Unit 2 lesson 3 read period 9 week 3

Phßng gi¸o dôc MÜ hµo
Trêng thcs d¬ng quang

Gi¸o ¸n TiÕng anh 8
TuÇn: 3
Ngµy so¹n:
d¹y:

TiÕt: 9
Ngµy

Unit 2 making arrangements
Lesson 3 Read
A. The objectives
- By the end of the lesson, Ss will be able to read a text to understand how the
telephone was invented and the autobiography of the inventor of the
telephone.
b. content: Past simple tense, consequences
C. Materials: Picture, poster, transparencies, OHP
Work arrangements: Individuals, pairs, groups, T-WC
Anticipated problems: Students don’t know much about the inventor of the
telephone.
D. Procedure
I. Warmer
Guessing game
Teacher does one as an example,
the person who guesses correctly
takes turn.
Do you know who invented the
telephone?
When did he invent the telephone?

II. Checking the old lesson

What’s it?
Cue 1: It’s a thing in the home.
Cue 2: It has 9 letters
Cue 3: It’s used to make phone
calls.

III. New lesson
 Pre-reading
Pre-teach
Eliciting: move to another country
to live,
Modeling, choral & individual
repetition
Written record, pronunciation, VN
meaning
Checking vocabulary: Ordering
vocabulary
He emigrated to Canada and then
to the US.
He worked with deaf-mutes at
Boston university.
He came up with a device
He conducted many experiments.
He demonstrated it at countless
exhibitions.

I. Vocabulary
- emigrate (v):

- conduct (v):
- transmit (v):
- demonstrate (v):
- deaf-mute (n):
- a device:
- an experiment:

Vò M¹nh Hµ / / 0982928076

1


Prediction: Ordering
statements
Run through the statements
Ask students to work individually
to put the statements in the logical
order.
Students pair and compare
Teacher gets feedback
 While-reading
Ask students to read the text and
check their predictions
Guessing meaning of new words
from the context:
Ask students to read the text again
and guess the meaning of these
words in the context.
assistant
th¬ng m¹i

commercial
cuéc triÓn l·m
exhibition
Trî lÝ
countless
lêi nãi
speech
v« sè
Notes: parts of speech.
Students work in pairs
Teacher gets students to read
these words aloud
True/ False statement prediction
Run through the statements
Ask students to read the text again
and decide whether the statement
is True or False. Correct the false
ones.
Students work on their own first,
then they pair and compare
Teacher gets feedback
 Post-reading
Interviewing
Eliciting the questions.
Set the scene: Now you are an
interviewer and your partner is Mr.
Bell. Ask him about his inventions.
Students work in pairs
Teacher goes round, monitors and
gives prompts

Get some pairs to practice in front
of the class.

II. Read
1. Put the events in the correct
order:
1. d
2. e
3. a
4. g
5. c
6. b
7. f

Matching:
assistant
commercial
exhibition
countless
speech

trî lÝ
th¬ng m¹i
cuéc triÓn l·m
v« sè
lêi nãi

3. True or False
a. False: Alexander G. Bell was
born in Edinburgh, Scotland.

b. False. He worked with deafmutes at Boston university.
c. True
d. False. ... in 1876.
e. False. Bell ... speech over a long
distance.
f. True.

Where/ When were you born?
Which countries did you emigrate
to?
Who did you work with at Boston
university?
Who was your assistant?
Etc

Vò M¹nh Hµ / / 0982928076

2


Retelling (optional)
Pictures/ Prompts to talk about the
autobiographies of the scientists.
IV. Consolidation
V. Homework

Past simple to talk about past
events, autobiographies
Study vocabulary by heart. Give
examples

Read the text again and retell it.
Do the comprehension questions
again
Prepare new lesson: Write

..........................................................................................................
..........................................................................................................
..........................................................................................................
..........................................................................................................

Vò M¹nh Hµ / / 0982928076

3