Giáo án bổ trợ tiếng Anh 8
Giáo án dạy thêm tiếng Anh 8
VnDoc.com xin giới thiệu đến thầy cô Giáo án bổ trợ tiếng Anh 8 được sưu tầm và đăng tải dưới đây sẽ là nguồn tài liệu hữu ích giúp thầy cô nâng cao hiệu quả giảng dạy. Tài liệu bao gồm toàn bộ ngữ pháp tiếng Anh cần thiết trong năm và các hoạt động giảng dạy cụ thể. Sau đây mời thầy cô vào tham khảo.
Period 1 - Adj + enough
Date prepared: 6/9/2013
I. Objectives
- By the end of the lesson, Ss will be able to consolidate the structure (not) adj – enough (for somebody) to do something as well as the basic knowledge of unit 1.
II. Contents
- In copied paper.
III. Teaching methods
- group work, individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Have Ss read the theory again. - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Call Ss to say in individually first, T elicits the correction from Ss then have Ss write on board. 3. Homework - Deliver & guide period 2. | - Read the theory again. - Take part in the game actively. - Say in individually first then write on board. - Listen to the T. |
Period 2 – Present Simple Tense
Date prepared: 12/9/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate present simple tense, the adjectives about one’s appearance/character as well as the order of the adjectives.
II. Contents
- In copied paper.
III. Teaching methods
- group work, individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities | |||||||||
1. Exercise I - Guide the requests of the exercise. - Have Ss do in individually & say the Vietnamese meaning of that word to explain the reason why he/she arranges like that. 2. Exercise II - Have Ss read the theory about the order of the adjectives again. - Call Ss to say first, T elicits the correction from Ss then have Ss write on board. 3. Exercise III - Have Ss say the recognization & the conjugation of present simple tense in individually. - Divide the class into 2 teams. Let Ss play “Noughts & crosses”. The member who answers reads, gives the answer, explains the reason & write on board.
4. Homework - Deliver & guide period 3. | - Listen to the T. - Do in individually & say the Vietnamese meaning of that word to explain the reason why they arrange like that. - Read the theory again. - Say in individually first then write on board. - Say the recognization & the conjugation of present simple tense in individually. - Take part in the game actively. - Listen to the T. |
Period 3 – Past Simple Tense and Reflexive Pronouns
Date prepared: 21/9/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate past simple tense, reflexive pronouns as well as the other basic knowledge.
II. Contents
- In copied paper.
III. Teaching methods
- work, individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I : - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II : - Have Ss read in chorus, give their choices in chorus & explain the reason in individually. - Elicit the correction from the Ss. - Correct. 3. Exercise III : - Have Ss say the recognization & the conjugation of past simple tense in individually. - Call Ss give the form of the verbs in individually, explain the reason & write on board. - Elicit the correction from the Ss. - Correct. 4. Exercise IV - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 5. Homework - Deliver & guide period 4. | - Take part in the game actively. - Read in chorus, give their choices in chorus & explain the reason in individually. - Give their remarks. - Say the recognization & the conjugation of past simple tense in individually. - Say in individually, explain the reason & write on board. - Give their remarks. - Take part in the game actively. - Listen to the T. |
Period 4 – Consolidation for the First Test
Date prepared: 27/9/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate the basic knowledge for the first test.
II. Contents
- In copied paper.
III. Teaching methods
- group work, individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I : - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II : - Have Ss read in chorus, give their choices in chorus & explain the reason in individually. - Elicit the correction from the Ss. - Correct. 3. Exercise III : - Have Ss read in chorus, give their choices in chorus & explain the reason in individually. - Elicit the correction from the Ss. - Correct. 4. Exercise IV - Call Ss to say in individually first, T elicits the correction from Ss then have Ss write on board. - Correct. 5. Exercise V - Call Ss to say in individually first, T elicits the correction from Ss then have Ss write on board. - Correct. 6. Homework - Deliver & guide period 5 | - Take part in the game actively. - Read in chorus, give their choices in chorus & explain the reason in individually. - Give their remarks. Read in chorus, give their choices in chorus & explain the reason in individually. - Give their remarks. - Say in individually first then write on board. - Give their remarks. - Say in individually first then write on board. - Give their remarks. - Listen to the T. |
Period – Near Futur
Date prepared: 6/9/2010
I. Objective
- Help Ss revise & consolidate near future as well as the other basic knowledge.
