Giáo án Tiếng Anh Lớp 8 - Unit 3: My friends

Date of planning: 
Date of teaching: 
Period 
Unit 3 My friends
Lesson 1: getting started
I. Objectives:
 By the end of the lesson students will be able to:
1. Knowledge: 
- Know and use the lexical items related to the topic” My friend”.
- Know and use vocabulary and structures about personality.
- identify and practice the language of polite request.
2. Skills: listening, speaking, reading, writing.
3. Attitude: Have a positive attitude about their friends.
4. Competence: self study, communication, cooperation.
II. Preparation
- T: cassette player, cards,
- Ss: prepare the lesson.
III. Procedure:
Teacher’s activities
Students’ activities
1. Warm up( 5’): play the game: Memorising game.
Aims: - To get ss involve in the lesson
- To introduce the topic
T divides the class into 2 teams.
Step 1:- Ask Ss to look at the picture on the book page 26 in 30 seconds - try to remember its content- then answer the questions.
Which group answers correctly and faster is the winner 
Step 2: T ask the question- Call one S from the faster team answers.
Step 3: open the books- check.
Step 4: T feedback, and lead to the content of the lesson.
2.Presentation (15’)
Aims: To present Adjectives for personality and To be + Adjectives ( personality) ( for descriptions)
* Adjectives for personality.
Step 1: T write 10 words on the boars.
Ss work in groups( 5 group)- in 1 minutes take turn to write the meaning of the on the board.( can look at the glossary at the end of the book)
G1: word 1,2
G 2: word 3,4
G 3: word 5,6
G 4: word 7,8
G 5: word 9,10
Step 2: ss do as request- T goes round and help.
Step 3: all class look at the board- give comments.
Step 4: T confirms, give the key.
T: guide ss to read the words.
* Checking vocab: Gap fill (Task 3 P.27)
Aims: To practice guessing the meaning of the words based on clues including pictures and surrounding words
Step1:- choose these words to complete the sentences – work individually in 2 minutes.
( look at the highlighted words).
Step 2: Step 2: ss do as request- T goes round and help.
Step 3: Call 5 ss to give the answers – the others give comments.
Step 4: T play the tape for ss to check the answers .
T “ All the adjectives that we have just learnt are of personality. So let’s see how our friends are. T give examples and underline V to be( am,are, isn’t) ? What goes after Subject?- Ss answer – Write on the board.
* Checking the structure: To be + Adjectives ( personality) ( for descriptions)
Task 4 : Complete the sentences.
Aims: to practice using the correct form of V tobe in the structure Vto be + Adjectives ( personality) ( for descriptions)
Step 1: Ss work in pair use “ am, is, are ( not) to complete the sentences - in 1 minute.
Step 2: Step 2: ss do as request- T goes round and help.
Step 3: Call 6 ss to give the answers – the others give comments.
Step 4: T confirms, give the key.
- ss: read aloud the sentences after completing.
* Elicit the dialogue.(5’)
Aims: To get ss involve in the content of the dialogue.
- Ss look at the picture T “ this is a pastime activity that the boy and girls are doing. ? What do you think they are doing? ( having a picnic)
Its is a good way for you to relax after your hard- working days. 
Phuc and Duong are talking then they see two girls coming, one is new to them, and she is their surprise guest. ? What does “ surprise”? mean?
- Listen to the conversation to see what are they talking about
- Play the recording twice.
- T ask some ss to read the dialogue before the class.
3. Practice (11’)
Task 1:a. Gap fill
Aims: to see if ss can understand the dialogue.
Step1: Ss work in pairs - in 2 minutes – put a suitable word in each blank.
Step 2: ss do as request- T goes round and help.
Step 3: Call 6 ss to give the answers – the others give comments.
Step 4: T confirms, give the key.
b. Polite requests and suggestion:
Aims: identify and practice the language of polite request.
- Ss refer back to the conversation to answer the questions- T: write the correct answers on the board
? What does Duong say to Phuc when he wants some biscuits? (Can you pass the biscuits for me, please?)
? What does Phuc answer?( Yes, sure.)
? What does Duong say when he want Mai to sit down?( Would you like to sit down?)
? What does Mai say?( Oh, sorry. We can’t.)
T? So, how do we say when we want to asking for help?
- how do we say when we want to make a suggestion?
Step 1: Ss: work in pair in 1 minute to wrire the the answers for 2 questions above.
Step 2: ss do as request- T goes round and help.
Step 3: Call 2 ss to give the answers – the others give comments.
