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GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM (GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-18) (MA TRẬN + ĐẶC TẢ + ĐỀ KIỂM TRA GIỮA KỲ, CUỐI KỲ CÓ FILE NGHE).pdf

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GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM
(GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2
CỘT) NĂM HỌC 2023-2024 (TUẦN 1-18) (MA
TRẬN + ĐẶC TẢ + ĐỀ KIỂM TRA GIỮA KỲ,
CUỐI KỲ CÓ FILE NGHE)
WORD VERSION | 2023 EDITION
ORDER NOW / CHUYỂN GIAO QUA EMAIL
TAILIEUCHUANTHAMKHAO@GMAIL.COM
G I Á O Á N T I Ế N G A N H T H E O
C Ô N G V Ă N 5 5 1 2
Ths Nguyễn Thanh Tú
eBook Collection
vectorstock.com/7952556
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Date of planning : …/… / 2023
Date of teaching : …/… / 2023
WEEK : 1
Period 1 : INTRODUCTION
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS
I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce new Tieng Anh 8 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study
English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home...
some classroom languages.
* Grammar : To be; present simple tense; present continuous tense , can , must …
2. Competence: Students will be able to know how to study English effectively and how to use new
Tieng Anh 8 textbooks and know the methods to study new Tieng Anh 8 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Qualities: To teach Ss the love of English; The awareness about importance of learning English.
- Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 8 text book, laptop, projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Sach mem.vn ; hoclieu.vn .
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
* Objectives:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the new class.
* Expected outcomes: Having a chance to speak English and focus on the topic of the lesson..
* Organisation: Teacher’s instructions…
Teacher’s & Student’s activities Content
+ Greeting
+ Chatting
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to
creat a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class…
+ Greeting
+ Chatting. T_Ss
- Students (Ss) listen and learn how to introduce
themselves.
- Introduce themselves (name; age; address;
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- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as
possible
+ Lead to the first unit of the new school year.
- Write the unit title on the board and ask Ss
guest what they are going to learn this unit …
- Ask Ss to open their book and introduce what
they are going to study….
likes; dislikes ….friends… )
+ Students (Ss) listen and learn how to do the
tasks.
- Answer the teacher’s questions
- Open their book and write .
2. NEW LESSON (12’-15’)
ACTIVITY 1+ 2:
* Objectives:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.
* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 8
* Expected outcomes: Ss learn something about England, English; Learn how to use New Tieng
Anh 8
* Organisation: Teacher’s instructions….
Teacher’s & Student’s activities Content
1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and
English.
- It located in North-west coast of Europe with
very mild weather not too hot but not too cold.
- It consists of four parts: England, Wales,
Scotland and Ireland.
- It’s official name is the UK
- Each part has its own flag of UK.
2. English:
- How many people speak English as their
mother tongue?
- How many people speak English as their first
language?
- How many people speak English as their
second language or first foreign language?
- Why do you learn English?
- Is it important? Difficult? Useful? Interesting?
=> It’s very important, useful, interesting. It is
the means of communication to one another.
3/ New English 8 text book:
- How many units are there in English 8 text
book?
- What are they about?
There are 12 main units in the Student's Book.
Each unit has seven sections and provides
language input for seven classroom lessons of
45 minutes each...At the beginning of each unit,
- T_Ss
- Listen carefully and read aloud.
- Answer the teacher’s questions
- Give the answers
- Ss answer if possible
- Listen carefully and read aloud.
- There are many interesting things of England
and you’ll gradually know about them in the
progress of learning English.
2/ Introduction: English is an international
language. Hundreds of million people speak
English in the world. 400 million people speak
English as their first language, 600 million
people speak English as their second language
or first foreign language. 4/5 of the world’s
computers use program in English. ¾ of all
international correspondence is in English.
3/ English 8 has 12 Units.
- T_Ss
- Each unit has 7 lessons.
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there are explicit learning objectives that clearly
state the main language points and skills to be
taught in the unit.
- Section 1 : GETTING STARTED.
It begins with a conversation followed by
activities which introduce the topic of the unit.
It then presents the vocabulary and the grammar
items to be learned and practised through the
skills and activities of the unit.
- Section 2 : A CLOSER LOOK 1 .
This section presents and practises the
vocabulary and pronunciation of the unit. The
active vocabulary of the unit is given in an
interesting and illustrated way so that it is easy
for students to memorise. Two sounds, which
appear frequently in the unit, are given and
practised in isolation and in context. Stress
pattern of two-syllable words, three-syllable
words, and rising and falling intonation for
questions are also dealt with in the last units of
the book. There are different exercises focusing
on intensive practice of vocabulary and
pronunciation.
- Section 3 : A CLOSER LOOK 2 .
This section deals with the main grammar
point(s) of the unit. The new language point(s)
taught in this section is / are already introduced
in Getting Started. The exercises are well
illustrated to help students remember and use
the grammar items effectively. The Remember!
boxes appear wherever necessary to give the
rules or explanations and help students avoid
common errors.
- Section 4: COMMUNICATION.
This section is designed to help students use
functional language in real life contexts and
consolidate what they have learnt in the
previous sections. It also gives students
opportunities to learn and apply the cultural
aspects of the language learnt to their lives and
provides cultural information about Viet Nam
and other countries.
Everyday English in this section gives students
the skills to communicate effectively in various
everyday situations...
- Section 5 : SKILL 1 . READING AND
SPEAKING.
Reading
This section aims to develop students' reading
abilities. The reading text is often based on the
vocabulary and structures that students have
previously acquired to make the activity
achievable..
Speaking
This section aims to provide further practice to
support students in their spoken English....
- Section 6 : SKILL 2: LISTENING AND
WRITING.
Listening
The listening activity follows the oral practice in
the Speaking section. It provides students with
an opportunity to listen to the language that they
have practised orally, and trains them to listen
for general and specific information.
Writing
This section focuses on developing
students'writing skills. It normally involves one
of the text types required for students' skill
development. …
- Section 7: LOOKING BACK & PROJECT.
Looking Back recycles the language from the
previous sections and links it with the unit topic.
Its activities and exercises are designed to help
students consolidate and apply what they have
learnt in the unit. Teachers can use this section
to evaluate their students' performance and
provide further practice if necessary.
The Project activity helps students improve
their ability to work independently and in a
team. It extends their imagination in a field
related to the unit topic.
* English is not too difficult but it requires you
hard working.
- Ss need learn by heart all vocabulary and their
usage.
- Review the lesson everyday.
- Learn English everyday.
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3. PRACTICE (15’)
ACTIVITY 3:
* Objectives: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English . Classroom language…
* Expected outcomes: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher’s instructions….
Teacher’s & Student’s activities Content
3. How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today?
- May I go out?
- May I come in?.......
- How to improve your English :
- Listen to the teacher carefully, learn E. from
many sources, always enrich your vocabulary,
do exercises carefully, practice speaking,
listening, writing, reading everyday. …
- Ss should work hard everyday to improve their
English.
“ Hard work is the key to success”
- T_Ss
- Listen carefully
- Practice saying classroom languages.
- Work in groups; in pairs; present the
projects….
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 4:
* Objectives: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English . Classroom languages…
* Expected outcomes: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
Teacher’s & Student’s activities Content
- T gives some questions to introduce the class
expressions.
- Have Ss listen and repeat.
- Teacher says “ go out, please”‡ Go out
- Teacher says “No” ‡ Don’t go out
- Call on some pairs to practice in front of the
class.
- The greetings : - Goodmorning
- Good afternoo ; Good morning
- Good bye ….
- We can say “ May I go out”
- You can say “Stand up, please”.
- Listen, please; Read after me
- Repeat please…..
5. WRAP-UP & HOME WORK (2’)
* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book .
* HOME WORK
- Learn classroom languages.
- Prepare new lesson: Unit one LEISURE TIME.
