Bài giảng tiếng anh lesson plan: introduction and revision

III. HIỆN TẠI HOÀN THÀNH (Present Perfect)

Hình thức : Subject + Has / Have + Past Participle

1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian không xác định rõ.

Ex: - He has lived in England before

- We have gone to Dalat several times.

- She has already seen that film. (Cô ta đã xem phim đó rồi)

- He’s never been there. (Anh ta chưa từng ở đó)

- They haven’t finished their work yet. (Họ chưa làm xong việc)

- Have you ever spoken Russian before?

■ Dấu hiệu thì:

Trong câu thường có

• already: rồi, đã rồi • several times: vài lần

• never: chưa bao giờ • never . before: trước đây chưa bao giờ

• yet: chưa • ever: đã bao giờ

• ever . before: trước đây đã bao giờ

2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang còn xảy ra.

Ex: - So far he has had no trouble.

- He has lived here for five years.

- His father has been ill during the last two week.

■ Dấu hiệu thì:

Trong câu thường có các trạng từ chỉ thời gian:

• so far: cho đến nay • up to now: cho đến nay

• up to the present: cho đến lúc này • since then: kể từ lúc đó

• since: kể từ khi • for: trong (khoảng thời gian)

• in / during the last + 1 khoảng thời gian

3. Để diễn tả một hành động mà thời gian nó chưa kết thúc.

Ex: - He has smoked ten cigarettes today.

- I haven’t seen her this week. (Tuần này tôi không gặp cô ấy)

■ Dấu hiệu thì:

Trong câu thường có các phó từ như:

• today: hôm nay

• this week: tuần này

• this month: tháng này

• this term: học kỳ này

• this year: năm nay

4. Để chỉ một sự việc vừa mới xảy ra so với hiện tại

Ex: - I have seen him lately. (Gần đây tôi có gặp anh ấy)

- She’s just gone out. (Cô ta vừa mới đi khỏi)

■ Dấu hiệu thì:

Cách dùng này thường có các từ như:

• just: vừa mới

• recently: gần đây

 

