Unit 4 For a better community Getting Started Language

Find Vocab review by reading the adjectives ending with the following suffixes - Read the conversation in - Ask Ss to read the conversation in GETTING STARTED again and GETTING STARTED a[r]

UNIT 4: For a Better Communication

LESSON 1: GETTING STARTED

I Objectives

1 Knowledge:

General knowledge: Ss will be able to know the topic of the unit and then they can listen,

read and understand the conversation about volunteers and volunteer work

Language: Ss can learn the past simple and past progressive

Ss can learn lexical items related to volunteers and volunteer work

2 Skills: Ss will be better at reading skill: reading for specific information

Ss can make dialogues using some expressions: That sounds great, Not really, …by

chance, …Well,…

II Procedure

WARM-UP

( 5

minutes)

- Let S do the crossword - Work in groups and do the

the atmosphere

BEFORE

( 5

minutes)

- Raise some questions with pictures

What is the picture about?

What are people doing in the picture?

What do you think about their activities?

Do you want to try the job?

Why?

- Lead in the lesson: volunteer work

- Tell Ss: You are going to listen to a

conversation between two friends, Hieu and Quan

- Ask Ss to guess what Hieu and Quan are talking about through the picture

- Check only

- Answer the questions

- Guess what Hieu and Quan are talking about through the picture

direct sts to the topic and

DURING

( 25

minutes)

Listen and read

- Play the CD once, ask Ss to listen and read at the same time

2.3 Task 2: Read the conversation again and answer the questions

- Ask Ss to work in pairs to read the questions and underline key words

- Ask Ss to read the conversation again and answer the questions

- Listen and read

- Work in pairs to read the questions and underline key words

- Read the conversation again and answer the questions

- Speak out the answer to one of

- practise the scan reading skill and speaking

1 He called Hieu at 2 p.m yesterday afternoon.

2 Hieu was teaching children at the Happy

Mind Charity Centre.

3 Yes, he was At first, many of his students

couldn’t read or write Now, all of them can

read and write.

4 Ss’ answer.

5.Ss’ answer.

- Check Ss’ answers and encourage Ss to give

their own opinions to answer questions 4 and 5

the questions

- Listen to the teacher and repeat in chorus

- Study how and when to use the expressions through the conversation and examples

AFTER

( 7

minutes)

2.4 Task 3: With a partner, make dialogue

using the expressions in the box

- Help Ss pronounce the expressions in a natural

way

- Explain how and when to use the expressions

through the conversation and give one more

example for each expression

That sounds great: Agreement, compliment

A: I have passed the exam.

B: That sounds great

Not really: Refusal/ disagreement

A: Did you copy Nam’s work?

B: Not really I myself did it.

…by chance,

A: How do you know it?

B: I know it by chance I picked up a paper on

the floor and I see an article about it

…Well,… Surprise/ linking word to start a talk

A: I want to talk to you, Na.

B:What?

A: Well, you know….

- Ask Ss to work in pairs, make dialogue using

the expressions

- Call some pairs of Ss to practice again in front

of the whole class Ask the others to listen and

give comments

- Check Ss’ work orally and give comments

again in front of the whole class Ask the others

to listen and give comments

- Work in pairs, make dialogue using the expressions

- Some pairs of Ss practice again

in front of the whole class The others listen and give comments

Practice speaking

- Check Ss’ work orally and give comments

- Ask Ss to retell what Quan and Hieu are talking about

- Retell what Quan and Hieu are talking about

III Homework question: Revise the uses of Past Simple and Past Continuous

CROSSWORDS

B L I N D

1 ……… for me!

2 A child whose parents are dead

3 Unable to see

4 An idea or plan put forward for consideration

5 Give ( money or goods ) for a good cause

6 Instruct (someone) as to how to do something

7 less developed in mind

8 unable to work in a normal way

9 people who are very young

CROSSWORDS

1 ……… for me!

2 A child whose parents are dead

3 Unable to see

4 An idea or plan put forward for consideration

5 Give ( money or goods ) for a good cause

6 Instruct (someone) as to how to do something

7 less developed in mind

8 unable to work in a normal way

9 people who are very young

UNIT 4: For a Better Communication

LESSON 2: LANGUAGE

I Objectives:

By the end of lesson, students will be able to:

- be familiar with vocabulary about body system

- pronounce some consonant clusters /pr/, /gl/, /pl/ and /gr/

- use “will” and “be going to” to talk about intentions, plans, and predictions.

