Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Mô tả: Date of planning: 09.3.2025 Period 73 UNIT 6: LIFE ON OTHER PLANETS Lesson 4 – Review (page 98) I. OBJECTIVES By the end of the lesson, Ss will be able to 1.1. Language knowledge and skills - talk about possible UFO sightings in the past. - make predictions about where humans will live in the future. - review the target language and language skills in unit 6 Grammar: Future Simple, Past Continuous and Past Simple Vocabulary: Words of the topic “life on other planets”: (Earth, Mars, Venus, oxygen, space station, gravity, temperature, appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). - practice test-taking skills. *Students with disabilities will be able to talk about possible UFO sightings in the past. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have a good attitude toward learning English - become more diligent. - reread the previous lesson and be well-prepared for the second mid-term examination. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Unscramble the sentences. - Listening: You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). - Ss’ answers. - Ss’ answers. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - Listening: Listen to part of a presentation about UFOs and fill in the blanks. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the blog post. Choose the correct answer (A, B, or C). - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Reading the blog post “A meeting with an alien” and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review: Life on other planets c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Unscramble the sentences. - Have Ss work in pairs to unscramble the following sentences. - Call Ss to give answers. - Lead to the new lesson. - Work in pairs. - Give answers. Suggested answer B. New lesson (35’)  Activity 1: Listening (12’) a) Objective: Help Ss improve their listening skill. b) Content: Listening to five short conversations and choosing the correct answer (A, B, or C). c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). - Have Ss read through the listening part, focusing on the pictures on each question. - Demonstrate the activity, using the example. - Play the audio (CD 2 – Track 43). Have Ss listen and choose the correct answer. - Have Ss check answers in pairs, then read answers. - Check answers as a whole class. - Read the questions and look at the pictures. - Listen and read answers. Answer keys  Activity 2: Reading (12’) a) Objective: Students can improve their reading skill. b) Content: Reading the blog post and choosing the correct answer (A, B, or C). c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read the blog post. Choose the correct answer (A, B, or C). - Demonstrate the activity, using the example. - Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers and explain. - Give feedback. - Observe and listen. - Work individually. - Give answers and explain. Answer keys  Activity 3: Listening (11’) a) Objective: Help Ss improve their listening skill. b) Content: Listening to part of a presentation about UFOs and filling in the blanks. c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Listen to part of a presentation about UFOs and fill in the blanks. - Use the task in WB – page 36 for review. - Give Ss handouts of the task. - Have Ss read through the listening part, focusing on the blanks on each question. - Demonstrate the activity, using the example. - Play the audio (WB - CD – Track 13). Have Ss listen and fill the blanks. - Have Ss check answers in pairs, then read answers. - Check answers as a whole class. *Handout: Listen to part of a presentation about UFOs. Fill in the blanks. 1. People reported more than 90,000 UFO sightings in __________. 2. Most of the time, these UFOs were everyday things like __________ or balloons. 