Giáo án môn Tiếng Anh Lớp 8 - Năm học 2008-2009

English lesson plan 8
Term i
school year : 2008 - 2009
Period 1: 	 Revision 
PLANNING DAY TEACHING DAY 
I AIM:
Help Ss review and consolidate some old grammar structures they have learnt before.
II OBJECTIVE:
By the end of the lesson, students will use some old grammar structures better and get used to English 8.
III MATERIALS: 	Textbook, poster.
IV the content of revision: 
1 Tenses:
Present Simple: 	V-inf/ V-s/ V-es
Present Continuous: 	am/ is/ are + V-ing
Past Simple: 	V-ed/ V2
Simple Future: 	will/ shall + V-inf
Near Future: 	am/ is/ are + going to + V-inf
2 Modals: 	may, might, should, ought to, can....
Modal + V-inf
3 Comparison:
A, Equal Comparison:	
(+) ...... as + adj/adv + as......
(-) ......not as/ so + adj/ adv + as......
B Comparative:
....... short adj/ adv + -er + than........
....... more + long adj/ adv + than.........
C Superlative:
- ....... the + short adj/ adv + -est + than........
....... the most + long adj/ adv .........
4- Further Practice:
Write some exercises about the grammar Ss have reviewed on the board.
Ask Ss to do the exercises.
Give feedback and correct.
Ask Ss to copy.
 Introduce the form of a unit in English 8:
Each unit of English 8 has 7 parts (6 lessons):
Getting started.
Listen and read.
Speak.
Listen.
Read.
Write.
Language Focus.
 UNIT 1: MY FRIENDS
I. Aim Helping students:
- to introduce people
- to respond to introductions
- to describe people
- to write about themselves and about other people
II. Language focus
 1. Present Simple to talk about general truths.
2. (Not) Adjectives + enough + to infinitive
3. Attributive and predicative adjectives.
III. Vocabulary
Verbs
Adjectives
Nouns
(to)annoy
blond
slim
a character
(to) rise
curly
sociable
a joke
(to) seem
fair
straight
anorphanage
generous
reserved
IV. Unit 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 describing 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
UNIT 1: MY FRIENDS
PLANNING DAY TEACHING DAY 
Lesson 1: 	Section: 	- Listen and read 	(page 10,11)
Period 2 	- Language focus 1 (page 16)
I Aim:
Reading the dialogue and revision of simple present and simple past tenses.
II Objective:
By the end of the lesson, students will be able to know more about Hoa – Lan – Nien and to review simple present and simple past tense. 
III Teaching aids:
Text book, cards
PROCEDURE
Stage
Steps/Activities
Work arrangement
Warm up
Pre-reading
While reading 
* Pelmanism:
- Prepare twelve 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. 
- Divide students into two teams 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 team. 
- Continue until all the cards are finished.
meet
come
live
think 
send
though
receive
met
lived
received
came
Sent
I. Pre-teach vocabulary 
- to seem (translation)
- a next door neighbor (explanation: a person who lives next to your house)
- to look like: (translation)
* Checking vocabulary: Rub out and remember 
- Rub out the new words one a time.
- Each time you rub out an English word, point to the Vietnamese translation and ask “what's this in English?"
- When all the English words are rubbed out go, through the Vietnamese list and get students to call the English words.
- If there's time, get students to come to the board and write the English words again.
II. Pre- questions
- Give students some questions and ask them to work in pairs to answer them.
a. Is Nien Lan's friend or Hoa's friend?
b. How old is Nien?
c. Where does Nien live?
d. Is she a beautiful girl?
- Give feedback
- Ask students to read the dialogue between Hoa, Lan and Nien on page l0 and check if their answers are correct or not.
* Answers:
a. She is Hoa's friend
b. She 's twelve years old.
c She lives in Hue.
d. Yes, she is.
I. Comprehension questions
- Ask students to read the dialogue again and answer the questions in exercise 2 on page 11 (work in pairs)
a. Where does Nien live?
b. Does Lan know Nien?
c. Which sentence tells you that Hoa is older than Nien? 
Group work
Whole class 
Pair work 
T-Whole class Pair work 
Pair work 
d. When is Nien going to visit Hoa? 
