khong tai thi thiet thoi do

Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8

English 8

The whole year:
37 weeks (105 periods)
The first semester:
19 weeks (53 periods)
The second semester: 18 weeks (52 periods)
The first semester
Unit
1

2

3

4

5

6

Content
Review/Written test
My friends
Getting started + Listen and read
Speak + LF 3,4
Listen + LF 1,2

Read
Write
Making arrangements
Getting started + Listen and read
Speak + LF 3
Listen + 1,2
Read
Write
At home
Getting started + Listen and read
Speak
Listen
Read
Write
Language focus
Review/Consolidation
Written test and correct the test
Written test
Correct the test
Our past
Getting started + Listen and read
Speak + LF 4
Listen + LF 1,2,3
Read
Write
Study habits
Getting started + Listen and read
Speak + LF 2,4
Listen + LF 1,3
Read

Write
The young pioneers club
Getting started + Listen and read
Speak + LF 3
Listen + LF 1,2
Read
Page 1

1
5

1
2
3
4
5
6

5
7
8
9
10
11
6

1
2
1
1

5

12
13
14
15
16
17
18
19
20
21
22
23
24
25

5
26
27
28
29
30
5
31
32
33
34

Le Quang Vinh
Nghia Thai lower secondary school-Lesson plan 8
Write
35
Review/Consolidation
1
36
Written test and correct the test
2
Written test
1
37
Correct the test
1
38
7
My neighborhood
5
Getting started + Listen and read
39
Speak + LF 1,4
40
Listen + LF 2,3,5
41
Read
42
Write
43
8
Country life and city life`

5
Getting started + Listen and read
44
Speak + LF 3,4,5
45
Listen + LF 1,2
46
Read
47
Write
48
The first semester review and test
5
Review
3
49,50,51
The first semester test
1
52
Correct the test
1
53
The second semester
Unit
9

10

11

12

Content
A first-aid course
Getting started + Listen and read
Speak + LF 3,4
Listen +LF 1,2
Read
Write
Recycling
Getting started + Listen and read
Speak + LF 3,4
Listen + LF 1,2
Read
Write
Traveling around Viet Nam
Getting started + Listen and read
Speak + LF 3,4
Listen + LF 1,2
Read
Write
Review/Consolidation
Written test and correct the test
Written test
Correct the test
A vacation abroad
Getting started + Listen and read
Page 2

5

54
55
56
57
58
5
59
60
61
62
63
5

1
2
1
1
5

64
65
66
67
68
69
70
71
72

Le Quang Vinh
Nghia Thai lower secondary school-Lesson plan 8
Speak +LF 3
73
Listen + LF 1,2
74
Read
75
Write
76
13
Festivals
5
Getting started + Listen and read
77
Speak + LF 3,4
78
Listen + LF 1,2
89
Read
80
Write
81
14
Wonders of the world
5
Getting started + Listen and read
82
Speak + LF 3,4
83

Listen +1,2
84
Read
85
Write
86
Review/Consolidation
1
87
Written test and correct the test
2
Written test
1
88
Correct the test
1
89
15
Computers
5
Getting started + Listen and read
90
Speak + LF 1,3
91
Listen + LF 2,4
92
Read
93
Write
94

16
Inventions
5
Getting started + Listen and read
95
Speak + LF 1,4
96
ListeN + LF 2,3
97
Read
98
Write
99
The second semester review and test
6
Review
4
100,
101,102.103
The first semester test
1
104
Correct the test
1
105

Planning date: 15/08/2010

Page 3

Le Quang Vinh

1stperiod:

Nghia Thai lower secondary school-Lesson plan 8

Pronunciation

symbols
Objectives: By the end of the lesson, Ss will be able to know pronunciation symbols.
Content:
I. Vowel symbols
1. Monophthongs: (12)
/ɪ/
ship /ʃɪp/

/ɔ:/

ball /bɔ:l/

/a:/
/
e/ /

hard /ha:d/

/i:/

sheep /ʃi:p/

/ɜ:/

girl /gɜ:(r)l/

/ə/

evening /ɪvənɪŋ/

/ʌ/

cup /kʌp/

æ/

/ɒ/

hot /hɒt/

/u:/
/Ʊ /

book /bƱ k/

/ɪə/

here /hɪə/

/əƱ /

show /ʧəƱ/

2. Diphthongs: (8)
/aɪ/
buy /baɪ/

pen /pen/
man /mæn/
school /sku:l/

/aƱ/

house /haƱ z/

/eɪ/

play /pleɪ/

/Ʊ ə/

poor /pƱ ə(r)/

/ɔɪ/

boy /bɔɪ/

/eə/

chair /ʧeə(r)/

II. Consonant symbols: (24)

Page 4


Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8

Planning date: 16/08/2010

2ndperiod:
Unit 1: My friends
Lesson 1: Getting started + Listen and read
Objectives: By the end of the lesson, Ss will be able:
- to understand the topic of the unit: “My friends”.
- To read the conversation between Hoa and Lan about Nien, Hoa’s friend to understand
the general and the detail.
- To know “ to be (not) + adjective + enough + infinitive”.
Language focus:
Vocabulary: seem smile next-door neighbor
Structure:
to be (not) + adjective + enough + infinitive
Teaching method: Communicative method
Teaching aids: Textbook(E7), pictures, posters
Procedure:
Stage
Getting
started
(7ms)

