1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- To create a friendly and atmosphere in the class before the lesson;

- To give T and Ss a chance to introduce themselves;

- To lead into the unit

* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class.

* Outcome: Having a chance to speak English and focus on the topic of the lesson..

* Organisation: Teacher’s instructions…

Teacher’s & Student’s activities

Content

+ Greeting

+ Chatting

- Teacher (T) introduces himself/ herself

- T may introduce some warm-up activities to creat a friendly and relaxed atmosphere to inspire Ss to warm up to the new class…

- Have Ss to introduce themselves.

- T encourages Ss to talk in English as much as possible

+ Lead to the first unit of the new school year.

- Write the unit title on the board and ask Ss guest what they are going to learn this unit …

- Ask Ss to open their book and introduce what they are going to study….

+ Greeting

+ Chatting.

- Students (Ss) listen and learn how to introduce themselves.

- Introduce themselves (name; age; address; likes; dislikes ….friends… )

+ Students (Ss) listen and learn how to do the tasks.

- Answer the teacher’s questions

- Open their book and write .

2. NEW LESSON (12’-15’)

ACTIVITY 1+ 2:

Aims: - To set the context for the introductory;

- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.

* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 8

* Outcome: Ss learn something about England, English; Learn how to use New Tieng Anh 7

* Organisation: Teacher’s instructions….

Teacher’s & Student’s activities

Content

1. T. asks sts some questions about England.

- What do you know about England?

- T. gives sts something about England and English.

- It located in North-west coast of Europe with very mild weather not too hot but not too cold.

- It consists of four parts: England, Wales, Scotland and Ireland.

- It’s official name is the UK

- Each part has its own flag of UK.

2. English:

- How many people speak English as their mother tongue?

- How many people speak English as their first language?

- How many people speak English as their second language or first foreign language?

- Why do you learn English?

- Is it important? Difficult? Useful? Interesting?

=> It’s very important, useful, interesting. It is the means of communication to one another.

3/ New English 8 text book:

- How many units are there in English 6 text book?

- What are they about?

There are 12 main units in the Student's Book. Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each...At the beginning of each unit, there are explicit learning objectives that clearly state the main language points and skills to be taught in the unit.

- Section 1 : GETTING STARTED.

It begins with a conversation followed by activities which introduce the topic of the unit. It then presents the vocabulary and the grammar items to be learned and practised through the skills and activities of the unit.

- Section 2 : A CLOSER LOOK 1 .

This section presents and practises the vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorise. Two sounds, which appear frequently in the unit, are given and practised in isolation and in context. Stress pattern of two-syllable words, three-syllable words, and rising and falling intonation for questions are also dealt with in the last units of the book. There are different exercises focusing on intensive practice of vocabulary and pronunciation.

- Section 3 : A CLOSER LOOK 2 .

This section deals with the main grammar point(s) of the unit. The new language point(s) taught in this section is / are already introduced in Getting Started. The exercises are well illustrated to help students remember and use the grammar items effectively. The Remember! boxes appear wherever necessary to give the rules or explanations and help students avoid common errors.

- Section 4: COMMUNICATION.

This section is designed to help students use functional language in real life contexts and consolidate what they have learnt in the previous sections. It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives and provides cultural information about Viet Nam and other countries.

Everyday English in this section gives students the skills to communicate effectively in various everyday situations...

- T_Ss

- Listen carefully and read aloud.

- Fulfill teacher’s requirements

- Give the answers

- Ss answer if possible

- Listen carefully and read aloud.

- Find out the words related to the topic.

- There are many interesting things of England and you’ll gradually know about them in the progress of learning English.

2/ Introduction: English is an international language. Hundreds of million people speak English in the world. 400 million people speak English as their first language, 600 million people speak English as their second language or first foreign language. 4/5 of the world’s computers use program in English. ¾ of all international correspondence is in English.

3/ English 8 has 12 Units.

- T_Ss

- Each unit has 7 lessons.

