Unit 8: The story of my village Period 1 : Read ing I. Aims : By the end of the lesson, Ss will be able to: - Better their reading skill through vocabulary matching and Table completion exercises. - Enlarge vocabulary about country life such as bumper crops, cash, crops, brick house, straw, mud II. Materials: Textbook, whiteboard markers, Cassettes… III.Procedure: Teacher Students 1. Warmer : Networks - Ask Ss to work in groups of three or four and make a list of words related to the country - The group with the longest list will be the winner 2. Before- reading: Picture description: - Ss work in pair and discuss the questions in the book. - Call on some Ss to read their answers aloud in front of the class 1.The farmers are harvesting the crop. 2.They are working very hard 3.It’s a good/ bumper crop. 4.Good farming methods, good varieties. Modern technology used, people work hard. Some questions may be used : What do you see in the picture? Who are they? What are they using? Vocabulary pre-teach: Straw ( n): rom Mud (n): bun Technical high school: truong trung hoc ki thuat day nghe Farming methods: Phuong phap canh tac Brick houses: nha ngoi Thanks to: ( prep): nho co 3. While- reading: Task 1: Matching 1-b ( have just enough money to pay for the things that you need) 1 Coun try ( kiem tan tien du song) 2-d ( having to have many things that you so no have) ( thieu thon nhieu thu) 3- a ( making one’s life better) ( cai thien cuoc song) 4- e ( good crops) ( vu mau boi thu) 5- c ( crops to be sold, not for use by the people who grow it ) ( cay trong de ban va thu loi nhuan) Task 2: Table completion: Areas of change Before Now house Made of straw and mud Made of bricks Radio and TV Few families had a radio or a TV set Many families have a radio or a TV set Farming methods Old New crops poor Good/ bumper travel By motorbike Task 3: Answering the questions: 1. It was poor and simple 2. Because they hope that with an education of science and technology their children could find a way of bettering their lives 3. They introduced new farming methods which resulted in bumper crops. They also helped grow crops for exports. 4. He said their lives had changed a lot thanks to the knowledge their children had brought home. 5. He told his grand children : “ Study harder so that you can do more for the village than your parents did” 4. After- reading: How can people with an education help make the life of their community better? - Introduce new farming methods. - Grow cash crops for export - Help local people apply modern technology in farming - Help community especially young people access to ways of entertainment. - Raise people’s awareness about food safety and environment hygiene Homework: Write a paragraph about your hometown and its changes 2 III. Self evaluation: . . . . . . . Unit 8: The story of my village Period 2 : Speaki ng I. Aims : By the end of the lesson, Ss will be able to: talk about plans to improve life of a village and their possible results. II. Materials: Textbook, whiteboard markers, Cassettes… Teacher Students - pair work - Group discussion and fill in the blank - Pair work discussion - - Group discussio n and presenta tion 1. - 3 III. Procedure: Teacher Students 1. Warmer: Ask Ps to work in small groups and make a list of the ideas that can be carried out to improve the village life. - Ss may have ideas in Vietnamese - Gather the ideas and present before class -Group work 2. Pre- speaking: Pre teach new words: Resurface: put a new surface on, renew… Canal (n): man-made waterway for irrigation Muddy ( a) : full of mud Task 1: The villagers of Ha Xuyen are discussing plans to improve life in the village. Match the plans with possible results. - Give the correct answer: 1b, 2g, 3d, 4e, 5f, 6c Conditional sentences Type 1: If clause Main Clause Present tense If the road are widened Will/ can/may/ might + do Cars and lorries can get to our village - Call some students to make up sentences with conditional sentence type 1 3. While- Speaking: Task 2: - Ask Ss to work in groups of three: Read and practice the conversation - Call some groups to practice the conversation in front of the class 4. Post- speaking Task 3: Work in group - Continue the conversation, using the ideas in the table in task 1. Add some more possible results if you like - Teacher observes and give help if necessary - Comment and have necessary corrections. 