giao an tieng anh 8 2008 2009 du

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Unit 1: my friends

Aims: helping students :

- to introduce people

- to respond to introductions
- to descibe people

- to write about themselves and other people

II.

language focus:

1. present simple to talk about general truths
2. (not) adjectives + enough + to infinitives
3. attributive and predicative adjectives

III. Allocation:

Lesson 1 Listen and read 1+2

Language focus 1 Reading for details a conversation and revision of simple present and simple
past tense

Lesson 2 Read 1- 2

Getting started Reading a text for details about Ba
,s 
friends

Lesson 3 Speak 1 –2

Listen a, b, c ,d Listening for details to complete the dialogue and practice in descibing
someone

Lesson 4 Write 1- 2

Language focus 3 Writing about oneself and about other people
Lesson 5 Language focus 2 - 4 Further practice in simple present and
“not adj + enough + to – infinitive “

IV. vocabulary:

Verbs
Annoy
Rise
seem

Adjectives

Blond slim

Curly sociable
Fair straight
Generous volunteer
reserved

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Period 2nd lesson 1: listen and read (page : 10, 11)
Date of preparing

language focus 1

(page: 16)
05.09.05

I. Aim: at the end of the lesson ss will be able to to know more about Hoa, Lan, Nien 
and to review simple present and simple past tense.

II. Teaching aids: text book , cards 
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
08/9/05
8D
07/9/05

Teacher,s activities Students,activities

Step 2: Warm up
.( Pelmanism)( 5m)

-Prepare 12 cards with numbers on one side and the
verbs on the other

- Make sure the verbs are mixed up.

Stick the cards on the board so students can only see
the numbers. Devide students into two teams ans ask
them to choose two numbers. Turn the cards over and
see if they match. If not, turn the cards over again and
ask the next team.

meet come live think send receive
received met came lived thought sent
step 3: new lesson

1. Pre- reading. ( 10m)
* pre teach -vocabulary.
to seem (translation)
a next door neighbor
to look like (translation)

 Checking : Rub out and remember

b, pre- questions. Give students some questions and
ask them to work in pairs to answer them.

- Is Lien Lan,s friend or Hoa,s friend?

- How old is Nien?

- Where does Nien live?

- Is she a beautiful girl?

- Give feedback

2. While- reading. (20m)

 checking the pre- questions:

Ask the students to read the dialogue between Hoa,
Lan and Nien on page 10 and check if their answers
are correct or not.

* Answers. 1- She is Hoa’s friend
2- She’s twelve years old
3- She lives in Hue
4- Yes, she is.

 Comprehension questions.

Ask students to read the dialogue again and answer
the questions in exercise 2 on page 11 (work in pairs)

Group work

T- Whole class
Ss: pair work
Hoa’s friend
Twelve
Hue
Yes.

Ss read and check

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* Answers: 1- Nien lives in Hue
2- No, she doesn’t

3- The sentences is “She wasn’t old
enough to be in my class”

4- At Christmas.

- Call on some students to ask and answer the
questions

- Ask them to work in close pairs.
* Gap- filling

- Ask students to use the simple present and simple
past tense to complete paragraph 1 (a) on page 16
- Provide some verbs so that students can use them to
fill in the gaps.

* Answers . (1) lived (2) lives (3) sent (4) was (5)
is (6) comes

- Ask students to work individually and then compare
their answers with their partners’

- Give feedback

3. Post- reading. (7m)

* Writing:- Give students some cues and ask them to
use the simple present or present tense to write

a, Lan / Hoa’s best friend

b, They / same class / Quang Trung School.

c, Last year / Hoa / to school first time.

d, Lan / show / around / introduce / to her friends
- Let students discuss with their partners.

- Choose some answers and correct them in front of
the class.

Step 4: homework

ask ss to do exercise 1 (a); 1(b)
* Evaluation:

- good pelmanism and pre questions

Individual work

Pair work
T- Whole class

Lan is Hoa’s best friend
They are at the same class
in Quang Trung school.
Last year Hoa went to
school for the first time
Lan showed her around
and introduced her to
many new friends

Period 3rd lesson 2: speak (page : 11)

Date of preparing

listen (page: 12, 13 )
07/9/05

I. Aim: at the end of the lesson ss will be able to describe someone and complete
the dialogue by listening

II. Teaching aids: text book , pictures 
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
09/9/05
8D
09/9/05
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

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- ask ss to think of the adjectives used to describe T- whole class
body build and hair

thin
curly

* possible answers

- fat -

straight

- slim -

long

- tall -

short black / dark

- overweight - color

blond / fair
- slender

brown
grey

Step 3 : new lesson
1. presentation:

- show ss a picture of Mary and ask them to describe
her hair, her body build

T- whole class
eg: she has long blond hair

she is short and thin
 form :

S + have / has + adjectives + hair
S + be + adjectives

ss
answer and then copy down

2. practice:
 word cue drill

- prepare 6 cards so that ss can drill easily
- Model two cues then ask ss to repeat

chorally then individually. Ss listen and repeat

- Ask some ss to practice asking and ss practice in open pairs
answering

- Ask the whole class to work in pairs ss practice in closed pairs

a. he / tall / thin He is tall and thin

b. she / short / slim She is short and slim

c. he / short / fat He is short and fat

d. long / black She has long black hair

e. curly / blond She has curly blond hair

f. straight / brown She has straight brown

 practice speaking:

- show the pictures of 6 people / or ask ss to look
at 6 people on page 11-12

- call on a student to describe one person, the

others have to guess who he / she is T- whole class
eg: S1: This person is short and thin.

She has long blond hair
S2: Is this Mary?

Body

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S1: yes

- go on until 6 people on the poster are described
3. pre listening:

-ask ss to do exercise “listen a, b, c, d “ on p. 12-13 ss work individually

- give ss some expressions and make sure they
know their meanings

- get ss to guess and to complete four dialogues
on p. 12-13 , using the given expressions

- give feedback
4. while listening:

- let ss to listen to the tape twice

ss listen

- get ss to work in pairs to complete the dialogues ss compare to check their
prediction

and compare with predictions
 answer key:

- I,d like to meet you

- Nice to meet you

- It,s a pleasure to meet you

- Come and meet

- How do you do?
5. post listening:

- ask ss to practice speaking the dialoges

- call some ss to play roles of Nam- Hoa-Thu; ss practice in open pairs
Khai-Mrs Lien- Mrs Vui; Ba-Bao-Grand mother;

Mr Lam-Mrs Linh- Mr Thanh and practice the

Dialogues

- correct their pronunciation

- let ss to work in pairs to practice the dialogues ss work in closed pairs
step 4: homework

ask ss to write a paragraph about a famous person or their friend or their classmates
 Evaluation :

Period 4th lesson 3: getting started (page : 10)
Date of preparing

read

(page: 13,14)
11/9/05

I. Aim: at the end of the lesson ss will be able to know more about Ba’s friends
by reading a text for specific information

II. Teaching aids: text book , poster
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
13/9/05
8D

13/9/05

Teacher, activities Students, activities

Step 2: warm up (7m) (chatting)

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school or in their free time.
- Give them some questions
+ What are these students doing?

+ What time of the day do you think it is?
+ Do you like soccer/ reading book?
+ Whom do you like playing with ?
step 3: new lesson

1. Pre- reading.

*pre teach vocabulary.

A character (translation)

An orphanage : ( a place where children without ss: choral, individual
parents live)

Reserved (a) (translation)
Sociable (a) (translation)

To tell jokes(tell a story which makes people laugh
Sense of humor (translation)

* Checking vocabulary: what and where ss work in groups

- Write the words on the board, put one word in
each circle.

- Have students repeat the words in chorus then rub
out word by word but leave the circles

- Go on until all the words are rubbed out

- Point to each circle and ask students to repeat
chorally the English words

- Ask students to go to the board and write the words
again in the correct circles

* T/ F statements predictions.

- Stick the poster of T/ F statements on the board

- Set the scene: These statements are about Ba and ss listen
his friends, read them and guess which statements

are true , which are false.

- Get students to work in pairs ss work in pairs
1. Ba only has three friends_ Bao , Song, Khai

2. Ba and his friends have the same characters.

3. Bao, Song and Khai are quite reserved in public
4. They all enjoy school and study hard

- Give feedback

2. While reading

- Ask students to open the book and read the text on p.13 ss read and check
- Let students check their prediction.

- Ask students to correct false statements ss work individually
* Correction:

1. Ba has a lot of friends but he spends most of his time
with Bao, Song and Khai

2. They have different characters.

3. Only Song and Khai are quite reserved.

* Multiple choice.

- Get students to do exercise 1 on page 14.

- Ask them to work in pairs to choose the best answers. Ss work in pairs
- Explain the meaning of the phrases.

*. Comprehension questions

- Ask students to work in pairs to do exercise 2 on p. 14

- Let students read the text again and answer the ss read the text again
questions. And answer the qts
* Answers

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c. Khai likes reading

d. Jis jokes sometimes annoy his friends

e. Bao spends his free time doing volunteer work at a
local orphanage.

- Call on some pairs of students to ask and answer the
questions.

3. Post reading

- Ask all the students to work in closed pairs ss work in pairs

- Ask students to work in groups and talk to one ss work in groups
Another about their friends, using the adjectives they

have just learnt to describe

step 4: Homework

- Ask students to write a paragraph (about 80 words) about one close friend.
* Evaluation:

Period 5th lesson 4: write (page : 15)

Date of preparing

language focus 3 ( pagve: 17)

12/9/05

I. Aim: at the end of the lesson ss will be able to write a paragraph about their close 
friends and about themselves

II. Teaching aids: text book , pictures
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
15/9/05
8D
14/9/05

Teacher,s activities

Step 2: warm up (7m)
Kim,s game

- Ask students to look at the picture on page 17
quickly (for 20 seconds). Then let them keep their
books closed.

- Devide students two questions, the group which
answers correctly the fastest wins the game.

1. How many people are there on the picture? (four)
2. What is each person wearing?

- The woman is wearing a red shirt and green skirt.
- The man who is standing beside the car is wearing a
pink shirt and blue trousers.

- The boy is wearing blue shorts and a white shirt.
Step 3: new lesson

1. Pre- reading.

* Reading:

- Ask students to read the information about Tam then
answer some questions.

1. What is his name ? (Le Van Tam)
2. How old is he ? (14)

Students, activities

Group work

T- whole class
Read the text

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3. What does he look like? (He is tall and thin. He has
short black hair)

4. What is he like? (He is sociable, humorous and
helpful)

5. Where does he live with? (He lives with his
mother, father and an elder brother)

6. Who is his friend? ( Ba and Bao)

2. While- reading:

- Let students write a paragraph about Tam, using the 
information they have just got. They have to work
individually

- Ask students to compare with the paragraph in their
books on page 15

- Ask students to write some information about one of
their friends, then write a paragraph about him or her
- Get students to share with their partners and correct
if possible

* Sample

His/ Her name is...She is...years old. He/
She...lives at ...in...with his grandmother, his
parents and his younger sister, Mai. He/ She is tall and

slender. He/ She has short black hair. He / She rather
shy but his/ her close friends are...and...

3. Post- reading

-Ask each student to write a similar paragraph about 
himself/ herself

- Move around the class and help students, then ask
some students to speak in front of the class about
himself/ herself

step 4:Homework

Ask students to write another paragraph about one of
their family members.

* Evaluation:

Individual work

pair work

Individual work
Pair work
Write

Write individually

Period 6th lesson 5: language focus 2 + 4 (page:16,17)

Date of preparing

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I. Aim: at the end of the lesson ss will be able to use simple present tense to talk 
about general truths and write some sentences using the structure (not) + adjectives
enough + to- V

II. Teaching aids: text book , cards, pictures
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
16/9/05
8D
16/9/05
Teacher,s activities

Step 2: warm up (7m) Categories
- Ask students to find out the adjectives
beginning with the letters that the teacher
gives.

- Devide the class into two groups.

- Give four letters at the same time, students
are to find out four adjectives beginning with
the four letters given.

Example:

T writes: a b c d
S write : awful big clever dirty.
Step 3: new lesson

1. Presentation

* Pre- teach vocabulary.

A planet: (ex: the sun, the moon, the earth
What are they ?)

Mars (translation)
Mercury (translation)
Silly (a) (translation)

* Checking vocabulary: slap the board

*. Revision of Simple Present Tense.
- Review simple present tense : formation,
useage.

- Focus on one of the usage of Simple present
tense. It is used to express an action which is
always true.

2. Practice

- Give students to complete the dialogue
between Ba and Tuan, his young cousin.

- Get students to work in pairs.

* Answers.

1 . sets 2. goes 3. moves 4. is 5. is 6. is
- Get students to practise the dialogue in pairs.
- Correct their pronunciation. Focus on the
pronunciation of verbs ending with s,es

3. Presentation 2.

- Set the scene to introduce the structure 
(not) +adj enough +to- verb

Teacher is to ask students to hang the picture
on the board. “How do I say and how do you
answer?Complete the exchange.”

-Can you (1)...this (2)... over there ?
-No I (3)... not (4)... (5)... to (6)... the
(7)... over there.

* Answers

T: Can you hang this picture over there ?
S: No, I am not tall enough to hang the

Students,activities

T- Whole class

Group work

Write on the blackboard

Listen and guess
Group work
Team work

T- whole class
Pair work

pair work

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picture over there.

Form : (not) + adjectives enough + to- V

4. Practice.

I. Word- cue drill.

a. Read English books / good
- Can you read English books ?

- Yes, My English is good enough to read
English books.

b. Drive a car / old

c. Carry this bag / strong

d. Solve this problem / clever

- Model two cues, the whole class repeats, then
ask some students to repeat individually.

- Make sure students remember the exchange,
then ask a new student / give a new cue.

- Let all students work in pairs, one asks, the
other answers.

5. Further Practice

- Ask students to do exercise 4 on page 17 in
pairs.

Give feedback and ask students to practise the
dialogue.

* Answers.

a. Not big enough
b. Not old enough
c. Strong enough
d. Good enough

step 4: Homework

- Ask students to write five sentences about
themselves using the structure

* Evaluation:

Read the dialogue in pairs

whole class

pair work

- Can you drive a car ?

- No, I am not old enough to drive
a car.

- Can you carry this bag ?

- No, I am not strong enough to
carry this bag

- Can you solve this problem ?
- No, I am not clever enough to
solve this problem

Unit 2: making arrangements

I.

Aims: helping students :

- to talk about intensions

- to use telephone to make and confirm arrangements

- to take a telephone message

II.

language focus:

1. going to talks about intensions and activities in the future
2. adverbs of place

III. Allocation:

Lesson 1 Listen and read

1+2 Reading the conversation about making and confirming arrangements
Lesson 2 Speak 1- 2

Language focus 1- 2 Going to talks about intensions
Lesson 3 Read 1 -2 Reading for details about Alexander

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Lesson 5 Language focus 3

+ listening Listening for details and practicing adverbs of place

IV. vocabulary:

verbs Adjectives Nouns

Agree
Arrange
Conduct
Demonstrate
Emigrate
transmit

Commercial
Countless
mobile

Assistant
Deaf –mute
Device

Directory
Exhibition
Experiment
Fishing rod
Message
Stationary

Period 7th lesson 1: getting started (page : 18) 
Date of preparing

listen and read (page: 19)
19/9/05

I. Aim: at the end of the lesson ss will be able to use the telephone to make and 
confirm arrangements by reading for details about a coversation on the phone.
II. Teaching aids: text book , poster, pictures

III. Proceduce :
Step 1 : organization

Class Date of teaching Absent students

8C
22/9/05
8D
22/9/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

- ask ss to match each object (pix on p. 18) with its ss match one by one on the
name.

board
 answers:

a. an answering machine
b. a mobile phone

c. a fax machine

d. a ttelephone directory
e. a public telephone
f. an address book
- give feedback

T- whole class

- give the definitions of these objects on a poster and
ask ss to match the object with its definitions

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2. to find someone,s telephone number
3. to write addresses and telephone numbers
4. to make a pphone call in a street telephone box
5. to leave and take messages

6. to make phone call anywhere you like

* answers: a-5 b-6

c-1
d-2

e-4 f-3

Step 3 : new lesson
1. pre- reading:
 open prediction:

-setting the sence: Hoa and Nga are talking on the phone.

They are talking about going to see a movie” ss

work in pairs

- ask ss to guess:
a. who made the call?

(Nga)

b. Who introduce herself?

(Nga)
c. Who invited the other to the party?

(Nga)
d. Who arranged a meeting place?

(Nga)
e. Who arranged the time?

(Hoa)
f. Who agreed to the time?

(Nga)

- give feedback
2. while - reading:

 checking the prediction:

- ask ss to read the conversation between Nga and Hoa
on page 19 and give them feedback

ss work individually
 comprehension questions:

- give ss some qts and ask them to work in pairs to
answer them

ss work in pairs

* questions:

a. What is Hoa,s telephone number?

b. which movie are they going to see? Where?
c. how is Hoa going to see the movie?

d. where are they going to meet? What time?
*Answers:

a. her telephone number is 3847329
b. they are going to see the movie Deam
City at Sao Mai theater

c. Hoa is going by bike

d. They are going to meet outside the theater at 6.30

- get some pairs of ss to ask and answer the qts

ss work in open pairs
- let all ss work inpairs

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 matching:

-ask ss to match the phrases with their meanings

ss work individually
a. hold on

1. Nó đợc chiếu ở đâu?
b. Is the six thirty all right? 2. Khá xa

c. where,s it on? 3.

Sáu giờ 30 đợc chứ?

d. a bit far from... 4.

(cầm máy)

3. post - reading
role play:

- ask ss to play the roles of two ss who are talking on
the phone making arrangements

- let ss work in pairs . teacher moves around the class
and helps the ss

ss work in pairs
step 4: homework

ask ss to write a similar dialogue on their notebooks
* Evaluation:

Period 8th lesson 2: speak (page : 18)

Date of preparing

language focus 1-2 (page : 19)

20/9/05

I.

Aim: at the end of the lesson ss will be able to talk on the phone about 
intensions with going to

II.

Teaching aids: text book , cards

III.

Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
23/9/05
8D
23/9/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Chatting

- talk to ss about using telephone

ss answer
Do you have a telephone at home?

How often do you make a phone call?

What would you say when you pick up the phone
To answer it?
What would you say if you are the caller?
Step 3 : new lesson

1. presentation:

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work in pairs to put the sentences in the correct
order to make a complete conversation

*answer: b- f- j- a- i- c- e- k- g-h –d

- ask some questions to check ss, understading and T- whole class

focus on the structure going to ss answer
. are they talking on the phone?

(yes)
. what do they intend to do?

(to go to the pop concert)

. what time are they meeting? Where?

(inside the center at 7.15)

what form of verbs do you use to talk about
intentions

(be going to)

* form: S+ be + going to + infinitive

ss answer and copy down
* use: express an intention
2. practice:

* Word cue drill
Model sentences:

Are you going to see a movie?
Yes, I am / No, I,m not

- Model two cues then ask ss to repeat chorally ss listen and repeat
then individually.

