GIÁO ÁN ENGLISH UNIT 4: OUR PAST LESSON 1: GETTING STARTED, LISTEN AND READ (P 38, 39) A Aim: By the end of the lesson, students will be able to tell the activities people used to in the past B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T asks students to look at the picture Chatting: GETTING STARTED on p.38 and write the names of the things that not belong to the past - T gives feedback - Expected answers: + the TV + the radio + the mobile phone + the light fixture + modern clothing / school uniforms PRE - READING - T models times and gets Ss repeat to I Pre - teach vocabulary: to [synonym] look after = to take care of [example] [example] equipment a (n) folk tale Ex: Cinderella, Tam Cam, Su tich trau cau, [translation] traditional [explanation] (adj) Great-grandma - T sets the scene: “You are going to read a conversation between Nga and = the mother of your grandmother her grandma about the childhood of her Checking vocabulary: What and where grandma.” Please read the statements and guess which is true, which is false II True - False prediction a Nga is used to live on a farm b Nga's grandma didn't go to school - T asks Ss to read the dialogue c She has an easy and happy life when she was between Nga and her Grandma and young check their prediction d There wasn't any modern equipment at her - Ss correct the false statements time e "The lost shoe" is a short story WHILE - READING I Reading the text - T asks Ss to work in pairs to find out the answers to these questions Guess Correct a F b T c F d F e T - T asks Ss to practice asking and - Correction: answering the questions a Grandma used to live on farm - Ss work in pairs – open pairs – closed pairs c She had a hard life e It is an old folk tale II Comprehension questions Where did Nga's grandmother use to live? Why didn't she go to school? What did Nga's Great Grandma do? What did Nga's great grandmother and great grandfather after dinner? What did Nga ask her grandma to at the end of the conversation? - Expected answers: She used to live on a farm Because she had to stay at home and her Mom to look after her younger brothers and sisters She used to cook the meals, clean the house and wash the clothes - T has Ss read the statements in part Her great grandma used to light the lamp and on p.39 and decide which is a fact and her great grandfather used to tell stories which is an opinion She asked her grandma to tell her the tale - T asks Ss to work in groups, "The lost shoe" discussing the topics III Fact or opinion? F O a I used to live on a farm X b There wasn't any electricity X c Mom had to everything without X the help of modern equipment - T asks Ss to the survey in groups of d My father used to tell upper X secondary schools stories - T models some questions to check: e The best one was the lost shoe "Who used to get up late / ride bicycle too fast, ?" f Traditional stories are great X X POST - READING Who used to ? - get up late - ride bicycle too fast - go to school late - eat too much candy name IV Consolidation: (2 minutes) - T asks students to summarize the conversation between Nga and her Grandma V Homework - Prepare Speak - Language focus - Do exercise + in workbook UNIT 4: OUR PAST LESSON 2: SPEAK 1, - LANGUAGE FOCUS (P 40, 45) A Aim: By the end of the lesson, students will be able to use USED TO to talk about the things they used to B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides class into teams, each Jumbled words team take turns to go to the BB and 1- rieletcicty = electricity write the meaningful words 2- menttaenterin = entertainment - T gives feedback 3- rkmaet = market 4- permasuekt = supermarket 5- aiiotrdtnal = traditional 6- aetrvl = travel - T recalls the conversation between Nga and her grandma then asks: "Where did Nga's grandma always live?" Form: - Ss listen to the T and answer: "She always lived on a farm" + T: "another word for always lived" + Ss: "used to live " - T asks Ss the usage and meaning of USED TO PRESENTATION S + USED TO + infinitive S + didn’t use to + infinitive Did + S + use to + infinitive?  Yes, S + did / No, S + didn’t Usage: used to express a past habit, or an action usually happened in the past Meaning: thường làm - T asks Ss to use USED TO to make Example: questions and answer + Where did Nga's grandma use to live? + She used to live on a farm - T models two cues then ask Ss to repeat chorally then individually PRACTICE Word - cue drill - T asks Ss to practice asking and Model sentences: answering live / Hue / Hanoi - Open pairs – closed pairs Did you use to live in Hue? No I used to live in Hanoi Have / long hairs / short hairs Get up / late / early Walk to school / bicycle Study / evening / early morning - T has Ss compare pictures on p.40, PRODUCTION using USED TO to talk about the - Expected answers: actions in the past a Where did they live in the past? And now? - T elicits some ideas so that Ss can talk about them: house, travel, electricity, - People used to live in small houses Now they work, entertainment and school live in big houses and buildings - Ss work in pairs, answer the b How did they travel? questions - People used to walk Now, they can go by - T gives feedback cars or motorbikes c What's about the electricity? - Now, there is electricity everywhere d What's about their life / work? - People used