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 :

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 :

@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 do after dinner?

e) What did Nga ask her grandmother to do

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 2 groups

 Has Ss to look at the picture (page 38) & pick out the things that do 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 3 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

4

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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 to tell them stories.

#Concept Check:



Form:



Use:



Meaning : …… đã thường/ đã từng ……

#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 4 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 do we use to mean a past

habit?- used to

S + used to + infinitive

(didn’t use to)

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UNIT LESSON 2: SPEAK

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 do 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?

3 Was/Is there electricity?

4 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

1 small/simple

2 on foot/walk

3 No, there wasn’t

4 hard(no free-time)

5 stay home (play

games at home)

Life at present

1 big/beautiful/high

2 by car/by motorbike

3 yes, there is

4 not hard(free-time

for entertainment)

5 go to school

 Asks Ss to close the books &

gives instructions

 Sticks 2 pictures on the board &

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

 Devides Ss into 2 teams & call them go to the board to rewrite

 Shows poster on the board &

gives instructions

 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

 Individual

4

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While-Speaking: Picture & Word Cues /

Sentence Building

From the above answers, comparing & sharing

the 2 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 do last

year



HOMEWORK:

-Learn by heart vocabulary & rewrite what

you used to do last year

-Do Exercises 5 & 6 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

 Gives homework

 The whole class

 Listen & do the task

 Look at the two pictures & the eliciting words to write down

 Can write more

 Compare with a partner

 Practice speaking

 Groupwork / Pairwork

 Listen

 Take notes

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UNIT LESSON 3: LISTEN

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 2 teams

Has Ss guess what animal it is

Asks”What do 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”

 The whole class

 Individual / Groupwork

 Do the task

 Share each other

4

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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

 Reads the text 3 times or more

 Gives feedback & valuates Ss

 Asks Ss to choose the most suitable moral lesson on page 41

 Feedback & praises Ss

 Gives homework

 Listen & give their meanings

 Listen & do the task

 Workgroup

 Discuss to select

 Groupwork / Pairwork

 Listen

 Take notes

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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 do 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



 Groupwork

 Rearrange

 Look at the poster & listen to the instructions

 Listen & give the meanings

 Do the task & compare with friends

 The whole class/groupwork

 Look & listen

 Do the task

4

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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 do 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 do 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& 2 page 27 in WB E8

-Prepare new lesson WRITE page 42 & 43

 Gives feedback & valuate Ss

 Gives homework

 Ferform with their own words

to the class / group

 Listen

 Take notes

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UNIT LESSON 5: WRITE

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 :

*Warm-up: Pelmanism

6 cards of the verbs in the Present Simple

Tense & 6 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 1

to 12

 Devides Ss into 2 groups

 Has Ss in each group open once 2 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

 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

 The whole class/groupwork

 Look & listen

 Do the task

 The whole class

 Groupwork

 Read again

 Discuss & write in their own words

4

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Post-Writing: Sharing & Comparing

Retelling the story



HOMEWORK:

-Learn by heart vocabulary & rewrite the

story completely

-Do Exercise 3 page 28 inWB E8

-Prepare new lesson LANGUAGE FOCUS

page 44 & 45

 Asks groups to exchange each other their writings & find out the mistakes

 Gives homework

 Share & compare

 Perform their writings on the board

 Correct mistakes in spelling, grammar

 Listen

 Take notes

LESSON PLAN

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