Đang tải... (xem toàn văn)
Could/be able to mins - copy down and give comments - T sets the situation and explains through on the changes.. He could run very fast when he was a boy.[r]
(1)Date of preparation: Period: Unit 15: space conquest Lesson 5: Language focus A Aims Objectives : By the end of the lesson, sts will be able to: - Distinguish the clusters / nt /, / nd /, / p /, / ns/, / nz/ - Pronounce the words and the sentences containing these clusters correctly - Tell the difference between “could” and “be able to” to express a past action - Use the tag questions correctly and appropriately in contexts Teaching aids: - blackboard, chalk, handouts - textbook, lesson plan B Procedures Time Teacher’s activities Student’s activities I Organization - T checks the number of students and asks - The monitor reports the number of students in his/her class to the Ss to make some class arrangement teacher II Checking the old lesson mins - answer T’s questions - T calls on one student and asks him/her some questions relating to the previous lesson - listen to the T - T gives comment and marks III New lesson Warm- up - T divides the class into groups, and lets mins - play the game them play the game: Find out the words from the letter square Sts can use the given pictures as suggestions Keys: went/end/month/chance//phones/… - show their answers - T checks sts’ answers - clap their hands for - T declares the winner (the winner is the congratulation one that find out more correct answers) Pronunciation * Pronouncing the two sounds mins - T models the clusters / nt /, / nd /, / p /, / - listen carefully and take note ns/, / nz/ for a few times and explains the differences in producing them - listen the clusters carefully - T plays the tape once for sts to hear the words containing these clusters - repeat after the tape - T plays the tape again and asks sts to repeat after the tape * Pronouncing words containing the clusters Lop11.com (2) - T reads the words in each column all at - listen the words carefully once - T reads the words once again to help sts - listen the words carefully distinguish the differences between the clusters in the words - T reads the words and asks sts to repeat - listen and repeat them - T asks sts to practise pronouncing the - practise pronouncing the words in words in pairs pairs - T goes around providing help - ask for help if necessary - T asks some sts to pronounce the words - pronounce the words and gives correction * Practise the sentences containing the target clusters - listen and underline - T reads the sentences and asks sts to underline the words with the clusters and write / nt /, / nd /, / p /, / ns/, / nz/ under them - practise the sentences in pairs - T asks sts to practise the sentences in pairs - ask for help if necessary - T goes around providing help - read the sentences aloud - T asks some sts to read the sentences and gives feedback Grammar: 10 a Could/be able to mins - copy down and give comments - T sets the situation and explains through on the changes the two examples: Eg: He could run very fast when he was a boy We were able to get tickets for the match yesterday - listen and copy down - T elicits the comments from sts and makes clear that: + could is used to express an ability in the past + be able to is used to express any complete success in the past b Tag questions - copy down and give comments - T sets the situation and explains through on the changes the two examples: Eg: It is hot today, isn’t it? She doesn’t like beer, does she? - T elicits the comments from sts and makes clear that: - listen and copy down Lop11.com (3) + positive clause, negative clause? +negative clause, positive clause? * Practice (Exercise 1,2, 3,) - T asks to Exercise 1, 2, 3, individually and then compare their answers with another student - T calls on some sts to go to the board and write their sentences - T feedbacks and gives correct keys *Ex 1: couldn’t / wasn’t able to was able to could/ was able to was able to could/ was able to were able to couldn’t/ wasn’t able to *Ex 2: isn’t it wasn’t it doesn’t she does it haven’t you is it *Ex3: doesn’t she haven’t you wasn’t it didn’t we won’t we can’t you mustn’t it IV Consolidation - T summarises the main points of the lesson V Homework - T asks sts to the extra exercises in the workbook 15 mins - Exercise 1, 2, 3, individually and then compare their answers with another student - write their sentences - take note mins - listen Lop11.com - take note (4)