giáo án anh 8 thí điểm unit 2

Nguyen Huy Tuong Secondary school Preparing date: 5/ /2016 Period 9: Planning lesson UNIT Life in the countryside Section Getting stared - It’s harvest time I Objectives - Introduce the topic of the unit “ Life in the countryside” - Use the lexical items related to the topic “ Life in the countryside” - Pronounce correctly words containing the clusters /bl/ and /cl/ - Use the lexical items related to the topic of life in the countryside - Use comparative forms of adverbs of manner II Teaching aids - Pictures/ Flashcards - The Student’s book - Recording III Procedures Teacher’s activities Students’ activities Warm up(5’) * Review the previous unit by calling on some Ss to act out some One St act out an activity leisure activities The class makes a guess Then ask Ss to decide the class makes a guess which leisure activities are more common in the countryside and why - Write the word "countryside" on the board -Find out the most common leisure activity in the countryside -Braistorm ideas Barnstorm words and phrases describing activities which take place -Compare the city with the in the countryside countryside For more advanced classes, some comparisons of the countryside and the city can be encouraged here Presentation(5’) Act *Ask Ss to look at the title of the conversation and the picture and -Look at the tilte and the ask them some prediction questions about what they are going to picture read -Predict the answers The questions may be: What is the conversation about? Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Which season is harvest time in? What you think the countryside is like at harvest time? What the farmers do? What the children do? - Encourage Ss to answer the questions Their answers can be as simple as one word or phrase - Play the recording Ss listen and read - Ask Ss if their predictions are correct Practice(20’) Act 1a *Have Ss work independently - Ask them to read the sentences and decide if they are true of false - Have Ss correct the false sentences - T writes the correct answers on the board Key 1a: T F F T T Planning lesson -Listen and check the predictions -Read the sentences and compare answers with a partner Act 1b * Ask Ss to look at the words in the box and make sure they understand their meanings If they don’t, ask them to refer to the conversation and have a guess -Ask Ss to try to answer the questions without referring to the conversation first - Have Ss refer to the conversation again for the correct answers -Answer the questions in b - Correct answers Correct the answers as a class Key 1b: He's in the countryside Right on his first day there -Ss read the sentences/ It's big and colorful compare answers His grandfather He means that he wishes he were in the countryside too Act 1c * Ask Ss to look at the words in the box and make sure they understand their meanings - If they not, ask them to refer to the conversation and have a guess - Ask them to the exercise - When they finish, ask them to check their answer with their partner Key 1c: colorful move slowly harvest time paddy field herding buffalo-drawn cart Act 1d * Have Ss work in small groups to discuss and tick the correct box and look for expression (s) to support their answer *Suggested answers: Suggested answers: He likes it … it's more exciting than I expected' Vũ Thị Kim Oanh -Ss look at the words, check the meaning/ guess the meanings - Complete Ex 1c - Check answers with partners -Work in small groups - tick the correct box based on the expressions from the conversation School year: 2016 - 2017 Nguyen Huy Tuong Secondary school 'It (the kite) looks great up there in the sky' 'I live more happily here, and there's still a lot more to explore' Act *Have Ss work independently to label the pictures - Have Ss compare their answers with a partner - T writes the correct answers on the board Key2: e f a c 5.d b Act3 *Let Ss work in pairs to brainstorm some more countryside activities - Give Ss a time limit, for example, two minutes to make their lists - Call on each pair to share their list with the class - T writes the combined list of activities on the board and leaves it there to be used in the next activity - Before moving on, T makes sure everybody understands all the vocabulary on the board * some things children in the countryside - climb trees - go swimming in the river - fly kites - cut grass - pick up wild flowers Production(5’) * Game: Countryside charades * T divides the class into two teams for this game They can give themselves a relevant team name such as the 'horses' and the 'buffaloes' - Have Ss play charades with the countryside activity vocabulary from Activity and the Ss' list on the board To increase the fun element, give the teams a time limit of 10 seconds to guess the activity before it moves to the other team T keeps score on the board and announces the winning