3. In New Jersey, people saw __________ in the sky at night. 4. In __________, someone saw another UFO at an airport in Chicago. 5. The UFO stayed above the airport for about __________. - Read the questions. - Check answers in pairs. - Listen and read answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: - Grammar of Unit 6: Future Simple, Past Continuous and Past Simple - Vocabulary of Unit 6: Words of the topic “life on other planets”: (Earth, Mars, Venus, oxygen, space station, gravity, temperature, appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). The following reading task adapted from WB – page 36: Reading the blog post and answer the questions. I will never forget the day I met an alien. I was ten years old. I was with my friend Jonathan. We were climbing trees in the forest near my home. I was sitting near the top of a tree when I saw a large, green face next to me. It had huge, black eyes, and a tiny mouth. It was looking at me and making strange noises. I think it was trying to tell me something, but I couldn’t understand its language. I was terrified, but I couldn’t move my body. The alien spoke for about a minute. Then, I saw a strange light and closed my eyes. Read and answer the questions. 1. How old was Mike in this story? 2. Where were Mike and Jonathan playing? 3. How did Mike feel when the alien was speaking to him? Answer keys: 1. ten years ago 2. in the forest 3. terrified * Homework: - Review vocabulary, grammar and language skills of unit 6. - Do the exercises in WB: Unit 6 Review - Part 1 (page 55). - Prepare: Review – SB (page 99) V. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… **************** Date of planning: 09.3.2025 Period 74 UNIT 6: LIFE ON OTHER PLANETS Lesson 4 – Review (page 99) I. OBJECTIVES By the end of the lesson, Ss will be able to 1.1. Language knowledge and skills - talk about possible UFO sightings in the past. - make predictions about where humans will live in the future. - review the target language and language skills in unit 6 • Grammar: Future Simple, Past Continuous and Past Simple • Vocabulary: Words of the topic “life on other planets”: (Earth, Mars, Venus, oxygen, space station, gravity, temperature, appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). - practice test-taking skills. *Students with disabilities will be able to talk about possible UFO sightings in the past. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have a good attitude toward learning English - become more diligent. - reread the previous lesson and be well-prepared for the second mid-term examination. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Vocabulary: Review. - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Circle the correct words. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Underline the mistakes and write the correct words on the lines. - Ss’ answers. - T’s feedback/Peers’ feedback. - Pronunciation: Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. - Writing: Write about where you think people will and won't live in 100 years, and why. Write 80 to 100 words. - Ss’ writing. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Reviewing vocabulary of the topic “Life on other planets” c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Review vocabulary - Have Ss read the statements and choose the correct pictures A, B, or C. - Call Ss to give answers. - Check Ss’ answers and give feedback. - Lead to the new lesson. *Illustration: - Read the statements and choose the correct pictures. - Give answers. Answer keys 1 A 2 C 3 B B. New lesson (35’)  Activity 1: Vocabulary (7’) a) Objective: Ss can review vocabulary about life on other planets. b) Content: Circle the correct words. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Circle the correct words. - Have Ss read the sentences. - Ask Ss to work in pairs to circle the correct words. - Have Ss give answers, tell the meaning of the words /phrases again. - Check answers as a whole class. - Read the sentences. - Work in pairs. - Give answers. Answer keys  Activity 2: Grammar (10’) a) Objective: Ss can review the tenses: Future Simple, Past Continuous and Past Simple b) Content: Underlining the mistakes and writing the correct answers on the lines. c) Expected outcomes: Ss produce the language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Underline the mistakes and write the correct words on the lines. - Ask Ss to work individually to underline the mistakes and write the correct answers on the lines. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 3: Pronunciation (5’) a) Objective: Ss can review the stress of nouns and adjectives with 2 and 3 syllables. b) Content: Circling the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some word stress rules in English, including two or three syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Review. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 4: Writing (13’) a) Objective: Ss can review the structure and language used in a narrative. b) Content: Writing about where you think people will and won't live in 100 years, and why. Write 80 to 100 words. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Write about where you think people will and won't live in 100 years, and why. Write 80 to 100 words. - Briefly remind Ss of the structures of a narrative. - Ask Ss some questions to remind them of the structure. How many sections are there in a narrative passage? What do you write in the topic section? In which section do you write about what you saw/heard/felt, the main event or the ending section? - Have Ss write a narrative. - Have Ss look at each other’s work (peer correction). - Call Ss to read their writing. - Give feedback to one S’s writing. - Review. - Answer the questions. Suggested Writing In a hundred years, I think humans will find a new place to live. I think the Earth will be too hot for humans. We will find a new home on another planet. Some people will live in a space station. They will have a great view of the Earth, but they won't have any gravity. I don't think people will live on Venus. Its temperature is too high. I think people will live on Mars. People will build a city that is warm enough and has gravity and oxygen. I think the future will be exciting. C. Consolidation and homework assignments (5’) * Consolidation: - Grammar of Unit 6: Future Simple, Past Continuous and Past Simple - Vocabulary of Unit 6: Words of the topic “life on other planets”: (Earth, Mars, Venus, oxygen, space station, gravity, temperature, appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). - Work in pairs. Make three predictions of humans’ future home. * Homework: - Review vocabulary, grammar and language skills of unit 6. - Do the exercises in WB: Unit 6 Review - Part 2 (page 55). - Prepare: Unit 7 – New words and Listening (page 52 – SB). V. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… *******************8 Date of planning: 09.3.2025 Period 75 REVISION FOR THE FIRST MID-TERM 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - review the target language learnt in the unit 5,6 - Practice test taking skills *Students with disabilities will be able to review the target language learnt in the unit 5,6 1.2. Competences - improve Ss’ communication, collaboration, analytical, critical thinking skills. 