lesson plan unit our past lesson 1 getting started – listen read period 20 date grade 8 school teacher objectives by the end of the lesson the ss will able to identify the differences between life

 Reads the text 3 times or more.  Runs through the questions.  Monitors & keeps Ss on the task.  Gives feedback & valuates Ss.5.  The whole class.  Individual..[r]

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UNIT OUR PAST LESSON 1: GETTING STARTED – LISTEN & READ PERIOD : 20 DATE :

GRADE : 8 SCHOOL:

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will able to identify the differences between life in the past and at present

@VOCABULARY:equipment, folktale, traditional, poor @SKILLS :Listening, Reading

TEACHING AIDS : textbook, pictures,posters, realia, workbook PROCEDURES :

 CONTENTS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

@Getting Started: Deliberate Mistakes Eliciting questions:

1 What country is the picture about? – Vietnam

2 When is it? – 100 years ago

3 Is the picture in the past or at present? – In the past

KEY:

Television, stereo, mobile phone, school uniforms, lighting fixture,school bag … @Listen & Read:

* Vocabulary:

-equipment (n) (realia/exam) -folktale (n) (exam/ realia) -traditional (adj) =/= modern (anto/trans) -poor (adj) =/= rich (anto/situa) *Checking: Rub out & Remember

*Scene setting: Grandma is talking to Nga about Nga’s great grandma



Pre-Listening & Reading:

Brainstorming

Think of what great grandma did about 100 years ago



While-Listening&Reading:

Listening & Checking the ideas

Answering the questions

a) Where did Nga’s grandmother use to live? b) Why didn’t she go to school?

c) What did Nga’s great – grandmother use to do?

d) What did Nga’s great – grandmother and great – grandfather after dinner? e) What did Nga ask her grandmother to

at the end of the conversation? KEY:

 Asks Ss to close the books  Sticks the picture on the board &

gives instructions

 Gives the eliciting questions &

asks Ss to look at the picture to answer

 Devides Ss into groups  Has Ss to look at the picture

(page 38) & pick out the things that not belong to the past

 Elicits the words & follows the

steps for presenting vocabulary

 Asks Ss to guess the works of

Nga’s great grandma

 Elicits & gives Ss the time for

guessing

 Monitors & checks

 Gets feedback & praises Ss

 Shows poster & gives

instructions

 Reads the text times or more  Runs through the questions  Monitors & keeps Ss on the task  Gives feedback & valuates Ss

 The whole class  Look at & listen  Individual  Answer  Groupwork

 Write the names of things, one

person for a thing

 Listen to the T & follow the

instructions

 The whole class  Think & guess

 Compare with their partners  Individual

 Give the answers

 Listen to the dialogue to find

the correct answers

 Individual

 Do the task & compare with

their partners

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a) She used to live on a farm

b) Because she had to stay home and help her mom

c) She used to cook the meals, clean the house and wash the clothes

d) Her great-grandmother lit the lamp and her great-grandfather used to tell them stories

e) She asked her grandmother to tell her the tale “ The Lost Shoe “



Post-Listening & Reading: Roleplay

Practice the dialogue with a partner GRAMMAR ITEMS:

#Model sentence:

After dinner, great-grandma lit the lamp and great-grandfather used totell them stories #Concept Check:



Form:



Use:



Meaning : …… thường/ ……

#Practice:

+Practice the dialogue with a partner Fact or Opinion

+Explaining the differences between “fact” and “opinion”

T: What color is this flower? – It’s red (fact) Ss: Is it nice? – Yes It’s nice (opinion) T: - No It’s not nice (opinion) +Checking the boxes:

a) F , b) F , c) F , d) F , e) O , f) O

HOMEWORK:

-Learn by heart vocabulary& answer the questions page 39

-Do Exercise page 28 in WB E8

-Prepare new lesson SPEAK page 40 & 41

 Asks Ss to try asking &

answering each other

 Gives instructions & indirect

correction

 Gives comments on the period  Gives homework

 Practise speaking

+ Individual + Open pair + Close pair

 Listen  Take notes

Did great-grandfather tell them stories once or many times?- Many times

Was it a habit?-Yes, it was

Does he tell stories now?-No, he doesn’t So, is it a past habit or a present habit?- A past habit

What words we use to mean a past habit?- used to

S + used to + infinitive

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UNIT LESSON 2: SPEAK PERIOD : 21 DATE :

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will be able to talk about the way things used to be & the way they are now ; what they used to last year

@VOCABULARY:

@SKILLS :Speaking, Writing @STRUCTURES : A past habit: “ used to “

TEACHING AIDS : textbook, posters, pictures, task sheets, workbook PROCEDURES :