II. Content
- In copied paper.
III. Teaching method
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss read, find & correct the mistakes then explain the reason & write on board in individually. - Correct. 3. Exercise III - Call Ss give the form of the verbs in individually, explain the reason & write on board. - Correct. 4. Homework - Deliver & guide period 5. | - Take part in the game actively. - Read, find & correct the mistakes then explain the reason, write on board in individually. - Say in individually, explain the reason & write on board. - Listen to the T. |
Period – Reflexive pronouns
Date prepared: 18/9/2010
I. Objective
- Help Ss revise & consolidate reflexive pronouns as well as correct the mistakes.
II. Content
- In copied paper.
III. Teaching method
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss read, find & correct the mistakes then explain the reason & write on board in individually. - Correct. 4. Homework - Deliver & guide period 6. | - Take part in the game actively. - Read, find & correct the mistakes then explain the reason, write on board in individually. - Listen to the T. |
Period – Modal Verbs
Date prepared: 22/9/2010
I. Objective
- Ss revise & consolidate modal verbs, the ways to make questions as well as personal pronouns and reflexive pronouns.
II. Content
- In copied paper.
III. Teaching method
- group work, individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities |
1. Exercise I - Guide the requests of the exercise. - Have Ss do in individually & say the Vietnamese meaning of that word to explain the reason why he/she arranges like that. 2. Exercise II - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 3. Exercise III - Have Ss say in individually. - Elicit the correction from Ss. - Have those Ss to write on board. 4. Exercise IV - Say in individually. - Have Ss to write on board. 5. Homework - Deliver & guide period 7. |
Period 5 - Used to + Vinf
Date prepared: 12/10/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate past simple tense with “used to - Vinf” & pronunciation.
II. Contents
- In copied paper.
III. Teaching methods
- group work, individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss say in individually. - Elicit the correction from Ss. - Have those Ss to write on board. 3. Exercise III - Have Ss say in individually. - Elicit the correction from Ss. - Have those Ss to write on board. 4. Homework - Deliver & guide period 6. | - Take part in the game actively. - Say in individually. - Give remarks. - Write on board. - Say in individually. - Give remarks. - Write on board. - Listen to the T. |
Period 6 – Prepositions of Time
Date prepared: 17/10/2013
I. Objectives
- By the end of the lesson, ss will be able to revise & consolidate prepositions of time.
II. Contents
- In copied paper.
III. Teaching methods
- group work, individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the suitable preposition to complete & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss read, fill in the suitable preposition & explain the reasons. 3. Exercise III - Have Ss say in individually. - Elicit the correction from Ss. - Have those ss to write on board. - Correct. 4. Homework - Deliver & guide period 7. | - Take part in the game actively. - Read, fill in & explain the reasons. - Say in individually. - Give remarks. - Write on board. - Listen to the teacher. |
Period 9 – Reported Speech
Date prepared: 21/10/2010
I. Objective
- Help Ss revise & consolidate pronunciation as well as reported speech in advices, in statements.
II. Content
- In copied paper.
