Attitude: Help ss to have good consciousness in order to listen to the story and choose the most suitable moral lesson.. Help Ss to learn hard, to understand the moral lesson and don’t[r]
(1)Date of planning: 14/10/2020 PERIOD :19 UNIT 4: OUR PAST
LESSON: 3-LISTEN A The aims of the lesson
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
+ 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… Skills : - Practice listening.
Attitude: Help ss to have good consciousness in order to listen 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 : posters, computer, Lesson plan, textbooks, pictures, speaker Students: Unit Listen
C Methods:
- Model-Talk-Practice, individual work, pair work
- Some techniques can be used: network, Question- answer D Procedure :
I.Organization: ( minute) - Greeting: Good morning! - Who’s absent today?
Class Date of teaching Absent students
8A 20/10
Teacher’s activities Students’ activities II Warm-up(3’)
Ask ss to play the game “Networks” Divide the class into teams and ask them to play on the stage
Remark the game and present the new lesson
III New lesson
1.Pre - listening (10’)
(2)
Present the new words
Ask ss to repeat the new words in chorus
Ask 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’)
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’)
-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
- In amazement (exp)bằng 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?
Video: Important Lessons For Kids Bedtime Stories For Kids - Moral To Learn For Kids KIDS HUT STORIES
V Homework(2’)
Do ex in the ex book Prepare Unit 4: L4 Read *Evaluation:
(3)- Methods: ……… - Time: ……… ………
*Date of planning: 14/10/2020 PERIOD :20
UNIT 4: OUR PAST
LESSON :4-READA The aims of the lesson Knowledge
+ The aims: By the end of the lesson, ss will be able to read and understand the tale “ The lost shoe”
+ 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
Skills : - Practice reading.
Attitude: Help ss to have good consciousness in order to read and understand the tale “ The lost shoe” Educate ss to learn hard, love the beauty and kindness
B Preparations
1.Teacher : posters, computer, Lesson plan, textbooks, pictures, speaker Students: Unit Read
C Methods:
- 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: ( minute) - Greeting: Good morning! - Who’s absent today?
Class Date of teaching Absent students
8A 23/10
Teacher’s activities Students’ activities
- * Warm up: (2’)
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: (9’)
*Aim: -SS can understand and
- Tấm Cám - The frog prince
(4)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: (20’)
*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
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
- Ss correct the false statements Gues
s
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
(5)- 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
a Little Pea’s father was a farmer b Little Pea’ mother died when she was young
c Little Pea had / used to 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 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:(1’)
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:
- Contents: ……… - Methods: ……… - Time: ………
(6)UNIT 4: OUR PAST LESSON:5 -WRITE
A The aims of the lesson Knowledge
+ The aims: By the end of the lesson, ss will be able to write a story using word cues and the model story
+ 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 Skills : - Practice reading, writing.
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 : posters, computer, Lesson plan, textbooks, pictures, speaker Students: Unit Write
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 24/10
Teacher’s and Students’ activities Content II Warm up: (3’)
- T asks Ss some questions about imaginary stories
- Ss listen and answer
II Warm up: (3’) Chatting
- Do you want to read imaginary stories?
(7) 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, opened pairs)
- T corrects the mistakes
2 While – writing(20’)
- T asks Ss to exercise They have to
- 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?
e What did he 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
(8)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
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: