Giáo án Tiếng Anh 8 - Tuần 1 & 2 - Unit 1: My friends

Week: 01	Date of planning:15/08/2013
Period:01 	Date of teaching: /08/2013 
REVISION
I. Objectives:
Review of all structures, grammar notes, words  of grade 7
II. Teaching aids:
Exercise
III. Procedures:
Teacher’s activities
Students’ activities
Content
- Has Ss remind grammar notes, structures they’ve studied in the English 7 program.
- Writes the answers on the board
- Asks Ss to give examples for each grammar note or structure.
Gives help (if necessary) 
- Ss remind grammar notes, structures they’ve studied in the English 7 program.
- Writes the answers on the board
- Ss to give examples for each grammar note or structure.
- Copy 
Grammar:
1. Present progressive tense.
- S + be + V – ing..
- S + be + not + V–ing..
- be + S + V – ing..
2. Future : Will
- S + will + V-ing
- S + will + not + V-ing
- Will + S + V-ing
3. Past simple tense:
- S + V2ed
- S + didn’t + V(inf)
- Did + S + V(inf) ?
4. Exclamations
- What + (a/an) + adj + N(s)!
5. Time:
- It’s .o’clock.
- It’s half past .
- It’s ..thirty
- It’s ..past
- It’s..to
6. Modal: suggestion – invitations
- Let’s 
- Why don’t we ?
- Why don’t you..?
- What’s about + V-ing.?
- Would you like + to-inf..?
7. Model verds: should, may
- S + should + V(inf)
- S + shouldn’t + V(inf)
- S + may + V(inf)
- S + may not + V(inf)
Structures:
- How far is it from.to.?
- How much is/are?
- Why..? – Because
- Too – either 
- So – neither
- S + don’t like + O/ to-inf.
- S + prefer + to-inf
- S +(don’t) like + V-ing.....
- Ask students to learn grammar and structires by heart ; prepare Unit 1: “getting started ” 
- Take notes and memorize
- Do as the teacher suggests. ( Learning grammar and structires by heart 
- Preparing Unit 1: “getting started ” )
* .Homework:
- Learning grammar and structires by heart ;Giving other examples for structures
- Preparing Unit 1: “getting started ” 
IV. FEEDBACK:
Week: 01	Date of planning:15/08/2013
Period:02 	Date of teaching: /08/2013 
UNIT 1: MY FRIENDS
GETTING STARTED – LISTEN AND READ
Objectives:
- Competencies: Describe people (a person’s appearance and others’) and their free time activities.
- Focus on developing speaking, listening and reading skills. 
Teaching aids: Pictures, Cassette.
Procedures:
Teacher’s activities
Students’ activities
Content
- Has Ss discuss about their summer vacation.
- Gives helps
* Getting started:
- Has Ss give the list of their favorite activities.
- Has Ss look at the pictures, then introduces those.
- Gives helps and feedback. 
 Ss discuss about their summer vacation 
Ss look at the pictures and answer
1 .Warm – up. 
 * Student’s questions:
- What did you do during the summer vacation?
- What do you remember most?
- Do you have any new friends?
 * Suggested questions:
- How many people are their in each picture?
- What are they?
- Are they all boys?
- What time of the day do you think it is?
- Do you like to do it? 
 - Introduce the content of the lesson
- Find new words 
- Practice new words
- Introduce the structures
- Listen to teacher’s introducing the content of the lesson
 - Copy new words
- Practice new words
 - Introduce the structures 
2. Presentation
New words: 
smile (v)
look like (v)
receive (v)
enough
* Structures:
- What + do/ does + S + look like?
Ex: What does she look like?
- (not) adj + enough + to -inf
Ex: She wasn’t old enough to be in my class.
- What + N!
Ex: What a lovely smile!
Rub out and remember
-Point to the Vietnamese translations and rub out English words.
- Get students to call the English words.
- Students repeat chorally and remember all the English words.
