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Date of preparing: 16 / 10 / 2020 Period : 19
Unit 4: Our past
Lesson 3:
Listen + Language Focus 1,2 A. Objectives :1. The aims: By the end of the lesson, ss will be able to listen to a folktale about and choose the most suitable moral lesson
2. Needing to get the knowledge.
- Standard: Listen to a folktale and choose the most suitable moral lesson - Higher: Answer some questions about the tale, tell some other similar tales they know
3.Language focus.
+ 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…
4. Skills:
+ Listening: Listen to the folktale and choose the most suitable moral lesson + Speaking: Ask and answer some questions
5. Attitude: Educate ss to learn hard, stay healthy, eat sensibly and be tidy B. Techniques:
Pair work – group work, network Question- answer
C. Teaching aids:
Textbook E8, colored chalks, pictures, cassette, CD D. Procedures:
I.Organization(1’)
Class Date of teaching Absentstudents
8A 8B 8B
II. Review of the previous lesson:(5’) Checking the last lesson ‘words III. New lesson
Teacher and students' activities Contents
* Warm up Pelmanism:
run eat fly sit ride come rode ate sat flew came ran - Divide Ss into two teams and ask Ss to choose two numbers.
- Continue until all the cards are finished .
Pelmanism:
run eat fly sit ride come rode ate sat flew came ran
Step 1: Pre - listening: (p. 32)
- Today we going to listen to a moral lesson and practise in past simple tense.
Let's start with the new words.
1. Vocabulary : - translation - translation
- realia - Picture
- translation
* Checking: What and where.
2. Prediction:
- You will listen a story about a farmer and his wife.They fed a lot of chickens, what did they do with their chickens?
Now, guess which is the most suitable to the story.
- Have them look at four titles on page 41 and guess which is the most suitable moral lesson to the story.
- Give feedback.
Step 2: While - listening 1. Checking the prediction:
- Turn on the tape twice and ask them to check their predictions.
- Call on some Ss to read their results and give feed back: “ Don,t be foolish and greedy “
- Turn on the tape once more to check their results again.
2. Find out the verbs in the story:
- Ask Ss what tense is used in the story ( Simple past tense )
- Have Ss listen again and try to write as many verbs as possible. The student who writes more verbs get good marks.
- Call on some Ss to read the verbs aloud.
- Give feedback
- Ask Ss to give the infinitives of these verbs.
Step 3: Post - listening
Mapped dialogue: ( Language Focus 2) - Set the scene: Lan asks Nga about
1.Vocabulary
- foolish (adj): ngớ ngẩn, dại dột - greedy (adj): tham lam
- gold (n): vàng, của cải.
- lay - laid – laid(v): đặt, để, đẻ.
- amazement (n): ngạc nhiên, vui nhộn
2. Prediction
a, Don’t kill chickens.
b, Don’t be foolish and greedy.
c, Be happy what with you have.
d, It’s difficult to find gold.
3. Listen
- “ Don,t be foolish and greedy “
* Find out the verbs in the story
- went / discovered / laid / shouted / finished / could not / were / ran / looked / wanted / decided.
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.
4. Practice
* Mapped dialogue
Lan: ...lunch?
Nga: No. I ate noodles.
Lan: How ... school?
Nga: I rode a bicycle to school.
Lan: Which subject did you have yesterday?
Nga: ... math.
Lan: ...?
Nga: I was at home.
IV. Summary ( 2’): - Listening to a moral lesson - Practise in past simple tense.
V. Homework ( 2’): - Study the lesson,
- Language Focus 1,2 on page 44.
- Prepare new leeson: Unit 4 - Lesson 4 E. Evaluation:
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Date of preparing: 16 /10 / 2020 Period :20
Unit 4: Our past
Lesson 4: Read
A. Objectives:
1. The aims: By the end of the lesson, ss will be able to read and understand the tale “ The lost shoe”
2. Needing to get the knowlege
- Standard: Read and complete the sentences (exercise 1) and answer the questions (exercise 2)
- Higher : Write a summary of the tale 3.Language focus.
+ 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
4. Skills : Reading-comprehension: Read and complete the sentences (exercise 1) and answer the questions (exercise 2) 5. attitude: Educate ss to learn hard, love the beauty and kindness
B. Techniques:
Slap the board, Rub Out and Remember, T / F Statement Predictions C.Teaching aids:
Textbook E8, colored chalks, posters, board D. Procedures:
I.Organization(1’)
Class Date of teaching Absentstudents 8A
8B 8C
II. Review of the previous lesson:(5’)
- T asks some questions about the story “ The golden egg”:
Who discovered the golden egg?
Who wanted more golden eggs?
Did they cut open all other chickens?
Did they find any golden eggs after cutting open the chickens?
What do you think about the farmer and his wife?
- Ss answer.
.
Teacher and students' activities Contents Pelmanism:
- Name some folks tales that you have read.
Possible answers:
- Cây tre trăm đốt ( one hundred - section bamboo )
- Tấm cám
- Hoàng tử Cóc ( The frog Prince ) - Đôi hài 7 dặm ( Seven – mile shoes ) - Bạch tuyết và bảy chú lùn ( Snow white and 7 dwarfs )
III.New lesson:
Step 1: Pre - reading
- Say: " Today we are going to read a folk tale
Pelmanism:
Tấm Cám
The folk tales
named " The lost shoe". Let's start with the new words.
1. Vocabulary:
- translation - worried
- translation - adv
- realia - translation - adv
* Checking : Rub out and remember.
2. True / false statements predictions - Ask Ss to read the statements and guess which is true, which is false and then share with their partners.
- Give feedback.
Step 2: While - reading 1. Reading and checking:
- Ask students to read the story " The lost shoe" on page 31 and check their prediction - Ask them to compare with their partner.
- Give feedback.
- Have them correct the statements which are false.
- Give feedback.
2. Comprehension questions ( P. 42):
- Ask students to read the questions aloud ( one by one).
- Ask Ss to work in pairs to find out the answers of these questions .
- Give feedback.
1.Vocabulary
- cruel (adj): độc ác, ác nghiệt - upset (adj): buồn phiền, thất vọng
- fairy (n): nàng tiên
- magical (adj): -> magically (adv) kỳ diệu
- rag (n): quần áo rách - fall in love with (v): yêu - immediately(adv ): ngay lập tức
2. True/ false statements prediction
3. Read Answer key:
1- T.
2- T.
3- F: Her new mother was cruel to her
4- T.
5- F: A fairy gave her beautiful clothes.
* Comprehension questions Answer key
a. She was a poor farmer ,s daughter.
b. She made her do 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. Ss answer themselve.
* Gap filling Answer key:
a. farmer b. died c.
had/used
Statements Guess Key
1. Little Pea,s father is poor farmer
2. Her father got married again after his wife died.
3. Her new mother was beautiful and nice to her.
4. She worked hard all day.
5. She did not have new clothes to take part in the festival.
3. Gap filling: Complete the sentences with words from the story.
- Ask Ss to work in pairs, filling the blanks with suitable words from the story.
- Call on some Ss to read their complete sentences aloud.
- Give feedback
Step 3: Post - reading Retell the story
- Have Ss work in pairs, telling the story again in details (They can look at the
statements in the gap filling exercise and add more).
- Call on some Ss to retell the story in front of class.
- Correct mistakes if any.
d. marry/choose e. new clothes f. lost
4. Practice
* Retell the story
IV. Summary ( 2’): - Reading about safety precautions in the house.
- Why / Because.
V. Homework ( 2’): - Study the lesson - Rewrite the story .
- Do exercises in workbook.
- Prepare new leeson: Unit 4 - Lesson 5 E. Evaluation:
………
………
………..
Date of preparing: 16 / 10 / 2020 Period 21
Unit 4: Our past
Lesson 5:Write
A. Objectives:
1. The aims:By the end of the lesson, ss will be able to write a story using word cues and the model story
2.Needing to get the knowledge.
- Standard: write a story using word cues and the model stor - Higher: Ask and answer the questions about the story 3.Language focus:
+ 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
4. Skills : - Writing skills: guided writing skills using word cues and model story
- Speaking skills: ask and answer about the story
5. Attitude: Educate ss 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 8C
II. Review of the previous lesson.(5’)
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 III New lesson.
Step 1: Pre - writing: (p. 32)
- Today, we are going to and write a short imaginary story. Let's start with the new words.
1.Vocabulary : - traslation - realia - realia - traslation - picture - traslation - mime
* Checking : Matching
- Ask Ss to come to the board to match items on
* Chatting
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 “?
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
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: ( p.33)
- 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:
One day, as I was in the field and my buffalo was grazing ...
Step 3: Post - writing Telling the story:
- Divide the class into 2 teams. Team A plays the role of the tiger. Team B plays the role of
- escape (v): trốn thoỏt - tie ( v): trúi, buộc 2.
Matching
A B
1. wisdom a. trốn thoát 2. a stripe b. đờng sọc 3. a straw c. ăn cỏ,
gặm cỏ 4. a servant d. trí khôn 5. graze e. rơm rạ 6. escape f . đầy tớ 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 at home that day. Then I tied the tiger to a tree with a rope because
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.
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 ( 2’): - Writing a folk tale.
V. Homework ( 2’): - Study the lesson
- Write the story again , imagine you are:
+ The tiger + The buffalo
- Prepare new leeson: Unit 4 - Lesson 6 E. Evaluation:
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Duyệt ngày 19 / 10 / 2020 Tổ trưởng
Vũ Thị Nhung
