Giáo án Tiếng Anh 8 - Units 4: Our past

Unit 4: our past
Aims: Helping students :
To talk about the past events
To express feelings
To distinguish between facts and opinions
To write a short imaginary story
language focus:
1. Reflexive pronouns
2. Modals: must, have to, ought to
3. Why – because
Allocation:
Lesson 1
Listen and read
Language focus 1+2
Reading the dialogue and practicing modals verbs: must, have to, ought to
Lesson 2
Speak 
Talking about the position of furniture in the kitchen and bathroom
Lesson 3
Read
Language focus 4
Reading for details about safety precautions in the home and further practice in why- questions with because answers
Lesson 4
Language focus 3
Further practice in reflexive pronouns
Lesson 5
Language focus 2
+ listening
Further practice in why questions and answers – because
Lesson 6
Write 1-2-3
Writing a description of a room
IV. Vocabulary
verbs
Nouns
Injure
destroy
Bead
Wardrobe
Chore
Cup board
Knife
match
Object
Precaution
Rice cooker
Rug
Safety
Sauce pan
Scissors
Sink
Socket
steamer
Date of preparing:28/9/08
Date of teaching:8A
 8B
Period 20
Unit 4 our past
Lesson 1: Getting started - Listen and Read - P38 -39
A - Aim 
- Reading the dialogue about the life of way years ago.
- At the end of the lesson students will be able to tell the activities people used to do in the past by reading the dialogue about the life of many years ago
B - Teaching aids: 
- Teacher: text book, pictures
- Students: pen, book
C - Technique. Chatting, write it up
D - Procedure 
I - Organization (2m)
 Greeting
 Name of absent students:
II. Warm up (5m) 
1. Act: Getting started
- Ask students to look at the picture on page 38 and write the names of the things that do not belong to the past.
- T. asks: Is Vietnam now or past?
* Answers:
the T.V	
the radio
the mobile phone 
the lighting fixture
the modern clothes / school uniforms
2. Names of checked students:
III- New lesson (32m)
Steps
Activities
Content
Pre reading
I. Pre teaching
(synonym) 
(example) 
(explanation) 
(translation) 
(ex: Tam Cam is a folktale
(What was life like then?)
* Checking vocab: ROR
1. Set the scene
- T. says 
I. Vocabulary
- (to ) look after Ch¨m sãc
- equipment(n) 	thiÕt bÞ	
- great grandma(n)	cô bµ
- traditional: (adj) truyÒn thèng
- folktale (n)	chuyÖn d©n gian
- what – be – S – like
II. Dialogue P38-39
 While reading
Nga's grandmother is talking about the past.
- T. runs through poster
- Ask students guess these statements are T/F
- T. draws the table on the board - Students copy down it
- Let's guess in 2 minutes.
- T. collects students' ideas
- T. plays the tape and asks students to listen, then checking their predictions.
- Asks students read dialogue again and corrects these False statements.
- T. runs through the questions and ask students read the dialogue again to answer the questions
- Ask students to work in pairs, asking and answering questions
- Ask students to read the statements P39. 
T. asks Whish is fact? or opinion?
- Explain: Fact- Nh÷ng ®iÒu em ®äc bµi em they trong bµi lµ sù thËt
Opinion- Nh÷ng ý kiÕn cña bµ vµ Nga.
T. gives example 
- T. elicits the model.
- T. says: Cô bµ cña Nga ®· th­êng lµm g×?
1. T/F statements prediction
Poster
Nga used to live on a farm
Nga 's grandma didn't go to school
She has an easy and happy life when she was young
There wasn't any modern equipment at her time
“ The lost shoes” is a short story
L
G
R
Correction
a
F
F
Grandma used to live on farm
b
T
c
F
She had a hard life
d
T
f
F
It is an folktale
* Comprehension questions: a)- e)P39
* Answers: 
She used to live on a farm
Because she had to stay home and help her Mom to look after her younger brothers and sisters.
She used to cook the meals, clean the house and wash the clothes.
Her great grandmother used to lit the lamp and great grandfather used to tell stories.
