Unit 8

- Call on some groups to report their answers - pre-teach some new words: ask st to guess the meaning through situation 13. - exchange answers then report answer - give new words - guess

Unit 8: The story of my village

Lesson 1: Reading

Period:

Date of preparing:

Date of Teaching:

1 Time : 45 m

2 Objectives:

After the lesson, students will better their reading skill the through vocabulary matching and Table Completion exercises Moreover, st enlarge vocabulary about country life such as bumper crops, crops, brick house, straw, mud …

3. Assumed knowledge: Pupils have already know some vocabulary related to topic

4 Anticipated problems: St may lack of vocabulary about country life

5 Teaching aids: course book, handout, blackboard, tape

6 Procedure:

Time Teacher’s activities Sts’ activities

1 Warm-

up (2m)

- Ask st to play a game: Categories game

Ask st to draw 2 columns on a piece of paper and give them a category heading for each

The first one is “sad” and the second one is

“happy” T dictates a series of words that can fit into one of the categories

Sad- happy: smile, tears, laugh, cheerful, miserable, joke, tragedy, pleasure, amusing, fortunate, mourn, delight, depressing

In the first time of dictating, the st have to tick

in the appropriate column for each word T dictated In the 2nd time of dictation, st have to write down each word in its appropriate column

St who has the most correct answers will be the winner and get a small present

- do as T’s instructions

- Whole class try to dictate and category words in right column

words sad happy Smile

Tears Laugh Cheerful Miserable Joke Tragedy Pleasure Amusing Fortunate

2 Pre-

reading

(10m)

Look at the pictures Discuss the questions.

- ask st to describe pictures based on given questions:

1 What are the people in the pictures doing?

2 How are they working?

3 What help them in their work?

4 What helps produce good crops like this?

- Call on some groups to report their answers

- pre-teach some new words:

ask st to guess the meaning through situation

1 straw (n): dry cut stalks of various cereals

2 Mud (n): wet and soft soil

3 brick house >< cottage

4 thanks to (prep): owing to, because of

- read aloud and ask st repeat

- brainstorm and discuss the questions

1 Collecting crops

2 very hard

3 threshing machine: m tuot, tractor: m keo, harvester: m gat

4 Good farming methods, applying scientific knowledge

- exchange answers then report answer

- give new words

- guess the meaning through given situation Make sentence

- listen and repeat

3 While-

reading

(28m)

Task 1: The words in A appear in the reading text Match them with their definition in B.

- Ask st read the text individually carefully and use the situation in the text to guess words meaning

- instruct the way to guess the words meaning:

situation, word forms …

- Ask sts to match 2 columns A and B in task

1 individually then exchange the answers

- Call on some sts to write down the answer

on board

- give feed back and ask st to give evidences

Task 2: The reading passage tells us about many changes in the village Complete the following table

- Have st read passage carefully then do task - Remind st give evidences that help them find

- read and match the words in A and their definitions in B column

- Follow teacher’s instructions

- Work in pair to do the task

- Read aloud the answer and explain the choice by giving evidence

key:

1.B, 2.D, 3.A, 4.E, 5.C

- Scan text and get information

- underline the key words

the correct answer

- ask st to work individually then exchange answers

- Check answer and ask st to give evidences

Key:

Areas of change Before House Made of straw and mud Radio and TV Few families have Farming methods Old (buffalo, plough) Crops Poor, enough to eat Travel On foot, by bike

Task 3: Ask and answer the following questions

- Teacher instructs sts to use some strategies

to do the task:

+ Skim 5 questions and understand them

+ Underline main words to find information

- ask st to work individually then exchange their answer

- check then ask st to give evidences

1 It was poor

2 Because they hope their children could find

a way of bettering their lives

3 They introduced new farming method and also helped grow cash crop for export

- exchange answers

- give answers and explain choices

- give feedback

Now Made of brick Most of families have New (machine and method) Good, bumper, more to sell

By motorbike, car, …

- work in group then report answers

- listen

- work individually then exchange answer

-report answers

- give comments

4 Their lives have changed a lot, thanks to the knowledge their children has brought

5 “A study harder so that you can do more for the village than your parent did”

4 After-

reading

(4m)

Discuss the following questions.