==============================
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GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM (GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-18) (MA TRẬN + ĐẶC TẢ + ĐỀ KIỂM TRA GIỮA KỲ, CUỐI KỲ CÓ FILE NGHE).pdf

  • 1. Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594 Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM (GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-18) (MA TRẬN + ĐẶC TẢ + ĐỀ KIỂM TRA GIỮA KỲ, CUỐI KỲ CÓ FILE NGHE) WORD VERSION | 2023 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM G I Á O Á N T I Ế N G A N H T H E O C Ô N G V Ă N 5 5 1 2 Ths Nguyễn Thanh Tú eBook Collection vectorstock.com/7952556
  • 2. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning : …/… / 2023 Date of teaching : …/… / 2023 WEEK : 1 Period 1 : INTRODUCTION INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS I. OBJECTIVES: By the end of the lesson students will be able to gain the following things: 1. Knowledge: - To introduce new Tieng Anh 8 textbooks. Student’s book and Workbook - Tell students something about Great Britain; England and English. Students learn how to study English well and know the way to learn English. *Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home... some classroom languages. * Grammar : To be; present simple tense; present continuous tense , can , must … 2. Competence: Students will be able to know how to study English effectively and how to use new Tieng Anh 8 textbooks and know the methods to study new Tieng Anh 8 textbooks. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: To teach Ss the love of English; The awareness about importance of learning English. - Developing self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet. - Sach mem.vn ; hoclieu.vn . III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create a friendly and atmosphere in the class before the lesson; - To give T and Ss a chance to introduce themselves; - To lead into the unit * Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. * Expected outcomes: Having a chance to speak English and focus on the topic of the lesson.. * Organisation: Teacher’s instructions… Teacher’s & Student’s activities Content + Greeting + Chatting - Teacher (T) introduces himself/ herself - T may introduce some warm-up activities to creat a friendly and relaxed atmosphere to inspire Ss to warm up to the new class… + Greeting + Chatting. T_Ss - Students (Ss) listen and learn how to introduce themselves. - Introduce themselves (name; age; address;
  • 3. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Have Ss to introduce themselves. - T encourages Ss to talk in English as much as possible + Lead to the first unit of the new school year. - Write the unit title on the board and ask Ss guest what they are going to learn this unit … - Ask Ss to open their book and introduce what they are going to study…. likes; dislikes ….friends… ) + Students (Ss) listen and learn how to do the tasks. - Answer the teacher’s questions - Open their book and write . 2. NEW LESSON (12’-15’) ACTIVITY 1+ 2: * Objectives: - To set the context for the introductory; - To introduce the topic of the unit, the vocabulary, and the grammar points to be learned. * Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 8 * Expected outcomes: Ss learn something about England, English; Learn how to use New Tieng Anh 8 * Organisation: Teacher’s instructions…. Teacher’s & Student’s activities Content 1. T. asks sts some questions about England. - What do you know about England? - T. gives sts something about England and English. - It located in North-west coast of Europe with very mild weather not too hot but not too cold. - It consists of four parts: England, Wales, Scotland and Ireland. - It’s official name is the UK - Each part has its own flag of UK. 2. English: - How many people speak English as their mother tongue? - How many people speak English as their first language? - How many people speak English as their second language or first foreign language? - Why do you learn English? - Is it important? Difficult? Useful? Interesting? => It’s very important, useful, interesting. It is the means of communication to one another. 3/ New English 8 text book: - How many units are there in English 8 text book? - What are they about? There are 12 main units in the Student's Book. Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each...At the beginning of each unit, - T_Ss - Listen carefully and read aloud. - Answer the teacher’s questions - Give the answers - Ss answer if possible - Listen carefully and read aloud. - There are many interesting things of England and you’ll gradually know about them in the progress of learning English. 2/ Introduction: English is an international language. Hundreds of million people speak English in the world. 400 million people speak English as their first language, 600 million people speak English as their second language or first foreign language. 4/5 of the world’s computers use program in English. ¾ of all international correspondence is in English. 3/ English 8 has 12 Units. - T_Ss - Each unit has 7 lessons.
  • 4. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L there are explicit learning objectives that clearly state the main language points and skills to be taught in the unit. - Section 1 : GETTING STARTED. It begins with a conversation followed by activities which introduce the topic of the unit. It then presents the vocabulary and the grammar items to be learned and practised through the skills and activities of the unit. - Section 2 : A CLOSER LOOK 1 . This section presents and practises the vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorise. Two sounds, which appear frequently in the unit, are given and practised in isolation and in context. Stress pattern of two-syllable words, three-syllable words, and rising and falling intonation for questions are also dealt with in the last units of the book. There are different exercises focusing on intensive practice of vocabulary and pronunciation. - Section 3 : A CLOSER LOOK 2 . This section deals with the main grammar point(s) of the unit. The new language point(s) taught in this section is / are already introduced in Getting Started. The exercises are well illustrated to help students remember and use the grammar items effectively. The Remember! boxes appear wherever necessary to give the rules or explanations and help students avoid common errors. - Section 4: COMMUNICATION. This section is designed to help students use functional language in real life contexts and consolidate what they have learnt in the previous sections. It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives and provides cultural information about Viet Nam and other countries. Everyday English in this section gives students the skills to communicate effectively in various everyday situations... - Section 5 : SKILL 1 . READING AND SPEAKING. Reading This section aims to develop students' reading abilities. The reading text is often based on the vocabulary and structures that students have previously acquired to make the activity achievable.. Speaking This section aims to provide further practice to support students in their spoken English.... - Section 6 : SKILL 2: LISTENING AND WRITING. Listening The listening activity follows the oral practice in the Speaking section. It provides students with an opportunity to listen to the language that they have practised orally, and trains them to listen for general and specific information. Writing This section focuses on developing students'writing skills. It normally involves one of the text types required for students' skill development. … - Section 7: LOOKING BACK & PROJECT. Looking Back recycles the language from the previous sections and links it with the unit topic. Its activities and exercises are designed to help students consolidate and apply what they have learnt in the unit. Teachers can use this section to evaluate their students' performance and provide further practice if necessary. The Project activity helps students improve their ability to work independently and in a team. It extends their imagination in a field related to the unit topic. * English is not too difficult but it requires you hard working. - Ss need learn by heart all vocabulary and their usage. - Review the lesson everyday. - Learn English everyday.
  • 5. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L 3. PRACTICE (15’) ACTIVITY 3: * Objectives: To help Ss understand the lesson. Class room language * Content: Some brief notes; Something about England, English . Classroom language… * Expected outcomes: Ss learn something about England, English; Classroom languages… * Organisation: Teacher’s instructions…. Teacher’s & Student’s activities Content 3. How to learn English best? - Tell us how you learn best? - Tell us how you can learn English best? * Some useful classroom languages: - Who is the monitor? - Who is absent today? - Who is on duty today? - May I go out? - May I come in?....... - How to improve your English : - Listen to the teacher carefully, learn E. from many sources, always enrich your vocabulary, do exercises carefully, practice speaking, listening, writing, reading everyday. … - Ss should work hard everyday to improve their English. “ Hard work is the key to success” - T_Ss - Listen carefully - Practice saying classroom languages. - Work in groups; in pairs; present the projects…. 4. PRODUCTION/ FURTHER PRACTICE (8’) ACTIVITY 4: * Objectives: To revise / teach classroom languages. * Content: Some brief notes; Something about England, English . Classroom languages… * Expected outcomes: Ss know something about England, English; Classroom languages… * Organisation: Teacher’s instructions….. Teacher’s & Student’s activities Content - T gives some questions to introduce the class expressions. - Have Ss listen and repeat. - Teacher says “ go out, please”‡ Go out - Teacher says “No” ‡ Don’t go out - Call on some pairs to practice in front of the class. - The greetings : - Goodmorning - Good afternoo ; Good morning - Good bye …. - We can say “ May I go out” - You can say “Stand up, please”. - Listen, please; Read after me - Repeat please….. 5. WRAP-UP & HOME WORK (2’) * Instruct/ guide students to do their homework. - Prepare textbook, workbook, exercise book . * HOME WORK - Learn classroom languages. - Prepare new lesson: Unit one LEISURE TIME. ==============================
  • 7. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:..…/ 9 / 2023 Date of teaching: ………..… WEEK: 1 Period 2: UNIT 1 : LEISURE TIME Lesson 1: GETTING STARTED I’m keen on doing DIY (do-it-yourself) I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - An overview about the topic Leisure time - To practice listening and reading skills . - Use words related to leisure activities and expressions about likes and dislikes; + Vocabulary: words related to leisure activities and expressions about likes and dislikes; + pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; * New words: a kniting kit; keen on; DIY; spend; hang out; join; puzzles; message… + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to practice listening and reading skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love talking about activities in leisure time. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; hoclieu.vn III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible + Before ss open their books, T asks ss what they like doing for pleasure in their free time. + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks. - Open the book and write the tittle of the lesson.