She asked her grandma to tell her the tale ” The lost shoes”
* Fact or pinion 3 P39
Eg:
The book has lots of beautiful pictures. I like the book. (opinion)	
Answer: 
Fact: a, b, c, d
Opinion: e, f
III. Practice
Model sentence
She used to cook the meals.
* Concept checking
 Post reading
- Ask students to give the form.
- Ask students use the form and write about their par habits using "used to"
- T. gives example 
- Ask students to do individually.
- Form: S + used to + V (infinitive)
- Meaning: §· th­ßng / lµm g×
- Use: To talk about the past habits.
III. Writing
Eg: 
When I was a girl, I used to like candy.
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework. (5m)
- Learn vocabulary and structures
- Make 5 sentences using "used to" to talk about past habits.
- Prepare unit 4 lesson 2 Speaking - revise the verb in the past simple
E - Evaluation 
.
Date of preparing:2/10/08
Date of teaching:8A
 8B
Period 21
Unit 4 our past
Lesson 2: Speak - P40 -41
A - Aim 
- Talking about the difference between life in the past and that at present, using "used to" and the present simple.
- Practice speaking skill.
- By the end of the lesson students will be able to use "used to" to talk about the things they used to do.
B - Teaching aids. 
- Teacher; Textbook
- Students: pens, books
C - Technique. Words cue
D - Procedure 
I - Organization (2m)
Greeting
Names of absent students:
II. Warm up (5m) 
1. Act.
- T. hangs poster on the board and runs through all the words
- T. divide the class into 2 groups
- Give instructions: Ask students from each groups go to the board and write the past form of the verbs.
- T. checks and praises the winners
 1. go 
 2. buy
 3. take
 4. spend
 5. get up
 6. have
Key: 
1. went
2. bough
3. took
4. spent
5. got up
6. had
2. Names of checked students:
III- New lesson (32m)
Steps
Activities
Content
 Pre speaking While speaking
- T. recalls the conversation between Nga and her grandmather.
- T. asks: Where did Nga's grandma always live?
St: She always lived on a farm.
- Ask another word for "always lived" = "used to live"
- Ask students make questions to use "used to"
1. Word cue drill
- T. runs though all the cues
- T. model - students repeat
(question & answer)
Half - Half , open pair, close pair
- Ask students work in pair: Compare 2 pictures on P40
- Using "used to" to talk about the actions in the past.
I. Speaking P40
Eg: 
P1: Where did Nga's grandma use to live?
P2: She used to live on a farm.
- Form: 
 S + used to + V
 S + did not + used to + 
 Did + S + use to + V?
- Use: Used to express a past habits or an action usually happened in the past.
- Meaning: §· th­ßng / lµm g×
II. Speaking
Cue.
1. live / Hue / Ha Noi
2. have / long hair / short hair
3. get up / late / early
4. walk to school / bicycle
5. study / evening / early morning
Example exchange
P1: Did you live in Hue?
P2: No, I used to live in Ha Noi.
III. Speak 2 P41
1. Where did they use to live in the past? And now?
People used to live in small houses. Now, they live in big houses & tall building.
 Post speaking
- T. elicits some ideas so that students can talk about them. 
- Ask students to talk about the things they used to do last year (2/ p.42)
2. How did they travel?
They used to walk. Now, they can go by motorbike or cars.
3. Did the children go to school?
Most children used to stay at home. Now, they all go to school.
4. What's about their entertainments?
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 - Summary (2m)
- Repeat the content of the lesson
V - Homework. (5m)
- Learn vocabulary, revise the irregular verbs they have learnt 
- Write about the things they used to do last year
Eg: Last year, I used to get up late. Now I get up very early and do morning exercises..
- Prepare unit 5 lesson 3 - Listen P41
E - Evaluation 
.
Date of preparing:3/10/08
Date of teaching:8A
 8B
Period 22
Unit 4 our past
Lesson 3: Listen - P41
A - Aim 
- Practice listening skill.
- At the end of the lesson students will be able to understand the story by listening and further practice in past simple tense
B - Teaching aids: 
- Teacher: text book, cards
- Students: pens, boks
C - Technique. Chatting
D - Procedure 
I - Organization (2m)
 Greeting 
 Names of absent students:
II. Warm up (5m) 
1. Act: Pelmanism 
- Prepare 12 cards with numbers on one side and the verbs (infinitives and past of forms) on the other.