Listen and
read

Activities
Chatting:
- Ask Ss some questions:
+ What did you do in your summer vacation?
+ Where did you visit?
+ What sport did you play?
+ Who did you play with?
- Use the answer of this question to lead Ss to the topic of the
unit.” Everyone has many friends. They are very important in
our life. This is the topic that we’re going to learn today”.
1. Set the scene
- firstly, draw a face on the board and ask Ss some
questions:
+ Who is this?
+ Where is she from?
+ Where does she live now?

Interaction
T-whole class

T-whole class

- Then draw 2 others to introduce the dialogue.
(33ms)

2. MCQ prediction

- Ask Ss to guess about Nien.
a. What does Nien look like?
A. She isn’t beautiful
B. She isn’t very beautiful
C. She’s beautiful
D. She is very beautiful
Page 5

T-whole class


Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8
b. How old is she?
A. 10
B.11
C. 12
D. 13
3. Prediction check
Individual
- Ask Ss to listen to the dialogue and check their prediction.
work
- Give feedback:
a. C
b. C
4. Pre-teach vocabulary
T-whole class
- Elicit from Ss
Seem (v):

(translation)
Next-door neighbor (n): (explanation)
Smile (v):
(drawing)
- Ask Ss to listen and repeat
- Call on some Ss to read aloud.
Checking: Rub out and remember
5. Role adoption
Pairwork
- Ask Ss to practice the dialogue in pairs.
6. Comprehension questions
Pairwork
- Ask Ss to read the dialogue again and answer the questions
on page 11.
- Give feedback: (Lucky numbers)
Groupwork
7. New structure
- Use the answer of the question c) to give the new structure. T-whole class
To be (not) + adjective + enough + infinitive
Eg: she wasn’t old enough to be in my class.
- Use some pictures and ask Ss to make sentences using
this structure.
- Focus on what Ss have learnt.

Consolidatio
T-whole class
n
(2ms)
Homework
- Ask Ss to do exercise 4 (language focus) on page 17.

(3ms)
Experience from the lesson:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

3rdperiod:

Planning date: 17/08/2010

Unit 1: My friends

Lesson 2: Speak + Listen
Page 6


Le Quang Vinh
Nghia Thai lower secondary school-Lesson plan 8
Objectives: By the end of the lesson, Ss will be able:
- to describe someone(appearance).
- to listen for details to complete 4 dialogues about how to introduce someone and
respond.
Language focus:
Vocabulary: slim curly bold blond principal
Structure:

She is short and thin
She has long blond hair
Teaching method: Communicative method
Teaching aids: Textbook (E9), pictures, posters
Procedure:
Stage
Warm up

Activities
1. Brainstorming
- Ask Ss to list the ways to greet in English:
Hello

hi

goodbye

Nice to see you

greetings

Nice to meet you again

(10 ms)

Pre- speaking

good morning
Individual
work

how do you do

It’s pleasure to meet you
2. Gap fill
- Ask Ss to listen and complete the conversations on page
12-13. Use the expressions in the box.
- Give feedback. (Answer key: Teacher’s book)
3. Chatting
- Use the picture on page 10 to ask Ss some questions about
Nien.
+ who is this?
+ Where does Nien live?
+ What does she look like?
+ Is she short or tall?
+ Is she fat or thin?
+ Is her hair long or short?
 When you describe someone, what do you describe?
1. Brainstorming
- Ask Ss to think of the adjectives used to describe build and
hair. ( Use some pictures to present some new words).
Fat
Thin

(10ms)

Interaction
T-whole class

slim

build

long/short
short

fair

T- whole
class

straight
hair

curly

Tall
Blond
bold
- Give feedback.
- Ask Ss to listen and repeat new words.
2. Set the scene
- Introduce the dialogue by using 6 pictures on page 11,12
and drawing 2 faces on the board.
Page 7

T- whole
class

T- whole
class

Individual
work


Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8
T- whole
class

Whilespeaking
(10ms)

Postspeaking
(10ms)

3. Listening
- Ask Ss to listen to the dialogue and find the person who
Hoa and Lan are describing.
- Give feedback.
Marry
4. Language use
- Use the dialogue to present new structure.
+ How does Hoa describe Marry?
She is short and thin.
She has long blond hair.
Form:
S + have/has + adjectives + hair
S + be + adjective
Picture cue drill

- Show the poster of 6 people on page 11,12.
- Call on a student to describe one person and the others
have to guess who he/she is.
Example exchange:
S1: This person is short and thin. She has long blond hair.
S2: Is this Marry?
S1: Yes.
- Go on until 6 people on the poster are described.
Guessing game
- Have Ss to work in groups and describe people in the class.
- Call on one group to describe and the others guess who is
he/she.
- Give feedback.
- Focus on what Ss have learnt.

