Giáo án Tiếng Anh 8 Unit 4: Our past

Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers.. Main activities: Teacher’s and students’ activities On the board - T asks students to look

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

Teacher’s and students’ activities On the board

- T asks students to look at the picture

on p.38 and write the names of the

things that do not belong to the past

- T gives feedback

WARM UP Chatting: GETTING STARTED

- Expected answers:

+ the TV+ the radio

- T models 3 times and gets Ss to

repeat

- T sets the scene: “You are going to

read a conversation between Nga and

her grandma about the childhood of her

grandma.” Please read the statements

and guess which is true, which is false

- T asks Ss to read the dialogue

between Nga and her Grandma and

check their prediction

- Ss correct the false statements

+ the mobile phone+ the light fixture+ modern clothing / school uniforms

II True - False prediction

a Nga is used to live on a farm

b Nga's grandma didn't go to school

c She has an easy and happy life when she wasyoung

d There wasn't any modern equipment at hertime

- T asks Ss to work in pairs to find out

the answers to these questions

- T asks Ss to practice asking and

answering the questions

- Ss work in pairs – open pairs – closed

- Correction:

a Grandma used to live on farm

c She had a hard life

e It is an old folk tale

II Comprehension questions

1 Where did Nga's grandmother use to live?

2 Why didn't she go to school?

3 What did Nga's Great Grandma do?

4 What did Nga's great grandmother and greatgrandfather do after dinner?

5 What did Nga ask her grandma to do at theend of the conversation?

- Expected answers:

1 She used to live on a farm

2 Because she had to stay at home and her

- T has Ss read the statements in part 3

on p.39 and decide which is a fact and

which is an opinion

- T asks Ss to work in groups,

discussing the topics

- T asks Ss to do the survey in groups

of 4

- T models some questions to check:

"Who used to get up late / ride bicycle

5 She asked her grandma to tell her the tale

"The lost shoe"

III Fact or opinion?

F O

a I used to live on a farm

b There wasn't any electricity

c Mom had to do everything withoutthe help of modern equipment

d My father used to tell uppersecondary schools stories

e The best one was the lost shoe

f Traditional stories are great

X X X

X

X X

- eat too much candy

IV Consolidation: (2 minutes)

- T asks students to summarize the conversation between Nga and her Grandma.

V Homework

- Prepare Speak - Language focus 4

- Do exercise 1 + 2 in workbook

UNIT 4: OUR PASTLESSON 2: SPEAK 1, 2 - LANGUAGE FOCUS 4 (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 do

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

Teacher’s and students’ activities On the board

- T divides class into 2 teams, each

team take turns to go to the BB and

write the meaningful words

- T gives feedback

WARM UP

Jumbled words

1- rieletcicty = electricity2- menttaenterin = entertainment3- rkmaet = market4- permasuekt = supermarket5- aiiotrdtnal = traditional6- aetrvl = travel

- T recalls the conversation between

Nga and her grandma then asks:

"Where did Nga's grandma always

live?"

- 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

- T asks Ss to use USED TO to make

questions and answer

- T models two cues then ask Ss to

repeat chorally then individually

- T asks Ss to practice asking and

 Yes, S + did / No, S + didn’t

Usage: used to express a past habit, or an

action usually happened in the past

Meaning: đã thường làm gì Example:

+ Where did Nga's grandma use to live?

+ She used to live on a farm

No I used to live in Hanoi

2 Have / long hairs / short hairs

3 Get up / late / early

4 Walk to school / bicycle

- T has Ss compare 2 pictures on p.40,

using USED TO to talk about the

actions in the past

- T elicits some ideas so that Ss can talk

about them: house, travel, electricity,

work, entertainment and school

- Ss work in pairs, answer the

a Where did they live in the past? And now?

- People used to live in small houses Now theylive in big houses and buildings

b How did they travel?

- People used to walk Now, they can go bycars 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 do last year.

Ex: Last year, I used to get up late Now, I get up very early and do morning exercises

- Do exercise 3 + 4 in workbook

- Prepare READ

UNIT 4: OUR PASTLESSON 3: READ 1 -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: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

Teacher’s and students’ activities On the board

- T divides class into 2 teams, each

team take turns to go to the BB and

write the names of some folk tales that

they have read

- Seven - mile shoe

- Snow White and 7 dwarfs

- The Frog Prince

- How the tiger got his stripes

- The Lost Shoe

- T models 3 times and gets Ss to

repeat

- T sets the scene: “You are going to

read a fairy tale about Little Pea – a

poor girl living with her step mother,

now read the statements and guess

which is true, which is false

- T asks Ss to read the story "The Lost

Shoe" on p 41 and check their

- upset (adj) [synonym]

= worried, sad, unhappy

II True - False predictions

1 Little Pea's father is a poor farmer

2 Her father got married again after his wifedied

3 Her new mother was beautiful and nice to her

4 She worked hard all day

5 She didn’t have new clothes to take part in thefestival

- T asks Ss to work in pairs to find out

the answers of these questions

- Ss work in pairs and find the

answers

- T asks Ss to practice asking and

answering the questions: open pairs –

closed pairs

WHILE - READING

I Reading the text

Guess Answer Correction

T F

Her new mother was cruel to her.