1.3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Procedures -Organization(1’) Class Date of teaching Absentstudents 8A 8B 8C A. Warm up: 5’ a. Objective: help Ss practice pronounce the words they have learnt correctly. b. Content: Odd one out activity c. Expected outcomes: Ss can choose the words with different pronunciation of the underlined sound or words with different main tress. d. Organization SEMESTER 2 REVIEW UNIT 5 | SCIENCE AND TECHNOLOGY I/ Vocabulary: Lesson 1 bright /braɪt/ (adj): tươi sáng • brightness /ˈbraɪtnəs/ (n): sự tươi sáng, độ sáng chip /tʃɪp/ (n): chíp điện tử gigabyte (GB) /ˈɡɪɡəbaɪt/ (n): GB (đơn vị đo dữ liệu hoặc bộ nhớ máy tính) inch /ɪntʃ/ (n): inch (đơn vị đo độ dài, bằng 2.54 cm) performance /pərˈfɔːrməns/ (n): hiệu năng • perform /pərˈfɔːrm/ (v): trình diễn, thể hiện • performer /pərˈfɔːrmə/ (n): người trình diễn powerful /ˈpaʊərfl/ (adj): mạnh, có sức mạnh lớn • power /ˈpaʊər/ (n): sức mạnh, quyền lực • powerless /ˈpaʊərləs/ (adj): không có quyền lực, yếu thế screen /skriːn/ (n): màn hình storage /ˈstɔːrɪdʒ/ (n): bộ nhớ, sự lưu trữ • store /stɔːr/ (v): lưu trữ tablet /ˈtæblət/ (n): máy tính bảng weight /weɪt/ (n): trọng lượng, cân nặng • weigh /weɪ/ (v): cân nặng e.g. What’s the weight of your laptop? How much does your laptop weigh? • weightless /ˈweɪtləs/ (adj): không trọng lượng Lesson 2 carefully /ˈkerfəli/ (adv): một cách cẩn thận • careful /ˈkerfl/ (adj): cẩn thận • carefulness /ˈkerflnəs/ (adj): tính cẩn thận • careless /ˈkerləs/ (adj): bất cẩn, cẩu thả • carelessness /ˈkerləsnəs/ (adj): sự bất cẩn, sự cẩu thả • care /ker/ (n): sự chăm sóc, sự thận trọng, sự cẩn thận take (good) care of sb/sth = chăm sóc ai/vật gì do sth with (great) care = làm việc gì một cách cẩn thận • care /ker/ (v): quan tâm care for sb/sth = take care of sb/sth care about sb/sth = quan tâm, lo lắng cho ai/điều gì • caring /ˈkerɪŋ/ (adj): biết quan tâm, yêu thương, lo lắng cho người khác e.g. My parents are caring people.  uncaring /ʌnˈkerɪŋ/ (adj) charge /tʃɑːrdʒ/ (n): sự nạp pin complete /kəmˈpliːt/ (v): hoàn thành • completion /kəmˈpliːʃn/ (n): sự hoàn thành • /kəmˈpliːt/ (adj): hoàn chỉnh, toàn vẹn  incomplete /ɪnkəmˈpliːt/ (adj) lift /lɪft/ (v): nâng lên navigate /ˈnævɪɡeɪt/ (v): điều hướng, vận hành navigation /ˌnæv.ɪˈɡeɪ.ʃən/ (n): sự điều hướng, sự vận hành quietly /ˈkwaɪətli/ (adv): một cách yên lặng recognize /ˈrekəɡnaɪz/ (v): nhận ra • recognition /ˌrekəɡˈnɪʃn/ (n): sự nhận biết, sự công nhận rescue /ˈreskjuː/ (n): sự giải cứu, e.g. a rescue worker/team • rescue /ˈreskjuː/ (v): giải cứu  to rescue sb/sth from sb/sth • rescuer /ˈreskjuːər/ (n): người giải cứu safely /ˈseɪfli/ (adv): một cách an toàn • safe /ˈseɪf/ (adj): an toàn • safety /ˈseɪfti/ (n): sự an toàn Lesson 3 speaker /ˈspiːkər/ (n): cái loa feature /ˈfiːtʃər/ (n): điểm đặc trưng II/ Grammar:  Wh-questions and Yes/No questions (Câu hỏi lấy thông tin và câu hỏi Có/Không): a) Wh-questions – Từ để hỏi Wh-: What, Where, When, Why, Who, How, How much, How many ... – Công thức: Thì hiện tại đơn Thì hiện tại tiếp diễn Từ để hỏi Wh- + trợ động từ (do/does) + chủ ngữ + động từ? e.g. When does your English lesson start? *Ghi chú: Who/What + động từ + tân ngữ? (để chỉ chủ ngữ của động từ) e.g. Who works here? Từ để hỏi Wh- + trợ động từ (am/is/are) + chủ ngữ + động từ-ing? e.g. What are you doing now? *Ghi chú: Who/What + trợ động từ + động từ-ing + tân ngữ? (để chỉ chủ ngữ của động từ) e.g. Who is cooking lunch? Từ để hỏi Ý nghĩa Ví dụ What Cái gì (hỏi về thông tin cụ thể) What is his surname? – Harris What housework do you do? – I do the dishes. Which Cái nào (lựa chọn giữa 2 khả năng) Which + Danh từ = What Which school are they going to, Aston or Brigges? – Aston. Who Ai (hỏi về người) Who is he? – He’s my best friend. Whose Của ai (hỏi về sự sở hữu) Whose + Danh từ Whose ball is this? Mark’s. Where Ở đâu (hỏi về vị trí, nơi chốn) Where does he come from? – New York. When Khi nào (hỏi về thời gian) When is his birthday? – 2nd August. How long Bao lâu (hỏi khoảng thời gian bao lâu) How long is the battery life? – It lasts for 12 hours. How many Bao nhiêu (hỏi về số lượng) How many cameras does it have? – It has four cameras. How much Bao nhiêu (hỏi về lượng, giá cả) How much are these tablets? – They’re 735 dollars. b) Yes/No questions Câu hỏi Có/Không (Yes/No questions) được dùng để xác nhận thông tin có hoặc không. Loại động từ Công thức Ví dụ To be Be + chủ ngữ + tính từ/danh từ/động từ V-ing…? Is the screen big? Yes, it is. It’s 15 inches./No, it isn’t. It’s 13 inches. Động từ thường Trợ động từ + chủ ngữ + động từ thường + tân ngữ? Does it have a long battery life? Yes, it does. It lasts for 2 days./No, it doesn’t.  