III. Teaching method
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I : - Knock the ruler, have Ss read each word in chorus. - After each number, T asks: Which one is different? - Correct. 2. Exercise II : - Guide the requests. - Have Ss give the key. - Elicit the correction from Ss. - Have Ss write on board. 3. Homework - Deliver & guide period 10. | - Read each word in chorus. - Answer & explain the reason. - Listen to the T. - Give the key. - Write on board. - Listen to the teacher. |
Period 8 – Reported Speech (Cont)
Date prepared: 31/10/2013
I. Objectives
- By the end of the lesson, ss will be able to revise & consolidate vocabulary, grammar as well as reported speech in requests, in statements.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I : - Call Ss to say the answer & explain the reason. - Correct 2. Exercise II : - Have Ss read, give the key & explain the reason in individually. - Correct. 3. Exercise III : - Have Ss say in individually. - Elicit the correction from Ss. - Have Ss write on board. 4. Homework - Deliver & guide period 9. | - Say the answer & explain the reason. - Read, give the key & explain the reason. - Say in individually - Give remarks. - Write on board. - Listen to the teacher. |
Period 9 – Adverbs of Manner and Gerunds
Date prepared: 7/11/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate vocabulary, grammar, adverbs of manner & gerunds.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Have Ss read, choose a suitable word to fill in the gap then explain the reason. - Elicit the correction from Ss. - Have Ss write on board in individually. 2. Exercise II - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 3. Exercise III - Have Ss read, gives the correct verb forms, explains the reason & write on board in individually. - Correct. 4. Homework - Deliver & guide period 10. | - Read, choose a suitable word to fill in the gap then explain the reason. - Give remarks. - Have Ss write on board in individually. - Take part in the game actively. - Read, give the correct verb forms, explain the reason & write on board in individually. - Listen to the T. |
Period 10 - Consolidation For The Second Test
Date prepared: 14/11/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate vocabulary, grammar as well as the basic knowledge from U.3 to U.6.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Knock the ruler & have Ss read in chorus. - Call a std to give the key for each sentence. 2. Exercise II - Have Ss read, gives the correct verb forms, explains the reason & write on board in individually. - Correct. 3. Exercise III - Have Ss say in oral first, elicit the correction from Ss then have Ss write on board. 4. Homework - Deliver & guide period 11. | - Read in chorus. - Give the key for each sentence in individually. - Read, give the correct verb forms, explain the reason & write on board in individually. - Say in oral first. - Give remarks. - Write on board. - Listen to the T. |
Period 11 – Present Perfect
Date prepared: 19/11/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate present perfect.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Have Ss write on board in individually. 3. Exercise III - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Have Ss write on board in individually. 4. Homework - Deliver & guide period 12. | - Take part in the game actively. - Say in oral & explain the reason. - Give remarks. - Write on board. - Say in oral & explain the reason. - Give remarks. - Write on board. - Listen to the T. |
Period 12 – Comparative of Equality and Inferiority
Date prepared: 26/11/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate about comparative of equality and inferiority.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Correct. 3. Exercise III - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Have Ss write on board in individually. 4. Homework - Deliver & guide period 13. | - Take part in the game actively. - Say in oral & explain the reason. - Give remarks. - Say in oral & explain the reason. - Give remarks. - Write on board. - Listen to the T. |
Period 13 – Tenses of English
Date prepared: 5/12/2013
I. Objectives
-By the end of the lesson, Ss will be able to revise & consolidate about tenses of English.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss. - Have Ss write on board. - Correct. 2. Homework - Deliver & guide period 14. | - Say in oral & explain the reason. - Give remarks. - Write on board. - Give remarks. - Listen to the teacher. |
Period 14 – Reported Speech
Date prepared: 11/12/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate about reported speech.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Have Ss write on board in individually. - Correct. 4. Homework - Deliver & guide period 15. | - Say in oral & explain the reason. - Give remarks. - Write on board. - Give remarks. - Listen to the teacher. |
Period 15 – Consolidation
Date prepared: 17/12/2013
I. Objectives
- By the end of the lesson, Ss will be able to revise & consolidate about some basic knowledge.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Have Ss write on board in individually. 2. Exercise II - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Have Ss write on board in individually. 3. Exercise III - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss then have Ss write on board. - Have Ss write on board in individually. 4. Homework - Deliver & guide period 16. | - Say in oral & explain the reason. - Give remarks. - Write on board. - Say in oral & explain the reason. - Give remarks. - Write on board. - Say in oral & explain the reason. - Give remarks. - Write on board. - Listen to the teacher. |
Period – Consolidation
Date prepared: 10/12/2009
I. Objective
- Help Ss revise & consolidate about tenses.
II. Content
- In copied paper.
III. Teaching method
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise - Have Ss say in oral & explain the reasons. - Elicit the correction from Ss. - Have Ss write on board. 2. Homework - Deliver & guide period 18. | - Say in oral & explain the reason. - Give remarks. - Write on board. - Listen to the teacher. |
Period 11 - Consolidation For The Second Test
Date prepared: 22/11/2007
Theory
I. Unit 4:
Past Simple tense
Prepositions of time
Used to
II. Unit 5:
Modal: should
Adverbs of manner
Commands, requests & advice in reported speech
III. Unit 6:
Present tense with future meaning
Gerunds
Modals: may, can, could
Exercises
Choose the best answer to complete the sentences.