doc25 trang | Chia sẻ: leddyking34 | Ngày: 13/05/2013 | Lượt xem: 3526 | Lượt tải: 4download
Bạn đang xem nội dung tài liệu Bài giảng tiếng anh lesson plan: introduction and revision, để tải tài liệu về máy bạn click vào nút DOWNLOAD ở trên
es: Questions with “What and Who”. What / Who + V sinular + …? What / Who + aux.V + S + V + …? Keys: Could you tell me who works in your family? By the way who in your family does the washing up? What about your brother? Does he share the household chores? What’s your responsibility in the family? What exactly do you have to do? How do you share the household chores? What interests do your family members share together? What do your family members often do together in your free time? Who do you often share your secrets with? Who do you often talk to before making an important decision? Task 3: Work with different partner with the same questions in task 2. Note down the answer in the table. who works in the family both parents who does the household chores ………… your friend’s responsibility in the family the interest in the family members share closely the person your friend often shares his/ her secrets with the person your friend talks to before making an important decision IV. POST SPEAKING: Task 4: Tell the information you have collected to the old partner. Example: I talk to Tam. Both his parents work. but only his mother does the household chores. Tam has a brother and a young sister. Only his young sister helps his mother at home. His father, his brother and Tam like football, but his mother and his young sister like cooking. All the children in the family talk to the mother more often than to the father. IV - HOMEWORK Practise interviewing about family. - modeling one chore first, then asking sts to list the other chores individually. - leading sts to the new lesson: ASKING AND ANWERING ABOUT HOUSEHOLD CHORES AND FAMILY LIFE - explaining the words and giving some examples with “share”: + share household chores + share an interest with… + share personal secrets with … - explaining and giving synomym of “make a decision”. - asking sts to repeat the list of words in chorus. - calling some sts to read individually. - guiding students to do the assingments: + put a stick + say these sentences to friends + speak to the class - going around for help. - guiding students to make sentences with Yes- No / Wh_questions. - asking sts to repare a list of questions to ask another student to find out whether his / her family life is like yours. - asking students to work in another pairs. - going around for help. - checking their answers and correcting mistakes. - asking students to come back to work with old partners and tell his / her partner the information collected. - listening and collecting errors. - asking sts to do the exercise at home. doing the exercise in chorus. giving their answers orally - listening to teacher. - copying down - repeating in chorus. - reading individually. - working in pairs in order to read and and put a tick. - practicing saying as models. - doing the exercise in pairs. - working in another pair and taking notes in the table. - listening to teacher. working in old pairs. taking notes. - doing the exercise at home. Date of preparing : August 30th 2010 Week : 02 Date of teaching : September 01st 2010 Period : 04 UNIT 1 HOME LIFE Section C Listening . Objectives: By the end of the lesson, students will: - Understand more about home life - Develop listening skills: listening for main ideas and specific information. - Students will listen for specific information from the dialogue between Paul and Andrea. Method: communicative approach. Teaching aids: tape, cassette player, lesson plan, textbook. Procedure: Time Contents Teacher’s activities Students’ activities 5’ 8’ 25’ 6’ 1’ WARM –UP ACTIVITIES: Playing a game: jumbled word. FYMALI RINENOU Key: FAMILY REUNION II. PRE – LISTENING: * Answering questions: 1. What’s happening in the picture? ( The family is having a big meal). 2. How many people are there? ( 9 people). 3. How are they feeling? ( very happy). 4. On what occasions do people come home to have a family reunion? ( holiday season). * Vocabulary: - flight (n): chuyến bay - close – knit (adj): gắn bó - spread – out (v): lan tỏa, tản lạc - coach (n): xe đò - leftovers (n): thức ăn thừa - reserved (v): đặt trước III. WHILE – LISTENING: A. Task 1: T / F statements. T F F T T ___1.Andrea can’t wait for her flight . ___2.Paul’s home is 280 kilometer form where they are now . ___3.There are more children in Andrea’s family than in Paul’s . ___4.Paul is excited about coming home . ___5.When Andrea’s family get together , theyoftem go out for dinner . B. Task 2: Note down 2 different things between Paul’s and Andrea’s family. Paul Andrea 1. His family members aren’t very close. 2. The family often eat the meals the mother cooks at home. 1. It’s a close – knit family. 