- Section 5 : SKILL 1 . READING AND SPEAKING. Reading

This section aims to develop students' reading abilities. The reading text is often based on the vocabulary and structures that students have previously acquired to make the activity achievable..

Speaking

This section aims to provide further practice to support students in their spoken English....

- Section 6 : SKILL 2: LISTENING AND WRITING.

Listening

The listening activity follows the oral practice in the Speaking section. It provides students with an opportunity to listen to the language that they have practised orally, and trains them to listen for general and specific information.

Writing

This section focuses on developing students'writing skills. It normally involves one of the text types required for students' skill development.

- Section 7: LOOKING BACK & PROJECT.

Looking Back recycles the language from the previous sections and links it with the unit topic. Its activities and exercises are designed to help students consolidate and apply what they have learnt in the unit. Teachers can use this section to evaluate their students' performance and provide further practice if necessary.

The Project activity helps students improve their ability to work independently and in a team. It extends their imagination in a field related to the unit topic.

* English is not too difficult but it requires you hard working.

- Ss need learn by heart all vocabulary and their usage.

- Review the lesson everyday.

- Learn English everyday.

3. PRACTICE (15’)

ACTIVITY 3:

Aims: To help Ss understand the lesson. Class room language

* Content: Some brief notes; Something about England, English . Classroom language…

* Outcome: Ss learn something about England, English; Classroom languages…

* Organisation: Teacher’s instructions….

Teacher’s & Student’s activities

Content

3. How to learn English best?

- Tell us how you learn best?

- Tell us how you can learn English best?

* Some useful classroom languages:

- Who is the monitor?

- Who is absent today?

- Who is on duty today?

- May I go out?

- May I come in?.......

- How to improve your English :

- Listen to the teacher carefully, learn E. from many sources, always enrich your vocabulary, do exercises carefully, practice speaking, listening, writing, reading everyday. …

- Ss should work hard everyday to improve their English. “ Hard work is the key to success”

- T_Ss

- Listen carefully

- Practice saying classroom languages.

- Work in groups; in pairs; present the projects….

4. PRODUCTION/ FURTHER PRACTICE (8’)

ACTIVITY 4:

Aims: To revise / teach classroom languages.

* Content: Some brief notes; Something about England, English . Classroom languages…

* Outcome: Ss know something about England, English; Classroom languages…

* Organisation: Teacher’s instructions…..

Teacher’s & Student’s activities

Content

- T_Ss

- T gives some questions to introduce the class expressions.

- Have Ss listen and repeat.

- Teacher says “ go out, please”à Go out

- Teacher says “No” à Don’t go out

- Call on some pairs to practice in front of the class.

- The greetings : - Goodmorning

- Good afternoon

- Good bye ….

- We can say “ May I go out”

- You can say “Stand up, please.

- Listen, please

- Read after me

- Repeat please…..

5. WRAP-UP & HOME WORK (2’)

Teacher’s activities

Ss’activities

Notes

1. WARM-UP (5 mins)

Game: Who knows more?

Asking questions:

- Teacher shows the pictures (PPT slides) to the whole class.

- Teacher ask students to work in pairs and name the activities in the picture.

- Students work in pairs for 3 minutes.

- Teacher elicits answers from students.

- Teacher asks students to guess the topic of the unit/ lesson.

Game: Who knows more?

Suggested answers:

Playing video games, flying kites, reading books, listening to music, swimming,...

To set the context for the introductory dialogue;

To introduce the topic of the unit.

2. ACTIVITY 1: PRESENTATION (7 mins)

Vocabulary pre-teaching

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that the words according to the pictures will appear in the reading text and asks students to open their textbook to find these words.

- Teacher introduces the vocabulary.