- Make sure the ordinal are mixed up. Stick the cards on the board so students can only see the numbers.
- Divide students into two groups and ask them to choose two numbers
- Turn the cards over and see if they match:
 Eg: teach- taught 
- Give them one mark , if not, turn the cards over again and ask the next group
- Continue until all the cards are finished
run
ran
fly
flew
ride
come
rode
eat
ate
sit
Sat
came
2. Names of checked students:
III- New lesson (32m)
Steps
Activities
Content
Pre listening
I. Pre teach
(translation) 
(translation)
 (realia) 
( picture)
 (translation) 
Checking vocab: what and where
1. Set the scene.
- T. says: we are going to listen a story
- Before listening, T. asks students to predict the moral lesson of the story.
- T. shows 4 titles and runs - ask students to guess which is the most suitable to the story.
- T. collects students' ideas.
I. Vocabulary
- foolish (adj) 	d¹i dét, ngu xuÈn	
- greedy( adj)	tham lam
- gold (n)	vµng
- (to) lay – laid – laid	®Æt, ®Ó
- amazement (n)	 sù ng¹c nhiªn
II. Listening
- T. plays the tape twice
- Ask students listen and checks their guessing.
- T. checks later.
- Ask students listen again and find out the verbs in the story.
- Then call students go to the board & write
- T. asks: What tense in used in the story?
- Ask students to give the infinitives of these verbs
Answer key:
2. Don't be foolish and greedy. * 
Answers :
 went	were	discover
 ran	laid	looked
 shouted	wanted	finished
decided	couldn't
III. Retell the story
 IV - Summary (2m)
- Repeat the content of the lesson. 
 What is the moral lesson today? 
	 Don't be foolish and greedy”
V - Homework. (5m)
- Learn vocabulary, revise the irregular verbs they have learnt
- Prepare unit 4 lesson 4 Read- Do T/F statements
E - Evaluation 
Date of preparing:4/10/08
Date of teaching:8A
 8B
Period 23
Unit 4 our past
Lesson 4: Read - P41- 42
A - Aim 
- At the end of the lesson students will be able to read the story “ The lost shoe” to understand the details and retell it
B - Teaching aids:
- Teacher: text book, cards, poster
- Students: pens, books
C - Technique. Pelmanism, Gap - fill
D - Procedure 
I - Organization (2m)
Greeting
Names of absent students:
II. Warm up (5m) 
1. Act: Pelmanism 
- Prepare 12 cards with numbers on one side and the verbs (infinitives and past forms) on the other.
- Make sure the verbs are mixed up. Stick the cards on the board so students can only see the numbers.
- Divide students into two groups and ask them to choose two numbers
- Turn the cards over and see if they match:
Eg: do - did, give them one mark, if not, turn the cards over again and ask the next group
- Continue until all the cards are finished
make
come
hold
run
lose
Find
ran
found
lost
made
came
held
fall
fell
 2. Names of checked students:
III- New lesson (32m)
Steps
Activities
Content
Pre reading
I. Pre teach
(translation)	
(synonym) 
(translation) 
(realia)
 (translation)
* Checking vocab: ROR
1. Set the scene
- T. asks students some questions
Do you know the story "The Lost Shoe"?
What about the story?
- Today, we are talking about this.
- T. hangs poster on the board & runs through
- Ask students copy down the 
I. Vocabulary
- cruel (adj) ®éc ¸c, ¸c nghiÖt	
- upset (adj)	buån phiÒn	
fairy (n)	nµg tiªn	
magical (adj)®magically (adv) k× diÖu
rag (n) 	quÇn ¸o r¸ch
(to) fall in love with 
immediately (adv) ngay lËp tøc
1. T/F statements prediction
Poster
Little Pea's father is a poor farmer.
Her father got married again after his wife died
Her new mother was beautiful and nice to her.
She worked hard all day
She didn't have new clothes to take part in the festival
II. Text P41.
 While reading Post reading
numbers and asks students to guess which are T/F?
- Let's guess in 3 minutes.
- T. collects students' ideas
- Asks students to read the text and check their guesses
- Ask students read text again and correct False statements
- T. runs through the questions and asks students read the text again & answer the questions.