*Warm-up: Kim’s game

Look at the pictures: Life in the past & Life at present and write down the words as many as possible

*Set the scene of the title: Pictures



Pre-Speaking:Pre-Questions / Guide

Questions

1 Where did people live in the past? And now?

2 How did/do they travel? Was/Is there electricity? What was/is about their work?

5 Did the children use to go to school or stay home? And now?

……… KEY:

Life in the past small/simple on foot/walk No, there wasn’t hard(no free-time) stay home (play

games at home) Life at present big/beautiful/high by car/by motorbike yes, there is not hard(free-time for entertainment) go to school

 Asks Ss to close the books &

gives instructions

 Sticks pictures on the board &

has Ss memorise all in those as much as they can, then put them away

 Devides Ss into teams & call

them go to the board to rewrite

 Shows poster on the board &

gives instructions

 Runs through the questions  Asks Ss to try on guessing by

answering the questions

 Groupwork

 Look at & memorise

 Remember & write

 The whole class  Groupwork

 Listen & give their meanings  Think & guess

 Compare with their partners  Individual

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

While-Speaking: Picture & Word Cues /

Sentence Building

From the above answers, comparing & sharing the pictures with using “used to” and “now” 1.live / houses / building

2.travel / foot / car or motorbike 3.be / electricity

4work hard/all day/free time for entertainment 5.children / stay home / go to school

………

Suggested Ideas:

-People used to live in small houses Now they live in big houses and high building

-People used to travel on foot Now they can travel around by car or by motorbike -There didn’t use to be electricity in the house Now there is electricity everywhere -People used to work hard all day Now they have a lot of free time for entertainment -Children used to stay home Now they go to school

………



Post-Speaking: Write- it- up

Write the sentences down, can write more … Personalisation

Tell a partner about things you used to last year

HOMEWORK:

-Learn by heart vocabulary & rewrite what you used to last year

-Do Exercises & page 29,30,31 in WB E8 -Prepare new lesson LISTEN page 41

 Writes the eliciting words &

recall using “used to “ and “now”

 Models the first sentence as an

example

 Gives Ss a few minutes to write

down their papers

 Asks Ss to look at the two

pictures & the eliciting words to speak

 Devides Ss into two teams  Monitors & help them  Feedback & praises Ss

correction

 The whole class  Listen & the task

 Look at the two pictures & the

eliciting words to write down

 Can write more  Compare with a partner  Practice speaking

 Groupwork / Pairwork

(5)

UNIT LESSON 3: LISTEN PERIOD : 22 DATE :

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will be able to draw out the moral lesson from the story, and retell it in their own words

@VOCABULARY:to lay, to discover, to cut open, to decide, dead, foolish, greedy, amazement @SKILLS :Listening, Speaking / Writing

@STRUCTURE : Simple Past Tense : V- ed / V2

TEACHING AIDS : textbook, posters, pictures, task sheets, workbook PROCEDURES :

*Warm-up: Guess my word / Realia

a dog, a bird, a pig, a chicken, a cat, a duck, a fish

*Set the scene of the title:Realia/Pictures

A GOLD EGG *Vocabulary:

-to lay (visual) -to discover (trans) -to cut open (visual) -to decide (exp/trans) -dead (adj) (anto/vis) -foolish (adj) (anto/exam) -greedy (adj) (exam/trans) -amazement (n) (exp/trans) *Checking: Bingo!



Pre-Listening:

OrderingStatements/Matching

A- He shouted excitedly to his wife”We’re rich!”

B- His wife wanted more, so he decided to cut open all the chickens to find more gold eggs

C- The farmer’s life is very comfortable because their chickens laid many eggs D- He discovered one of the chickens laid a

gold egg while he was collecting the eggs E- He couln’t find any eggs until the

chickens were dead

F- Both of them looked at the egg in amazement

G- The farmer used to sell eggs to buy food and clothes for his family

KEY:



While-Listening: Answer the questions

Asks Ss to close the books Draws some animals on the board Devides Ss into teams

Has Ss guess what animal it is Asks”What they have?”

 Sticks the poster on the board &

gives instructions

 Has Ss arrange the sentences into

correct order / match the pictures with the suitable statements

 Makes sure

 Feedback & valuates Ss

The whole class Guess :” Is it a/ an ….?” Answer “lay eggs”

instructions

 The whole class  Look at & listen  Individual / Groupwork  Do the task

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A- What did the farmer use to sell the eggs for?

B- Who discovered the gold eggs? C- Why did he cut open all the chickens? D- Did he find any more eggs?

