Giáo án Tiếng Anh thí điểm 8 - Unit 6: Folk Tales

le/fairy tale/fable
Getting started
A suggestion for Nick’s project
Introdution
Before Ss open their books review the previous unit by asking them to take part in a small game. Ss work in two big groups A and B. Each student calls out the name of a Vietnamese festival, then points at one student from group B. This student has to call out the name of another Vietnamese festival. The game stops when a group cannot give the name of any Vietnamese festival of when time is up. The group with more names of Vietnamese fedtival wins. Focus on the topic in Unit 5 and key language and structure learnt.
Write the Unit title on the board ‘ Folk Tales’/ Elicit any information Ss know about folk tales by asking about types by asking about types of folk tales they know their favourite folk tales and characters
Ask Ss to guess what the picture might show or what the conversation might be about. Let Ss open their books and check their answers.
1 Ask 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?
 What is it about?
 What are the main characters in it?
Play 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.
 59T
a First, have Ss work independently. Then ask them to share answers before discussing as a class.
Key: 1. B 2. C 
 3. A 4. C 5. A
b Have Ss work in pairs to match the words to their meanings. Then ask them to share answers before discussing as a class.
Key: 1. c 2.d
 3.a 4.b
c 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
Genre
Legend
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 Have Ss discuss the question in pairs. Then, draw Ss’ attention to the structure, meaning and use of exclamatory sentences by analyzing the instruction and examples in the Remember! box. Write the following on the board:
1. handsome/man =
2. interesting/game=
3.good/news=
4. lovely/dogs=
5.brave/women=
Key:
1. What a handsome man( he is )!
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.
2 Have Ss quickly match the types of stories with their definitions. Then play the recording for Ss to check their answers. Now put Ss into pairs to think of an example of each type of story. You can add a time limit to increase the fun. Ss raise their hands when they have completed their lists. Check them with the class.
 Key: 1. C 2. D
 3. B 4. A
 Audio script:
A very old, tradition story from a particular place that was originally passed on to people in a spoken form – fable
An ancient story about brave people or magical events that are probably not true – fairy tale
An imaginary story typically involving magic or fairies, usually for children – folk tale
Traditional, imaginary story that teches a moral lesson; typically using animal characters – legend
3 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 practice in front of the class.
 60T
A closer look 1
Vocabulary
1 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 them 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
2 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’. There 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
b Ask Ss to do the exercise in pairs, using the adjectives in a to describe characters in one of their favourite folk tales. Then ask some Ss to say their sentences in front of the class.
Pronunciation
Intonation in exclamatory sentences
4 T plays the recording and asks pupils to listen and repeat the sentences, paying attention to the intonation of each sentence. T may play the recording as many times as necessary. Remind Ss that they use falling intonation for exclamatory sentences.
 Audio script:
 61T
A closer look 2
Grammar
Past continuous
1a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Either expain or elicit from Ss the form and use of the past continuous tense.
b Before Ss read the rules and the examples, see of you can elicit any rules from them. Then ask Ss to read the Grammar box. Draw Ss’ attention to the use of the past continuous tense by analyzing the examples in the Grammar box. Then ask some more able Ss to give some examples.
2 Ask 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:
 1. was wearing 2. were you doing
 3. was doing 4. ran
 5. was not/wasn’t waiting
3a Ask 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:
The servant was spinning in the woods.
The girl was picking flowers by the side of the road.
The knights were riding (their ) horses to the castle.
Cinderella was dancing with the prince.
Saint Giong was flying to heaven.
The orge was roading with anger.
 62T
b First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Call some pairs to practice in front of the class.
Key:
 2. What was the girl doing?
 She was picking flowers by the side of the road.
 3. What were the knights doing?
 They were riding ( their ) horses to the castle.
 4. What was the orge doing?
 It was roaring with anger.
 5. What was Saint Giong doing?
 He was fying to heaven.
Look out!
Ask Ss to read the Look out! box. Draw Ss’s attention to this use of the past simple tense by analyzing 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.
