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E 8 W9 P22-24 UNIT 4 READ, WRITE, LANGUAGE FOCUS
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Tác giả: Đỗ Thị Hồng Thái
Chủ đề: Khác
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 23:00 14/10/2018
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Mô tả: E 8 W9 P22-24 UNIT 4 READ, WRITE, LANGUAGE FOCUS *Date of planning: 12/102018 PERIOD :22 UNIT 4: OUR PAST LESSON :4-READ A.Objectives: 1. Aims: By the end of the lesson, ss will be able to read and understand the tale “ The lost shoe” 2. Practice skill: - Practice reading. 3. The knowledge needs to get: + Standard knowledge: Read and understand the tale “ The lost shoe” +Advanced knowledge: Write a summary of the tale 5.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 5. Attitude: Help ss to have good consciousness in order to read and understand the tale “ The lost shoe” Educate ss to learn hard, love the beauty and kindness B. Teaching- aids: Lesson plan, textbooks, pictures, poster/ computer C. Methods: - 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 8B 8C Teacher’s activities Students’ activities - * Warm up: (2’) 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: (9’) *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 - Ss work in pairs (ask and answer the questions) - Ss practice in closed pairs and opened pairs - T corrects the mistakes 3. Post - reading: (10’) - T asks Ss to work in groups, telling the story again in details - A student retells the story in front of the class - T gives feedback and gives marks for the student - 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 - Ss correct 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  Ask and answer the questions : a. She was a poor farmer’s daughter b. She made her do the chores all day c. Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes d. He decided to marry Little Pea because the shoe fitted her e. No, it isn’t - Telling the story again in details IV. Summary:(1’) 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 Write page 42,43 . *Evaluation: - Contents: ………………………………………………………………………….. - Methods: ………………………………………………………………………….. - Time: ……………………………………………………………………………… Date of planning: 12/10/2018 PERIOD : 23 UNIT 4: OUR PAST LESSON:5 -WRITE A.Objectives: 1. Aims: By the end of the lesson, ss will be able to write a story using word cues and the model story 2. Practice skill: - Practice writing. 3. The knowledge needs to get: + Standard knowledge: write a story using word cues and the model story +Advanced knowledge: Ask and answer the questions about the story. Write the story without word cues. 5.Basic language: + Vocabulary: graze (v); appear(v); leave(v); say(v); tie(v); ; light(v); escape(v); servant(n); master(n); wisdom(n); return(v); straw(n); bring(v); stripe(n) + Structures: Structure of describing the position On the other side In the right corner 5. Attitude: Help ss to have good consciousness in order to write a story using word cues and the model story Educate ss to learn hard and love reading folktales B. Teaching- aids: Lesson plan, textbooks, pictures, poster/ computer C. Methods: - Model-Talk-Practice, individual work, pair work - Some techniques can be used: Matching, Comprehension questions D. Procedure : I.Organization: ( 1 minute) - Greeting: Good morning! - Who’s absent today? Class Date of teaching Absent students 8A 8B 8C Teacher’s and Students’ activities Content II. Warm up: (3’) - T asks Ss some questions about imaginary stories - Ss listen and answer  Pre - teach Elicit – model – repeat - Copy - check  Checking: - T writes the new words in the list on the left hand side of the board - T writes the translation on the right hand side of the board - T asks Ss to come to the board to match items on the left with those on the right by drawing a line connecting them - T asks Ss to work in pairs using suitable verbs to fill in the blanks - Ss work in pairs - T gives feedback - T asks Ss to work in groups (each group: 4 Ss), answer the following questions - Ss work in groups (ask and answer the questions) - Ss ask and answer in pairs (closed pairs, opened pairs) - T corrects the mistakes 2. While – writing(20’) - T asks Ss to do exercise 2. They have to imagine to be a man in order to write the story - T asks Ss to change The man  I His  my Ss write individually then share with their partners and correct the mistakes - T takes some writings to correct in front of the class 3. Post - writing: (10’) - T divides the class into 2 teams. Team A plays the role of the tiger. Team B plays the role of the buffalo - Ss work in team, telling the story - T asks a volunteer from each team to tell the story in front of the class II. Warm up: (3’)  Chatting - Do you want to read imaginary stories? - Name some of them - Which story do you like best? - Have you ever read the story “How the tiger got his stripes”? III New lesson. Step 1. Pre – writing(8’)  New words: - (to) burn - (to) escape - (to) appear - (to) light (V2) - lit - (to) tie - (to) graze - wisdom: (n) (translation) - a straw: (regalia) - a servant: (translation) - a master: (translation)  Matching: 1. Complete the story. Use the verbs in the box: (1) appeared (6) tied (2) was (7) lit (3) said (8) burned (4) left (9) escaped (5) went Comprehension questions: a. Where was the man? b. What did the buffalo do when the tiger appeared? c. What did the tiger want to know? d. What did he do before going home? Why? e. What did he do when he returned? Answers: a. He was in his field b. It grazed nearby c. The tiger wanted to know why the strong buffalo was the servant