team at the end *Game - The teacher whispers an activitiy to one person from team - This person mines the activity for their team to guess - If the team guesses incorrectly, team can try - The team take turns until all the activities have been mined Homework(5’) - Translate “ Listen and read” into Vietnamese - Listen the recording “ It’s harvest time” at home -Prepare “A closer look 1” Vũ Thị Kim Oanh Planning lesson -Ss match the activity with the picture -Ss work in pairs and braistorm some things children in the countryside -Play the game -The team with the most points wins Copy down School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Planning lesson Preparing date: / /2016 Period 10: UNIT Life in the countryside Section 2- A closer look I Objectives - Present and practice the vocabulary and pronunciation of the topic of Unit “ Life in the countryside” - Extend and practise vocabulary related to the topic “ Life in the countryside” - Use the lexical items related to the topic of life in the countryside - Pronounce correctly words containing the clusters /bl/ and /kl/ II Teaching aids - Pictures/ Flashcards - The Student’s book - Recording III Procedures Teacher’s activities Students’ activities Warm up(5’) *Remind Ss of the vocabulary they learnt in Getting Started before -Remember the words moving on to this lesson which focuses on words describing the countryside.(Slap the board/ Brainstorm) *Words/Phrases - flying the kites - hearding the buffaloes - riding a horse - drying the rice - loading the rice - riding the buffalo- drawn cart - swimming in the river - picking up the black berries Vocabulary(15’) Act1 Audio script: slow colorful friendly brave boring inconvenient peaceful 10 nomadic hard vast *Have Ss listen to the recording and repeat the words Make sure that they pronounce the words with the correct stress patterns - Check understanding of these words - Elicit ideas from the Ss Say, for example, "Give me an example of something vast" - Go through all the words in this way to make sure everyone understands them Act *Have Ss work individually to Ex2 -Listen and repeat the words -Remember the meaning of words: vast; field; sky; nomadic; -put the words in into the appropriate category(There may be some variations in - For a more able class, encourage Ss to explain why they choose the answers ) that word for the category - Ss compare their answers Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Key 2: To describe… Words people friendly, brave, boring, nomadic, colorful life slow, hard, boring, inconvenient, peaceful, nomadic, colorful scenery colorful, vast, peaceful Planning lesson with a partner and then discuss as a class Act * Make sure Ss understand the meaning of the verbs first There may be some confusion about the difference between 'pick' and 'pick up' Explain that 'pick' is the specific verb used for collecting fruit, vegetables or flowers though the action is the same as the - Match the nouns/ noun phrases in the box with each more general term 'pick up' verb -Let Ss work independently or in pairs to the Ex3 - When they have finished, let them exchange their answers with a partner/ another pair - T elicits the correct answers Key 3: ride a horse, a camel, put up a tent, a pole collect hay, water pick wild flowers, apples herd the buffaloes, the cattle Act *Have Ss use the vocabulary they have learnt in activities and (1 for adjectives and for verbs) to this exercise - Ask Ss to look at the sentences and decide if an adjective or a verb is missing This narrows down the area of words they need to refer to - Check the answers as a class Key 4: picking inconvenient, collect herd ridden, brave peaceful nomadic /nou'mædik/ vast put up, hard Pronunciation(15’) *Introduce the two clusters: /bl/ and /cl/=/kl/ Act Ss listen and repeat Pause the recording to drill difficult items Have Ss say the words individually or in small groups Act Have Ss listen and circle the words Have Ss the activity in pairs and challenge each other to choose the correct words *Audio script 6: blame blast blue Vũ Thị Kim Oanh Ss use the vocabulary they have learnt in activities and (1 for adjectives and for verbs) to this exercise - Ss then complete the sentences by themselves -Listen to the T’s explaination -Listen and repeat words in -Pay attention to the initial clusters -Listen and circle the words School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Planning lesson clock close Act Have Ss look at the sentences and underline the words with clusters /bl/ and /cl/ first Ss then listen and repeat -Listen and repeat Audio script Act 7: -Underline the words with The wind is blowing so hard /bl/ and /kl/ These people have climbed to the top of the mountain The tree is in full bloom Look at the clear blue sky Blind people can read with Braille Homework(5’) A Phonetic 1,2,3 (page 10) B Vocabulary1 Preparing