E- What is the farmer like? F- What is his wife like? KEY:

A- To buy food and clothing B- The farmer

C- To find more gold eggs D- No more eggs

E- Foolish F- Greedy



Post-Listening: Multiple Choice

KEY:

b) Don’t be foolish and greedy Retell

Retell the story by using pictures Suggested ideas:

- A farmer and his wife had lots of chickens

- One day, he discovered a gold egg - His wife wanted more gold eggs - He cut open all the chickens to find gold

eggs

- All the chickens were dead, but he couldn’t find any more eggs

- They were foolish and greedy people

HOMEWORK:

-Learn by heart vocabulary & rewrite the story in own words

-Prepare new lesson READ page 41 42

 Shows poster & gives

instructions

 Runs through the questions  Reads the text times or more  Monitors & keeps Ss on the task  Gives feedback & valuates Ss

 Asks Ss to choose the most

suitable moral lesson on page 41

 Feedback & praises Ss  Gives instructions & indirect

correction

 Look at & listen

 Listen & give their meanings  Listen & the task

 Compare with their partners  Give the answers

 Workgroup  Discuss to select  Give the answers  Groupwork / Pairwork

(7)

UNIT LESSON 4: READ PERIOD :23 DATE :

TEACHER :

OBJECTIVES :By the end of the lesson, the Ss will be able to retell the story in their own words @VOCABULARY:cruel, harvest festival, fairy, rag, drop, fit , magically, upset

@SKILLS :Reading,Writing

TEACHING AIDS : textbook, posters, pictures,cards, workbook PROCEDURES :

*Warm-up: Jumbled words

rescho, sohe, dei,valtifes, levo

*Set the scene of the title: Pictures/ Tell story

THE LOST SHOE *Vocabulary:

-cruel (adj) (situa/vis) -a fairy (vis/ trans) -a prince (visual) -a rag (rea/vis) -magically (adv) (trans) -to drop (mime/vis) -to fit (vis/trans) -to upset (exp/trans) *Checking: Matching



Pre-Reading: Odering Statements

a) The prince found a shoe and tried to find out its owner

b) Little Pea’s father married again c) The father became very upset and died d) The prince fell in lovewith Little Pea e) A fairy changed Little Pea’s rags into

beautiful clothes

f) She droped one of the shoes and lost it on the way to the festival

g) Stout Nut had new clothes for the festival h) Little Pea’s father’s new wife became

very cruel to her KEY:

1b, 2h, 3c, 4g, 5e, 6f, 7a, 8d



While-Reading: Gap-Fill

a) Little Pea’s father was a farmer b) Little Pea’s mother died when she was

very young

c) Little Pea used to housework all day after her father got married again d) The prince wanted to marry/choose a girl

from Little Pea’s village

gives instructions

 Has Ss arrange the letters into the

correct order of the words

gives instructions

 Runs through the statements  Asks Ss to rearrange the

statements

gives instructions

 Runs through the statements  Asks Ss to fill in the gaps in the

statements with the correct words



 Monitors & keeps Ss on the task

 Groupwork  Rearrange

instructions

 Look at the poster & listen to

the instructions

 Listen & give the meanings  Do the task & compare with

friends

 Give the answers

 The whole class/groupwork  Look & listen

 Listen & give the meanings  Do the task

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e) Stout Nut’s motherdid not make new clothes for Little Pea

f) The princes found Little Pea’s lost shoe Answering the questions

a) Who was Little Pea?

b) What did Stout Nut’s mother make Little Pea all day?

c) How did Little Pea get her new clothes? d) Who did the prince decide to marry? e) Is this a true story? How you know? KEY:

a) a poor farmer’s daughter b) Do the chores

c) A fairy appeared and magically changed her rags into beautiful new clothes d) The girl who fitted the lost shoes/ owned

the shoes e) Ss’ answers



Post-Reading: Chain game / Retelling

Retell the story by using the statements ordered

HOMEWORK:

-Learn by heart vocabulary & rewrite the story

-Do Exercises 1& page 27 in WB E8 -Prepare new lesson WRITE page 42 & 43

 Gives feedback & valuate Ss

correction

 Ferform with their own words

to the class / group

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UNIT LESSON 5: WRITE PERIOD : 24 DATE :

TEACHER :

OBJECTIVES : By the end of the lesson, the Ss will be able to write the story again, using “I” to replace “the farmer” @VOCABULARY:a rope, straw, to tie, wisdom, servant, master

@SKILLS :Writing, Speaking

TEACHING AIDS : textbook, posters, pictures, cards, workbook PROCEDURES :

 CONTENTS *TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

*Warm-up: Pelmanism

6 cards of the verbs in the Present Simple Tense & cards of their verbs in the Past Simple Tense

*Set the scene of the title: Pictures

HOW THE TIGER GOT HIS STRIPES *Vocabulary:

