Kế hoạch bài dạy Tiếng Anh 8 - Unit 6 : Folk tales - Lesson 2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Unit 6 : Folk tales - Lesson 2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 – Week 15 Date of planing: 18/ 12/ 2022 Period: 43 UNIT 6 : FOLK TALES Lesson 2 : A closer look 1 A. AIMS OF THE LESSON I. Knowledge - use vocabulary related to the topic “Folk tales” - using intonation in exclamatory II. Ability: - Students can improve their vocabulary improve listening, reading and speaking skill. - Students can develop their communication, ability to use language, self-study, co- operation. III. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “Folk tales” - Build their love for country - Build for good habits B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURES I. Presentation *Warm up: Chatting Ss work in pairs: - What’s the name of story do you like most? - What kind of story is it? - Who are the main character? - What’s it about? I. Vocabulary Activity 1: Matching - T asks sts to read the characters in the box and match them with the suitable pictures. - asks Ss to work in groups then compare with their partner - Asks them to give the answers - Compare the answers with their friends’ on the board then give the correct answers 1. G 2. C 3. E 4. B 5. H 6. A 7. D 8. F Activity 2: Match the adjectives with the pictures - T ask sss to work in groups 1. G 2. F 3. A 4. E 5. B 6. C 7. H 8. D II. Practice Activity 1: Complete the table
2. - T divides class into 2 team - Have them to complete the table - ask ss to write the correct answers on the board Activity 2: Ball games - Ask Ss to work in pairs to use the adjs in a to describe characters in one of their favorite folk tales. ( b) - Teacher makes example sentences with these words. - T through a ball to a student, Ss to reads their sentences and then through to another student Activity 3: Listen and repeat - Ask Ss to read out the sentences first - Read the words silently - Ask them to listen and repeat the recording, pay attention to the intonation of each sentence. - Listen and repeat the words they hear - Call some sts to read the words they hear aloud - Read aloud the words - Correct their pronunciation Activity 4: Practice these sentences -Asks Ss to read the sentences in pairs. - Calls some ss to practice before the class. - Asks them to listen and repeat the recording, pay attention to the intonation of each sentence. - T corrects their pronunciation. III. Production - T asks Ss to make sentences using words they have learnt - Ss make sentences using words they have learnt - T corrects and remarks IV Homework - Practice vocabulary and pronunciation again. - Prepare: A closer look 2
3. Lesson plan 8 – Week 15 Date of planing: 18/ 12/ 2022 Period: 44 UNIT 6: FOLK TALES. Lesson 3: A closer look 2 A. AIMS OF THE LESSON: By the end of the lesson, ss will be able to know I. Knowledge - how to use the grammar points correctly: Past continuous & Past simple. - use the lexical items related to languages and language use and learning. II. Ability: - Students can improve their grammar, improve their speaking and writing - Students can develop their character: honesty, responsibility; communication, ability to use language, self-study, co-operation. - distinguish the differences between the past tense and the past continuous III. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “Folk tales” - Build their love for country - Build for good habits B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURES I. Warm up: Chatting - What did you do yesterday? - What did you do last Sunday? - What were you doing at 8 pm yesterday? - What were you doing at 9 am last Sunday? II. Presentation Activity 1: Past continuous. - Asks Ss to read this sentence from the conversation in GETTING STARTED. Do you remember when we use past continuous tense - Ask Ss to study part of the conversation. - Draw Ss’ attention to how the past continuous are formed and used by analyzing the underlined part of the sentence. - Asks ss to give the form and use. a. Form: (-) Positive: S + were/ was + V-ing (+) Negative: S + weren’t/ wasn’t + V-ing (?) Questions: Were/ Was + S + V-ing? * Short answers: (+) Yes, S + were/ was. (-) No, S + weren’t/ wasn’t.