  • 8. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Summarise ss' answers and ask them what these activities are called. - Elicit the phrase leisure activities. Tell ss that free time can be called leisure time. Write the unit title on the board Leisure time. Let ss open their books and start the lesson. Otherwise, T can: - Show a picture with a lot of leisure activities for 15 seconds (see below). - Hide the picture and ask ss to name the activities they see in the picture. - Lead into the new lesson by saying: We do these activities in our free time or leisure time. Write the unit title on the board Leisure time. - Share with ss the objectives of the lesson and let them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show ss. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) ACTIVITY 1: * Objectives: - To set the context for the introductory dialogue; - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt. * Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points… * Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content 1. Listen and read : * Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words + Teacher do the “Rub out and remember” checking technique. - Ask ss to look at the pictures on page 8 - 9 and answer the questions below: - What are they talking about? - What activities can you see in the small pictures? - Elicit answers from ss. - Introduce the two characters:Tom and Trang. Explain that they are friends, and they meet each other by chance in a shopping mall. - T_Ss *Vocabulary: 1. knitting kit (n) bộ dụng cụ đan len 2. DIY (n) tự tay làm lấy 3. Dollhouse (n) nhà búp bê 4. make paper flowers (v.phr) làm hoa giấy 5. hang out (v) đi chơi
  • 9. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Play the recording twice for ss to listen and read along. Have ss underline the words that are related to the unit topic while they are listening and reading. - Invite some pairs of ss to read the conversation aloud. - Have ss say the words in the text that they think are related to the topic Leisure time. Quickly write the words on one part of the board. Comment on ss' answers. 3. PRACTICE ( 15’) * Objectives: 2. To help ss understand the conversation. 3. To introduce some vocabulary items related to leisure activities. 4. To help ss revise the leisure activities they have learnt in 3. * Content: Listen and read the conversation. Complete the sentences; Write the activities under the correct pictures. * Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Read the conversation again and complete the sentences. + First, ask ss to read the sentences and fill in the blanks without reading the conversation again. - Elicit the answers from ss. Quickly write these answers on the board. Now have them read the conversation again to check their answers. + Allow them to share answers with a partner before discussing as a class, - Ask Ss for their answers again, referring to the answers that have been written on the board before. - Confirm the correct answers. - T_Ss - Work individually. * Key: 1. knitting kit 2. leisure time 3. other people 4. hang out 5. Sunday ACTIVITY 3: Work in pairs. Write the activities from the box under the correct pictures. - Have Ss work individually to write the word and phrases in the box under the pictures. Have them compare their answers with a partner. - Invite some ss to go to the board and write their answers. - Confirm the correct answers. - T_ Ss - Ss to work individually. * Key: 1. messaging friends 2. cooking 3. playing sport 4. doing puzzles 5. doing DIY 6. surfing the net
  • 10. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Have ss practise saying the word and phrases again. EXTRA ACTIVITY: - Put Ss into pairs. - Ss read off the activities in the word box in 3 and say two sentences about one of the activities that they do. One sentence needs to be true and the other false: Eg: 1. I enjoy cooking 2. I hate cooking - The partner guesses which sentence is true. - Ss switch the roles and continue with a few more activities. ACTIVITY 4: Work in pairs. Read the phrases, and guess which activities in 3 are described - Have Ss work in pairs and read the key words and phrases given, then guess the leisure activities. - Ask for Ss' answers and confirm the correct ones. For a more able class, have ss work in groups. Each group writes down some key words and phrases about one or two leisure activities they do or know. Then they read aloud these words / phrases for the class to guess the activities. - T_ Ss. - Work individually. * Key: 1. doing puzzles 2. doing DIY 3. playing sport 4. messaging friends 5. surfing the net 4. PRODUCTION/ FURTHER PRACTICE ( 8’) ACTIVITY 5: * Objectives: To help ss practise using the vocabulary items related to leisure activities. * Content: Ask and answer the questions; Report the friends’ answers * Expected outcomes: Asking and answering the questions; Report it. * Organisation : Teacher’s Student’s activities Content 5. Work in groups. Ask one another the question below. Then report your friends’ answers to the class. - Set time (3 — 5 minutes) for ss to do this activity. - Have ss work in groups to ask one another the question in the book. Invite some ss to share the answers of their groups with the class. - For a more able class, ask ss to work in their groups again and brainstorm all the leisure activities they know. After three minutes, the group with the most answers wins, and they are invited to share their answers with the whole class. * Report it. * Example: If you have some free time this weekend. What will you do? * Suggested outcome: If I have free time this weekend, I will go to the cinema to see the latest film. 5. WRAP-UP & HOME WORK (2’)
  • 11. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. - Ask ss to say aloud some words they remember from the lesson. - If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to- infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 1 . ==============================================
  • 12. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:………….. Date of teaching: ………..… WEEK: 1 Period 3 : UNIT 1 : LEISURE TIME Lesson 2 : A CLOSER LOOK 1 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - The lexical items related to Leisure time. - Pronunciation: pronounce words that contain the sounds: /ʊ/ and /u:/ correctly + Vocabulary: The lexical items related to Leisure time. + pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; * New words: be fond of ; be keen on ; be crazy about….. + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love of leisure activities and expressions about likes and dislikes - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. Students get some vocabulary from the lesson and be ready for the lesson. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.
  • 13. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible + Show some pictures of the leisure activities ss learnt in the previous lesson. Have some say the activities aloud. Lead into this lesson which focuses on expressions about likes and dislikes and /ʊ/ and /u:/ . - Share with ss the lesson objectives and have them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show Ss. - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: - To present some expressions about likes and dislikes. * Content: Learn some new words . * Expected outcomes: Knowing more new words. Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Match a word/ phrase in column A with a word in column B to make expression about likes * Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words + Teacher do the “Rub out and remember” checking technique. ** Have Ss read the words / phrases in column A and B and match them to make expressions about likes. Remind them that a word / phrase in column A can only go with one preposition in column B. Have ss work in pairs to compare their answers before giving T the answers. Check and confirm the correct answers. Ask them to change the expressions they have got so that the expressions can be about dislikes. Elicit answers from ss. Confirm that when we want to change the expressions into those about dislikes, we can put not after the forms of the verb be. Give them the example: is fond of, which is changed into is not fond of. Invite some ss to do the same with other expressions. - T_Ss *Vocabulary 1. be interested in (n) quan tâm , thich 2. be fond of (n) thích (rất nhiều ) 3. be keen on (n) mê , thich 4. be crazy about (adj) thích (Phát cuồng) 5. be into (adj) thích * LANGUAGE NOTE: - To be keen on means to be very interest in or willing to do something. (- To keen on có nghĩa là rất quan tâm hoặc sẵn sàng làm điều gì đó.) - I'm quite keen on football. ( Tôi khá mê bóng đá.) - To be fond of means to like someone/something or doing something very much. ( - To be fond of có nghĩa là thích ai đó / cái gì đó hoặc làm điều gì đó rất nhiều.) I'm very keen on strawberries. ( Tôi rất thích/ quan tâm đến dâu tây.) I'm keen on going to the party.
  • 14. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Ask Ss about the form of the verbs placed after these expressions. Tell them that the verbs need to be in -ing form. + Give them one example: I'm fond of making paper flowers. - Demonstrate the negative form: He is not fond of making paper flowers ( Tôi rất thích đi dự tiệc.) - To be crazy about is stronger than keen /fond. - To be crazy about (Phát cuồng) Dùng nó mạnh hơn quan tâm / thích. * Negative: Example: I'm fond of making paper flowers. - The negative form: He is not fond of making paper flowers. 3. PRACTICE ( 15’) * Objectives: 2. To help ss practise the expressions about likes and dislikes. 3. To give ss further practice with expressions about likes and dislikes. * Content: Do the filling with a correct word from the box. Complete the sentences. * Expected outcomes: Students understand how to use the vocabulary related to the topic. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Fill in each blank with a correct word from the box. - Have Ss do this activity individually. Have ss read all the sentences carefully to make sure they understand the sentences and fill in the blanks with the words in the box. - Let them share their answers in pairs. Invite some ss to give the answers and confirm the correct ones - Ask Ss to make sentences with some of the expressions they have learnt. Invite ss to share their sentences. This activity can be carried out as a competitive game. Ask ss to work in groups and make as many sentences as possible with the expressions about likes and dislikes. The group with the most sentences wins and will be asked to say their sentences - T_Ss - Work individually. * Key: 1. fond 2. interested 3. keen 4. into 5. about ACTIVITY 3: Complete the sentences about what you like or dislike doing. Use the word or phrases from the box or your own ideas. - Ask ss to look at the example to make sure they understand what to do. - Have them complete the sentences about themselves, using the given word and phrases. Invite ss to share their sentences orally or in the written form. - The activity can be done another way: After ss complete the sentences, ask them to work with a - T_ Ss - Ss to work individually. * Key: 1. messaging friends 2. cooking 3. playing sport 4. doing puzzles 5. doing DIY 6. surfing the net
  • 15. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L classmate to share their answers. Then invite ss to share information with their classmates. 4. PRONUNCIATION: ( 8’) /ʊ/ and /u:/ * Objectives: - To help ss identify how to pronounce the sounds /ʊ/ and /u:/ - To help ss practise pronouncing these sounds in words. * Content: Listen and reapeat the words. Practice the sentences. Underline the bold words.. * Expected outcomes: Students repeats the words correctly * Organisation : Teacher’s Student’s activities Content ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/ - Have some Ss read out the words first. Then play the recording for them to listen and repeat the words they hear. - Play the recording as many times as necessary. - Explain to Ss that these words have the sounds and /u:/. Tell them the difference between the two sounds if needed. Tell ss that /ʊ/ is a short vowel sound while /u:/ is a long vowel sound. - Ask Ss to work in pairs to practise saying the words and put the words into the correct columns. - Check the answers with the class and confirm the correct ones. - Invite some Ss to say some other words they know that include the two sounds. * Teacher gives corrections and feedbacks to students’ pronunciation - T_ Ss. - Work individually. * Key: * Audio script - Track 3: cook group push June school would woman move * Key: /ʊ/ /u:/ cook, push, would, woman group, June, school. Move 5. Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold words with /u:/. - Have Ss quickly read the sentences. Now play the recording for ss to listen to the sentences. Ask them to pay attention to the bold words and underline the bold words with /ʊ/ and circle the bold words with /u:/. Invite some Ss to share their answers. Confirm the correct ones. Play the record ing again for ss to repeat the sentences, Have Ss practise the sentences in pairs. Invite some pairs to read the sentences aloud. Comment on their * Example: 1. She likes reading books and swimming in the pool. 2. When it is cool, we like to play f'ootball. 3. She drew and made puddings in her free time. 4. My mum loves pumpkin soup and coffêe with a little sugar. 5. My brother is fond ofwatching the
  • 16. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L pronunciation of the sounds. cartoon about a clever wolf'. 5. WRAP-UP & HOME WORK (2’) - Ask one or two Ss to tell the class what they have learnt. - Draw Ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 2 . ==============================================
  • 17. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:………….. Date of teaching: ………..… WEEK: 1 Period 4 : UNIT 1 : LEISURE TIME Lesson 3 : A CLOSER LOOK 2 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Use the verbs of liking and disliking with gerunds and to-infinitive; + Verbs of liking/ disliking + gerund + Verbs of liking/ disliking + to- infinitives + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some verbs of liking and disliking with gerunds and to- infinitive. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love of taking part in leisure activities and expressions about likes and dislikes - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Chatting. + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.