Step 4: T confirms, give the key.
Task 2. Lucky Number.
Step1: T divide the class in to 2 teams.
Take tunes to choose a number- make a a request or a suggestion with the words in the card. 
Step 2: Ss do as request.
Step 3: T tick the correct answers.
Step 4: T give feed back.
4. Production (5’)
Aims: To use target language in a meaningful context
Task 5: Game: Friendship Flower
Step 1: In groups of four, each member writes in the flower petal two adjectives for personalities which you like about the others – in 30 seconds.
Compare and discuss which two words best describe each person.
Step 2: ss do as request- T goes round and help.
Step 3: Call 2 groups to give the answers – the others give comments.
Step 4: T confirms, give the key.
Warm up: play the game: Memorising game
Q1: How many boys and girls are there in the picture?(4)
Q2. What are the boy doing?( one is reading and the other is eating (biscuits))
Q3: What is the name of the Magazine? (4 teen)
Q4: Where is the dog sitting?( In front of the boy)
Q5. What is the behind the biscuits?( a bottle of fruit juice)
2.Presentation 
* Adjectives for personality.
1. boring
2.shy
3. confident
4. creative
5. talkative 
6. clever
7. kind
8. hard-working
9.friendly
10. funny
Task 3
Key: 1. creative 
 2. kind 
 3. confident
 4. talkative 
 5. clever
Adjectives for personality
To be + Adjective
Ex: I am hard-working
 You’re kind
 - Ngoc isn’t short.
S + am, is, are ( not)+ adj.
Task 4 : Complete the sentences.
Key: 1. am 2. is 3. isn’t 4. aren’t 5. is 6. are
 (Ss may talk in Vietnamese if necessary)
- have a guess
1.a) Put a suitable word in each blank.
Key: 
picnic
likes/loves
 friendly
Mai and Chau
glasses: long black hair
working on their school project
1.b. Making and responding to a request:
1. Asking for help/ making a request.
Can you+ V .?
2. Making to a suggestion:
Would you like to + V .?
Task 2. Lucky Number.
1. Asking for help/ making a request.
A: Can you_____please?
B: Yes, sure.
2. Making to a suggestion:
A: Would you like to .?
B: Yes, I’d love to./ Oh, sorry, I can’t.
Game: Friendship Flower
IV. Consolidation(2’): 1 S retell what you studied in the lesson.( how to make a suggestion, how to ask for help and how to say about the personality.)
V. Homework( 2’)
- learn by heart the new words and structures in the lesson
- Read the dialogue again.
- Make 5 sentences using Adjectives for personality.
- Make 2 dialogues of asking for help and asking for suggestion.
- Prepare A closer look 1.
Reflection:
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Date of planning: ..
Date of teaching : 
Period 18
UNIT 3: MY FRIENDS
Lesson 2: A closer look 1
I. Objectives :
1. Knowledge:
By the end of this lesson, students can: 
+ Pronounce correctly the sounds/b/and/ p/ in isolation and in context. 
+ Learn vocabulary about body parts, appearance personality.
+ Use "have" for descriptions.
2. Skills: listening, speaking
3. Attitude: love your friends.
4. Competence:
II. Teaching aids:
T: Teaching plan, book, cassette player, word cards.
Ss: Look up the meaning of the words:
III. Procedures
Teacher and students' activities
Content
Activity 1. Warm up (5’)
Aim: To get ss involve in the lesson 
Step 1- Teacher hangs the picture of the body and gives some words. (face/ eyes/ ears/ nose..............)
Step 2- T: you look at the picture and match the words with the picture in group of four in 2’.
Step 3- Ss: do the task. T goes around the class. 
Step 4- Ss show their answer on the board.
Step 5: T gives comments 
Activity2. Presentation (5’)
Aim: Ss Hear, understand, and rememberthe words about partsof the body
Step 1- Teacher explains new words by picture of the body
T: All of you look, listen and repeat after me
T: Say :face SS: look and repeat face
T: touch the face and say : This is my face
Do the same with the rest words
Step 2-Allow Ss to work together. Point our the irregular plurals using the ‘Watch out!’. Play the recording as many times as required to support Ss pronunciation. 
Step 3- T: ask them to respond to imperative sentences, e.g. ‘Touch your elbow’.
3. Practice: group work
Aim: to provide the students with an opportunity to apply their knowledge and skills in practice
Step 1- Explain that some words go together, e.g. long + hair, but some don’t, e.g. round + knee. 
Step 2- Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches. 