4. b. Use - To describe an action that was in progress at a stated time in the past. Ex: At 6 pm yesterday, I was cooking. - To describe an action that was in progress when another shorter action happened. (this shorter action is expressed by the simple past.) Ex: When she phoned me last night, I was sleeping. She phoned me last night while I was sleeping. (Show picture 1b p.61) III. Practice Activity 1: Verbs form - Ask Ss to do the grammar exercise individually. - Then have Ss compare their answers in pairs before checking with the whole class. Activity 2: a. Describing the pictures T: Ask Ss to do this exercise individually S: Do individually then compare the answers with their partner b. Ask and answer: T models with one able student. Then, ask ss to practice in pairs. T goes around the class to provide help. Call some pairs to practice in front of the class. Activity 3: Write the correct form of the verbs: T: Ask Ss to work individually. Ask them to look at the grammar box and the Look out! box S: do the exercise and compare the answers in pairs before checking with the whole class. Activities 4: Complete the fable with the correct form of the verbs: - Ask Ss to do this exercise individually - Asks ss do individually then compare the answers with their partner - Call some sts to write the answers on the board - Call others to remark then give right answers IV. Production - Have ss discuss the questions the question in pairs. - Asks some pairs to give the answers to the whole class. - T gives some comments and invite comments from ss. - Have ss remind the usage and form past simple and past continuous tenses and some linking verbs (When/While) V. Homework - Learn by heart all the structures -Do exercises in Work book - Prepare for communication
5. Lesson plan 8 – Week 15 Date of planing: 18/ 12/ 2022 Period: 45 UNIT 6: FOLK TALES. Lesson 4: Communication A. AIMS OF THE LESSON: By the end of the lesson, ss will be able to know I. Knowledge - to use the functional language in everyday life contexts. - express their owns views about folk tale by writing an ending for the fairy folk tales II. Ability: - Students can improve their vocabulary (extra words related to the topic) their grammar (Past continuous & Past simple) improve their speaking and writing - Ss can improve communication, ability to use language, self-study, creative (make dialogue) co-operation (work in pair). III. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “Folk tales” - Build their love for country - Build for good habits B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURES I. Warm up: Kim’s game: - T divides the class into two groups. - T shows ss pictures with characters in the folk tales and asks ss to have a quick look, then write on the board. - The group has more words will win the game. Fairy Characters in the folk tale II. Pre - speaking Activity 1: Pre - question - What fairy tales did you like to read when you were very little? - How fairy tales are structured? Today, we are going to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle, and at the end of a fairy tale. Activity 1: Matching - Ask ss to work in pairs and match the words with their meanings A B
6. - granny (n) to cry or say something loudly and usually on a high note - scream (n) grandmother - swallow (v) to cause food/ drink to pass the mouth into the stomach III. While – speaking Activity 1: Labeling - T asks ss work in groups - give each groups the part of the fairy - aks ss to read and label on the board in order - T confirms the correct answers. - Which group has more correct words will win - T asks ss to make one sentences with each picture (if time allows) 1.h 2. a 3.e 4.f 5.d 6.c 7.b 8.g IV. Post - speaking Activity 1: Retell the fairy tale: - Ask ss to work in group of six, in turn retelling the fairy tale to the group member in their own words. - Set a three-minute time limit per story and have one group member keep time. - Then they can choose the best storyteller in their group. Activity 2: Speaking - Ask ss to work in groups, discussing and writing an ending for the fairy tale. - Encourage then to have fun and be creative. - Choose a student from each group to present the ending to the whole class. - After each student has finished, invite some comment from ss in other groups. - T makes some comments and corrects Ss’ mistakes if there are any. - Have ss vote for the best fairy tale ending. - Give your opinions about cooking, collecting stamps, collecting glass bottles, watching TV and gardening V. Homework - Retell the folktale - Write a paragraph about your favorite tales
7. Lesson plan 9 – Week 15 Date of planing: 18/ 12/ 2022 Period: 43 UNIT 6: VIET NAM: THEN AND NOW Lesson 2: A CLOSER LOOK 1 A. Objective: By the end of the lesson students will be able to: 1. Knowledge - Use some lexical items related to changes in transport systems, family groups and school life in Viet Nam in the past and present. - Identify in which situations to stress all words in sentences and say these sentences correctly a. Vocabulary: related to means of transport and family b. Grammar: simple tenses. Passive voice c. Pronunciation: stress all words in sentences 2. Skills: matching words, choosing the correct words, making sentences, completing the paragraph, listening and repeating. 3. Attitude: Ss will be more responsible for their life 4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs,( TV)Projector - Students’ aids: Student books, notebooks, workbooks. C. Procedures: I. Warm up: Networks Adjectives to describe changes - Ss work in 2 teams. - Ss take turn to write the adjectives to describe changes on the board. - Limited time. - Award extra points for team who write more correct adjectives. II. New lesson: VOCABULARY 1. Activity 1: Put one word under each picture: - Have Ss turn to the book and work in pairs to label the pictures. Then ask them to briefly describe those pictures. Check the answers as a class. Then ask Ss: - Have you even tried one of these means of transport or road systems? - How do you feel about using each of these means of transport or road systems? Key: 1. tram2. flyover 3. elevated walkway 4. skytrain 5. underpass 6. tunnel 2. Activity 2: Fill in each blank with a suitable word from 1 making them plural where necessary