Pairwork

Groupwork

Consolidatio
T- whole
n
class
(3ms)
Homework
- Ask Ss to do exercise 3 on page 6 & 7 in the textbook
(2ms)
Experience from the lesson:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

4thperiod:

Planning date: 22/08/2010

Unit 1: My friends
Lesson 3: Read

Objectives: By the end of the lesson, Ss will be able :
+ to read a passage about Ba and his friends to understand the general and details.
+ to describe people’s characters simply.
Language focus:
Vocabulary:
sociable general kind reseved humorous hardworking outgoing
Structure:
simple present tense
Page 8


Le Quang Vinh
Teaching method:
Teaching aids:
Procedure:
Stage
Warm up
(7ms)
Pre-reading

Nghia Thai lower secondary school-Lesson plan 8

What be … like?
Communicative method
Textbook(E8)
pictures
posters
Activities

Guessing game
- Call on one student to describe one person and the others
guess who is he/she.
- Give feedback.
“ last period we have learnt how to describe the appearance.
Today we will learn how to describe one’s character”.
1. Set the scene.
- Use the picture of Ba and his friends on page 13 to
introduce the passage.
+ How many people are there in the picture?
+ What does Ba look like?
2. Pre-teach vocabulary.
- Introduce some new words by using the net words.
Hard-working
Humorous

sociable
characters

Interaction
T- whole class

T- whole class

T- whole class

outgoing
reserved
T- whole class

Kind
(10ms)

While-reading

(12ms)

generous

- Ask Ss to listen and repeat new woeds.
- Call on some Ss to read aloud.
Checking:
Rub out and remember.
3. Open prediction.
- Ask Ss to guess Bao, Khai, Ba and Song’s characters.
Ba
Bao
Khai
Song
Sociable
Generous
Kind
Reserved

Outgoing
Humorous
Hard-working
- Give feedback.
What is Bao like?
He is kind.
1. Prediction check.
- Ask Ss to read the passage and check their predintions.
- Give feedback.
Ba
Bao
Khai
Song
Sociable
x
Generous
x
Kind
x
Reserved
x
x
Outgoing
x
Page 9

Individual
work

Le Quang Vinh

Post- reading
(10ms)

Consolidation
(2ms)
Homework
(3ms)

Nghia Thai lower secondary school-Lesson plan 8
Humorous
x
Hard-working
x
2. Multiple choice question
Individual
- Ask Ss to read the passage again and choose the best
work
answer on page 14.
- Give feedback. ( Answer key: Teacher’s book)
- Introduce some new words:
Volunteer (a)
orphanage (n)
Pairwork
3. Comprehension questions:
- Have Ss to read the passage again and answer the
questions on page 14.
- Give feedback: ( Teacher’s book/P.18)
Writing

Individual
- Ask Ss to write a short paragraph about their friends by
work
answering the following questions.
+ How many close friends do you have?
+ What are they like?
+ What do they enjoy doing in their free time?
- feedback and correction
- Focus on what Ss have learnt.
T- whole class
- Ask Ss to do exercise 4 on page 8/ Textbook

Experience from the lesson:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

5thperiod:

Planning date: 23/08/2010

Unit 1: My friends
Lesson 4: Write

Objectives: By the end of the lesson, Ss will be able:
+ to understand a personal information form.
+ to write a short paragraph about a friend using his/her personal information form.
Language focus:

Vocabulary: - adjectives about people’s appearance and character.
- words about personal information.
Structure:
Simple present tense.
Teaching method:
Communicative method
Teaching aids: Textbook (E8), posters
Procedure:
Stage
Revision

Activities
Chatting
- Ask Ss some questions about Ba and his friends:
Page 10

Interaction
T- whole class


Le Quang Vinh
(5ms)

Pre- writing
(10ms)

While- writing
(15ms)

Nghia Thai lower secondary school-Lesson plan 8

+ Can you tell me the names of his friends?
+ What is Ba/Bao/Khai/Song like?
+ Do they have same character?
+ What is their character you like best?
 “ Last period we have known some of Ba’s friends. Today
we will know his another friend, Tam”.
1.Reading
Individual
- Ask Ss to read only the passage about Tam on [age 15.
work
- Complete the information form about Tam by using the
questions on page 15.
2. Complete the form.
Pairwork
- Ask Ss to fill in a similar form for their partner by using the
questions on page 15.
- Give feedback.
Guided writing
Individual
-Ask Ss to use their paetner’s information form to writ4e a
work
paragraph about their partner.
My friend is Nam and he…………
- Feedback and correction
T- whole class

