Date of preparing: Oct 21st 2020 Period 21
UNIT 4: OUR PAST LESSON 5: WRITE A. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to write a story using word cues and the model story.
2. Skills : - Writing skills: guided writing skills using word cues and model story
- Speaking skills: ask and answer about the story
3. Attitude: Educate sts to learn hard and love reading folktales - B. Techniques: Matching, Comprehension questions
C. Teaching aids: Textbook E8, colored chalks, board, pictures D. Procedures :
I.Organization(1’)
Class Date of teaching Absentstudents
8A 8B
II. Revision and warm up (6’)
Call Ss to read the text, answer some questions and write some words.
Teacher and students' activities Contents
* Warm up:
Chatting:
- Ask Ss some questions about imaginary stories
1. Do you want to read imaginary stories?
2. Name some of them.
3.Which story do you like best?
4. Have you ever read the story “ how the tigers got his stripes “?
III New lesson (35’) Step 1: Pre - writing(14’)
- Today, we are going to and write a short imaginary story. Let's start with the new words.
1.Vocabulary:
- traslation - realia - realia - traslation
1. Vocabulary
- wisdom ( n): trí khôn - stripe (n): sọc, vằn - straw ( n): rơm rạ
- servant (n): người phục vụ, đầy tớ
- graze (v): gặm cỏ
- picture - traslation - mime
* Checking : Matching
- Ask Ss to come to the board to match items on the left with those on the right by drawing a line connecting the story.
- Give feedback.
2. Reading:
- Ask Ss to read and complete the story.
- Call on Ss to say the meanings of the verbs in the box.
- Have them work in pairs, using suitable verbs to fill in the blanks.
- Give feedback
3. Comprehension questions:
- Ask sts to work in group of 4 ( one table), answering the following questions.
- Give feedback.
Answer key:
1. He was in his field.
2. It grazed nearby.
3. The tiger wanted to know why the strong buffalo was the servant and the small man was the master.
4. He tied the tiger to a tree with rope because he didn't want it to eat the buffalo.
5. He lit the straw to burn the tiger.
Step 2: While - writing(14’)
- Get Ss to do exercise 2. ( Ss have to imagine to be a man in order to write the story )
- Get the sts to change: The man -> I His -> My - Ask Ss to work individually, then share with their partners and correct mistakes.
- Take some writings to correct in front of the class.
- Give suggested answers:
- escape (v): trốn thoát - tie ( v): trói, buộc 2. Matching
A B
1. wisdom a. chốn thoát 2. a stripe b. rơm, rạ 3. a straw c. gặm cỏ 4. a servant d. trí khôn 5. graze e. đầy tớ 6. escape f . sọc vằn 3. Complete the story
Answer key:
1. appear 2. as/was 3. said 4. left 5. went 6.tied 7. lit 8. burned 9. escaped
4. Comprehension questions 1. Where was the man?
2. What did the buffalo do when the tiger appeared?
3. What did the tiger want to know?
4.What did he do before going home? Why?
5.What did he do when he returned?
5. Write
One day, as I was in a field and my buffalo grazed 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
One day, as I was in the field and my buffalo was grazing ...
Step 3: Post- writing (7’) Telling the story:
- Divide the class into 2 teams. Team A plays the role of the tiger. Team B plays the role of the buffalo.
- Ask them to work in their team, telling the story.
- Ask a volunteer from each team to tell the story in front of the class.
at home that day. 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 burn.
6. Practice
* Telling the story
- Team tiger changes: a / the tiger -> I
- Team buffalo changes: a/the buffalo - > I
IV. Summary ( 1’): - Writing a folk tale.
V. Homework ( 2’): - Study the lesson, learn new words.
- Write the story again , imagine you are:
+ The tiger + The buffalo
- Prepare new lesson: Unit 4 - Lesson 6: Language focus.
E. Evaluation:
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Date of preparing: Oct 22nd 2020 Period 22
UNIT 4: OUR PAST
LESSON 6: LANGUAGE FOCUS A. Objectives:
1. Knowledge: 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. Skills : Speaking and writing skills
3. Attitude: Educate ss to learn hard and to be friendly, look up to their friendship.
B. Techniques: Matching, gap filling, noughts and crosses C. Teaching aids: Pictures, projector.
D. Procedures:
I. Organization(1’)
Class Date of teaching Absentstudents 8A
8B
II. Revision and warm up (6’) Retell the story in part write
Teacher and students' activities Contents
* Warm up:
-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(34’) 1. Activity 1(15’)
*Past simple tense:
- T asks sts to retell the form of this tense
-T. guides Ss to write the Past Simple form of each verb
-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 Nga’s yesterday activities - Ss listen to the T.