and the small man was the master d. He tied the tiger to a tree with a rope because he didn’t want it to eat his buffalo e. When he returned, he lit the straw to burn the tiger 2. Now imagine you are the man. Use the words to write the story. Start like this: One day as I was in my field and my buffalo was grazing nearby, a tiger came. It asked why the strong buffalo was my servant and I was its master. I told the tiger that I had something called wisdom. The tiger wanted to see it but I said that I left the wisdom at home that day. The tiger wanted to see my wisdom. Then I tied the tiger to a tree with a rope because I didn’t want it to eat my buffalo. I went to get some straw and I burned the tiger. The tiger escaped, but today it still has black stripes from the burns IV. Summary:(1’) T reminds ss of the content of the story. V. Homework: (2’) - Write the story again, imagine you are the tiger, the buffalo - Learn by heart new words - Read again the story -Prepare: Unit 4: L6 Language focus ----------------------- *Evaluation: - Contents: ………………………………………………………………………….. - Methods: ………………………………………………………………………….. - Time: ……………………………………………………………………………… ………………………………………………………………………………………. Date of planning: 12/10/2018 PERIOD: 24 UNIT 4: OUR PAST LANGUAGE FOCUS A.Objectives: 1. Aims: By the end of the lesson, ss will have a good chance to review: - Past simple - Prepositions of time: on, in, at, after, before, between - “Used to” 2. Practice skill: - Practice reading,writing. 3. The knowledge needs to get: + Standard knowledge: Write the past form of the irregular verbs Make questions for the answers Complete the sentences using the prepositions of time Complete the dialogue using the verb “used to” +Advanced knowledge: Ask and answer some more questions. Use the structures well. 5.Basic language: + Vocabulary: news(n) + Structures: Prepositions of time: on, in, at, after, before, between Past form of the irregular verbs “Used to” 5. Attitude: Help ss to have good consciousness in order to do ex. B. Teaching- aids: Lesson plan, textbooks, pictures, poster/ computer C. Methods: - Model-Talk-Practice, individual work, pair work - Some techniques can be used: Matching, gap filling, noughts and crosses D. Procedure : I.Organization: ( 1 minute) - Greeting: Good morning! - Who’s absent today? Class Date of teaching Absent students 8A 8B 8C Teacher’s and students’ activities Content II. Warm up(2’) -T. has Ss match each prepositions with the time / date / month … -Ss match each prepositions with the time / date / month … -T. gives feedback and corrects Ss’ mistakes. 1. Activity 1 : Past simple tense . - T asks sts to tell form of this tense -T. guides Ss to write the Past Simple form of each verb Step 2: Practice: -Ss write the Past Simple form of each verb (pair work) -T. corrects if necessary -T asks Ss to play game :Make sentence with the verb in past tense . -Ss play game -Ss use Past simple tense -T sets the scene: Lan asks Nga about Nga’s yesterday activities -T has Ss complete the dialogue using the Past Simple - Ss complete the dialogue using the Past Simple (pair work) -T asks Ss to compare their answers with their partners - Ss compare their answers with their partners. -T corrects Ss’ mistakes and gives marks. - T guides Ss how to do exercise 3 on page 44 -Ss do exercise 3 individually then compare with their partners -T gives feedback and corrects Ss’ mistakes -T asks Ss to do exercise 4 on page 45 - Ss do exercise 4 (work in pairs) -T has Ss look at 4 pictures on page 45 using used to with the verbs live- stay- have- be to complete the dialogue between Nga and Hoa - Ss look at 4 pictures and use used to with the verbs in the box to complete the dialogue between Nga and Hoa -T has Ss practice the dialogue before the class. -Then T. corrects Ss’ mistakes Step 3: Production: T asks Ss to give some examples using the above structures. Matching In On At Between After / Before January 3 p.m November 1997 July 2nd 7 a.m and 9 a.m 6 a.m In January In November 1997 On July 2nd At 6 a.m Between 7 a.m and 9 a.m After / Before 3 p.m III.New lesson(39’) 1.Presentation (+) S +WAS /WERE /V2/Ved (-) S +WASN’T/ WEREN’T /DIDN’T V . (?) WAS/WERE +S ? DID +S +V ? 2.Practice:(20’’) 1. Write the Past Simple form of each verb. Answer key: b/ flew c/ took d/ went e/ had f/ did g/ was h/ rode i/ ate j/ sat k/ came Noughts and crosses go come sit be do take have ride fly 2. Complete the dialogue below. Use the Past Simple. Answer key: a/ Did you eat rice for lunch? (Lan) b/ Ba: ……… Nam: I rode a bicycle to school c/ Minh: Where were you yesterday? d/ Chi: ………… Ba: I had Math 2. Activity 2 : Preposition of time In +Tháng /năm /mùa /thế kỷ .Ex :in 2000, in the summer , in June On + thứ /ngày Ex : on Monday , on May 20 At + giờ . Ex : at 2 o’clock , at night Between ...... and ........ 3. Complete the sentences. Use the prepositions in the table. Answer key: a/ on b/ in c/ between d/ at … after e/ before 4. Look at the pictures. Complete the dialogue. Use Used to and the verbs in the box. Answer key: Hoa: ..(1) .. used to have ……… Hoa: … (2) .. used to be ………… Hoa: … (3) …… used to live ……… Eg: Last year I rode my bike to school. I used to flew my kite on the field. IV. Summary:(1’) T reminds ss of the above knowledge V. Homework(2’) -Learn vocabulary and grammar of Unit 4. -Do exercises in workbook. -Prepare: Unit 5: L 1 Getting stared + listen and read. *Evaluation: - Contents: ………………………………………………………………………….. - Methods: ………………………………………………………………………….. - Time: ……………………………………………………………………………… ……………………………………………………………………………………….

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