Unit 4: our past period 20: getting started I. objectives By the end of the lesson, students will be able to tell the activities people used to do in the past. II. language contents: 1. Grammar: 2. Vocabulary III. Techniques: Pairwork IV. teaching aids: Pictures V. procedures: Stage Activities Work arrangement Pre - reading While reading * Getting stated: - Ask students to look at the picture on page 38 and write the names of the things that do not belong to the past. * Answer: - The TV - The radio - The mobile phone - The light fixture - Modern clothing/school uniforms I. Pre - teach vocabulary: (To) Look after (synonym) Equipment (n) (example) (A)folk tale (example) Traditional (adj) (translation). (a) Great grandma (explanation) * Checking: What and where. - Write each word on the blackboard inside a circle. Rub out the words one - by - one. - Get students to read the words including the rubbed out words. Students try to remember all the words. II. T / F statement prediction: - Ask students to read the statements (on poster) and predict they are true or false. Students write T if it is true and F if it is false. a. Nga is used to live on a farm. b. Nga’s grandma didn’t go to school. c. She has an easy and happy life when she was young. d. There wasn’t any modern equipment at her time. e. “The lost shoe” is a short story. - Ask students to read the dialogue between Nga and her Grandma and check their prediction. - Ask them to correct the false statements. - Give feedback. Guess Answer Correction a. b. c. d. e. F T F T F Grandma used to live on farm. She had a hard life. It is an old folk tale. 1. Comprehension - Get students to work in pairs, asking and answering questions. * Questions and answers: a. Where did Nga’s grandmother use to love? She used to live on a farm. b. Why didn’t she go to school? Whole class Pair work Whole class Pair work Unit 4: our past period 21 - listen I. objectives By the end of the lesson, students will be able to tell the activities people used to do in the past. II. language contents: 1 Grammar: 2 Vocabulary III. Techniques: Pairwork IV. teaching aids: Text book, word cards for drilling V. procedures: Stage Activities Work arrangement Warm up Presentation Practice Production * jumbled words: - Electricity - rielecicty - Entertainment - menttaenterin - Market - rkmaet - Supermarket - permasuekt * Recall the conversation between Nga and her grandma, then ask: “Where did Nga’s grandma always live?” --> “She always lived on a farm” Ask: “Another word for always lived”. Answer: “Used to live”. Ask students to use USED TO to make question and answer. “Where did Nga’s grandma use to live?” She used to live on a farm. Word cue drill: a. Live / Hue / Hanoi - Dis you use to live in Hue? - No. I used to live in Hanoi. b. Have / long hair / short hair - Did you use to have long hair? - No. I used to have short hair. c. Get up/ late / early - Did you use to get up late? - No. I used to get up early. d. Walk to school / bicycle. - Did you use to walk to school? - No. I used to go to school by bicycle. e. Study / evening / early morning. - Did you use to study in the evening? - No. I used to study in the early morning. * Get students to work in open pairs then closed pairs. - Compare 2 pictures on page 40, using “USED TO” to talk about the actions in the past. - Elicit some ideas so that students can talk about them. a. Where did they live in the past? And now? - People used to live in small building. Now they live in big house and builing. b. How did they travel? - People used to walk. Now, they can go by cars or motorbikes.\ c. What’s about the electricity? - Now, there is electricity everywhere. d. What’s about their life / work? - People used to work hard all the time. Now they have a lot of time for entertainment. e. Did children use to go to school? - Most children used to stay at home. Now, they all go to school. f. What’s about their enterainment? Group work T - whole class Whole class Individual work The end Unit 4: our past period 22: read I. objectives By the end of the lesson, students will be able to understand and retell the story “The lost shoe”. II. language contents: 1 Grammar: 2 Vocabulary III. Techniques: Pairwork IV. teaching aids: Text book, word cards for drilling V. procedures: Warm up Pre - reading While reading * Brainstorming: Name some folk tales that you have read. Cây tre trăm đốt Tấm cám Hoàn tử Cóc (one hundred - section (The frog Prince) bamboo) Đôi hia 7 dặm Bạch Tuyết và 7 chú lùn (seven - mile shoes) (Snow white and 7 dwarfs) I. Pre - teach vocabulary - cruel (adj.) (translation) - upset (adj.) (synonym) - fairy (n) (translation) - magical (adj) --> magically (adv.) - rag (n) (realia) - (To) fall in love with (tanslation) - immediately (adv.) * Checking: ROR II. T / F statement predictions a. little Peas 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 didnt have new clothes to take part in the festival. - Ask students to read the statements (on posters) and guess which is true, which is false) and then share with their partners. - Give feedback. 