Comparative adverbs (So sánh hơn với trạng từ): Chúng ta có thể sử dụng hình thức so sánh hơn của trạng từ (comparative adverbs) để so sánh hai hành động. Trạng từ Hình thức so sánh hơn • Có một âm tiết • Thêm -er: fast ➜ faster • Có một âm tiết và kết thúc bằng -e • Thêm -r: late ➜ later • Có hai hoặc hơn hai âm tiết • Thêm more: slowly ➜ more slowly • Trường hợp ngoại lệ • well ➜ better; badly ➜ worse; far ➜ farther • much/many ➜ more; little ➜ less • early ➜ earlier • Trạng từ ngắn (short adverbs): là những trạng từ có một âm tiết như fast, hard, high, … • Trạng từ dài (long adverbs): là những trạng từ có hai âm tiết trở lên như slowly, carefully, … UNIT 6 | LIFE ON OTHER PLANETS I/ Vocabulary: Lesson 1 crowded /ˈkraʊdɪd/ (adj): đông đúc  be crowded with people/cars/traffic  empty / • crowd /ˈkraʊd/ (n): đám đông Earth /ɜːrθ/ (n): Trái Đất gravity /ˈɡrævəti/ (n): trọng lực Mars /mɑːrz/ (n): sao Hỏa oxygen /ˈɑːksɪdʒən/ (n): ô-xy planet /ˈplænɪt/ (n): hành tinh population /ˌpɑːpjəˈleɪʃn/ (n): dân số • populated /ˈpɑpjəˌleɪtəd/ (adj): có người sinh sống similar /ˈsɪmələr/ (adj): tương tự  be similar to sb/sth • similarly /ˈsɪmələrli/ (adv): một cách tương tự • similarity /ˌsɪməˈlærəti/ (n): điểm tương đồng space station /ˈspeɪs steɪʃn/ (n): trạm vũ trụ temperature /ˈtemprətʃər/ (n): nhiệt độ Venus /ˈviːnəs/ (n): sao Kim view /vjuː/ (n): quang cảnh, tầm nhìn • viewer /ˈvjuːər/ (n): người xem, e.g. TV viewers Lesson 2 alien /ˈeɪliən/ (n): người ngoài hành tinh appear /əˈpɪr/ (v): xuất hiện • appearance /əˈpɪrəns/ (n): sự xuất hiện # disappear /ˌdɪsəˈpɪr/ (v): biến mất • disappearance /ˌdɪsəˈpɪrəns/ (n): sự biến mất circular /ˈsɜːrkjələr/ (adj): có dạng hình tròn • circle /ˈsɜːrkl/ (n): hình tròn, vòng tròn disk-shaped /dɪsk ʃeɪpt/ (adj): hình đĩa flying saucer /ˌflaɪɪŋ ˈsɔːsər/ (n): đĩa bay huge /hjuːdʒ/ (adj): to lớn, khổng lồ strange /streɪndʒ/ (adj): kì lạ • stranger /ˈstreɪndʒər/ (n): người lạ terrified /ˈterəfaɪd/ (adj): cảm thấy khiếp sợ tiny /ˈtaɪni/ (adj): nhỏ xíu, bé xíu triangular /traɪˈæŋɡjələr/ (adj): có dạng hình tam giác triangle /traɪæŋɡl/ (n): tam giác UFO /ˌjuː ef ˈoʊ/ (n): vật thể bay không xác định Lesson 3 hover /ˈhʌvər/ (v): bay lơ lửng II/ Grammar:  Past Continuous and Past Simple (Quá khứ tiếp diễn và Quá khứ đơn): a) Past Simple (Thì quá khứ đơn): – Thì quá khứ đơn được sử dụng để:  Diễn tả các sự kiện, trạng thái hoặc hành động diễn ra tại một thời điểm cụ thể trong quá khứ và đã kết thúc hoàn toàn trong quá khứ.  Diễn tả hành động lặp đi lặp lại trong quá khứ.  Thuật lại một câu chuyện hoặc một sự kiện lịch sử. – Dấu hiệu nhận biết:  Cụm từ chỉ thời gian: yesterday, last year/month/week…  ago (10 minutes ago, 2 months ago, 8 years ago…)  in + mốc thời gian trong quá khứ (in 1999, in the 20th century…). *Lưu ý: Học thuộc bảng động từ bất qui tắc (không thêm -ed). e.g. I/He/She/It was happy. You/We/They weren't (were not) happy. They donated some books last week. He didn’t donate books yesterday. Was it good? Did she volunteer at the soup kitchen? – Yes, it was. / No, it wasn’t. – Yes, she did. / No, she didn’t. How was the movie? Where did they eat? – It was terrible. – They ate hamburgers. – Từ hỏi Wh- + trợ động từ (did) + chủ ngữ + động từ? e.g. Who did you talk to? *Ghi chú: Who/What + động từ + tân ngữ? (để chỉ chủ ngữ của động từ) e.g. Who talked to you? – Cách phát âm “-ed” Đọc là /ɪd/ khi âm cuối của từ gốc là /t/, /d/ Đọc là /t/ khi âm cuối của từ gốc là /t∫/, /s/, /x/, /∫/, /k/, /f/, /p/ Đọc là /d/ khi âm cuối của từ gốc là các phụ âm và nguyên âm còn lại – Nguyên tắc chính tả khi thêm “-ed” vào động từ có quy tắc: Nguyên tắc Ví dụ Chúng ta thêm -ed vào động từ ở thì quá khứ đơn. Clean ➡ cleaned; volunteer ➡ volunteered Khi động từ tận cùng bằng -e, chúng ta chỉ thêm -d. Like ➡ liked; live ➡ lived Khi động từ tận cùng bằng phụ âm+y, chúng ta đổi y thành i rồi thêm -ed. Try ➡ tried; fry ➡ fried Khi động từ một âm tiết tận cùng bằng một phụ âm+nguyên âm+phụ âm, chúng ta gấp đôi phụ âm cuối rồi thêm -ed. Plan ➡ planned; stop ➡ stopped b) Past Continuous (Quá khứ tiếp diễn) – Thì quá khứ tiếp diễn được sử dụng để:  Diễn tả các sự kiện, trạng thái hoặc hành động đang diễn ra tại một thời điểm cụ thể trong quá khứ.  Diễn tả các sự kiện, trạng thái hoặc hành động đang diễn ra trong một khoảng thời gian trong quá khứ.  Diễn tả nhiều hành động xảy ra cùng một lúc trong quá khứ.  Diễn tả một hành động đang xảy ra trong quá khứ thì một hành động khác cắt ngang. – Công thức: Câu khẳng định Chủ ngữ + was/were + V-ing e.g. I was walking to school. They were talking in class. Câu phủ định Chủ ngữ + was not/were not + V-ing e.g. I didn’t go to school by bus. They weren’t talking in class. Câu hỏi Was/Were + chủ ngữ + V-ing? Từ để hỏi Wh- + was/were + chủ ngữ + V-ing? e.g. Was he listening to music? – Yes, he was. Were they going to school by bus? – No, they weren’t. *Lưu ý: was not = wasn’t, were not = weren’t – Dấu hiệu nhận biết:  Cụm từ chỉ thời gian: at + giờ chính xác + thời gian trong quá khứ (at 9 p.m. last night) in + năm xác định (in 1999, in 2020…)  Trong câu có chứa các từ when, as, just as, while, this time yesterday, at that time… e.g. I was studying Math at 9 p.m. last night. In 2010, he was living and working in the USA. When we were singing karaoke, the light went out. She was drawing while I was singing. My mom was watching TV at that time. *Lưu ý: When/While: Cách dùng Ví dụ When Dùng để diễn tả hành động nào đó diễn ra trong thời gian ngắn, mang tính liên tiếp when + Quá khứ đơn He was walking back home when he met Joss. I was waiting for the bus when my mobile phone rang. While Dùng để diễn tả: + hành động kéo dài trong một khoảng thời gian nào đó + nhiều hành động diễn ra cùng một lúc trong quá khứ while + Quá khứ tiếp diễn While he was watching TV, the lights went out. My brother was listening to music while I was cooking dinner. While I was waiting for the bus, my mobile phone rang. *Lưu ý: Chúng ta cũng có thể dùng when với mệnh đề có hành động dài, khi đó when được dịch là “trong lúc/khi” như từ while. Nếu dùng với mệnh đề có hành động ngắn, từ when dịch là “thì”.  will – be going to – Present Continuous – Present Simple (Future meaning) (will – be – going to – Thì hiện tại tiếp diễn – Thì hiện tại đơn với cách dùng tương lai): Cấu trúc Cách dùng Ví dụ will Diễn đạt một quyết định tại thời điểm nói I’m tired. I won’t watch TV. Đưa ra những dự đoán về tương lai dựa trên những gì chúng ta tưởng tượng, nghĩ ngợi hay tin rằng với các từ và cụm từ như: I think, I promise, perhaps, probably ... I think I will stay in tonight. Đưa ra lời yêu cầu, đề nghị, lời mời, lời hứa I’ll call you when I get there. I’ll fix this for you. be going to Đưa ra những dự đoán về tương lai dựa trên những gì chúng ta biết hoặc thấy Look at the sky! It’s going to rain today. Diễn đạt dự định và kế hoạch tương lai I’m going to buy the tickets tomorrow. Hiện tại tiếp diễn Diễn đạt sự sắp xếp cố định trong tương lai Mike and I are seeing a film this Saturday evening. Hiện tại đơn Diễn đạt lịch trình, thời gian biểu The plane lands at 7:30. – Dấu hiệu nhận biết:  Cụm từ chỉ thời gian: tonight, tomorrow, next week/month/year, soon ...