- Ask students to complete the sentences with words from the story
- Ask students to work in pairs, filling the blank with suitable words from the story
- Ask students to work in pairs, telling the story again in details. - They can look at statements in the gaps filling exercise and add more.
Number
1
2
3
4
5
Guess
T
Read
T
T
F
T
F
* Correction
3. Her mother was cruel to her.
5. A fairy gave her beautiful clothes
Comprehension question - Read2 P42
a. She was a poor farmer's daughter.
b. She made her do the chores all day.
c. Before the festival started, A fairy appeared and magically changed her rags into beautiful clothes.
d. The Prince decided to marry the girl who fitted the lost shoe.
Gap filling: Read 1 P42
* Answers:
farmer
died
had / used again
marry / choose
new clothes
lost
* Retell the story
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework. (5m)
- Learn vocabulary
- Do exercise 1, 2 P42 again 
- Rewrite the story 
- Prepare Unit 4 lesson 5 Write - Vocabulary, gap fill 
E - Evaluation 
Date of preparing:8/10/08
Date of teaching:8A
 8B
Period 24
Unit 4 our past
Lesson 5: Write - P42- 43
A - Aim 
- At the end of the lesson students will be able to use simple past tense to write a folktale
B - Teaching aids: 
- Teacher: text book, pictures , cards 
- Students: pens, books
C - Technique. Matching, ROR, Transformation writing
D - Procedure 
I - Organization (2m)
 Greeting
 Names of absents students:
II. Warm up (5m) 
1. Act: Matching
- Hangs poster on the board and runs through all the words.
- Give instruction: 
- Ask students match the in column A with the suitable meaning in column B
- Let's match in 3 minutes.
- T. checks and praises the winners
A
burn
leave
appear
buffalo
return
field
B
xuÊt hiÖn
c¸nh ®ång
con tr©u
quay trë l¹i
rêi khái/ bá quªn
ch¸y
2. Names of checked students:
III- New lesson (32m)
Steps
Activities
Content
I. Pre teach
(translation) 
( picture) 
( realia)
 (picture)
 (translation)
 ( picture)
 ( picture)
*Checkingvocab: what & where
I. Vocabulary
- wisdom (n) 	trÝ kh«n, trÝ tuÖ	
- stripe (n) 	 säc v»n	
- straw (n)	r¬m r¹	
- servant (n) 	®Çy tí	
- escape (v)	 trèn tho¸t	
- graze (v) 	gÆm cá	
- tie (v) 	buéc	
- light - lit ch©m löa
 Pre writing
1. Set the scene
- T. asks: Have you ever read "TrÝ kh«n cña ta ®©y" Students:
- T. says: Trong ch­¬ng tr×nh ng÷ v¨b 6 chóng ta ®· häc c©u truyÖn ' TrÝ kh«n cña ta ®©y" 
- Ask students look at the box P42 & runs through. Check the meaning If it has. And runs through the story
How many gaps are there?
- Give instructions: Using the suitable verbs in the box to fill in the gaps
-Check students' understanding.
- Then T. collects and checks
- Ask students retell the story in Vietnamese.
- Ask students to work in pairs to answer the questions:	 
- Ask some good students to ask and answer the questions
- Asks students have to imagine, they are the man.
- Ask students look at all the words cues & runs.
- Then asks students work
II. Write 1- read
1, Complete the story
Answer key:
1. appeared	 2. was	 
3. said 4. left	 
5. went	 6.tied
7. lit 8. burned	 
 9. escaped
Comprehension questions
a. Where was the man?	
 (He was in the field)
b. What did the buffalo do when the tiger came?
 (It grazed nearby )
c. What did the tiger want to know?
 (The tiger wanted to know why the strong buffalo was the servant and the small man was the master)
d. What did the farmer do before going home? Why?	 
(He tied the tiger to a tree with tope because he didn't ...buffalo)
e. what did he do when he returned? 
 (He lit the straw to burn the tiger)
III. Write 2
* Change: The man / farmer = I
 his = my
 While writing Post writing
individually
Let's write in 10 minutes
- Then ask students compare with their partner
- Ask one student read aloud
- T. listens and checks. 