Post- writing
(10ms)
Consolidation - Focus on what Ss have learnt.
(2ms)

Homework
- Ask Ss to write another paragraph about another friend.
(3ms)
Experience from the lesson:

6thperiod:

T- whole class

Planning date: 24/08/2010

Unit 1: My friends

Lesson 5: Language focus

Objectives: By the end of the lesson, Ss will be able to master and use:
+ simple tense
+ present simple to talk about general truth.
+ (not) adj + enough + to-infinitive.
Teaching method:
Communicative method
Teaching aids:
textbook(E8), pictures, posters
Procedure
Stage
Warm-up
(5ms)
Practice

Activities

Chatting
- Ask Ss some questions about Hoa and Nien.
+ Where does Nien live?
+ What does she look like?
+ Was she Hoa’s classmate? Why?
 Lead Ss to the new lesson.
1. Task1/ P.16. complete the paragraph.
- Revise the use of the present tense and simple past tense
by using the picture of Hoa and Nien and asking:
+Where does Hoa live now?
 Hoa lives in Ha Noi now.
Page 11

Interaction
T- whole class

T- whole class


Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8
+ Where did she live last year?
 she lived in Hue last year.
- Elicit the differences between 2 sentences from Ss.
Pairwork
- Ask Ss to do the task on page 16.
- Give feedback. ( Answer key: Teacher’s book / P.19)
T- whole class
2. Task 2/ P.16. Complete the dialogue

a. Set the scene.
- Introduce the dialogue by drawing 2 faces on the board,
using the picture of the solar system and saying: “ Ba is
helping his cousin Tuan with some homework about
Goegraphy.

T- whole class

(25ms)

b. Pre-teach
- Present some new words by using the picture of the solar
system.
Sun
Mars
Earth
 planet
Mercury
Moon
Rise (v) >< set (v): (drawing)

Pairwork
The sun rises in the East
West

The sun sets in the

- Elicit the use of the present simple tense from Ss:
 to talk about general truth.
- Ask Ss to do the task on page 16.

- Give feedback. ( Answer key: Teacher’s book/ P. 20)
- Ask Ss to practice the dialogue in pairs.

T- whole class
Pairwork
T- whole class

3. Task 3/ P.17. Complete the dialogue
- Revise attributive and predicate adjectives
This is a beautiful woman (attributive)
Page 12


Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8
This woman is beautiful (predicate)
- Ask Ss to the task on page 17.
- Give feedback. ( Answer key: Teacher’s book)
4. Task 4/ P. 17. Complete the dialogue
- Revise the form and use of the structure (not) adj +
enough + to-infinitive by drawing and asking:

Pairwork

T: Look at this! Is it heavy or light?
Ss: Heavy
T: How many kilos?
Ss: 100 kg
T: Can you fit it?

Ss: No, I can’t
T: You are not strong enough to lift it.
- Ask Ss to do the task on page 17.
- Give feedback: ( Answer key: Teacher’s book/ P. 21)
Word cue drill
- Ask Ss to exercise 5 on page 9/ workbook.
- Give feedback.
- Focus on what Ss have learnt.

Further
practice
Group work
(10ms)
Consolidation
T- whole class
(3ms)
Homework
- Ask Ss to do the exercise 6 on page 10/ workbook
(2ms)
Experience from the lesson:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Planning date: 29/08/2010

7 period:
th

Unit 2: Making arrangements

Lesson 1: Getting started + Listen and read
Objectives: By the end of the lesson, Ss will be able:
+ to understand the new topic of the unit “ making arrangements”
+ to read for details a conversation on the phone about making and confirming
arrangements.
+ to know “ going to” to talk about intentions and activities in the future.
Language focus:
Vocabulary: downstairs outside hold on arrange agree introduce
Structure:
going to
Teaching method:
Communicative method
Teaching aids: Textbook(E8), real objects, pictures, posters
Procedure:
Stage
Getting

Activities
1. Matching
Page 13

Interaction
Pairwork


Le Quang Vinh
Nghia Thai lower secondary school-Lesson plan 8

started
- Ask Ss to match each object with its name on page 18.
- Give feedback:
a. an answering machine
b. a mobile phone
c. a fax machine
d. a telephone directory
e. a public telephone
f. an address book
(10ms)
- Ask Ss to listen and repeat new words.
2. Chatting
T- whole class
- Ask Ss some questions about these objects:
+ When do you use them?
+ Do you often use the telephone or mobile phone to
make arrangements?
+ How do you make arrangements by using telephone?
 Lead Ss to the new topic of the unit.
Listen and
1. Set the scene
T- whole class
read
- Introduce the conversation by drawing 2 faces on the
board and saying “Hoa and Nga are talking on the phone.
They are making an arrangement. Can you guess what are
they talking about?”

T- whole class

(30ms)

2. Open prediction
- Have Ss to guess what they are talking about.
- Give feedback.
3. Prediction check.
- Ask Ss to listen to the dialogue and check their prediction.
- Give feedback.
Nga invites Hoa to see the movie at Soa Mai Movie Theater.
4. Pre-teach vocabulary
- present some vocabulary.
Hold on
Downstairs
( drawing)
Outside
- Ask Ss to listen and repeat
- Call on some Ss to read aloud.
Checking:
Rub out and remember.
5. Role adoption
- Ask Ss to practice the dialogue in pairs.
6. Comprehension questions
- Ask Ss to read the dialogue again and answer the
questions below:
a. What is Hoa’s telephone number?
b. Which movie are they going to see?
c. How is Hoa going to see the movie?
Page 14

Individual

work
T- whole class

Pairwork
T- whole class


Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8
d. Where are they going to meet? What time?
Individual
- Give feedback.
work
- Use the answers of these questions to review the structure
“going to”.
7. Comprehension questions
- Ask Ss to read the dialogue again and answer the
questions on page 19.
Who?
Hoa
Nga
a. made the call?
b. introduced herself?
c. invited the other to the movie?
d. arranged a meeting place?
e. arranged the time?
f. agreed the time?
- Ask a partner these questions to check their answers.
-Focus on what Ss have learn

Pairwork

Consolidation
T- whole class
(3ms)
Homework
- Ask Ss to copy down the answers of these qs in their
(2ms)
notebooks.
Experience from the lesson:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Planning date: 30/08/2010

8 period:
th

Unit 2: Making arrangements
Lesson 2: Speak + Listen

Objectives: By the end of the lesson, Ss will be able :
+ to talk about intention with “going to”.
+ to listen for details to complete a telephone message and know how to take a telephone
message.
Language focus:

Vocabulary: principal message available make an appointment
Structure:
going to
Teaching method:
Communicative method
Teaching aids: Textbook (E8), pictures, posters
Procedure:
Stage
Warm up

Activities
1.Brainstorming
- Ask Ss to give how to make an arrangement on the phone.
Telephone number

place

(5ms)
Means of transports

making an arrangement
Page 15

time

Interaction
T- whole class


Le Quang Vinh

Pre-speaking

(10ms)

Whilespeaking

(15ms)

Postspeaking

Nghia Thai lower secondary school-Lesson plan 8
Activities (movies, sports,…)
- Give feedback.
1. Set the scene
- Introduce the dialogue by drawing 2 faces on the board
and asking some questions:

+ Who are talking on the phone?
( Eric and Adam)
+ What are they talking about?
( Adam is inviting Eric to go to the pop concert)
2. Ordering statements
- Ask Ss to put the sentences on page 20 in the correct
order to make a complete conversation.
- Give feedback ( Answer key: Teacher’s book/ P.24)
- Ask ss some questions to check Ss’ understanding:
+ Which band are they going to see?
+ Where are they going to meet? When?
3. Role adoption

- Ask Ss to practice the dialogue in pairs.
4. Language use:
+ I’m going to…
+ Would you like…?
+ Let’s …
+ See you at/on/in…
+ Can I …
Role play
- Set the scene: “ Ba and Bao are making arrangement to
play chess”.
- Ask Ss to complete the dialogue.
- Ask Ss to play the role of Ba and Bao to practice the
dialogue
- Ask Ss to make the similar arrangements.
- ss can choose:
Making arrangements to play sports
See a movie
Watch a soccer match
- Call on some pairs to practice in front of the class.
Listening
1. Set the scene:
- Introduce the dialogue by drawing 2 faces on the board
and saying:” Mrs. Nguyen phoned the principal of Kingston
junior high school, but he was out. She only met his
secretary”

Page 16

T- whole class

Pairwork

Pairwork
T- whole class

Pairwork

T- whole class


Le Quang Vinh

(11ms)

Consolidation
(2ms)
Homework
(2ms)

Nghia Thai lower secondary school-Lesson plan 8

2. Pre- teach vocabulary
- Introduce some new words.
Principal (n): (example)
Message (n): (real object)
Available (a):
Make an appointment:
- Ask ss to listen and repeat
- Call on some Ss to read aloud.
Checking:

Rub out and remember
3. Information-transfer
- Ask Ss to listen to the telephone conversation and fill in the
missing information.
- Give feedback. (Answer key: Teacher’s book/ P. 25)
- Focus on what Ss have learnt.

T- whole class

T- whole class

- Ask Ss to write down on their notebooks the dialogue that
they have practiced.
- Ask Ss to do the exercise 4 on page 17 in the workbook.
Experience from the lesson:
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Planning date: 31/08/2010

9 period:
th

Unit 2: Making arrangements
Lesson 3: Read

Objectives: By the end of the lesson, ss will be able to read for specific information about

A.G. Bell.
Language focus:
Vocabulary: emigrate transmit conduct demonstrate device deaf-mute
Structure:
past simple tense
Teaching method:
Communicative method
Teaching aids: Textbook (E8), pictures, posters
Procedure:
Stage
Warm up

Activities
Shark’s attrack

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Interaction
T- whole class


Le Quang Vinh
(7ms)

Pre-reading

(10ms)

While- reading

(13ms)

Post reading

(10ms)

Nghia Thai lower secondary school-Lesson plan 8
T- whole class
Telephone
- Ask Ss some questions about the telepkone:
+ Do you have the telephone?
+ What’s your telephone number?
+ What is the telephone used for?
+ Who invented it? When?
 Lead Ss to the topic of the lesson.
“Today we are going to read a text about A. G. Bell who
invented the telephone”
1. Pre- teach vocabulary
T- whole class
- Present some new words:
Emigrate (v):
( example)
Transmit (v):
( translation)
Conduct(v):
( synonym of carry out)
Demonstrate (v): (translation)
Device (v):
(translation)
Deaf-mute (n):

( explanation)
- Ask Ss to listen and repeat.
- Ask Ss to read loud.
T- whole class
Checking:
Rub out and remember
2. MCQ prediction
- Have Ss to guess about A. G. Bell.
a. Alexander Graham Bell was a _______ .
A. Canadian B. Scotland C. American D. English
b. A. G. Bell invented the telephone in _______ .
A. 1870
B. 1876
C. 1877
D. 1878
- Give feedback.
1. Prediction check
Individual
- Ask Ss to read the text and check their prediction
work
- Give feedback :
a.B
b.B
2. T/F statements:
- Ask Ss to work in pair read the text again and decide which
statements are true ( T ) and which are false (F) correct the
false statements.
Pairwork
- Give feedback
(Answer key : Teacher ‘ book / p.27)

3. Ordering statements:
- Have ss to read the text again and put the events in the
correct order.
Paid work
- Give feed back :
( Answer key : teacher’ book / p.27).
Lucky numbers : (Comprehension question)
Group work
-Have Ss to play the game to check Ss’ understand about
the text.
1
2
3
4
5
6
7
8
9
1. Lucky number
2. Where was A.G.Bell born ?
3. What led him to the invention of telephone ?
4. Lucky number
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Le Quang Vinh

Nghia Thai lower secondary school-Lesson plan 8
5. when did he invet the telephone ?

6. what was the first telephone message ?
7. Lucky number
8. Lucky number
9. when was the first telephone in commercial use?
- Focus on what Ss have learnt.
T- whole class

Consolidation
(3ms)
Homework
- Ask ss to write a short paragraph about A. G. Bell using the
(2ms)
events on page 22
Experience from the lesson:
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Planning date: 05/09/2010

10 period:
th

Unit 2: Making arrangements
Lesson 4: Write

Objectives: By the end of the lesson, Ss will be able to write a telephone meassage.
Language focus:

Vocabulary: customer delivery stationery pick sb up
Structure:
past simple tense
Teaching aids: Textbook (e8), posters
Teaching method:
Communicative method
Procedure:
Stage
Revision
(7ms)

Pre- writing

(10ms)

Activities
Chatting
- Ask Ss some questions about A. G. Bell.
+ Where and when was he born?
+ What did he invented?
+ What was the first telephone meassage?
+ Have you ever taken a telephone message?
+ What should be mentioned in the message
when you take?
( date, time, who sent, to whom, content)
 Lead Ss to the new lesson: “Today we are going to lrean
how to write a telephone message”
1. Set the scene.
- Use the telephone message on page 23 to introduce the
situation

2. Pre- teach vocabulary
- Present some new words in the message.
Customer (n):
Delivery (n):
Furniture (n):
( real object, example, explanation)
Stationery (n):
Reach sb at:
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Interaction
T- whole class

T- whole class
T- whole class


Le Quang Vinh

While- writing
(16ms)

Nghia Thai lower secondary school-Lesson plan 8
- Ask Ss to listen and repeat.
- Call on some Ss to read aloud.
Individual
Checking: Rub out and remember
work
3. Gap- filling
- Ask Ss toread the message on page 23 and ask ss some

questions:
+ Who took a message”
+ Who telephoned the Thang Loi delivery sevice? When?
+ What’s the message?
- Ask Ss to read the message again and fill in the gaps in
the passage.
- Give feedback.
(Answer key: Teacher’s book/ P. 27)
Controlled writing
1. Ss write a message using the information from the
Group work
passage in the task 2 on page 23.
- Give feedback and correction.
2. Ask ss to read the message on page 23 again, then help
Individual
Lisa write a message for Nancy. Use the information from
work
the dialogue.
- Feedback and correction for the task 3/ P. 24
T- whole class

Post- writing
(8ms)
Consolidation - Focus on what Ss have learnt.
T- whole class
(2ms)
Homework
- Ask Ss to write 2 messages in their notebooks.
(2ms)
Note: If the teacher doesn’t have enough time, the task 3/ P. 24 can be set for homework.