date: / /2016 Period 11 Vũ Thị Kim Oanh Unit Life in the countryside Section - a Closer look School year: 2016 - 2017 Nguyen Huy Tuong Secondary school I Objectives *By the end of this period, Students can - Use the lexical items related to the topic of “Life in the countryside” - Use comparative forms of adverbs of manner II Teaching aids - Pictures/ Flashcards - The Student’s book - Recording III Procedures Teacher’s activities Warm up(5’) *Use the adjectives to complete the sentences “ vast; inconvenient; friendly; quiet; safe, slow” 1.I love people in my village They are so and hospitable I sometimes lie and watch the .movement of the cloud Don’t worry It’s to travel here, even at night 4.It’s so to send a letter from my village Be There’s an exam going on I love the sky on the starry nights Comparative forms of adjectives: review(15’) Act * Remind Ss of comparative forms of adjectives learnt in previous lessons by asking questions like -"Which river is longer, the Mekong or the Red River?", - "Who is the tallest boy in our class" *Let Ss exercise - Go round and help Ss if necessary Ss exchange their answers - Check as a class and write the answers on the board with the full forms of comparisons - Keep them for later reference when the comparative of adverbs is taught Key 1: higher easier better more exciting more convenient happier more friendly fast safer 10 best Comparative forms of adverbs (20’) * T first revises the different use of an adjective and an adverb - For example, T writes "Life in the city is slow/ slowly" an "He is moving slow/ slowly" for Ss to choose the right word for each sentence - T then introduces the comparative form of adverbs by changing the second sentence to "He is moving more slowly than before" - Elicit the form of comparative from Ss before letting them read number in the table Comparative forms of adverbs “more/less +adverb +than” is the form of comparative for almost adverbs of manner ending in “ly” Vũ Thị Kim Oanh Planning lesson Students’ activities Ss complete the sentences 1.friendly slow safe inconvenient quiet 6.vast -Ss answer the questions as well as remember the forms of comparatives -Ss exchange their answers -Complete the passage -Remember the use of adj and adv -Listen to the T’s explaination School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Ex: Can you walk more slowly?- I can’t catch up with you - Hanh acts less responsibly than anyone here 2.“Adverb +er (than)” is the form of comparative for advs of manner with the same form as adjs Ex: fast=> faster; hard=> harder; early=> earlier; late=> later; 3.Some irregular form of adverbs of manner Ex: Well => better Badly=> worse Eg: I believe you will better in the next test - T then introduces comparatives of irregular adverbs like fast, hard, late, early, well and badly Let Ss read numbers and in the table Act 2-3 These exercises can be done after T introduces comparatives of different adverbs (number 1-2-3 in the table) Ss the exercise individually T checks as a class Act Answer key: more slowly more soundly less traditionally more generously more easily better *Key better faster later harder worse earlier Alternative: *Let Ss exercise after the introduction of comparatives of regular adverbs, and exercise after the introduction of irregular adverbs *Have Ss Exercise independently and check the answers as a class *Key more optimistically more popular less densely populated more quickly more easily better Planning lesson -Pay attention to the form and read the table -Read the table 2&3 Do exercise 2&3 complet the sentences with suitable comparative form of the adverbs - Ss to concentrate more on the practice of each group of adverbs instead of trying to remember a lot of rules before actually doing the exercises - Ss underline the correct comparative forms of adv to complete the sentenses -write the answer to the questions - check as a class and write the correct sentences on the board Act *Have Ss this exercise independently - Walk around and help Ss who have difficulty writing the answers -Let Ss then check their answers with a partner - T check as a class and write the correct sentences on the board, Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school underlining the comparatives Key 5: The countryside is more peaceful (than the city) A computer works faster at calculus (than a human being) Life in a remote area is harder (than that in a modern town) Ho Chi Minh City is more expensive (than Hue) A buffalo can plough better (than a horse) 4.Homework(5’) – Give Ss exercise B5,6,7 in Notebook page5 B5.Some of the comparison in these sentences are incorrect Tick them and then correct them B6 Use the adjectives in braskets in their correct form of comparison to complete the sentences B7 For each, choose the correct sentence A or B Planning lesson Write down Preparing date: 10 / /2016 Period 