Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 10/10/21 23:04
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Mô tả: Date of planning:08/10/ 2021 Period : 16 UNIT 3: AT HOME LESSON: 5 LANGUAGE FOCUS A.Objectives 1.Knowledge -The aims: + The aims: By the end of the lesson, ss will have a good chance to review: - Reflexive pronouns - Modals: must, have to, ought to - Why? Because… + Vocabulary: fail(v); repairman (n); draw(v); tank(n) + Structures: Reflexive pronouns, modals Why? Because… 2. Skills:- Practice reading, writing, speaking. 3. Attitude: Help ss to have good consciousness in order to practice using “must” or “have to”, “ought to” , reflexive pronouns, Why and Because B. Preparations 1.Teacher : posters, computer, Lesson plan, textbooks, pictures, speaker. 2. Students: Unit 5 Language focus C. Techniques: - Model-Talk-Practice, individual work, pair work - Some techniques can be used: Multiple choice, Fill in the blanks D. Procedure : I.Organization: ( 1 minute) - Greeting: Good morning! - Who’s absent today? Class Date of teaching Absent students 8A 13/10/2021 8B 11/10/2021 8C 11/10/2021 Teacher’s activities Students’ activities * Warm up: (5’) - Ss do exercises III. New lesson: Activity 1: (9’) *Aim: -SS can understand and practice using “must” or “have to” *Methods: Gap fill * Work arrangement : Individual, pair work * Time: 9’ * Procedure - Set the scene: “ What does Nam have to do when his mother has to go and visit Granma after work?” He has to/ mustcook dinner. - T explains how to use : “must, have to” Modal verbs: Must , have to, ought to (Both Must and have to express obligation or necessity, but there are some small differences: Must expresses the speaker's feelings, whereas have to expresses, above all, an impersonal idea) - Must + bare-inf : (phải) diễn đạt tính chất bắt buộc - Have to + inf :(phải) diễn tả sự bắt buộc / cần thiết. - T asks : “Now you look at the pictures in your book and the verbs in the box, completing the dialogue by putting “have to” or “must” in the correct blanks - Ss work in pairs and play the roles the dialogue - T corrects and notices Ss : * Activity 2: (9’) *Aim: -SS can understand and practice using “Ought to” *Methods: Writing * Work arrangement : Individual, pair work * Time: 9’ * Procedure - Set the scene: “ Hoa is very sad because she failed her English test. What do you say to advise her?” + “ You should study harder” Can you tell me another word for “ should”? + “ ought to” - Use: “ ought to” as well as “ should” is used to give advice to someone. - Form: ought to + Infinitive - T asks “When do we use “ought to”. What does it mean? - Meaning: Nên - T asks “You look at the pictures page 35 and use “ought to” to give advice to the people in the pictures” - T gives examples - Ss notices - Ss give advice (individually) - Ss compare with a partner - Ss go to the board and give advice - Ss write in their notebooks * Activity 3: (9’) *Aim: -SS can understand and practice using Reflexive pronouns *Methods: Gap fill * Work arrangement :group work * Time: 9’ * Procedure - T explains how to use “Reflexive pronouns” - Set the scene: “ You do your homework and no one helps you. What do you say?” + “ I do my homework myself. - Form: We use I with myself You Yourself/ yourselves He Himself She Herself We Ourselves They Themselves It itself - Emphasis pronouns: Used to emphasize a person or a thing. Eg: She cut herself. John saw himself in the mirror. - T asks “Now you work in pairs and complete the conversation by putting the reflexive pronouns in the right blank” - Ss work in groups and play the roles a, b, c, d, e - T corrects the mistakes * Activity 4: (9’) *Aim: -SS can understand and practice using Why-Because. *Methods: Qs & As * Work arrangement :pair work * Time: 9’ * Procedure - T asks: “Why did Hoa go to school late this morning?” - T asks Ss to work in pairs - opened pairs - T corrects the mistakes - Ss write  Multiple Choice / Marks : 1. I have a lot of _____ to do, so I can’t go with you a. homework b. home works c. homeless 2. Ba has _____ close friends a. two b. three c. four d. five * Activity 1: (9’) - Ss listen carefully and write notes 1. Look at the pictures. Complete the dialogue. Use “must” or “have to” and the verbs in the box: (1) must / have to tidy (2) have to / must dust (3) must / have to sweep (4) must / have to clean (5) must / have to empty (6) must / have to feed * Activity 2: (9’) - Ss answer  Ought to + inf : (nên, phải nên) : khuyên, đề nghị. 2. Look at the pictures. Use “Ought to” to give advice to these people: b. You ought to get up early c. You ought to eat more fruit and vegetables d. You ought to go to the dentist * Activity 3: (9’) - Reflexive pronouns  Usage: người, vật chịu ảnh hưởng chính hành động của mình 3. Complete the dialogues. Use the reflexive pronouns in the box. You will have to use some of the reflexive pronouns more than once: b. (1) ourselves c. (2) myself (3) yourself d. (4) himself (5) herself (6) themselves e. (7) yourselves * Activity 4: (9’) - Ss answer: Because she watched TV late last night 4. Work with a partner. Ask and answer questions about Hoa, Nam, Ha, Nga, and Mrs. Vui using Why-Because. b. Why did Nam have to cook dinner? - Because his mom was home late c. Why did Mrs. Vui, Nam’s mom go home late? - Because she had to visit his grandma, she was sick d. Why did Ha fail her English exam? - Because she didn’t learn for her exam. She played the computer games e. Why didn’t Nga go to the movies? - Because she had to do her chores. She had to clean the kitchen and sweep the living-room IV. Summary(1’) T reminds ss of the main content of the lesson. V. Homework(2’) - Review all model sentences, grammars in Unit 3 - Do exercises in workbook - Read again all dialogues in language focus (Unit 3) - Prepare :45-minute TEST *Evaluation: UNIT: 4 OUR PAST I. Objectives: 1. Topic: - Our past 2. Competences: - Talk about past events, express feeling, distinguish between fact and opinions, write a short imaginary story 3.Skills: - Speaking: Talk about the way things used to be and the way they are now. - Listening: Listen to monologues / dialogues within 100 words for general or detailed information. Listen to the story about the moral lesson. - Reading: Read dialogues and passages within 120-150 words for general or detailed information. Read the story”The lost shoes”. - Writing: Write a short imaginary story. 4. Grammar: - Past simple Tense - Used to - Prepositions of time (in, at, on,…) 5. Vocabulary: look after(v) ; great grandma(n); meal (n); sound(v) ; electricity(n); modern(a); equipment(n) ; story(n); folktale (n); traditional (a), air(n); fresh(a) ; polluted(n) lay(v); discover(v) ; gold(n); shout(v); rich(a); amazement(n); unfortunately(adv); dead(a) = kill(v); foolish(a); greedy(a); find(v) . II. Unit plan: Unit 1: A visit from penpal (6 periods) Period 1 : Listen Period 2: Read Period 3: Read(cont) Period 4: Write Period 5: Write(cont) Period 6: Language focus ************************ Date of planning:08/10/2021 PERIOD :17 UNIT 4: OUR PAST LESSON: 3-LISTEN A.The aims of the lesson 1.Knowledge -The aims: By the end of the lesson, ss will be able to listen to the story and choose the most suitable moral lesson. + Standard knowledge:Listen to the story and choose the most suitable moral lesson. +Advanced knowledge:Answer some questions about the tale, tell some other similar tales they know. -Basic language: + Vocabulary: lay(v); discover(v) ; gold(n); shout(v); rich(a); amazement(n); unfortunately(adv); dead(a) = kill(v); foolish(a); greedy(a); find(v) . + Structures: Past simple, once a (poor) farmer… 2. Skill: - Practice listening. 3. Attitude: Help ss to have good consciousness in order tolisten to the story and choose the most suitable moral lesson. Help Ss to learn hard, to understand the moral lesson and don’t be foolish and greedy. B. Preparations 1. Teacher: lesson plan, English 8-book, computer, speaker, projector 2. Students: review the grammar points and vocabulary, English 8-book.. C. Techniques: - Model-Talk-Practice, individual work, pair work - Some techniques can be used: network, Question- answer D. Procedure : I.Organization: ( 1 minute) - Greeting: Good morning! - Who’s absent today? Class Date of teaching Absent students 8A 13/10/2021 8C 12/10/2021 8B 13/10/2021 Teacher’s activities Students’ activities II.Warm-up(3’) Ask ss to play the game “Networks” Divide the class into 2 teams and ask them to play on the stage Remark the game and present the new lesson III. New lesson 1.Pre - listening (10’) *Aim: -SS can understand and pronounce the new words. T introduces the content of the lesson: the moral lesson.. *Methods: W& W * Work arrangement: Pair, group work, Individual * Time: 10’ * Procedure Present the new words Ask ss to repeat the new words in chorus Ask 3 ss to read and correct the mistake Ask ss to retell the structures of commands Hang the picture and present the tale 2. While- listening (20’) *Aim: -SS can listen and check prediction. *Methods: Q & A * Work arrangement : Individual, pair work * Time: 20’ * Procedure Play the tape (3times) Ask ss to give out their answers on the board Ask others to remark and correct Remark and give out the answers Ask ss to answer some questions about the tale 1) Did the farmer use the eggs to buy food and clothing? 