  • 18. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - T encourages Ss to talk in English as much as possible * Ask Ss some questions: What do you like doing in your free time? What does your mum like doing in her free time?.. - Invite some ss to answer the questions. Quickly write some of their answers on the board. - Underline the -ing form of verbs in ss' answers. - Ask them if they remember the -ing form of verbs after some verbs such as like or hate they learnt in Tiêng Anh 7. Tell them that today they are going to learn some more verbs to describe likes and dislikes. - Lead to the lesson. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board. - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: 1.To help ss identify the verbs that go with only gerunds and those that go with both gerunds and to-infinitives. * Content: To teach grammar. Verbs of liking/ disliking - To teach Ss verbs of liking and disliking with gerunds and to-infinitives * Expected outcomes: Students know how to use the target grammar. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Work in pair. Put the verbs in the appropriate column. * INTRODUCTION OF GERUNDS AND TO-INFINITIVES - Remind Ss of the concept of the gerund that they learnt in grade 7. Ask them how gerunds are formed and how they function grammatically. Write on the board: I didn't know you like knitting. and I love to watch TV on Saturdays. - Explain that in English if we want tofollow a verb with another action, we must use age run do ran infinitive. There are certain verbs that can only befollowed by one or the other,and these verbs must be memorised. Go through the Remember! box with ss. Tell ss that verbs of liking / disliking are often followed by gerunds and to-infinitives, and verbs such as love, like, hate and prefer may go with gerunds or toinfinitives with almost no change in meaning. - T_Ss * Verbs of liking: love like fancy prefer enjoy * Verbs of disliking: detest hate dislike * Suggested answers: - Verbs followed by gerunds only: detest, fancy, dislike, enjoy - Verbs followed by both gerunds and to- infinitives: love, like, hate, prefer
  • 19. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Have Ss read the examples in the Remember! box, and then encourage them to give their own examples. 3. PRACTICE ( 15’) * Objectives: 2- To help Ss practise the correct form of verbs after verbs of liking / disliking. 3- To give Ss further practice with verbs of liking / disliking. 4- To help Ss produce sentences with verbs of liking / disliking. * Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitives. * Expected outcomes: Students understand how to use the target grammar. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Choose the correct answer A, B, or C. - Have ss do this exercise individually and then compare their answers with a partner. Ask some ss to share their answers. Confirm the correct answers. - T_Ss * Keys: 1. A 2. A 3. C 4. B 5. A . ACTIVITY 3: Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form. + Ask Ss what they see in each picture. For a less able class, T may want to write some key language on the board (e.g. play computer games / surfthe net). - Have Ss do this exercise individually and then compare their answers With another classmate. Invite some ss to write their answers on the board. - Check the answers with the whole class. Confirm the correct answers. Accept different sentences provided that they are correct. - T_ Ss - Ss to work individually. * Key: 1. Mark likes surfing / to surf the net. 2. The girls enjoy knitting. 3. My cousin dislikes cooking. 4. My father hates going / to go shopping. 5. Tom and his sister prefer doing / to do puzzles EXTRA ACTIVITY: - Materials: One A4 sheet of paper for every three ss - Put ss into groups of three. - One student makes a statement using a verb of liking + gerund. If one of the other Ss agrees, they repeat the statement. - Then one group member writes "One of us.. . “ plus the sentence. Or "Two of us.. plus the sentence or "All of us.. plus the sentence depending upon how many Ss agreed with the statement. - The turn goes to another partner who also makes a statement using the same pattern. - After every student has had a turn, repeat the process with verbs of liking + to-infinitives
  • 20. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L ACTIVITY 4: Complete the sentences about yourself. - Have Ss work individually to write the sentences about themselves. - Invite some Ss to write their answers on the board. - Comment on their answers. Accept different answers provided that they are logical and correct. * Teacher corrects for students as a whole class. - T_ Ss. - Work individually. * Suggested answer: - I like playing basketball. - I hate cooking. 4. PRODUCTION/ FURTHER PRACTICE ( 8’) * Objectives: 5. To help ss ask and answer about leisure activities, using verbs of liking / disliking. * Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitive * Expected outcome: Students’ conversations * Organisation : Teacher’s Student’s activities Content ACTIVITY 5: GAME: Likes and dislikes mimes + Divide ss into groups. Assign a group leader to manage the game. + Explain the rules of the game: One student mimes a leisure activity he / she likes or dislikes. Other ss guess what the activity is by asking Yes / NO questions using the verbs they have learnt. + For each correct guess, each student gets one point. The group leader records the points of his / her group members. + Have Ss read the example in the book and model the way to play the game with one student if needed. + Let groups play the game for about 3 — 5 minutes. + Invite some groups to perform the game in front of the whole class. Comment on their performance. * Teacher gives corrections and feedbacks. * Example: * Suggested outcome: A: Do you like surfing the net? B: No, I don’t. C: Do you love messaging your friends? B: Yes, I do. 5. WRAP-UP & HOME WORK (2’) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say make some sentences with words and phrases they remember from the lesson. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson : COMMUNICATION.
  • 22. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:………….. Date of teaching: ………..… WEEK: …. Period ….: UNIT 1 : LEISURE TIME Lesson 4 : COMMUNICATION I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To intrduce Everyday English. - Invite and accept invitations + Vocabulary: The lexical items related to leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: - Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love of leisure activities and expressions about likes and dislikes. - Be ready and confident in real life conversations. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible ** Show some pictures of the hobbies that Ss learnt + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.
  • 23. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L in the previous lessons. Ask some ss to make sentences about themselves, using the verbs of liking / disliking. - Introduce the objectives of the lesson: learning how to invite and accept invitations and learn about teen leisure activities around the world. - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) EVERYDAY ENGLISH Inviting and accepting invitation * Objectives: 1. To introduce ways of inviting and accepting invitations; To help Ss practise inviting and accepting invitations. * Content: Listen and read the dialogue. Learn how to invite and accept invitation. * Expected outcomes : Students know how to invite and accept invitation. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY1. Listen and read the dialogues below. Pay attention to the highlighted part. * T elicits the dialogues. - Play the recording for ss to listen and read the dialogues at the same time. Ask Ss to pay attention to the highlighted parts. Tell them that these are two ways to invite someone and two ways to accept invitations. - Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front Of the class. * Teacher checks students’ understanding by asking some checking questions. - T_Ss *Trang: Would you like to go to the cooking club with me this Sunday? Ann: I'd love to. Thanks. Tom: Do you fancy going for a walk? Mark: That's great. Thanks. 3. PRACTICE ( 15’) * Objectives: 2+3 : To practise inviting and accepting invitations in the situations. - To introduce some more leisure activities appearing in the texts that follow. 4. To provide Ss with information about different leisure activities that teens in different countries enjoy doing. * Content: To practice inviting and accepting invitations. Answer the questions. Read and complete the table. * Expected outcomes: Students know how to use the structures to invite and accept invitation * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Work in pairs. Practise inviting and accepting invitations in the following situations. Remember to use the highlighted language in 1. - Ask Ss to work in pairs to make similar dialogues, using the language they have learnt. - T_Ss - Work in pairs.