4 Ask Ss to do the grammar exercise individually. Remind them to look back at the Grammar box and the Look out! box. Then have Ss compare answers in pairs before checking with the whole class.
Key:
was walking, stopped, had
was lying, heard, needed
heard, was following, started
dropped, ate
were dancing, left
was missing/missed, decided
5a T may do the first sentence as an example for Ss then have them do the exercise individually. Then have Ss compare answers in pairs before checking with the whole class.
 Key:
 1. was shining 2. was sleeping
 3. went 4. were fying
 5. opened 6. fell
b Have Ss discuss the question in pairs. Then ask Ss some pairs to give their answers to the whole class. T may give comments or invite comments from other Ss.
Suggested answer: Be happy/content with what you have.
6a Ask Ss to do the grammar exercises individually, guessing what their partner was doing at the times on the clocks. Remind them to make a note of their guesses.
b Now model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Call some pairs to demonstrate in front of the class.
Communication
Introduction
Before Ss open their books, ask them what fairy tales they liked to read when they were little. Now get Ss to think about how fairy tales are structured. t can say: Today, we are going to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle and at the end if a fairy tale.
Little Red Riding Hood
1a First help Ss understanding the meanings of the words in Extra vocabulary by using pictures or examples. Then have Ss work independently, looking at the pictures and putting parts of the fairy tale in order. Tell Ss that the pictures are in the correct order but the text (a-h) is jumbled. Give Ss a time limit to keep a lively pace to the lesson.
b Allow Ss to work in pairs, comparing their answers and discuss any differences. Then discuss as a class.
Key: 1. h 2. a
 3. e 4. f
 5.d 6.c
 7.b 8.g
2 Ask Ss to work in groups of six, in turn retelling the fairy tale to their group members in their own words. Set a three- minute time limit per story and have one group member keep time. Then Ss can choose the best storyteller in their group.
3 Ask Ss to work in the same groups again, discussing and writing their won ending for the fairy tale. Encourage them to have fun and be creative. Choose a student from each group to read the ending to the whole class. After each student has finished, invite some comment from Ss in other groups. Then t makes comments and corrects Ss’s mistakes if there are any. Finally, T may have Ss vote for the best fairy tale ending.
 64T
Skill 1
Reading
1 Ask Ss to scan the passage to find where the words fortune, srarfruit tree, ripe, filled, load and repay are in the story. T helps Ss work out the meanings of these words from the context.
Key: 
 fortune – a large amount of money
 starfruit tree – tree with green fruit shapped like a star
 ripe – ready to be eaten
 filled – put gold into the bag until there is no more space
 repay – pay back
 load – something that is being carried
2 T may set a longer time limit for Ss to read the story again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare answers before discussing them as a class.
Key:
He gave his younger only a starfruit tree.
The eagle promised to repay him in gold.
He offered to swap his fortune for his brother’s starfruit tree.
He filled a very large bag and all his pockets with gold.
He was dropped ( by the eagle ) into the sea.
3 First, have Ss work independently, completing the details of the fable The Starfruit Tree. Then allow them to share answers before discussing as a class.
Key: 1. greedy 2. time
 3. fortune 4. gold
 5. swapped 6. dropped
Speaking
4 First, ask Ss to work individually to read every story summary. T may help with any new vocabulary.
5 Now ask Ss to work in pairs, asking and answering about the stories in 4. T goes around to provide help if necessary. After finishing, T may call some pairs to practice in front of the class.
6 Game: Who am I?
First, remind Ss of the words to describe characters or creatures in fairy tales/legends/fables. Ss may refer to the words and phrases in A Closer Look 1. Then, ask Ss to play this game in groups of about five. Each member chooses a character in any of the stories in 4. The others ask Yes/No questions to discover who that person is. For example, ‘Are you evil?’ Do you live in a castle?’ Do you have long hair?’ T may go around to provide support if necessary.
 65T
Skill 2 
Introduction
Ask Ss to look at the pictures and make some guess about the fairy tale The Princess and The Dragon. Ask them: What/Who do you think may be the main characters in the fairy tale? What may happen in the fairy tale?
