- Ss complete the dialogue using the Past Simple (pair work).. -T asks Ss to compare their answers with their partners.[r]
(1)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
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: ( minute) - Greeting: Good morning! - Who’s absent today?
Class Date of teaching Absent students
8A 15/10
(2)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: Ss), answer the following questions
- Ss work in groups (ask and answer the questions)
- Ss ask and answer in pairs (closed pairs,
II Warm up: (3’)
Chatting
- Do you want to read imaginary stories?
- Name some of them
- Which story you like best?
- Have you ever read the story “How the tiger got his stripes”?
III New lesson.
Step 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 when the tiger appeared?
c What did the tiger want to know? d What did he before going home? Why?
(3)opened pairs)
- T corrects the mistakes
2 While – writing(20’)
- T asks Ss to exercise 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 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
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:
(4)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
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 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: ( minute) - Greeting: Good morning! - Who’s absent today?
Class Date of teaching Absent students
8A 16/10
(5)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 : 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 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
Matching In
On At
Between After / Before
January p.m
November 1997 July 2nd
7 a.m and a.m a.m
In January
In November 1997 On July 2nd
At a.m
Between a.m and a.m After / Before 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 take
have ride fly
2 Complete the dialogue below Use the Past Simple.
Answer key:
(6)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 exercise on page 44
-Ss exercise individually then compare with their partners
-T gives feedback and corrects Ss’ mistakes
-T asks Ss to exercise on page 45 - Ss exercise (work in pairs)
-T has Ss look at 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
b/ Ba: ………
Nam: I rode a bicycle to school c/ Minh: Where were you yesterday? d/ Chi: …………
Ba: I had Math
2 Activity : 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 + Ex : at 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 -Do exercises in workbook
-Prepare: Unit 5: L Getting stared + listen and read *Evaluation:
(7)- Time: ……… ……… UNIT 5: - STUDY HABITS
1 Mục tiêu: Học sinh có khả năng Tường thuật lại lời người khác.
Đưa lời dẫn, lời đề nghị lời khuyên đơn giản. Viết 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 thư
Best regards Sincerely yours… * Lưu ý:
- Đối với học sinh trung bình: nắm cách chuyển từ trực tiếp sang gián tiếp sử dụng được mẫu câu:
Ask somebody to some thing Tell somebody to some thing
4 Kỹ cần đạt:
Hỏi đáp việc học số môn học.
Nghe điền thơng tin cịn thiếu vào phiếu kết học tập.
Đọc hiểu cách học từ vựng.Viết thư cho bạn theo mẫu 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
(8)UNIT 5: STUDY HABITS
LESSON: 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
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: ( 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” Three groups play on the stage * Networks : Subjects at school Art
Music
(9)
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
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
(10)- 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 to improve his Spanish pronunciation?
Ask 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 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
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’)
(11)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 it, Tim.
V.Homework(2’)
Learn - By heart new word, the answers - Read again the dialogue at home - Do exercises : page 32, 33 - Prepare: Unit 5: Speak page 47, 48
*Evaluation :
………