* Retell the story
- Divide the class into two groups. Group 1	
- Play the role of the tiger, group 2 play the role of the buffalo, using the pix given
- Ask a volunteer from each group to tell the story in front of the class
Suggested answer:
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 why I was its master. I told the tiger that I had something called wisdom. The tiger wanted to see it. But I told it I left the wisdom at home (that day). Then I tied the tiger to a tree with a rope because I didn't want it to eat my buffalo. I went to get some straw that I said was my wisdom and I burned the tiger. The tiger escaped, but today it still has black stripes from the burns
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework. (5m)
- Learn vocabulary, complete their writing
Write the story again, imagine they are
 The tiger
 The buffalo
- Prepare unit 5 lesson 6 LF: Preposition of time
E - Evaluation 
.
Date of preparing:9/10/08
Date of teaching:8A
 8B
Period 25
Unit 4 our past
Lesson 6: Language focus - P44- 45
A - Aim 
- Practice writing and reading skills.
- At the end of the lesson students will be able to get further practice in prepositions of time and “used to” 
B - Teaching aids: 
- Teacher: text book, cards
- Students: pens, books
C - Technique. Matching, gap- fill
D - Procedure 
I - Organization (2m)
 Greeting
 Names of absents students:
II. Warm up (5m) 
1. Act: Matching
- Write some prepositions in a list on the left hand side of the board
- Write the time / date / month... on the right hand side of the board
- Divide the class into two teams
- Ask 2 volunteers from each team to come to the board to match the items on the left with those on the right by drawing a line connecting them
- The team which draws more correct lines will win the game
 Key:
In	in - January
On	before - 3 p.m
At 	on - Wednesday
Between 	in - November 1997 
After	on - July 2 nd 
Before 	at - 6 a.m
	between - 7 a.m and 9 a.m
2. Names of checked students:
III- New lesson (31m)
Steps
Activities
Content
I. Gap fill
- Ask students to do exercise 3 on p. 44 individually then compare with their partners 
- Give feedback
I. Language focus 3 P44
* Answers:
I'll see you on Wednesday
I'm going to Laos in January
We must be there between 8.30 and 9.15
II. Complete the dialogue
- Ask students to do exercise 4 on p .45
- Have students work in pairs, looking at 4 pictures on p. 44-45, using “used to” with the verbs: live- stay- have- be to complete the dialogue between Nga and Hoa.
- Give feedback
III. Deliberate mistakes
- Read aloud some sentences and ask students to listen carefully and try to find out the mistake. When they hear a mistake, they stand up and say “no” and then correct it
Eg: Teacher reads aloud:
I usually stay at home in Sunday.
A: student stand up and shout: 
No, on Sunday, not in Sunday 
IV. Revision of simple past
- Ask students to write the past forms of the verbs given
V. Mapped dialogue 
1. Set the scene: Lan asks Nga about Nga's yesterday activities
- Put the mapped dialogue chart on the board
- Elicit the exchanges from ss
- Have some pairs practice each change before going on to another exchange
- After finishing the dialogue ask a good pair to demonstrate the whole dialogue
The bank closes at 3 p.m. If you arrive
after 3 pm, the bank will be closed
I'll be home before seven because I want to see the seven o'clock news.
II. Language focus 4 P45
Key:
o. used to stay
1. used to have
3. used to be
4. used to live
III. Language focus 2 - P44
My father used to play football when he has (had)free time
She used live(used to live) in Hanoi
My parents will arrive in (at)3 o'clock
H was born in (on) June the third
IV. Language focus 1- P44
1. eat	2. ride	3. have 
4. be 	5. take 	6. come
V. Language focus 2 P44
Lan
Nga
Did you eat rice for lunch? 
How did you go to school? 
Which subject did you have yesterday? 
Where were you yesterday evening?
 No, I ate noodles.
 I rode a bike to
 school 
 I had math
 I was at home
IV - Summary (2m)
- repeat the content of the lesson
V - Homework. (5m)
- Make 5 sentences using: used to" to talk about your past habits
- Do all exercises again
- Prepare unit 5 lesson 1 - Vocabulary, exercise 2 P47 T/F
E - Evaluation 
.