Remind Ss the structure “be going to” and the adverbs of place. 5. Homework: - Review all key grammar points. - Prepare the next lesson: Unit 3. **************************************************************** Date of planning:12/09/2011 Date of teaching:14/09/2011 Unit 3: At home. Period 14: Lesson 1:Getting started, Listen and read. I. Objectives: - After the lesson, Ss will be able to understand the dialogue and use model verbs to talk about the housework. II. Preparation: - Textbook, cassette and tape. III. Teaching procedure: 1. Organization: - Date : ...............8A:........... ................8B:............ ................8C:............ 2. Oral test: - Homework correction. 3. New lesson: A. Warm- up/ Getting started: Kims, game: - Show 6 pictures to Ss. - Ask Ss to look at the pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible. - Which team remembering more verbs is the winner. * Answer: a, wash dishes d, cook b, make the bed e, tidy up c, sweep the floor f, feed the chicken. B. Presentation: 1. Pre- reading: - Teach the new words: a steamer: nåi hÇm chore: viÖc vÆt trong nhµ a cup board: ch¹n b¸t ®Üa a sink: bån röa b¸t. a sauce pan: xoong/ nåi nÊu canh. * Checking:What and where. 2. While- reading: - Play the tape twice for Ss to practice listening. - Ask Ss to practice reading the dialogue in pairs. - Call some pairs to read aloud. - Present the use of the model verbs. - Give form: Has/ Have to + infinitive = must + bare infinitive. - Ask Ss to list the things Nam has to do. - cook the dinner 20