  • 24. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Move around to observe and provide help. - Call on some pairs to practise in frontofthe Class. - Comment on their performance. - Have ss react the role-plays, but this time Trang starts with "Do you and Tom starts with "Would you like . - Confirm the correct answers. * you invite your friend to play badminton. - you invite your friend to make paper flowers with you. - you invite your friend to try home-made pizza. A. Would you like to …… ? B. I’d love to. Thanks. Teens’ leisure activities around the world ACTIVITY 3: To work in pairs. Ask and answer the question. - Ask Ss to look at each picture and say what leisure activity it shows. If time allows, ask them what things are needed for each activity.What is the activity in each picture? - Elicit answers from Ss. - Confirm the correct answers. - T_ Ss - Ss to work individually. * Suggested answers: Picture a: doing origami Picture b: playing badminton Picture c: snowboarding ACTIVITY 4: Read what three teenagers say about their leisure activities. Complete the table with the information from the text. - Tell Ss that they are going to read about different leisure activities that teens in different countries enjoy doing. - Have them look at the table of information and ask them to read the three short texts and complete the table. - Ask Ss to work in pairs to do this activity. They can draw this table on a sheet of paper. After pairs finish their work, ask them to share their table with the whole class. - Comment on their answers. Confirm the correct answers. - If time allows, have some pairs give a short talk about each teen and his / her leisure activity. - T_ Ss. * Key: EXTRA ACTIVITY Materials: One sheet of A4 paper for every five Ss - Put Ss into groups of five. Delegate one student to be the group's secretary. - Ask the group secretary to make a chart similar to the one at the bottom Of 4. Put in five rows. under the top heading and write the names of the ss in the left column. - Each student tells their favourite leisure activity and the people they do the activity with as well as the benefits of the activity. - When the chart is complete, each group member talks a little bit about their leisure activities
  • 25. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L giving more details about the people involved in the activity as well as the benefits. - Do a class feedback session to find out the most popular leisure activity as well as the most uncommon one. 4. PRODUCTION ( 8’) * Objectives: 5. To provide ss with a chance to share their opinions about the leisure activities in 4. * Content: Ask and answer about the places Ss would like to visit. * Expected outcomes: Students’ conversations . Report the group’s answers. * Organisation : Teacher’s Student’s activities Content ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner. - Have Ss work in groups to ask and answer the two questions in the book. Have ss in each group note down their friends' answers. - Ask some Ss to report their group's answers to the class. * Questions: - Which of the activities in 4 do you want to try? - Why do you want to try it? 5. WRAP-UP & HOME WORK (2’) - Ask Ss to summarise what they have learnt in the lesson. - Have Ss look at the objectives written on the board at the begin ning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: SKILLS_1. ========================================
  • 26. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:………….. Date of teaching: ………..… WEEK: 2 Period…: UNIT 1 : LEISURE TIME Lesson 5 : SKILLS 1/ Reading and speaking I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Read about leisure activities with family; - Talk about leisure activities with family; + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; * New words: + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love reading and talking about activities in leisure time - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible - Ask some Ss what leisure activities they usually + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.
  • 27. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L do and who in the family they do the activities with. - Ask them about the good things of doing these activities with family members. Elicit answers from ss. - Lead into the new lesson: Reading and Speaking about leisure activities that can be done with family members. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board. - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. READING * Pre-reading * Objectives: - To activate Ss' knowledge of the topic of the reading text * Content: Learn some new words . Look at the pictures. Answer questions. * Expected outcomes: Knowing more new words. Answer the questions . - Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Look at the pictures. What activities can you see? * Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words + Teacher do the “Rub out and remember” checking technique. * Have Ss look at the pictures in the book or show the pictures on a slide. Ask ss what activity is shown in each picture. If time allows, ask ss to describe the pictures (who they can see and what the people are doing). - Tell Ss that they are going to read a text about leisure activities that Ann does with her family members. - T_Ss *Vocabulary 1. connect (v) kết nối 2. recipe (n) công thức 3. ingredient (n) nguyên liệu 4. costume (n) trang phục * Key : Picture a: riding bikes / cycling Picture b: making a dress Picture c: cooking 3. WHILE READING ( 15’) * Objectives: 2. To help Ss develop the skill of finding the main idea and guessing the meaning of new words in context
  • 28. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L 3. To help Ss develop the skill of reading for specific information (scanning). * Content: Read and choose the correct answer; Read the text again and answer the questions. * Expected outcomes: To Improve the skill of reading for specific information. To get more information of the text. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Read about Trang’s leisure activities. Choose the correct answer. - Tell Ss what they are going to do. - Ask Ss to do the exercise individually and then check their answer in pairs. - Invite some ss to share their answers. Confirm the correct answers. - T_Ss - Work individually. * Key: 1. C 2. B ACTIVITY 3: Read the text again and answer the questions. - Ask Ss what they are going to do. - Have Ss share how to do this exercise. - Briefly tell them the steps: Read the questions, underline the key words in each question, locate the keywords in the text and find the information to answer the question. - Ask Ss to repeat the steps if necessary. - Ask Ss to do the exercise individually and then check their answers in pairs. - Invite some Ss to share their answers. Have them explain their answers. Confirm the correct answers. - Ask some Ss to tell the class about Trang's leisure activities. - T_ Ss - Ss to work individually. * Key: 1. She goes for a bike ride, cooks and does DIY. 2. Her brother does. 3. No, it isn't. 4. She loves doing DIV projects with her mum the most. 5. Her mum teaches her to make her own dresses and doll clothes. 6. She won first prize in a costume contest at her school EXTRA ACTIVITY Materials: One A4 sheet of paper per student + Put Ss into groups of three. - Ss reread the text and write two statements about the information in the text. One statement should be true and the other false. - Each group member passes their paper to another group member who reads the two statements and decide which one is true and which one is false. - The papers are given to a third group member who reads the statements and says if they agree or disagree with the previous group members' decision and find the clues in the text to support their idea. 4 . SPEAKING * Objectives: 4. To help Ss prepare ideas to talk about the leisure activities they do with their family members. 5. To give Ss a chance to report their group's answers about leisure activities they do with their family members. * Content: Asking and answering the questions; Report the answers to the class.
  • 29. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L * Expected outcomes: Students can ask and answer the questions correctly; Report what activities are the most common. * Organisation : Teacher’s Student’s activities Content ACTIVITY 4 : Work in groups. Take turns to ask and answer the questions. Record the friends’ answers in the table . - Tell Ss that they are going to work in groups to answer the questions in the book. Model the answers to the questions yourself. - Have Ss work in groups of four to ask and answer the three questions in the book. Ask them to draw a similar table on a sheet of paper to record their group members' answers. - Ask Ss to practise reporting the group's answers within the group. - Move around to observe and offer help if needed. - T_ Ss. - Ss- Ss ACTIVITY 5: Report your group members’ answers to the class. What activities are the most common? - Invite some Ss to share their group's answers to the class. - Ask other groups to listen and give comments. - Comment on Ss' answers. * Teacher gives corrections and feedback - Ss _ Ss * Example: - Some teenagers enjoy spending free time with their friends. - Some of them prefer spending time with theeir family . - I love going for a bike ride. …. 5. WRAP-UP & HOME WORK (2’) - Ask Ss to summarise what they have learnt in the lesson. - Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 6 : A SKILLS _2.
  • 30. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:………….. Date of teaching: ………..… WEEK: 2 Period 2: UNIT 1 : LEISURE TIME Lesson 5 : SKILLS 2/ Listening and writing I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Listening to someone talking about their leisure activities with friends - Writing a paragraph about leisure activities with friends + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Ss develop their skill of listening for specific information - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love reading and talking about activities in leisure time. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. Hoclieu.vn. III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.
  • 31. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L possible - Invite some Ss to go to the board. Give him/ her one leisure activity that they learnt in the previous lesson. Ask them to describe the words without saying anything. The rest of the class guess the words. - Lead to the new lesson: Listening and Writing about activities with friends. - Introduce the objectives of the lesson. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board. - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. LISTENING * Pre-listening * Objectives: To prepare ss for the listening text. * Content: Answer the questions to focus on the topic on the lesson. * Expected outcomes: Ss answer the two questions freely. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: To help ss develop the skill of listening for specific information. * Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) if have - Have Ss answer the questions in the book. - Elicit answers from ss. This is an open activity, so accept all answers provided they make sense. - T_Ss - We can hang out , play sport…. - To improve social skills; reduce stress… 3. WHILE LISTENING ( 15’) * Objectives: 2+3 . To help ss develop the skill of listening for specific information. * Content: Listen to an interview with Mark about his leisure activities do the tasks that follow. Choose the best answer; do the filling in the table. * Expected outcomes: To Improve the skill . To do the tasks correctly. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the correct answer. - Tell Ss that they are going to listen to an interview about the leisure activities Mark does. - Have Ss read the questions first and underline the - T_Ss - Work individually.
