Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 21:51 17/10/2020
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Mô tả: Date of planning:17/10/2020 PERIOD :19 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 8C 21/10/2020 8B 20/10/2020 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: 17/10/ 2020 PERIOD :20 UNIT 4: OUR PAST LESSON :4-READ A.The aims of the lesson 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 8B 23/10/2020 8C 23/10/2020 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: (15’) *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 - 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  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:(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 Write page 42,43 . *Evaluation: Date of planning: 17/10/2020 PERIOD : 21 UNIT 4: OUR PAST LESSON:5 -WRITE A.The aims of the lesson 1.Knowledge -The aims: By the end of the lesson, ss will be able to write a story using word cues and the model story + 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. -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 2. Skill: - Practice writing. 3. 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. 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: Matching, Comprehension questions D. Procedure : I.Organization: ( 1 minute) - Greeting: Good morning! - Who’s absent today? Class Date of teaching Absent students 8C 24/10/2020 8B 24/10/2020 Teacher’s and Students’ activities Content II. Warm up: (5’) - 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(15’) - 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:(3’)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 -----------------------