-T has Ss complete the dialogue using the Past Simple
Matching :
A B
1. In a. January 2. On b. 3 p m
3.At c. Wednesday
4. Between d. November 1997 5. After /
Before
e. July 2nd
f. 7 a m and 9 am Answer key:
1.a / d 2. c / e 3. b / f 4. f 5. b I. Past simple tense
1. Grammar
(+) S + was/were/Ved
(-) S +wasn’t/ weren’t/didn’t + V (?) Were/Was + S?
Did +S +V?
2. Practice
Ex.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 do take
have ride fly
Ex.2: Complete the dialogue below.
Use 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.
2. Activity 2(8’)
*Preposition of time:
- Ask Sts to give some prepositions of time and the use of them: in, on, at, between, before, after…
- T guides Ss how to do exercise 3 on page 44
-Ss do exercise 3 individually then compare with their partners
-T gives feedback and corrects Ss’
mistakes
3. Activity 3(11’)
*Used to:
- Ask Sts to retell the form and use of the structure with “used to”
-T asks Ss to do exercise 4 on page 45
- Ss do exercise 4 (work in pairs) -T has Ss look at 4 pictures on page 45 using used to with the verbs live- stay- have- be to complete the dialogue between Nga and Hoa - Ss look at 4 pictures and use used to with the verbs in the box to complete the dialogue between Nga and Hoa
-T has Ss practice the dialogue before the class.
-Then T. corrects Ss’ mistakes (If not enough time, set it for homework)
*Mapped dialogue: ( Language Focus 2)
- Set the scene: Lan asks Nga about
Answer key:
a/ Did you eat rice for lunch? (Lan) b/ Ba: ………
Nam: I rode a bicycle to school c/ Minh: Where were you yesterday?
d/ Chi: …………
Ba: I had Math
2. Prepositions 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 + giờ .
Ex : at 2 o’clock , at night Between ... and ...
Ex.3. Complete the sentences. Use the prepositions in the table .
Answer key:
a/ on b/ in c/ between d/ at … after e/ before 3. Used to
* Form:
(+) S + used to + V.
(-) S + didn’t + use to + V.
(?) Did + S + use to+ V?
* Use: To talk about past habbits.
Ex.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 ………
4. Practice
* Mapped dialogue
Lan: ...lunch?
Nga: No. I ate noodles.
Lan: How ... school?
Nga's yesterday activitives.
Complete the dialogue.
- Call on some pairs to practice in front of class .
- Correct and give feedback . - Ask them to work in pairs to practice the dialogue .
Answer key:
Lan: Did you eat rice for lunch?
Nga: No. I ate noodles.
Lan: How did you get to school?
Nga: I rode a bicycle to school.
Lan: Which subject did you have yesterday ?
Nga: I had math.
Lan: Where were you yesterday everning?
Nga: I was at home.
Nga: I rode a bicycle to school.
Lan: Which subject did you have yesterday?
Nga: ... math.
Lan: ...?
Nga: I was at home.
IV. Summary ( 1’): - Prepositions of time - "Used to "
- Past simple tense.
V. Homework ( 2’): - Revise the structures.
- Do exercises (1,2, 3 on page 44) in the textbook.
- Prepare new lesson: Unit 5 – Listen and read.
E. Evaluation:
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Date of preparing: Oct 23rd 2020 Period 23 REVISION
A. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to review the main grammar points and vocabulary from Unit 1 to Unit 4
- “adj + enough + to(infinitive)”, “Be going to”
- Adverbs of place, modals
- Reflexive pronouns, Why? Because…
- Used to 2. Skills: Speaking, writing.
3. Attitude: Sts learn hard and have awareness of preparing for the test.
B. Techniques: Brain storming, Multiple choice, complete the sentence C. Teaching aids: Computer, projector.
D. Procedures:
I. Organization(1’)
Class Date of teaching Absent students
8A 8B
II. Revision and warm up(5)
Teacher and students' activities Contents
* Warm up Brain storming:
- Devide Sts into 3 groups
- Ask students in each group to think about the words related their topic - Then let students give their ideas by coming to the board and write, one by one.