  • 32. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L key words. - Play the recording and ask ss to listen and choose the correct answers. ss wo rk in pairs to compare their answers. - Ask for Ss' answers and write them on the board without confirming whether they are right or wrong. * Key: 1.A 2. C ACTIVITY 3: Listen to the interview again. Fill in each blank in the table with no more than two words. - Tell Ss that they are going to listen to the interview again and complete the table Of information. - Have Ss read the table. Have ss guess the word or phrase to fill in each blank and write their guesses on the board. - Play the recording and ask ss to listen again and complete the table. ss work in pairs to compare their answers with each other and with the words / phrases on the board. - Play the recording once more for pairs to check their answers to both activities 2 and 3. - Ask for Ss' answers to 2. Confirm and tick the correct answers. Ask for ss' answers to 3. - Write them on the board next to their guesses. - Confirm the correct answers. - T_ Ss - Ss to work individually. * Key: 1. video 2. cinema 3. park 4. shape 5. bike ride 6. places EXTRA ACTIVITY Materials: One sheet of A4 paper per student - Play the audio for the ss one line then stop. Ss work individually to listen and write down any two words they hear and leave a space between the two words. Explain the two words should not go together but there should be a few words between them. Repeat the process with the remaining lines stopping after each one. - Ss then share their papers and work together to try to fill in some of the missing words that can be used to fill in the blanks. - Play the audio once again stopping after each line for ss to check and correct their work. 4 . WRITING * Objectives: 4. To help ss brainstorm ideas and make an outline for their writing. 5. To help ss practise writing an email to a pen pal to tell him/ her about the leisure activities they do with their friends. * Content: In this writing part, ss are asked to write an email about the leisure activities they do with their friends * Expected outcomes: Ss can write an e-mail. * Organisation :
  • 33. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Teacher’s Student’s activities Content ACTIVITY 4 : Work in pairs. ask and answer the questions. - Have ss work in pairs to answer the questions in the book. - Have some Ss present their answers or write their answers on the board. - Move around to observe and offer help if needed - Comment on their answers - T_ Ss. + Students’ notes 1. I usually have free time at the weekend. 2. I usually play sports with my friends, especially badminton. 3. It’s an easy sport, and it also improve my muscle strength and help reduce stress. ACTIVITY 5: Write an email (80 - 100 words) to a pen-friend to tell him / her about what you usually do with your friends in your free time. use your answers in 4. - Have Ss write their emails individually based on their answers in 4. - Ask one student to write his or her email on the board. Other ss and T comment on the email on the board. - T collects some of the texts to correct at home. Otherwise, ask ss to revise and rewrite at home based on the T's comments of their friends' texts. - Have them bring their new texts to class in the next lesson. - Collect some for marking. * Start and end the email as follows: * Example: Hi Ann, It’s nice to hear from you again.Let me tell you about the things I usually do with my friends in my free time. I usually free time at weekend, and I often spend Sunday mornings with my friends. I have three close friends, and they live near my house. We usually play badminton together for about one hour in the playground. After that, we cycle around the neibourhood. It’s a lot of fun. What about you? What do you usullay do with your friends in your free time? Tell me in your next email. Bye for now, Mi 5. WRAP-UP & HOME WORK (2’) - Ask ss to summarise what they have learnt in the lesson. - Have ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 7 : LOOKING BACK.
  • 35. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:………….. Date of teaching: ………..… WEEK: ….. Period 2: UNIT 1 : LEISURE TIME Lesson 7 : LOOKING BACK & PROJECT I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Review the vocabulary and grammar of Unit 1. - Apply what they have learnt (vocabulary and grammar) into practice through a project. + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: Develop awareness of leisure activities and expressions about likes and dislikes - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn.Hoclieu.vn. III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks. - Open the book and write the tittle of the lesson.
  • 36. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L possible 2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. PRACTICE EXERCISES VOCABULARY * Objectives: 1. To help Ss revise the vocabulary items they have learnt in the unit. 2. To help Ss revise the vocabulary items they have learnt in the unit and write complete sentences. * Content: Revision. Complete the sentences . Write complete sentences from the given cues. * Expected outcomes: Knowing more new words. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1. Complete the senteneces with appropriate leisure activities. - Have Ss do this activity individually then compare their answers with their partners. - Ask for Ss' answers or ask one student to write his / her answer on the board. - Confirm the correct - T_Ss *Key: 1- doing puzzles 2. doing DIY 3. Messaging friends 4. playing sports. 5. surfing net ACTIVITY 2: Write complete sentences from the given. - Have ss write complete sentences using the cues given. Remind them to add necessary words and make changes to the cues if needed - Ask them to share their answers with a classmate. - Invite some ss to write their sentences on the board. T and other ss comment. - Confirm the correct answers. - T_Ss - Work individually. * Key: 1. My cousin is crazy about surfing the net and playing computer games. 2. They are interested in playing badminton after school. 3. I'm not fond of making models because I'm not patient. 4. Why are you not into cooking? - Because I often burn myself. 5. My friends are keen on doing judo, and they go to the judo club every Sunday. GRAMMAR
  • 37. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L * Objectives: 3. To help ss revise the form of the verbs after verbs of liking / disliking. 4. To help ss revise the form of the verbs after verbs of liking I disliking. * Content: Learn some new words . Do the fillings with the correct forms of verbs in brackets. Complete the passage. * Expected outcomes: Knowing more new words. Fill in each blank with correct forms of the verb correctly. Use the correct forms of the verbs to complete the passage correctly. * Organasation: Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 3: Fill in each blank with correct forms of the verb in brackets. - Ask ss to explain the form of the verbs after verbs of liking / disliking that they have learnt in the unit. - Have Ss do this exercise individually then compare their answers with a partner. - Call on some ss to give the answers. - Confirm the correct answers and write them on the board. - T_ Ss - Ss to work individually. * Key: 1. cycling 2. reading / to read 3. playing 4. chatting / to chat 5. to do / doing ACTIVITY 4: Complete the passage . Use the correct forms of the verbs in brackets and pictures. Add more words if necessary. - Tell Ss that they are going to complete a passage about Ann's likes and dislikes, using the pictures and the language given. Remind them to add some words if necessary. Ask them to read the example carefully. - Have ss do this exercise individually then compare their sentences with a partner. - Invite some ss to read their answers aloud. Give feedback. - T_ Ss. - Work individually. * Key: 1. reading / to read books 2. messaging / to message her friends 3. making / to make paper flowers 4. knitting / to knit 5. playing badminton 4. PRODUCTION/ PROJECT ( 8’) Leisure time survey * Objectives: - To help Ss practise doing a survey on leisure time. * Content: Ss to work in groups to do the project. Ss’ presentations. - Ask Ss to organise their report into a presentation. - Ask Ss to work in groups to make an interview with their friends, then collect and present data. * Expected outcomes: Students’ speaking. * Organization: Teacher’s Student’s activities Content + Ask ss to read the instructions. Make sure they understand what to do. Ask ss to work in groups to * T should assign the project in earlier
  • 38. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L do the project. - Instruct ss how to carry out this project. Model the way to ask questions and record the answers in the table with one student. - If time is limited, assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), ask Ss to present their report to the class. lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), Ss to present their report to the class. - Ss display all the posters on the wall or bulletin board ; Each group presents the poster they prepare to the whole class. 5. WRAP-UP & HOME WORK (2’) * Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say make some sentences with words and phrases they remember from the lesson * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Unit 2: LIFE IN THE COUNTRYSIDE. ==============================================
  • 39. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:……… Date of teaching: …… WEEK: …… Period..: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 1: GETTING STARTED Last summer holiday I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To introduce the topic about “Life in the countryside” - To practice listening and reading skills . - To teach vocabulary about Life in the countryside + Vocabulary: - Use vocabulary to talk about Life in the countryside + pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences; + Grammar: Use the comparative forms of adverbs; 2. Competence: - Students will be able to practice listening and reading skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. - Be actively join in class activities. 3. Qualities: - Love talking about activities in the countryside. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn * Assumption Anticipated difficulties Solutions - Some difficult words and pronunciation - Ss may lack experience of group / team work. - Encourage Ss to work in groups so that they can help one another. - Give short, clear instructions, and help if necessary. III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions …
  • 40. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Teacher’s Student’s activities Content + Greeting +Do some warm up activities before Ss open their books. + Teacher (T) shows some pictures about life in the countrside. - Look at some pictures and answer the questions : + What are they doing? + Where are they? + Is it in the countryside or in the city? - Then ask Ss to decide which leisure activities are common in the countryside and why. - Lead into the new unit. Write the unit title Life in the Countryside on the board. - Ask Ss to guess what they are going to learn about in this unit. Then ask Ss to brainstorm words and phrases describing activities that often take place in the countryside. For strong classes, encourage Ss to compare the countryside and the city. + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks. - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) ACTIVITY 1: * Objectives: To set the context for the introductory dialogue; To introduce the topic of the unit. * Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points… * Expected outcomes: Knowing more new words. Students know the topic of the unit and be ready for the conversation. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content 1. Listen and read : LAST SUMMER HOLIDAY - Teacher explains the meaning of the new vocabulary by pictures. - Teacher reveals that the words corresponding to the pictures will appear in the reading text and asks students to open their textbook to find these words. * Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words + Teacher do the “Rub out and remember” checking technique. - T_Ss * Vocabulary 1. harvest (v) gặt hái, thu hoạch 2. combine harvester (n) máy gặt 3. herd (v) chăn trâu, bò