Experience from the lesson:
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Planning date: 06/09/2010

11 period:
th

Unit 2: Making arrangements
Lesson 5: Language focus

Objectives: By the end of the lesson, ss will be able to master and use:
+ “be going to” talk about intentions.
+ adverbs of place.
Teaching aids: Textbook (E8), pictures, posters, cards
Teaching method:
Communicative method
Procedure:
Stage

Activities
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Interaction

Le Quang Vinh
Nghia Thai lower secondary school-Lesson plan 8
Revision
1.Jumbled word
Group work

(10ms)

Practice

(30ms)

1. sotuide

4. ereh

2. deinsi

5. pastures

3. hetre
6. windotsars
- Give feedback.
2. Elicitation
- Make sure Ss know the meanings of these adverbs of
place.
1. Task 3/ P. 26. complete the speech bubbles
- Introduce the speech bubble by using the pictures on page
26 and saying: “Ba is playing hide and seek with his cousin,
Tuan.”

- Ask Ss to use the adverb of place to complete the speech
bubbles.
- Give feedback.
( Answer key: Teacher’s book/ P. 29)
- Ask Ss to read aloud the speech bubbles
2. Task 2/ P.25
a. Set the scene:
- Introduce the task 2 by asking some questions:
+ What are you going to do on the weekend?
+ Are you going to see a movie?
b. Completion
- Ask Ss to copy the questionnaire in their exercise books.
Add three more activities to the list. Then complete the “you”
column with checks () and crosses ().
- Call ss to read out their activities.
c. Pairwork
- Ask Ss to ask their partner what he or she is going to do.
Complete the “ your partner” column of the questionnaire.
- Call on some Ss to read aloud their partner’s activities.
Example: Nam is going to play sports and watch
TV on the weekend.
3. Task 1/ P. 25. Wors/ Picture cue drill
- Ask Ss to say what the people are going to do.
Example exchange:
S1: Nga has a movie ticket. What is she going to do?
S2: She’s going to see a movie.
- Give feedback.
( Answer key: Teacher’s book/ P. 29)
- Focus on what Ss have learnt.

T- whole class

T- whole class
Pairwork

Pairwork
T- whole class
Individual
work

Pairwork

Pairwork

Consolidation
T- whole class
(2ms)
Homework
- Ask Ss to do exercises 2,3,4,5,6,7 in the workbook/ P.
(3ms)
16,17
Experience from the lesson:
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………………………………………………………………………………………………………………
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Le Quang Vinh
Nghia Thai lower secondary school-Lesson plan 8

………………………………………………………………………………………………………………
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Planning date: 07/09/2010

12thperiod:
Unit 3: At home
Lesson 1: Getting started + Listen and read
Objectives: By the end of the lesson, Ss will be able:
+ to understand the new topic of the unit “ At home”.
+ to read for details the conversation between Nam and Mrs. Vui to know what Nam
has to do at home.
+ to use “has/have to” and “ought to” to talk about the housework.
Language focus:
Vocabulary: cupboard steamer saucepan chore sink
Structure:
have to/ ought to + infinitive
Reflexive pronoun
Teaching method:
Communicative method
Teaching aids: Textbook(E8), pictures, posters
Procedure:
Stage
Getting
started
(10ms)

Listen and
read

Activities
1. Picture desription
- Ask Ss to look at the pictures on page 27 and ask some
questions:
Example: (Picture a)
+ What is she doing?
+ Is she doing the washing-up?
- Give feedback.
(Answer key: Teacher’s book/ P. 32)
2. Personalization questions
+ What do you have to do at home?
+ Do you have to cook meals?
+ Do you have to feed the chicken?
……..
 Lead Ss to the topic of the unit.
1. Set the scene
- Introduce the dialogue by drawing 2 faces on the board
and saying: “ Mrs. Vui is going to be late tonight so her son,
Nam will have to do some housework. Can you guess what
he has to do?”