- Ask some ss to practice asking and answering ss work in open pairs

- Ask the whole class to work in pairs then closed pairs
a. see a movie

b. play sports

c. meet your friiends
d. help your mother
e. do your homework
f. watch T.V

 further practice:

- ask ss to do exercise language focus 1 on p. 25. They ss work in pairs
have to work with a partner and say what the people

are going to do

- give an example first

T: Nga has a movie ticket. What is she going to do? (she is goning to see a
movie)

- Let ss work in pairs ss work in closed pairs

- Give feedback T – whole class

* answers:

a. they are going fishing

b. she is going to read the new novel
c. she is going to do her homework

d. he is going to watch an action movie on T.V tonight
e. she is going to give him a birthday present

3. production:
 role play:

- setting the sence: Ba and Bao are making arrangement
to play chess

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- ask ss to work with partners to complete the dialogue ss work in closed pairs

- give feedback

- ask ss to play the roles of Ba and Bao to practice the
dialogue

- ask ss to make the similar arrangements and practice
talking with a partner

step 4: homework

ask ss to write 5 things that they intend to do next week
* Evaluation:

Period 9th lesson 3: read (page : 21-22) 
Date of preparing

24/9/05

I. Aim: at the end of the lesson ss will be able to read the paragraph for details to 
know more about Alexander Graham Bell

II. Teaching aids: text book , poster, pictures of Bell
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C 27/9/05

27/9/05

Step 2: warm up (7m)

Teacher ,s activities Students, activities 
 Brainstorming

- let ss answer the questions by coming to the board ss play in two groups
and write

to chat with friend to communicate
what is the

telephone used for?
 possible answers:

- to have a message
- to call someone
- to make arragements

- to talk to a person who lives far from

- to get information at the airport or railway station
quickly.

Step 3 : new lesson
1. pre- reading:

*pre teach vocab: (7m)

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-(to)demonstrate: biĨu diƠn (translation)
-device(n) : thiết bị, máy móc (translation)
-deaf-mute(n): tật vừa câm,vừa điếc (explanation:
a person who is unable to hear and speak)
*checking vocab: what and where

-have ss repeat the words in chorus then rub out word
by word but leave the circles. Remember to let ss

repeat before and after rubbing out each word. Ss listen and repeat
-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups
 T/F statements prediction: (6m)

-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)
true and which are false (statements on page 22)

a, Alexander Graham Bell was born in the USA
b, he worked with deaf-mute patients in a hospital in
Boston

c, Thomas Watson was Bell,s assistant

d,Bell and Watson introduced the telephone in 1877
e, Bell experimented with ways of transmitting speech
between deaf-mutes over a long distance

f, Bell demonstrated his invention at a lot of exhibitions
-give feedback

2. while- reading: (15m)

 checking the prediction: ask ss to read the text on
page 21-22 and check their prediction

have ss correct false statements

ss read and check,correct
guess read correction

a F He was born in Edinburgh in Scotland

b F He worked with deaf-mute patients at

Boston University

c T

d F He introduced telephone in 1876

e F He enperimented with his ways of

transmitting speech over a long
distance

f T

 ordering:

- ask ss to look at the book page 22

get ss to read the events of Bell,s life and put them in

the correct order ss work individually
- ask ss to compare with partners ss: pair work

. answers: 1-d; 2-e; 3-a; 4-g; 5-c; 6-b; 7-f
3. post -reading : (8m) write it up

-get ss to write a paragraph about Bell,s life, using the

information from the text ss work individually
-let ss swap their writing and correct ss work in pairs
step 4: summay (1m)

? who was Alexander Graham Bell? (he was the first person who
invented
Step 5 : homework (1m) the telephone)
Ask ss to write the paragraph into their notebooks

 Evaluation:
Good setting the sence

Period 10th lesson 4: write

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Date of preparing
26/9/05

I. Aim: at the end of the lesson ss will be able to write a telephone message
II. Teaching aids: text book , cards

III. Proceduce :
Step 1 : organization

Class Date of teaching Absent students
8C

29/9/05
8D

28/9/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

jumbled words

-write the words whose letters are in a random order
on the board

- divide the class into two groups. Ss from two ss go to the board and write
groups go to the board and write the correct words ( in two groups)

-the group which writes more correct words first wins
the games

1. mcuestor = customer
2. ayddmi = midday
3. essgmea = message
4. nifurretu = furniture
5. rvseice = service

Step 3 : new lesson 
1. pre- writing:

* chatting: (2m)

- talk to ss about taking a telephone message T- whole class
? have you ever taken a telephone message?

? when you take a message, what should be

mentioned in the message? (date,time,who sent,to
whom,content)

* pre teach vocab: (8m)

-customer (n) (explanation: a person who comes

to buy something at a shop) ss listen and repeat chorally,
- delivery (n) (translation) individually, then copy
- stationary (n) (example: pens, rulers , envelopes

papers,....)

- (to) pick someone up (translation)
 checking vocab: rub out and remember

- get ss to copy the words into their books and then ss copy, then close notebooks
ask them to close the books

- rub out the new words one at a time. Each time you
rub out a word in English, point to the vietnamese

translation and ask “what is this in English?”. Ss follow instructions
When all the English words are rubbed out, go

through the Vietnamese list and get ss to call out the
English words

( if there is time, get ss to come to the board and write
the words again)

2. while -writing: (18m)
 reading and gap filling:

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passage on page 23

- let ss work in pairs ss: work in pairs
answers:

1, phoned 2, Mary 3, speak 4, took

5, name 6, delivery 7, Mr Ha 8, number

- ask ss to read the passage 2 on page 23 to get ss : read the passage
information and write the message ss: work individually
- let ss write then share with a partner ss : work in pairs

 answers:

Thanh Cong Delivery Service
Date: June 16

Time: after midday
For: Mrs Van

Message: Mr Nam called about his stationary order.
He wanted you to call him at 86334082.

Taken by: Mr Toan.
3. post - writing: (10m)

- ask ss to write another message.

- Set the sence: “ Tom phoned Nancy, but she was
out. Lisa , Nancy,s sister took a message for Nancy. 
Help Lisa to write a message.

- let ss work in pairs ss work in pairs
- monitor and give feedback

 answer:

Date : ...
Time: ...
For: Nancy

Message: Tom called about playing tennis this
afternoon. He will come over to pick you up at 1.30
step 4: homework

ask ss to write the message on their notebooks
 * evaluation:

Period 11th lesson 5: listen + language focus (p. 23-24, 26) 
Date of preparing

27/9/05

I. Aim: at the end of the lesson ss will be able to complete telephone message by 
listening and further practice in adverbs of place

II. Teaching aids: text book , poster.
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
30/9/05
8D
30/9/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

* telephone transmitting: ss: work in groups
- divide ss into two groups

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- the volunteers stand in two lines. The teacher

shows the first student ( in each line ) a telephone number.
- he / she whispers the telephone number to the next

person in his / her line.

- the second student whispers to the third... until the
last one.

- the last student shouts out the number, if it is right,
that group wins the match

Step 3 : new lesson
1. pre- listening:

-ask ss to look at the form of the telephone message on p.21 ss listen
and set the sence: “ a womwn phoned the principal of

Kingston juior high school, but he was out”

- have ss guess the message ss guess in pairs
- give feedback

2. while- listening:

- ask ss to listen to the tape twice and fill in the message

compare with their guess ss listen and check
* answers:

Kingston junior high school
Date:

Time:

For: the principal

Message: Mrs Mary Nguyen wanted to see you at 9.45 in 
 the morning

telephone number: 64683720942

3. presentation:

Jumbled words: (with answers) 
1. tdeousi = outside 4. erhe = here

2. siiden = inside 5. stupairs = upstairs ss work in groups
3. hetre = there 6. wonstairds = downstairs

-

write the words whose letters are in a

random order on the board and tell them they are

adverbs of place

-

divide the class into two teams. Ss from two teams
go to the board and write the correct words

-

the team which writes more crrect words first wins
the games

- make sure ss to know the meanings of these adverbs ss copy (both E and V)
4. practice:

- ask ss to do exercise 3 on p. 26 ss work in pairs

-

setting the sence:” Ba is playing hide and seek with
his cousin, Tuan. Use adverbs of place to complete
the speech bubbles”

ss work in pairs

-

give feedback
* answers:

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b. no, he isn,t here .

c. he isn,t upstairs and he isn,t downstairs.
d. Perhaps he,s outside.

e. No, he isn,t there

f. I,m not outside, I,m inside , Ba.

- ask some ss to read out the speech bubbles 
ss work in open pairs
step 4: summary

step 5: homework

ask ss to write 6 sentences about your house, using adverbs of place
eg: my room is upstairs

 Evaluaton:

-

good listening lesson

-

good jumbled words

Unit 3: at home

IV. Aims: helping students :

-

to describe places and situation

-

to ask and give for reason

-

to write a description of the room

V.

language focus:

1. refexive pronouns

2. modals: must, have to, uoght to
3. why – because

VI. Allocation:

Lesson 1 Listen and read

Language focus 1+2 Reading the dialogue and practicing modals verbs: must, have to, ought to
Lesson 2 Speak Talking about the position of furniture

in the kitchen and bathroom
Lesson 3 Read

Language focus 4 Reading for details about safety precautions in the home and further
practice in why- questions with
because answers

Lesson 4 Language focus 3 Further practice in reflexive pronouns
Lesson 5 Language focus 2

+ listening Further practice in why questons and answers – because
Lesson 6 Write 1-2-3 Writing a description of a room

IV. vocabulary:

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Injure

destroy BeadWardrobe
Chore
Cup

board
Knife
match

Object
Precautio
n

Rice
cooker
Rug
Safety

Sauce pan
Scissors
Sink
Soket
steamer

Period 12th lesson 1: listen and read ( page : 27,28)
Date of preparing

language focus 1

(page: 34)
02/10/05

I. Aim: at the end of the lesson ss will be able to read the the dialogue for details 
and practice the modal verbs: must, have to, ought to

II. Teaching aids: text book , pictures
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
05/10/04
8D
06/10/04
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Kim,s game

- show 6 pixs ( getting started) to ss

ss look at the pixs quickly

-

ask them to look at the pixs qiuckly in 30 seconds
and try to remember the verbs in the pixs as many
as possible

ss work in groups

-

which group remembering more verbs is the winner
* answers:

a. wash dishes / do the washing up
b. make the bed

c. sweep the floor
d. cook

e. tidy up

f. feed the chiken
Step 3 : new lesson
1. presentation:

 pre- teach vocab: (use the pix of the kitchen)
-steamer : noi hap

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-sauce pan
-chore
-sink

 checking vocab: rub out and remember

- get ss to copy the words into their books and then ask ss copy the new words
in their

them to close their books notebooks

- rub out the new words one at a time. Each time T rubs ss follow T,s 
instructions

out a word in English, points to the Vietnamese translation
and ask “ what,s in English?” when all English words 
are rubbed out , go through the Vietnamese list and get

ss to call out the English words or rewrite the words

 presentation dialogue:

- set the sence of the dialogue between Nam and his

mother Mrs Vui ss listen

- get ss to listen to the dialogue while looking at thebooks ss listen and repeat
- ask ss to complete the list of the things nam has to do T- whole class

- cook dinner

Nam has to - go to the market to buy fish and vegestables
- call his Aunt Chi, ask her to meet his

mother at gradma, s house

form: has / have to + infinitives = must + inf.

Ss anwer and copy down
Meaning: ph¶i

Use: to say that is nesessary to do sth
2. practice:

picture cue drill:

exchanges:

what do you have to do?

I must do the washing up

- Model two cues then ask ss to repeat chorally then ss listen and repeat
individually.

- Ask some ss to practice asking and answering ss practice in open pairs

- Ask the whole class to work in pairs ss practice in closed pairs
a. do the washing up

b. make the bed
c. sweep the floor
d. cook dinner
e. tidy my room
f. feed the chickens

3. further practice: gap filling (language focus 1)

- go through 7 verbs given ( language focus 1)

- ask ss to look at the pixs and complete the dialogue ss work in pairs
betwwen Nga and Lan, using must or have to together

with the verbs given.
* answers:

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(7)must feed

- ask ss to work in pairs, practicing the dialogue
step 4: homework

ask ss to write the things they have to do on Sundays
eg: On Sunday morning, I have to tidy my room, ...
I have to help my parents do the housework.

On Sunday afternoon, I have to...
On Sunday evening, I have ...
* Evaluation:

Period 13rd lesson 2: speak

(page : 28 – 29)
Date of preparing
04/.10/05

I. Aim: at the end of the lesson ss will be able to use prepositions of places to 
talk about the positions 0f furniture in the house

II. Teaching aids: text book , pictures
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
07/10/05
8D
07/10/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Jumbled words:

-

write the words whose letters are in a ss play in two groups
random order on the board

-

divide the class into two teams. Ss
from two teams go to the board and
write the correct words

-

the team which writes more crrect words
first wins the games

1. sihcon = cushion 3. fofece- bteal = coffee-table

3. pelotehen = telephone 4. hcuoc = couch

5. rotese = stereo 6.

Ticpure = picture
Step 3 : new lesson
1. pre - speaking:

 pre- teach vocab

ss: choral , individual

- rug (n) (picture)

- calender (n) (pix)

- counter (n) (pix)

- knife – knives (n) (pix)

- dish rack (n) (pix)

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 checking vocab: matching
ss match pictures with their

(using the pictures)

meanings one by one
 presentation:

-

ask ss the positions of the items in the pictures
(pix of kitchen)

. where is the clock?

(it is above the fridge

. the fruit?

(in the bowl)

. the flowers?

(on the table)
. where is the rice cooker?

(next to the bowl of fruit)

. cup board?

(on the wall, above the counter)

. knives?

( on the wall, under the cup board)

. dish rack?

(on
the counter, next to the bowl

of
fruit )

2. while - speaking:

-

ask ss to work in pairs, talking about the positions
of each item.

Ss work in closed pairs
eg: the knives are on the wall, above the stove

...
3. further practice:

-

setting the sence: “ Mrs Vui bought new furniture ss listen
her living room, but she cannot decide where to

put it. You should help her to arrange the furniture.
- ask ss to practice speaking

ss work in groups of 4 or 5
* possible answers:

-

let,s put the magazines on the shelf above the books

-

O.K. and I think we ought to put the coffee table

between the couch and the armchair

-

you are right. And let,s put the T.V next to the coffee 
table

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listening text: ( the description of Hoa, bedroom) / ss work individually, then compare

with partners
step 4: summary

remind some prepositions of place
step 5: homework

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Period 14th lesson 3 : read (page : 31-32)

Date of preparing

language focus 4 (page: 36- 37)
08/10/05

I. Aim: at the end of the lesson ss will be able to understand the safety precaution
in the house and use why questions with answers because

II. Teaching aids: text book , pictures, realias
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
11/10/05
8D
11/10/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Brainstorming

Ss write on the board in

two
groups

Drug

electricity fire

Boiling water gas

knife
Step 3 : new lesson

1. pre- reading:

 pre- teach vocab:

- precaution (n) (translation)

- socket(n) (realia)

- match (n) (realia)

ss: choral, individual

- object (n) (translation)

- safety (n) (translation)

- (to) destroy (translation)

- (to) injure (pix)

 checking vocab: Slap the board

- Put the new words on the board

- Call on 2 ss in both sides to the front of the class
standing at equal distance from the board

- call out one of the meanings in aloud voice ss work in group

- two ss must run forword and slap the word, the
student who slaps the correct word first is the
winner and gets a mark.

- go on with the next ss ...

 T/F statements prediction: (6m)
Danger in the

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-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)
true and which are false

a. It is safe to leave medcine around the house
b. Drugs can look like candy

c. A kitchen is a suitable place to play

d. Palaying with one match cannot start a fire

e. Putting a knife into an electrical socket is dangerous
f. Yuong children do not understand that many

household objects are dangerous
-give feedback

3. while- reading: (15m)

 checking the prediction: ask ss to read the text on
page 31and check their prediction

have ss correct false statements

ss read and check,correct
guess read correction

a F It is safe to keep medcine in locked

cupboard

b T

c F A kitchen is a dangerous place to
play

d F Paying with one match can start a fire

e T

f T

 comprehension questions:

lucky numbers : exercise 2 , p. 32 and language focus 4

- ask ss to work in pairs to find out the answers of these ss work in closed pairs
questions

- ask ss to answer in two groups

ss play in two groups
* Answers:

a. because children often try to eat and drink them
b. because the kitchen is a dangerous place

c. because playing with one match can cause the fire
d. because children often try to put something into
electricial sockets and electricity can kill

e. because the dagerous objects can injure or kill children
4. post reading:

- ask ss to work in groups, disscussing about the topic ss work in groups
a, safety precautions in the street

b, safety precautions at school
step 4: homework language focus 4
* Evaluation:

Period 15th lesson 4: language focus 3 (page : 35-36)
Date of preparing

10/10/05

I. Aim: at the end of the lesson ss will be able to use the reflexive pronouns
II. Teaching aids: text book ,

III. Proceduce :
Step 1 : organization

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8C
13/10/05
8D
12/10/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Brainstorming:

Tidy up
cook

clean the floor ss write on the board in two

groups
Do homework

water plowers

Repair machine fix the T.V set

Paint the house
Step 3 : new lesson
1. presentation:

- setting the sence: ( you do your homework and
no one helps you. What do you say?

I do my homework myself

T_ whole class

- explain the reflexive pronouns

- form : we use I with myself ss
copy down

you

yourself
he

himself
she

herself
it

itself
we

ourselves
you

yourselves
they

themselves

- use:

+ we use a reflexive pronoun when the subject and
object are the same

+ to use emphasize a person or a thing
eg; you can do it yourself.

Things
you can
do

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2. practice: 
 Word cue drill

Model sentences: Did you do your homework?
Yes. I did it myself.

- Model two cues then ask ss to repeat ss listen and repeat
chorally then individually.

- Ask some ss to ptactice asking and answering ss work in pairs

- Ask the whole class to work in pairs ss work in closed pairs
a. you/ do / homework

b. he / fix / washing machine
c. Mary / cook / dinner

d. These students / paint / the pictures
e. You / do / your chores

3. futher practice:

 complete the dialogue:

- ask ss to fill in the blanks with suitable reflexive ss work individually
pronouns or emphasis pronouns

- give feed back

- ask ss to practice speaking in pairs

ss work in closed pairs
* answers:

a. himself
b. ourselves

c. myself ; yourself

d. himself ; herself ; themselves
e. yourselves

step 4: summary

remind the reflexive pronouns
step 5: homework

ask ss wrtie 3 sentences with reflexive pronouns and 3 sentences with emphasis
pronouns

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Period 16th lesson 5 : listen + language focus 2 (P.30,35)
Date of preparing

11/10/05

I. Aim: at the end of the lesson ss will be able to identify the right item by 
listening and further practice in modal verb: ought to

II. Teaching aids: text book , 
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students

8C
14/10/05
8D
14/10/05
Teacher ,s activities Students, activities 
Step 2: warm up (7m) bingo T – whole class

- Ask ss to write down on their notebooks 5 things ss write
they can eat

- prepare a list of food . then call out each word ss listen
in aloud voive

- ss have to listen to the teacher carefully. Ss listen carefully and cross the
If anyone has the same things, they cross words

them out.the first person crossing out all 5
things shouts “ bingo” and wins the game

* suggested words: chcken, beef, cake, cady, garlic,
noodle, bread, rice, ham, peas, ...

Step 3 : new lesson
1. pre listening:(5m)

 prediction:

- get ss to look at page 30 and guess 4 things they ss work individually then
use to cook the “ Special Chinese fried rice” compare with partners
- give feedback

2. while listening:(5m)

- ss listen to the tape and check their predictions ss listen and check
- give feedback ss: individual work
* answers: a, fried rice, b, pan pair work
c, garlic and green peppers d, ham and peas

3. presentation:(5m)

- setting the sence: “ Hoa is very sad because ss listen and answer
she failed her English test. What do you say to

advice her?”
 you should study harder

-ask: “can you tell me another word for “ should” “ ought to “
checking:

-use: “ought to “ as well as “should” is used to

give advice to someone ss listen, answer and take notes
form: ought to + infinive

meaning: nªn
4 practice: (10m)
 picture drill

- ask ss to give advice to people in the pix (p. 35) ss; pair work
* answers:

a, I failed my English test
you ought to study harder
b. I,m late.