Step 3- Ask Ss to complete the word webs in their book.
Activity 3. Presentation
Step 1-Teacher gives two words which have sound / b/ and /p/
Eg:
 + book
 + pen
Step 2-Teacher explains how to read these sounds
Step 3- Have Ss practice the / p/ and / b/ sounds together. 
-Tell them they should hear the (voiced )/ b/ sounds but not the (voiceless)/p/sound
-Play the recordingand ask Ss to listen and repeat
-Play the recording as many times as necessary
Step 4-Have Ss practice reading the word pairs first. Then ask them to do the task while listening to the recording
- Ask Ss to listen while T plays the recording. Clap tohelp Ss understand the rhythm. 
Now move to Grammar point
Step 1 T-. Stick some pictures of people from magazines on the board. Call out a description.
e.g.They have short black hair.
 She has brown eyes
Step 2- Have sslook at the appropriate picture while repeating the sentence. Next, point to pictures and form sentences,
e.g. ‘Does she have long black hair?
- Point out that do or does is added to the start of questions “do you have long hair?’, and the end of answers, “yes, I do”
Step 3-you make the sentences individually. 
- you can discuss your answers with a partner before discussing with the class .
Step 4- four ss show the answer on the board
Step 5- T: give comments
Use questions to elicit vocabulary about the pictures to help Ss predict the content of the recording.
- Play the recording and ask Ss to match the picture to the people. 
- Discuss the answers, and ask Ss to recall parts of the recording that helped them do the matching. 
-Ask Ss to fill in the gaps by recalling the recording and using the information in the grammar input box. Play the recording to allow Ss to check their answers.
Activity 4. Production:
- Repeat how to read sound /b/,/ /p/.
- Have for descriptions
 S: I have a round face.
Lan has long hair
Activity 5. Homework
- Give examples with / b/, /p/
- Learn grammar “Have for descriptions”
- Prepare for the next lesson.
I. Vocabulary: Appearances 
- face (n)
- ear (n)
- eye (n)
- nose (n)
- arm (n)
- head (n)
- knee (n)
- mouth (n)
- tail (n)
- cheek (n)
1. Listen, check and repeat the words
2. Create word webs
* long/ short: legs, arms, tail, hair. 
* big/ small: head, hands, ears, feet, eyes, nose 
* black / blonde/ curly/ straight: hair, fur 
* chubby: face, cheeks. 
* round/ long: face.
II. Pronunciation: / b/ and/ p/
3. Listen and repeat:
- picnic, patient
- black, biscuits, blonde, black, big.
4. Listen and circle the words you hear
1. play 2. band 3. ponytail 
 4. brown 5. picnic 6. pretty 
Tape script: 
1. We often play badminton in the afternoon
2. Are you singing in that band? 
3. Her ponytail is so cute!
4. He has a brown nose. 
5. Let’s have another picnic this weekend!
6. She’s got such a pretty daughter.
Grammar: Have for descriptions
 In page 52, part “grammar”
6. Make sentence
1. Does the girl have short hair? 
- No, she doesn’t 
2. Does Harry potter have big eyes? 
3. The dog has a long tail 
4. And you, do you have a round face? 
Yes, I do/ No, I don’t.	
7. Listen and match
Phuc: c Duong: a Mai: b
Tape script: 
Hi, my name’s Phuc. My best friend has a round face and short hair . He isn’t very tall but he is kind and funny. I like him because he often makes me laugh. 
Hello, I’m Duong. My best friend is Lucas. He has a brown nose. He is friendly! I like him because he’s always beside me. 
Hi, my name’s Mai. My best friend has short curly hair. She is kind. She writes poems for me, and she always listens to my stories.
8. Write is/ has. Listen again and check
1. has 2. is 3. has 4. is 
 5. has 6. is
Reflection:
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Date of planning: 	Signed by:
Date of teaching: 
Period 18
UNIT 3: MY FRIENDS
A closer look 2
I. Objectives 
By the end of this lesson, students can: 
1. Knowlegdge: Use
 The present continuous tense to talk about future plans and arrangements
The laxical items related to the topic “My friends”
 Practise the language of polite invitation
2. Skills: Develop listening and writing skills.
3. Attitude: Have a positive attitude about the topic of My friends .
4. Competence: Develop such competences as work group, teamwork, communication, self study, Information – technology.
II. Preparation:
- T: Teaching plan, book and exercise book
- Ss book and exercise book
III. Procedures
Teacher and students’ activities
Activity 1:. Warm up: (5’)
Step 1: Play the alphabet game with Ss. 