  • 41. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Set the context: have Ss look at the conversation and the picture and answer some questions, e.g. Where are the people in the picture? Who are they? What are they doing? What are the vehicles in the picture? - Encourage Ss to give answers, but do not confirm whether their answers are right. Ask them to talk a bit about the activities people in the countryside do. + Play the recording twice for Ss to listen and read along. Then ask some pairs of Ss to read the dialogue aloud. - Refer to the questions previously asked. Confirm the correct answer: They are in a paddy field. They are harvesting rice. They are a combine harvester and a truck. 4. paddy fields (n) ruộng lúa - Take note 3. PRACTICE ( 15’) * Objectives: 2. To help Ss understand the conversation. 3. To help Ss use words and phrases related to farm work in the countryside; - To help Ss further understand the text. 4. To introduce some vocabulary items related to activities that rural people often do. * Content: Listen and read the conversation. Choose the correct answer; Complete the sentences. Match the activities with the correct pictures. * Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Read the conversation again and choose the correct answer to each question. + Have Ss read the dialogue in detail to answer the questions. + Ask them how to do this kind of exercise. + Explain the strategies, if necessary (e.g. reading the questions and the options [A, B, C), underlining the key words in the questions and options, locating the key words in the text, and then reading that part and answering the questions). + Ask Ss to underline parts of the dialogue that help them with the answers. Set a strict time to ensure Ss quickly read the text for information. - Ask Ss to compare their answers in pairs before - T_Ss - Work individually. * Key: 1. A 2. B 3. C 4. C
  • 42. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L sharing them with the class. Ask them to give evidence to support their answers. ACTIVITY 3: Complete the sentences with the words and phrases from the box. - First, have Ss work independently. - Ask them to share their answers with one or more partners. - T can ask for translation of some of the words and phrases in the box to check their understanding. - If there is enough time, T can ask some Ss to write their answers on the board. - Check the answers as a class. - With a stronger class, ask Ss to make some example sentences with the words and phrases they have learnt. - T_ Ss - Ss to work individually. * Key: 1. load 2. combine harvester 3. herd 4. paddy field 5. harvest time ACTIVITY 4: Match the activities (1 - 6) that people living in the countryside often do with the pictures (a - f). - Ask Ss to name the pictures. - Have Ss work individually to match the phrases in the box with the pictures. Have them compare their answers with a partner. - Then ask for Ss' answers. Quickly write their answers on the board without confirming the correct answers. - Ask other Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers. - Have some Ss practise saying the phrases again. - T_ Ss. - Work individually. * Key: 1. d 2.a 3. f 4.e 5. b 6. c Notes: Trong đoạn hội thoại có câu : Things move more slowly there than in our city. => Cấp so sánh của trạng từ . more slowly; more freely ; well; faster; harder ( Học ở các tiết sau a closer look 2 ) * EXTRA ACTIVITY Materials: One A4 sheet of paper for every four Ss - Put Ss in groups of four. - Ss think about all the different tasks associated with living in the … farm and write them down in Vietnamese. - Ss tick off the phrases from 4 and use their dictionaries or go online the remaining phrases. - Go over some of the phrases as a class to help expand Ss’ vocabulary….
  • 43. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L 4. PRODUCTION/ FURTHER PRACTICE ( 8’) * Objectives: To provide Ss with practice in asking and answering about activities that rural people often do - To get students to ask and answer about activities that rural people often do. * Content: Ask and answer. * Expected outcomes: Students’ conversations. * Organisation : Teacher’s Student’s activities Content ACTIVITY 5: Work in pairs. Ask and answer about the pictures in 4. + Model this activity with a strong student. Remind Ss that they should only use the phrases and the pictures in 4 to ask and answer about activities that rural people often do. + Ask Ss to work in pairs. T goes round to help weaker Ss. Then, call on ssome Ss to ask and answer before the class. + Comment on their performance. OR : FREE TALK/ Question and answer then report + Where do you live? + Where do you like to live? In the countryside or in the city? Why? + If in the countryside , What activities will you do? …… * * Example: A. What are they doing in picture a? B. They’re ploughing a filed. ……………… + Free talk 5. WRAP-UP & HOME WORK (2’) - Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. - Ask ss to say aloud some words they remember from the lesson. - If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 1 . ==============================================
  • 45. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:………….. Date of teaching: ………..… WEEK: …. Period ..: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 2 : A CLOSER LOOK 1 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Use words related to life in the countryside; - Pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences; + Vocabulary: - words related to life in the countryside; * New words: cattle (n) , poultry (n) , crop (n) , vast (adj) , hospitable (adj), picturesque (adj)+ Grammar: - Use the comparative forms of adverbs; - Give and respond to compliments; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love talking about activities in the countryside - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. Students get some vocabulary from the lesson and be ready for the lesson. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Matching game: - T gives out the handouts and divides the class into + Greeting ; - T_Ss. + Matching game: * Suggested answers:
  • 46. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L 10 groups and explains the rules. - Ss match the given words to the pictures and they have to send one to stick the handout onto the board as quickly as possible. - Teacher shows students the answer on the screen and announces the winning group. - T sets the context for the lesson. - Show some pictures of the activities in the countryside that Ss learnt in the previous lesson. Have some Ss say the activities. Lead into this lesson which focuses on action verbs and the sounds /ə/ and /ɪ/ . 1. cattle (n) 2. vast (adj) 3. crop (n) 4. hospitable (adj) 5. poultry (n) 6. picturesque (adj) - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: - To present some nouns that go with action verbs to describe activities which rural people often do. * Content: Learn some new words . Noun go with action verbs. * Expected outcomes: Knowing more new words. Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Circle the correct words to complete the sentences. * Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words + Teacher do the “Rub out and remember” checking technique. ** Have Ss read each sentence and choose the suitable noun that goes with the action verb before it. - Let Ss work in pairs to compare their answers before sharing their answers. - Check and confirm the correct answers. With a strong class, have 5s add one or more nouns that can go with the action verb in each sentence. - T_Ss * New words: 1. cattle (n) gia súc 2. poultry (n) gia cầm 3. crop (n) hoa màu 4. vast (adj) mênh mông 5. hospitable (adj) hiếu khách 6. picturesque (adj) đẹp như tranh vẽ * Key: 1. cattle 2. fruit 3. crops 4. unloaded 5. catching ** EXTRA ACTIVITY Materials: One A4 sheet of paper for every four Ss. - Ss work individually to take each of the red words in 1 and use it to make a sentence. Ss then find a partner and compare sentences and discuss the differences of the red words in
  • 47. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L the sentences in 1. - Run a feedback session add get Ss to discuss the differences in meaning between the red words in 1. - Cattle refers to cows and water buffalos - Poultry refers to birds we raise, like chickens and ducks - Fruits are parts of some plants. Fruits have seeds in them. - Plants have leaves, stems, and roots. Some plants produce fruit and some other vegetables. - Crops are plants grown by farmers and used as food. + Anything we eat is a type of food. Crops are one type of food. Other types of food include fish, meat, milk, etc. - To load means to put a large quantity of something in a vehicle or container. - To catch means to grab something that is moving in the air or water - To hold means to keep something in your hand for a certain period of time. 3. PRACTICE ( 15’) * Objectives: 2. To teach Ss new adjectives for describing people and scenes in the countryside. 3. To help Ss use adjectives for describing people and scenes in the countryside in specific contexts. * Content: Do the matching . Complete the sentences with the words from 2. * Expected outcomes: Students learn how to use the nouns go with verbs. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Match the following adjectives with their definitions - Have Ss quickly match the adjectives in the left column with their meanings in the right column individually. - Then ask Ss to check their answers with their partners. Ask for translation of some of the adjectives on the list to check their understanding. - If there is enough time, T can ask some Ss to write their answers on the board. - Confirm the correct answers. With a stronger class, ask Ss to make some examples with the adjectives they have learnt. - T_Ss - Work individually. * Key: 1. c 2. d 3. e 4. b 5. a ACTIVITY 3: Complete the sentences with the words from 2. - Ask Ss to do the exercise individually and then check with the whole class. When checking, ask Ss to refer to 2 to make the meanings of the adjectives - T_ Ss * Key: 1. hospitable
  • 48. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L clearer to them. - Teacher checks the answers as a class and gives feedback. 2. well-trained 3. picturesque 4. vast 5. surrounded 4. PRONUNCIATION: ( 8’) /ə/ and /ɪ/ * Objectives: -To help Ss identify how to pronounce the sounds /ə/ and /ɪ/ - To help Ss practise pronouncing these sounds in words. * Content: Listen and reapeat the words. Practice the sentences. Underline the bold words.. * Expected outcomes: Students repeats the words correctly * Organisation : Teacher’s Student’s activities Content ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. Have some Ss read out the words first. Then play the recording for them to listen and repeat the words they hear. Ask them to pay close attention to the two sounds.Play the recording as many times as necessary. - T_ Ss. - Work individually. Note: Explain to Ss the difference between the two sounds if needed: - /ɪ/ is a "front vowel", meaning the front part of the tongue is raised while articulating this vowel. It's also a "close vowel". A close vowel is one where the jaws come close to each other. - /ə/on the other hand is a "mid- vowel"; it means that the jaws aren't closer to each other. It's also a central vowel. A central vowel means the central part of the tongue is raised while articulating this vowel. It's often unrounded. - Invite some 5s to say some words they know that include the two sounds. * Teacher gives corrections and feedbacks to students’ pronunciation . ACTIVITY 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold words with /ɪ/. - Have Ss quickly read the sentences. Now play the recording for Ss to listen to the sentences. Ask them to pay attention to the underlined parts and tick the * Suggested outcome: 1. There is a lot of water in the bottle. 2. The farmers here are hard-working.
