UNIT 6 COMMUNITY LIFE Lesson 1 1 – Vocab Listening 1 Objectives By the end of this lesson, students will be able to 1 1 Knowledge Practice and learn vocabulary for changes in the community increased.
UNIT 6: COMMUNITY LIFE Lesson 1.1 – Vocab & Listening Objectives By the end of this lesson, students will be able to… 1.1 Knowledge - Practice and learn vocabulary for changes in the community: increased, decreased, developed, moved away, rebuild - Practice listening for specific information - Practice functional English (Thanking someone politely) 1.2 Competences + General competences: improve Ss’ communication, collaboration, analytical and critical thinking skills + Linguistic competences: can use the words relative to the changes in the community; listening for specific information 1.3 Attributes - develop patriotism Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, projector or interactive, PowerPoint slides - Students’ aids: Student’s book, Workbook, Notebook Procedures A Warm up: minutes a Objectives: to raise the Ss’ awareness of the topic and get them ready for the lesson b Content: Warm-up In pairs: What you think needs to change in your neighborhood? c Expected outcomes: Ss can talk about the change in their community d Organization Teacher and Students’ activities Question Step - T writes/ shows the question What you think needs to change in your neighborhood? Step - Ss to work in pairs in minutes Step - T gets the answers from Ss Step - T checks the answers and leads to new lesson Target content Ss’ own answers B Presentation: 10 minutes a Aim: to prepare Ss for the listening activity by introducing the vocabulary b Content: New Words, task a, b Task a Circle the correct definitions for the underlined words Listen and repeat Task b In pairs: In pairs: Make sentences using the words in Task a c Expected outcomes: Ss can complete the tasks correctly using the words d Organization Teacher and Students’ activities Target content Task a Step Answer Keys - T gets Ss to read the definitions and then a b a the task individually b a b Step - Ss complete the task and then sharing the answers with a partner Step - T calls some students to give the answers on the board Step - T gives feedback and explains more if needed - Play the audio file and ask Ss to repeat in chorus and individually Task b Step Ss’ own answers - T asks Ss to work in pairs to make My friend moved away last year sentences using the words in Task a in The number of students in our school minutes is increasing Step We have to change our plan - Ss work in pairs He rebuilt his house after it was Step destroyed by afire - T calls some pairs give their answers The number of new decreased from Step 750 to 600 this year - T gives feedback and explains more if This place develop more and more needed modern C Practice: 15 minutes a Objectives: Ss can get the main content of the talk and improve Ss’ listening skill b Content: Listening, task a, b, c Task a Listen to Mr Jones talking about how his town has changed in the last thirty years Tick (✓) the picture which best shows the town in the past Task b Now, listen and answer the questions Task c Read the Conversation Skill box and listen to Task b audio again Number the phrases in the Conversation Skill box in the order you hear them Task d Listen and repeat c Expected outcomes: Ss can complete the tasks correctly d Organization: Teacher and Students’ activities Answer Keys Task a Picture A Step - T asks Ss to have a look at the two pictures And then elicit the information related to two pictures Step - T plays the audio file - T asks Ss listen and choose the correct answer Step - T asks Ss to share their answer with a partner - T calls Ss to give their answer Step - Check Ss’ answers and give feedback if needed Task b Step - T asks Ss to look at the questions, underline the key words - T asks Ss guess the answer Step - Ss study the questions, underline the key words - T plays the audio file and asks Ss listen and answers the questions Step - T calls Ss to give the answers Step - Check their answers Task c, d: Step - T haves Ss look at the Conversation Skill box before listening (one time) Step - T plays the audio file and asks Ss to number the phrases Step - T gets the answers Step - T checks and gives comment Answer Keys bigger cities The factories and coal power plant were closed The air younger people Answer Keys Thank you for helping (with my project) I really appreciate your help (with this) D Production: 10 minutes a Objectives: Ss can use the language and information in the real situation b Content: Listening, Task e Task e: In pairs: How has your town changed in the last five years? Why you think it's changed? c Expected outcomes: Ss can present the changes in the town and their reasons d Organization Teacher and student’s activities Target content Task e: Step Ss’ own answers - T gives two pictures relative to Thai Nguyen city past and now Give the question: “How has your town changed in the last years? And why you think it’s changed?” - T asks Ss to work in groups of or - T asks Ss to discuss the question in minutes Step - Ss work in groups and discuss the question - T monitor the class and help them if necessary Step - T ask some Ss to present their ideas Step - Give comment E Consolidation and homework assignments: minutes - Write a short paragraph about the changes in the town and their reasons - Do the exercises in workbook on page 32 - Prepare the next lesson: Lesson 1.2 - Grammar, (page 49) - Practice vocabulary UNIT 6: COMMUNITY LIFE Lesson 1.2 – Grammar Objectives By the end of this lesson, students will be able to… 1.1 Knowledge - practice and use The simple past passive correctly - improve writing skill 1.2 Competences + General competences: improve Ss’ communication, collaboration, analytical and critical thinking skills + Linguistic competences: improve writing skill 1.3 Attributes - develop patriotism Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, projector or interactive whiteboard, PowerPoint slides - Students’ aids: Student’s book, Workbook, Notebook Procedures A Warm up: minutes a Objectives: Ss revise the previous lesson and get them ready for the lesson b Content: Guess the pictures c Expected outcomes: Ss can revise the previous lesson and ready for the lesson d Organization Teacher and student’s activities Step - T shows pictures - T asks Ss look at them and answers the question “what is this?” - After that, T gives verbs and asks Ss to match them with the words from warm up part - And then, T asks Ss to work in pair to make a sentence with them Step - Ss this task Step - T calls some Ss give their answers Step - T checks the answer and lead in the lesson Target content Answer keys Green tea Square Supermarket Road Verbs: upgrade build widen change B Presentation: 10 minutes a Objectives: to prepare Ss for the writing activity by providing the form, meaning and use of the simple past passive b Content: Task a Listen and repeat c Expected outcomes: Ss can generalize the use of the simple past passive d Organization Teacher and student’s activities Target content Step 1 Meaning and use: - T reads the sentences and asks Ss to listen We can use the past simple passive when and repeat we don’t know or don’t care who did the - T asks Ss to practice the sentences with action their partner Form: Step S + was/were + Ved/PII + (by O) - Ss practice with their partner S + wasn’t/ weren’t + Ved/ PII + (by O) Step Was/Were + S + Ved/ PII? - T asks Ss to give the form, the meaning Note: and the use of the past simple passive or T We don’t usually use the passive with (if needed) increase or decrease Step e.g: The population was decreased last - Ss listen to the teacher and take note year The population decreased last year C Practice: 15 minutes a Objectives: to help Ss get used to using the grammar point and improve Ss’ writing skill b Content: Task b, and c Task b: Fill in the blanks with the past simple in the passive form of the verbs in brackets Task c: Look at the information about Notre Dame Cathedral in Ho Chi Minh City and write simple passive sentences c Expected outcomes: Ss can complete the tasks correctly d Organization: Teacher and student’s activities Target content Task b Answer keys Step 1 Were closed Was closed - T asks Ss to read the sentences before Were built filling the blanks individually Weren’t open Step Was developed - Ss read the sentences and filling the Was rebuilt blanks - T asks Ss to share their answers with a friend Step - T gets the answers from Ss Step -T checks Ss’ answers and give feedback if needed - T haves them practice the sentences with a partner Task c Step - T asks Ss to look at the picture and the information given -T gets Ss to write complete sentences individually, and then share the answers with a partner Step - Ss complete sentences individually and the share the answers with their partner Step - T calls some Ss to give the answers Step - T checks the answers Construction started: 1863 => Construction was started in 1863 Construction finished: 1880 => Construction was finished in 1880 Bell towers added: 1895 => Bell towers were added in 1895 Named Saigon Chief Cathedral: 1960 => It was named Saigon Chief Cathedral in 1960 Repairs to the cathedral started: 2017 => Repairs to the cathedral were started in 2017 D Production: 10 minutes a Objectives: to help Ss to use the language and information in the real situation b Content: Task d Task d: In pairs: Ask each other about Notre Dame Cathedral c Expected outcomes: Ss can ask answers about Notre Dame Cathedral d Organization Teacher and student’s activities Target content Ss’ own answers Task d: Step - T asks Ss to work in pairs to think about the questions to ask in minutes Step - Ss work in pairs and think about the question to ask their partner - T gets around to give help and take notes of some mistakes Step - T calls some pairs to