New words:

1. knitting kit (n)

2. DIY (n)

3. dollhouse (n)

4. make paper flowers (v.phr)

5. hang out

- Ss listen and copy down new words

New words:

1. knitting kit (n)

2. DIY (n)

3. dollhouse (n)

4. make paper flowers (v.phr)

5. hang out

- To prepare vocabulary for students to understand the conversation

3. ACTIVITY 2: PRACTICE (20 mins)

Task 1. Listen and read. (5 mins)

- Teacher asks some questions about the pictures in the textbook to get students’ interest

Questions:

- What can you see in each picture?

- What may the hobby be?

- Teacher plays the recording and asks students to circle the words learnt in the Presentation stage.

- Teacher can play the recording more than once.

- Students listen and read

Task 2. Read the conversation again and complete the sentences. (5 mins)

- Teacher asks Ss to read the dialogue in more detail and find the information to complete the sentences.

- Teacher asks them how to do this kind of exercise.

Explain the strategies, if necessary (e.g. underlining the

key words in the sentences, predicting the word speech, locating the key words in the text, and then reading that part and choosing the words to fill in the blank).

- Teacher tells them to underline parts of the dialogue that help them with the answers. Set a strict time limit to ensure Ss quickly read the text for information.

- Teacher tells Ss to compare their answers in pairs before sharing them with the class. Teacher asks them to explain their answers

Task 3. Work in pairs. Write the activities from the box under the correct pictures. (6 mins)

- Teacher asks Ss to name the activities shown in the pictures.

- Teacher has Ss work individually to write the words and phrases in the box under the pictures. Have them compare their answers with a partner.

- Teacher invites some Ss to go to the board and write their answers.

- Teacher checks the correct answers as

class.

- Teacher has Ss practice saying the word and phrases again.

Task 4. Work in pairs. Read the phrases, and guess which activities in 3 are described. (5 mins)

- Teacher has Ss work in pairs and read the key phrases given, then guess the leisure activities.
- Teacher asks for Ss’ answers and confirms the correct ones.
- For a more able class, Teacher has Ss work in groups. Each group writes down some key words and phrases about one or two leisure activities they do or know. Then they read aloud these words/ phrases for the class to guess the activities.

Ss answer the questions

- What can you see in each picture?

- What may the hobby be

Listen the dialogue on page 8

Ss to read the dialogue in more detail and find the information to complete the sentences

Suggested answers:

1. knitting kit

2. leisure time

3. other people

4. hang out

5. Sunday

Ss name the activities shown in the pictures.

Answer key:

1. messaging friends

2. cooking

3. playing sport

4. doing puzzles

5. doing DIY

6. surfing the net

Ss work in pairs and read the key phrases given, then guess the leisure activities.

Answer key:

1. doing puzzles

2. doing DIY

3. playing sport

4. messaging friends

5. surfing the net

- To introduce some vocabulary items related to leisure activities.

4. ACTIVITY 3: PRODUCTION (10 mins)

Task 5: Work in groups. Ask one another the question below. Then report your friends’ answers to the class. (10 mins)

- Teacher gives Ss 3 - 5 minutes to do this activity.

- Have Ss work in groups to ask one another the question in the book. Invite some Ss to share the answers of their groups with the class.

Question:

If you have some free time this weekend, what will you do?

- For a more able class, ask Ss to work in their groups again and brainstorm all the leisure activities they know. After three minutes, the group with the most correct answers wins, and they are invited to share their answers with the whole class.

Ss work in groups to answerthe question

Question:

If you have some free time this weekend, what will you do?

Suggested outcome:

If I have free time this weekend, I will go to the cinema to see the latest film.

- To help Ss practise using the vocabulary items related to leisure activities

5. CONSOLIDATION (5 mins)

a. Wrap-up

- Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say aloud some words and phrases they remember from the lesson.

b. Homework

- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies.

- Students’ workbook.

- Start preparing for the Project of the unit:

Teacher randomly puts Ss in groups of 4 or 5 and asks them to interview their classmates or students from other classes about leisure activities. Students will show and report their group’s findings in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’ preparation after each lesson.)

Ss tell the class what they have learnt.

Ss say aloud some words and phrases they remember from the lesson