- Call the English words and write the English words if there is time. 
 * Checking vocabulary: 
smile (v)
look like (v)
 - receive 
- Play the tape
- Have ss work in pairs
- Suggest some pairs practicing in font of class
- Listen to ss’ practicing
- Ask Sts to work in silence to find out the answer
- Ask some ss to answer the questions
- Have ss go to the board
- Correct the answers
- Listen to the tape
- Ss work in pairs
- Some pairs practicing in font of class
- answer some questions 
- Works in pairs. (each pair asks and answers 
- Copy the answers 
 3. Practice
* Listen and read :
1, Practice the dialogue with a partner.
2, Answer:
- She lives in Hue
- No. she does not know her.
- “She wasn’t old enough to be in my class”.
- She is going to visit Hoa at Christmas. 
- Call some students and ask them to do the exercises, then check and correct the mistakes. 
- Can give marks
Practice with partner.
4. Consolidation:
 What are your favorite after school activities?
Do you play soccer/ collect stamps/ at recess/ in your free time?
Who do you like to play with? Boys or girls? In a group or individual? 
- Ask students to learn vocabulary by heart ; practice the dialogue at home and prepare Unit 2 “Speak + Listen” for the next period.) 
- Take notes and memorize
- Do as the teacher suggests. 
5.Homework:
- Learning vocabulary by heart ; Practicing the dialogue at home; Preparing Unit 2: “Speak + Listen” 
IV. FEEDBACK:
Week: 01	Date of planning:15/08/2013
Period:03 	Date of teaching: /09/2013
UNIT 1: MY FRIENDS
SPEAK + LISTEN
Objectives:
- Competencies: Describe a person’s appearance , using the adjectives of build/ hair/ . . . (such as: tall, short, straight, curly,.)
- Focus on developing speaking & listening skills
Teaching aids:
Cassette, Pictures/ posters of some famous persons
Procedures:
Teacher’s activities
Students’ activities
Content
- Has Ss (1 or 2 pairs) practice the dialogue. 
- Gives feedback (at pronunciation) 
- Ss (1 or 2 pairs) practice the dialogue. 
1 .Warm – up. 
- the dialogue in classbook
- Has Ss take part in networks.
- Introduces the dialogue.
- Gives helps in pronunciation
- Has Ss look at their books, then introduces some sets of adjectives describing a person’s appearance
- Introduces other sets of adjective describing a person’s appearance ( which aren’t in the box)
-Reads new words ( new adjectives)
- Ss take part in networks.
- Listen the dialogue.
- Read pronunciation
- Ss look at their books, then introduces some sets of adjectives describing a person’s appearance
- Listen other sets of adjective describing a person’s appearance ( which aren’t in the box)
-Reads new words ( new adjectives)
2. Presentation
Build: muscular. Thin ,tall, short, slim , slender
Hair: bald, beard, moustach . long , straight
Eye: blue, green, brown, sharp,
Ear (or nose): big, small (straight)
Forehead: high, low
Face: round, long, oval, high checkbone, ,..
- Asks Ss to look at the pictures. (from a to f) and make up similar dialogues by using the adjectives and dialogue Ss have practiced to describe the people in the pictures
- Gives helps (if necessary)
- Calls on some pairs to practice the dialogue in front of the class
- Gives feedback.
- Asks Ss to work in pairs to describe his/ her friend’s appearance (one describes, the others guesses what he/ she is)
- Calls on some pairs to practice in front of the class
- Has Ss give structure describing a person appearance
- Gives some notes
- Sticks some pictures of famous persons on the board. Team A describes the persons in the pictures after looking at them. Team B guesses who he/she is
- T giudes Ss to hear.
- T lets Ss listen twice
- Ss take notes while listening.
- Ss give out answers on the board.
- T corrects.
 Pre – listening :
- Asks Ss some questions
- Gives feedback.
- Introduces/ reviews structures
- Writes the structures on the board.