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You ought to eat more fruit and vegetables
d. My tooth aches.

You ought to see a dentist

- get ss to practice 4 changes in pairs
5. production: (10m)

noughts and crosses ss: work in groups
His tooth/ ache Hoa / late My room/

untidy
The floor/ dirty Bao/overweight She / thin
My English/

bad Her grades / bad The washing machine/not
work

* answers:

a. his tooth aches. He ought to go to the dentist,s
b. hoa is late. She ought to get up earlier

c. my room is untidy. You ought to tidy your room
d. the floor is dirty. You ought to clean it

e. bao is overweight. He ought to eat less meat and
do exercise more often.

f. she is thin. She ought to eat more.

g. My English is bad. You ought to practice more.
h. Her grades are bad. She ought to study harder.
i. The washing machine doesn,t work.

You ought to fix it.
Step 4: summary (2m)

- remind the modal verbs: should and ought to
 Step 5: home work (1m)

Ask ss write some advice when your friend feels sick.
 Evaluation:

- good bingo

- good presentation

- noughts and crosses is a bit long

Period 17th lesson 6: write

(page : 32-33)
Date of preparing

15/10/05

I. Aim: at the end of the lesson ss will be able to write a description of a room
II. Teaching aids: text book , poter

III. Proceduce :
Step 1 : organization

Class Date of teaching Absent students
8C
18/10/05
8D
18/10/05
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Wordsquare ( preposition)

- ask ss to find some words of preposition

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F D N I H E B O

R A E N E X T O

O P P O S I T E

M U U N D E R O

- divide the class into two groups

- ask ss to go to the board and write the words ss

write on the board
they can find

- the group which has more words is a winner
* answers:

 opposite, under, to , next to
 behind, near, in

 from, on, in
up, to
to

Step 3 : new lesson
1. pre - writing:
* pre- teach vocab:
- towel rack ( pix)

ss:
choral, individual

- lighting fixture( picture)
- beneath ( antonym)

* checking: rub out and remember

- get ss to copy the words into their books and then ask ss copy the new words
in their

them to close their books notebooks

- rub out the new words one at a time. Each time T rubs ss follow instructions
out a word in English, points to the Vietnamese translation

and ask “ what,s in English?” when all English words 
are rubbed out , go through the Vietnamese list and get
ss to call out the English words or rewrite the words
* reading:

- ask ss to read the description of the Hoa,s room, ss 
read and answer

then ask some comprehension questions
(answers)
a. what is there on the left of the room?

a, a desk
b. where is the bookself?

b,
above the desk

c. what is there on the right side of the room? c,

a window

d. where is the wardrobe?

d,
beside the window and opposite

the desk
2. while- writing:

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* possible answer:
this is Hoa,s kitchen

there is a refrigerator in the right conner of the room
next to the refrigerator is a stove and oven

on the other side of the oven, there is a sink and next
to the sink is a towel rack.

the dish rack is on the counter, to the right of the
window and beneath the shelves

on the shelves and on the counter beneath the
window, there are jars of sugar, flour and tea.

in the middle of the kitchen, there is a table and four
chairs.

the lighting fixture is above the table, and beneath
the lighting fixture is a vase with flowers

-ask ss to share with partners

ss compare with partners

- correct the mistakes from some descriptions ss

listen

3. post -writing:
* Exhibition:

ask ss to write a description of a living room
ss work in groups
ask ss to display their writing

step 4: homework

ask ss to write a description of their bed room
* Evaluation:

Period 18th

review

Date of preparing
117/10/05

I. Aim: at the end of the lesson ss will be able to review 
- present simple to talk about general truths

- simple past tense

- going to to talk about intentions and activities in the future

- modal verbs: must, have to, ought to

- some structures with enough, reflexive pronouns, adverbs of place,
II. Teaching aids: text book ,

III. Proceduce :
Step 1 : organization

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Step 3 : new lesson

 present simple and past simple

complete the paragraph. Put the verbs in brackets ss

work individually, then
into the correct form

compare with partners

Vichai is my pen pal. He (be)...(1)... 14 
(is)

years old. He (live) ....(2)... in a town house with (lives)
his family in Bangkok, Thailand.Yesterday I (receive)

....(3)... his letter. In the letter he said I uauslly

(received)

(have)....(4)... boiled rice for breakfast, and
(have

chiken with fried rice or a bowl of noodles for lunch

In the evening, I (eat)....(5)... the food my mother (eat)
(cook)....(6)... her food (be)...(7)... the best in

(cooks) (is)

the world. Last week, I (write)....(8)...a letter to
(wrote)

him. I (introduce )....(9)... myself and (send)...
(introduced)
(10)... him a photograph of my family

(sent)
 structure with enough“ ”

combine two sentences into one, using structure with
“enough”

1. The weather wasn,t very warm.

The weather wasn, warm enough 
we couldn,t go swimming

(for us) to go swimming
2. He wasn,t very experienced.

He wasn,t experienced enough 
he couldn,t do the job

to do the job
3. The tea isn,t strong.

The tea isn,t strong enough to 
It won,t keep us awake

keep us awake

4. The ice is quite thick. We can walk on it The ice is thick enough (for us) to
walk on

5. It wasn,t very warm.

It wasn,t warm enough (for us) to 
We couldn,t sit in the garden

sit
in the garden

 going to future:

make up questions for the following statements.
Use the words in brackets

1. I,m very thirsty. (what / you / drink ) what are you going to drink?
2. We,re going to the cinema (what / you /see/) what are you going to see?
3. My brother,s going to university in September what is he going to study?

( what / he / study)
4. Ba is working hard for his exams ?

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(when / he / have exams)

5. Hoa,s not going by bicycle.(she /go /bus) Is

she going by bus?

6. we aren ,t going to have a meeting on Friday Are you going to have a meeting on
(you / have a meeting / Saturday?)

Saturday?
 complete the following sentences with

haveto or must

a. Many children in Britain ...wear uniform
(must)

When they go to school.

b. you really...work harder for the coming exam (have to )
c. many boys and girls in my school ...

(must)

wear glasses because they are short- sighted
d. you ...put knives out of children,s reach

(must)
e. we haven,t got much time . we...hurry.

(have to )

f. sorry. We ...go or we,ll miss the last train (must)
g. I ...do my homework every day.

(have to)

 you are giving advice to a friend. Use ought to
 or ought not to

a. Your friend has a bad headache. Advise him to go
To the doctor.

You ought to go to the doctor

b. your friend is going to visit China. Advise him you ought to learn Chinese
to learn a few Chinese words before he goes.

before going

c. your friend is always watching T.V He,s going you ought not to watch T.V

to have final exams. Advise him not to do it you

ought to study harder

d. your friend begins smoking. Advise him to stop you

ought not to smoke.
Smoking

it is harmful to your health
Step 4: homework

Do some exercises in the workbook ( from unit 1 to 3)
 Evaluation:

The first test on English

time: 45 minutes

I. Choose the best answer by underline the suitable words or phrases

0. The weather ( is / was / will be / has been) nice yesterday.

1. A person who cannot speak or hear is called ( a character / a deaf / a blind / a
deaf-mute)

2. I am living on the 2nd floor. Peter is living ( downstairs / upstairs / outside / inside)
on the 3rd one

3. The earth (move / moving / is moving / moves ) around the sun, doesn, it?

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4. She is going ( see/ to see / to seeing / seeing ) the movie at 8 this evening.
5. Could you (give / take / like / want ) a message? I want to leave your Mum a

message.

6. I am sorry but I can,t ( to play / playing / play / played) chess tonight.

7. You must ( put / cover / include / reach ) the sockets so that children won,t be 
killed.

8. What is Mary doing, Mom? – She is looking at ( her / hers / she herself / herself )
in the mirror

9. Students have (to doing / do / to do / to be done ) their homework after class.
10.Each year, ( fire / match / kitchen / soft drink ) destroys homes and injures

children

II. Combine each of the following pairs of sentences into one sentence, using
 (not ) adjective + enough + to infinitive “ “

1. I,m very tired. I can,t go to school today. 2. The table was very heavy. 
We couldn,t move it

3. Mr Brown isn,t rich. He can,t buy a car. 4. Those shoes are large. 
You can wear them

7. Our old flat was too small. We couldn,t live in it

III. Complete the paragraph with the prepositions given: on , in , behind ,

under , next to, betwwen

There are some nice things (1)...the living room. there,a small table 
(2) ...two armchairs. There,s a sofa (3)...the windown. The 
telephone is next to the sofa. There,s a clock (4)... the wall and there,s big 
picture (5) ...it. In front of the door, there are some plants.

III. Write a paragraph about your close friend or pen pal. Using the following 
questions as prompts

a. What is his / her name?
b. How is he / she?

c. How did you know him / her?

(where and when did you meet him /
her?)

d. where does he / she live?

e. Who(m) does he / she llive with ?

f. What does he / she look like?
g. What is he / she like?

h. What does he / she like doing in
his / her free time?

i. Who is / are his / her close friends?
j. Does he / she often write to you?

etc

IV. Read the letter and put T (true) or F (false) or DS ( doesn, t say) next to

the sentences :
Dear Tuan,

I arrived in Australia a week ago and already I think that my English is improving!
I,m living in a small flat near the centre of Sydney. It,s cheap and quite comfortable.
In your letter you ask what I am going to do to improve my English. Well,

tomorrow I,m going to visit the language centre to see what English classes they offer 
there in the evenings. Of coure, I,m going to read every day. I am going to spend a lot 
on cassettes because listening is so important!there are some good bbokshops here, so
I, m also going to look for some other books to read before bedtime. I,m going to 
write a diary in English- that,s a good way to learn English.

How are you getting on? I was sorry I had to leave in the middle of the course . are
you going to write to me again?

Hope to hear from you all soon.

Nam
1. .T...Nam arrived in Australia a

week ago.

2. ...Nam is going to have a lesson
tomorrow afternoon.

3. ...Nam is learning English in his
hometown

4. ...He is please with his new flat
5. ...His English is getting better

6. ...he, s going to spend much time
listening English.

7. ...he,s going to spend much time
speaking English

8. ...Nam thinks writing a diary is a
good way of learning English

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1. what,s Lan,s family 
name? ...
2. where does she live ? with

whom? ...
3. How far is it from her house to

school?...

4. how old will she be on her next
birthday? ...

5. what ,s her telephone number?

 answers:

( 0,2points for each correct answer )

1. a deaf – mute 2. Upstairs

3. Moves 4.

To see 5. Take

6. play 7.

Cover 8. Herself

9. To do
10.fire
( 0,2 points for each correct answer)

1. I,m not fine enough to go to school today
2. the table is not light enough (for us) to move
3. Mr Brown is not rich enough to buy a car
4. those shoes are large enough (for you) to wear
5. our flat is not big / large (for us) to live in
III. ( 0,2 points for each correct answer)

1.in 2.

Between 3.

Next to 4.on

5.under
IV. 2,0 points

V. (0,25 points for each correct answer)

1. DS 2. F

3. T 4.T

5.F

6.T 7.T

8.DS
VI. ( 0,4 points for each answer)

1. Nguyen 2.in HL City with her parents

3.6kms 4. 13

5.033871310

listening text: I have a new friend. Her name is Lan, Nguyen Thi Lan. She is living with her 
parents in HL City. She is very beautiful and clever. She is at the same age as me.she will celebrate 
her birthday party next Sunday for her 13 years old age. She learns at Nguyen Trai school. It,s far 
from her house ,about 6 kilometers, so she usually takes a bus to school. I often phone her. I,m 
going to phone her to say happy birthday to you here is her telephone number: 033871310” ”

Unit 4: our past

I.

Aims: helping students :

- to talk about the past events

- to express feelings

- to distinguish betwwen facts and opinions

- to write a short imaginarystory

II.

language focus:

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5. modals: must, have to, uoght to
6. why – because

III. Allocation:

Lesson 1 Listen and read

Language focus 1+2 Reading the dialogue and practicing modals verbs: must, have to, ought to
Lesson 2 Speak Talking about the position of furniture

in the kitchen and bathroom
Lesson 3 Read

Language focus 4 Reading for details about safety precautions in the home and further
practice in why- questions with
because answers

Lesson 4 Language focus 3 Further practice in reflexive pronouns

Lesson 5 Language focus 2

+ listening Further practice in why questons and answers – because
Lesson 6 Write 1-2-3 Writing a description of a room

IV. vocabulary:

verbs Nouns

Injure

destroy BeadWardrobe
Chore
Cup
board
Knife
match

Object
Precautio
n

Rice
cooker
Rug
Safety

Sauce pan
Scissors
Sink

Soket
steamer

Period 20th lesson 1: getting started (page : 
38-39)

Date of preparing

listen and read

22/10/05

I. Aim: at the end of the lesson ss will be able to tell the activities people used to 
do in the past by reading the dialogue about the life of many years ago

II. Teaching aids: text book , pictures
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
25/10/ 05
8D
25/10/ 05
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Getting started:

- ask ss to look at the picture on page 38 and write ss write on the board into2
groups

the names of the things that do not belong to the
past.

* answers:

- the T.V

- the radio

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- the modern clothes / school uniforms
Step 3 : new lesson

1. pre reading: (15m)
* pre- teach vocab :

ss:
choral, individual

- (to ) look after (synonym)

copy down

- equipment(n) (example)

- great grandma(n) (explaination)

- tranditional: (adj) (translation)

- folktale (n)

(ex: Tam Cam is a folktale
- what – be – S – like?(what was life like then?)
* checking vocab: what and where

-have ss repeat the words in chorus then rub out word
by word but leave the circles. Remember to let ss

repeat before and after rubbing out each word. Ss listen and repeat
-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups
 T/F statements prediction: (6m)

-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)
true and which are false

a. Nga used to live on a farm

b. Nga ,s grandma didn,t go to school

c. She has an easy and happy life when she was young
d. There wasn,t any modern equipment at her time
e. “ The lost shoes” is a short story

-give feedback

T- whole class
5. while- reading: (15m)

 checking the prediction: ask ss to read the text on 
page 38-39 and check their prediction

have ss correct false statements ss read and check,correct
guess read correction

a F Grandma used to live on farm

b T

c F She had a hard life

d T

e F It is an folktale

* comprehension questions: a) – e) p. 39

-ask ss to work in pairs, asking and answering questions ss work in pairs
* answers:

a. She used to live on a farm

b. Because she had to stay and help her Mom to look
after her younger brothers and sisters

c. She used to cook the meals, clean the house and wash
the clothes.

d. Her great grandmother used to lit the lamp and great
grand-father used to tell stories.

e. She asked her grandma to tell her the tale
” The lost shoes”

- give feedback

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- ask ss to work in open pairs and closed pairs
 Facts or opinion:

- explain the meaning of fact and opinion.give an example ss listen and answer
 the book has lots of beautiful pictures. (F)

I like the book

(T)

- ask ss to read the statements part 3 on p. 39 and decide
which is a fact and which is an opinion

ss work individually and then
*answers :

compare with partners

a. F b. F c. F d.

F e.T f. T

- give feedback

6. post - reading:(8m)
* survey

Did you use to.. name

- get up late

- ride bicycle too fast

- eat too much candy

- forget to do homework

- give feedback

step 4: summary ( “used to “ )

step 5: homework: rwrite the result of their survey
 Evaluation :

Period 21st lesson 2: speak 1- 2

(page : 40 )
Date of preparing

23/10/05

I. Aim: at the end of the lesson ss will be able to use “ used to” to talk about the 
things they used to do, the difference between life in the past and at present.
IV. Teaching aids: text book , pictures, cards

V. Proceduce :
Step 1 : organization

Class Date of teaching Absent students
8C
27/10/05
8D
26/10/05
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Jumbled words:

-

write the words whose letters are in a ss play into two groups
random order on the board

-

divide the class into two teams. Ss ss go the board and write
from two teams go to the board and

write the correct words

-

the team which writes more crrect words
first wins the games

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2. menttaenterin = entertainment
3. rkmaet = market

4. permasuekt = supermarket

Step 3 : new lesson
1. pre - speaking:

* recall the conversation between Nga and her mother ss listen and answer
, then ask : “ where did Nga,s grandma always live?”

“ she always lived on a farm”

ask “ another words for “always lived”?
answer: “ used to live ”

ask ss to use used to to make question and answer.
“ where did Nga,s grandma use to live?”

“ she used to live on a farm”
* form:

ss copy down
S + used to + infinitive
S + didn,t + use to + infinitive

Did + S + use to + infinitive?
* use: used to express a past habit, or an action

usually happened in the past
* meaning: đã thờng / hay làm gì
2. while - speaking:

* activity 1: (using the picture on p. 40) ss

work in groups of 4 or 5

ask ss to work in groups to speak about the
difference between life in the past and life at
present, using “ used to”

- elicit some ideas so that ss can talk about them

a. where did they live in the past? And now?

People used to live in small houses

now they live in big houses andbuildings
b. how did they travel?

People used to walk. Now they can go by
car or motorbike
c. what,s about the electricity?

Now there is electricity everywhere
d. what,s about their life / work?

People used to work hard all the time

now they have lots of time for
entertainment

e. did children use to go to school?

Most children stay at home. Now they all

go to school
f. what,s about their entertaiment?

Children used to play tranditional games

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outdoors. Now they have a lot of modern
games- video games
* activity 2:

ask ss to talk about life, perhaps using some topics ss work in groups
living condition, fashion, entertainment, habits,

working condition, travel, ...
- give feedback

( for weaker ss, using the word cue drill:
( ss follow instructions)

swim / river / swimming pool
walk / go by mortobike or car

get up late / early and do morning execises
play soccer / play computer games)

3. post reading:

ask ss to talk about the things they used to do lastss speak in front of the class
year (2/ p.42)

step 4: summary

remind the structure with “used to “
step 5: homework:

write about the things they used to do last year

eg: ‘ Last year, I used to get up late. Now I get up very early and do morning
exercises...”

* Evaluation:

Period 22nd lesson 3: read

(page : 41 – 42)
Date of preparing
25/10/05

I. Aim: at the end of the lesson ss will be able to read the story “ The lost shoe” 
to understan the details and retell it

II. Teaching aids: text book , cards, poster
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
28/10/05
8D
28/10/05
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Pelmanism ss work in groups

- prepare 12 cards with numbers on one side and
the verbs ( infinitives and past forms )on the other.
- make sure the verbs are mixed up. Stick the cards
on the board so ss can only see the numbers.