1. Have students read story The Lost Shoe on page 41 and check their prediction and ask them to correct the false statements. a. b. c. d. e. Guess Answer Correction T T F T F Her new mother was cruel to her A fairy gave her beautiful clothes 2. Comprehension questions - Ask students to work in pairs answering the questions in exercise 2 on page 42. - Give feedback a. Who was Little Pea? - She was a poor farmers daughter. b. What did Stout Nuts mother make Little Pea do all Whole class T - whole class Individual work Pair work Pair work Stage Activities Work arrangement The end Unit 4: our past period 24:- language focus I. objectives By the end of the lesson, students will be able to understand the story The main idea of a story by listening and futher practice in Past Simple Tense. II. language contents: 1 Grammar: 2 Vocabulary III. Techniques: Pairwork IV. teaching aids: Text book, eleven cards V. procedures: Stage Activities Work arrangement Warm up Pre - reading While reading * Pelmanism: - Prepare eleven cards with numbers on one side and the verbs on the other. - Stick the cards on the board so that the students can only see the numbers, make sure the verbs are mixed up. - Dicide the class into two teams. Each team chooses two numbers. - Turn the cards over, if they match: E.g. Run – ran ; that team gets 1 mark. - If not, turn the cards over again and ask the next team. - Continuee until all the cards are finished. run ran fly flew ride rode eat ate sit sat come Pre - teach vocabulary: - Foolish (adj.) (translation) - Greedy (adj.) (translation) - gold (n) (realia) - (To) lay - laid - laid (picture) - amazeement (n) (translation) * Checking: What and where 1. Prediction: Predict the moral lesson of the story. - Ask students to look at four titles and guess which is the most suitable to the story. a. Don’t kill chickens. b. Don’t be foolish and greedy. c. Be happy with what you have. d. It is difficult to find gold. - Give feedback 2. Checking the prediction: - Have students to listen to the tape twice and check their prediction. * Answer: “Don’t be foolish and greedy” * Tape transcripl : Once a faremer lived a comfortable life with his family. His chicken laid many eggs which the farmer used to buy food and clothes for his family. One day, he went to collect the eggs and discovered one of the chickens laid a gold egg. He shouted excitedly to his wife: “We‘re rich!”. His wife ran to him and they both looked more,so her husband decided to cut open all the chickens and find more eggs. Unfortunately, he couldn’t find any egg. When he finished, all the chickens were dead. There were no more eggs of any hind for the foolish father and his greedy wife. Whole class Team work Whole class Pair work Whole class Unit 4: our past period 23: Write I. objectives By the end of the lesson, students will be able to use Simple Past Tense to write a folk tale. II. language contents: 1 Grammar: 2 Vocabulary III. Techniques: Pairwork IV. teaching aids: Text book, eleven cards V. procedures: Stage Activities Work arrangement Warm up Pre - reading * Chatting: Ask students some questions about imaginary stories. 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 tigers got his stripes”? * Pre - teach vocabulary: - Wisdom (n) (translation) - a stripe (n) (realia) - a straw (n) (realia) - a servant (n) (translation) - (to) escape (tanslation) - (to) graze (picture) - to light - lit - lighted (mime) * Checking: matching - Write the new words in the list on the left-hand side of the blackboard. - Write the translations on the right hand side of the blackboard. - Ask students to come to the blackboard to match items on the left with those on the right by drawing a line connecting them. * Ask students the meanings of the verbs in the box. - Have them work in pairs using suitable verbs to fill in the blanks. - Give feedback * Answers: 1. appear 6. tied 2. as 7. lit 3. said 8. burned 4. left escaped 5. went * Comprehension questions: - Ask students to work in groups of 4 (one table), answering the following 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. T - Whole class T - Whole class [...]