* Answers:
a. Nien lives in Hue.
b. No, she doesn't. 
c. The sentence is “She wasn't old enough to be in my class”. 
Post reading
d. At Christmas 
- Call on some students to ask and answer the questions. 
- Correct their mistakes or pronunciation. 
- Ask them to work in closed pairs. 
II. 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.
- live (2) – send - be(2) - come 
“ Hoa (1) in Hue last year, but now she (2) in Hanoi. Yesterday, Hoa's friend Nien (3) Hoa a letter. Nien (4) Hoa's neighbor when Hoa lived in Hue. She (5) younger than Hoa. She (6) to Hanoi in December.
* Answers: 
(1) lived 	(2) lives 	(3) sesen
(4) was 	(5) is	(6) comes 
- Ask students to work individually and then compare their answers with their partners. 
- Give feedback. 
* Writing: 
- Ask students to write a paragraph about Hoa and Lan.
- Give students some cues and ask them to use the simple present or simple past tense to write individually. 
Open pairs 
Closed pairs 
In dividual 
Work
Pair work
Whole class 
Individual 
work 
Homework
* Cues: 
a. Lan / Hoa's best friend 
b. The same class / Quang Trung School.
c. Last year / Hoa / to school first time.
d. Lan / show / around / introduce / to new friends . 
- Let students discuss with their partners. 
- Choose some answers and correct them in front of the class. 
- Ask students to do exercise 1(a); 1(b) on their notebooks . 
Pair work
T-whole class 
UNIT 1: MY FRIENDS
PLANNING DAY TEACHING DAY 
Lesson 2: 	Section: - Speak 	(page 11)
Period 3 	- Listen 	(page 12,13)
I Aim:Listening for details to complete the dialogue and speak to describe someone.
II Objective:By the end of the lesson, students will be able to describe somoen and complete the dialogue by listening.
III Teaching aids:Text book, pictures 
PROCEDURE
Stage
Steps/Activities
Work arrangement
Warm up
* Brainstorming: 
- Ask students to think of the adjectives used to describe body build and hair. 
	thin 	curly 
hair
body build
Whole class 
Presentation
* Possible answers:
- fat 	- straight 
- slim 	- long 
- tall 	- short 
- short 	 black/dark
- overweight - color 	 blond/fair
	 Brown
 grey 
- slender 
- Show students a picture of Mary and ask them to describe her hair, her body build. 
Ex: 	She has long blond bair. 
	She is short and thin. 
Form: 
S + have / has + adjectives + hair 
S + be + adjectives 
T-Whole class 
Practice 
I. Word cue drill
- Prepare 6 cards so that students can drill easily. 
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 hair. 
II. Practice Speaking 
- Show the posters of six people / or ask students to look at six people on page 11-12.
- Call on a student to describe one person, the others have to guess who he/she is.
Example: S1: This person is short and thin. She has long blond hair. 
Whole class
Whole class 
Pre-listening
While listening 
S2: 	Is this Mary? 
	Yes
- Go on until six people on the poster are described.
- If there’s time, ask students to describe a famous person or one of their classmates and their friends have to guess. 
- Ask students to do exercise "Listen a, b, c, d." on page 12-13. 
- Give students some expressions and make sure they know their meanings. 
- Get students to guess and to complete four dialogues on page 12-13, using the given expressions. 
- Give feedback. 
- Let students listen to the tape twice. . 
- Get students to work in pairs to complete the dialogues and compare with their prediction. 
* Tape transcript:
a,Hoa: Hello, Nam. 
Nam: Morning, Hoa. 
Hoa: Nam, I’d like you to meet my cousin, Thu. 
Nam: Nice to meet you, Thu. 
Thu: Nice to meet you too, Nam.
b,Khai: Miss Lien, I’d like you to meet my mother.
Miss Lien: It's a pleasure to meet you, Mrs.
Mrs. Vi: The pleasure is all mine, Miss Lien.
Miss Lien: Oh, there is the principal. 
Please excuse me, Mrs. Vi, but I must talk to him. 
Mrs. Vi: Certainly. 
c,Ba: Bao, come and meet my grandmother.
Individual work 
Pair work 
Post-listening 
Bao: Hello, ma'am.
Grandmother: Hello young man.