-a rope (realia/visual) -to tie – tied (mime/exp) -straw (n) (rea/vis) -wisdom (n) (exam/exp) -a servant (exam/trans) -a master (anto/trans) *Checking: Slap the board



Pre-Writing: Gap – Fill / Noughts &

Crosses

KEY:

1.appeared, 2.was, 3.said, 4.left, 5.went, 6.tied, 7.lit, 8.burned, 9.escaped



While-Writing:Transformation/Building

Imagine you are the man

Write the story from the words page 43, using “I” to replace “He/the man/a farmer” & “my” to replace “his”

Suggested KEY:

One day, as I was in the field and my buffalo was grazing 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 at home Then I tied the tiger to a tree with a rope because I didn’t want to eat my buffalo I went to get some straw that I said was my wisdom and I burn the tiger The tiger escaped, but today it still has black stripes from the burns

gives instructions

 Sticks 12 cards on the board

Each card has one number from to 12

 Devides Ss into groups

 Has Ss in each group open once

cards

 Gives Ss good marks

gives instructions

 Runs through the story

 Asks Ss to fill in the gaps in the

story with the correct words

 Monitors & keeps Ss on the task  Gives feedback & valuate Ss

 Sticks the poster & gives

instructions

 Devides Ss into groups  Gives each group one paper &

writes the model sentence on the board as an example

 Asks Ss to read the story again &

write the same story with eliciting words page 43

 Gives Ss a few minutes to write

 The whole class  Groupwork  Play game

instructions

 The whole class/groupwork  Look & listen

 Listen & give the meanings  Do the task

 The whole class  Look at & listen  Groupwork  Read again

 Discuss & write in their own

(10)



Post-Writing: Sharing & Comparing

Retelling the story

HOMEWORK:

-Learn by heart vocabulary & rewrite the story completely

-Do Exercise page 28 inWB E8

-Prepare new lesson LANGUAGE FOCUS page 44 & 45

 Asks groups to exchange each

other their writings & find out the mistakes

correction

 Share & compare

 Perform their writings on the

board

 Correct mistakes in spelling,

grammar

 Listen  Take notes

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PERIOD : 25 DATE :

TEACHER :

OBJECTIVES :By the end of the lesson, the Ss will be able to review the past simple tense; structure”used to + inf.” For Past habit and event; prepositions of time

@VOCABULARY:

@SKILLS :Speaking, Writing

TEACHING AIDS : textbook, posters, pictures,cards PROCEDURES :

*Warm-up: Matching

A B a) run was / were b) fly ate c) take went d) go rode e) have ran f) came g) be sat h) ride took i) eat did j) sit 10 had k) come 11 flew *Grammar Points: 

The Past Simple Tense

Pre-dict Dialogue

a)

Lan: Did you eat rice ? Nga: No I ate noodles b)

Ba: How did you get to school? Nam: I went to school by bike c)

Minh: Where were you yesterday? Hoa: I was at home

d)

Chi: Which subject did you have yesterday? Ba: I had Math …



The Frequentative Form:

Dialogue Build: Using the pictures with used to & the verbs in the box

Scene setting:

Nga is talking to Hoa when they are watching an album of photos

Nga: Where is this? It isn’t HaNoi

Hoa: No,it’s Hue I used to stay there (I am living in HaNoi now.)

Form:

Meaning: ……… Đã thường / Use: a past habit

gives instructions

 Devides Ss into groups

 Has Ss match the verbs in present

in A with their past tense in B column

 Shows poster & models the

sentences

 Asks Ss to exercise with

asking & answering in pairs.Then fill in the gaps

 Use the questions to set the

situation

 Models

 Writes the model sentences on

the board & checks Ss’ understanding with the simple questions

 Asks Ss to sum up the grammar

rules

 Shows pictures & models the

 Groupwork  Listen & match  Give the answers

 Practice the dialogues in pairs

 Repeat chorally and then

individually

 Copy down their notebooks  Answer by speaking or writing

on the board

 Look at the pictures & listen  Practise

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KEY:

(1) used to have (2) used to be (3) usedto live

Roleplay

The Prepositions of Time

Matching: the words of time with the prepositions

A B in pm

on November 1997 at am and am after Monday, July before

between pm

Gap-Fill

KEY: a) on b) in c) between d) at ; after e) before

HOMEWORK:

-Learn by heart the irregular past tense of the verbs

-Do Exercise page 31 in WB E8 -Prepare new lesson Unit GETTING STARTED - LISTEN & READ page 46

sentences

 Asks Ss to look at the pictures to

do exercise with filling in the gaps

 Shows poster & models the

sentences

 Asks Ss to look at the poster &

table to exercise with filling in the gaps

+Groupwork + Pair work

 Practise speaking & writing

+Pair work +Individual