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Each student may make notes about the main characters and the plot of the fairy taleb. Ask each student to imagine he/ she is one of the characters and write two or more entries in the d[r]
(1)UNIT 6: FOLK TALES LESSON : LOOKING BACK
A.
OBJECTIVES:
- Encourage Ss not to refer back to the unit pages and use what they have learnt
during the unit to help them answer the questions That will help T and Ss see how far they have progressed, and which areas need further practice
- By the end of this lesson, students will be able to use all vocabularies , grammars of the unit and practise reading, speaking, writing , listening skills
+ Vocabulary: characters and personality
+ Grammar: the past simple tense and the past progressive tense - Skills: skills
- Political thought and moral sense: educate Ss to love traditional stories.
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, chalks, pictures, posters
C METHODS:
- Matching, , gap filling, pictures cues
D CONTENTS: I Organization:
I. Revision / Warmer: (5’)
-Slap the pictures: Knight
Ogre Prince Princess giant
III.New lesson: I.Vocabulary Activity
(2)legend folk tale fairy tale fable
Example
The Adventures of Robin Hood is a legend.
-T runs through the words -T models
-Let Ss it individually -Ss compare with the partners
Activity 2
Match the correct words with the suitable pictures -T asks Ss to these exercises individually at first
-Then they can check their answers with a partner before discussing the answers as a class
- Ss keep a record of their original answers so they can use that information in their self-assessment
Key: witch hare knight ogre fairy Tortoise giant dragon
Activity 3
Put the words in the box into the correct columns.
Woodcutter fairy generous emperor brave eagle knight witch giant cunning ogre mean tortoise hare cheerful dragon evil cruel greedy wicked kind fierce Buddha
Characters Personality
woodcutter witch dragon
fairy giant
Cruel kind generous
(3)hare emperor
tortoise knight
ogre eagle Buddha
cheerful fierce
evil cunning
brave greedy
II.Grammar Activity 1
- First, T models this activity with a more able student.
-Then T asks Ss to work in pairs
- T may go around to provide help if necessary -T calls some pairs to practise in front of the class
Key:
2 A: Was Mrs Lan doing the gardening? B: No, she wasn't She was cooking A: Was Mr Hung, writing a letter? B: No, he wasn't He was reading a newspaper
4 A: Were Hoa and Hai playing table tennis?
B: Yes, they were
5 A: Was Duong listening to music? B: No, he wasn't He was watching TV
6 A: Was Mai doing her homework? B: No, she wasn’t She was
sweeping the floor
Activity 2
-T models these activities with a more able S first
- Then T asks Ss to work in pairs T may go around to provide help if necessary T calls some pairs to practise in front of the class
T: What were you doing at the following times?
-T lets Ss work in pairs Ask and answer questions, as in the example.
(4)A What were you doing at ten o'clock yesterday evening? B I was watching TV
2 At a.m this morning This time last week At lunchtime yesterday Two hours ago
Activity 3: - Write it up
Ss work in pairs Make exclamatory sentences about their partner or other classmates.
What a lovely shirt you're wearing! -T’ correction
III,Communication
-First, ask Ss to the task individually to number the lines of the dialogue -Then ask them to check their answers with the whole class
- After finishing, ask Ss to practise saying the dialogue with their partners
Key:1 D I A C F H J B G 10 E
Finished!
Finally ask Ss to complete the self-assessment box Identify any difficulties and weak areas and provide further practice
PROJECT
Entries in my Diary
1 Ask Ss to read the fairy tale Sleeping Beauty Each student may make notes about the main characters and the plot of the fairy tale
(5)should Note the use of the past simple and the past continuous in the example If there is enough time, T may let Ss complete the project in class Otherwise, Ss can complete the project as homework
3 When Ss have finished their entries, Ask them to display their work on the wall/board T may choose some of the entries and ask Ss to read them out and take questions from the class Praise all attempts at creativity
IV Summary: (2’)
- vocabularies, grammar, skills
V Homework: (3’)
- Learn by heart the new words
- Do these exercises again
- Prepare the new lesson: REVIEW
E EVALUATION:
2.
2.Checking the old lesson: (5’)
T asks SS to go to the board and write the new words, newstructures and exercises
T corrects the mistakes
3.New lesson: Unit : Lesson
Teacher’s activities Tim
e
Ss’activities
*Warm up:
Brain storming
- Asks ss to find out short adjectives and long adjectives they have learnt
big expensive
5’
- Work in group
(6)*Presentation:
- Remind Ss of the forms of comparative and superlative adjectives
* Comparative : Short adj - er + than + object More long adj + than + object * Superlative : The + short adjective - est The most + long adjective * Irregular adjectives
good/ well – better – the best
bad – worse – the worst many – more – the most little – less – the least *Practice:
- Ask ss to exercise (p.79)
- Have ss work in pairs to make comparisions between the city and the country about: food, traffic, transport, air entertainment, medical facilities, schools, electricity with the adjectives: easy, expensive, cheap, good, bad, big, accessible, fresh
- Give ss some examples
Eg: The air in the country is fresher than in the city The medical facilities in the city are more accessible than in the country
- Have ss make sentences by themselves
- Let each student read aloud one of the sentences they have made
+Possible answers:
a The food in the city is more expensive than in the country
b The schools in the city are bigger than tn the country
c Electricityin the city is better than in the country d The entertainment in the country is poorer than in
the city
e The traffic in the citi is busier than in the country f The transport in the country is worse than in the
city
3.Production:
- Ask ss to exercise (p.79)
10’
11’
- Pair work
(7)- Have ss read the advertisements and ask them some questions
a What are advertisements about? b How old are they?
c How much we pay a month? - Have ss make sentences
- Ex: The house is more expensive than the apartment.