talk to the whole class Step - T checks and gives comment E Consolidation and homework assignments: minutes - Write five sentences about the changes in your town using the simple past passive - Do the exercises in workbook on page 33 - Prepare the next lesson: Lesson 1.3 – Pronunciation & Speaking (page 50) UNIT 6: COMMUNITY LIFE Lesson 1.3 – Pronuciation & Speaking Objectives By the end of this lesson, students will be able to… 1.1 Knowledge - practice /kr/ and /kl/ sounds - talk about changes in the community 1.2 Competences + General competences: improve Ss’ communication, collaboration, analytical and critical thinking skills + Linguistic competences: improve speaking skill (talk about changes in the community) 1.3 Attributes - develop patriotism Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, projector / interactive whiteboard /TV (if any), PowerPoint slides - Students’ aids: Student’s book, Workbook, Notebook Procedures A Warm up: minutes a Objectives: to raise the Ss’ awareness of the sounds and get them ready for the lesson b Content: Jumbled words c Expected outcomes: Ss can recognize the pronunciation of the two sounds d Organization Teacher and student’s activities Target content Step Suggested answers - T gives Ss play a small game: Jumbled Jumbled words Keys words Step - T gives out handout Jumbled words Keys clsas aseincre clane thcloes chmero - T asks Ss to work in pairs to complete this task in minutes Step - T call some Ss to write their answers on the board Step - T checks the answers, calls some Ss to pronounce the words, and leads to new lesson clsas aseincre clane thcloes chmero class increase clean clothes chrome B Presentation: 10 minutes a Objectives: to prepare Ss for the speaking activity by introducing pronunciation of the two sounds b Content: Pronunciation, task b, c, d Task b Listen to the words and focus on the underlined letters Task c Listen and circle the words you hear Task d Take turns saying the words in c while your partner points to them c Expected outcomes: Ss can practice pronouncing of the two sounds correctly and naturally d Organization Teacher and student’s activities Task b Step - T gets Ss to look at the words in b - T plays the audio file and asks Ss to listen and repeat chorally and individually Step - Ss listen and repeat chorally and individually - T ask Ss to notice the pronunciation Step - T calls some Ss to read the words with the right pronunciation - T gives help if necessary Task c Step - T asks Ss to read the pairs of words before listening to them Step - T plays the audio file and asks Ss listen Target content Answer keys Law Rack Lap and circle the correct words Step - Ss give the answers Step - T check the answers Task d Step - T gets Ss to work in pairs to read the words Step - T set the time for the activity - T moves around to give help Step - Call some Ss to talk to the whole class Ss’ own answers C Practice: 15 minutes a Objectives: to help Ss get used to using the pronunciation of the two sounds and improve Ss’ speaking skill b Content: Practice and Speaking, task a Practice Take turns describing the changes in Gotham City Speaking, task a You’re working on a school geography project about how towns change In pairs: Student B, p 94 File Student A, add your own idea for Palshaw Post Offce to the table Ask Student B about Aston Speaking, task b Answer Student B’s questions about Palshaw c Expected outcomes: Ss can talk about changes in the community in a meaningful way d Organization: Teacher’s activities Students’ activities Practice Step Answer Keys - T asks Ss to have a look at the timelines Gotham City Timeline about a town and the information In 1984, the old city zoo was closed provided and elicit the information In 1989, a new road was built and bus Step services were increased - T asks Ss to practice describing in pairs In 1990, the new zoo was reopened and Step the new sports center was opened - T calls some pairs to talk to the whole In 1998, the factory land was developed class into the park Step In 2001, the new park was opened - T checks Ss’ answers and give feedback In 2017, the old market was damaged by if needed fire In 2018, the old market was closed In 2019, the development of shopping mall was started In 2020, the shopping mall was opened 10 In 2021, the new bus station was built Speaking, task a Step - T gets Ss to work in pairs and assign their part - T gets Ss to look at their part and add the needed information Step - Ss look at the table and add needed information - T gets around to assist Ss and note down some possible mistakes Step - T calls some pairs to talk to whole class Step - T checks Ss’ answers Suggestion answers A: Can you tell me about Aston Hospital? B: It was built in 1995, but it was destroyed by fire in 2005 Then the new hospital was opened in 2015 A: Thank you for the information A: Can you tell me about Aston School? B: It was built in 1990, and the number of school buildings