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two numbers

- turn the cards over and see if they match:

Eg: do - did, give them one mark . if not, turn the
cards over again and ask the next group

- continue until all the cards are finished

make come hold run lose Find fall

lost made ran found came held fell

Step 3 : new lesson

1. pre- reading:

 pre teach vocab:

- cruel (adj) (translation)

ss : choral, individual, copy

- upset (adj) (synonym)

- fairy (n)

( translation)

- magical (adj)  magically (adv)

- rag (n)

(realia)

- (to) fall in love with (translation)

- immediately (adv)
* checking vocab:
Rub out and remember:

- get ss to copy the words into their books and then ask ss copy the new words
in their

them to close their books notebooks

- rub out the new words one at a time. Each time T rubs ss follow T,s 
instructions

out a word in English, points to the Vietnamese translation
and ask “ what,s in English?” when all English words 
are rubbed out , go through the Vietnamese list and get
ss to call out the English words or rewrite the words

 T/F statements prediction: (6m)

-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs
(guess)

true and which are false

a. Little Pea,s father is a poor farmer.

b. Her father got married again after his wife died
c. Her new mother was beautiful and nice to her.
d. She worked hard all day

e. She didn,t have new clothes to take part in the festival
-give feedback

6. while- reading: (15m)

 checking the prediction: ask ss to read the story ss
read and check

“ the lost shoe” on page 42 and check their prediction
have ss correct false statements

guess read correction

a T

b T

c F Her mother was cruel to her

d T

e F A fairy gave her beautiful clothes

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- ask ss to complete the sentences with words from the story

- ask ss to work in pairs, filling the blank with suitable
words from the story

* answers:
a. farmer

b. died

c. had / used again
d. marry / choose

e. new clothes
f. lost

 comprehension questions:

- ask ss to work in pairs answering the questions on p. 42 ss work in pairs

- give feedback

T – whole class
4. post reading:

* retell the story: ask ss to work in pairs, telling the story ss
work in pairs

again in details. They can look at statements in the gaps
filling exercise and add more

step 4: summary: remind the title of the story and its meaning
step 5: homework : rewrite the story

* Evaluation

Period 23rd lesson 4: listen

(page : 41)
Date of preparing

30/10/05

I. Aim: at the end of the lesson ss will be able to understand the story by listening
and further practice in past simple tense

II. Teaching aids: text book , cards
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
02/10/05
8D
02/10/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

*pelmanism ss work in groups

- prepare 12 cards with numbers on one side and
the verbs ( infinitives and past of forms) on the other.
- make sure the ordinal are mixed up. Stick the cards
on the board so ss can only see the numbers.

- divide ss into two groups and ask them to choose
two numbers

- turn the cards over and see if they match:

Eg:teach- taught , give them one mark . if not, turn the
cards over again and ask the next group

- continue until all the cards are finished

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rode eat ate sit Sat came
Step 3 : new lesson

1. pre- listening:

 pre- teach vocab:

- foolish (adj) (translation)

- greedy( adj) (translation)

- gold (n)

(realia)
- (to) lay – laid – laid ( picture)

- amazement (n) (translation)

 checking vocab: what and where

-have ss repeat the words in chorus then rub out word
by word but leave the circles. Remember to let ss

repeat before and after rubbing out each word. Ss listen and repeat
-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups
 prediction:

- ask ss to predict the moral lesson of the story

- ask ss to look at four titles and guess which ss work individually and then
is the most suitable to the story ( on p. 41) compare with their partners

- give feedback

T- whole class
2. while - listening:

 checking the prediction:

- have ss to listen to the tape twice and check ss listen carefully and check
their prediction.

* answer: “ don,t be foolish and greedy”
* tape transcript

Once a farmer lived a comfotable life with his
Family. His chicken laid many eggs which the
farmer used to buy food and clothes for his family.
One day, he went to collect eggs and discovered
One of the chicken laid a gold egg. He shouted
Excitedly to his wife: “ we,re rich”. His wife ran
To him and they both looked the egg in amazement
The wife wanted more, so her husband decided to

Cut open all the chickens and find more eggs.
Unfortunately, he couldn,t find any eggs. When he 
Finished, all the chicken were dead

There were no more eggs of any kind for the foolish
Farmer and his wife.

 find out the verbs in the story
- ask ss what tense is used in the story

( simple past)

- have ss listen again and try to write as many ss work individually and then

verbs as possible . the student who writes

compare with their partners
more verbs get good marks
* answers :

-went were

discover

ran laid

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shouted wanted
finished

decided couln,t

- ask ss to give the infinitives of these verbs
3. post listening:

* retell the story:

ss work in groups

step 4: summary

what is the moral lesson today?

( don,t be foolish and greedy”
step 5: homework

write 20 irregular verbs on the notebooks ( infinitives and past forms)
* Evaluation:

Period 24th lesson 5: write

(page : 42- 43)
Date of preparing
01/11/05

I. Aim: at the end of the lesson ss will be able to use simple past tense to write a 
folktale

IV. Teaching aids: text book , pictures , cards 
V. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
04/11/05
8D
03/11/05
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

 chatting:

- ask ss some questions about the folktale
T – Whole class
what did you learn last time ? ( the story “ the lost
shoe”

what ,s it about? ( the little pea and stout nut )
is it interesting ? (yes)

tell me some folktale you know ( tam cam, cay tre
tram dot, so dua...)

today we are going to read another folktale

- point to the pictures and ask:

what ,s is about? ( the tiger. It has black stripes)

what,s it? ( the tiger, too. but it didn,t have any stripes)
so “ how the tiger got his stripes “ is the story we learn
today.

Have you read it? (yes/ no)

* matching: infinitives and past forms

ss work in two groups
Step 3 : new lesson

1. pre- writing:

 pre teach vocab:

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-stripe (n)

( picture)
- straw (n)

( realia)

ss: choral, individual
- servant (n)

(picture)
- escape (v)

(translation)
- graze (v)

( picture)
- tie (v)

( picture)

*checking : matching ( English and Vietnamese)
 ordering the pictures:

- ask ss to read the story and put the

picture in the right order

ss work in pairs

- give feedback
 gap - filling:

- ask ss to use the past forms on the board
to fill in the story.

Ss work individually, then compare
- give feedback

with their partners
* answers:

1. appeared 2. was 3. Said

4. left 5. Went

6.tied

7. Lit 8. Burned 9. Escaped
 comprehension questions:

- ask ss to work in pairs to answer the qts: ss work in pairs
a. where was the man?

(he was in the field)

b. What did the buffalo do when the tiger (it grazed nearby )
came?

c. What did the tiger want to know? (the tiger wanted... the master)
d. What did the farmer do before going (he tied...because he didn,t ...buffalo)
home? Why?

e. what did he do when he returned? ( he lit the straw to burn the tiger)

- ask some good ss to ask and answer the qts
2. while writing:

 write the story:

- get ss to do exexcise 2 . they have to
imagine to be the man / farmer to write

- get ss to change:

the man / farmer  I

his  my

- get ss to write individually then share with ss work individually then share with
their partners and correct the mistakes

their partners

- take some writing to correct in front of the
class

3. Post writing:

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- devide the class into two groups. Group 1 ss
work in groups

play the role of the tiger, group 2 play the
role of the buffalo, using the pixs given

- ask a volunteer from each group to tell the
story in front of the class

step 4: summary
? what is the wisdom?

Step 5: homework

Write the story again, imagine they are

- the tiger

- the buffalo
 Evaluation:

Phịng giáo dục và đào tạo Đơng Triều
Trờng THCS Mạo Khê I



gi¸o ¸n tiÕng anh 8

(unit 1- 6)

Giáo viên: Nguyễn thị Mai Lâm

T: sinh - hoỏ - địa - ngoại ngữ - thể dục

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Period 25th lesson 6: language focus 3- 4 (page :44-45) 
Date of preparing

02/11/05

I. Aim: at the end of the lesson ss will be able to get further practice in 
prepositions of time and “ used to”

II. Teaching aids: text book , cards
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
05/11/05
8D
05/11/05
Teacher ,s activities Students, activities 
step 2: new lesson

1. Revision: 
Matching:

ss work in two groups

- write some prepositions in a list on the left hand
side of the board

- write the time / date / month... on the right hand
side of the board

- devide the class into two teams

- ask 2 volunteers from each team to come to the
board to match the items on the left with those
on the right by drawing a line connecting them

- the team which draws more correct lines will win
the game

In January

On 3 p.m

At Wednesday

Between November 1997

After July 2 nd

Before 6 a.m

7 a.m and 9 a.m

- give feedback

T- whole class
2. practice : gap filling:

- ask ss to do exercise 3 on p. 44 individually then ss work individually then
compare with their partners

compare with their partners

- give feedback
* answers:

a. I,ll see you on Wednesday
b. I,m going to Laos in January

c. We must be there between 8.30 and 9.15

d. The bank closes at 3 p.m. If you arrive

after 3 p.m, the bank will be closed

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2. complete the dialogue:

- ask ss to do exercise 4 on p .45

- have ss work in pairs, looking at 4 pictures on ss

work in pairs

p. 44-45, using “ used to” with the verbs : live-
stay- have- be to complete the dialogue betwwen
Nga and Hoa.

- give feedback

T- whole class
3.delibrate mistakes:

- read aloud some sentences and ask ss to listen
carefully and try to find out the mistake. When
they hear a mistake, they stand up and say
“no” and then correct it

eg: Teacher reads aloud:

I usually stay at home in Sunday.
A student stand up and shout:

No, on Sunday, not in Sunday

a. my father used to play football when he has
free time

b. she used live in Hanoi

c. my parents will arrive in 3 o,clock
d. he was born in June the third

3. further practice: ( revision of simple past)

- ask ss to write the past forms of the verbs given

1. eat 2. Ride

3. Have

4. be 5. Take

6. Come
mapped dialogue

- set the sence: Lan asks Nga about Nga,s
ss; listen
yesterday activities

- Put the mapped dialogue chart on the board

- Elicit the exchanges from ss

- Have some pairs practice each change before going
on to another exchange

- after finishing the dialogue ask a good pair to
demonstrate the whole dialogue

Lan Nga ss practice, following the teacher
(T- WC, H- H, O - Ps, C - Ps )

...lunch? no, I ate noodles S1:

did you eat rice for lunch?

No,
I ate noodles

...school? I...bike to school S1:

how did you go to school?

S2: I rode a bike to school

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S2: I had math

Where...yst ...home

S1: where were you yst evening?

evening ?

S2: I was at home
step 4: homework

do exercise 1, 2 (textbook)
 Evaluation:

unit 5. Study habits

I. Aim

Helping students:

- to give instruction and advice.
- to express an obligation.

- to write a letter to a friend.
II. Language focus.

1. Adverb of manner.
2. Modal: should

3. Command, request and advice in reported speech.
III. Vocabulary

Verbs: highlight, spell, underline

Nouns: behaviour, a comment, a co- operation, a habit, a meaning lunar, mother
tongue, a participation, a term, fair

Adjectives: proud (of) , satisfactory
IV. Unit Allocation

Lesson 1 Getting started Reading a conversation for

deails about tim’s study P. 46, 47
Lesson 2 Speak

Language focus 2 Talking about students’ study P.47, 48
Lesson 3 Listen Listening for specific

information of Tim’s study

P.48
Lesson 4 Read Reading a text about how

people learn new words P.49, 50
Lesson 5 Write Giving students practice in

writing an informal letter P.50,51
Lesson 6 Language focus 3,4 Giving students practice in

commands, requests and
advice in reported speech

P. 53

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Date of preparing

listen and read (page: 46, 47)

03/11/05

I. Aim: at the end of the lesson ss will be able to understand the dialogue between Jim
and his Mom about his study reading the dialogue for details

II. Teaching aids: text book , 
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
06/11/05
8D
06/11/045

Teacher ,s activities Students, activities 
Step 2: warm up (7m) Network.

- Ask students to write as many subjects as they can

on the blackboard. Ss work in two groups
chemistry physics math

history

geography literature

*chatting: ask ss some questions

- what subject are you good at?

- bad at?

- What subject do you like best? Why?

- How often do you have Math?

- Literature?

- English?
step 3: new lesson

1. pre- reading: (15m)
 pre teach vocab:

- report card (translation) ss: choral, individual
- pronunciation (mime)

- (to ) improve (situation)

- (to) be proud of (translation)

- (to) try one,s best (translation)
* checking vocab:Rub out and remember:

- get ss to copy the words into their books and then ask ss copy the new words
them to close their books then close notebooks then close notebooks

- rub out the new words one at a time. Each time T rubs ss follow T,s 
out a word in English, points to the Vietnamese translation instructions
and ask “ what,s in English?” when all English words

are rubbed out , go through the Vietnamese list and get
ss to call out the English words or rewrite the words

 T/F statement predictions

- setting the sence:

point to the picture on p. 46 and give some questions ss listen and answer
who are they? ( Tim and his mother)

who is Tim?

Is Tim a good student?

What are they talking about ? ( about Tim,s study)
Subject at

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-hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)
true and which are false

a. Tim was out when his mother called him.
b. Tim,s mother met his teacher at school
c. Tim,s report is poor

d. Tim needs to improve his Spanish grammar
e. Tim promised to try his best in learning
-give feedback

2.while- reading: (15m)

 checking the prediction: ask ss to read the text on
page 46 and check their prediction

have ss correct false statements ss read and check,correct
guess read correction

a F Tim was in the living room /at home

b T

c F His report is excellent

d F He needs to improve his Spanish

pronunciation

e T

comprehension questions:

ask ss to work in pairs, answering the qts on p. 47 ss work in pairs
* answers:

a. She is Tim,s teacher

b. She gave Tim,s mother his report card
c. He workes really hard

d. She said Tim should work harder on his Spanish
pronunciation

e. she gave him a dictionary

3. post reading: adverbs of manner (7m) T- whole class
 pelmanism

Good fast hard careful beautiful bad
badly hard fast beautifully carefully well

 word cue drill: 1.Tim /a good student - Is Tim a good student?
2. she / a fast runner 3. he / a hard worker - yes, he studies well
4.Mr Ba / careful driver 5.Miss White /a beautiful dancer

step 4: homework - Language focus 1
 Evaluation:

Period 27th lesson 2 : speak (page : 47-48) 
Date of preparing

03/11/05

I. Aim: at the end of the lesson ss will be able to talk about Tim,s study
II. Teaching aids: text book , cards

III. Proceduce :
Step 1 : organization

Class Date of teaching Absent students
8C
08/11/05
8D
08/11/05
Teacher ,s activities Students, activities 
Step 2: warm up (7m)

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Once a week

twice a day 3 times a

T- whole class
week

3 hours a night
every 2 days

Step 3 : new lesson
1. pre speaking: ( 10m)

ask ss to read the questions about study and
answer about themselves

ss work individually
2. while speaking: (15m)

Survey:

ss work in groups of 6 or 7

- ask ss to work in groups to ask the questions in the
box on p. 48. They need to take note their friends,
answers because after that they have to report to
the class about their friends. Ss can ask more
questions with “ how often...?” and use adverbs
of frequency in their answers

Questions you your partner

1. when do you do your homework?
2. who helps you with your homework?
3. how much time do you spend on
Math

English
History
Literature

4. which subject do you need to
improve?

5. What do you do to improve your
English?

Eg: Nam said he did his homework after dinner for ss report in front of the class

three hours a night .

Hoa said his father helped her with her homework
Lan said he needed to improved Literature

Mai said she should do more grammar exercises
...

Drill: giving advice

ss
work in pairs

- setting the sence:

your friend has a problem in learning English.
Give him some advice

Model sentences:

You should work hard on English pronunciation

* cues: - practice listening more

- study 5 new words a day

- improve your English grammar

- do a lot of grammar exercises
How

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- practice speaking more

-3. post speaking: (10m)
* write it up:

ask ss to write about one of the friends , study habits ss work individually, then

they have interviewed in the survey

compare with their partners

Eg: Hoa is my best friend. She works very hard and
always get good marks. She usually does her homework
after school...

step 4: summary
step 5: homework
exercise 3,4 ( workbook)

 Evaluation:

- good brainstorming

- good write it up

Period 28th lesson 3 : listen (page : 48) 
Date of preparing

07/11/05

I. Aim: at the end of the lesson ss will be able to talk about their study habits and to 
listen for specific information to fill in a report card by listening for specific

information of Tim,s study

II. Teaching aids: text book , 
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
10/11/05
8D
10/11/05

Teacher ,s activities Students, activities 
 Step 2: Warm up. (7m) Chatting with students . T- whole class

- Do you like English ? ss answer

- Do you study it well ?
- Are you grades good ?

- Which skill do you think is difficult ?

Step 3 : New lesson

I. Pre- listening. (15m)

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- behaviour (n) (translation) T- whole class

- participation (n) (translation) ss: choral, individual

- cooperation (n) (translation)
- a comment (n) (give examples)
- a term (n) (give examples)
- a signature (n) (realia)

* checking: What and where. Team work

* Open prediction.

- Students read the report card and predict the information Individual work
to fill in the gaps. Then compare with their partners. Pair work
a. day present (1)

b. day absent (2)

c. behaviour- participant (3)
d. listening (4)

e. speaking (5)
f. reading (6)
g. writing (7)
- Give feedback

2. While listening. (10m)

*- Get students to listen to the tape and check their Individual work
prediction.

* answers:

(1) 87 days present.
(2) 5 days absent

(3) participation : satisfactory (S)
(4) listening: C

(5) speaking A
(6) reading A
(7) writing B

* Comprehension questions.

- Get students to listen to the tape again

- Ask students to answer some questions about Nga’s T- whole class
report card.

1. Why did Nga miss five days of school ?

2. How can she improve her listening skill ?
* Answers.

1. She missed five days of school due to sickness. Individual work

2. She can watch English TV and listen to English radio
Programs

3. Post listening. (10m)

* Transformation: Students base on the following passage Individual work, then
to write another passage about their study. In pairs

Model:

Nga has worked very hard this year and her grades are
very good. She missed five days of school due to sickness.
Her participation and cooperation are satisfactory. Her
speaking and reading are excellent and her writing is good
but her listening skill is not very good.

Step 4 : Homework.

Sự tham gia
Nhận

xét Hành vi Chữ ký

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Write something about your partners’ study.

 Evaluation:

Period 29th lesson 4 : read (page : 49-50)

Date of preparing

08/11/05

I. Aim: at the end of the lesson ss will be able to understand the text and get
specific information

II.

Teaching aids: text book , poster, cards

III.

Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
11/11/05
8D
11/11/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m) chatting

T- whole class
Ask ss some questions about their English learning

- Do you like learning English?

- How many new words do you try to learn a day?

- What do you do when you read a new word? (Ss can answer in

- How do you learn / remember new words? Vietnamese If it is
Difficult )

3. New lesson.

1. Pre- reading (15m)

* pre teach vocabulary. T- whole class

- mother tongue (example) ss: choral, individual

- (to) stick (mime)

- (to) come across (synonym)
- (to) highlight (example)
- (to) underline (example)
checking :.Slap the board

- Put the new words on the board

- Call on 2 ss in both sides to the front of the class
standing at equal distance from the board

- call out one of the new word in Vnese in aloud voice ss work in group

- two ss must run forword and slap the word, the
student who slaps the correct word first is the
winner and gets a mark.

- go on with the next ss ....

-* Brainstorming.

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Learn by heart translate it into write each word on one
mothe tongue per and put it into the pocket
to learn whenever

Learn through write it on a small piece of paper
Example sentences and stick everywhere in the house
2. While- reading. (15m)

- Students read the text and see if they have the same Individual work
ways of learning new words. They can add to the list if then work in pairs
there is anything new.

*T/ F statements.

- Ask students to read the statements on page 50 then Individual work
read the text and decide which is true and which is false.

Answers.

a. F b. T c. F d. T
* Comprehension questions

- Have students work in pairs to answer the questions Pair work
(exercise on page 50).

- Give feedback.

Answers.

a. No, they learn words in defferent ways.

b. Because they help them to remember the use of new
words.

c. They write examples, put the words and their meanings
on sticks, underline or hightlight them

d. they may think they can’t do so. Instead, they learn
only important words.

e. What is necessary in learning words.

f. Learners should try different ways of learning words
to find out what is the best.

- Ask students to practise asking and answering questions
in open pairs and closed pairs.

3. Post reading. (7m)

* Discussion.

Students work in groups. Each of them choose a way of Group work
learning vocabulary which he/ she thinks is the most

effective. He/ She can talk about the reason why he/ she
chooses it. The others can agree or disagree with him or
her.

Step 4. Summary

Ask ss to remember the ways of learning new words
And choose the best one for themselves

Step 5 : Homework.

Students try the new ways of learning new words

 Evaluation:

Period 30th lesson 5 : write (page : 51)
Date of preparing

12/11/05

I. Aim: at the end of the lesson ss will be able to know the format of a friendly letter 
and practise writing a letter to a friend.