The apartment is smaller than the villa. The villa is the oldest home.
- Ask ss to make the new sentences to compare the apartment, the villa and the house
- T corrects their mistakes if necessary
11’ - read and answer
- Individual work
4.Sumarry: (2’)
- Ask ss what they have learnt
5.Homework:
- Do exercises at home - Prepare new lesson V.Evaluation:
Date of preparing: Period 51
REVISION
I.Aims:
- Help ss revise all the structures grammar in the 1st term
- By the end of the lesson, ss will be able to revise grammar, then they can exercise well
- Develop speaking, reading, writing and listening skill
1.Language contents:
*Grammar:- revise all the structures grammar in the 1st term
*Vocabulary: review
2.Skills: Listening,reading,writing,speaking
3.Attitude : It helps ss to have motivation , happiness to communicate with each
other in English Besides, the lesson can helps ss work harder
(8)1.Teacher’s preparation: English book, textbook, lesson plan, posters.
2.Ss’preparation: Textbook, notebook, and reference book,review the old lesson,
preview vocabularies
III.Techniques:
Pair work, group work, individual
IV.Procedures: 1.Organization:(1’)
+ Who’s absent today? - Absent students: Nobody + What the date?
+ How are you today?
2.Checking the old lesson: 3.New lesson: Revision
Teacher’s activities Tim
e
Ss’activities
*Warm up: Matching
A B Key
1 play watch go clean have phone speak
a to Mom b table tennis c a program d a meeting
e my aunt , Mrs Hang f the house
g my homework h to violin lesson
1.b 2.g 3.c 4.h 5.f 6.d 7.e 8.a - Call volunteers from teams to the matching Present simple: S + V(es/s)
eg: I go on holiday twice a year
* Present simple to talk about general truths
- It is used to express an action which is always true
2 Past simple: S + V-(ed)
Eg: I missed the train this morning
3 (not) adjective + enough + to – infinitive
Eg: He is old enough to see that film
She is not clever enough to this thing Be going to
- Introduce the form and use of going to - Form: S + be going to + infinitive - Use: express an intention
5’
37’
- Work in group ( teams )
(9)5 Reflexive Pronouns
Form : I - myself
You - yourself / yourselves He - himself
She - herself We - ourselves They - themselves It - itself
- Emphasis (nhan manh, tam quan trong) pronouns: Used to emphasize a person or a thing
Eg : She cut herself
John saw himself in the mirror
6 The present perfect tense: Form: S + have/ has + PII
7 Comparative and superlative adjectives
- Remind Ss of the forms of comparative and superlative adjectives
* Comparative: Short adj - er + than + object
More long adj + than + object
* Superlative : The + short adjective - est
The most + long adjective
* Irregular adjectives
good/ well – better – the best bad – worse – the worst many – more – the most little – less – the least
Have Ss work in pairs to make comparisons between the city and the country
Ex : The air in the country is fresher than in the city
- Let each Student read aloud one of the sentences they have made - Give feedback
*Further practice :
Ex 1: Use the correct form of the verbs: The sun (rise) in the East.
Last year, I (not visit) Huong pagoda He (learn) English since 2001
_You (have) _a test tomorrow? Does he want (become) a singer?
My father (not go) to work last Tuesday She always (phone) me on the weekend
- Retell the form, use and exercises
- Work individually - Repeat chorally , individually
- Repeat the form of comparative and
superlative adjectives
(10)Mr Brown used to (play) football when he was young You (go) out last night? 10 You must take an umbrella It (rain) now
Ex 2: Choose the best answer:
1 Would you (like / love / want) to go with me? I’d love to Her mother left / leave / is leaving) this city two years ago They enjoy (tell / telling / told) jokes
4 The children are old enough to look after (themselves / herself / ourselves)
5 We ought (put / putting / to put) the wardrobe opposite the bed You’ll have to cook dinner (yourself / myself / ourselves) They’ll arrive (in / on / at) Monday, 11th July
8 We must be there (at / after / between) 7.30 and 9.30 They want to know (why / where / what) she left early
4.Sumarry: (2’)
- Retell the main points of some Structure grammar
5.Homework:
- Redo all the exercises and copy down
V.Evaluation:
………
………
3’
- Work in pairs Rises, didn’t visit has learnt Will - have