1. – Why don’t you join us? – I’m sorry. Because I have to do the ..... .
a. things b. homeworks c. job d. chores
2. All learners should try to ..... the best way for themselves.
a. make b. find out c. get d. do
3. I usually ..... music when I have free time.
a. watch b. hear c. look d. listen to
4. Tim promises he’ll try ..... best to do this work.
a. his b. him c. himself d. he
5. The children like taking part in different ..... activities at recess.
a. outside b. outhouse c. out d. outdoor
6. What can I ..... for you?
a. make b. help c. do d. get
7. The people usually walk on the ..... .
a. street b. road c. sea d. sidewalk
8. When my grandmother was young, she used ..... very well.
a. sing b. to sing c. sang d. singing
9. My teacher asked me ..... my classmates .
a. not to copy b. not to copied c. not to copying d. to not copy
10. Her daughter likes ..... shopping on the weekend.
a. to go b. goes c. go d. going
11. They want their children not ..... video games so much.
a. to play b. playing c. play d. played
12. Her son ..... in Hanoi 10 years ago.
a. stay b. stays c. stayed d. to stay
13. Don’t let your child ..... with matches.
a. play b. playing c. to play d. played
14. She advised her daughter ..... her body warm.
a. keep b. to keep c. keeping d. kept
15. The doctor asked him ..... a rest and ..... any heavy work.
a. to take/ to do b. to take/ not do c. to take/ don’t do d. to take/ not to do
16. I like ..... carefully about things before ..... something.
a. thinking/ deciding b. to think/ decide
c. think/ to decide d. thinking/ to deciding
17. The library opens ..... 8a.m ..... 4p.m.
a. from/ to b. between/ to c. at/ of d. after/ in
18. Uncle Ho was born ..... May 19th, 1890.
a. on b. in c. at d. of
19. I am always proud ..... my parents.
a. at b. in c. of d. with
20. The chilldren are interested ...... outdoor activities.
a. at b. in c. of d. with
II. Find one word whose underlined part is pronounce differently from the others
1. A. lunar B. hut C. under D. upset
2. A. scout B. shout C. outdoor D. youth
3. A. differ B. slightly C. did D. establish
4. A. moon B. soon C. poor D. school
5. A. equipments B. festivals C. folk tales D. terms
6. A. appears B. grazes C. sounds D. books
7. A. underlined B. enrolled C. united D. recycled
III. Rewrite each of the following sentences, beginning as shown, so that the meaning stays the same.
- “Please post this letter for me,” said Mom
--> Mom told me to post that letter for her.
- “Please give your parents your report card” said the teacher.
--> The teacher asked us/ them to give our/ their parents our/ their report card.
- “Could you help me with my English speaking, Ba?” asked Minh.
--> Minh told Ba to help him with his English speaking.
- “Can you wait for me, Jerry?” Tom said.
--> Tom asked Jerry to wait for him.
- “Please don’t say anything, Hung.” Tuan said.
--> Tuan asked Hung not to say anything.
- “Don’t shut the window, please.”
--> The old man asked me/ us/ them/ him/ her not to shut the window.
- “You should use this dictionary to find out how to pronounce English words, Hoa.” said Lan.
--> Lan said to Hoa that Hoa should use that dictionary to find out how to pronounce English words.
- “You should practice playing the guitar everyday, Ba.”
--> The teacher said to Ba that he should practice playing the guitar everyday.
- The doctor said to the patient,”You should stay in bed.”
--> The doctor advised the patient to stay in bed.
- “You shouldn’t make a noise in the classroom.”
--> The teacher advised us not to make a noise in the classroom.
- “You oughtn’t to make your room dirty,” my mother told me.
--> My mother advised me not to make my room dirty.
- “You ought not to eat fatty food,” she said to her son.
--> She advised her son not to eat fatty food.
Period – CONSOLIDATION
Date prepared: 4/1/2010
I. Objective
- Help Ss revise & consolidate Present Simple, Present Progressive as well as the comparative and superlative of adjs.
II. Content
- In copied paper.