II. Teaching aids: text book , 
III. Proceduce :

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Class Date of teaching Absent students
8C
15/11/05

8D
15/11/05

Teacher ,s activities Students, activities 
Step 2: warm up (7m)

Chatting.

- Ask students some questions dealing with writing letters. T- whole class

 Do you often write to someone ?

 Who do you often write to ?

 What do you often include in your letters ?

 How do you open a letter ?

 How do you close it ?

 What do you often write about ?

Step 3. New lesson.

1. Pre- writing: (15m)
Ordering.

- Teacher cuts the letter into pieces. Students have to put

them into correct order to form a letter. Then Teacher Team work
asks them to identify the sections of the letter

- Give feedback.

a. Opening b. Clothing c. The date

d. Body of the letter. e. Signature f. Writer’s address.
* Answers.

1. Writer’s address 2. The date 3.Opening
4. Body of the letter 5. Clothing 6. Signature

-Ask students to read the letters on page 51 to check their
order.

- Ask students to label each section with the correct letter.

Comprehension questions.

- Ask students to work in pairs and answer some questions. Pair work
- Give feedback .

* Questions.

1. Who wrote the letter ? To whom ?

2. What are there in the heading ?

3. What is the main part of the letter ?

4. What did Hoa receive a fe days ago ?

5. Is Hoa good at Math ?

6. What subject is Hoa good at ?

7. Where is she going to celebrate the Lunar New Year Open pairs, then closed
Festival ? pairs

* Answers.

1. How wrote the letter to Tim, her penpal.

2. There are the wqriter’s name and the date ?

3. The body of the letter is the main part.

4. She received her first semester report.

5. No . She isn’t.

6. Science , English and History.

7. She is going to Hue to celebrate the festival with her
Grandmother.

2. While writing. (15m)

Transformation.

Students write a letter using the cue given to transform Individual work
the letter into a new one. Tmonitors and provide help if

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* Answers.

15 Thanh Giong Street,
Hanoi, June 10th, 2004.

Dear Donna,

Thanks for your letter. I m glad to hear you had an interesting 
Mother s Day.We received our second semester report last month’

I got good grades for Geography, Physics and Math but my English T- whole class

and History results were poor. My teacher advises me to improve 
English and History. I think I have to study harder next school year.
In a few weeks, we are going to celebrate the mid Autumn festival. 
That is an Autumn moon festival in Viet nam. This afternoon, I am
 going to Halong Bay with my aunt and uncle by bus and I am 
going to stay there with them until te festval comes. I will send you
 a postcard from there.

Write soon and tell me all your news.
Best,

Lan

3. Post- writing. (7m)

* Correction

- Ask some students to read aloud their letters and T- whole class
correct the mistakes.

- Write a letter to your friend to tell him/ her about your
second semester report and about your Summer holiday

step 4: summary

ask ss how to write an informal letter

step 5: homework

write a letter to their friend to tell him / her about their second semeter report and
about their summer holiday

 Evaluation :

Period 31st lesson 6 : language focus 3,4 (page :49-50)
Date of preparing

14/11/05

I. Aim: at the end of the lesson ss will be able to use reported speech with 
commands, requests and advice

II. Teaching aids: text book , 
III. Proceduce :

Step 1 : organization

Class Date of teaching Absent students
8C
17/11/05
8D
16/11/05
Teacher ,s activities Students, activities 
 Step 2. Warm up. (8m)

* Word square. Ss work in two groups

P R O N O U N C E L

R E A D I M O N C I

A A I B T K A E P S

C R E P O R T C A T

T M W R I T E Z D E

I C E S T U D Y D N

* Answers.

 pronounce, study, read, write,

 speak

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practice

 listen

step 3. New lesson.

1. Presentation 1 . (5m)

* Setting the scene: Tim’s mother went to his school to T- whole class
know about Tim’s study. Miss Jacson said to Tim’s

mother “ Please give Tim this distionary .” Tim’s
mother came home. She said to Tim “Miss Jackson

told me to give you this dictionary”

or: “Can you give Tim this dictionary ?”

“ Miss Jackson asked me to give you this dictionary”

Concept checking: ss answer

 Form: ask/ tell sb to do sth.

 Use: to report a command or request.

2. Practice. (8m)

Word cue drill. Language focus 3 P.53 Pair work

Ex:

Tim: What did Miss Jackson say ?

Mom: She told me to wait for her outside her office.
* Answers.

b. Miss Jackson told me to give you your report card
for this semester.

c. Miss Jackson asked me to help you with your
Spanish pronunciation.

d. Miss Jackson told me to meet her next week.

- Call on some students to practise in pairs and correct Pair work
their pronunciation.

- Ask students to work in closed pairs (the whole class
work in pairs together)

3. Presentation 2. (5m)

Miss Jackson said to Tim’s mother: “Tim should T- whole class
work harder on his Spanish grammar”

Tim’s mother reported it to Tim “Miss Jackson said
You should work harder on your Spanish pronunciation”

Comcept check. Ss answer

 Form : said + clause (should + infinitive)

 Use : to report advice.

4. Practice 2. (7m)

Word cue drill

- Ask students to work with their partners to do exer- Pair work
cise 4 on page 53.

- Ask students to report Miss Jackson’s advice to Tim’s
mother in their conversation.

Example:

Tim : What did Miss Jackson say ?

Mom : She said you should work harder on your
Spa-Nish pronunciation.”

- Call on some students to practise in pairs and correct
their pronunciation.

- Ask students to work in closed pairs. Ss work in pairs

5. Further practice. (8m)

* Noughts and crosses.

Nam was absent from class yesterday due to sickness. Team work
Report to Nam what the teacher said to his friends

About him.
Can you lend him

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The exercise ? lesson to him ?
Stay in bed for a few

Days Learn five new words a day Passage on page 49Into Vietnamese
Step 4. Homework.

Review commands, requests and advice in reported speech.

* Evaluation:

Unit 6 : the young pioneers club

I. Mơc tiªu.

Sau khi hoàn thành bài học, học sinh sẽ có khả năng:

Núi v k hoch, d nh trong tng lai.

Trao đổi về những hoạt động, sự việc sẽ xảy ra.

 Yêu cầu để đợc giúp đỡ.

 Đa đề nghị giỳp ngi khỏc

II. Trọng tâm ngôn ngữ

Present simple with future meaning

 Gerunds

 Modals: may, can, could

III. Tõ vùng
Vocabulary

(to) enroll (to) shout out An application a fund
(to) fill out (to) make a stand Citizenship a sidewalk

(to) sign (to) encourage fitness natural resources
(to) unite (to) recycle a businessman an interest
(to) hold hands (to) register coeducational

(to) participate (to) establish voluntary

Lesson 1 Listen and read Talking about Nga’s details to

complete an application form P. 54-55

Lesson 2 Speak Using modals to ask for favors, offer

assistance and respond P. 55-56

Lesson 3 Listen Listening for details and practice

singing a song P.56

Lesson 4 Read Reading for details about Boy Scouts

of America. P.57

Lesson 5 Write Practise writing a letter about a

future plan P. 58

Lesson 6 Language focus Further practice in present tense with
future meaning, using gerunds after
“love, like,, don’t like, hate”

P. 60

Period 32nd

lesson 1 :

Listen and read

Date of preparing :
16/11/05

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II. Teaching aids : text book, 5 cards for drill, cassette

III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8C

18/11/05
8D
18/11/05
 Teacher ,s activities

Students, activities

Step 2 : warm up (7m) helping blind people

Team work

*Brainstorming

Step 3. New lesson

1. Presentation. (15m)

* Pre-teach vocab : T- whole class
(to) enroll (translation)

(to) fill out (example)
(to) sign (example)

an application form (real thing)

an interest (translation)

Check: rub out and remember

- Get ss to copy the words into their books and then ss copy,then close notebooks
ask them to close the books

- rub out the new words one at a time. Each time you
rub out a word in English, point to the vietnamese

translation and ask “what is this in English?”. Ss follow instructions
When all the English words are rubbed out, go

through the Vietnamese list and get ss to call out the
English words

Individual work

2. Practice (15m)

- Set the scene: Nga is a student in grade 8. She wants to
enroll in the activities for the summer.

- Ask students to listen and read the dialogue at the same Pair work
time.

- Get them to work in pairs and complete Nga’s particulars Pair work
* Answers.

 Name : Pham Mai Nga

 Home address: 5 Tran Phu Street

 Phone number: not available

 Date of birth: April 22, 1989

 Sex: Female

 Interest: drawing, outdoor, activities, acting.

* Ask students some questions to check their unders- T- whole class
tanding.

1. What’s her name ? / her full name ?

2. Where does she live ?/ what’s her address ?

3. Does she have a phone number ?

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4. What’s her date of birth ?

5. What are her hobbies ?

* Answers. Individual work

1. Pham Mai Nga

2. 5 Tran Phu street.

3. No, she doesn’t have a phone (number)

4. April 22, 1989

5. Drawing, outdoor activities and acting.

3. Production. (7m)

Chaingame

Using the answers above

Ex. S1 : Nga is talking with a secretary Group work
S2: Nga is talking with a secretary, she wants to

enroll for….

S3: Nga is talking with a secretary, she wants to
Enroll for….. . Her full name is………..

Step 4 : Summary 
Step 5 : Homework

Write about their friend’s hobbies

 Evaluation :

Period 33rd lesson

2 : Speak

Date of preparing :

19/11/05

I. Aims : By the end of the lesson , ss will be able to use modals to ask for favous;
offer assistance and practice responding.

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8C

22/11/05
8D
22/11/05
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m) .
* Find someone who…..
Ex. S1. What’s your hobby?
S2. I enjoy drawing.

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.enjoy drawing

…

.likes outdoor activities

…

.loves acting

…

partipates in helping handicapped

…

children

.takes part in sports

…

Step 3. New lesson.

1. Pre- speaking (15m)

- Ask students the meaning of the word FAVOR (sù T- whole class
chiÕu cè, ©n h)

 What do you say to ask for a favor ?
Can / could you help me ?

Could you do me a favor?
Can / could you………..?

 When do you ask for favor ?
Need some help

 How do you say to respond to favor ? T- whole class
Certaily / Of course / sure

No problem.

- Ask students to copy down the following phrases: Individual work
Asking for favor Responding for favor

* Can/ could you help
me , please ?

* Could you do me a
favor?

* I need a favor

* Can / could you …..

* Cartainly/ of course/ sure
* No problem.

* What can I do for you ?
* How can I help you ?

* I am sorry. I am really busy

- Do the same with offering and responding to assistance. Whole class
Offering assistance Responding to assistance

May I help you ?
Do you need any help?
Let me help you.

Yes/ No. Thank you.

Yes. That’s very kind of you
No. Thank you. I am fine.

2. While - speaking. (15m)

- Students practise the dialogue with their partners. Pair work
- Use the expressions in the box to ask for a favor and

offer assistance (language focus 3 P.61)
* a)

A. Can you buy a ticket for me ?
B. Can you take me across the road ?

C. Could you help me with this math problem ?
D. Can you water the flowers in the garden ?
* b)

A. Could I help you ?

A. Could you need any help ?
B. Let me help you .

A. Yes. That’s very kind of you.

3. Post- speaking. (7m)

Use the appropriate phrases in the box (P.56) to make T- whole class
similar dialogues about some of the situations.

1. Mrs Ngoc is carrying a heavy bag, but she’s hurt her Pair work
arm so she needs some help.

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3. Your friend needs help fixing her bike because she
has a flat tire.

Step 4 : Summary
Step 5 : Homework

- Give students another situation and ask them to write
a similar dialogue.(Your aunt wants you to buy some
vegetables because she is busy cooking dinner.”

 Evaluation :

Period 34th

lesson

3. Listen

Date of preparing :
20/11/05

I. Aims : By the end of the lesson , ss will be able to to complete a song and offer and
respond to assistance.

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8C

23/11/05
8D
23/11/05
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)

- Give 2 or 3 situations in the box (P56) then ask
students to make dialogues.

Step 3 : new lesson

1. Pre- listening. (15m)

* Vocabulary.

(to) unit (translation)
(to) hold hands (action)
(to) shout out (action)

(to) make a stand (translate)
Check: Rub out and remember.

- Get ss to copy the words into their books and then ss copy, then close notebooks
ask them to close the books

- rub out the new words one at a time. Each time you
rub out a word in English, point to the vietnamese

translation and ask “what is this in English?”. Ss follow instructions
When all the English words are rubbed out, go

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English words

* Open- prediction.

- Ask students to guess the words to fill in the gaps in Individual work
the song (P.56)

- Ask them to share with their partners. Pair work

- Give feedback

2. While- listening (12m)

- Ask students to listen to the song and fill in the miss- Individual work
ing words then share with their partners. Pair work

* Answers.

1. unite 6. South 11. Out
2. peace 7. Of 12. Stand
3. right 8. World 13. World
4. love 9. Show

5. north 10. Place

3. Post- listening. (7m)

Students practise singing the song

Step 4 : Homework. Learn by heart the song

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Period 35th

lesson 4 : read

( page :57 )
Date of preparing :

21/11/05

I. Aims : By the end of the lesson , ss will be able to know more youth organization-
the BOy Scouts of America (BSA)

II. Teaching aids : text book, Poster of T/ F statement

III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8C

24/11/05
8D
24/11/05
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)
* Jumbled words

- Write six words whose letters are in disorder. Team work

1. Racchtaer = character

2. Iojn = Join

3. Mai = Aim

4. Pexailn = Explain

5.Nessmsibuan = businessman

6. Thauolgh = Although

- Devide the class into two teams. 6 students from each
team will write the right words. The team which finishes
first with more right words will win the game.

step 3. New lesson

1. Pre- reading (15m)

* Vocabulary. T- whole class
- citizenship (translation)

- fitness (action)

- a businessman (translation)
- coeducational (a) (translation)
- voluntary (a) (translation)

- (to) encourage (explain: give the verb which means to
give somebody support)

(to) establish (synonym: start, creat an organization)

* Check: wordsquare. Team work

C O E D U C A T I O N

H X N S A M E R I C A

A Y C I T I Z E N S H

R D O R G A N I Z E I

A B U U T H B O Y S P

C U R Z W O R L D W I

T S A S S E N T I F D

E I G N I T U O C S E

R N E S S M A N F J H

* Answers :

 coeducation, organize, boy, America
citizenship, world wide

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 fitness, scouting
establish

youth

 businessman

* T/ F prediction. Individual work

1. The Y&Y in Vietnam is similar to the Boy Scouts of
America

2. BSA is an organization is an organization of adults.
3. BSA is mainly for boys

4. Scouting program in each nation is the same.

2. While - reading. (15m)

- Ask students to read the passage on page 57 and check Individual work
if their prediction is correct or not.

- Give feedback. Ask them to correct false statements. T- whole class

Guess Answer Correction

T
F
F
F
T

Scout began in England
William Boyce is An
American businessman
BSA is mainly for boys.

* Fill in the missing date (P.57) Individual work
* Comprehension questions (P.57) Pair work

3. Post- reading. (7m)

Discussion. Use the reading text in Teacher’s note (P.62)
and ask students to read and discuss

step

4. Homework.

Write the summary of the BSA

 Evaluation :

Period 36th lesson

5. Write

( page : 58-59)
Date of preparing :

23/11/05

I. Aims : By the end of the lesson , ss will be able to write about future plan using “be
going to”

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8C

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Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)

* Lucky numbers

1. When did scouting begin in England ?

2. When was William Boyce introduced to scouting? Team game

3. LN

4. How many scouts were these in America in 1994?

5. LN

6. What are the scouting groups that girls can join?

7. What are the three aims of the scouting program?

* Possible answers.

1. It began in 1907.

2. He was introduced in 1909

3. LN

4. There were 5,400,000 scouts in America in 1994

5. LN

6. They are The Girl Guides Association and the coedu
cational Camp Fire Boys and Girls

7. It builds character, encourages good citizenship and
personal fitness.

Step 3. New lesson.

1. Pre- writing (15m)

* Vocabulary. T- whole class
- recycle (v)(explain)

- register (v): sỉ s¸ch (example)
- fund (n)(translation)

- side walk(n) (give example)

- natural resources (n)(example: coal, oil, iron,…under the
ground or the sea.)

* Read the notice

- ask students read the notice - To: all Y and Y members Individual work
on page 58.

- Ask students some questions to check their
understan-ding.

- Get students to work in pairs to answer questions. Pair work
* Questions

1. What is the Y&Y planing to do ?

2. What do all members participate in ?

3. How can they save natural resources and earn money
for the organization ?

* Answers.

1. The Y&Y is planning to help the community.

2. They participate in a recycling program.

3. They collect used glass, paper and cans and send
them for recycling.

2. While writing. (15m)

* Gap fill.

Students find the words in the notice to complete the Individual work, then in
Letter. In pair

1. Community 6. save

2. Recycling 7. earn

3. Collect 8. participating

4. Send 9. planting

5. Recycling 10. Helping
* Read the dialogue.

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Green Group, about the activities that she is going to do.

- Ask students to read the dialogue between Hoa and her Pair work
aunt.

- Ask them some questions to check their understanding

 Why does Hoa look happy?

 What is she going to do in the environment month?

 What are they doing to earn money for their school

Y&Y.

3. Post- writing. ( 7m)

- Ask students to write Hoa’s letter to her parents telling Individual work
what she is going to do.

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III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8C

29/11/05
8D
29/11/05
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)

- Give some questions about the dialo- T- whole class
gue between Hoa and her aunt.

- What is Hoa going to do ?

- Is she going to clean the banks of the lakes ?

- What does she do to earn money ?

step

3. New lesson.

* Language focus 1. Mapped dialogue (18m)

Introduce the dialogue: Lan and Mai are members of the T- whole class
Y & Y organization. They are talking about the summer

Activity program.

- Ask students to complete the following dialogue.

you your friend

When do they collect and empty On January 9
Garbage ?

Where do they collect and empty At Dong Xuan market
Garbage?

What time do they start and finish They start at 8 a.m and finish
Work ? at 5 p.m

- Ask some students to play the roles of Mai and Lan to Pair work
practise the dialogue.

Concept check.

- Ask students some questions to check their understanding T- whole class

 .Where do we use “where” ?

 When do we use “What time” ?

 When do we use “when” ?

 Is the date at present or in the future ?

 What tense do we use in the dialogue ?

- Ask students to use the table to make dialogues.

* Language focus 2 (18m)

Concept checking.

 What is after “likes” ? T- whole class

 What is after “enjoys”?

 What do we call “playing” and “acting” ?

 What is the form of “gerund” ?

 When do we use “gerund” ?

Form:

Like , love, enjoy, hate + gerund (V-ing)

Practice: Prepare 5 cards with these cues on them. Pair work
a. Play soccer / volleyball

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c. Read books / do homework

d. Chat with friends / do the housework
e. Cook meal / decorate the house.
Example: - what are your hobbies ?

- I like/ love playing soccer and volleyball.
Survey:

- Ask students to copy down the chart (on page 61)

- Ask students to work in groups of three to ask their friends Pair work
and tick on the chart.

Do you like Ba

Love like hate MaiLove like hate

- play soccer
- washing up
- cooking meals
- performing music
- gardening

- watching TV
- camping
- playing

- playing badminton
- doing homework

- Give feedback by asking students to report their friends’
hobbies.

Step 4. Homework
 Evaluation :

Period 37th lesson : CONSOLIDATION
Date of preparing :

28/11/05

I. Aims : By the end of the lesson , ss will be able to remind the words and the 
structures to do the test well

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8C

30/11/05
8D
01/12/05
 Teacher ,s activities

Students, activities

Step 2 : new lesson

Exercise 1 : Put one of the verbs in thebox in each sentences.