8. - Have Ss work individually to fill in the blanks. Allow them to share answers with a partner before checking as a class Key: 1. tunnel 2. elevated walkway 3. flyover 4. skytrain 5. underpass 6. tunnel 3. Activity 3: Match each word/ phrase in the left column with the meaning in the right one: - Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class Key: 1. f 2. b 3. e 4. d 5. c 6. a - Ask the class these questions and ask for a show of hands: - Who lives in an extended family? - Who lives in a nuclear family? - Now ask individual Ss. - Can any of these adjectives be used to describe your father/ mother/sister/brother? - Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets us watch what we like on TV. 4. Activity 4: Fill in each gap with a word/phrase in 3: - Have Ss work individually to complete the sentences. Have them compare their answer in pairs. Afterwards, check Ss' answers as a class Key: 1. extended family 2. sympathetic 3. obedient 4. tolerant 5. nuclear family 6. cooperative III.PRONUNCIATION: Stress on all the words in sentences - Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples. 5. Activity 5: Write each sentence in the box next to its pattern. Then listen, check and repeat. - Ss write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Pay the recording for Ss to check their answers. Have the whole class repeat chorally after the recording or after the T. Key: 1. OO - I know ! That long ? Don't cry ! 2. OoO - Go away ! 3. Ooo - Keep going ! 4. OOO - Don't turn left ! IV PRODUCTION Activity 6: What would you say in each situation? Make a sentence for each picture. Write a stress pattern under the picture. Then practice reading all the sentences aloud - This section can be done with some drama, so encourage Ss to exaggerate a little and have fun. They can also add hand gestures and facial expressions to increase the dramatic element. Have Ss work in pairs to describe the pictures quickly and to fill the bubbles with the utterances as in the example. Then ask some pairs to read out
9. their utterances with the correct stress. Confirm the correct answers. Lastly, have the class read all the sentences chorally. Suggested answers: 1. Be quiet ! OOo Don't talk ! OO 2. Don't turn right ! OOO 3. Wake up ! OO Get up ! OO 4. Smile please ! OO Say cheese ! OO 5. Don't worry ! Ooo Don't cry ! OO 6. Look out ! OO Look ahead ! OoO If time allows, have Ss work in groups and think of some other, surprising or urgent situations. They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class. II. Homework: - Review the lesson. - Do the exercises part A and B1 in Workbook. - Prepare: A closer look 2.
10. Lesson plan 9 – Week 15 Date of planing: 18/ 12/ 2022 Period: 44 UNIT 6: VIET NAM: THEN AND NOW Lesson 3: A CLOSER LOOK 2 A. Objective: By the end of the lesson, students will be able to : 1. Knowledge; - Use the past perfect correctly - Use the structure adj+ to-infinitive and adj + that-clause correctly - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet namin the past and at present - Students know how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested talking about Viet Nam in the past and at present. - Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences:- Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs,( TV)Projector - Students’ aids: Student books, notebooks, workbooks. C. Procedures: I. Warm up: Chatting I.Presentation *Review: - Write two sentences with the past perfect tense and ask Ss to find out which tense is used in these sentences and its use. - Elicit from Ss when to use the past perfect is used to describe an action before a stated time in the past or an action that happened before another action in the past. 1. Activity 1: Fill in each blank with the past simple form of the verbs in brackets - Ask Ss to work individually to fill in the gaps. Check the answers as a class. Key: 1. had been 2. had played 3. had (you) used 4. had (only) seen 5. had had 6. had experienced 2. Activity 2: Ask and answer the following questions using the cues - Have Ss work in pairs. Together they write the questions and answers. Have some Ss write their sentences on the board. Each student may write one or two pairs of
11. questions and answers to save time. Have other Ss give comments. Confirm the correct sentences Key: 1.- What family groups had Vietnamese people lived in before 1990 ? - They had lived in extended families 2.- How had people in Viet Nam travelled before the first motorbike was imported ? - They had travelled by bicycle 3.- How had Vietnamese people lived before the open-door policy in 1986 - They had had a harder life. 4.- Where had your family spent holidays before 2005 ? - We had spent our holidays only in Viet Nam before then. 5.- Who had ruled Viet Nam right before the Tran dynasty ? - Ly Chieu Hoang had ruled the country before the Tran dynasty. Adjective + to - infinitive/Adjective + that + clause - Ask Ss to read the speech bubbles from the conversation in GETTING STARTED, then have them read the structures and examples in the grammar box carefully. Help them with the meaning of the adjectives if necessary. Then ask some able Ss to retell the rules and give examples. Correct their sentences if necessary. II. Practice Activity 3: Match the first half of the sentence in A with the second half in B - Have Ss work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then check their answers as a class. Key: 1. F 2. A 3. B 4. E 5.D 6. C 4. Activity 4: Fill in each blank with one adjective from the box. More than one adjective can be used. - Have Ss work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then check their answers as a class, noting all the possible options. Key: 1. Glad/ pleased 2. sorry 3. relieved/sorry/pleased 4. sure/ certain 5. surprised/astonished 6. relieved/pleased 5. Activity 5: Create one sentence by combining each pair of sentences using subject + be + adj + that-clause - Have Ss work in groups of about four and give each group an A3-size sheet. Ask them to write the sentences leaving a large space between each one. Then tell Ss to stick the sheets on the wall. Each group moves around clockwise to read the other groups' answers and, if necessary, correct the sentences by writing any corrections on a sticky note against each sentence. Check the answers as a class. Note that this kind of peer review is effective and can be used in many different teaching situations. Key: 1. We were relieved they we had done well in the exam 2. I am sorry that our parents had very poor school facilities.