Ba: Bao is my classmate, grandmother. 
Grandmother: What was that?
Ba: Classmate! Bao is my classmate.
Grandmother: I see. 
d,Mr. Lam: Isn't that Lan's father, my dear?
Mrs. Linh: I'm not sure. Go and ask him.
Mr. Lam: Excuse me. Are you Mr. Thanh?
Mr. Thanh: Yes, I am.
Mr. Lam: I'm Lam, Nga's father.
Mr. Thanh: How do you do?
- Ask students to practice speaking the dialogues.
- Call on some students to play the roles of Nam - Hoa Thu; Khai - Mrs. Lien - Mrs. Vi; Ba-Bao Grandmother; Mr. Lam - Mrs. Linh - Mr. Thanh and practice the dialogues. 
- Correct their pronunciation. 
- Let students work in pairs to practice the dialogues. (closed pairs).
Open pairs 
Closed pairs 
UNIT 1: MY FRIENDS
PLANNING DAY TEACHING DAY 
Lesson 3: Section: - Getting started 	(page 10)
Period 4 	 - Read	(page 13,14)
I Aim:
Reading for specific information
II Objective:
By the end of the lesson, students will be able to know more about Ba’s friend. 
IIITeaching aids:
 PROCEDURE
Stage
Steps/Activities
Work arrangement
Warm up 
Pre-reading
Chatting: 
- Ask students to look at four pictures on page 10 and talk about the activities they want to do after school or in their free time.
- Give them some questions. 
· What are these students doing? 
(play soccer / play chess / read books / play volley ball)
· What time  ... eat and rub out the word, not the circle.
Continue until the circle is empty.
Get Ss to repeat the rubbed out words by pointing at the empty circles.
When Ss seem to remember all the words, ask Ss (5/6 at a time) to come to the blackboard to fill in the circles with the right words.
Val 
Pulp 
Procedure 
Roll 
Roller 
Drain
II. Gap fill (Listen 1)
Inform the topic: paper-making process.
Have Ss read the sentences.
Play the tape 2 or 3 times and ask Ss to fill in the paps with the words they catch.
Ask Ss to compare their answers with their partners.
Call on Ss to give their answers.
Give feedback & correct.
Answer Key:
1. simple 	3. two hundred	5. rollers
2. same	4. left
III. Ordering Prediction (Listen 2)
Ask Ss to read the sentences (a ® g) carefully and guess the order.
Write the Ss’ predictions on the board.
Play the tape again & ask Ss to listen.
Call on Ss to give their correction.
Give feedback & correct.
Answer key :
c. Paper pulp was placed in the vat.
d. Paper pulp was mixed with water.
a. The water was drained
e. The pulp fibers were poured out.
g. The pulp was conveyed under the rollers.
* READ 1,2.
I. Preteach vocabulary: Brainstorm
Household appliances 
Microwave 
Elicit words from Ss or write them on the board.
Microwave (n)
Vacuum (n)
Toaster (n)
- Have Ss copy.
Checking technique :Bingo
Get Ss to brainstorm a list of 10 new words and write them on the board.
Ask Ss to choose any 4/5 words and copy them into their paper.
Call out the words until someone has ticked all of their words and shout “Bingo” and wins.
Suggested words : microwave, vacuum, hairdryer, dishwasher, telephone, toaster, washing machine,
II. Matching (Read 1)
Get Ss to read the poem on page 151.
Ask Ss some questions to help them understand the reading more.
+ What’s the 1st verse about?
+ Is the 2nd verse about the appliances used in the kitchen?
+ What are “doom, chugga-chug, vroom, boom”?
Have Ss match the headings to the verses on page 152.
Call on Ss to give their answers.
Give feedback and correct.
Answer Key:
Verse 1 : b. Appliances that cook food
Verse 2 : c. Appliances that clean or dry things.
Verse 3 : a. Instrument invented by Alexander Graham Bell.
III. Gap fill : (Read 2)
Tell Ss to read the sentences carefully and fill in the gaps with the inventions taken from the poems.
Have Ss compare their answers with their from the poems.
Have Ss compare their answers with their partners.