increased in 2020 A: Thank you for the information A: Can you tell me about Aston Public Swimming Pool? B: It was opened in 2000, and it was developed into sports center in 2019 A: Thank you for the information Speaking, task b Step - T gets Ss to ask and answer in pairs Step - T gets the time for the activity - T gets around to assist Ss and note down some possible mistakes Step - T calls some pairs to talk to the whole class Step - T checks Ss’ answers and give feedback if needed Suggestion answers A: Can you tell me about Palshaw Cathedral? B: It was built in 1100, but it was damaged by fire in 1975 It was rebuilt in 1990 A: Thank you for the information A: Can you tell me about Palshaw Zoo? B: It was opened in 1850, but it was closed in 1960 It was reopened in 2021 A: Thank you for the information A: Can you tell me about Palshaw Supermarket? B: It was opened in 1990, but it was closed in 2017 It was developed into the shopping Task b: Now, read and circle True, False, or Doesn't say c Expected outcomes: Ss can read for general and specific information d Organization: Teacher’s activities Task a: Step - Ask Ss to read the two choices and underline the key words - Ask Ss to scan the text (twice) and choose the correct answer Step - Read the two choices - Read the passage and choose the best option Step - Give answer to T Step - Check Ss’ answers and give feedback if needed Task b: Step - T gets Ss to read and underline the key words in each statement - T asks Ss to read the passage again and circle the correct answer Step - Ss read and underline the key words in each statement - Ss read again and circle the correct answer - Ss share the work with partners Step - T calls some Ss to give the answers Step - T checks Ss’ answers Students’ activities Answer Keys to tell members how to use the center Answer Keys T T Doesn’t say F D Post – Reading: 10 minutes a Objectives: to help Ss to use the language and information in the real situation b Content: Reading -Task c Task c: In pairs: Do you think that all the rules are important? Are there any other rules that the sports center should have? c Expected outcomes: Ss can express their opinion about rules that the sports center should have d Organization Teacher’s activities Task c: Step - T asks Ss to work in pairs and discuss Students’ activities Ss’ own answers the question and give the reason for that in minutes Step - Ss work in pairs to discuss the questions - T moves around to assist Ss if needed Step - T asks some pairs to present their work Step - T listens and gives feedback E Consolidation and homework assignments: minutes - Write a list of rules in a sports center you know - Do the exercises in workbook on page 34 - Prepare the next lesson: Lesson 2.2 – Grammar (page 52) - Learn new words UNIT 6: COMMUNITY LIFE Lesson 2.2 – Grammar Objectives By the end of this lesson, students will be able to… 1.1 Knowledge - practice and use modals with passive voice correctly - improve writing skill 1.2 Competences + General competences: improve Ss’ communication, collaboration, analytical and critical thinking skills + Linguistic competences: improve writing skill 1.3 Attributes - develop patriotism Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, projector / interactive whiteboard /TV (if any), PowerPoint slides - Students’ aids: Student’s book, Workbook, Notebook Procedures A Warm up: minutes a Objectives: to raise the Ss’ awareness of modals with passive voice and get them ready for the lesson b Content: Sort the verbs into the correct columns c Expected outcomes: Ss can use modals with passive voice in their answers d Organization Teacher and student’s activities Target content Step - T shows a list of verbs and asks Ss sort the Answers keys verbs into the correct columns + Verbs: am, dance, can, are, fly, will, should, were, must, return, increase, may, was, belong To be Main Modal verbs verbs Step - Ss sort the verbs into the correct columns Step - T gets Ss’ answers Step - T check the answers, focus on modal with passive voice and lead to new lesson B Presentation: 10 minutes a Objectives: to prepare Ss for the writing activity by providing the form, meaning and use of the structure b Content: Task a Listen and repeat c Expected outcomes: Ss can generalize the use of modals with passive voice d Organization Teacher and student’s activities Task a Step - T asks Ss to make the sentence with the model verbs in warm up part Step - Ss make the sentence with the modals verb in warm up part - And then, T asks other Ss to change these sentences into the passive voice Step - Some Ss write their sentence on the board - Other Ss change these sentences into the passive voice - T gets Ss to give the form, the meaning, and the use of modals with passive voice or T does (if needed) Step - T gives feedback and haves Ss practice reading the sentence - Ss listen to the teacher and take notes Target content - Form: S + modals verb + be + Ved/PII + (by