12 I Objectives *By the end of this period, Vũ Thị Kim Oanh Unit Life in the countryside Section Communication School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Planning lesson - Help Ss use the functional language in everyday life contexts and consolidate/kən'sɒlɪdeɪt/ what they have learnt in the previous sections about the topic: “ Life in the countryside” + Use the words related to “Life in the countryside” – The countryside through visitor’s eyes + Read the posts on “Holiday in the countryside” II Teaching aids - Pictures/ Flashcards - The Student’s book - Recording III Procedures Teacher’s activities Students’ activities 1.Warm up(5’) Ss use the adjectives in *Use the adjectives in their correct form of comparisons their correct form of A village is much a city in size.(small) comparisons A city has activities than the countryside.(interesting) 1.smaller The city offers more service It’s much the countryside 2.more interesting than (convenient) more convenient than Some people think that county folk are city people.(friendly) more friendly *Introduction Ss listen to the T’s - Introduce about online posts and common features of social media intrduction about online posts sites *This page looks at online posts, which are common features of social media sites They allow people to review things or give their opinions about things They also allow others to respond to the posts with their own opinions As such, an online dialogue occurs The writing style of online posts is usually short, informal and honest or direct Presentation(10’) * T refers to the words in the Extra vocabulary box Ask Ss if they know their meanings If they don't, wait until Ss have done the reading Then ask them to guess the meaning of each word in context Vocabulary: disturbe (v) : làm yên tĩnh, làm náo loạn -Look at the new words in - disturbing (adj) : làm cho cảm thấy phiền Extra vocabulary and guess beehive: ['bi:haiv / : tổ ong the meanings experience (n,v) : trải nghiệm, kinh nghiệm Act1 * Explain that Ss are going to read some online posts from people all -Look at the online posts “ over the world Elicit from the Ss where these people live the countyside through - Establish that they all live in big cities They are talking about visitors’ eyes.” their experiences of staying in the countryside They all have very -Talk about the experience of different opinions of the experience staying in the countryside Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Practice(15’) - Ask Ss to read the posts - Check that everybody understands the meaning of each post before moving on Act *Have Ss the exercise independently Ask them to look for expressions which help them decide their answers - Then ask Ss to compare their answers with a partner and discuss any differences - Then check the answers as a class Key Positive Neutral Negative Dennis from London √ Julie from Paris √ Phi run from Phnom Penh √ Yumi from Seoul Emi from Tokyo Lan from Ha Noi Bob from Hong Kong √ √ √ -Read the posts on “Holidays in the countryside” -Do Ex2, tick the appropriate box -Ss compare their answers and check √ √ Production(10’) Act *Put Ss into groups of between five and seven - Explain that now they have a chance to reply to each post with their own opinions *Suggested opinion: Binh: The cost of living in the countryside is lower than in the city Huong: The people in the countryside are more friendly than people in the city - Hand out a piece of blank paper for each post - Have the groups write the name of each post at the top, e.g Bob form London -Each student writes a short reply to a post and then passes the paper to the person on their left They take the next paper from the person on their right They read the reply and then add their own Continue passing the papers around until everyone has replied to every post - If time is short, Have Ss the replies to three or four posts - Encourage Ss to choose a variety of posts with different attitudes Ss write down their replies Then ask each group to read out one of their reply chains to a post and discuss it as a class 5.Homework(5’) - Give Ss Exercise C1,2(page 12) * Guideline - C1a Say the definition and match them with the correct words C1b Match complete the definitions from the information in 1a and practise saying them aloud C2 Choose one of the words below and make a mini talk in which the word is used Vũ Thị Kim Oanh Planning lesson Ss work in groups of between five and seven - student writes a short reply to a post and then passes the paper to the person on their left -Ss read the reply and then add their own -Continue passing the papers around until everyone has replied to every post -Ss can the replies to three or four posts - Ss refer to the examples as models for their answers Write down School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Planning lesson Preparing date: 10 / /2016 Period 13 UNIT Life in the countryside Section SKILL I Objectives - Read for specific information about an unusual lifestyle in the countryside - Talk about what people like or dislike about life in the countryside II Teaching aids - The recording - Flashcards/ Pictures - Student’s book III Procedures Teacher’s activities Students’ activities Warm up(5’) - Verbs with nouns that go together, circle the one noun which *Circle the noun doesn’t go with the verb Pre-reading(10’) * T writes the phrase 'Gobi Highlands' on the board and asks Ss if Ss brainstorm what they know about this country and they know what and where it is its people -Write the word Mongolia next to it - If possible, T shows Ss some pictures and asks Ss to pick the ones they think are of Mongolia While – reading(10’) Act *Ask Ss to read the headings first and make sure they understand their meanings -Ss read the headings and make sure to understand their meanings -Have Ss read each part of the passage and choose the correct -Ss read each part of the passage heading for it - If time allows, ask Ss to underline the words/phrases which help them make their decision - Ss underline the words/ -Let Ss exchange their answers phrases Key 1: - Ss exchange their answers The importance of cattle to the nomads The nomads' home Nomadic children's lives - Allow Ss some time to explain to one another about their choice - T checks the answers as a class Act Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school * Ask Ss to read the passage again and underline the words (a-e) They then try to guess the meanings of these words, based on the context - Let Ss complete the task independently Key 2: 1.b 2.d 3.e a c Act * May be let Ss read the passage again or not - Ask them to read the questions and the exercise indepently - T may guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given Key3: 1.A 2.C 3.A 4.B B 6.D Planning lesson - Ss to read the passage again and underline the words -Ss complete the task independently -Ss may be able to remember the main information of the passage without having to reread it 4.Post – reading - Speaking(15’) Act *Let Ss refer to the passage and underline at least one thing they Ss should individually refer like about Mongolian nomadic life and one thing they don't like to the passage and underline at least one thing they like about it about Mongolian - Then ask Ss to start the interview; one asks and one answers, based on the facts they have underlined - Encourage them to follow up and talk about as many different details as possible - To follow up, T can ask some pairs to report on their likes and dislikes - T can make two lists of their likes and dislikes on the board and see which ideas are the most common Act * Let Ss move from talking about nomadic life to the countryside in Vietnam -Have Ss work in pairs, discussing which two things they both like and which two things they both dislike They can make a list in order to report to the class later - For more advanced Ss, and if time allows, let the whole class listen to each list and discuss what they think about these lies/dislikes *Suggested - I like the countryside because it’s quiet The air is fresh The people are very friendly - The things I dislike about the countryside is Homework(5’) Give Ss exercise D1 (page 13) Vũ Thị Kim Oanh -work in pairs, interview the partner: S1: What you like about their nomadic life? S2: Well, the children learn to ride a horse S1: And what don’t you like about it? S2: They can’t live permanentlyin one place Report: - The thu=ing I like/ dislike about Monolian nomadic life is -Ss work in pairs, discussing which two things they both like and which two things they both dislike Write down School year: 2016 - 2017 Nguyen Huy Tuong Secondary school * Guideline D1: Read the passage D1a:Choose the correct heading for each paragraph D1b: Find word/phrase from the passage which matches the definition D1c: Choose the best answer D2 Read the interviews D2a Choose the right person who does the activities Write his name next to each activity D2b Answer the questions in their full form Preparing date: 13 / /2016 Period 14 Planning lesson UNIT Life in the countryside Section SKILL I Objectives -Listen for specific information about changes in the countryside -Write a short paragraph about changes in the countryside II Teaching aids Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school - The recording - Flashcards/ Pictures - Student’s book III Procedures Teacher’s activities Warm up(5’) *Use the word in the correct form to complete the sentences We children enjoy around the fields, shouting and laughing happily.(run) The have a very hard life.They can’t live permanently in one place.(nomadic) The hills are in spring when the wild flowers bloom.(colour) Everybody has to work hard for world (Peaceful) a horse is one of the skills every nomadic child in Mogolia has to learn.(ride) My sister has a beautiful of paper dolls.(collect) *Key: running Nomads colourful peace Riding collection Pre- listening(10’) Act1 * Give Ss time to look at the changes (A-F) - Ask questions to make sure that Ss understand the meanings of the words/phrases -Let Ss guess what the boy talk about Audio script: I live in a mountain village My parents often tell me stories about their life in the past It's not much like the village I can see nowadays Some villagers now live in brick houses instead of earthen ones Our houses are better equipped with electric fans and TVs Thanks to the TV, we now know more about life outside our village We don't use oil lamps any more We have electric lights which are much brighter More villagers are using motorcycles for transport instead of riding a horse or walking When - village children - no longer have to walk a long way and cross a stream to get to school, which is dangerous in the rainy season Now there's new school nearby We also have more visitors from the city They come to experience our way of life Planning lesson Students’ activities Use correct form of the words to complete the sentences -Ss look at the changes (A-F) Ss guess While listening(10’) - T plays the recording and Ss tick the changes which are Ss listen and tick the changes which are mentioned mentioned Key1: A The roads in the village B .√ Electrical appliances in the homes C .√ Means of transport D Entertainment Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school E .√ .School F .√ Visitors Act * Give Ss time to read the sentences - Check if they know the word 'earthen' -Let Ss listen to the recording again (as many times as needed or if time allows) and complete the exercise - T checks their answers as a class Key 2: F 2.T 3.F 4.T 5.T Act *Ask Ss to read the questions first to see what kind of information they need to find Some Ss might be able to answer some questions without listening to the recording again - T plays the recording Planning lesson -Ss read the sentences -Ss listen to the recording again and complete the exercise -Ss might be able to answer some questions without listening to the recording again -Ss listen and decide what word/phrase to write down for the answer -Ask Ss to compare their answers with a partner -Compare the answers - T checks as a class Key3 : -Copy His parents Life outside their village Nearby/ Near the village The way of life * Note: Some Ss may not be familiar with short answers You may allow them to answer the questions in full first and see what they can to shorten their answers to within four words Ask them to focus on the key words 4.Post- listening= writing (15’) Act *Remind Ss of the changes in the village from the listening passage - T can help by writing the changes in brief on the board as a guide for the writing exercise For example: Eg: earthen houses  brick house - Have Ss use this information and the example given in to write their opinions about the changes Act * Place Ss into small groups of three or four -Have Ss discuss and note down some changes they can find in this area *Suggested: 'The first change is the road from the town cetre to the village is paved There are more motorbike There are more shops, a clinic, a supermarket There are more electric lights etc Act *Let Ss use their notes about the changes in a rural area to write a paragraph describing the changes Vũ Thị Kim Oanh -Remember the information in listening - better equiped - have electric lights - have motorcycle - school nearby - have more visitors Ss in each group work together to decide which rural areas they will talk about School year: 2016 - 2017 Nguyen Huy Tuong Secondary school - T can guide their writing by providing them with some key words/phrases like 'The first change is…' or 'The change we are most interested in is…' If there is not enough time to write the paragraph in class, - T can assign it as homework Homework(5’) Give Ss Ex E1,2 (page15) *Guidline ExE1 Rewrite following sentences without changing their original meanings Use the right comparative form of the adverb in braskets E2 Nguyen often visit his grandparents who live in a mountainous viollage These are some of the changes he has observed Use the information in the table and write a short paragraph about the changes Preparing date: 10 / /2016 Period 15 Planning lesson Ss write a paragraph describing the changes - Write down and listen to T’s guidelines UNIT Life in the countryside Section LOOKING BACK AND PROJECT I Objectives Recycle the language from the previous section and links with the topic “Life in the countryside” *Words: related the topic “ Life in the countryside” *Grammar - Comparative forms of adverbs *Write what Ss during the trip to the countryside * Draw a group picture of a place you would like to live in the countryside Vũ Thị Kim Oanh School year: 2016 - 2017 Nguyen Huy Tuong Secondary school II Teaching aids - The recording - Flashcards/ Pictures - Student’s book III Procedures Teacher’s activities 1.Warm up(5’) *Write ten words contain the soundsL/ bl/ &/kl/ Encourage Ss to complete Looking Back without referring to the previous sections in the unit Ss should use what they remember from the unit to complete this section Ss should record their results for each exercise in the Looking Back section in order to complete the final Finished! Now you can… assessment and identify areas for review Vocabulary(5’) Act *Ask Ss complete this exercise independently - T checks the answers Key 1: Picture a: peaceful, vast, quiet, pasture, paddy field Picture b: quiet, colorful, paddy field, harvest time, rice Picture c: peaceful, vast, quiet, nomadic life, inconvenient, germ, pasture, cattle, horses Act *Have Ss look at each picture, then at the verb that goes with it - T goes round while Ss are writing and helps them with any difficulties - When Ss have finished, T can choose some sentences and asks Ss to write them on the board - T gives feedback If a sentence is incorrect, ask Ss to correct it Suggested answers Act 2: A boy is riding a horse A man is herding his cattle/sheep A girl is picking apples (from an apple tree) A boy is flying a kite The children are running around in the fields/countryside A woman is collecting water from the river Grammar(10’) Act3 *Let Ss complete this task independently Ask Ss then to exchange their answers with a partner - T checks as a class Key 3: faster than earlier than better -than more skillfully than more beautifully-than Vũ Thị Kim Oanh Planning lesson Students’ activities Write ten words contain the soundsL/ bl/ &/kl/ /bl/: black; blue/ blow/ blame/ /kl/: clock/ click/ clothes/ clear/ clean/ Ss use the words/phrases in the box to complete this exercise Ss look at each picture Ss write the sentences in their full forms Ss write the sentences on the board Ss correct Ss complete this task independently Ss can then exchange their answers with a partner School year: 2016 - 2017 Nguyen Huy Tuong Secondary school Act * Ask Ss to read the situations carefully and decide which two things are being compared - Have Ss refer to the completed sentences in as a guide for this sentence completion *Let Ss complete the exercise independently and then compare their answers with a partner - T checks as a class Key 4: faster than a camel more happily than those in the city more heavily on the weather than people in many other jobs worse than I Communication(10’) Act *Have Ss work in groups - Let Ss take turns to ask the questions and note down the answers - Have the group assigns a group representative to report their findings to the class Finished! - T asks Ss to complete the self-assessment - Discuss as a class what difficulties remain and what areas Ss have mastered Person Activities Ngoc Going swimming Long Flying kites Project(10’) I love the countryside This project aim: revise the vocabulary and recall the images of the countryside Ss have looked at so far It also encourages Ss to create a rural place they dream of or would like to live in Have them imagine the things they could in such a place *Suggested answers The things you have in your picture - a wooden house - a beautiful river - a boat - a field of wild flowers - The activities - bikling along the river bank - picking wild flowers - swimming in the river - boating on the river - flying kites Vũ Thị Kim Oanh Planning lesson -Ss read the situations and decide which two things are being compared -Ss refer to the completed sentences in Ss complete the exercise -Ss work in groups -Ss take turns to ask the questions and note down the answers S1: What will you during the trips? S2: I’ll go swimming S2: Ask S3: answer -Ss pay attention to the aims of this project School year: 2016 - 2017 Nguyen Huy Tuong Secondary school - herding the buffaloes * T then divides Ss into groups and instructs them on what they have to - T hands out two pieces of paper one for brainstorming ideas and a large piece of paper for drawing the picture - Encourage them to think creatively and daringly - If Ss have any difficulty with vocabulary, T moves around the groups and helps - The pictures will probably have to be finished out of class hours as homework * Have Ss present their countryside pictures in the next lesson When all the groups have given their presentation, the whole class can vote for the best Homework(5’) Complete the project as homework Learn by heart the vocabulary related the topic “ Life in the countryside” - Comparative forms of adverbs -Write what Ss during the trip to the countryside - Draw a group picture of a place you would like to live in the countryside Vũ Thị Kim Oanh Planning lesson -Ss work in groups of or -Brainstorm ideas and draw pictures Write down School year: 2016 - 2017