Call on ss to give their answer and correct
Answer Key:
1. Vacuum	2. Telephone
3. Washing machine	4. Microwave
5. Hair dryer	6. Toaster
Do the exercises in the workbook, page
Individual 
Teacher –Ss
Whole class
Teacher – Ss
Teacher 
Whole class 
Individual 
Pair work 
Pair work 
Teacher – Ss
Teacher-Ss
Teacher - Ss
Whole class 
Individual 
Individual 
Pair work 
Teacher – Ss
Pair work 
Teacher - Ss
UNIT 16 : INVENTIONS
PLANNING DAY TEACHING DAY 
Lesson 4 : 	Section 	- Write 1,2 	 	(page 152, 153)
Period 99 	- Language Focus 4	(page 155)
I Aim : Further practice in using the sequence markers.
Ii Objectives : Ss can use the sequence markers to describe a manufacturing procedure.
Teaching aids : Pictures (p. 153) cardboards.
PROCEDURE
Stage
Steps/ Activies
Work arrangement
Warm – up
Pre-writing 
While - writing
Post – writing 
Home-work 
* Jumbled words
- Put the cardboards with jumbles words on the board.
- Inform the topic: words related to papermaking procedure.
1. 
Lppu 
=
2. 
Llreor 
=
3. 
Morever
=
4. 
Darni ver
=
5.
Berif ver 
=
- Ask each group to write their answer on a piece of paper to hand in.
Answer key :
1. Pulp 	3. remove	5. fibre
2. roller	4. drain 	
* WRITE 1
I. Preteach vocabulary 
- Elicit words from ss
1. (a) log:	(drawing / explanation)
(a thick piece of wood that is cut from a tree)
2. (to) flatten
(to make sth become flat)
3. (to) refine	(Translation)
4. Chemically (adv) 	(Translation)
(treated in a chemical process)
- Get Ss to copy
Checking technique : Rub out and Remember
- Ask Ss to close their books 
- Rub out the new English words (one at a time), point to the Vietnamese words and ask Ss “what’s this in English?”.
- When all the English words are rubbed out, go through the Vietnamese list and get Ss to call out the English words.
II. Gap fill
Ask Ss to read the text on page 152 and fill in the gaps with the right sequence markers to describe the procedure of paper – making.
Ask Ss some question to check if they understand the text.
+ What is cut into chips?
+ What are chips mixed with before they are crushed to heavy pulp?
+ Why is the pulp passed through rollers?
+ What is the last step in paper – making?
Call on some Ss to read the completed sentences.
Give feedback and correct.
Answer key:
1. First	3. Next	5. Then
2. Then 	4. After this 	6. Finally
* WRITE 2 :
III. Ordering Pictures
Have Ss look at the picture on page 153
Ask Ss to think of the process of chocolate – making and put the pictures in the correct order.
Call on some pairs to give their answers.
Ask Ss to listen to check if their answers are correct or not.
Read the statements aloud.
1. d. The fruit harvest is fermented for 3 to 9 days to kill the beans and turn them brown.
2.a. The beans are dried in the sun
3.e. The beans are cleared in special machines.
4.c. The beans are roasted to bring out the chocolate flavor.
5.b. They are shelled and ground to produce chocolate liquor.
6.f. The liquor is made into chocolate candy or cocoa powder. 
- Give feedback and correct.
Anskwer key: 6-2-4-1-5-3 
IV. Write 
- Ask Ss to rearrange the sentences on page 153 according to the ordered pictures.
- Call on Ss to give their answer.
Answer key:
1. d) 	2. a) 	3. e)
4. c)	5. b) 	6. f)
- Have Ss use the sequence makers to link the sentences together in a paragraph.
- Monitor and assist Ss if necessary.
- Call on some Ss to read their writing for the class
- Give feeback and correct.
- Have Ss copy.
V. Word cue dril (Language Focus 4)
- Ask Ss to use the picture and the word cues on page 155 to write a description of how white rice is produced in the traditional way, using the sequence markers.
- Have Ss complete the sentences orally first.
- Ask Ss to write the paragraph in their exercise notebook.
- Monitor while Ss are writing and help if necessary.
- Call on some Ss to read their writing
- Give feedback and correct.