III. Teaching method
- Individually, speaking, writing.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise 1 - Have Ss say the answer of each sentence in individually & explain the reasons. - Elicit the correction from Ss then have Ss write on board. 2. Exercise 2 - Have Ss say the forms of the comparative and superlative again. - Call Ss say the answer in individually. - Elicit the correction from Ss then get the Ss who answer to write on board. 3. Homework - Deliver & guide period 19. | - Say in individually & explain the reason. - Give remarks. - Write on board. - Say in individually. - Say in individually. - Correct and the Ss who answer write on board. - Listen to the T. |
Lesson 16 – Requests, offers and promises
Date prepared: 3/1/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate the uses of requests, offers and promises sentences as well as Simple Future, Simple Present tense .
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss say the answer in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 3. Exercise III - Have Ss read, give the correct verb forms, explain the reason & write on board in individually. - Correct. 4. Homework - Deliver & guide period 17. | - Take part in the game actively. - Say in individually. - Some Ss write on board. - Read, give the correct verb forms, explain the reason & write on board in individually. - Listen to the T. |
Period 17 – In order to/ so as to
Date prepared: 8/1/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate the basic knowledge as well as structures in order to/so as to.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss say the answer in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 3. Exercise III - Have Ss find and correct the mistake of each sentence then write on board. - Correct. 4. Homework - Deliver & guide period 18. | - Take part in the game actively. - Say in individually. - Some Ss write on board. - Find and correct them then write on board. - Listen to the T. |
Period 18 – Adj + to + vinf and adj + that clause
Date prepared: 17/1/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate: adj + to + Vinf; adj + that + noun clause as well as the other basic knowledge.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Knock the ruler, have Ss read each word in chorus. - After each number, T asks: Which one is different? Why? 3. Exercise III - Have Ss say the answer in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 4. Homework - Deliver & guide period 19. | - Take part in the game actively. - Read each word in chorus. - Answer & explain the reason. - Say in individually. - Give remarks then some Ss write on board. - Listen to the T. |
Period 19 – Passive form
Date prepared: 25/1/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about passive forms of present simple, future simple, modal verbs as well as the other basic knowledge.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss say the conjugation of passive forms at present simple, future simple, modal verbs as well as the way to change into passive forms. - Call some Ss to say in oral first, others give remarks then the Ss who answer write on board. - Correct. 3. Exercise III - Have Ss give the answer in individually. - Elicit the correction from Ss then get the Ss who answer write on board. - Correct. 4. Homework - Deliver & guide period 20. | - Take part in the game actively. - Say in oral. - Answer in oral and in individually then write on board. - Say in individually. - Give remarks then the Ss who answer write on board. -Listen to the T. |
Period 20 – Requests with would/ do you mind...?
Date prepared: 12/2/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about Would/Do you mind…? as well as other basic knowledge.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
-Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Have Ss give the answer in individually. - Elicit the correction from Ss then get the Ss who answer to write on board. 2. Exercise II - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 3. Homework - Deliver & guide period 21. | - Say in individually. - Give remarks then the Ss who answer write on board. - Take part in the game actively. - Listen to the T. |
Period 21 – Consolidation
Date prepared: 17/2/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about the phonetic and the way to write sentences.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Knock the ruler, have Ss read each word in chorus. - After each number, T asks: Which one is different? Why? 2. Exercise II - Have Ss give the answer in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 3. Homework - Deliver & guide period 22. | - Read each word in chorus. - Answer & explain the reason. - Say in individually. - Give remarks then the Ss who answer write on board. - Listen to the T. |
Period 22 – The v-ing and V-ed participle
Date prepared: 28/2/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about the V-ing and V-ed participle.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Guide ss theory. - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Guide ss the first sentence. - Have Ss say in individually the rest. - Elicit the correction from Ss then get the Ss who answer write on board. - Correct 3. Exercise III - Have Ss point out the mistakes and correct. - Elicit the correction from Ss then get the Ss who answer write on board. - Correct 4. Exercise IV (For class 8A) - Call ss to say their own sentences. - Elicit the correction from ss. - Correct. 5. Homework - Deliver & guide period 23. | - Listen to the teacher. - Take part in the game actively. - Listen to the teacher. - Say in individually. - Give remarks then the Ss who answer write on board. - Do T’s requests. - Give remarks then the Ss who answer write on board. - Say in individually. - Give remarks. - Listen to the T. |