12. 3. Everyone was glad they the government had decided to invest more in education. 4. Everyone is aware that it will be much safer to have elevated walkways and underpass systems for pedestrians. 5. All of us are delighter that life in the countryside has improved considerably. III. Production Key: 1. We were relieved they we had done well in the exam 2. I am sorry that our parents had very poor school facilities. 3. Everyone was glad they the government had decided to invest more in education. 4. Everyone is aware that it will be much safer to have elevated walkways and underpass systems for pedestrians. 5. All of us are delighter that life in the countryside has improved considerably. Homework: - Do exercises Part B (WB) + Prepare Communication
13. Lesson plan 9 – Week 15 Date of planing: 18/ 12/ 2022 Period: 45 UNIT 6: VIET NAM: THEN AND NOW Lesson 4: Communication A. OBJECTIVE By the end of the lesson, Ss will be able to: I. Knowledge: - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present II. Attitude: - Positive about Viet Namin the past and at present, - Students know how to learn English in right way, - Ss are interested in doing exercises, - Ss are interested talking about Viet Nam in the past and at present, III. Competences: - Co-operation: work in pairs, groups, teams, - Self- study: work individually, - Using language to talk about emotions and feelings, - Using language totalk about Viet Nam in the past and at present, B. PREPARATION 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. PROCEDURE: I. Warm up: Networks changes in your neighborhood - Ss discuss with their partner and complete the networks - Ask some Ss to talk about changes in their neighborhood they have heard of or read about. II. New lesson: - Tell Ss that they are going to read posts on Viet Travel Forum from some foreigners who visited Viet Nam a long time ago. - Check if Ss understand the meanings of the words in Extra vocabulary. If they do not, quickly teach the words by using synonyms, explanations, or even translations. - suffer (v): to experience something unpleasant, such as injury, defeat, or loss. - mushroom (v): a metaphor verb showing something that grows or develops fast in terms of number and speed. - illiteracy (n): inability to read and write - exporter (n): a person, company, or country that sells goods to another country.
14. 1. Activity 1:Read the posts on Viet Travel Forum from people who visited Viet Nam a long time ago - Have Ss skim-read the posts individually. In pairs, Ss compare how many ideas from the posts they can remember. Then they can read them a second time more slowly for detail 2. Activity 2: Read the posts on Viet Travel Forum and retell them to your friends - Put Ss in groups of three. Tell them that thy can look back at the posts and each group member reports on one post as in the example. Afterwards, ask some Ss to retell the posts to the class. Correct them if necessary. Suggested answers: - Charles is from France. He said that the first time he had been to Viet Nam was is 1965. He said that many people were/ had been illiterate then but he was astonished that after nearly 30 years there was no more illiteracy although the population had nearly tripled. He was also surprised to learn that the country was one of the largest rice exporting countries. - Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years. He was shocked/ astonished to see that so much has changed over the last 18 years - flyovers and high-rise buildings were mushrooming. 3. Activity 3: Work in groups. Use the suggestions in the table to write as many posts as possible about the recent changes in Viet Nam that you have heard of or read about. Use adjectives or adverbs to modify the changes. - Have Ss work in groups. Ask them to focus on a couple of the suggestions in the table to discuss and write down a few posts on a big sheet of paper. They can pretend to be foreign visitors and use the posts in 1 as a model. Set a time limit of ten minutes. They should also decide which changes are the most beneficial. 4. Activity 4: Present your group’s posts to other groups. - When the time is up, ask the groups to stick their papers on the wall. Each group reports their best post to the class, saying which changes have been the most beneficial for the country. Vote for the best posts. Homework: - Write a short paragraph about the city you like best. - Prepare Skills 1