2. The family often go out to read. IV. POST-LISTENING: 1. How many people are there in your family? 2. Do all members of your family live together? 3. Do they often get together on special occasion? Do you have big meals together? V. HOMEWORK: Write about your family reunion - asking sts to rearrange these words in correct order to create words meaning “sum họp gia đình”. calling some to give answers. leading sts to the lesson. exploring the picture by asking stsudents these questions. - introducing sts these words on board. - asking them to repeat the list of these words. - going through the sentences in textbook and asking sts to guess whether these sentences are true or false. - playing the tape 3 times and checking sts’ answers. - making sure sts understand the exercise. - playing the tape 3 times and checking their answers. - asking sts to talk about their families. - asking sts to do the exercise at home. - working in groups. - answering on board. - aswering the questions. - taking notes. - repeating after teacher. - reading them and guessing. - listening to the tape and do the exercise. - listening to the teacher’s explanation. - listening to the tape and taking notes. - talking about their families. - doing it at home. Date of preparing : 02/09/ 2010 Week : 02 Date of teaching : 03/04 2010 Period : 05 UNIT 1 HOME LIFE Lesson D Writing Objectives: By the end of the lesson, students will: - Understand more about home life - Develop writing skills: Writing for main ideas and specific information - Students write letters to their friends to talk about their family rules. Methods: Communicative approach Teaching aids: textbook, lesson plan, visual aids. Procedure: Time Contents Teacher’s acts Students’ acts 9’ 12’ 15’ 8’ 1’ I.WARM-UP ACTIVITIES: -My parents -( not) let -come home late -My mother -My father -I -(not) be allowed -(not) have to -(not) permit -do the household chores. -use the family motorbike. -talk on the phone. *Suggestions: - My parents don’t let me come home late. - My father permit me to use the family motorbike. - I have to do the household chores. - I am allowed to talk on the phone with friends. - ……. II. PRE-WRITING: Task 1: let + O + Vo + … permit + O + to Vo+ … allow Ving be allowed + to Vo have / has + to Vo: nói về nghĩa vụ. *Examples: - I have to …… - My parents allow me to …. * Forms of a letter: III. WHILE-WRITING: 2. Task 2: Every family has its own rules. Mine has a few. First, I have to prepare meals because my mother is very busy with her work. Next, I’m allowed to watch TV after I’ve finished my homework. My mother also lets me talk on the phone with friends. They don’t permit me to come home late except for some special reasons. My parents don’t let me use the family motorbike. Despite the rules, we all feel comfortable and safe because we know that our parents want the best things for us. POST-WRITING: V. HOMEWORK: -asking sts to make as many sentences as possible by joining the elements in the table. - calling some students to read their sentences loudly. - taking notes on board. - leading sts to the lesson:TALK ABOUT THE FAMILY RULES. - reviewing sts these structures. - asking sts to read the examples and choose the rules that are suitable to their families. - taking notes on board and asking sts to make sentences with these rules. - calling some to write their sentences on board. - correcting. - reviewing sts form of a letter. - asking sts to ideas and sentences in task 1 to write a letter to his / her friends. - going around for help. - asking sts to correct their papers together. - correcting some common errors. - asking sts to review the lesson at home. - making sentences in groups. - reading their sentences. - following teacher. - going through the examples and choosing suitable ones. - making sentences. - writing their sentences on board. - reviewing knowledge. - writing their letters. - correcting their papers. - Taking notes. - reviewing it at home. Date of preparing : 02/09/ 2010 Week : 02 Date of teaching : 03/09/ 2010 Period : 06 UNIT 1 HOME LIFE Lesson E Language Focus. 1.Objectives : By the end of the lesson , sts will be able to know how to pronounce the ending sounds “s” and revise simple past, past progressive and present perfect tenses . 2.Materials : textbook, posters , handouts 3. Method: communicative approach. 4.Procedure : Time Content T’s acitivities Sts’ activities 5ms 5ms 15ms 19ms 1’ I.Warmer : 1. When I was a little girl, I often help my parents with household chores. 2. Unlike most men, my mother enjoyed cooking. 