Answer key:
First, the crop is harvested. Then the rice plants are threshed (to separate the grains form the straw). Next (After this), the rice grains are husked in the mill to produce brown rice. After this, the bran is removed in the mortar and it is finally winnowed to produce white rice.
Work book: Exercise ., Page. 
Group work of 4/5 Ss
Teacher – Ss
Whole class
Whole class 
Whole class 
Teacher-Ss
Pair word 
Teacher – Ss
Teacher 
Teacher – Ss
Individual 
Teacher-Ss
Individual 
Teacher-Ss
Whole class
Individual 
Teacher - Ss
UNIT 16 : INVENTIONS
PLANNING DAY TEACHING DAY 
Lesson 5 : Section - Language Focus 1, 2, 3 (page 154, 155)
Period 100: 	
Ii Aim : Further practice in using the passive.
Ii Objectives :Ss can change active sentences into passive ones and write WH questions in the passive. 
Iii Teaching aids :Cardboards
PROCEDURE
Stage
Steps/ Activies
Work arangement
Warm – up
Production 
Homework 
* Pelmanism 
- Inform the topic: Infinitive – Past participle.
- Divide the class into 2 teams
Infinitive 	Past participle
Write 	written
Draw	Drawn
Sell	Sold
Win 	Won
Run 	Run 
* LANGUAGE FOCUS
Preteach Vocabulary 
1. (to) run a business/company:
 (translation)
 (to be in charge of sth)
2. around the corner = very near
3. due to = because of 
4. flood (n): (situation)
(There might be . When it rains heavily for days)
5. Zipper	(realia)
6. xeropraphy
- Have Ss copy
Checking Technique: Slap the board
- Put the Enghlish words all over the board.
- Call on 2 Ss or 2 teams of 4/5 Ss in both sides of the class to the front of the class.
- Call out the Vietnamese translations and Ss run forward to slap the English words on the board.
- The student slapping the right word first is the winner and gets one point for his/her team.
Run a business
Zipper 
Around the 
corner 
Xerography 
Due to 
Flood
- Have Ss review how to change an active Teacher – Ss sentence into a passive one.
Language Focus 1 :
- Have Ss do exercise 1 on page 154
- Call on some ss to give their ansvers orally for the class.
- Get some Ss to go to the board and write the sentences.
- Give feedback and correct.
Answer key : 
a. The document was typed by (Mrs Quyen)
b. The computer was repair (by Mr.Nhan)
c. The picture was drawn (By Ba)
d. The lights were turned off (by Hoa)
e. The cake was baked (by Lan)
Language Focus 2:
- Have Ss do exercise 2
- Ask Ss to compare their answers.
Call on some Ss to give their answers orally then ask them to go to the board and write the sentences.
- Givi feedback and correct.
Answer key:
a. was awarded
b.  won
c.  ran
e. was run/ was sold
f. was closed (or closed)
Language Focus 3:
- Have Ss do exercise 3.
- Go through the underlined words with Ss before have them write questions.
Eg : 
a. The zipper ® what 
b. Maize ® what 
 in the 16th century ® when...
c. by Lewis Waterman ® who in 1884 ® when.
d. in Hungary ® where 
e. in copying machines ® in which machine 
® Get some Ss to give their answers in front of the class.
- Give feedback and correct.
Answer key :
a. What was invented by W.L Judson in 1893?
b.What was brought in to Viet Nam by Phung Khac Khoan? When was maize brought into Viet Nam?
c. Who invented the fountain pen? When was the fountain pen invented?
d. Where was the ballpoint pen invented?
e. In which machine is xerography widely used? Transformation Drill (Language Focus 3)
-Have Ss change the passive sentences into the active ones.
-Call on some Ss to go to the board and write their sentences.
-Give feedback and correct.
Answer key:
a. W.L Judson invented the zipper in 1893.
b. Phung Khac Khoan brought maize into Vietnam in the 16th century.
c. Lewis Waterman invented the fountain pen in 1884.
d. Brotthers Lazlo and George Biro invented the ballpoint pen in Hungary in 1935.
e. People use xerography widely in commerce and industry in copying machines.
-Laguage Focus 1,2: Turn the sentences into the active if possible.
Teamwork 
Teacher – S
Whole class
Teacher –Ss
Pair work 
Individual 
Pair work 
Teacher-ss
Individual