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<b>I. AIMS/OBJECTIVES OF THE LESSON</b>
<b>1. Language focus: </b>
- To instruct Ss to pronounce correctly some cluster: /nt/, /nd/, /nth/, /ns/, /nz/
- To help Ss to distinguish between could and was/were able to
- To help Ss revise the use of tag questions
- To provide Ss chance to practise
<b>2. Skills: : integrated skills</b>
<b>3. Attitudes: Ss are eager to revise the lesson and do the task</b>
<b>II. PREPARATION</b>
<b>1. Teacher: - Teaching aids: Lesson plan, text book</b>
<b>- Teaching method: Communicative language teaching</b>
<b>2. Students: - Read Unit 15</b>
<b>III. PROCEDURE:</b>
<b>1. Class organization (1 minute)</b>
<b>2. Check – up (5 minutes) - Some Ss go to the board, talk about Boston </b>
Marathon
<b>3. New lesson (35 minutes)</b>
<b>Students’ activities</b> <b>Teacher’s activities</b>
<b>1. Pronunciation</b>
- Learn how to pronoun these clusters: /nt/, /nd/, /nth/, /ns/, /nz/
- Practise reading words and sentences - Instruct Ss to pronoun some
clusters
<b>2. Grammar</b>
- Listen and take notes
Could
Was/were able to: special ability in specific situation
<b>Exercise 1</b>
- Do exercise 1 then exchange their answer
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. couldn’t/wasn’t able to
<b>Exercise 2</b>
- Do exercise 2 then compare with their partner
1. It’s very expensive, isn’t it?
2. The film was great, wasn’t it?
3. She’s got a lovely voice, doesn’t she?
4. It doesn’t look very good, does it?
5. You’ve had your hair cut, haven’t you?
Exercise 3:
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
- Asks some Ss to present
- Asks some Ss to present
- Asks some Ss to give the
answer
<b>4. Consolidation: (3 mins)</b> - Could – was/were able to
- Tag question
<b>5. Homework (1 min) - Could – was/were able to</b>