Period 23 – The Past Progressive
Date prepared: 25/2/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about the past progressive, past simple and always in present progressive.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss give the answer, explain the reason in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 3. Exercise III - Have Ss read in pairs and complete the gaps. - Elicit the correction from Ss then get the Ss who plays as B write on board. 4. Homework - Deliver & guide period 24. | - Take part in the game actively. - Say and explain the reason in individually. - Give remarks then the Ss who answer write on board. - Do T’s requests. - Give remarks then the Ss who answer write on board. - Listen to the T. |
Period 24 – Passive form, reported speech
Date prepared: 10/3/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about passive form, reported speech
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 2. Exercise II - Have Ss say in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 3. Exercise III - Have Ss poit out the mistake and correct. - Elicit the correction from Ss then get the Ss who answer write on board. 4. Homework - Deliver & guide period 25. | - Take part in the game actively. - Say in individually. - Give remarks then the Ss who answer write on board. - Do T’s requests. - Give remarks then the Ss who answer write on board. - Listen to the T. |
Period 25 – Passive form, reported speech (cont)
Date prepared: 20/3/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about passive form, reported speech
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Have Ss say the formular of reported speech. - Have Ss say the answers in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 2. Exercise II - Have Ss say the formular of passive form. - Have Ss say the answers in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 3. Homework - Deliver & guide period 26. | - Say in individually. - Say in individually. - Give remarks then the Ss who answer write on board. - Say in individually. - Say in individually. - Give remarks then the Ss who answer write on board. - Listen to the T. |
Period 26 – Indirect questions with if and whether
Date prepared: 25/3/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate about indirect questions with if and whether .
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Have Ss say the answers in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 2. Exercise II - Divide the class into 2 teams. Let Ss play “Who’s faster?”. The member who answers reads, chooses the best option & explains the reason. Each correct answer scores 10 marks. - If the 2 teams can’t answer, T gives the key. 3. Homework - Deliver & guide period 27. | - Say in individually. - Give remarks then the Ss who answer write on board. - Take part in the game actively. - Listen to the T. |
PERIOD 27 – Consolidation for the 4th test
Date prepared: 15/3/2014
I. Objectives
- By the end of the lesson, students will be able to revise & consolidate the basic knowledge for the 4th test.
II. Contents
- In copied paper.
III. Teaching methods
- Individually, speaking, writing, games.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Knock the ruler, have Ss read each word in chorus. - After each number, T asks: Which one is different? Why? 2. Exercise II - Call Ss to give the answer of each sentence, explain the reason. - Elicit the correction from Ss then have those Ss write on board in individually. - Correct. 3. Homework - Deliver & guide period 28. | - Read each word in chorus. - Answer & explain the reason. - A std gives the answer, explains the reason. - Give remarks then write on board in individually - Copy in notebooks. |
PERIOD 30 – Consolidation for the 4th test
Date prepared: 2/4/2008
I. Objective
- Help Ss revise & consolidate the basic knowledge for the 4th test.
II. Content
- In copied paper.
III. Teaching method
- Individually, speaking, writing, games.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Knock the ruler, have Ss read each word in chorus. - After each number, T asks: Which one is different? Why? 2. Exercise II - Call Ss to give the answer of each sentence, explain the reason. - Elicit the correction from Ss then have those Ss write on board in individually. - Correct. 3. Homework - Deliver & guide period 31. | - Read each word in chorus. - Answer & explain the reason. - A std gives the answer, explains the reason. - Give remarks then write on board in individually - Copy in notebooks. |
Period 22 – consolidation
Date prepared: 1/2/2010
I. Objective
- Help Ss revise & consolidate about the phonetic and the way to write sentences.
II. Content
- In copied paper.
III. Teaching method
- Individually, speaking, writing, game.
IV. Teaching aids
- Chalk, board.
V. Procedure
Teacher’s activities | Students’ activities |
1. Exercise I - Knock the ruler, have Ss read each word in chorus. - After each number, T asks: Which one is different? Why? 2. Exercise II - Have Ss give the answer in individually. - Elicit the correction from Ss then get the Ss who answer write on board. 3. Homework - Deliver & guide period 23. | - Read each word in chorus. - Answer & explain the reason. - Say in individually. - Give remarks then the Ss who answer write on board. - Listen to the T. |
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