Listening
1 First, have Ss cover the right side of the page where the story is written out in the green box. Ask Ss to read the statements carefully and underline the key words. Play the recording and ask Ss to correct the statements. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss check their answers.
Key:
Once upon a time, there was a king, a queen and a princess.
Once night an orge captured the princess and put her in his tower,
One day a dragon heard the princess cry for help.
At the end of the story, the dragon married the princess.
 Audio script:
Once a upon a time, there was a king and a queen who lived in a castle with their beautiful daughter. One night an ugly orge captured the princess and put her in his tall, dark tower. The king and the queen were very sad. They promised to give gold to the knight that rescued the princess. Many knights wanted to rescue her. But they all ran away when they research the tower and saw the orge roaring with anger. One day a dragon was flying over the tower when he heard the princess cry for help. Then dragon rescued the princess from the tower and gently put her on his strong back. They flew back to the castle. The king and the queen were so happy. The dragon turned into a handsome prince and married the princess. They all lived happy ever after.
2 Ask Ss to read the story carefully. Ss may work in pairs to discuss what may be missing by using the information they heard in 1.
Play the recording again and have Ss find the missing words as they listen. Ss can share their answers with their partners. T may play the recording more times until Ss have chosen all their answers. Call some Ss to write their answers on the board.
Key: 1. castle 2. give gold 
 3. with anger 4. breath
 5. strong back
Writing
3 Ask Ss to make notes about one of their favourite fairy tales or invent their own fairy tale. Remind them that they do not have to write full sentences.
4 a and b
Ask Ss to refer back to the reading passage in Slills 1 for useful language and ideas, and note some necessary expressions and language on the board.
Ask Ss to work individually to write the first draft. T can display all or some of the stories on the wall/ board. Other Ss and T give comments. Ss edit and revise their stories as homework.
 66T
Looking back
This is review section of the unit, so encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. That will help T and Ss see how far they have progressed, and which areas need further practice.
Vocabulary
1 Ask Ss to think of as many examples of different types of stories as possible. Then ask Ss to say their examples in front of the class.
2 and 3 Ask Ss to do these exercises individually at first. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self- assessment.
 Key:
 2 
 1. witch 2. hare
 3. knight 4. orge
 5. fairy 6.tortoise
 7. giant 8. dragon
 3
Characters
Personality
Woodcutter
Witch
Dragon
Fairy
Giant
Hare
Emperor
Tortoise
Knight
Orge
Eagle
Budha
Cruel
Kind
Generous
Mean
Wicked
Cheerful
Fierce
Evil
Cunning
Brave
greedy
Grammar
4 first, model this activity with a more able student. Then ask Ss to work in pair.T may go around to provide help it=f necessary. Call some pairs to practice in front of the class.
 Key:
2. A: Was Mrs. Lan doing the gardening?
 B: No, she wasn’t. She was cooking.
3. A: Was Mr. Hung writing a letter?
 B: No, he wasn’t. He was reading a newspaper. 
4. A: Were Hoa and Hai playing table tennis?
 B: Yes, they were.
5. A: Was Duong listening to music?
 B: No, he wasn’t. He was watching TV.
6. A: Was Mai doing her homework?
 B: No, she wasn’t. She was sweeping the floor.
5 and 6 Model these activities with a more able S first. Then ask Ss to work in pairs. T may go around to provide help if necessary. Call some pairs to practice in front of the class. 
 67T
Communication
7 First, ask Ss to do the task individually to number the lines of the dialogue. Then ask them to check their answers with the whole class. After finishing, ask Ss to practice saying the dialogue with their partners.
Key: 
1. D 2. I 3. A
4. C 5. F 6. H
7. J 8. B 9. G
10. E 
Finished!
Finally ask Ss to complete the self-assessement box. Indentify any difficulties and weak areas and provide further practice.
Project
Entries in my diary
1 Ask Ss to read the fairy tale Sleeping Beauty. Each student may make notes about the main characters and the plot of the fairy tale.