Step 2: Ss call each letter of the alphabet and Ss try to recall a verb beginning with each letter, e. g. A - act, ask, B-bring, buy ..
Step 3: Lets Ss listen to the convesation in Getting stared part again, circle all the werbs that have ING ending
Step 4: T gives the keys : reading, coming 
Activity 2: Presentation (15’)
 Step 1: Ask Ss to recall what happened in the conversation in Getting Started. 
 Step 2: T can ask Ss to focus on the verbs that were used. 
- Play the recording and ask Ss to listen and follow the conversation on the page. 
Step 3: Play the recording again and ask Ss to circle all the verbs. 
 Step 4: Use the grammar box to help T explain that some-ing verbs describe actions happening now, and some describe plans for the future. Point out contextual clues, such as use of adverbs of time
 E.g: This evening/ Tomorrow. 
- Point our that some verbs lose their finnal’e’ when - ing is added.
 E.g: coming, leaving, riding, taking .
 Activity 3: Practice (15’)
Step1: Ss fill in the table with sentences from the conversation.
- Ask Ss to feedback with reasons for their choices.
 Step 2:Ask Ss to complete the sentences individually. Remind them to pay attention to the ‘be’ verb and to the spelling of verbs ending in ‘e’ such as ‘ take’. 
- Discuss any difficulties before Ss attempt 4. 
 Step 3: Ss write N for actions happening now, and F for future plans 
- Ask Ss to prepare for the activity by first writing the days Monday to Sunday, and writing activities next to each, they should add the three activities listed in 5: organising a party, working on a project, going swimming. 
- They should leave some days free to arrange new plans. 
 Step 4: Practise the model conversation with the class. Then ask pupils to mingle and make arrangements with their classmates. Afterwards feedback by asking Ss to tell the class about their plans, 
Eg: "On Thursday, I am going swimming with Nguyet, Phuong and Huong. "
Activity 4: Production (8’) 
Aims: To use target grammar
Step 1: T asks Ss to work in pairs, work in groups, work individually
 In 10 minutes
 Step 2: Ss do the task. T goes around the slass to provide help
Step 3: Ss write the answer on the board, show the answer on the board, the leader of the group report before the class.
Step4: T confirms, gives comments, gives the key.
 Consolidation: (1’)
- 2 Ss Repeat the present continuous for future
- 2 Ss make sentences 
 Homework: (1’)
- Learn new words by heart the present continuous for future
- Make sentences with the present continuous for future
- Do exercise 5: Games in textbook
Contents
*Grammar :
The present continuous for future.
1. Listen again to part of the conversation
 + They are coming over
 + I am going to the judo club.
 + We are working on our 
school project.
*The present continuous for future: be + V-ing
We can use the present continuous to talk about future plants
Eg: 
+ I am playing soccer tomorrow
 + She is going to Ha noi this evneing
+ They aren't coming tonight. They are busy
2. Complete the table
Actions now
Plans for future
They’re coming over 
Example: 
+This evening, We are working on our school project. 
+I’m going to the judo club with my brother . 
+I’m visiting my grandma and grandpa. 
3. Write sentences about Mai's plans for next week. Use the present continuous for future.
 1. is taking 2. isn’t going 
 3. is visiting 4. is having 
4. Write N and F
1. N 3. N 5. F
2. F 4. F 6. N
Reflection:
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Preparing date: 
Teaching date: 
Period 19
UNIT 3: MY FRIENDS
Lesson 4: Communication
I. Objectives: 
By the end of the lesson Ss will be able to: 
1. Knowledge: 
+ Know more new words
+ Reading the page from 4 Teen magazine about five friends to understand where they come from and according to their birthday, we can guess what character they may have.
2. Skills:
 Drill reading, listening and speaking mainly
3. Attitude: read and think about friends’ personalities.
 4. Competence 
- capable seft-learning, problem solving, capable creation, capable communication, capable cooperation, physical capacity, capable beauty, group work, pairwork, individual work
II. Preparation.
T: plan, CD, casstte
Ss: Prepare the lesson in adivice 
III. Procedures:
T’s & Ss' activities
Contents
Activity 1: Warm up (5’)
Aims: To get Ss involve the lesson
To introduce the lesson
Step 1: 
-T: Give a topic and have Ss discuss in groups. They can write as many words as possible.( Set 3 minutes for this task)
-Ss: Listen and do the task.
-T: Collect the answers from groups and give comments.