- give st some key words so that they summarize the main ideas of reading passage

go to technical school/ college => get knowledge => apply new method => better crops/ grow cash crops => make more money

=> improve life

- Go round to help st when necessary

- ask some groups to report what they have spoken

- Work in-group to summarize the main ideas of reading passage

- go to board to report answers

2 Raise people’s awareness about food safety and

- clarify some terms like:

1 People with an education refers to people with a university

environment hygiene

3 Help local people apply the modern technology in farming

5 Home

work

(1m)

- translate the reading passage and do the exercises

- Write down

Lesson 2: speaking

Period:

Date of preparing:

Date of Teaching:

1 Time : 45 m

2. Objectives:

After the lesson, students will be able to talk about plans to improve life of a village and their possible results

3 Assumed knowledge: Pupils have already known some structures to express ideas.

4. Anticipated problems: Sts have difficulty in finding ideas to discuss by them

5. Teaching aids: course book, handout, blackboard, tape

6. Procedure:

Time Teacher’s activities Sts’ activities

1 Warm-

up (2m)

- ask st to play a game: Hanged man

Divide st into group of 5 Each group has its name and

a leader T give the vocabulary area “traveling” then give the hints of how many letters this word has

Each group takes turn to guess the letter in this word

Group has the right guess has an extra turn If the group gives a wrong letter T draws a body part on the board until he’s hanged on The winner will be group guess the right word

- listen to st ‘s hinted word

- Listen to teacher and follow her instructions

- try to guess the words Tractor, harvester

2 Task 1

(10m) Village of Ha Xuyen are discussing plans to improve

life in the village Match the plan with possible results

- Ask st to listen and repeat the words in “plan”

- Work in pairs to match the plan

- make sure that they know the words meaning

- ask st to make sentences with those words

- ask st give answers

- ask st to match 2 columns

- Call on some pairs to report their answers

A: The roads are narrow, even always flooded in rain B: So they should widen, raise and resurface them

- give feedback

- listen and repeat the words in “plan” column

- make sentences with those words

- discuss then give the answers

- report answers

3 Task 2

(10m)

The villagers are discussing their plans Read and practice the conversation in-group of 3

- Instruct sts to do task

- ask st the meaning of words in task 2

- remind st about the uses of condition 1 and should

• Condition 1 is used to talk about sth that will or

is likely happen in the future

Form: If simple present, will do/ can do

• Should is used to give opinion about what is the best thing to do

Form: should + Vinf

- ask st to give example

- ask st to base on the given phrases and retell the dialogue

Widen the roads Cars and lorries get to the village Cart heavy loads of farming products Raise and surface the roads

- ask some pairs to make a short speech

- give comments

- Work in-group to discuss the villager’s plans

Eg If the roads are widened, car and lorries can get into village

- report answers

Not flooded Get around more easily

- make a short speech

- give feedback

4 Task 3

(5m)

Continue the conversation, using the ideas in the table

in task 1 Add more possible results if you like

- Ask st to work in- group of 3, using table in task 1

- Give st some key words and ask them role play the

- work in groups

- group correction

situation:

Medical care Cash crop Bridge Football ground

Health Export, money Shorter way to town Play sports

- Call on some preventatives of each group to give a small talk in front of the class

- Comment on st’s performance

- report their own speech

6 Home

work

- learn new words

- Prepare listening lesson

- write down

Lesson 3: Listening

Period:

Date of preparing:

Date of Teaching:

1 Time : 45 m

2. Objectives:

After the lesson, students will compare the past and the present of a town and improve listening skill through True or False and Gap Filling exercises

3 Assumed knowledge: Pupils are able to recognize some key words and sounds, which

related to language

4. Anticipated problems: St may have difficulty in distinguishing the information regarding

the past and present

5. Teaching aids: course book, handout, blackboard, tape

6. Procedure:

Time Teacher’s activities Sts’ activities

1

Warm-

up (2m)

- show two pictures about Mr David in the past and

now Ask st o find the differences between them

Hobby Music Clothes

Playing tennis Rock music stylist

Watching TV Country one Old fashion

- Work in Group

Past Now Hobby

Music Clothes

- Report answers

2 Pre-

listening

(10m)

Look at the two pictures in the same town Discuss

the differences between them.

- Ask st to work in-group then find out the

differences between 2 pictures

- answer questions Past: no car, dirty and small roads, walking- buffaloes

1 How are 2 pictures different?

2 Which of them is more beautiful? Give reasons?

- Call on some groups to report their answers

- explain new words in typescript Remind st read

them exactly

Mount Whitney, California, Flood, causes, risen

(rise- rose- risen),

- Ask st read aloud the new words

Set scene: You’ll hear someone talking about he

changes in his hometown Listen to the talk and do

the tasks follow

on the street

Now: big car park with a lot of cars inside, cleaner and bigger streets, buffalo- free on street

- Work individually then exchange answer

- listen and repeat

3

While-

listening

(28m)

Task 1: Decide if the following sentences are true of

false according to the talk.