Do , give , take , have , buy , be , spend , get up , teach , go , eat
Example:

We were hungry, so we bought something to eat in the shop.

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2. I ……….only one glass of milk for breakfast this morning.

3. Ba usually has some rice for lunch, but today he ……noodle.

4. Where did you go last sunday ? - I…………..to my cousin’s birthday party.

5. Someone came and …………me this parcel.

6. She ……….her homework, and then she went to the market.

7. Tom ………hours trying to repair his computer set.

8. Yesterday Mrs. Hong …………her children to Lenin park.

9. Tom usually gets up early. This morning he …………at 8.30.

10.My brother……….very interested in playing soccer when he lived in the
countryside.

Key.

1. taught 2. Had 3. Ate 4. Went 5. Gave
6. Did 7. Spent 8. Took 9. Got 10. was

Exercise 2 : Make up sentences using prepositions of time: in, at, on, before , 
after, between.

1. I / usually / go to school / 6 o’clock.

2. We / have / English lessons / Monday , Wednesday and Friday.

3. He / be / back / 4.15 and 4.30.

4. I / phone / you / Tuesday morning / about 10 o’clock.

5. My dad / go to work / breakfast.

6. I / usually / listen / music / Sunday morning.
Key.

1. I usually go to schooll at 6 o’clock

2. We have English lessons on Monday, Wednesday and Friday

3. He is back between 4.15 and 4.30

4. I phoned you on tuesday morning at about 10 o’clock

5. My dad goes to work after breakfast.

6. I usually listen to music on Sunday morning.

Exercise 3 : Fill in the blanks with suitable words from the box.

Dictionary held improve should took
After year pronunciation bookcase school

In the first year of lower secondary (1) ……….I had some difficulties in
learning english. My (2)………… of English words was really bad and my English
grammar was worse. I did not know how to (3)……… them. One afternoon (4)

. the lesson, my teacher of English told me to wait for her outside the

…………

classroom. She (5) ………..me to the school library and showed me cassettes of
pronunciation drills kept in a glass (6)……….... She told me how to use an English-
English (7) …………to improve my English grammar. “Now I think you know what
you (8) …………do” said she. I did not know that only one (9)…………later I would
win the first prize in the English Speaking Contest (10)………….. for secondary
school students in my hometown.

Key.

1. school 2. Pronunciation 3. Improve 4. After 5. Took
6. bookcase 7. Dictionary 8. Should 9. Year 10. held

3. Consolidation.

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The second test on English

Time: 45 minutes

I. Listen to the paragraph and fill in each blank with the word you hear.
Travelling on the London underground presents few difficulties (1)…………
visitors because (2)……… the clear colour- coded maps. It is always useful to (3)

..plenty of spare change with you (4) ..there are often long

……… …………

queues (5)…………. the large stations. If you have (6)………….. change you can
buy your tickets (7) …………..a machine. You will find signs which list the stations
with correct fares near the machines. You should (8)…………. the ticket because it is
checked at the destination.

II. Choose the best answer.

1. Can you do me a favour ? - (I don’t bother / No, I can’t / I don’t like, either ? I am
sorry but I can’t)

2. Please take this form to the teacher and ask him to (signature / sign / signal /
sight ) it.

3. What are you doing ? - I am (enrolling for / enrollong at / enrolling to / enrolling
with ) club activities.

4. Miss Jackson asked me (give / giving / to give / to giving ) you this dictionary.
5. I’ll try (my / me / mine / the ) best to improve my English pronunciation.
6. My mother is always proud (with / of / about / at ) me because I work so hard.
7. The Lost Shoe is ( a old folklore / an old folklore / a old folktale / an old folktale),

I like it a lot.

8. When were you born ? - I was born (in / on / at / to ) November 1980.

9. There was no electricity so we (had / have / will have / are going ) to do everything
in the dark.

10.The buffalo was grazing in a (flower garden / field / wisdom / straw)
III. Read the passage below and answer the questions.

When Nga started learning English, she was very shy. In class, she never said a
word in english because she was afraid of making mistakes. And she became more
and more quiet in anlish classes. Anyway, her teacher of English was a very kind and
friendly woman. She is very good at teaching speaking. She encouraged Nga to
practise English with a partner or in a group. She said it might help the student to
become more confident. She often praised Nga when she said something good. Nga
was really frightened at first talking to her classmates in english. But her teacher said
the only way to learn speaking english is by speaking it. And she did it. Now , she
feels confident enough to speak English in front of the class.

1. What did Nga feel when she started learning English ?
2. What was her teacher of English like ?

3. What did her teacher say about the way to learn speaking English ?
4. Can Nga speak English in front of the class now ?

IV. Match a line in (I) with a line in (II). Complete the line in (II) with a 
subject and used to.

(I) 
1. My granfather was very fit when he was young
2. My grandmother was very good at swimming

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4. My dad didn’t have a motorbike
5. I had a dog when I was a kid
6. When my mom was young, she had a sweet voice
(II)

a………..fly a T.U 134.

b. ………..go everywhere by bicycle.
c……….go swimming in the morning.

d. ………visit the beautiful placesin Hanoi and Halong.
e. ………become a famous singer.

f. ……….follow me everywhere.

g. he used to do a lot of exercises.

V. Write sentences , using the words provided below.
1. We / receive / report / two days ago.

2. His mother / very sad / he / study / badly / every semester.
3. She / hate / cook / dinner ?

4. Yesterday / teacher / say / I / work harder / improve / my English grammar

5. Hung / love / attend the class social activities / . / he / help / the elderly and street
children / Sundays

Key.

I. (2 marks) 1. For 2. Of 3. Have 4. Because 5. At 6. Enough 7. From 8. Keep 
II. (2 marks ) 1. D 2. B 3. A 4. B 5. A 6. B 7. D 8. A 9. A 10. B

III. (2 marks)

1. When she started leaning English she felt very shy.

2. Her teacher of English was very kind and friendly woman.

3. She said speaking english might help the student to become more confident.
4. Yes, she can.

IV. (2 marks) 1. G 2. C 3. D 4. A 5. B 6. F 7. E 
V. (2 marks)

1. We received a report two days ago.

2. His mother is very sad because he studies badly every semester.
3. Does she hate cooking dinner ?

4. Yesterdy my teacher said (that) I should work harder to improve my English grammar.

5. Hung loves attending the class social activities. He helps the elderly and street
children on Sundays .

UNIT 7. MY NEIGHBORHOOD

I. Aim.

Helping students :
- to make comparisons.

- to ask for information and assistance.
- to write a community notice.

II. Language focus.

1. Present perfect with FOR AND SINCE.
2. Adjectives:

- like

- (not) as…..as
- (not) the same as
- different from.

III. Vocabulary.

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Nouns: airmail, comfort, mall,roof, parcel, product, resident, pan cake, product,
selection, surface mail, wet market,

Adjectives: air- conditioned, convenient, tasty.

Lesson 1 Getting started

Listen and read Places vocabulary and present perfect withFOR and SINCE

Lesson 2 Speak Talking about sending a letter, a parcel at

the post office. Revision of composion
with (not) as…as , (not) the same as, 
different from

Lesson 3 Listen Listening for specific information

Lesson 4 Read Reading for details about a new shopping

mall

Lesson 5 Write Writing a notice

Lesson 6 Language focus Further practice in present perfect with
FOR and SINCE and comparison

Date of preparing: 29/11/04
Date of teaching: 2/12/04

UNIT 7: MY NEIGHBORHOOD.

Period: 39

Lesson 1: Getting started

Listen and read

I. Aim

Helping students to know about the places in their neighborhood

II. Objectives

By the end of the lesson, students will be able to know more about Na’s new
neighbor.

III. Teaching aids.

Book , lesson plan , poster, colour chalk

IV. Steps

1. Organization (1m)

2. Warm up (5m)

- Ask students to match the names of places with the T- whole class
suitable pictures.

* Answers.
a. grocery store
b. stadium
c. wet market
d. drug store
e. hairdresser’s
f. swimming pool.

- Ask students for their meanings to make sure students
know exactly what they mean.

3. New lesson.

a) Presentation

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* Vocabulary
- a wet market

- a pancake (translation)

- tasty (a) : ( what means the same as “delicious” ?” T- whole class
- (to) serve: (give somebody food or drink)

- (to) see - seen
- (to) be - been

Checking: What and where. Team game

- Ask students to repeat the words chorally, then rub out
word by word but leave the circles.

- Go on until all circles are empty. Get students to go to the
blackboard and write the words in the correct circles.

Guessing games.

Students choose one of the places they have mentioned. Pair work
“There is a …………in my neighborhood.”

“Is it a ………?”

Listen and read.

- Present dialogue:Nam and Na are talking about theplace T- whole class
where they live. But Na is new there.

- Ask students to listen and read silently the dialogue between
Nam and Na,

- Students read the complete the sentences in 2 p. 64 Individual work,
Answers. Then compaire
a. new b. last week c. tired d. restaurant e. Hue f. pancakes.

* Model sentences

We have been here since last week.
 We ve lived here for about 10 years’

b) Practice.

Wordcue drill.

Students make sentences using present perfect tense with Individual work
FOR or SINCE

1. The Robinsons / live / Hanoi / 2001.

2. They / be / on holiday / last week

3. They / be / Nha Trang / 2 days

4. They / be / Hue / 3 days

5. They / be / HCM city / yesterday.
Example:

The Robinsons have lived in Hanoi since 2001.

c) Production.

Write it up.

Students write a passage about their neighborhood by answe- Individual work
ring the following questions. Then in pairs

1. How long have you lived in your neighborhood ?

2. Do you like it ? Why ? (people are friendly. The
ment is good/safe…)

3. Is there a restaurant / post office / market / bank / shop is
your neighborhood ?

4. How do you do to keep your neighborhood clean ?

4. Summary

5. Homework - Ask students to complete their writings.
Evaluation.

Date of preparing: 30/11/04
Date of teaching: 3/12/04

UNIT 7: MY NEIGHBORHOOD

try
pancake

Close
by

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Period : 40

Lesson 2: Speak

I. Aims.

Speaking about how to send a parcel or a letter.

II. Objective.

By the end of the lesson, students will be able to talk about how to send parcels or
letters.

III. Teaching aids.

Text book, lesson plan, poster

IV. Steps.

1. Organization (1m)

2. Revision (5m)
Net work

Post office Individual work

3. New lesson

Presentation. (15m)
* Vocabulary.

- a parcel (use a picture) T- whole class
- an airmail (explanation: letter or parcel sent by air)

- surface mail (letter or parcel sent by bus, train or ship)
Checking: Rub out and remember.

* Presentation dialogue

Mrs Kim wants to send a parcel to Qui Nhon, so she has T- whole class

to go to the post office.

- Call on a student to play the role of Mrs Kim and practice
the dialogue with teacher (clerk)

- Call on some students to practice the dialogue. Teacher
corrects their pronunciation.

- Ask students to practice the dialogue in pairs. Pair work
* Comprehension questions.

a. What does Mrs Kim want to do ? (to send a parcel ) Individual work

b. How much is airmail ? (32,500 dong ) then compare withother
c. Which is cheaper , airmail or surface mail ?

(surface mail)

d. Does Mrs Kim send the parcel airmail ? Why ?
(No, shedoesn’t. because it’s expensive)

Practice (15m).

* Mapped dialogue

clerk you

Can I help you ? I want to send this…… ……to
Do you want to send it …….

or surface mail ? Surface mail please. How much…..? T- whole class , then in
I’ll weigh it. It’s……grams. That’s……dong. Here you are. Groups, then in pairs
Thank you You are wellcome

Students practise the dialogue using the cues in 2 P.65 Pair work
Example exchange:

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S1: Can I help you ?

S2: I want to send this letter to Kontum.

S1: Do you want to send it airmail or surface mail ?
S2: Surface mail please. How much is it ?

S1: I’ll weigh it…..It’s 20 grams. That’s 800 dong.
S2: Here you are.

S1: Thank you.

S2: You are wellcome.

- Give other situations and ask students to make similar Pair work
dialogues. The box on page 65 will help students know

the price.

- divide the class into 3 groups, each prepares a dialogue.
- Ask students to work in pairs. Teacher corrects their

pronunciation.

Further practice. (8m)

Students compare airmail to surface mail using the infor- Individual work
mation in the table in 2 P. 65.

Example:

Surface mail is not as expensive as airmail.

The price of airmail is different from ( not the same as )
The price of surface mail.

4. Summary
5. Homework

Write 5 sentences using the comparison
Date of preparing: 5/12/04

Date of teaching: 8/12/04

UNIT 7. MY NEIGHBORHOOD

Period 41.

Lesson 3. Listen

I. Aim

Listening for specific information.

II. Objective

By the end of the lesson, students will be able to know what Na is going to do on
the weekend by listening.

III. Teaching aids.
 Text book, cassettes.

IV. Steps

1. Organization (1m)

2. Revision (5m) * Net work Team game

Going to the movies
3. New lesson

Pre- listening.

* Vocabulary. (6m)
- exhibition (translation)

- (to) kick off (the same meaning with the verb “start”) T- whole class
- a fan (the person who likes something or somebody very

much )

- a photo exhibition (translation)

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* T/ F prediction.

-Set the scene: Na is new in the neighborhood. She is talking Individual work
to Nam about what she is going to do on the weekend

- Ask students to guess T/ F statements

a. Na doesn’t know the neighborhood very well.
b. Na doesn’t like movies

c. Na will go to the photo exhibition this weekend
d. Na won’t go to the English speaking contest
e. Na will go to the soccer match with Nam.
f. Nam is a soccer fan.

While listening.

- Students listen and check their prediction. Individual work, then
a. T b. F c. F d. T e. T f. No information. In pairs to compare
- Students listen again and fill in the missing information.

2) Town Ground 3) English Speaking Contest
4) Culture House.

* Comprehension questions. Individual work
1. Does Na like movies ?

2. Why won’t she go to see the film “The New comer?” then in pairs
3. Why won’t Na go to the photo exhibition ?

4. Who will Na go to the soccer match with ?

5. What time does the match start ?

Post reading

- Students write about the advertisement “What’s on this Individual work
week?”

Eg. There is the New Comer on at Millennium Cinema.
There are two performances on Monday and Sunday from
5 to 8p.m

4. Homework

- Ask students to work in groups to talk to their friends
about what Na is going to do this weekend.

Na looks at the advertisements to decide what to do and 
where to go this weekend. She likes movies but she won t’

see the film at Millennium Cinema because she has seen 
it before. She won t go to the photo exhibition because it’

doesn t open at weekends. She cannot go to the English ’

Speaking Contest either because she thinks it must be fun
 to watch a real match at the stadium and she wants to 
visit the Town Ground too.

- Ask volunteer from each group to tell the whole class
about Na.

Evaluation

Date of preparing: 6/12/04
Date of teaching: 9/12/04

UNIT 7. MY NEIGHBORHOOD

Period 42.

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I. Aims.

Reading for details about Tran Phu Shopping Mall.

II. Objective.

By the end of the lesson, students will be able to understand the passage about a
new shopping mall.

III. Teaching aids
 Text book, poster

IV. Steps.

1. Organization. (1m)

2. Revision (6m) * Guessing the words.

- Give the definitions and get students to find out the words Individual work
as quickly as possible.

1. A place where you can buy everything. (supermarket)
2. A place where you can buy vegetables and fruits.
(Grocery store)

3. A place where you can buy books. (Bookstore)
4. A place where you can come to eat. (restaurant)

5. A place where you can come to see the movies (Movie
Theater)

6. A person who comes to the store and buys something.

7. (customer)

- Get students good marks if they have correct answers.

3. New lesson.

Pre- reading.

Vocabulary. T- whole class
-a shopping mall.

- a roof
-convenient
- air- conditioned

- product

- discount
- (to) notice

* check: Rub out and Remember.
Brainstorming.

- Set the scene: In Nam’s neighborhood, there is a new
shopping mall.

- Ask students to think about the convernience of the mall. Individual work

Customers don’t care of shop in comfort
The weather

* Possible answers.

- wide selection of goods.
- lower prices

- buy many things at the same time
- have fun or relax while shopping
T/ F prediction (P. 68)

While reading.

- Ask students to read the text silently and compare their Individual work
ideas or get more information.

- Give feedback.
* T/ F statements

a) F b) F c) F d) T e) T Individual work
* Lucky numbers

1. (a) It is different from he present shopping area. All the then in pairs
shops are under one roof. So customers will shop in comfort

andwon’t notice the weather, especially during the hot and

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humid summer months.
2. Lucky number

3. (b) There are 50 air conditioned specialty stores, 4 movie Team work
theaters and 10 restaurants. There is also a children’s play area.

4. Lucky number
5. Lucky number

6. (c) They think the mall will take their business.

7. (d) The stores in the mall will offer a wider selection of
products, some goods are at lower prices.

Post- reading.

* Recall.

Students use the cues below the text P. 67 to talk about the Individual work

shopping mall.

Eg. Tran Phu shopping mall is different from the present
shopping area. All the stores ar under one roof. It opens
daily from 8am to 10 pm. There are 50 air conditioned
special stores………

4. Homework

* Write it up

Students write about the shopping mall.

Evaluation.

Date of preparing: 12/12/04
Date of teaching: 15/12/04

UNIT 7. MY NEIGHBORHOOD

Period : 43

Lesson 5: Write

I. Aims

Helping students to write a notice and make comparisons by using afjectives: like,
the same as, different from.

II. Objective.

By the end of the lesson, students will be able to write a notice and to use some
adjectives to make somparisons.

III. Teaching aids.

Text book, 10 cards for Pelmanism, book and dictionary.

IV. Steps.

1. Organization (1m)

2. Warm up.* Pelmanism

- Prepare 10 cards with number (from 1 to 10) on one side Team game
and 10 adjectives with their opposites on the other.

- Stick 10 cards on the board so students can only see the
numbers.

- Divide class into 2 teams and ask them to choose 2 numbers,
turn the cards over, if they match , that team gets one mark.
The net team continues.

- Go on until al cards are turned over. The team which has
more marks wins the games.

Attend , be , attended, worked , do , 
been , work , written , done , write

3. New lesson.

Pre- writing.

* Vocabulary (6m) T- whole class
- a resident

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- (to) contact
- (to) hold
* Recall (5m)

- Ask students answer the questions. Individual work
a) Who are concerned about the new shopping mall ? then in pairs
(The residents and store owners)

b) What will they do to discuss the situation ?
(They will hold a community meeting)

- Ask students to read the notice 1 P. 68

* Comprehension questions. Individual work, then

 Who holds the meeting ? compare with partner

 What is the purpose of the meeting ?

 What’s the date/ the time of the meeting ?

 What’s the place of the meeting ?

 Who’s the person to contact ?
Suggested answers.

 Tran Phu residents and store owners.

 To discuss the effect of new mall.

 May 20 , 8 p.m

 Binh’s hardware store, 12 Hang Da street.

 Pham Van Tai.

While - writing.

1. Ask students to read the text in 2 and complete the notice. Individual work
( Teacher uses the same questions above to guide students)

The………..Club.

HOLDING A ………TO………THE TEACHERS’ DAY

Date :……….

Time ……….

Place……….

Please contact………

* answer:

The School English speaking Club.

HOLDING A SPEAKING CONTEST TO CELEBRATE
TEACHERS’ DAY.

Date: November 15

Time: 7.30 p.m to 10.00 p.m
Place: Hall 204, Building G.

Please contact Ms. Tran Thi Thu Hang of class 8H at the
above address for more information.

2. Students write a notice about their class meeting. Indiviual work
(Teacher uses the same guided questions above)

Post- writing.

* Share and compare/ Exhibition.

Students swap their notebooks (in pairs, in tables) and check.

