Could/be able to mins - copy down and give comments - T sets the situation and explains through on the changes.. He could run very fast when he was a boy.[r]
Trang 1Date of preparation:
Period:
Unit 15: space conquest Lesson 5: Language focus
A Aims
1 Objectives : By the end of the lesson, sts will be able to:
- Distinguish the clusters / nt /, / nd /, / p /, / ns/, / nz/
- Pronounce the words and the sentences containing these clusters correctly
- Tell the difference between “could” and “be able to” to express a past action
- Use the tag questions correctly and appropriately in contexts
2 Teaching aids:
- blackboard, chalk, handouts
- textbook, lesson plan
B Procedures
Teacher’s activities Time Student’s activities
I Organization
- T checks the number of students and asks
Ss to make some class arrangement
II Checking the old lesson
- T calls on one student and asks him/her
some questions relating to the previous
lesson
- T gives comment and marks
III New lesson
1 Warm- up
- T divides the class into 2 groups, and lets
them play the game: Find out the words
from the letter square Sts can use the
given pictures as suggestions
Keys: went/end/month/chance//phones/…
- T checks sts’ answers
- T declares the winner (the winner is the
one that find out more correct answers)
2 Pronunciation
* Pronouncing the two sounds
- T models the clusters / nt /, / nd /, / p /, /
ns/, / nz/ for a few times and explains the
differences in producing them
- T plays the tape once for sts to hear the
words containing these clusters
- T plays the tape again and asks sts to
repeat after the tape
* Pronouncing words containing the
clusters.
1 min
4 mins
4 mins
8 mins
- The monitor reports the number
of students in his/her class to the teacher
- answer T’s questions
- listen to the T
- play the game
- show their answers
- clap their hands for congratulation
- listen carefully and take note
- listen the clusters carefully
- repeat after the tape
Trang 2- T reads the words in each column all at
once
- T reads the words once again to help sts
distinguish the differences between the
clusters in the words
- T reads the words and asks sts to repeat
them
- T asks sts to practise pronouncing the
words in pairs
- T goes around providing help
- T asks some sts to pronounce the words
and gives correction
* Practise the sentences containing the
target clusters.
- T reads the sentences and asks sts to
underline the words with the clusters and
write / nt /, / nd /, / p /, / ns/, / nz/
under them
- T asks sts to practise the sentences in
pairs
- T goes around providing help
- T asks some sts to read the sentences and
gives feedback
3 Grammar:
a Could/be able to
- T sets the situation and explains through
the two examples:
Eg:
1 He could run very fast when he was a
boy.
2 We were able to get tickets for the
match yesterday.
- T elicits the comments from sts and
makes clear that:
+ could is used to express an ability in the
past.
+ be able to is used to express any
complete success in the past.
b Tag questions
- T sets the situation and explains through
the two examples:
Eg:
1 It is hot today, isn’t it?
2 She doesn’t like beer, does she?
- T elicits the comments from sts and
makes clear that:
10 mins
- listen the words carefully
- listen the words carefully
- listen and repeat
- practise pronouncing the words in pairs
- ask for help if necessary
- pronounce the words
- listen and underline
- practise the sentences in pairs
- ask for help if necessary
- read the sentences aloud
- copy down and give comments
on the changes
- listen and copy down
- copy down and give comments
on the changes
- listen and copy down
Trang 3+ positive clause, negative clause?
+negative clause, positive clause?
* Practice (Exercise 1,2, 3,)
- T asks to do Exercise 1, 2, 3, individually
and then compare their answers with
another student
- T calls on some sts to go to the board and
write their sentences
- T feedbacks and gives correct keys
*Ex 1:
1 couldn’t / wasn’t able to
2 was able to
3 could/ was able to
4 was able to
5 could/ was able to
6 were able to
7 couldn’t/ wasn’t able to
*Ex 2:
1 isn’t it 2 wasn’t it 3 doesn’t she
4 does it 5 haven’t you 6 is it
*Ex3:
1 doesn’t she 2 haven’t you
3 wasn’t it 4 didn’t we
5 won’t we 6 can’t you 7 mustn’t it
IV Consolidation
- T summarises the main points of the
lesson
V Homework
- T asks sts to do the extra exercises in the
workbook
15 mins
2 mins
1 min
- do Exercise 1, 2, 3, individually and then compare their answers with another student
- write their sentences
- take note
- listen
- take note