A fairy gave her beautiful clothes.

II Comprehension questions

1 Who was Little Pea?

2 What did Stout Nut's mother make Little Pea

do all day?

3 How did Little Pea get her new clothes?

4 Whom did the Prince decide to marry? why?

5 Is it a true story? How do you know?

- Expected answers:

1 She was a poor farmer's daughter

2 She made her do the chores all day

3 Before the festival started, a fairy appearedand magically changed her rags into beautifulclothes

4 He decided to marry Little Pea because the

- T asks Ss to work in pairs, filling the

blanks with suitable words from the

III Gap filling: (p.42)

Complete the sentences with words from thestory

- Expected answers:

a farmer - b died - c had/used, again - d.marry / choose - e new - f lost

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 5 + 6 in workbook

UNIT 4: OUR PASTLESSON 4: LISTEN AND LANGUAGE FOCUS 1 -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: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

Teacher’s and students’ activities On the board

- T prepares 11 cards with numbers on

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 2 teams

Each team chooses 2 numbers

- T turns the cards over, if they match

that team gets 1 mark If not, T turns

the cards over again asks the next

team Continue until all the cards are

finished

WARM UP

Pelmanism

- T models 3 times and gets Ss to

repeat

- Ss copy down

- 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”

- T has Ss to listen to the tape twice

and check their prediction

- Tape transcript:

Once a farmer lived a comfortable life

with his family His chicken laid many

- (to) lay - laid - laid [picture]

> chicken lays eggs

[synonym]

= 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

c Be happy with what you have

d It is difficult to find gold

WHILE - LISTENING

eggs which the farmer used to buy

food and clothes for his family.

One day, he went to collect the eggs

and discovered one of the chickens

laid a gold egg He shouted excitedly

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

III Checking the prediction:

- Expected answers:

"Don’t be foolish and greedy."

IV Find out the verbs in the story

+ Simple Past TenseExpected answers:

Lived, laid, used to, went, discovered, shouted,ran, looked, wanted, decided, couldn’t, finished,

POST - LISTENING Mapped dialogue - language focus 2 Lan Nga lunch? No, I ate

noodlesHow school? I bicycle toschool

Which subject ? mathWhere 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 1 -2

- Do exercise 7 + 8 in workbook.

UNIT 4: OUR PASTLESSON 5: WRITE 1 - 2 (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: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

Teacher’s and students’ activities On the board

- T divides class into 2 teams, each

team takes turns to go to the board and

write down the words from the Word

- T has Ss repeat after the T

- T asks Ss the meaning of the verbs in

the box has them work in pairs using

suitable verbs to fill in the blanks

: stripe, escape, fire, burn, master, buffalo,rope

- (to) graze [picture]

= the buffalo grass

- (to) light - lit - lighted [mime]

Checking vocabulary: Slap the board

- T asks Ss to work in groups of 4,

answering the questions

- T gets Ss to do exercise 2 They have

to imagine being a man in order to

write the story

- T gets Ss to change:

5 went 6 tied

7 lit 8 burned, escaped

III Comprehension questions

a Where was the man?

b What did the buffalo do when the tigerappeared?

c What did the tiger want to know?

d What did he do before going home? Why?

e What did he do when he returned?

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 thetiger

+ the man  I

+ his  my

- T gets Ss to write individually then

share with their partners and correct

mistakes

- T takes some writings to correct in

front of the class

- T divides the class into 2 teams

- T asks a volunteer from each team to

tell the story in front of the class

strong buffalo was my servant and I was itsmaster I told the tiger that I had somethingcalled wisdom The tiger wanted to see it but Isaid that I left the wisdom at home that day.Then I tied the tiger to a tree with a ropebecause I didn’t want it to eat my buffalo Iwent to get some straw and I burned the tiger.The tiger escaped, but today it still has blackstripes from the burn

POST - WRITING Tell the story

Team tiger changes: a/the tiger  ITeam buffalo changes: a/the buffalo  I

IV Consolidation: (2 minutes)

- T asks students to draw a moral lesson from the

V Homework

- Prepare Language focus 3

- Do exercise 9 + 10 in workbook

UNIT 4: OUR PASTLESSON 6: LANGUAGE FOCUS 3, 4 (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: 1 minute

II Revision: (5 minutes) WARM-UP

III New lesson:

1 Setting the scene: Included in the WARM-UP

2 Main activities:

Teacher’s and students’ activities On the board

- T calls 1 student to the board to check

the last lesson

- T asks Ss to fill in the gaps with IN,