The objectives - By the end of the lesson, Ss will be able to read a text to understand how the telephone was invented and the autobiography of the inventor of the telephone.. Materials:
Trang 1Phßng gi¸o dôc MÜ hµo
Trêng thcs d¬ng quang
Gi¸o ¸n TiÕng anh 8
TuÇn: 3 TiÕt: 9 Ngµy so¹n: Ngµy d¹y:
Unit 2 making arrangements
Lesson 3 Read
A The objectives
- By the end of the lesson, Ss will be able to read a text to understand how the telephone was invented and the autobiography of the inventor of the telephone
b content: Past simple tense, consequences
C Materials: Picture, poster, transparencies, OHP
Work arrangements: Individuals, pairs, groups, T-WC
Anticipated problems: Students don’t know much about the inventor of the
telephone
D Procedure
I Warmer
Guessing game
Teacher does one as an example,
the person who guesses correctly
takes turn
Do you know who invented the
telephone?
When did he invent the telephone?
What’s it?
Cue 1: It’s a thing in the home Cue 2: It has 9 letters
Cue 3: It’s used to make phone calls
II Checking the old lesson
III New lesson
Pre-reading
Pre-teach
Eliciting: move to another country
to live,
Modeling, choral & individual
repetition
Written record, pronunciation, VN
meaning
Checking vocabulary: Ordering
vocabulary
He emigrated to Canada and then
to the US.
He worked with deaf-mutes at
Boston university.
He came up with a device
He conducted many experiments.
He demonstrated it at countless
I Vocabulary
- emigrate (v):
- conduct (v):
- transmit (v):
- demonstrate (v):
- deaf-mute (n):
- a device:
- an experiment:
Trang 2Prediction: Ordering
statements
Run through the statements
Ask students to work individually
to put the statements in the logical
order
Students pair and compare
Teacher gets feedback
While-reading
Ask students to read the text and
check their predictions
Guessing meaning of new words
from the context:
Ask students to read the text again
and guess the meaning of these
words in the context
assistant th¬ng m¹i
commercial cuéc triÓn l·m
exhibition Trî lÝ
countless lêi nãi
Notes: parts of speech
Students work in pairs
Teacher gets students to read
these words aloud
True/ False statement prediction
Run through the statements
Ask students to read the text again
and decide whether the statement
is True or False Correct the false
ones
Students work on their own first,
then they pair and compare
Teacher gets feedback
Post-reading
Interviewing
Eliciting the questions
Set the scene: Now you are an
interviewer and your partner is Mr
Bell Ask him about his inventions
Students work in pairs
Teacher goes round, monitors and
gives prompts
Get some pairs to practice in front
of the class
II Read
1 Put the events in the correct order:
5 c 6 b 7 f
Matching:
assistant trî lÝ commercial th¬ng m¹i exhibition cuéc triÓn l·m countless v« sè
3 True or False
a False: Alexander G Bell was born in Edinburgh, Scotland
b False He worked with deaf-mutes at Boston university
c True
d False in 1876
e False Bell speech over a long distance
f True
Where/ When were you born?
Which countries did you emigrate to?
Who did you work with at Boston university?
Who was your assistant?
Etc
Trang 3Retelling (optional)
Pictures/ Prompts to talk about the
autobiographies of the scientists
IV Consolidation Past simple to talk about past
events, autobiographies
examples Read the text again and retell it
Do the comprehension questions again
Prepare new lesson: Write