2) How many gold eggs did the husband see? 3) Did they cut open all the chikens? 4) Did they find any eggs? 5) Were the chickens dead? 3. Post- listening (8’) *Aim: -SS can understand and retell the story *Methods: Retell * Work arrangement: pair work * Time: 8’ * Procedure -T asks some Sts to tell the story again and give the lesson from this story. - T can help if necessary. - *Vocabulary: - greedy(a): tham lam - foolish (a): ngu xuẩn - lay- laid (v): đẻ trứng - discover (v): phát hiện - In amazement (exp)bằng sự ngạc nhiên *Checking /:What and where -ss to guess the moral lesson - ss to give out their ideas The moral lesson: Don’t be foolish and greedy. Listen carefully and check Correct by themselves * Suggested ideas: 1) Yes, he did 2) He saw one gold egg 3) Yes, they did 4) No, they didn’t 5) Yes, they were - Tell the story again and give the lesson from this story. IV. Summary:(1’)What is the text about? What is the moral lesson? V. Homework(2’) Do ex in the ex book. Prepare Unit 4: L4 Read *Evaluation: Date of planning: 08/10/ 2012 PERIOD :18 UNIT 4: OUR PAST LESSON :4-READ A.Ojectives 1.Knowledge -The aims: By the end of the lesson, ss will be able to read and understand the tale “ The lost shoe” + Standard knowledge:Read and understand the tale “ The lost shoe” +Advanced knowledge:Write a summary of the tale -Basic language: + Vocabulary: Little Pea (n); Stout Nut (n); die (v) ; marry (v); cruel (a); upset (a); festitval (n); harvest (n) ; prince (n); fairy(n); rag(n); drop(v); loose(v); own(v). + Structures: Past simple 2. Skill: - Practice reading. 3. Attitude: Help ss to have good consciousness in order toread and understand the tale “ The lost shoe” Educate ss to learn hard, love the beauty and kindness B. Preparations 1. Teacher: lesson plan, English 8-book, computer, speaker, projector 2. Students: review the grammar points and vocabulary, English 8-book.. C. Techniques: - Model-Talk-Practice, individual work, pair work - Some techniques can be used:Slap the board, Rub Out and Remember, T / F Statement Predictions D. Procedure : I.Organization: ( 1 minute) - Greeting: Good morning! - Who’s absent today? Class Date of teaching Absent students 8A 14/10/2021 8B 13/10/2021 8C 16/10/2021 Teacher’s activities Students’ activities - * Warm up: (5’) T calls Ss to remind the name some folktales that Ss have read - Ss remind - Ss retell the story “Tấm Cám” III.New lesson: 1. Pre - reading: (10’) *Aim: -SS can understand and pronounce the new words. T introduces the content of the lesson:folktale *Methods: Slap the board, T/F * Work arrangement: Pair, group work, Individual * Time: 9’ * Procedure Elicit – model – repeat - Copy - check Checking : - Ss guess the predictions with closed books - Ss guess which is True, which is False and then share with their partners - T gives feedback 2. While - reading: (20’) *Aim: -SS can read, understand the text about folktale *Methods: T/F, Gap fill, Q & A * Work arrangement: pair work, Individual * Time: 20’ * Procedure -Ask Ss to listen and read “The Lost Shoe” on page 41 and check their predictions - T asks Ss to correct the false statements - T asks Ss to work in pairs, filling in the blanks with suitable words from the story - Ss read aloud - T corrects the mistakes 3. Post - reading: (5’) Read the story again - Tấm Cám - The frog prince - one hundred - section bamboo - Snow White and 7 Dwarfs - Seven-mile shoes  New words: - cruel (a): (translation) độc ác - upset (v): (synonym)làm lôn xộn, làm khó chịu, (a) buồn phiền. - fairy (n): (translation) - magical (a)  magically (adv) kì diệu - rag (n): (realia) quần áo rách - (to) fall in love with: (translation) - immediately (adv) Slap the board / Rub out and remember  T / F Statement Predictions : a. Little Pea’s father is a poor farmer b. Her father got married again after his wife died c. Her new mother was beautiful and nice to her d. She worked hard all day e. She didn’t have new clothes to take part in the festival Ss listen and read in silence “The Lost Shoe” on page 41 and check their predictions - Sscorrect the false statements Guess Read Corrections a. b. c. d. e. T T F T F - Her new mom was cruel to her - A fairy gave her beautiful clothes  Gap filling : a. Little Pea’s father was a farmer b. Little Pea’ mother died when she was young c. Little Pea had / used to do the housework all day after her father got married again d. The prince wanted to marry a girl from Little Pea’s village e. Stout Nut’s mother did not make new clothes for Little Pea f. The Prince found Little Pea’s lost shoe IV. Summary:(2’) T summarizes the story and ask ss to give its moral lesson V. Homework: (2’) - Retell the story The Lost Shoe - Prepare : Unit 4: L5 Read. *Evaluation: