Time Steps Work arrangement The present participle of most verbs has the form V+ ing and is used in the following ways: a.. after verbs of movement / position in the pattern: verb
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arrangement
The present participle of most verbs has the form V+
ing and is used in the following ways:
a as part of the continuous form of a verb
Example:
- Lamworking
- She was dancing
b after verbs of movement / position in the pattern:
verb + present participle
Example:
- My mother used to go shopping everyday
- He came running towards me
This construction is particularly useful with the verb ‘to
go’, such as go diving, go fishing, go swimming
c After verbs of perception in the _ pattern:
verb + object + present participle
Example:
- I heard someone playing the guitar
- I can smell something burning!
NOTE: There is a difference in meaning when such a
sentence contains a bare-infinitive rather than a
participle The infinitive refers to a complete action, but
the participle refers to an incomplete action, or part of
an action
Compare:
- I heard Mai playing the piano (= she had started
before I heard her, and probably went on afterwards)
- I heard Mai play the piano (= I heard her complete
performance)
d as an adjective
Example:
¥ It was an interesting film
¥ It's a bit worrying when the police stop you
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e with the verbs spend and waste, in the pattern:
verb + time / money expression + present participle
Example:
I spend two hours a day travelling to work
Don't waste time playing computer games!
They've spent $4,000 buying that watch
f with the verbs catch and find, in the pattern:
verb + object + present participle:
With catch, the participle always refers to an action
which causes annoyance or anger:
- If I catch you stealing my apples again, I'll tell your
parents
This is not the case with find, which is unemotional:
- We found our dog lying in the bathroom
- They found their mother sitting in the garden
g to replace a sentence or part of a sentence:
When two actions occur at the same time, and are done
by the same person or thing, we can use a present
participle to describe one of them:
1 He sang to himself He walked down the road «+
Singing to himself, he walked down the road
When one action follows very quickly after another
done by the same person or thing, we can express the
first action with a present participle:
2 He put on his coat and left the house =.Putting on
his coat, he left the house
The present participle can be used instead of a phrase
starting as, since, because, and it explains the cause or
reason for an action:
3 Feeling tired, he went to bed early (= because he felt
tired )
4 Knowing that she likes roses, he gave her a bunch of
red roses on her birthday
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arrangement
b Practice
Exercise 2
— T asks Ss to do exercise 2 in pairs
— T asks them to compare answers with another pair
— T calls on some Ss to go to the board to write their
answers
— T asks other Ss to feedback and gives correct answers:
e burning / rising 5 preparing
— T teaches / reviews the form and uses of perfect gerund
and perfect participle T might give Ss the handout below:
1 Perfect gerund:
- Form: having + PII (having seen, having worked )
- Use:
+ The perfect gerund can be used instead of the present
form of the gerund when we are referring to a past action
Example:
He was accused of deserting his ship = He was accused
of having deserted his ship
However, the perfect gerund is used to emphasize
completion in both the past and the future
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— Use:
+ The perfect participle can be used instead of the present
participle when one action is immediately followed by
another with the same subject
Example:
Switching off the lights, we went to bed = Having
switched off the lights, we went to bed
+ The perfect participle emphasizes that the first action 1s
complete before the second one starts
Example:
She bought a bike and cycled home — Having bought a
bike, she cycled home
+ The perfect participle is, however, necessary when there
is an interval of time between the two actions
Example:
Having failed twice, he didn't want to try again
+ It is also used when the first action covered a period of
time
Example:
He had been living there for such a long time that he
didn't want to move to another town — Having lived there
for such a long time, he didn't want to move to another
— T asks Ss to do Exercise lindividually and then
compare their answers with another student
— T calls on some Ss to read out their answers
— T elicits peer correction and gives correct answers if
necessary
Answers:
1 having 4 Having tied
2 Having been 5 Having read
3 having been 6 having taken Individual
work & whole class
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arrangement
Production: Describing a park
— T shows the Ss the following picture and asks Ss to
work individually in three minutes to write a short
description of the park in the picture The student who
writes the longest description and use the most gerunds
and participles will be the winner The winner will read
out his / her description and other Ss give comments Ss
may use the given sentence to begin their description: Jt
was a nice Sunday yesterday, and when I went to Green
Park, the biggest park in the town, there were a lot of
people
Suggested description:
1 saw some people walking leisurely on the grass while
some others were lying, talking to one another Many
young people were sitting on the grass to enjoy the sun,
while some old people were sitting under big umbrellas,
reading their books In the far corner, I could see some
children and their parents eating their picnic lunch At
that time I wished to have my family with me so that we
could enjoy the peaceful moment together
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Trang 6— For homework, Ss review the points that have been
covered in the lesson and do the extra exercises
EXTRA EXERCISES
I Complete the sentences with the gerund form of the verbs in parentheses
1 I can't help (feel) wotried about the situation in the
2 I think most people prefer (ride) in comfortable cars to (walk)
3 She loves (swim) in the lake
4 Don't keep on (shout) like that; you will wake up your mother
5 I enjoy (rest) n the afternoon after (try) to finish (do) my English homework
IT Rewrite the sentences replacing the italic part with a present participle or a perfect participle
s She was talking to her friend and forgot everything around her
s Since we watch the news every day we know what's going on in the world
" They are vegetarians and don't eat meat
" The boy asked his mother's permission and then went out to play
# As he had drunk too much, he didn't drive home himself
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Talking to her friend, she forgot everything around her
Watching the news every day, we know what's going on in the world Being vegetarians, they don't eat meat
Having asked his mother's permission, the boy went out to play Having drunk too much, he didn't drive home himself
Trang 8By the end of the lesson, Ss will be able to:
— Develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context
— Use the information they have read to discuss illiteracy issues
5' | — T writes the word "ILLITERACY" on the board Group work
— T divides the class into groups of 10 and introduces the & Tế
class
game: The groups should generate as many words related
to this word as possible in 5 minutes
— T divides the board into as many sections as the number
of groups is When time is up, T calls on the
representative of each group to come to the board and
write their list Then T gets the whole class to count Each
correct word gets one point Which group has more points
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Suggested words:
Illiteracy rate, literacy rate, ethnic minority groups,
poverty, mountainous areas, remote areas, reading and
writing, eradicate / eliminate illiteracy, _ illiterate,
volunteer teacher, drop out, primary education,
compulsory education, low-income families
BEFORE YOU READ
7 |—T gets Ss to work in pairs and try to make sense of the Pair work picture on page 56, using the given prompts & whole
— T calls on some Ss to describe the picture If Ss have
difficulty talking about the pictures, T may elicit their
answers by asking questions and giving prompts E.g.:
What can you see in the picture? Who is the teacher?
What about the students? Where do you think the class is
taking place? etc Ss should give reasons for their answers
— T checks with the class and asks Ss to guess what they
are going to read about
Suggested answers:
This is a class for ethnic minority children in a
mountainous area Perhaps the class takes place in the
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morming because I can see the sunlight outside The
children are listening very attentively to their teacher, who
is wearing a soldier's uniform Maybe he's a border soldier
and works as a volunteer teacher There is only one
textbook for each desk It seems that this is a very poor
area because the class is poorly equipped and the children
are wearing old clothes
— T introduces the topic of the lesson: Illiteracy
WHILE YOU READ
T | Set the scene: You are going to read about education in Individual mountainous areas and do the reading tasks that follow work, pair
work &
— T gets Ss to read the passage silently and then do Task
1 T may write the given phrases on the board (1.e family
planning, farming techniques, etc.) and asks Ss to go back
to the passage to locate and read around these phrases so
that they can guess their meanings For example, the
phrase "illiteracy eradication" found in lines 3 and 5 may
refer to "teaching people to read and to write" Ss can
understand this meaning thanks to the idea that 6% of the
population was able to read and write, so more work
needs to be done to solve this problem
— T checks Ss' understanding of the phrases by calling on
some Ss to tell their equivalents in Vietnamese
— T checks the answers with the whole class and gives
corrective feedback
—T might want to get Ss to make sentences with
important vocabulary items such as "eradicate illiteracy",
"farming techniques"
Answers:
1 Pho cập giao duc tiểu học
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3 Xod mu chit
4 K¥ thudt canh tac
5 Ké hoach hod gia dinh
TASK 2
individually and then find a peer to compare their answer | work, pair with If Ss cannot do the task without reading the passage | work & again, T might want to give them some time to re-read the | whole class
passage
— T might also want to give Ss some strategies to find the
main idea of the passage:
+ Ss should read the text carefully and try to summarize it
in the Ss' own words
+ Then Ss search through the list of main ideas provided
in the task to find the most suitable one
+ Ss should make sure the main idea chosen sums up the
entire text and not just one idea within it
— T calls on some Ss to give their answers and asks other
Ss to say whether they agree or disagree
— T gives feedback and the correct answer:
Answer: D
(Option A is too general; Options B and C are too
specific)
TASK 3
8' | — T checks if Ss can answer the comprehension questions | Individual
in TASK 3 without having to read the passage again Ifs | work, pair cannot, T gets them to read the questions carefully and| work &
reminds them of the tips to do the task:
+ First, Ss should skim the five questions to understand
them As Ss do this they: whole class
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e underline the key words to decide what information they
need to find in the text
e look for questions words like "why" which indicates Ss
should read for specific thing like a reason
+ Then they should go back to the passage and locate the
key words in the passage
+ Then they should read around the key words carefully to
find the answer
— T gets Ss to check their answers with a peer
—T calls on some Ss to write their answers on the board
and ask them to explain their choices
— T gives the correct answers:
Answer:
1 94% of the population (line 1, paragraph 1)
2 The campaign for illiteracy eradication (lines 1 — 2,
paragraph 2)
3 600 in 2000 (line 3, paragraph 2) and 800 in 2001 (lines
5 — 6, paragraph 2)
4 They willingly / voluntarily spent their vacations
teaching ethnic minority illiterate people to read and
write (lines 3 — 4, paragraph 3)
5 Illiteracy will soon be eradicated (lines 5 — 7, paragraph 4)
AFTER YOU READ
— T introduces the task: Ss work in small groups of 3 or 4 & whole and discuss the question "How to help illiterate people in class
the disadvantaged areas to read and write?"
— T reminds Ss of some structures that can be used for
giving suggestions e.g "perhaps we could", "we might
want to ", "How about ", etc
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—T provides Ss_ necessary vocabulary such as
"poverty-stricken areas", "sense of responsibility and
duty", etc
— T goes around to check and offer help
— T calls on the groups to tell and explain their answers
— T gives corrective feedback
Suggested Answer:
Many people (children and adults) in disadvantaged areas
(e.g remote, poverty-stricken areas) do not have a chance
to go to school To help them participate in the society,
along with other things (e.g improving their knowledge of
their rights and responsibility), we need to teach them
how to read and write We could do this by:
+ Opening schools / upgrading schools in these areas
+ Sending teachers / volunteer teachers there
+ Buying books for students
+ Providing individual assistance to students
+ Give financial rewards to families that send their
children to school
+ Training local people to be teachers who will help their
own people
WRAPPING - UP 3" | — T summarises the main points of the lesson Whole class
— For homework T asks Ss to learn by heart the new
vocabulary and make sentences with them
EXTRA ACTIVITY
Read the article and answer the T / F questions
Illiteracy Rate Around the World
It 1s estimated that 875 million adults are illiterate worldwide Nearly two- thirds of them are women
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