O) - Meaning and use: Modals like can, may, should, and must can be used with the passive voice to describe rules and recommendations when it is clear who they are for (e.g School rules are for students.) + We use must for rules which everyone has to follow Swimming caps must be worn in the pool + We use should for advice and recommendations People can follow them if they choose to Money should be kept in the lockers + We use can and may to express possibility and choice May is more formal and polite than can Tennis equipment can be rented from the front desk C Practice: 15 minutes a Objectives: to help Ss get used to using the grammar point and improve Ss’ writing skill b Content: Task b, and c Task b: Decide if the sentences express necessity or possibility, then fill in the blanks Task c: Write passive sentences Use the prompts c Expected outcomes: Ss can fill in correct answer in each sentence and write sentences using modal with passive voice correctly d Organization: Teacher’s activities Task b: Step - T asks Ss to study the sentences, decide the function of the sentence, fill in the blanks, and share them with a partner Step - Ss read the sentences, decide the function of the sentence, and fill in the blanks - Ss share the answers with a partner Step - T calls some SS write the answers on the board Step - T checks Ss’ answers Task c: Step - T asks Ss to write sentences using the prompts and the modals with passive voice Step - Ss write sentences using the prompts and the modals with passive voice - Ss share the answers with a partner Step - T calls some Ss go to the board to write the answers Step - T checks Ss’ answers and give feedback if needed D Production: 10 minutes Students’ activities Answer Keys must be shown must/should be worn can/may be booked can/may be rented must/should be kept must/should be returned Answer Keys Member cards must be shown to borrow books Tennis equipment can be rented from the front desk Swimming caps must be worn in the swimming pool at all times Lockers should be used to keep money safe Books should be returned to the front desk by library members Can the swimming pool be booked for children’s parties? a Objectives: to help Ss to use the language and information in the real situation b Content: Task d Task d: In pairs: Talk about rules and things you can or can't at your school c Expected outcomes: Ss can talk about school rules using modals with passive voice d Organization Teacher’s activities Students’ activities Task d: Step Ss’ own answers - T asks Ss to work in pairs and discuss the question in minutes Step - Ss work in pairs and discuss the question - T gets around to give help and take notes of some mistakes Step - Call some pairs to talk to the whole class Step - T checks and gives comment E Consolidation and homework assignments: minutes - Write your home rules using modals with passive voice - Do the exercises in workbook on page 35 - Prepare the next lesson: Lesson 2.3 – Pronuciation & Speaking (page 53) UNIT 6: COMMUNITY LIFE Lesson 2.3 – Pronunciation & Speaking Objectives By the end of this lesson, students will be able to… 1.1 Knowledge - practice final /ts/ sound - talk about rules 1.2 Competences + General competences: improve Ss’ communication, collaboration, analytical and critical thinking skills + Linguistic competences: Ss can talk about rules 1.3 Attributes - develop patriotism Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, projector / interactive whiteboard /TV (if any), PowerPoint slides - Students’ aids: Student’s book, Workbook, Notebook Procedures A Warm up: minutes a Objectives: to raise the Ss’ awareness of the final /ts/ sound and get them ready for the lesson b Content: Who is faster? c Expected outcomes: Ss can have a general view of the final /ts/ sound d Organization Teacher’s activities Students’ activities Who is faster? Step Ss’ own answers - T shows some pictures and asks Ss to raise their hand to answers question “what Shirt => shirts is this” Tent => tents Picture Sports Racket => rachets Picture Picture Picture Step - Ss look at the picture and quickly give answers Step - T checks the answers, and lead to new lesson - T asks Ss to Change into plural nouns and asks Ss focus on the final /ts/ B Presentation: 10 minutes a Objectives: to prepare Ss for the speaking activity by introducing the final /ts/ sound b Content: Pronunciation, task b, c, d Task b Listen to the words and focus on the underlined letters Task c Listen and cross out the word with the wrong sound c Expected outcomes: Ss can make the final /ts/ sound correctly and naturally d Organization Teacher and student’s activities Target content Task b Step - T asks Ss look at the words provided - T plays the audio file and ask Ss to listen and repeat chorally and individually - Ask Ss to notice the final /ts/ sound Step - Ss listen to the audio file and repeat - Ss notice the final /ts/ sound Step - T calls some Ss to pronounce the words