3. My brother never worked long hours like this before. II.Pronunciation : /s/ / z/ bats kits speaks dates bags kids speeds days Notes : -s = /s/ : sau các âm /f , k , p , t , 0/ -s = /iz / : sau các âm / z, dz, s, s (dài), ts(dài), ks/ -s = /z/ : sau các âm còn lại. * Practising reading: (page 18) III.grammar : a-Presentation : Ex : -She ( visit ) ________ me yesterday . -He ( play ) ________football at 5 pm. Yesterday . -Mary( live) ______in this house for ten years .Key : visited / was playing / has lived *Simple past : S+ V2/ed S + didn’t + Vo Did + S + Vo? -Form : -Use : +Diễn tả hành động xảy ra trong quá khứ có thời gian xác định , thường dùng với các trạng từ yesterday, …ago , last … *Past progressive : -Form : S + was / were (not ) + V-ing Was / were + S + V-ing ? -use : + Diễn tả hành động xảy ra tại một thời điểm cụ thể trong quá khứ , thường dùng với các trạng từ :at that time = at that moment , at + giờ + mốc tg trong QK . Ex : + Đối với hai hành động xảy ra đồng thời trong quá khú được nối với nhau bằng “when / while “thì hành động đang xãy ra ( kéo dài hơn ) dùng thì quá khú đơn , hành động xảy ra chen vào ( hành động ngắn ) dùng thì quá khú đơn . Ex : -Form : S + have / has (not ) + V3/ed Have / has + S + V3/ed ? -Use : +Diễn tả hành động vừa mới xảy ra hoặc xảy ra rồi trong quá khứ, thời gian không xác định rõ ràng , thường dùng với các trạng từ : just , recently =lately , already , ever , never . Ex : +Diễn tả hành động đựơc lặp đi lặp lại nhiều lần trong quá khứ , thuờng dùng trạng từ: twice , … times Ex : +Diễn tả hành động bắt đầu từ trong quá khứ kéo dài đến hiện tại , thường dùng với các trạng từ : so far = until now = up to now , not ….yet , for + khỏang thgian , since + mốc thời gian . Ex : IV.Practice : Exercise 1 : (on page 18 ). Key : 1-Have you seen 2- Did you enjoy 3-has been married 4-Did you give / saw 5-didn’t listen 6-Did you meet Exercise 2 : Key: 1. B, 2. C, 3. A, 4. A, 5. B, 6. B, 7. B, 8. C, 9. B, 10. C, 11. B, 12. C, 13. C, 14. A, 15. B. * More exercise: 1-She and her family will move to the city for three years. A B C D 2-While he was reading books , his children watched books in their rooms. A B C D 3..Both Mary and John was there last night. A B C D 4. She cleaned the floor at 5 pm yesterday .. a b c d 5. Stephen talked on the phone when I came in. A B C D Key : 1-B 2-D 3-C 4-B 5-A HOMEWORK: - asking sts to find errors in these sentences. - remarking and leading them to the lesson. -using the examples and eliciting the rules of pronouncing the ending sound “s’. - reading aloud the words -reading aloud the words again - asking sts to practise reading these sentences in textbook - giving examples to elicit the forms and uses of, simple past , past progressive , and present perfect tenses - giving feedback - asking sts to do the exercise individually. - asking sts to check their answers in pairs. - remarking - asking sts to review the lesson at home. - doing the exercise orally. - practicing the words in the sentences . . - practising reading. - taking notes. - doing the exercise individually. - checking their answers in pairs. - reviewing it at home. Date of preparing : 06/09/ 2010 Week : 03 Date of teaching : 07/09/ 2010 Period : 07 UNIT 2 CULTURAL DIVERSITY Lesson A Reading * Aim: By the end of the lesson, students will: - understand some more about the senses and personal experiences directly related to the sense. - improve their reading skills * Grammar and structure: simple present * Teaching aids: pictures * Method: Communicative approach * Procedure Time Contents Teacher ‘s act Students ‘s act 3’ 10’ 20’ 10’ 2’ I/ Warm up: Jumbled sentence is supposed love to marriage follow it not precede Make a meaningful sentence by putting the words given in the circle in the right orders. * Key: Love is supposed to follow marriage not precede it + Does love come before marriage? Yes / No + Do you agree with this opinion? + Do you think that there are places in which people still think that this opinion is true? + Where do you live, in Western countries or Asian countries? II/ Before you read: * There are still some more opinions about love and marriage. Read them and decide : Whose opinions are they , of American students or Asian students ? 1/ A wife should maintain her beauty and appearance after marriage. (Americans) 2/ Wives and husbands share all thoughts. (Americans) 3/ It is unwise for husbands to confide in their wives. ( Asians) 4/ A woman has to sacrifice more in a marriage than a man. (Asian) 5/ A husband is obliged to tell his wife where he has been. (Asian) * New words: - contractual (a): thỏa thuận - confide (v): tin tưởng, giao phó - sacrifice (v): hy sinh - diverse (adj): đa dạng + diversity (n): tính đa dạng - response to (n , v): sự đáp lại - attract (V) + atraction (n) + attractive (adj) + be attracted to + O (v): bị cuốn hút vào 1 người + physical attractiveness (n): sự hấp dẫn về hình thể. III/ While you read: * Silent Reading : Task1: 1- happen or exist before 2- find out 3- tell someone about something very private or secret 4- willingly stop having something you want 5- having a duty to do something Task2: Read and