Introduce new lesson.
Step 2: Ss do the task individually
Step 3: Ss give the answer
Step 4: Give comment anh give marks and then introduce the lesson
Activity 2. Presentation:
Arms: To present some vocabulary.
Studying vocabularies
Step 1: T tells Ss to read the words in the box and guess the meanings.
- Ss work in groups (3 minutes)
Step 2: Do the task
Step 3: T explains the words
Ss give the meanings
Step 4: Give comments and guide
Ss to read orally and then individually 
Activity 3: Practice
Aims: To use some words to Practice
Exercise 1: I. Read this page from4 teen magazine
Step 1:
- Before Ss open their books, show the pictures of the five friends in the magazine. 
- Teacher asks some questions:
 + What is her name?
 + When is her birthday?
( Students look at the pictures to answer)
- Discuss the friends with the class: 
 + Where are they from?
 + What are their names?
 + What are they doing on the weekend?
Step 2: Ss do the task individually
T goes the class provide help
Step 3: 2 Ss give the answer
1 Ss comment
Step 4: T confirm
T give comment anh give the keys	
Exercise 2: Find the star sign of each 
Step 1:
-T: Tell the class they will be introduced to some new verbs. 
T: explains name of star signs
-Ss : Listen and remember.
-T: Ask Ss to look at the adjectives of personalities in the star signs, then find the star signs of the five friends in 4 Teen. 
Step 2: 
-Ss: Listen and do the task.
T goes around the class to provide help
Step 3: Ss give their answer
1 Ss give comment
Step 4: T comment
Exercise 3: Look for your star sign. Do you agree with the description?
Step 1:
-T: Let Ss review the star sign descriptions for their own signs. 
Ss can tick adjectives they agree with, and cross ones they disagree with. Allow them to share their thoughts with a partner. 
Step 2: Ss do the task in groups
T goes around the class to provide help
Step 3: Ss give their answers.
 1 Ss gives comments
Step 4: T gives comments and correct Ss’ mistakes.
Activity4:Production
Exercise 4: Think about your friends' personalities
Aims: To use target language to practice.
Step 1:
-T: Play a line - up game. Ss have to arrange themselves in order of birthdays. Support them by reviewing months and dates and giving a question and answer they can use:
 + When’s your birthday? 
 It’s on ..
- Pair Ss and ask them to read out their partner’s star sign 
Time : 10 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 2 Ss give their ideas
 1 Ss give comment
Step 4: T confirm
T comment.
Consolidation
- Teacher gets students to retell the aims of the lesson.
Homework:
- Prepare for the next lesson: Unit 3: Skills 1
- Do exercise C1, 2, 3 (p.19) (Workbook)
Adjectives of personalities.
- humorous
- friendly
- sensitive
-....
Vocabulary
choir: đội hợp xướng/ đồng ca
field trip: chuyến đi thực tế
volunteer (n): tình nguyện viên
curious (a): tò mò
responsible (a): có trách nhiệm
reliable (a): đáng tin cậy/ chắc chắn
firework competition(n): cuộc thi pháo hoa
independent(a): độc lập
freedom-loving: tự do yêu đương
Practice
I. . Read this page from4 teen magazine
Picture 1: 
- Her name is ADIA.
- She's from Yobe, Nigeria.
- Her birthday is on May the fifteenth.
- She is helping her parents in the field on Saturday. She is singing at her village's choir club. 
 ( Students answer other parts)
II. Find the star sign of each friend to find out about their personality.
Star sign and personalities.(Ex2)
* Aries ['eəri:z]: 21/3 – 20/4 (sao Bạch Dương)
Independent, active, freedom-loving
* Taurus ['tɔ:rəs]: 21/4 – 20/5 (Sao Kim Ngưu)
Patient, reliable, hard-working
* Gemini ['deminai]: 21/5 – 20/6 (Cung Song Tử)
Talkative, curious, active
*Cancer: 21/6 – 20/7 (Con Cua - cung thứ 4 trong Hoàng đạo)
Sensitive, caring, intelligent
* Leo ['li:ou]: 21/7– 20/8 (cung Sư Tử)
Confident, competitive, creative
* Virgo ['vɜ:gou]: 21/8 – 20/9 (Xử Nữ - cung thứ 6)
Careful, helpful, hard-working
* Libra ['li:brə]: 21/9 – 20/10 (cung Thiên Bình)
Talkative, friendly, creative
* Scorpio ['skɔ:piou]: 21/10/20/11(cung Hổ Cáp)
Careful, responsible, curious
* Sagittarius [,sædi'teəriəs]: 21/11 – 20/12 (cung Nhân Mã - cung thứ 9 trong Hoàng Đạo)
Independent, freedo-loving, confident
* Capricorn ['kæprikɔ:n]: 21/11 – 20/1 (cung Ma Kết)
Careful, hard-working, serious.