- Give feedback.
III. New lesson(33’)
Step 1: Review structures (10’) - Ask Sts to retell the form, use of Modal verbs, reflexive pronouns, Why- question, going to…, used to.
- Give feedback.
* Brain storming:
can
Modal verbs
myself
reflexive pronouns
things in our house
sink
1. Structure with ENOUGH Form:
S + be(not) + adj+ enough+ to V 2. Reflexive pronouns
myself, himself, herself, itself, yourself/yourselves, ourselves, themselves
3. Modals: must, have to, ought to Form:
S + modal + V- infinitive Eg: I must do my homework.
I have to go now.
She ought to learn harder.
4. Why? Because…
Form:
Why+ do/does/ did…+ S + V..?
Because + clause…
Step 2: Activity 2 (5’)
- Ask sts to work in pairs to match a question in A with its response in B.
- T divides sts into two teams and asks them to go to the board and match, one by one
- Give feedback.
A B
1. What does he look like?
2. Can I speak to Tan , please?
3. Are you going to drive your father's car?
4. Do you need any help?
5. Why does he go jogging everyday?
a. I'm sorry, he's out at the moment.
Who's speaking, please?
b. Don't be silly! I am not old enough.
c. No, thanks. I'm strong enough to lift this box.
d. He's very handsome.
e. Because he want to have good health.
Step 3: Activity 3 (8’)
- Ask sts to work in pairs to rewrite each sentence so that the meaning stays the same, beginning as shown
- Give feedback.
Answer key:
Eg: Why do you spend much time on math?
Because I want to get better grade on it.
5. Near future: going to Form:
(+) S + be+ going to + V.
(-)S + be + not+ going to + V.
(?) Be + S + going to+ V?
6. Used to Form:
(+) S + used to + V.
(-) S + didn’t + use to + V.
(?) Did + S + use to+ V?
6. Practice Ex1: Matching Answer key:
1 - d 2 - a 3- b 4 - c 5 - e
Ex2: Rewrite each sentese so that the meaning stays the same, beginning as shown
1. He isn't tall, so he can't reach the shelf.
He isn't
tall...
2. I'm lucky because I have many good friends.
1. He isn't tall enough to reach the shelf 2. I'm lucky enough to have many good friends
3. The book was interesting enough to twice
4. After she had dinner, she watched TV
Step 4: Activity 4 (7’) - Show Sts the exercise.
- Tell Sts:" Each sentences has a mistake. Find and correct it."
- Give an example.
- Ask sts to work in pairs then give feedback.
Eg: What are you going do?
=> going to do Answer key:
1. Is 9 o'clock OK?
2. Can I speak to Lan , please?
3. Ba draws the picture himself.
4. You ought not to do your homework.
5. We must work hard to pass the exam.
Step 5: Activity 5(10’) Writing:
- Ask students to write a description of Mary's living room, using the sets of words and phrases provided.
- Give feedback.
Answer key:
1.This is Hoa's living room.
2. There is a rug in front of the fireplace.
3. There are some pictures on the wall , near the mirror.
4. The television is on the shelf , next to the lamp.
5. There is another lamp near the sofa.
I'm
lucky...
3. The book was interesting. I read it twice.
The book...
4. She had dinner and then she watched TV.
After she...
Ex3. Find and correct it 1. Is 9 o'clock is OK?
2. Can I speak to Lan , please?
3. Ba draws the picture ourselves.
4. You don't ought to do your homework.
5.We must to work hard to pass the exam.
Eg: What are you going do?
=> going to do
Ex4: Write a description of Mary's living room.
1. This / Hoa's living room.
2. There / a rug / in front of / fireplace.
3. There / some pictures / wall / near / mirror.
4. The television / on / shelf / next / lamp.
5. There / another lamp/ near / sofa.
IV. Summary ( 1’): - Model verb: ought to, must....
- Reflexive pronouns.
- Adj + enough
- Discription of a room.
V. Homework ( 1’): - Revise Unit 1-4 for the test - Redo the exercises.
E. Evaluation:
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