to work hard all the time Now, they have a lot of time for entertainment e Did children use to go to school? - Most children used to stay at home Now, they all go to school f What's about their entertainment? - Children used to play traditional games such as hide and seek, skip rope outdoors Now, they have a lot of modern games - video games IV Consolidation: (2 minutes) - T asks students to state the form, usage and meaning of USED TO, give an example V Homework - Write about the things you used to last year Ex: Last year, I used to get up late Now, I get up very early and morning exercises - Do exercise + in workbook - Prepare READ UNIT 4: OUR PAST LESSON 3: READ -2 (P 41, 42) A Aim: By the end of the lesson, students will be able to understand and retell the story "The lost shoe" B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides class into teams, each Brainstorming: team take turns to go to the BB and - One-hundred-section bamboo write the names of some folk tales that they have read - Tam Cam - Seven - mile shoe - Snow White and dwarfs - The Frog Prince - How the tiger got his stripes - T gives feedback - The Lost Shoe WHILE - READING I Reading the text Guess Answer Correction - T asks Ss to work in pairs to find out the answers of these questions T T F T F Her new mother was cruel to her A fairy gave beautiful clothes her II Comprehension questions Who was Little Pea? What did Stout Nut's mother make Little Pea - Ss work in pairs and find the all day? answers How did Little Pea get her new clothes? - T asks Ss to practice asking and Whom did the Prince decide to marry? why? answering the questions: open pairs – Is it a true story? How you know? closed pairs - Expected answers: She was a poor farmer's daughter She made her the chores all day Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes He decided to marry Little Pea because the - T asks Ss to work in pairs, filling the shoe (which the Prince was keeping) fitted her blanks with suitable words from the (Ss answer themselves.) story III Gap filling: (p.42) Complete the sentences with words from the story - Expected answers: a farmer - b died - c had/used, again - d - T asks Ss to tell the story again in marry / choose - e new - f lost details POST - READING Retell the story IV Consolidation: (2 minutes) - T asks students to state the main points of the story V Homework - Rewrite the story - Do exercise + in workbook UNIT 4: OUR PAST LESSON 4: LISTEN AND LANGUAGE FOCUS -2 (P 41, 44) A Aim: By the end of the lesson, students will be able to understand the main idea of a story by listening and further practice in Past Simple Tense B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T prepares 11 cards with numbers on Pelmanism one side and the verbs on the other - T sticks the cards on the BB so that the Ss can only see the numbers, makes sure the verbs are mixed up - T divides the class into teams Each team chooses numbers - T turns the cards over, if they match that team gets mark If not, T turns the cards over again asks the next team Continue until all the cards are finished run rode Ran eat fly ate flew sit sat ride come - T models times and gets Ss to repeat PRE - LISTENING I Pre - teach vocabulary: [synonym] foolish (adj) greedy (adj) = stupid, silly [translation] - Ss copy down - gold (n) [realia] - (to) lay - laid - laid [picture] > chicken lays eggs - T sets the scene: “You are going to listen to a fairy tale about a wife and her husband about their chicken, have a look at the four titles and guess which is the most suitable to the story” [synonym] amazement = surprise, astonishment Checking vocabulary: What and where II Prediction Predict the moral lesson of the story a Don’t kill chickens b Don’t be foolish and greedy - T has Ss to listen to the tape twice c Be happy with what you have and check their prediction d It is difficult to find gold - Tape transcript: Once a farmer lived a comfortable life with his family His chicken laid many WHILE - LISTENING (n) eggs which the farmer used to buy III Checking the prediction: food and clothes for his family One day, he went to collect the eggs - Expected answers: and discovered one of the chickens laid a gold egg He shouted excitedly "Don’t be foolish and greedy." to his wife: "We're rich!" His wife ran into him and they both looked at the egg in amazement The wife wanted more, so her husband decided to cut open all the chickens and find more eggs Unfortunately, he couldn’t find any egg When he finished, all the chickens were dead There were no more eggs of any kind for the foolish farmer and his greedy wife - T asks Ss what tense is used in the story - T has Ss listen again and try to write as many verbs as possible The S who writes more verbs gets good marks - T sets the scene: Lan asks Nga about Nga's yesterday activities - T calls some pairs to converse IV Find out the verbs in the story + Simple Past Tense Expected answers: Lived, laid, used to, went, discovered, shouted, ran, looked, wanted, decided, couldn’t, finished, were POST - LISTENING Mapped dialogue - language focus Lan Nga .lunch? noodles No, I ate How school? school Which subject ? I bicycle to math Where yesterday evening? home - Expected answers: 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 evening? Nga: I was at home IV Consolidation: (2 minutes) - T asks students to retell the story of the foolish husband and his greedy wife V Homework - Prepare Write -2 - Do exercise + in workbook UNIT 4: OUR PAST LESSON 5: WRITE - (P 42 - 43) A Aim: By the end of the lesson, students will be able to use Simple Past tense to write a folk tale B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides class into teams, each Word square team takes turns to go to the board and S T R write down the words from the Word square E S C I P E G A P E R - Ss play in teams R T R O P E A - T checks their answers V R E G I T Z A A M F I R E N W R B U R N T M A S T E R B U F F A L O : stripe, escape, fire, burn, master, buffalo, rope : farmer : servant, straw, graze : tiger PRE - WRITING I Pre - teach vocabulary - T has Ss repeat after the T - wisdom (n) [translation] - a stripe (n) [realia] - a straw (n) [realia] - a servant (n) [explanation] = the person who has to chores in other houses to earn money - (to) escape [synonym] = to run away - (to) graze [picture] = the buffalo grass - (to) light - lit - lighted [mime] Checking vocabulary: Slap the board II Reading Read and complete the story - Expected answers: - T asks Ss the meaning of the verbs in appear the box has them work in pairs using suitable verbs to fill in the blanks said as left went tied lit burned, escaped III Comprehension questions a Where was the man? - T asks Ss to work in groups of 4, b What did the buffalo when the tiger answering the questions appeared? c What did the tiger want to know? d What did he before going home? Why? e What did he when he returned? - Expected 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 d He tied the tiger to a tree with rope because he didn’t want it to eat the buffalo e When he returned, he lit the straw to burn the tiger WHILE - WRITING Write the story - T gets Ss to exercise They have to imagine being a man in order to Sample: write the story One day, as I was in a field and my buffalo grazed nearby, a tiger came It asked why the - T gets Ss to change: + the man  I strong buffalo was my servant and I was its master I told the tiger that I had something + his  my called wisdom The tiger wanted to see it but I - T gets Ss to write individually then said that I left the wisdom at home that day share with their partners and correct Then I tied the tiger to a tree with a rope because I didn’t want it to eat my buffalo I mistakes went to get some straw and I burned the tiger - T takes some writings to correct in The tiger escaped, but today it still has black front of the class stripes from the burn POST - WRITING Tell the story Team tiger changes: a/the tiger  I - T divides the class into teams Team buffalo changes: a/the buffalo  I - T asks a volunteer from each team to tell the story in front of the class IV Consolidation: (2 minutes) - T asks students to draw a moral lesson from the V Homework - Prepare Language focus - Do exercise + 10 in workbook UNIT 4: OUR PAST LESSON 6: LANGUAGE FOCUS 3, (P 44) A Aim: By the end of the lesson, students will be able to use preposition of time B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class organization: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board REVISION - T calls student to the board to check “Retell the story: How the tiger got his the last lesson stripes?” PRESENTATION - T asks Ss to fill in the gaps with IN, I Prepositions of time: ON AT Expected answers: In + November 1999 the morning On + Wednesday Wednesday morning November 2nd At + p.m night midnight noon twilight dawn PRACTICE - T asks Ss to exercise on p 44 I Gap filling individually, then compare with their - Expected answers: partners - T gives feedback a on - b in - c between - d at, after - e before - T asks Ss to exercise on p 45 II Complete the dialogue (p.45) - T has Ss work in pairs, looking at pictures on p 45, using USED TO with - Expected answers: the verbs: live - stay - have - be to complete the dialogue between Nga Nga: Where is it? It isn’t Hanoi and Hoa Hoa: No, it's Hue I used to stay there - Give feedback Nga: Is that you, Hoa? Hoa: Yes I used to have long hair Nga: Who is in this photo? Hoa: That is Loan She used to be my next door neighbor Nga: Are they your parents? Hoa: They're my aunt and uncle They used to live in Hue, too - T reads aloud some sentences, asking Ss to listen carefully and try to find out FURTHER PRACTICE the mistake When they hear a mistake, I Mistake identification: they stand up and say ‘No’ then correct it a My father used to play football when he has spare time Ex: Teacher reads aloud: I usually stay at home in Sunday A student stand up and shout: No, on Sunday, not in Sunday b She used live in Hanoi c My parents will arrive in o'clock d He was born in June the third That student will get one good mark - Expected answers: a No, had spare time, not has b No, used to live, not used live c No, at o'clock, not in - T shows pictures of the same person (young and old) and asks Ss to describe them as guided d No, on June the third, not in II Describing: - Look at photos and write the differences using USED TO Ex: My mother used to have long straight hair and now she has curly hair IV Consolidation: (2 minutes) - T asks students to state the main uses of IN, AT, ON V Homework - Prepare Getting started, Listen and Read (Unit 5)