* Aquarius [ə'kweəriəs]: 21/1 – 20/2 (Bảo Bình)
Friendly, independent, freedo-loving.
* Pices ['paisi:z]: 21/2 – 20/3 (cung Song Ngư)
Kind, helpful, creative.
1. Adia (15/ 5): Taurus (patient, reliable, hard - working)
2. Vinh (2/ 12) : Sagittarius (independent, freedom-loving, confident)
3. John (26/ 2) : Pisces (kind, helpful, creative)
4. Tom (19/ 1) : Capricorn (careful, hard - working, serious)
5. Noriko (21/ 8): Virgo (careful, helpful, hard - working.)
III. Look for your star sign. Do you agree with the description?
IV. Think about your friends' personalities. What star signs do you think they are? Find out if you are correct
Reflection:
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Date of planning:	 Signed by: 
Date of teaching: 
Period 5	
UNIT 3 – MY FRIENDS
Skills 1 
I/ Objectives: 
By the end of the lesson, Ss will be able to:
1. Knowledge: know and use
 -Grammar: Use the lexical items related to the topic 
 -Vocabulary: The lexical items related to the topic “My friends”.
2. Skills: reading and speaking skill
3. Attitude: Have a positive attitude about some friends.
4. Competence: Develop: teamwork, communication, self-study. 
II/ Preparation:
- T: Course book ,extra board
- Ss: prepare the lesson in advance.
III/ Procedures :
Teacher and students’ activities
Content
Activity 1: Warm-up (5’): 
Aims: - To get ss involve in the lesson.
 - To introduce the topic.
Step 1: T gives the task to ss: 
Look at the pictures. 
Work in 3 groups, answer the questions in 3 minutes.
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: Ss report the task
group 1 show their answer on the board.
2 Other groups give feedback.
Step 4: T confirms, gives comments, leads to the content of the lesson.
Can you tell me what they are?
 2.So tell me when do we use them?
Can anybody tell me more things we need when we go camping?
READING
Activity 2: Presentation (5’)
Aims: Ss guess the meaning of the words in the context
Task 1. 
Step 1: T gives the task to ss: 
Work alone in 3 minutes to “Find these words in the advertisement. What do they mean ?”
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: Ss report the task
3 Ss write the answer on the board.
Step 4: T confirms 
Activity 3: Practice (15’)
Aims: To practice reading skill for specific information
Task 2. 
Exercise 2: Read the advertisement. Then answer the questions.
Step 1: T tells ss to:
Work in pairs in 3’ and Read the advertisement. Then answer the questions 
Step 2: Ss do the task. T goes around the class to provide help
Step 3: Ss report the task
4 pairs ask and answer the questions
Step 4: T confirms
T gives comments
T gives the key.
Key: 
It is an e-mail.
A stay at the Superb Summer Camp
Yes, he is
Task 3: 
Exercise 3: Read the text again and write true or false
Step 1: T gives the task to ss :
Work in 3 groups and read the advertisement and write T or F.
Write answers in extra board
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: Ss report the task
group 1 show their answer on the board.
2 Other groups give feedback.
Step 4: T confirms
T gives comments
T gives the key.
Key: 
1: F ( He is writing)
2: F ( He has three)
3: T
4: F ( He hopes it is not too scary)
5: F ( They are having a campfine and telling a ghost story)
6 : F ( They are visiting a milk farm)
7 : F ( They speak E only)
Speaking
Activity 4: Production (15’)
Aims: To use target language in a meaningful context.
Task 4: 
Exercise 4:In pairs make your own E camp schedule.
 Step 1: T gives the task to ss :
Work in pairs in 3’ 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: Ss report the task
Step 4: T give points, leads to the next exercise 5.
Task 5: 
Exercise 5- Work in pairs sit back to back and tell your partner to fill in. After that, discuss the schedule together to choose the most interesting activities.
Step 1: T asks ss to:
Work in pairs in 3’ 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: Ss report the task
some pairs ask and answer the questions
Step 4: T gives comments, the key.
Consolidation (2’): 
2 ss summarize what they have learned
Homework: Prepare the next lesson
Reflection:
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