  • 49. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L appropriate sound. - Invite some Ss to share their answers. Confirm the correct ones. - Play the recording again for Ss to repeat the sentences. - Have Ss practise the sentences in pairs. Invite some pairs to read the sentences aloud. Comment on their pronunciation of the sounds. 1. There is a lot of water in the bottle. 2. The farmers here are hard-working 3. They are picking fruits in the orchard. 4. People in my village usually gather at weckends 5. Please buy some milk and pasta at the supermarket 3. They are picking fruits in the orchard. 4. People in my village usually gather at weekends. 5. Please buy some milk and pasta at the supermarket. 5. WRAP-UP & HOME WORK (2’) + Ask Ss to summarise what they have learnt in the lesson. - Listen and practise the sentences. Underline the bold words with /ə/ and circle the bold words with /ɪ/. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 2 . ==============================================
  • 50. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L Date of planning:…… Date of teaching: …… WEEK: …. Period …. : UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 3 : A CLOSER LOOK 2 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - The comparative forms of adverbs + Vocabulary: Words related to life in the countryside; + Grammar: - Use the comparative forms of adverbs; The comparative forms of adverbs - Give and respond to compliments; 2. Competence: - Students will be able to know how to form and use The comparative forms of adverbs. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love talking about activities in the countryside - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Making comparison - Teacher shows the pictures on the screen. - Teacher asks students to make comparative sentences to describe the difference between the 2 pictures. + Greeting ; T_Ss. Questions: 1. Who lives faster than the other: people in the countryside or people in the city? 2. Who lives more peacefully than
  • 51. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L - Teacher gives some follow-up questions to lead in the introduction of the target grammar point. - Teacher sets the context for the lesson. + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible - Tell them that today they are going to learn some more verbs to describe likes and dislikes. Lead to the lesson. + Introduce the objectives of the lesson. Write the objectives in the left corner of the board. the other: people in the countryside or people in the city? Suggested answers: 1. People in the countryside live more slowly than people in the city. 2. People in the countryside live more peacefully than people in the city. - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) ACTIVITY 1: Comparative adverbs * Objectives: 1. To help ss identify the verbs that go with only gerunds and those that go with both gerunds and to-infinitives. * Content: - To teach grammar. - To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations. * Tương tự như với tính từ, trạng từ chia thành 2 loại: Trạng từ ngắn và trạng từ dài 1.1. Trạng từ ngắn (Short adverbs): - Là những trạng từ có một âm tiết (one syllable) Eg: : hard, fast, late, far, early, soon … - She runs fast. 1.2. Trạng từ dài (Long adverbs): Là những trạng từ có 2 âm tiết trở lên (two syllable). + Là những trạng từ có đuôi + ly: Eg: : slowly, carefully, quickly, interestingly,… - My father drives carefully. 1.3 Form : 1- For most adverbs (often with two or more syllables), we make comparative forms by adding more. Examples: + adding more: slowly → more slowly ; carefully → more carefully 2. For adverbs that have the same forms as adjectives like fast, hard, soon, etc., we make comparative forms by adding -er. 2. adding -er: fast → faster ; hard→ harder 3. Some irregular adverbs well → better ; badly → worse
  • 52. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L 2. Comparative adverbs (So sánh hơn với trạng từ): Short Adv: S + V + adv + er + than + Noun/ Pronoun Long Adv: S + V + more/ less + adv + than + Noun/ Pronoun Eg: - They work harder than I do/ me. - A horse can run faster than a buffalo. - Mai dances more beautifully than Hoa does. * Expected outcomes: Students know how to form and use comparative forms of adverbs. Teacher’s Student’s activities Content 1. Work individually and whole class + Write the compatative forms of adverbs : - Ask Ss to do the exercise individually and then check their answer in pairs. - Choose two Ss and ask them to stand up. Ask them, How long does it take you to run 100 metres? After the two Ss have given their answers; - T asks the class: A can run 100 metres in... seconds and B can run 100 metres in... seconds, so who runs more slowly? After Ss say which student runs more slowly in either Vietnamese or English, T introduces the subject of the lesson: comparative adverbs and asks for the equivalent in Vietnamese (Cấp so sánh hơn của trạng từ). + Focus Ss' attention on comparative forms by saying: The buses run every 15 minutes. The trains run every 30 minutes. So, the buses run more often than the trains. + Explain that like comparative adjectives, comparative adverbs are constructed in several different ways in English, and that some of those ways are presented in the Remember! box. + Invite some Ss to share their answers. Confirm the correct answers. * Answer key: Adverbs Comparative forms long longer high higher late later quickly more quickly frequently more frequently early earlier much more little less + Briefly explain to them that they can make comparative forms for most adverbs (often with two or more syllables), by adding the word more. Explain that they can make comparative forms by adding the ending -er for adverbs that have the same forms as adjectives like fast, hard, soon, etc. + Remind Ss to learn by heart the irregular adverbs like well, badly, etc. 3. PRACTICE ( 15’) * Objectives: 1. To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations. 2+3. To help Ss practise the correct comparative forms of adverbs in sentences. 4. To give Ss further practice with comparative adverbs in situations. * Content: Ss practise using the form and use of the comparative forms of adverbs.
  • 53. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L * Expected outcomes: Students understand how to use the comparative forms of adverbs * Organisation : Teacher’s Student’s activities Content ACTIVITY 1: Write the comparative forms of the adverbs in the table below. + Ask Ss to do the exercise individually and then check their answer in pairs. + Have ss do this exercise individually and then compare their answers with a partner. - Ask some ss to share their answers. - Confirm the correct answers. - T_Ss * Answer key: Adverbs Comparative forms long longer high higher late later quickly more quickly frequently more frequently early earlier much more little less ACTIVITY 2+ 3 : Complete the sentences with the comparative forms of the adverbs in brackets - Have Ss do these exercises individually and then compare their answers with a partner. Ask some 5s to write their answers on the board. Check the answers with the whole class. Ask Ss to explain how to make the comparative form of the adverb given in each sentence. Confirm the correct answers. Invite some ss to write their answers on the board. - Check the answers with the whole class. - Confirm the correct answers. - T_ Ss - Ss work individually. * Key 2: 1. more beautifully 2. more clearly 3. faster 4. harder 5. more heavily * Key 3: 1. more carefully 2. faster 3. more quietly 4. more soundly 5. earlier EXTRA ACTIVITY: - The class works together to create a poster showing the different irregular adverbs in English. The poster should include the base form of the adverb as well as the comparative form. - Display the poster in the classroom and spend a few minutes at the end of a few class meetings to go over the words and ellicit example sentences from the Ss. ACTIVITY 4 : Complete the sentences with suitable comparative forms of the adverbs from the box. - Have Ss read the situations carefully. If necessary , T - T_ Ss
  • 54. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L may explain each situation to Ss. Ask Ss to complete the sentences individually first and then compare their answers with a partner. - Ask some Ss to write their answers on the board. - Check the answers with the whole class. Confirm the correct answers. - Comment on their answers. * Teacher corrects for students as a whole class. - Ss work individually. * Answer key: 1. The red car can run faster than the black car. 2. Nick can jump higher than Tom. 3. Mai did better on the exam than Hoa. 4. The workers arrived earlier than my dad expected. 5. The buses run more frequently than the trains. 4. PRODUCTION/ FURTHER PRACTICE ( 8’) ACTIVITY 5: * Objectives: To help Ss practise using comparative adverbs to make comparisons. * Content: Ss ask and answer . * Expected outcomes:Students ask and answer to find out who can do st better.(run faster; get up earlier…) * Organisation : Teacher’s Student’s activities Content 5. Work in pairs . Ask and answer to fund out who can run faster; can jump higher… + First ask Ss to read the instructions. Use the example to make clear to Ss what they are supposed to do (with a weaker class do the first sentence). - With a weak class, have Ss discuss what questions they should use to ask their partners in each situation. - Have Ss work in pairs, asking and answering to make comparisons. Set time (4-5 minutes) for Ss to do this activity. - T may go round to help weaker Ss. - Call on some Ss to report the results to the class. - Correct any grammar and pronunciation if necessary. * Teacher gives corrections and feedbacks. - T_ Ss. - Work in pairs. Example: A. How fast can you run? B. I can run 15 kilometers an hour A. Ok, you can run faster than me. 5. WRAP-UP & HOME WORK (2’) - Summarise the main points of the lesson. - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say make some sentences themselves, using coparative adverbs.
  • 55. D Ạ Y K È M Q U Y N H Ơ N O F F I C I A L * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson : COMMUNICATION. ==============================================