- call on a st to make a speech about the differences

between 2 pictures

- remind st to use structures used to have, there are,

there were …

- ask st to listen and repeat words in box Remind st

to read correctly and words meaning

- Instruct st to use strategies:

When you listen, pay more attention to

keywords Then take note it

- Play the tape and let st listen twice

First time: write down st’ answers on the board

Second time: let st check their answer

Teacher gives the final answer:

- Check answers on the board with the whole class

Rewind the tape again and stop at the necessary information

1 F (on he south coast of England)

2 F (it used to be a small and quite town)

3 T

Task 2: Listen to the talk again and fill in the

- make speech

- give new words

- listen and repeat

- Follow teacher’s instructions

- Take notes the main ideas

- find evidence

- exchange answers with partners

- Write down the answers

- give comments

4 F (many trees has been cut down for … )

5 F (some people don’t like the changes)

missing words

- Get st to read the passage

- Ask st to listen the tape and fill in the blanks They

can exchange the answers

- Call on some st to report the result to whole class

- give comment and correct st’s mistake

1 houses

2 hotel

3 widened

4 cut

5 car

6 shop

7 department

8 expensive

- Follow teacher’s instructions

- Sts try to take notes

- do the task and exchange the answers

- Read aloud the answer and explain the choice

4 After-

listening

(4m)

Discuss the changes in your own hometown or your

village

- remind st to use the present perfect and use to to

show the changes

- ask st work in-group of four and base on these

guidelines to make a short talk

- call on some st to present

- take note some events

- work in-group

- answer then report

- give feedback

5 Home

work

(1m)

- do the exercises in workbook

- prepare next lesson

- Write down

Lesson 4: Writing

Giving directions

Period:

Date of preparing:

Date of Teaching:

1 Time : 45 m

2 Objectives:

After the lesson, students will be able to write a letter giving directions to a certain places

3 Assumed knowledge: Pupils have known some advantages and disadvantages of TV and other types of mass media

4 Anticipated problems: St may have difficulty in giving directions in a letter

5 Teaching aids : course book, handout, and blackboard

6 Procedure:

Teacher’s activities Sts’ activities

1 Warm-up: (8m)

- ask st to play a game: expanding text

- write a singer simple verbs on the board Invite st to add 1, 2, or

3 words to it St goes on suggesting additions of maximum of 3

consecutive words each time Make a longer and longer text,

until they have had enough

The rule is that they can only add at the beginning or the end of

what is already written Add or change punctuation each time as

possible

After 5m “time up” and ask the whole class to look at the board

again to see how is the text now Give comment on st’s work and

give them compliment

- participate in the game

go => I go

I go to bed

- add the words

- obey the law

2 Task 1/2: J has decided to come to Ann’s place for his

holiday Ann writes him a letter giving directions to her house

Read the letter and look at the map Find Ann’s house on the

map Underline the words and phrase you can use to give

directions

- ask st some following sentences:

Do you know how to give directions in English?

What are the words and phrases you can use to give directions?

Phrases: go ahead, go along, go straight ahead, go down/ up

- underline the words that used to give directions

- answer questions

walking ahead, turn right

- write down some phrases

Task 3: Your home is A on the map Write a letter to Jim, telling

him away to your house from Roston Railway Station

- Work in pairs to find A on the map then find the way to Jim’s

house from Roston station

- instruct st to work

- go round o help if necessary

- Ask st cross check

- Check some pairs and give feedback

-choose one type of the media to write a paragraph

- Report answers

- crosscheck

- Give comments

5 Homework:

- prepare for next lesson

- learn by heart new words

- write down and do homework at home

Lesson 5: Language focus

Period:

Date of preparing:

Date of Teaching:

1 Time : 45 m

2 Objectives:

After the lesson, students will be able to distinguish 2 consonant sounds /au/ and / u/ They can pronounce the words and sentences containing these three sounds correctly

Sts will be able transform direct speech into reported speech following correct rules, and say the differences between when and if in conditional sentence type 1 and do related exercises

3 Assumed knowledge: Pupils have already learnt the uses of when and if in conditional

sentence type 1 appropriately.

4 Anticipated problems: st may confuse the uses of when and if in conditional sentence type 1

appropriately

5 Teaching aids : course book, handout, blackboard, tape

6 Procedure:

Time Teacher’s activities Sts’ activities

1 warm- up

(5m)

- ask st to play the game: sentence transformation

- ask st to work in-group of four

St1: say sentence 1

St2 reports sentence 1 and says sentence 2 St3 reports sentence 2 and says sentence 3

So on

St 1 reports sentence 4

- Call on some groups to report their answers

- give comment

- report answers S1: I study at KL school S2: she said she studied at

Kl school “I like English most”

S3: he said he liked English most “I have 4 classes per week”…

S1: he said he had …