answer * Lucky number 1,4,7 2: They are … on love 3: The young Americans … a husband 5: The Indian … a man 6: The American … he has to 8: The main … counterparts. IV/ After you Read: discussion * Topic: Your own opinion about the four key values. Suggestions: In my opinion, a man and a woman should love and know each other well before deciding to get married. Beauty after marriage is good but it isn’t so important that wives have to spend too much time and money maintaining it. Husbands and wives should be equal in family life. They should share thoughts and trust each other. V/ Home work: - Read again at home - Prepare the next part of the lesson - Asking sts to work in groups - Asking sts to answer about love and marriage - asking sts to discuss in groups - calling to give their answers. - following the steps for the presenting of vocabulary - asking sts to repeat the list of these words in chorus. - calling some to read individually. - asking sts to read in silence and doing the exercise. - asking sts to work in groups . - going through these questions. - asking sts to read the text carefully and find out the answers. - calling some groups to give their answers on board. - remarking - calling 1 or 2 sts to give their opinions. - asking sts to read the text again and take note: physical attractiveness, confiding, partnership of equals and trust built on love - working in groups. - Working in groups - discussing - giving their opinions. - copying down - repeating in chorus. - reading individually - reading in silence and doing the exercise. - working in groups. - following the teacher. - reading the text and doing the exercise in groups. - giving the answers on board. - giving their opinions. - Reading the text again and answering the questions. Date of preparing : 07/09/ 2010 Week : 03 Date of teaching : 08/09/ 2010 Period : 08 Unit 2 : CULTURAL DIVERSITY Section B : Speaking * Aim: By the end of the lesson, students will: - understand more about differences among cultures. - discuss information that relates to the differences between Vietnamese and American cultures - to improve the students’ speaking skills * Lexical items: words of cultural diversity * Gram / Struc: I think / feel / believe … / I don’t agree * Teaching aids: pictures * Method: Communicative approach * Procedure : Time Contents Teacher ‘s act Students’act 3’ 8’ 18’ 10’ 5’ 1’ I/ Warm-up: Questions about homelife. How many people are there in your family? Who are they? Do your grand parents live in your family? So how many generations live in your home? Is it good? * Lesson: Talking about the differences between Vietnamese and American cultures II/ Before speaking: * New Words: - nursing home (n): nhà an dưỡng - feature (n): nét đặc biệt - corresponding (a): tương ứng với - grocery (n) cửa hàng tạp phẩm - similarity (n) sự giống nhau * Structures: + Agreement: I think / feel / believe … In my opinion, ….. For me … + Disagreement: I don’t agree …. It’s not true … That’s wrong … III/ While speaking: * Task 1: Express your point of view upon the sentences given in task 1. You Your friend I think/feel/believe I don’t agree … In my opinion … It‘s not true … For me … That‘s wrong … * Model: - A: I think it’s a good idea to have 3 or 4 generations living under 1 roof. They can help each other a lot. +B: That’s not true. In some countries, many old-aged parents like to live in a nursing home. They want to lead independent lives. * Task 2: Discuss and find out the corresponding features of Vietnamese culture. In American In Vietnamese - Use special expressions: Do you know that …? It is said that … It is said in newspaper/ on TV/ radio that … * Model: - A: Hi Tam. It is said that in American two generations (parents and children) live in a home. Is that the same in Viet Nam? +B: Not completely because we still find three or four generations living together in the same home especially in the country or places in the big cities where accommodation is very difficult to find. - In Vietnamese, old- aged parents live with their children and grandchildren. They want to be near their children so that they can give them some help and be taken care of by their own children when they are sick. - It‘s Ok to ask about age, marriage and income. It‘s just a way to show concerns. - When visiting some one‘s house , Vietnamese greet older people first and then the younger ones later. - Vietnamese people tend to buy groceries everyday because there are always markets near the place where they live. IV/ Post: * Task 3: Talk about the differences and the similarities between Vietnamese and American culture using the features discussed in task 2. Ex: There are differences and similarities between Vietnamese and American cultures. In America, two generations (parents and children) live in a home. In Vietnam, two, three or even four generations live under one roof. V/ Home work: Practice interviewing at home . - asking sts to talk about their families by giving them some questions. - calling some to answer these questions orally. - leading them to the lesson. - following the steps for presenting of vocabulary - asking sts to repeat these words in chorus. - going through sentences in task 1, asking sts to pay attention to pronunciation and stressed syllables. - analysing the example in texbook carefully. - asking sts to create the same dialogues and practise them in pairs. - going around for help and collect some common errors. - remarking. - going through the sentences in textbook to make sure that sts understand them. - choosing a student to make adialogue as a model. - asking sts to make the same dialogues and find out the corresponding features of Vietnamese culture. - going around for help. - asking sts to work in groups. - calling some sts to talk about this topic in front of class. - remarking - asking sts to review the exercise at home. - answering questions. - following the teacher’s guide - repeating after teacher. - listening to the teacher and taking notes. - following teacher - practising the exercise in pairs. - listening to teacher - following teacher - working in pairs. reviewing it at home. Take note There are differences and similarities between Vietnamese and American cultures. In America, there are two generations live in the same house. In Vietnam, two, three or even four generations live under on roof. It’s tradiotional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam…… Date of preparing : 09/10/ 2010 Week : 03 Date of teaching : 10/09/ 2010 Period : 09 UNIT: 2 CULTURAL DIVERSITY Section C-Listening - Aims: By the end of the lesson, students will: Listen and understand the conversation about the wedding ceremony in Vietnam. Listen and fill the missing information in the gaps Listen and answer the questions about the wedding ceremony in Vietnam Know some more new words about wedding ceremony - Lexical items: Words related to wedding ceremony - Teaching aids: Picture, textbook - Method: Communicative approach - Procedure Time Contents Teacher’s activities Students’ activities 3’ 15’ 16’ I. WARM UP:Game:Magic Hat _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ W D G C Y Key: WEDDING CEREMONY I / PRE-LISTENING A /Vocabulary: - bride (n) : cô dâu - groom (n): chú rể - wrap (v) : gói - tray (n) : khay, mâm -Master of the ceremony (MC) -altar (n) : bàn thờ -pray (v) :cầu nguyện -ancestor : ông bà, tổ tiên -banquet (n) :big party -blessing (n): happiness -schedule (v): arange B /Discuss the questions: 1/Have you ever attended a wedding ceremony? 2/What do the bride and the groom usually do at the wedding ceremony? II / WHILE – LISTENING: *Task 1: (P.24) Listen to the passage with fill in the missing information key : 1 / ........groom’s parents. 2/ ..........red papers. 3 / .........altar. 4 / ..........at the wedding banquet. 5 / ..........wedding cards......money gifts. *Task 2 :(P.24,25) Listening again and answer the questions: 1 / What is the most important thing the groom’s family has to do on the w.day? -It is that the groom’s family has to go and bring wedding gift to the bride ‘s house 2 / What would the groom with the bride do during the Wed-celemony? -They would pray,asking their ancester’s permission to be married. 3 / When do the groom & the bride exchange the wed.rings? -That follows the praying. 4 / where is the wed. banquet held? -It is held at the groom ‘s house or at a restaurant 5 / What do the groom, the bride, with their parents do at the wed. banquet? -They stop by each table to say thank you the guest III / POST-LISTENING: (working in groups) Dicuss the questions: What do families often do to prepare for a wed. ceremony? (Suggestions: -Clean the house decorate house, altar,( Collect money), book tables at the restaurant or rent a cook to prepare banquet. Send wed cards to the guests, relatives, friends, neighbors,...). HOMEWORK: -Look over the tasks (1,2). -Prepare for the section D-writin -Giving intruction. - Starting the game. -Following the steps to present voc. - asking sts to repeat the list of these words. - asking sts to work in pairs. . -Asking Ss to work in pairs. -Letting Ss read the .sentences before listening . -Playing the tape. -Correcting mistakes (if any). -Letting Ss read the questions before listening to the tape. -Playing the tape once more. -Helping Ss (If necessary) -Correcting mistakes Asking Ss to practice speaking in pairs( the task 2). -Eliciting. -Giving comments. - asking sts to do as reqired -Listening. - Play the game. (Books closed) -Observing. -Copying. - repeating after teacher. -Working in pairs. -Doing as required. -Giving answer. -Readin

Các file đính kèm theo tài liệu này:

  • docGIÁO ÁN TIẾNG ANH- LESSON PLAN- Introduction and Revision.doc
Tài liệu liên quan