Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 22:27 31/10/2021
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Mô tả: Date of planning: 15/10/ 2021 PERIOD :19 UNIT 4: OUR PAST LESSON :4-READ (cont) 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 /10/2021 8B /10/2021 8C /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 * Procedure Elicit – model – repeat - Copy - check Checking : 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 - 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 pairs, ask and answer - Tấm Cám - The frog prince - one hundred - section bamboo - Snow White and 7 Dwarfs - Seven-mile sho Ss listen and read in silence “The Lost Shoe” on page 41 and check their predictions  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: 15/10/2021 PERIOD : 20 UNIT 4: OUR PAST –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 8A 8C 8B 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 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 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-write (cont) ----------------------- 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  Checking: - T shows 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 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’) - 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 Which character in the story do you like best? III New lesson. Step 1. Pre – writing(8’)  New words: - (to) burn - (to) escape - (to) appear 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 -----------------------