- Has Ss scan the dialogues to get main ideas and guess where the expressions are filled 
- Explains how to listen and complete the conversations.
- Plays the tape (2 – 3 times)
- Has Ss compare his/her answers with his/ her partner
- Calls on some pairs of Ss to read the completed dialogue loudly.
- Gives the correct answers
- Has Ss work in groups to make similar dialogues. (Can be changed some details).
- Calls on some pairs/ groups practice their dialogue in front of the class.
- Gives helps (if necessary)
- Has Ss remind structures of greetings at the first meet. 
- Ss to look at the pictures. (from a to f) and make up similar dialogues by using the adjectives and dialogue Ss have practiced to describe the people in the pictures
- some pairs to practice the dialogue in front of the class
- Ss to work in pairs to describe his/ her friend’s appearance (one describes, the others guesses what he/ she is)
- some pairs to practice in front of the class
- Ss give structure describing a person appearance
- Gives some notes
- look at some pictures of famous persons on the board. Team A describes the persons in the pictures after looking at them. Team B guesses who he/she is
- Ss take notes while listening.
- Ss give out answers on the board.
Pre – listening :
- Ss some questions
 reviews structures
- Writes the structures on the board.
- Ss scan the dialogues to get main ideas and guess where the expressions are filled 
- understand how to listen and complete the conversations.
- Listen to the tape (2 – 3 times)
- Ss compare his/her answers with his/ her partner
- Some pairs of Ss to read the completed dialogue loudly.
- Gives the correct answers
-Ss work in groups to make similar dialogues. (Can be changed some details).
- some pairs/ groups practice their dialogue in front of the class.
- Ss remind structures of greetings at the first meet. 
3. Practice
* While – speaking:
 1. Work with a partner 
Ex: 
- This person is short and fat. He is bald.
- Is this Mr Lai?
- Yes.
A: He is tall and thin. He has full lips.
B: Is he Nam?
A: Yes. (he is)
4. Post - speaking: 
 What + do/ does + S + look like?
 S + be + adj
Ex: 
- What does she look like?
- She is thin and short
Sentence: 
“She has long blond hair”
May be written : “ Her hair is long and blond”
Team B: What does she look like?
Team A: She tall and slim. Her hair is short, blond and curly. She has brown eyes and a small nose
Team B: Is she Miss Vi?
Team A: Great. That’s her.
*. Listen
*Pre-Listening 
- What do you say if you want to meet someone?
- What will you say if you are introduced to someone?
- What will you say when you introduce someone?
- Nice to/ please to/ good to/ glad to meet (see) you.
- How do you do?
- It’s a pleasure to meet you.
- I’d like to meet.
*Whlie-Listening
* Answers:
a). (1) I’d like you to meet.
 (2) nice to meet you.
b). (3) I’d like you meet.
 (4) It’s a pleasure to meet you.
c). (5) Come and meet.
d). (6) How do you do?
*Post - listening:
- Make similar dialogues. (Can be changed some details).
- Ask students to describe a person’s appearance whom you love ( your mother / father / brother / sister)
- Prepare section READ 
- Take notes and memorize
- Do as the teacher suggests. 
5.Homework:
 - Describe a person’s appearance whom you love ( your mother / father / brother / sister)
- Prepare section READ. 
 IV. FEEDBACK:
Week: 02	Date of planning:17/8/2013
Period:04	Date of teaching: /8/2013
UNIT 1: MY FRIENDS
READ
I. Objectives:
- Competencies: 
+ Talk about friends.
+ Describe friend’s characteristic features, character of hobbies by using adjectives of character.
- Focus on reading comprehension.
 II. Teaching aids: Extra board.
III. Procedures:
Teacher’s activities
Students’ activities
Content
- Has Ss to role play the dialogue in front of the class
- Gives feedback and marks.
- Gives helps (If necessary).
- Role play.