2 Ask each student to imagine he/she is one of the characters and write two or more entries in the diary from the point of view of this character. Remind Ss to study the given example carefully because it may help them understand what they should do. Note the use of the past simple and the past continuous in the example. If there is enough time, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework.
3 When Ss have finished their entries, ask them to display their work on the wall/board. T may choose some of the entries and ask Ss to read out and take questions from the class. Praise all attempts at creativity.
 68T
Review 2 ( Unit 4-5-6 )
Introduction
The aim of this review is to revise the language Ss have studied and the skills they have practiced in Units 4,5 and 6.
T may ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary.
LANGUAGE
T may use this language review section as a self-test. Ss do the exercises in 30 minutes and then T checks their answers with the whole class. Otherwise, T can conduct each activity separately.
Pronunciation
1a Ask Ss to do this exercise individually, and then to share their answers with a partner before giving T the answers. T writes the correct answers on the board.
Key:
What fresh strawberries they are!
What lovely spring flowers they are!
What a cunning sprite it is!
What a brave instructor he is!
What a noisy street it is!
b Ask Ss to work in pairs: one student says the sentences and the other gives comments and even makes any corrections if possible. T may around to provide help.
2 In order to do this exercise correctly, Ss have to be able to pronounce the words correctly themselves. T may let Ss do it in groups and encourage them to read the words out loud among themselves. Then T plays the audio and checks them as a class, encouraging Ss to repeat the words.
Key:
1.A. bam’boo 2.B. ‘cultural 
3. A. compe’tition
4. C. presen’tation 5. D. ‘heritage
Vocabulary
3 Ask Ss to do this exercise individually and then share their answers with a partner. T may ask a student to write his/her answers on the board. Then T checks the answers with the whole class.
Key: 1. A 2. B 3. C
 4. D 5. B 6.B 
4 After Ss do this exercise individually, T quickly checks Ss’answers.
Key: 1. legend 2. cunning
 3. ever 4. generous
 5. kind
Grammar
5 Elicit the form and use of have to, and should. Ask Ss to tell the differences between the uses of don’t have to and mustn’t. T may call a student to do the exercise on the board while other Ss also do these. Check Ss’ answers. Ask them for explanations if necessary.
 Key:
1. B 2. A 3. E 
4. D 5. C
 69T
6 Elicit the use of some connectors in compound sentences and complex sentences. Ask Ss to tell the differences between the forms and uses of compound sentences and complex sentences. T may ask a S to write his/her answers on the board. T checks the answers with the whole class.
Key: 1. Although 2. otherwise
 3. While 4. Moreover 
 5. however
7 Elicit the form and use of the past continuous tense. Ask Ss to tell the differences between the use of simple past tense and the past continuous tense. T may call a S to do the exercise on the board while other Ss also do this. Check Ss’ answers. Ask them for explanation necessary.
Key: 1. were you doing
 2. was watching
 3. was telling
 4. happened
 5. were setting off
Everyday English
8 Ask Ss to do this exercise in pairs. After checking their answers, ask some pairs to act out the conversations.
Key: 1. C 2. A
 3. B 4. D
 5. E
Skills
Reading
1 Ask Ss to do them individually and check their answers with a partner before giving their answers to T to confirm the correct answers.
Key: 1. T 2. F
 3. F 4. T
 5. T
Speaking
2 a Ask Ss to do this activity individually, making nites of six tips about the social customs in his/her country. Remind Ss that they may use the given ideas as well as their own ones.
b Ask Ss to work in pairs, taking turns to tell each other their tips. They may discuss to choose the most appropriate tips.
Listening
3 Play the recording once or more for Ss to listen and choose their answers. Then check their answers.
Key: 1. A 2. B 
 3. A 4. C 
Audio script:
After living in France for a few months, I realized that I really should stop trying to be so polite all the time. The French seem to find it annoying if you say things like “ I’m awfully sorry” because they feel you are wasting their time. It must seem to them that the British spend their whole time apologizing! the French don’t really make ‘small talk’ either. Chatting to strangers such as a taxi drivers or shop assistants, espically politely, is seen as rather stranger. And there is another interesting differ