4. Homework

- Ask students to do exercise 3 on page 68.

Evaluation.

Date of preparing: 14/12/04
Date of teaching: 17/12/04

UNIT 7. MY NEIGHBORHOOD

Period 44.

Lesson 6. Language focus

I. Aims.

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II. Objective.

By the end of the lesson, students will bee able to use Present Perfect Tense.

III. Teaching aids.
 Text book, poster, cards.

IV. Steps.

1. Organization (1m)

2. Warm up.* Panmanism (5m) Team work

go , eaten, collect, gone, see,
 live, eat, seen, collected, lived

3. New lesson.

Gap fill.(Exercise 3 P. 69) Individual work

* Key: then compare
b) haven’t eaten

c) haven’t seen
d) have attended
e) has worked
f) has collected.

Mapped dialogue.

* Pre- teach:
- island

- dolphin show

* Set a scene. Nam is on holiday in Halong with his parents. T- whole class
He is talking to Na on the phone about his holiday. Then in pairs

Nam Na

- Hi……This is ……I’m on holiday

in Halong with …………parents - Really ? How long……….
been there ?

- I’ve………..here for 3 days

- What……….done ?
- I …….visited famous places and

.lots of seafood.

……

- Yes, I………seen the dolphin show -……….you visited Tuan Chau island ?

Example exchange:

Nam: Hi, Na. This is Nam. I’m on holiday in Halong with
my parents.

Na: Really? How long have you been there ?
Nam: I’ve been here for 3 days.

Na: What have you done ?

Nam: I have visited famous places and lots of seafood.
Na: Have you visited Tuan Chau island ?

Nam: Yes, I have seen the dolphin show.

Listening. (exercise 2 P. 70)

- Ask students to read the dialogue and guess the missing Individual work, then
verb in each gap. Compare with partners
- Students listen to the dialogue to check their prediction.

* Key.

1. have been 2. Hope 3. Have….lived 4. Is
5. want 6. Looks 7. Have….been 8. Have seen

Nought and crosses.(Exercise 5 P. 70- 71) Team work
- Give explaination.

- Check

- Run through the words in the exercise.

- Divide the class into two teams and ask them to fill in the
blanks with suitable words.

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d e f
g h i
Suggested answers.

a) The magazine is not as large as the newspaper.
b) Lipton tea is different from Dilmah tea.

c) The red dictionary is not as cheap as the blue dictionary.
d) The bag on the left is the same as the bag on the right
e) The toy cat is as expensive as the toy dog.

f) Hoa’s backpack is different from Lan’s backpack.
g) The snake is as long as the rope.

h) The pocket- watch is not as modern as the wristwatch.
i) The ruler is not as cheap as the eraser.

4. Homework
Evaluation

UNIT 8. COUNTRY LIFE AND CITY LIFE

I. Aim

Helping students:

- to talk about differences.

- to talk about future events and changes.
- to write a letter to a friend.

II. Language focus
 1. Present Progressive

 To talk about the future.

 To describe changes with get and become.

2. Comparative and Superlative adjective.

III. Vocabulary

Verbs. Face, prefer, struggle

Nouns. Drought, facility, flood, migrant, nature, strain, tragedy, typhoon,

Adjectives. Accessible, adequate, peaceful, plentyful, rural, urban

Adverb. Permanently

Lesson 1 Getting started

Listen and read Practising the dialogue to understand the changes in the countryside nowadays

Lesson 2 Speak Talking about the changes of the town and

the place where they live.

Lesson 3 Listen Giving students in listening for details and

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Lesson 4 Read Reading the text about life in the

countryside to understand the main ideas.

Lesson 5 Write Giving students practise in writing an

informal letter about their neighborhood.
Lesson 6 Language focus Giving students further practice in using the

present progressive tense and comparative
and superlative adjectivess

Date of preparing:
Date of teaching:

UNIT 8. COUNTRY LIFE AND CITY LIFE
Period 45

Lesson 1. Getting started

Listen and read

I. Aim

Reading for details about the differences between sity life and country life.
II. Objective

By the end of the lesson, students will be able to talk about the city life and the 
country life.

III. Teaching aids

Book , lesson plan, poster
IV. Steps.

1. Organization (1m)

2. Warm up (5m) * Chatting.

- Talk to students about life in the city and life in the T- whole class
country by asking some questions.

Where do you live ?

Do you want to live in the city ? Why ?
Do you want to live in the country ? Why ?
3. New lesson

Presentation (12m)

* Pre- teach. T- whole class
- permanently (adv) (translation)

- facility (n) (give examples)
- entertainment (n) (translation)
- accessible (a) (translation)
- definitely (adv) (translation)
- province (n) (give examples)
- change for the better.

Rub out and remember.
* Brainstorming.

Teacher asks whether students like country life orcity life,

then has them work in pairs to make a list of the differences Pair work
between the countryside and the city. The words in the box

of getting started may help them.

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noisy

Possible answers.

- tall buildings - beautiful views
- plenty kinds of goods - fresh food
- polluted air - fresh air
- traffic jams - friendly
- entertainment - friendly

- busy - peaceful
* Set the scene (use the picture on page 72)

Practice (20m)

* Students listen and follow the dialogue (listen and read) Individual work
* Practise the dialogue in pairs Pair work

* Ask and andswer the questions in pairs
* Give their answers.

a. Na has been to Kim Lien village.
b. She was there for the weekend

c. To her, the countryside is peaceful and quiet and there
is nothing to do.

d. There is no libraries, no muvies, no supermarkets, ….
e. Country life is becoming better. Many remote areas are
getting electricity. People can now have things like

refrigerators and TV, medical facilities are more ccessible.

* Students write the answers in their exercise books. Individual work
* Teacher elicits from students to exploil the model T- whole class
sentences.

- What does Hoa say about the countryside ?
-a. Things are changing in the countryside.
b. Many remote areas are getting electricity.

c. Life in the provinces is changing for the better.
 Check: meaning, form, use

* Wordcue drill. T- whole class
a. air / city / get / polluted.

b. many lakes / rivers/ become / dry
c. weather / get / worse

d. grandfather / get / older.
Answers

a. The air in the city is getting polluted.
b. Many lakes and rivers are becoming dry.
c. Weather is getting worse.

d. My grandfather is getting older.

Further practice. (5m)

Ask students to work in groups to discuss the life in the Group work
City and the lif in the countryside.

4. Homework. Language focus 3
Date of preparing

Date of teaching:

UNIT 8. COUNTRY LIFE AND CITY LIFE
Period 46.

Lesson 2 : Speak

I. Aim.

Practise in present progressive tense to describe changes with get and become.

II. Objective.

By the end of the lesson, students will be able to practise speaking about the 
changes of a place.

III. Teaching aids.

City life Country

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Text book, lesson plan, poster
IV. Steps.

1. Organization (1m)

2. Warm up (7m) * Wordsquare Team work

E X P E N S I B

O A M D N U V E

U B O I S V E A

I C D R T R U

Y L E T L L A T

S M R Y H G I

U O N O I S Y F

B P T F D E L U

- divide the class into 2 teams.

- ask students to go to the board and circle the word they find.
- answers.

 modern, dirty
 busy

 noisy
 tall

expensive
beautiful
3. New lesson.

Pre- speaking (5m)

* Teacher asks students what Hoa says about the countryside T- whole class
nowadays.

a. Things are changing in the countryside.
b. Many remote areas are getting electricity.

c. Life in the provinces is changing for the better.
* Teacher reminds students of how to use the present

progressie in the sentences above. (is used to talk about the
happening activities)

While- speaking.(20m)

- Teacher has students study the two pictures on page 73 then T- whole class
find out the differences. Teacher writes down the words

elicit from students so that students can speak easily.
 Houses : small , tall , big

 Means of transport : bikes , motorbikes, cars
 Streets : quiet, busy, noisy

 Shops: lots of shops, goods, prices
 Children : many not go to school
 Environment : trees, parks

- Students work in pairs to talk about the changes in the town. Pair work
Example: Five years ago, the town was quiet, but now it is

becoming noisy and busy.
* Possible answers.

 Five years ago the town had only bicycles, but now the
Traffic is getting busier.

 Five years ago, the town didn’t have many tall buildings,
but now there are more tall buildings and houses.

 The houses are getting moremodern.
 The town is becoming more beautiful.
 There are more green trees.

 The treets are becoming cleaner/ larger/ noisier.
 Goods are getting more expensive.

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- Teacher asks students to think about the changes in their group work
town, village or neighborhood. Then they tell their parter

about the changes.

- Teacher asks some students to tell about the changes before
the class.

- Students write about the changes.
4. Homework

Students write about the changes in their town, village or Individual work
neighborhood.

Example:

I live in a village. I have lived here for 12years. My village
 is now quite different from what it was 5 years ago………..
Evaluation

Date of preparing:
Date of teaching:

UNIT 8. COUNTRY LIFE AND CITY LIFE
Period : 47

Lesson 3: Listen

I. Aim

Listening for details to complete the dialogue and further practice in present 
progressive tense.

II. Objectives

By the end of the lesson, students will be able to complete the dialogue by listening 
and further practice in present cntinous to talk about the future.

III. Teaching aids.
 Text book, cards
IV. Steps

1. Organization (1m)

2. Warm up ((8m) * Matching

- Prepare 8 cards with phrases on them.

- Write 8 verbs on the board : play, do, watch, go, clean, Team work

have, phone, speak

- Divide the class into 2 teams.
- Hand out each team 8 cards.

- Ask students to stick the cards with phrases besides the
suitable verbs: Eg. Play- table tennis.

- The team which is faster is the winner.
* Answers.

Play - table tennis Do- my homework
Watch- a program Go- to violin lesson
Clean - the house Have - a meeting
Phone - my aunt, Mrs Hang Speak - to Mom
3. New lesson

Pre- listening (12m)
* Brainstorming.

- Give students 5 minutes to think of the phrases or

sentences they often use when they start making a phone call. Individual work

Hello, A. how are you ? then compare with
Hello ! the partner

8 548 032

can I speak to A, please ? This is C
Yes, speaking.

* Set the scene. Aunt Hang is talking to Lan on the phone.“
 She is coming to visit Lan in Hanoi.”

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- Teacher asks students to read the incomplete conversation Individual work
themselves and try to predict as many gaps as possible. Then compare

While - listening. (15m)

- Students listen to the conversation and check their Individual work
predictions.

- Let students listen twice and find out the missing words
individually.

- Ask students to share their answers with their partners. Pair work
* Tape transcript.

Lan: Hello.

Aunt Hang: Hello. Is that Lan ?
Lan : Yes. Who is this ?

Aunt : it’s Aunt Hang. How are you ?

Lan : I’m fine. Where are you phoning from ?

Aunt: Hue. I’m calling to tell you uncle Chi and I are
Coming to visit you next week.

Lan: Great ! When are you arriving ?

Aunt: On Thursday. We are arriving in Hanoi in the late
afternoon.

Lan : OK. Do you want to speak to my Mom?
Aunt: Yes, please

Lan: Hold on a moment and I’ll get her .
* Answer key

1. that 2. This 3. It’s 4. Where 5. From 6. Coming
7. week 8. Arriving 9. Thurday 10. Late

11. afternoon 12. Speak 13. My 14. get

Post - listening (8m)

Ask students to practise the conversation in pairs. Pair work
* Role play

Students work in pairs to creat a telephone conversation
and then perform the conversation in front of the class.
4. Homework

Students practise the dialogue with their partners.
Evaluation

Date of preparing;
Date of teaching:

UNIT 8. COUNTRY LIFE AND CITY LIFE
Period 48.

Lesson 4 : Read

I. Aim

Reading comprehension about the problem of people, from contryside moving to 
the city.

II. Objective:

By the end of the lesson, students will be able to understand the text about one of 
the social problems.

III. Teaching aids
Text book, poster
IV. Steps.

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2. Warm up ( 6m) * Jumpled words

- Write the words with disordered letters on the board (or Group work
use the poster)

 Fulentipl : plentiful
 Taneru : nature
 Loofd : flood
 Roestdy : destroy
 Laputipoon : population
 Viroped : provide

 Suertl : result
 Ciliestiaf : facilities
- Devide the class into two teams.

- Ask students from each team to go to the board and write
the correct words.

- The team which is faster with more correct words wins
the game.

3. New lesson

Pre- reading (12m)

* Vocabulary:

- a typhoon (synonym)
- a flood (translation)

- a drought (explain: hot and dry weather for a long time) Teacher- whole class
- (to) increase (translation)

- (to) decrease (drawing)

- (to) emigrate - migrant (explanation: emigrant is the
person who moves from one place to another especially
in order to find work)

Slap the board.
* Brainstorming.

Many countryside residents are leaving their home for Whole class
the city. Give the reasons why they are doing so.

typhoon
Floods

Get little money

Possible answers.

- droughts, the weather, hard work, no vacations

- lack of clean water/ electricity, insects destroy harvests
- ask students to guess how farmers deal with difficulties
- get students to work in groups to guess

While- reading (20m)

- Let students read the text silently and answer the

questions : “ What do farmers do to solve their problem ?” Individual work
* Matching: Guess the meaning of the words: Individual work
A B

Rural area sự cung cấp điện
A well paying job vùng đô thị
A struggle with nature vùng nông thôn
Electricity supply dẫn đến sự quá tải
(to) live apart sống xa cách nhau

urban areas công việc đợc trả lơng cao
(to) put a strain on cuộc đấu tranh với thiên nhiên
* Comprehension check.

Students complete the summary. Use the information from Whole class
the passage.

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1. leaving 2. Home 3. City 4. Rural 5. City6. problems
7. Schools 8. Hospitals 9. Tragedy 10. World

Find the word in the passage that means: (2a-f p.75)
a. rural b. plentiful c. increase d. strain e. tragedy
f. urban

Post reading (5m)

* Discussion: - Why are many people leaving their home to go to Group work
live in the city ? - What problems do they cause ?

4. Homework. Write 5 sentences that the government
should do for the rural areas.

Period 51st lesson 6 : language focus ( page : 79 ) 
Date of preparing :

I. Aims : By the end of the lesson , ss will be able to give ss further practice in 
using the present progressive tense, and compartive and superlative adjectives
II. Teaching aids : text book, poster cards

III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

8B
8C
8D
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 8m)
Matching :

ss play in two groups

- prepare 7 cards with phrases on them

- write 7 verbs on the board

( play, go , clean, watch, arrive, have, do )

- Devide the class into 2 groups

- Hand out each group 7 cards

- Ask ss to stick the cards with phrases besides ss go to the B and stick
the suitable verbs : eg : play- table tennis

- The group which is faster is the winner
Step 3 : new lesson

1. the present progressive tense :
 Activitiy 1 : (gap filling ) ( 10m)
( language focus 2 p. 78 )

- ask ss to use the suitable verbs ( in matching )
in the present progressive tense to complete
the dialogues

- get ss to work individually

ss work individually

- correct

- call some pairs to practice the dialogues ss

work in open pairs

before class and techer corrects

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b. are doing
c. am watching

d. am going
e. are cleaning
f. am having

* concept checking qts :

- what tense do we use in 6 dialogues ?

( present progressive )

- what is the form?

(am /is /are + V- ing )

- look at the adverbs of time in the dialogues

are they at present or in the future ? ( in

the future )

- present progressive is used to talk about the
future

* Activity 2 : (15m) ( language focus 1 p.77)
 mapped dialogue :

- setting the sence : Mrs Vui is going to Dong ss listen
Hoi by boat. now she is asking the clerk for

some information about her trip.

- put the mapped dialogue chart on the board

Mrs Vui

clerk Example exchanges :

Is ...Dong hoi ...10.25 is....”Lady of the lake “ ?Mrs Vui : Is the boat to DH leaving

At 10.25 ?
Yes.

...sorry, but ... ...delayed clerk : is that Lady of the lake ?

Mrs Vui: yes.

Oh! No.

now, ...leaving ...10.40 clerk : I,m sorry but it,s been delayed

Mrs Vui : oh! No

Clerk : now, it,s leaving at 10.40

- ask ss to make similar dialogues, using ss

work in open pairs
information on poster
shipping information

Ship name Destination Time of

departure Status Revised time
Lady of the

lake

Golden trail
Good fortune
City of Hue

Dong hoi
HCM city
Quy Nhon
Nha Trang

10.25
11. 55
11.30
11.40

Delayed
Delayed
Delayed
_

10.40
16.15
13.55
_

2. comparative and superlative :

 remind ss the structure (5m)
. comparative :

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more + long adj + than
. superlative :

the + short adj – EST
the most + long adj
. notice : good - better - the best

bad - worse - the worst
 Activity 3 : Language focus 4 ( 12m)

- ask ss to read the advertisements then ask them
some qts to check their understanding:

. what are advertised ?

an apartment, a villa,and a house

. how old are they ? ( the apartment is 2 years old, the
villa is 5 years old and the house is new )

. how much do we pay per month ? ( 900.000 dong for the
apartment, 6.6 million dong for the house and 7.8 million for the villa )

- ask ss to write sentences comparing the house,

the villa and the apartment, using the adjs in the ( ss work in groups of 4 or 5 )
text book

the house is more expensive than the apartment
the apartment is smaller than the villa

the villa is the oldest
- T monitors and corrects

 activity 3 : language focus 4 ( at home )
comparative :

- ask ss some qts to focus ss to the topic :
. do you like living in the country ?

. do you think the life in the country and in the city are
the same or different ?
tell me some things which are different :

- food

- traffict

- transport

- air

- entertainments

- medical facilities

- schools

- electricity

now I want you to make comparitions between
the city and the country

eg : the food in the city is more expensive than 
that in the country

give ss some adjectives ( go through )

ss listen and answer

ask them to work individually, then compare with ss work individually, then
ask some ss to speak aloud

compare with their partners
step 4 : homework

ask ss to write 5 sentences comparing their house with their neighbors
 Evaluation :

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I. Aim

Helping students:

- with the knowledge of the situations which require first- aid
- to make and respond to offers, promises and requests

- to write a thank- you note

II. Language focus

1.in oder to, so as to

2.making requests, offers and requests using modal “ will”

3. future simple with “ will / shall “

III. Vocabulary

Verbs. Bleed, elevate, minimize , lie flat, lower, overheat, ease

Nouns. Drought, facility, flood, migrant, nature, strain, tragedy, typhoon,

Adjectives. Accessible, adequate, peaceful, plentyful, rural, urban

Adverb. Permanently

Lesson 1 Getting started

Listen and read Practising the dialogue to understand the changes in the countryside nowadays

Lesson 2 Speak Talking about the changes of the town and

the place where they live.

Lesson 3 Listen Giving students in listening for details and

revision of how to make a phone call.

Lesson 4 Read Reading the text about life in the

countryside to understand the main ideas.

Lesson 5 Write Giving students practise in writing an

informal letter about their neighborhood.
Lesson 6 Language focus Giving students further practice in using the

present progressive tense and comparative
and superlative adjectivess

UNIT 9 : recycling

I. Aim

Helping students:

- to give and respond to instructions
- to talk about feelings

- to write a set of instructions

II. Language focus

1. passive forms

2. adjective followed by - an infinitive
- a noun clause
3.present simple

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III. Vocabulary

Verbs: decompose, recycle, reduce, refill, reuse, protect, contact

Nouns : natural resourses, compost, deposit, fabric, fertilizer, glassware, metal,
representative

Lesson 1 Getting started

Listen and read reading a dialodue for details about how to protect the invironment and save natural
resoures

Lesson 2 Speak

listen practice in giving and responding to instructions
listening for specific information about
making compost

Lesson 3 read

language focus 1,2 reading for details about how things are recycle
passive form in present simple and future
simple

Lesson 4 write write a set of instructions on how to recycle

used things

Lesson 5 language focus 3, 4 adjective followed by – a “ to infinitive “
- a ‘ a noun phrase “

Period 61st lesson 1: getting

started ( page : 89)

Date of preparing : listen and read ( page : 90 )
30/1/05

I. Aims : By the end of the lesson , ss will be able to do something to protect the 
invironment and save natural resourses by giving ss information about the
invironment problems

II. Teaching aids : text book, poste, cards, cassette
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

01/2/05
8B
8C

8D
 Teacher ,s activities

Students, activities

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reuse plastic bags

ss
work in groups of 4 or 5

*possible answers: use cloth bags, use tree leaves
to wrap things, make garbage into fertilizer, make
vegetable matter into animal food,...