Interaction
T- whole class

T- whole class

T- whole class

T- whole class
2. Open prediction

- Have Ss to guess what Nam has to do.
- Give feedback.
3. Prediction check
Page 22

Individual
work


Le Quang Vinh

(30ms)

Nghia Thai lower secondary school-Lesson plan 8
- Ask ss to listen to the dialogue and check their prediction.
- Give feddback:
+ Nam has to cook dinner.
+ He has to go to the market and buy fish and vegetables
+ He has to call his aunt Chi and ask her to meet
T- whole class
his mother at grandma’s house.
4. Pre-teach vocabulary
- Present some new words by using pictures
cupboard
steamer
saucepan
chore
sink
frying pan
rice cooker

- Ask ss to listen and repeat
- Call on some Ss to read aloud.
Checking:
What and where

Pairwork

T- whole class
5. Role adoption
- Ask Ss to listen to the dialogue again.
- Have Ss to practice the dialogue in pairs.
- Call on some Ss to practice in front of the class.
6. New structure
- Revise the use of “have/has to” and “ought to” from the
dialogue.
+ I have to go and visit Grandma after work.
+ You ought to go to the market yourself.
Uses: Have to: External obligation
Ought to: We remind someone of a duty
or obligation.
- Reflexive pronoun are: myself yourelf himself herself
ourseves yourselves themselves
Use: for emphasis. They are placed after the subject or
at the end of the sentence.
Eg: You will have to cook dinner yourself.
7. Discussion
- Ask Ss to talk about what they have to do at home.
- Give feedback.
- Focus on what Ss have learnt.

T- whole class

Consolidation
T- whole class
(2ms)
Homework
- Ask Ss to do the exercises 1,2,3 on page 20,21,22 in the
(3ms)
workbook
Experience from the lesson:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
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Le Quang Vinh
Nghia Thai lower secondary school-Lesson plan 8
………………………………………………………………………………………………………………
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Planning date: 12/09/2010

Unit 3: At home

13thperiod:

Lesson 2: Speak

Objectives: By the end of the lesson, Ss will be able to talk about the position of the

furniture in the house.
Language focus:
Vocabulary: rug calendar counter dish rack knife folder wardrobe
Structure:
the prepositions of place
Teaching method:
Communicative method
Teaching aids: Textbook(E8), pictures, posters, wordcards
Procrdure:
Stage
Revision

(10ms)

Pre- speaking
(10ms)

Activities
Kim’s game
- Divide the class into 4 teams.
- Show the picture of the kitchen on page 28.
- Ask Ss to look at the picture carefully for 30 seconds.
- Take away the picture and ask Ss to write down as
many things as they can remember in English.
- The team which has more correct things is the
winner.
1. Pre-teach vocabulary
- Present some new words by using the picture on page 28.
rug
calendar

counter
dish rack
knife
folder
wardrobe
- Ask Ss to listen and repeat new words.
- Call on some Ss to read aloud.
Checking: Matching (using the picture and wordcards)
2. Netword
- Ask Ss to list the preposition of place thy have learnt.
Above
Near
Next to

Whilespeaking

in

Interaction
Group work

T- whole class

T- whole class

on

preposition of place
opposite

under
between

- Use the picture 0n page 28 to give some examples:
T: Where is fruit?
Ss: It’s in the bowl.
1. Picture cue drill. (Speak 1/ P. 28)
- Ask Ss to look at the picture on page 28, work with a
partner and talk about the position of each of item.
Example exchange:
S1: Where is the calendar ?
Page 24

Pairwork


Le Quang Vinh

(12ms)

Postspeaking
(9ms)
Consolidation
(2ms)
Homework
(2ms)

Nghia Thai lower secondary school-Lesson plan 8
S2: It’s on the wall, under the clock and above
the refrigerator.

- Give feedback.
(Answer key: Teacher’s book/ P. 33)
2. Picture/Word cue drill. (Speak 2/ P. 29)
Pairwork
- Set the scene: “ Mrs. Vui bought new furniture for her living
room, but she cannot decide where to put it. You should help
her to arrange the furniture.”
- Ask Ss to look at the picture and arrange the furniture.
Example exchange:
S1: Let’s put the magazines on the shelf above the book.
S2: Ok! And I think we ought to put the coffee
table between the cough and the armchair.
S1: You’re right. And let’s put the TV next to the
coffee table.
S2: No. We should put the TV on the shelf.
- Give feedback.
Writing
Individual
- Ask Ss to write the describe of the task 2/ P.29 in their
work
notebooks.
- Give feedback.
- Focus on what Ss have learnt.
T- whole class

Writing
- Ask Ss to describe the picture on page 28 in their
notebooks.
Experience from the lesson:
………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

14thperiod:

Planning date: 13/09/2010

Unit 3: At home
Lesson 3: Listen

Objectives: By the end od the lesson, Ss will be able to listen to a conversation to
understand how to make a meal.
Language focus:
Vocabulary: green pepper garlic ham teaspoon fry salt
Structure:
Teaching method:
Communicative method
Teaching aids:
Textbook(E8), pictures, posters
Procedure:
Stage
Revision

Activities
1.Kim’s game
- Divide the class into 4 teams.
- Show some vegetables and fruit
- Ask Ss to observe carefully for 30 seconds.
- Take away vegetables and fruit and ask Ss to write
down as many things as they can remember in
English.

Page 25

Interaction
Group work