... - Science, English and History g Where is she going to celebrate the Lunar New Year Festival? - She is going to practice asking and answering questions * Substitution writing: - Ask students to do exercise 2 on page 51, students have to imagine that they are Lan and write a letter to her penpal Donna in Sans Francisco, using the given information * Answers: 15 Thanh Giong Street, Hanoi, June 10th ,... to: All Y and Y member on page 58 - Ask students some questions to check their understanding - Get students to work in pairs to answer questions * Questions: a What do members of the Y and Y have to do in the recyling program? b What is the purpose of the recycling program? c What other programs can members of the Y and Y participate in? * Answers: a They have to collect glass, paper and cans to send... program? c What other programs can members of the Y and Y participate in? * Answers: a They have to collect glass, paper and cans to send them for recycling b The purpose of the recycling program is to save natural resouces and to earn money for the organozation c They can participate in other programs such as raising funds for the poor, helping street children, planting trees and flowers along the sidewalks... Association is the biggest voluntary youth organization in the world - Give feedback III Reading - Ask students to read the passage on page 57 and check if their prediction is correct or not - Give feedback Ask them to correct false statemants Guess Answer Correction 1 2 3 While reading T F F 4 5 F T Scout began in England William Boyce is An American businessman BSA is mainly for boys Whole class Week:... right words will win the game * Answers: 1 Character 3 Aim 5 Businessman 2 Join 4 Explain 6 Although I Pre - Teach Vocabulary - (to) encourage (explanation: give the verb which means to give somebody support) - citizenship (translation: What’s “quyÒn c«ng d©n”in English?) - coeducational (adj.) (translation) - voluntary (adj.) (translation) - (to) lead - led - led: (translation) - (to) establish: (synonym:... students from 2 tems to the front the class and ask them to stand at an equal distance from the blackboard - Call out a new word in Vietnamese and 2 students must run forward and slap the word on the board The one who first slaps the correct word will be winner and get one good mark - The game continues until all the words are slapped Pre reading Work arrangement T - whole class Group work II Brainstorming... staements on page 50 then read the text and decide which is true and which is false a All language learners write the meaning of the news words in their mother tongue b Some learners write examples of the words they want to learn c Every learner tries to learn all the new words they come across d Many learners only learn the new words that are important - Give feedback * Answers: a F b T c F d T 2 Comprehension... reading Work arrangement Activities How to improve Your English T - whole class listen to the English radio program do grammar read English read English exercises Stories newspapers/magazines I Pre teach vocabulary - behavior (n) (translation) - a participant (n) *explanation) - satisfactory # unsatisfactory - cooperation (n) (translation) - attendance (n) (translation) - (to) appreciate (translation) II... in either planting trees and flowers or helping street children It is really interesting, isn’t it? Write to me soon and tell me all your news Love, Week: 17 Periods: 50,51 Unit 8: Periods 50,51: I II Preparing's date: Teaching's date: 2007 2007 countrylife and city life Language Focus objectives By the end of the lesson, students will be able to use comparative and superlative adjectives language contents:... air rather than in a building or a house such as: football, tennis, swimming ) II Listen and read the dialogue - Set the scene : Nga is a student in grade eight She wants to enroll in the activities for the summer - Ask students to listen and read the dialogue at the same time - Get them to work in pairs and complete Nga’s particulars * Answers: * Name: Pham Mai Nga * Home address: 5 Tran Phu Street . that they are Lan and write a letter to her penpal Donna in Sans Francisco, using the given information. * Answers: 15 Thanh Giong Street, Hanoi, June 10. behavior (n) (translation) - a participant (n) *explanation) - satisfactory # unsatisfactory - cooperation (n) (translation) - attendance (n) (translation)