5. Homework: - Pair work - Make up senten ces - Group work - Group work III. Self evaluation: . . . . . . . Unit 8: The story of my village Period 3 : Liste ni ng I. Aims : By the end of the lesson, Ss will be able to: - compare the past and the present of a town - improve listening skill through True or False and Gap-filling exercises II. Materials: Textbook, whiteboard markers, Cassettes 4 III.Procedure: Teacher Students 1. Warmer: 2. Pre- listening: - Ask Ps to work in pairs: Look at the pictures of the same town in the book and discuss the differences between them. In the past, there used to be no cars in the town, but now there is a big car park with a lot of cars inside. In the past, the roads used to be small, but now they are bigger and wider. In the past, the buffalos used to walk on the roads, but now there aren’t any buffalos on he road In the past the road used to be dirty, but now they are very clean. - Pre- teach new words: Tourist resort: (n): khu du lich vui choi giai tri Atmosphere (n) : khong khi Pull down (v): pha bo Suburb (n): ngoai o Turn into (v): bien thanh, chuyen thanh 3. While- listening: Set the scene: You will hear someone talking about the changes in his hometown. Listen to the talk and do the tasks that follow. Task 1: True/ False Ss listen to the tape and decide if the statements are true or false according to the talk. Suggested answer: 1 F ( It’s on the south coast of England) 2 F ( It used to be a small quiet town ) 3 T 4 F ( A lot of trees have been cut down for wider streets) 5 F (Some people don’t like the changes; they miss the quiet the peaceful life of the old town.) Task 2: Gap- filling: Listen again and write the missing words Ps can guess the answer before they listen Suggested answers: 1. house 2. hotel 3. widened 4. cut 5. car 6. shop 7. department 8. expensive - Indivi dual work - Indivi dual work 4. Post listening: Discuss the changes in your own hometown or home village - Pairw ork 5. Homework - III. Self evaluation: . . . 5 Unit 8: The story of my village Period 4: Wri ting I. Aims: By the end of the lesson, Ss will be able to write a letter giving directions to a certain place II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure: Teacher Students 1. Warmer: - Call some Ss to go to the board and follow T’s direction (turn right, turn left, go ahead…) Ss who can’t follow the direction will be the loser. - Ask Ps to give direction to some places in the city - Group work 2. Pre- writing: Task 1 : Read the letter and find out all the words and phrases that are used for giving directions and find out Ann’s house on the map: Come out of/ Go out of Turn right/ left Keep walking/ moving/ keep on going Go over/ past/ through the crossroads/ roundabout/ traffic light/ T-junction… Walk past Take the first/second turning on the left/ right. Some useful phrases: opposite/ behind/ in front of/ next to/ near You can’t miss it, You will find it - Group work 3. While-writing: Your house is A on the map. Write a letter to Jim, telling him the way to your house from Roston Railway Station - Ask Ss to write the letter independently and go around the class, provide help when necessary - Peer correction. - Pick up some writing and correct in front of the class. - Suggested answer: Dear Jim, I am very happy to hear that you will come here for the summer holiday. I am writing to tell you how to get to my house from the Roston Railway Station. Now when you come out of the station, turn right. Keep walking for about 5 minutes; you will see a small bridge ahead. Go over the bridge, go along the street past the medical centre and the car park then take the second turning on the left. Walk past the Souvernir shop and you will see my house. It’s on the right, next to the shop. You can’t 6 miss it. I enclose the map so that you can follow my directions easily. Looking forward to seeing you soon. Love, 4. Post- writing: Give the map of a city or university Ask Ps to give direction to some places on the map Make necessary corrections 5. Homework: Write a letter to your friend giving direction to your own house III. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 7 Unit 8: The story of my village Period 5 : Language Focus I. Aims: By the end of the lesson, Ss will be able to : - pronounce the sounds / au/ and /ou/ clearly and correctly - transform direct speech into reported speech following correct rules - say the difference between when and if in conditional sentence type 1 and do related exercise II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure: Teacher Students A. Pronunciation: The diphthongs: / au/ and /ou/ - Demonstrate the sounds / au/ and /ou/ by pronouncing them clearly and slowly. - Practice in individual words: / au/ /ou/ Cow, town, house, couch, how, mouse… Coat, bowl, phone, note, bone, close… - Practice in sentences - Whole class B. Grammar: I. Statements in reported speech: 1. Presentation Teacher gives example The farmer said, " I hope it will rain tomorrow" -> The farmer said he hoped it would rain the following day. The teacher said , " I am happy today" -> The teacher said she was tired that day. - Ss give remarks on the differences between direct and indirect sentences - What changes are there in the indirect sentences? ( tenses, pronouns and adverbs of time and place). a. Changes of tense: When we change direct speech to the indirect one we change the verb in the direct speech backward one tense. simple present → simple past present continuous → past continuous simple past → past perfect present perfect → past perfect past continuous → past perfect continuous present perfect continuous → past perfect continuous simple future → future in the past Notes: For some modals: must → had to/must can → could will/ shall → would may → might b. Changes of adverbs of time and place. 8 this / these → that/ those here → there Now → then today → that day yesterday → the day before/ the previous day. tomorrow → the day after/ the following day ago → before next week → the week after/ the following week 2. Practice: Exercise 1: 1. An old man said their lives had changed a lot thanks to the knowledge their children had brought home. 2. She said she was going to HCM City soon 3. I thought the film would be interesting. 4. She said she couldn’t help me/ you/ him/ her…because she had too much to do. 5. Rick told me that Ann had written Jim a letter. 6. He told me it took him three hours to get there because the roads were muddy and slippery. 7. She said she thought it was a crazy idea and it wouldn’t work. 8. He announced that breakfast was served between 7:00 and 9:00 Exercise 2: 1. told 2. said 3. said 4. told 5. talked II. Conditional sentence Type I: 1. Set the scene: Tell students that they are going to arrange a program for an imaginary overseas visitor to their school but they don ’t know if the visitor is a man or a woman, old or young. - Get Ss to work in pairs and think of some relevant activities, write some sentences on the board: If the visitor is a man, I’ll…… If the visitor is a woman, I’ll…… If the visitor is young, I’ll…… If the visitor is old, I’ll…… - What form of the verb is used in the if- clause? How about in the main clause? - Is it possible the he is young/ old/ a man ( Yes) 2. Presentation: Conditional sentences Type 1: Present and Future possible If clause Main Clause Present tense If the road are widened Will/ can/may/ might + do Cars and lorries can get to our village 9 - Call some students to make up sentences with conditional sentence type 1 3. Practice: - Make more examples with the situation provided. If he is a teacher, I’ll ask him to make a speech at my school If she is a photographer, I’ll show her some beautiful places to photograph. ……………………………………… - Get Ss to make examples about their weekend plans If the weather is good,…… But if it is rainy, … Exercise 3: 1. if I don’t go out so much, I’ll do more homework 2. If I do more homework, I’ll pass my exam 3. If I pass my exam, I’ll go to medical college. 4. If I go to medical college, I’ll study medicine 5. If I study medicine, I’d become a doctor 6. If I become a doctor, I’ll be able to cure diseases and help sick people. Exercise 4: 1. if 2. when 3. if 4. if 5. when C. Homework: In work book III. Self evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 10 . khi Pull down (v): pha bo Suburb (n): ngoai o Turn into (v): bien thanh, chuyen thanh 3. While- listening: Set the scene: You will hear someone talking. high school: truong trung hoc ki thuat day nghe Farming methods: Phuong phap canh tac Brick houses: nha ngoi Thanks to: ( prep): nho co 3. While- reading: