+ Vocabulary: legend, folk tale, fable, dragon,fairy ,fairy tale + Grammar: past simple, exclamatory sentences.. - Skills: practice and develop listening, reading and speaking skills.[r]
Trang 1Unit 6: FOLK TALES
I.Objectives
By the end of this unit, students can:
use an exclamatory sentence with the correct intonation
use the lexical items related to the topic 'Folk Tales'
use the past continuous tense correctly
distinguish between the past continuous tense and the simple past tense
read for specific information in a fairy tale
talk about a legend/folk tale/fairy tale/fable (its plot, main characters, etc.)
listen for specific information in a fairy tale
write a narrative of a legend/folk tale/fairy tale/fable
II Teaching aids
- Textbook, lesson plans, board, chalks, cues, posters, real objects, pictures,
computer and the CD record
III Procedure.
Lesson 1: Getting started
Lesson 2: A closer look 1
Lesson 3: A closer look 2
Lesson 4: Communication Lesson 5: Skills 1 Lesson 6: Skills 2 Lesson 7: Looking back + Project Date of preparing: Period: 44 UNIT 6: FOLK TALES
LESSON 1: GETTING STARTED
A OBJECTIVES:
Trang 2- By the end of this lesson, students will be able to understand the dialogue and use some words about traditional stories
+ Vocabulary: legend, folk tale, fable, dragon,fairy ,fairy tale
+ Grammar: past simple, exclamatory sentences
- Skills: practice and develop listening, reading and speaking skills
- Political thought and moral sense: educate Ss to have more knowledge about traditional stories.
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, chalks, pictures, posters, stereo and the
CD record
C METHODS:
Rub out and remember, pre-questions, comprehension questions, matching, gap filling,
D CONTENTS:
I Organization:
I Revision / Warmer: (5’)
-T calls some Ss to tell about their favorite festivals
III.New lesson:
Step 1.Presentation : ( 10’ )
Activity 1
T asks Ss questions about the picture:
Where are Duong and Nick?
What are they doing ?
What are they talking about?
T may ask Ss to guess what Vietnamese legend Duong would suggest for Nick's project
T may also ask Ss to share any famous Vietnamese legends they have read:
Have you ever read or been told a famous Vietnamese legend?
What is its title?
Trang 3What is it about?
What are the main characters in it?
- Ss answer the questions
Activity 2.
Vocabulary
Legend ( n ) : truyền thuyết ( explanation )
folk tale ( n ) : truyện dân gian ( example )
fable ( n ) : truyện ngụ ngôn ( example )
fairy ( n ) : tiên, nàng tiên ( picture )
fairy tale ( n ) : truyện thần tiên , truyện thần kì ( translation )
dragon ( n ) : con rồng ( picture )
Check : Rub out and remember
Step2.Practice ( 15’ )
Activity 1
Listen and read.
-T plays the recording
- Ss listen and read
- T can play the recording more than once
- Then come back to the questions and have Ss answer them Do not give correction at this stage
Activity 2
a Read the conversation again and choose the correct answers.
- First, have Ss work independently
- Then ask them to share answers before discussing as a class
b Match the words to their meanings.
title the people the story is about
Trang 4genre the content of the story
main characters the name of the story
plot the type of story it is
- Have Ss work in pairs to match the words to their meanings
- Then ask them to share answers before dis-cussing as a class
c Find the information in the conversation to complete the table.
Again, ask Ss not to look at the book and try to remember the information about the legend of Lac Long Quan and Au Co, and complete the table, Then ask
Ss to open their books and check their answers
Key:
Title Lac Long Quan, Au Co
Main characters Lac Long Quan, Au Co, and their sons
The plot - Lac Long Quan married Au Co
- Au Co gave birth to one hundred baby boys
- Lac Long Quan missed the sea
- Lac Long Quan took fifty of their sons to the sea
- Au Co took the others to the mountains
d What does this sentence from the conversation express?
Nick: What an interesting legend it is!
Do you know what kind of sentence it is?
-Have Ss discuss the question in pairs
- Then, draw Ss' attention to the structure, meaning and use of exclamatory sentences by analysing the instruction and examples in the Remember! box Write the following on the board:
1 handsome/ man =
Key:
1 What a handsome man (he is)!
Trang 52 interesting/ game =
3 good/ news =
4 lovely/ dogs =
5 brave/ women =
2 What an interesting game (it is)!
3 What good news (it is)!
4 What lovely dogs (they are)!
5 What brave women (they are)!
- Elicit the first answer from the Ss
- Then give Ss a minute to write out the rest of the sentences
- Check the answers with the class
- Ask Ss to read “Remember” and write on the notebook
Step 3 Further practice ( 10’ )
Activity 1
-Have Ss quickly match the types of stories with their definitions
Match the words with their definitions Then listen, check and repeat.
-Then play the recording for Ss to check their answers
- Put Ss’answers into pairs to think of an example of each type of story
-T can add a time limit to increase the fun
-Ss raise their hands when they have completed their lists Check them with the class
*PLAY A GAME:
* Game: Guess the Story
a Have Ss work independently, filling in the table with the information of the legend, folk tale, fable or fairy tale they know
b First, model this activity with a more able student Then ask Ss to work in pairs T may go around to help Ss Call some pairs to practise in front of the class
IV Summary: (2’)
- T asks one student to repeat the main contents of the lesson
V Homework: (3’)
- Practice the dialogue, learn by heart all the vocabulary
Trang 6- Do the exercises in the work book: 1, 2 and 3 in U6-part B (Workbook)
- Prepare the new lesson: Unit 6: Lesson 2: A closer look 1
E EVALUATION:
………
Date of preparing: Period: 45 UNIT 6: FOLK TALES
LESSON 2: A CLOSER LOOK 1
A OBJECTIVES:
- By the end of this lesson, students will be able to use some new words and
describe characters in folk tales Review the exclamatory sentences
+ Vocabulary: woodcutter, knight, witch,evil,wicked,cunning…
+ Grammar: Exclamatory sentences
- Skills: Speaking skills
- Political thought and moral sense: educate Ss to have more knowledge about traditional stories.
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, chalks, pictures, posters, stereo and the
CD record
C METHODS:
Rub out and remember, matching, gap filling,
D CONTENTS:
I Organization:
I Revision / Warmer: (5’)
-Retell stories: T asks Ss to retell one of the traditional story
III.New lesson:
Step 1 Presentation
Vocabulary
woodcutter ( n) : tiều phu
Knight ( n ) : hiệp sĩ
Witch ( n ) : mụ phù thủy
Trang 7Evil ( a ) : xấu xa về mặt đạo đức
Cunning ( a ) : xảo quyệt, gian giảo
Wicked ( a ) :xấu xa , độc ác
Check : rub out and remember
Step 2 Practice
Activity1 -T lets Ss match the characters with the pictures Then ask them to add more words.
woodcutter emperor Buddha knight
fairy princess giant witch
-First, have Ss work independently
-Then, ask them to share their answers with one or more partners
-T may wish to ask Ss to call out some folk tales that include one of these characters
If there is enough time, T can ask some Ss to write their answers on the board
Key: 1 G 2 C 3 E 4 B 5 H 6 A 7 D 8.F
Activity 2
- T asks Ss to match the creatures with the pictures Then Ss can add more words
dragon wolf hare fox
tortoise lion ogre eagle
- Have Ss work independently
-Ask them to share their answers with one or more partners
-Then ask Ss to categorise the creatures into typically 'good' and 'bad' !
-here may be some disagreement in the class
-Encourage this - it is good for discussion
-If time allows, do the same exercise with the character vocabulary
Key: 1 G 2 F 3.A 4 E 5 B 6 C 7 H 8 D
Trang 8Activity 3
a.T runs through the adjectives in the box.They are often used to describe characters in folk tales.
-Let Ss put the words into the correct columns.Then Ss can add more words.
- Have Ss complete the table individually
-Then have some Ss write their answers on the board before checking with the whole class
-T may ask for translation of some adjectives to check their understanding
Cheerful generous brave kind
cruel mean evil greedy wicked fierce cunning
b T helps Ss to use these adjectives to describe some characters in one of their favourite folk tales.
There's a wolf in Little Red Riding Hood He's cunning and wicked.
- Ask Ss to do the exercise in pairs, using the adjectives in 3a to describe characters in
one of their favourite folk tales
-Then ask some Ss to say their sentences in front of the class
Trang 9Step 3 Production
Pronunciation
Intonation in exclamatory sentences
Activity 4
Listen and repeat the sentences, paying attention to intonation
T asks Ss : Do they have rising or falling intonation?
What a colourful hat she is wearing!
What a time we've had today!
What beautiful eyes she has!
What a nice day it is!
What good news it is!
Remember!
We use falling intonation for exclamatory sentences
-Ss listen and repeat
-Ss answer the question
-T writes some sentences on the board
-T checks
Activity 5
Practise these sentences Then listen and repeat.
What a beautiful princess she is!
What brave knights they are!
What a big nose the wolf has!
What a fierce ogre it is!
What a handsome prince he is!
-T runs through the sentences Then T helps Ss to listen and repeat -T calls some Ss to read in front of the class
Trang 10IV Summary: (2’)
- vocabularies, structures
V Homework: (3’)
- Learn by heart the new words
- Do the exercises in the work book: 1, 2 and 3 in U6-part C (Workbook)
- Prepare the new lesson: Unit 6: Lesson 3: A closer look 2
E EVALUATION:
-Date of preparing: Period: 46
UNIT 6: FOLK TALES LESSON 3 : A CLOSER LOOK 2 A OBJECTIVES: - By the end of this lesson, students will be able to use the past continuous tense correctly + Vocabulary: woodcutter, knight, witch,evil,wicked,cunning… + Grammar: the past continuous tense - Skills: Speaking and writing skills - Political thought and moral sense: educate Ss to have more knowledge about traditional stories. B TEACHING AIDS: - Textbook, teacher’s book, lesson plan, chalks, pictures, posters, stereo and the CD record C METHODS: Rub out and remember, matching, gap filling,
D CONTENTS:
I Organization:
I Revision / Warmer: (5’)
Trang 11-T calls some Ss to write some exclamatory sentences
-T reviews the way to use this structure
III.New lesson:
Step 1 Presentation
Vocabulary
Servant ( n) : đầy tớ, người ở
Spin ( v ) : xe sợi
heaven ( n ) : trời, thiên đường
ogre ( n ) : quỷ ăn thịt người
roar ( n ) : tiếng gầm, tiếng rống
Check : slap the board
Grammar
-T sets the sence to give the pattern.
-T asks Ss to read part of the conversation from GETTING STARTED -Let Ss pay attention to the underlined part.
Duong: I phoned you around 9 p.m last night, but there was no reply.
Nick: Oh, I was doing some Internet research on Vietnamese legends.
*Concept check: form, meaning, use, pronunciation
Form of the past continuous
(+) Positive
l/he/she/it + was +V-ing
we/you/they + were + V-ing
(-) Negative
I / he/ she/ it + was not/wasn't + V-ing
we/you/they + were not/weren't + V-ing
(?) Questions:
was + l/he/she/it+V-ing?
Trang 12were + we/you/they + V-ing?
* Short answers to Yes/No questions:
(+) Yes, l/he/she/it was
Yes, we/you/they were
(-) No, l/he/she/it wasn't
No, we/you/they weren't
T asks Ss some questions:
- When do we use the past continuous?
-Can you think of the rule?
-T asks Ss to write down “Remember”:
We use the past continuous to describe an action that was in progress at a stated time
in the past
At 3:30 the tortoise was running ahead of the hare.
We use the past continuous to describe an action that was in progress when another shorter action happened (this shorter action is expressed by the simple past)
She was crying when a fairy appeared
A fairy appeared
while she was crying
Step 2 Practice
Activity 1
- Ss complete the sentences by putting the verbs in brackets in the correct form.
-T runs through the sentences
-T models and checks
T asks Ss to do the grammar exercise individually
-Remind them to look back at the Grammar box and use a dictionary if necessary Then have Ss compare answers in pairs before checking with the whole class
Key:
Trang 131 was wearing 2 were you doing
3 was going 4 ran
5 was not/wasn't waiting
Activity 2
-Ss use the past continuous and the suggested words to write sentences to describe what was happening in each picture.
servant/ spin/ in the woods girl/ pick flowers/ by the side of the road knights/ ride horses/ to the castle Cinderella/ dance/ with the prince
Saint Giong/fly/ to heaven ogre/ roar/ with anger
.T runs through the words
-T models and checks
-Let Ss do it
-T asks Ss to do the grammar exercises individually, using the suggested words to write sentences to describe what was happening in each picture
- Remind them to look back at the Grammar box if necessary
- Then have Ss compare answers in pairs before checking with the whole class
Key: 1 The servant was spinning in the woods.
2 The girl was picking flowers by the side of the road
3 The knights were riding (their) horses to the castle
4 Cinderella was dancing with the prince
5 Saint Giong was flying to heaven
6 The ogre was roaring with anger
Activity 3:
-Ss work in pairs Ask and answer questions about the pictures in a.
What was the servant doing?
She was spinning
-Let Ss work in pairs
Trang 14Key: What was the girl doing?
She was picking flowers by the side of the
road
What was Cinderella doing?
She was dancing with the prince
What was the ogre doing?
It was roaring with anger
What were the knights doing?
They were riding (their) horses to the castle What was Saint Giong doing?
He was flying to heaven
- T calls some pairs to do in front of the class
-T ‘correction
Step 3 Further practice
Review the past simple tense
Look out!
We use the past simple for a succession of actions
Example:
When Tom heard the news, he ran to his car, jumped in it and drove home
-Let Ss write down these sentences
-T asks Ss to read the Look out! box.
- Draw Ss’ attention to this use of the past simple tense by analysing the instruction and examples in the Grammar box
- T may give a comparison between the simple past tense and the past continuous tense
-Then ask some more able Ss to give some examples
-Ss do exercise 4 Ss work in group of four
-Ss write the correct form of each verb Use the past continuous or the past
simple.
-T asks Ss to do the grammar exercise individually
-Remind them to look back at the Grammar box and the Look out! box