Step 3 : new lesson 
1. pre teach vocab:

- representative (n) ( translation)

- protect (v)

( explaination)

to protect sb/ sth from sb/ sth

- natural resourses (n) ( example )

- recycle (v)

( explaination)

- contact (v)

( definition)
 checking vocab:

Jumbled words:

-

write the words whose letters are in a ss play into two groups
random order on the board

-

divide the class into two teams. Ss ss go the board and write
from two teams go to the board and

write the correct words

-

the team which writes more crrect words
first wins the games

- tconatc = contact - ceresoru= resourse

-

psentreretivea= presentative

-

ralnatu = natural - ropttce= protect

-

cyrecel = recycle

 T/F statements prediction: (6m) 
- setting the sence : ( from textbook)

- hang the poster of T/F statements on the board and

ask ss to work in pairs and guess which statements are ss work in pairs (guess)
true and which are false

a. Friends of the earth is an organization to help people
make friends with each other

b. Miss Blake asks the ss to remember 3 things : reduce,
reuse, recycle

c. reduce means buying the products which overpacked
d. we cannot reuse things like envelopes, glass, plastic

bottles, old plastic bags

e. Miss Blake says that we should use cloth bags and
shouln,t use plastic bags at all

f. recycling means not just throwing things away but
trying and finding another use for them

-give feedback

T- whole class
7. while- reading: (15m)

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 checking the prediction: ask ss to read the text on 
page 89- 90 and check their prediction

have ss correct false statements ss read and check,correct

guess read correction

a F ...people protect the invironment and

save natural resoures

b T

c F reduce means not buying...

d F we can use things...

e T

f T



UNIT 11 ; travelling around vietnam

I. Aim

Helping students:

-

to express interest

-

to make and respond to formal requests

-

to make suggestions

-

to complete a narrative

II. Language focus

1 making requests with – would / do you mind if I ...?
_ would / do you mind + V- ing ?
2. _ ed and _ ing participles

III. Vocabulary

Verbs: import , recognize , sunbathe

Nouns : accommodation , canoe , corn , crop , departure , florist , institute ,
limestone , stream , sugar cane , tribe , water buffalo , waterfall

Lesson 1 Getting started

Listen and read 1, 2 reading a dialodue for details about how to express interest

Lesson 2 Speak

language focus 3 practice in responding to formal requests using “ mind “
Lesson 3 listen and read 1 listening and reading for details about place

directions and places of interest

lesson 4 read 2

language focus 4 reading for information about places of interest in Vietnam and making suggestions
further practice with “ mind “

Lesson 5 write 1, 2 complete a narrative

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Period 66th

lesson 1 : listen and read

(page : 100 )
Date of preparing :

I. Aims : By the end of the lesson , ss will be able to read for details about how to
express interest

II. Teaching aids : text book, pictures
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

8B
8C
8D
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)
Jumbled words:

-

write the topic on the board : places of interest

-

put the chart with jumbled words on the board ss work in groups

-

ask each group to connect the words to make
the right phrases for places of interests and
write them on the board as fast as possible
* answers : Ngo Mon Gate , Ha Long Bay ,
The Temple Literature , Nha Rong Harbor

 Getting started :

-

ask ss to open their books and match the names ss work individually
with the pictures

* answers :

a, Ngo Mon Gate b, Nha Rong Harbor

c, The Temple of Literature d, Ha Long Bay
harborgatehalongNharong

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Step 3 : new lesson 
1. pre reading :

 pre teach vocab :

- crop (n)

( translation )

-

sugar cane (n) ( what is used to make sugar ?)

-

water buffalo (n) ( translation )

-

corn (n)

( drawing )

-

luggage

( explanation )
 pre questions :

-

setting the sence : Hoa meets Tim and his
family ( the Jones ) at the airport

- put the questions on the board

1. where does Hoa meet the Jones ? -Hoa meets The Jones at the airport
2. is it the first time the Jones have visited VN ? -Yes, it is

3. how do they travel to Hanoi ?

-by taxi

4. what do they see along the road to Hanoi ? - they see a boy riding a water

buffalo, rice paddies, corn and

sugar cane fields

5. what would Tim like to do ?

- he,d like to take a photo

-

go through the questions

-

ask ss to listen to dialogue on p. 99

-

ask ss to work in pairs to answer the qts

-

call on some pairs to give their answers
2. while reading :

 T / F statements : ( on p. 99- 100 )

- ask ss to read the sentences aloud and wait for
ss answers

-

ask ss to correct the false sentences
* answers :

a, T b, T

c, F

( ...in a taxi )

d, T e, T f, F

( not only rice and corn but also
sugar canes are grown around Hn )

3. post- reading :
 discussion :

-

ask ss to read the dialogue again, discuss with
them and ask them to pick out the sentences
containing the situations mentioned below

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-

I ,d like you to meet my patents...

-

it,s nice to meet you ...

-

it,s great to be in vietnam...

-

it,d like to sit with Tim ....
 to express a requests:

-

would you mind sitting in front seat ...

-

would you mind if I took a photo ?
step 4 : summary

step 5 : homework

Unit 12 : avacation abroard

I Aims :

Helping ss :

-

to make plans

-

to make, accept and decline invitations

-

to ask and answer questions about the weather

-

to write a postcard
II. Language focus :
1. past progreesive

2. past progressive with when and while
3.present progressive with always

III. Vocabulary
 Verbs :

Bother, carve, include, pick up, pour, come over
 Nouns :

Brochure , gallery, itinerary, lava, prison, sightseeing, valley, wharf, volvano
 Adverbs :

Overhead

I. allocation :

Lesson 1 Listen and read Reading for details about making accepting and
declining invitations

Lesson 2 speak Practice in making plans

Lesson 3 listen Listening for information about weather

Lesson 4 Read 1, 2 Reading for information about places of interest
over the world

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Lesson 6 Language focus

1,2,3 Practice in past progressive with “when’ and “while “ and present progressive with “ always “

Period 74th

lesson 1: listen and read ( page :111)
Date of preparing :

I. Aims : By the end of the lesson , ss will be able to Read for details about 
making accepting and declining invitations

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

8B
8C
8D
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)
Getting started :

* Guessing game:

-

show the photocopied pictures to ss , one by one ,
ask ss to guess what country it is

*answers :

a. The USA b. Australia

c. Thailand

d. Britian e. Canada

f. Japan

-

ask ss if they know what 3 first pictures are
a. Statue of Liberty

b. The Opera House
c. ...

 Chatting :

T : Where do you want to visit among these countries ?
Why ?

Step 3 : new lesson 
1. pre reading :

 pre teach vocab :

-

include (v)

-

come over (v)

-

pick up (v)

-

abroard (adv)

ss : choral, individual
be / go / travel abroard

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- Get ss to copy the words into their books and then ss copy, then close notebooks
ask them to close the books

- rub out the new words one at a time. Each time you
rub out a word in English, point to the vietnamese

translation and ask “what is this in English?”. Ss follow instructions
When all the English words are rubbed out, go

through the Vietnamese list and get ss to call out the
English words

 T/ F prediction :
- setting the sence :

Mrs Quyen is going to The USA for a vacation. She
is ringing her friend, Mrs Smith, to tell her about the
trip.

- put the chart on the board and ask ss to read the
statements

a. Mra Quyen is calling Mrs Smith from the airport
In San Francisco

b. Mrs Smith invite Mrs quyen and her husband to stay
with her while they are in town
c. Mrs Quyen doesn,t accept Mrs Smith,s invitation 
because she wants to stay with a Vietnamese friend
of hers

d. Mrs Quyen and her husband will come over to Mrs
Smith,s place for dinner one night

f. Mr Thanh, Mrs Quyen,s husband , goes abroard for

business meeting

- ask ss to work in pairs to decide if the statements
are true or false

- get ss to give their answers and write them on the B
2. while reading :

 checking the prediction :

- ask ss to open their books, listen to the tape while
reading the dialogue on p. 112

- call on some ss to correct the false statements
* answers :

a. F ( Mrs Quyen is calling Mrs Smith from Hanoi )
b. T

c. F ( ...because her accommadation isincluded in her
ticket price )

d. T

e. F ( Only Mrs Quyen will come over to Mrs Smith,s )
f. T

 grid :

- draw the grid on the board and ask ss to copy it ss

copy the grid

- ask ss to read the dialogue again to complete the grid
- call on some ss to go to the B to write the information

in the grid

ss write on the B
* answers :

Date Mon 25 Tue 26 Wed 27 Thur 28

schedule Coming to
San

Francisco

Going

out Having dinner with
the Smiths

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(112)<div class='page_container' data-page=112>

- have ss to copy

* comprehension questions : a) - c) p. 113 ss

ask and answer in pairs

3. post reading : Grammar awareness :

- tell ss to read the dialogue again and pick out the
statements indicating the following situations :
1. Making an invitation :

2. accepting an invitation
3. declining an invitation
4. making complaination
Step 4 : summary 
Step 5 ; homework 
Exercise 1 ( workbook)

 Evaluation :

Period

lesson 2 : speak

( page :113,114)
Date of preparing :

I. Aims : By the end of the lesson , ss will be able to Practice in making plans
II. Teaching aids : text book,

III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

8B
8C
8D
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)
Quiz

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Unit 13 : festivals

I. Aims :

Helping ss :

- to ask for explanations of events

-

to give an account of something

-

to write a paragraph about what was done
II. Languge focus :

1. passive form : Be + past participle
2. compound nouns / words

3.reported speech

III. vocabulary :

 Verbs :

Award , fetch, participate, separate, urge, yell, rub, spread
 Nouns :

Carol, competition, council, husk, patron saint, pomegranate, teammate, judge,
tradition patron saint

 Adjective :
Jolly

IV. Allocation :

Lesson 1 Getting started
Listen and read
Languge focus 3

Compound words

Ask for explanations of events
Lesson 2 Speak

Listen Practice in talking about preparations for a specialevent
Listening for details about the preparations for Tet
Lesson 3 Read Reading for details about Christmas

Lesson 4 Write Practice in writing a paragraph about what has been
done

Lesson 5 Language focus

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Period

lesson 1 : getting started

( page :121)

Date of preparing :

listen and Read ( p.121 )

Language focus 3 ( p. 130 )

I. Aims : By the end of the lesson , ss will be able to use compound words
And ask for explanations of events

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

8B
8C
8D
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)
Getting started : Chatting

-

wrtie the names on the board :

ss work in groups of 4 or 5

Tom, David, Huckleberry, Oliver , Robinson

-

tell ss these people are going to go on their visit to
Vietnam and they need advice on where to go

-

Introduce the names , one by one
1. Tom likes swimming and sunbathing

where should he go ...? why ...?
2. David is interested in ancient cities. ...?

3. Huckleberry likes Mountain- climbing . ...?
4. Oliver is keen on pottery. ....?

5. Robinson is fond of crowded places. ....?

Step 3 : new lesson 
1. pre reading :

 pre teach :

-

fetch (v)

ss : choral, individual

-

yell (v)

-

urge (v)

-

rub (v)

-

participate (v) - participation (n)

-

award (v) - to award sb sth = to award sth to sb
* checking vocab: what and where

-have ss repeat the words in chorus then rub out word
by word but leave the circles. Remember to let ss

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-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups
 Open prediction :

- setting the sence :

Period

lesson 5 : write

( page : )
Date of preparing :

II. Aims : By the end of the lesson , ss will be able to wrtie postcards to their 
friends about their trip

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

8B
8C
8D
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)
Lucky numbers :

</div>
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-

tell ss each number is for a question but 4 of them
are lucky numbers. For lucky numbers, ss will get
2 points

-

ask ss to answer brieftly
questions :

1. Where did Mrs Quyen and her husband spend their
their holiday ?

( in the USA)
2. LN

3. what did you see on Mount Rushmore ? (

the heads of 4 American

presidents carved into rock)
4. who did they visit when they were in the USA ?

(The Smiths )
5.LN

6. what did Mrs Quyen do while her husband was
visiting the Statue of Liberty ?

( she went shopping )

7. LN

8. What did Mrs Quyen buy ?

( lots of souvenirs )
9. What did she send to her children from the USA? ( postcards )
10.LN

Step 3 : new lesson 
1. pre wrting :
a. gap – fill :

-

setting the sence : from the USA, Mrs Quyen 
sent a postcard to her friend Sally to tell her about
the trip

-

ask ss to look at the postcard on p.upload.123doc.net and
complete the gaps with the appropriate words

-

call on some ss to go to the board & write the
words they guess

-

give feedback and correct
* answers :

1. in 2.people 3.weather

4.visited 5.her

6.nice / lovely 7.bought 8.for

9.heaviness 10. Soon

b. Grid :

-

wrtie the topic on the board

 Information needed to write a postcard

-

ask ss to look at part 2 ( p.upload.123doc.net)

-

go through the instructions by using questions :
eg : what do you write about the place ?

( name of places )

what do you write about the weather ? ( the weather is warm
or cold or...)

-

draw the grid on the board

</div>
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-

ask ss toread the postcard ( write 1 ) again and
fill in the gaps with the sentences showing the
information on the left

-

call on some ss to go to the board and write
their answers in the grid

-

give feedback and correct
* answers :

Necessary information 
for a postcard

place We,re having a

wonderful time in the 
USA

How you feel about the

people ? The people are friendly
Who you meet / visit In San Francico I visited

my friend, Sandra 
Smiths

What you see ( no information )

What you buy I bought lots of souvenirs
weather The weather has been

warm & sunny
2 while writing :

a. setting the sence : Imagine you are a tourist on
vacation in a certain place / city in Vietnam.
Write a postcard to a friend about your trip, using
the information in the grid

b. writing :

-

tell ss to write the postcard on piece of paper

-

monitor and assist ss with their writing
3. post writing :

 Exhibition :
Step 4 : homework

( write the postcard in notebook)
 Evaluation :

Unit 15 : computers

I. Aims : helping ss

-

to recognize facts and opinions

-

to express opinions

-

to agree and disagree

-

to complete a flow chart

-

to write a sets of instructions
II. Language focus :

1. Presesent perfect with “yet “ and “ already “
2. comprarison of present perfect and past simple

III. vocabulary :
1. verbs :

</div>
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under guarantee , concern , degree, document, freshman, jack, jam, manual, printer,
requirement, plug / socket

3. adjectives :

challenging , skeptical, properly
IV. allocation :

Lesson 1 Getting started

Listen and read Reading to recognize facts and opinions and to know how to express opinions
Lesson 2 Speak Practice in expressing agreement and

disagreement

Lesson 3 Read Reading for details about how computer

work in a university

Lesson 4 Write

Listen Practice in writing instructions on how to use the printer and completing a flow chart
Lesson 5 Language focus 1, 2 Present perfect with “ yet “ and “ already “
Lesson 6 Language focus 3, 4 Getting comparison of present perfect and

past simple

Period

lesson 3 : read

( page :141 )
Date of preparing :

I. Aims : By the end of the lesson , ss will be able to Read for details about how 
computer work in a university

II. Teaching aids : text book,
III. Procedure :

Step 1 : organization :

Class
date of teaching

absent students
8A

8B
8C
8D
 Teacher ,s activities

Students, activities

Step 2 : warm up ( 7m)

Jumbled words:

-

write the words whose letters are in a ss play into two groups
random order on the board ( words relating

to a computer )

-

divide the class into two teams. Ss ss go the board and write
from two teams go to the board and

write the correct words

-

the team which writes more crrect words
first wins the games

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3. recsnc = screen 4. Nimorot = monitor
5. bdoaryke = key board 6. Moseu dap = mouse pad
Step 3 : new lesson

1. presentation :

 pre- teach vocab :

-

freshman (n)

-

jack (n)

-

bulleton board (n)

-

skeptical (adj )

-

impact (n) : anh houng, tac dong
 checking vocab : what and where

-have ss repeat the words in chorus then rub out word
by word but leave the circles. Remember to let ss

repeat before and after rubbing out each word. Ss listen and repeat
-go on until ss can remember the words

-get ss to write the words again in the correct circles ss play in two groups
 open prediction :

-

introduce the topic of the text

-

ask ss to guess what they are going to read
 suggested questions :

1. where in the library do we get / find information ?
2. how can we store the information ?

3. if we want to discuss something, how can we do ?

-

write the ss, guesses on the board
2. while – reading :

* checking the prediction :

-

ask ss to read the text to check if their guesses
are correct or not

 True / false statements :

-

get ss to read the text again then read the statements
and decide if the statements are true or false

-

call on some ss to give their answers and correct the
false statements

-

have ss copy all the right statements in their noteboks
* answers :

a, T b,

T c, T

d, F : ss don,t have to go to computer rooms because
college campuses now have computer jacks in every
parts of the university

e, T f, T

3. post reading :

comprehension questions :

</div>
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-

ask ss to compare their answers with their partners

-

call on some ss to give their answers for the class

-

give feedback and correct
step 4 : homework :

-

rewrite the answers for the questions

</div>

giao an tieng anh 8 2008 2009 du

Unit 1: my friends

<b>Aims: helping students :</b>

<b>II.</b>

<b>language focus:</b>

<b>III. Allocation:</b>

<b>IV. vocabulary:</b>

Unit 2: making arrangements

<b>I.</b>

<b>Aims: helping students :</b>

<b>II.</b>

<b>language focus:</b>

<b>III. Allocation:</b>

<b>IV. vocabulary:</b>

<b>I.</b>

<b>II.</b>

<b>III.</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

Unit 3: at home

<b>IV. Aims: helping students :</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>V.</b>

<b>language focus:</b>

<b>VI. Allocation:</b>

<b>IV. vocabulary:</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>-</b>

<i><b>-</b></i>

<b>-</b>

Unit 4: our past

<b>I.</b>

<b>Aims: helping students :</b>

<b>II.</b>

<b>language focus:</b>

<b>III. Allocation:</b>

<b>IV. vocabulary:</b>

<b>-</b>

<b>-</b>

<b>-</b>

<b>gi¸o ¸n tiÕng anh 8</b>

<b>(unit 1- 6)</b>

<b>unit 5. Study habits</b>

<b>II.</b>

<b>III.</b>

<b>Unit 6 : the young pioneers club</b>

<b>Listen and read</b>

<b> 2 : Speak</b>

<b>3. Listen</b>

<b>step </b>

<b><sub>5. Write</sub></b>

<b>step</b>

UNIT 7. MY NEIGHBORHOOD

UNIT 7: MY NEIGHBORHOOD.

<b> Lesson 1: Getting started</b>

<b> Listen and read</b>

UNIT 7: MY NEIGHBORHOOD

<i><b>Lesson 2: Speak</b></i>

UNIT 7. MY NEIGHBORHOOD

<b> Lesson 3. Listen</b>

UNIT 7. MY NEIGHBORHOOD

UNIT 7. MY NEIGHBORHOOD

<b>Lesson 5: Write</b>

UNIT 7. MY NEIGHBORHOOD

<b>Lesson 6. Language focus</b>

UNIT 8. COUNTRY LIFE AND CITY LIFE