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E 8 W 9 P23-25 UNIT 4 WRITE, LANGUAGE FOCUS, UNIT GETTING STARED, L& rEAD
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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: 10/12/19 10:12 AM
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Mô tả: E 8 W 9 P23-25 UNIT 4 WRITE, LANGUAGE FOCUS, UNIT GETTING STARED, L& rEAD Date of planning: 10/10/2019 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 15/10 8B 15/10 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: 10/10/2019 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 16/10 8B 16/10 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. III.New lesson Step 1.Presentation: 7’ 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: 20’ -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 -T has Ss practice the dialogue before the class. -Then T. corrects Ss’ mistakes Step 3: Production: 13’ 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’) (+) S +WAS /WERE /V2/Ved (-) S +WASN’T/ WEREN’T /DIDN’T V . (?) WAS/WERE +S ? DID +S +V ? 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: ……………………………………………………………………………… ………………………………………………………………………………………. UNIT 5: - STUDY HABITS 1. Mục tiêu: Học sinh có khả năng Tư¬ờng thuật lại lời của ng¬ười khác. Đư¬a ra các lời chỉ dẫn, lời đề nghị và lời khuyên đơn giản. Viết một bức thư thân mật. 2. Ngôn ngữ: Advrebs of manner Modal: Should Commands, requests and advice in reported speech 3. Từ vựng: + Các từ liên quan đến chủ điểm học ngoại ngữ: To come across, to improve… Comment – pronunciation… + Các cụm từ dùng để viết th¬ư Best regards Sincerely yours… * Lư¬u ý: - Đối với học sinh trung bình: nắm đ¬ược cách chuyển từ trực tiếp sang gián tiếp sử dụng đ¬ược mẫu câu: Ask somebody to do some thing Tell somebody to do some thing 4. Kỹ năng cần đạt: Hỏi đáp về việc học một số môn học. Nghe và điền thông tin còn thiếu vào phiếu kết quả học tập. Đọc hiểu về cách học từ vựng.Viết thư cho bạn theo mẫu và từ gợi y 5.Unit plan: Lesson: 1- Getting started Lesson:2- Speak Lesson:3- Listen Lesson:4- Read Lesson:5-Read(cont) Lesson:6-Write Lesson: -Language focus Date of planning:10/10/2019 PERIOD: 25 UNIT 5: STUDY HABITS LESSON: 1 GETTING STARTED-LISTEN AND READ A.Objectives: 1. Aims: By the end of the lesson ss will be able to listen and read a dialogue to know about the results of studying that Tim did this semester 2. Practice skill: - Practice reading,writing. 3. The knowledge needs to get: + Standard knowledge: Practice the dialogue and tick the True or False sentences then answer the questions +Advanced knowledge: Give some reports about what Miss Jackson said to Tim’s mother 5.Basic language: + Vocabulary: report card(n) ; proud(a) + of ; improve (v); pronunciation(n) ; sound(n); promise(v) + Structures : - Past simple tense - Comands, requests, and advice in reported speech - Modal: should 5. Attitude: Help ss to have good consciousness in order to listen and read a dialogue B. Teaching- aids: Lesson plan, textbooks, pictures, poster/ computer C. Methods: - Model-Talk-Practice, individual work, pair work - Some techniques can be used: Networks, Rub out and Remember, T / F statements Prediction, D. Procedure : I.Organization: ( 1 minute) - Greeting: Good morning! - Who’s absent today? Class Date of teaching Absent students 8A 19/10 8B 18/10 8C Teacher’s activities Students’ activities II.Warm-up(3’): “Networks” Ask ss to play the game “Networks” Remark the game Give the correct answers. 1.Pre- reading(10’) *Aim: -SS can understand and pronounce the new words. T introduces the content of the lesson: the results of studying that Tim did this semester *Methods: R & R , T/F * Work arrangement: Pair, group work, Individual * Time: 10’ * Procedure Hang the pictures set the scene: you are going to listen to Tim and his mother’s conversation, she is telling him about his result of studying this semester Give ss the new words 1. New words Elicit – model – repeat – copy check report card(n) proud(a) + of improve (v) pronunciation(n) sound(n) promise(v) *Rub out and Remember: 2.T / F statements Prediction: a) Jim was out when his mother called him b) Jim’s mother met his teacher at school c) Jim’s report is poor d) Jim needs to improve his Spanish grammar e. Jim promised to try his best in learning Spanish - T asks Ss to read the statements on poster and predict they are True or False - Ss predict : T or F - T asks Ss to share with their partners 2.While-reading (18’) *Aim: -SS can read, understand the text and answer the questions. *Methods: Q & A * Work arrangement: pair work, Individual * Time: 18’ * Procedure - T plays the tape “Listen and read” for the Ss - Ss listen carefully - T plays the tape again and asks Ss to check their predictions - T asks Ss to correct False statements - Ss correct (individually) - Ss read in silence” Listen and read” on page 46 - T asks Ss to work in pairs, ask and answer the questions on page 47 - Ss work in pairs. Ask ss to work in pairs to check the sentences Ask ss to answer Remark and correct the mistake then give out the answer key 3.Production( 10’) *Aim: -SS can find the structure, understand the use, form, meaning. *Methods: Survey * Work arrangement: group work, Individual * Time: 10’ * Procedure Ask ss some questions What does Tim do to improve his Spanish pronunciation? Ask 2 ss to read Remark and correct the mistake Present some new structures in the dialogue *Survey: -Ask Ss to work in group Ask them to stand up and ask each other the question: “ What subject do you need to improve?” Eg: Name What subject Mai Literature -Give feedback - Ask Ss who need to improve the same subjects work in groups discuss how to improve. Three groups play on the stage * Networks : Subjects at school Art Music Observe and listen carefully Repeat the new words in chorus Then individually Copy Guess Corrections a. F b. T c. F d. F e. T - T was in the living room / at home - His report is excellent - He needs to improve his Spanish pronunciation Answer the questions: (mark ) a. Miss Jackson is Tim’s teacher b. She gave Tim’s mother his report card c. He worked really hard d. She said Jim should work harder on his Spanish pronunciation e. She gave him a dictionary 2. Structures + Structures : - Commands, requests, and advice in reported speech Eg: She asked me to give you this dictionary - Modal: should Eg: You should work harder on your pronunciation Repeat the new structures in chorus Listen and check Correct by themselves They have to write the name and the subjects that their friends answer. IV. Summary(1’) What is the main content of the lesson? Listen and fill in the text. Mom: Tim? Tim? Are you home? Tim: Yes, Mom. I’m in the living-room. What is it, Mom? Mom: I went to your school today and Miss Jackson gave me your (1) ………………… . Tim: Oh, is it a good report? Mom: Don't worry. It’s ( 2) ……………………………………………. You did very well. Tim: May I see the report? Mom: Sure. I’m proud of you, Tim. I know you worked really hard this (3) ……………….. Tim: Thanks, Mom. Mom: But there’s one thing you need to improve. Tim: What’s that, Mom? Mom: Miss Jackson said you should work harder on your Spanish (4) …………………….. She asked me to give you this dictionary. Tim: Yes, I know. Some of those Spanish sounds are really hard. I’ll try my best to improve them. Mom: I believe you can do it, Tim. V.Homework(2’) Learn - By heart new word, the answers - Read again the dialogue at home - Do exercises : 1 page 32, 33 - Prepare: Unit 5: Speak page 47, 48 *Evaluation : …………………………………………………………………………………………..……………………………………………………………………………………………………………………………………………………………………………..

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