- Take part in the game “Find someone who”
1. Warm – up. 
Find someone who
Name
Usually helps other people doesn’t speak a lot in public always go to the library. Sometimes tells funny stories smiles a lot.
- Guides and introduces the new lesson.
- Asks Ss some questions.
- Gives Ss new words (Adj of characters)
- talk generally about the text’s content and asks Ss to be going to read the text for getting information
- Introduces other sets of adjective describing a person’s appearance ( which aren’t in the box)
-Reads new words ( new adjectives)
- Answer
- Take notes
- Take notes.
- Repeat.
2. Pre – speaking:
 * Questions:
* New words:
- character (n)
- kind (a)
- social (a)
- generous (a)
- hard – working (a)
- reserved (a)
- out going (n)
- humorous (a)
- Asks Ss to scan the text to answer teacher’s question(s)
- Has Ss read the text the 2nd time
- Has Ss compare his/ her answer with his/ her partner’s answer.
- Calls on some Ss to read their answers aloud in front of the class.
- Give the correct answers.
- Scan then answer.
- Read then answer teacher’s question
- Compare
- Read
3. While – reading: 
- How many people is the text described?
- There are four people: Bảo, Khải, Song and Ba.
- How about Bao, Khai, Song and Ba’ character?
- Bao is.
- Khai is.
- Song is .
- Ba is..
* The answers(2)
a) He feels lucky to have a lot of friends.
b) Bao is the most sociable.
c) Khai likes reading.
d)The bad thing about Ba’s jokes is that sometimes his jokes annoy his friends.
e) He spends his free time doing volunteer work at a local orphanage.
- Has Ss practice reading the text, the others observe and gives helps in pronunciation
- Goes around groups and gives helps (if necessary) (T can give Ss other adjectives of character)
- Work in groups to discuss the question f). Student compares his/ her own character with his/her partner’s.
4. Post - listening:
 * Adjectives of character
+ Friendly (a)
+ Smart (a)
+ Honest(a)
+ Ambitious(a)
+ Confident(a)
+ Shy(a)
+ Reliable(a)
-Have ss write down the exercises in notebooks; practice reading the text fluently; prepare section WRITE. (pages 15)
- Write down the exercises in notebooks.
- Practice reading the text fluently.
- Prepare section WRITE. (pages 15)
5. Homework:
 - Writing down the exercises in notebooks.
- Practicing reading the text fluently.
- Preparing section WRITE. (pages 15)
IV .Feedback:
Week: 02	Date of planning: 17/8/2013
Period: 05	Date of teaching: /8/2013
UNIT 1: MY FRIENDS
WRITE
I.Objectives:
- Competencies: 
Write a short passage to describe a person, using the structures and words describing a person’s build and character.
- Focus on developing writing skill..
II.Teaching aids:
Extra board. (Information cards)
III.Procedures:
Teacher’s activities
Students’ activities
Content
- Calls on some Ss to describe his/her friend’s character.
- Gives feedback and marks.
- Guides Ss to play “Guessing game” to talk about a person’s character
- Describe.
- Take part in the game “Guessing game”
Warm – up.
 Ex: My close friend is An. He is a hard – working student. He is so kind and generous. My classmates and I like him too much.
Ex: I never come to class late. What character do I have?
- Gives Ss question
- Explains (basing on the information card) and ask ass how tam is described.
- Call on some Ss to read the paragraph (to know paragraph’s form)
- Look at Tam’s information card.
- Answer
- Take notes
- Read the paragraph to answer teacher’s question. (read silently)
- Read aloud in front of the class
2. Pre – writing:
- What informations are there on the card?
- Has Ss write a paragraph about his/her friend ( using the writing sample in part 1 and the answers in part 2)
- Go around the class and gives helps(if necessary).
- Asks Ss to have peer correction
- Calls on some Ss to read his/ her paragraph in front of the class.
- Observes, then writes Ss’s errors on the board.
- Write.
- Read then answer teacher’s question
- Complete his/her paragraph and exchange with his/her partner’s one.
- Work in pairs/ groups.
- Read.
- Discuss about their classmates’ errors (or Ss can take part in the game “Error hunters”, who correct mistakes fastest is the winner
3. While – writing:
* Ss’ writing:
Ex: Her name’s Nguyen Cam Linh and she’s fourteen years old. She lives in My Dien with her parents and her younger brother. She’s slim and has long black hair. She’s pleasant and reliable. Her close friends are Nhi, Thuy and Phuong
- Has Ss write a paragraph about a person in his/ her family.
- Calls on some Ss to read their paragraphs in front of the class
- Gives feedback.
- Has Ss remind some adjectives describe a person’s build, character.
- Write.
- Read.
- Remind and remember.
4. Post – writing:
* Ss’ practice:
Ex: Minh is my brother. He’s eighteen years old. He’s tall and thin but he’s strong. He has short black hair. He is reliable and humorous. His best friends are Nam, Phong and Hai.
Or: * The provided paragraph:
My aunt’s name is Hoa and she is thirty years old. She lives in a flat on Ha Noi with her husband, her son and her daughter. She is slender and beautiful with long black hair. She gentle, sociable and very helpful.
- Have ss copy paragraph in notebook; correct mistakes in the given paragraph; Prepare “language focus”(pages 16)
- Copy Ss own paragraph in notebook.
- correct mistakes in the given paragraph.
- Prepare “language focus”(pages 16)
5. Homework:
 - Copy Ss own paragraph in notebook.
- correct mistakes in the given paragraph.
- Prepare “language focus”(pages 16)
D
IV. Feedback: 
Week: 02	 Date of planning: 17/8/2013
Period: 06	 Date of teaching: /8/2013
UNIT 1: MY FRIENDS
Language Focus 
 I. Objectives:
By the end of the lesson, students will be able to understand simple tenses; (not) adj + enough + toV
II. Teaching aids: Posters, white board markers.
III. Procedures:
Teacher’s activities
Students’ activities
Content
- Have ss remind simple tenses
- Remind simple tenses 
1. Warm- up
S + V/ V _s/es .
-Explain the example.
-Tell about intention using simple tenses 
- Have sts do the exercise in pairs.
-Call sts to read the answers and write them on the board.
- Comment and give the key if necessary
_ Stick extra board
_ Explain exercise
_ Have ss do exercise
_ Suggest some ss going to the board to do exercise
_ Check
_ Explain exercise
_ Have ss do exercise
_ Suggest some ss going to the board to do exercise
_ Check
- Work in group
- Remind
- Do exercise
- Answer
- Take notes
_ Look at the extra board
_ Understand exercise
_ Do exercise
_ Go to the board
_ Copy
_ understand exercise
_ Have ss do exercise
_ Suggest some ss going to the board to do exercise
_ Check
 2. Practice
* Activity 1 
 a)lives - sent - was - is
b)are - came - showed - 
introduced
* Activity 2
 Sets 
 - goes 
- moves 
- is 
 - is 
- is
 * Activity 3 
There are four
The man standing at the bus stop
 is short and fat. He has short black hair. 
He is wearing.........
 * Activity 4
 Example:
 I’m not tall enought to hang the picture 
Form:
(not) +adj +enough +to inf.
a/S1;Can you read E books?
S2: Yes .My E is good enough to read 
 E books.
b.Can you drive a car?
 No . I’m not old enough to drive a car .
c.Can you carry this bag ?
 Yes .I’m strong enough to carry this bag
L.F4: not old – not tall .......... 
- Have ss copy the exercises in exercise books
- Prepare Unit 2: ( getting stated)
- Copy the exercises in exercise books
- Prepare Unit 2: ( getting stated)
 3. Homework: 
-Write the exercises in exercise books.
-Review the points of grammar.
-Prepare unit 2 “Getting started, listen and read”
IV. FEEDBACK