- use passive voice correctly

II Teaching aids:

- Textbooks, CD, projectors

III Procedures:

Old lesson

checking

(5 minutes)

- Call a pair to act out the dialogue in

Vocabulary

(10 minutes) 1 Read the conversation in GETTING STARTED again Find

the adjectives ending with the following suffixes

- Ask Ss to read the conversation in GETTING STARTED again and underline or highlight the adjectives

ending with the following suffixes: -ed,

-ing, -ful and -less

Answer:

-ed: disadvantaged, interested, excited -ing: interesting

-ful: useful, helpful, meaningful -less: hopeless

- Check if Ss know the difference

between adjectives ending with -ed and

-ing, -ful and -less.

-ed: passive, feeling -ing: active, nature -ful: positive meaning -less: negative meaning

- Give examples if necessary

2 Use the words in brackets with appropriate endings from 1 to complete the following sentences

- Ask Ss to do the task individually first

- Check Ss’ answers and give explanations if necessary

Answer:

1 meaningless

2 interested

- Read the conversation in GETTING STARTED again and underline or highlight the adjectives ending with the

following suffixes: -ed, -ing, -ful and -less

- Say the difference between

adjectives ending with ed and

-ing, -ful and -less if they know.

- Do the task individually first

- Speak out the answers with explanations

Vocab review

by reading

3 hopeless

4 useful meaningless

6 exciting

5 excited,

Pronunciation

(10 minutes ) 1 Listen and repeat - Present words and how to spell /nd/, /

η/ and /nt/

/nd/ /η/ /nt/

spend sing spent land song lent

- Ask Ss to practice with more words in the book page 40

- Play the CD (with pauses)

- Ask Ss to take turns practice pronouncing the words in columns and

in rows in pairs

2 Practice saying the following sentences Pat attention to the pronunciation of the ending sounds / nd/, /η/ and /nt/

- Explain the requirements of the activity to Ss, highlighting the importance of pronouncing the ending sounds correctly in English, which is difficult for a lot of Vietnamese students because they tend to omit the final sound when they speak English

- Listen

- Listen and repeat

- Listen and check

- Listen and repeat

- Practice pronouncing in pairs

- Listen and repeat

- Listen and write /nd/, /η/ and /nt/ above the words that have the corresponding sound

pronounce and recognize the clusters /nd/, /η/ and /nt/

Grammar

(23 minutes) 1 Irregular past tense verbs - Explain the task Ask Ss to pay

attention to the time expressions in brackets and ask them to find the verb tense to go with these time expressions

- Ask Ss to do the task individually

- Check Ss’ answer Highlight the irregular past tense verbs

Answer:

- Do the task individually, pay attention to the time expressions

in brackets and ask them to find the verb tense to go with these time expressions

- Highlight the irregular past tense verbs

- Clarify 2 tenses

1 I wore jeans to school yesterday.

2 My sister and I bought a lot of clothes last summer.

3 My father read newspapers in bed last night.

4 My mother made my bed last Sunday

5 I wrote letters to my grandparents yesterday afternoon.

2 The past simple vs the past progressive with when and while

- Ask Ss to match 1-5 with a-e and complete the sentences in the past simple and the past progressive individually

- Check orally the whole class Ask Ss

to take turns reading the sentences aloud, then, write them on the board

- Give feedback

Answer:

1d: We were walking in the park when

it started to rain.

2c: While I was talking to a friend, the teacher asked me a question.

3e: We lost the keys while we were playing in the garden.

4b: We were sitting on the bench in the park when someone took our school bags.

5a: When the phone rang, I was having

a bath.

- Elicit Ss’ answers about the rules for combination of the past simple and the

past progressive using while and when

past simple: interrupting action, and past progressive: action in progress

- Match 1-5 with a-e and complete the sentences in the past simple and the past progressive individually

- Take turns reading the sentences aloud, then, write them on the board

- Speak about the rules for combination of the past simple and the past progressive using

while and when

- Retell what they’ve learnt

Lesson

Outcome

(2 minutes)

III Homework:

- Ask Ss to revise the use of present simple and present progressive the past simple and the past progressive

- Ask Ss to perfect Exercise 1 and 2 in Grammar part on their notebook