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- By the end of this lesson, students will be able to use some more words to talk about life in the past, then practise the stress on the auxilary verbs in sentences.. + Vocabulary: illi[r]
(1)UNIT 4: LIFE IN THE PAST I Objectives
- By the end of the unit, students will be able to: + use the lexical items related to life in the past
+ identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly
+ use “used/ didn’t use + to + infinitive to talk about past practices + express wishes for the present
+ make comments on or express opinions about the facts in the past + read for specific information about children’s pastimes in the past + listen for specific information about school life in the past
+ write a description of how children in the past studied without technology
- Skills: students will be developed skills: speaking, listening, reading and writing - Political thought and moral sense: students will be educated to know more about life in the past and be aware of preserving the past
II Teaching aids
- Textbook, lesson plans, board, chalks, cues, posters, real objects, pictures, computer and the CD record
III Procedure.
Lesson 1: Getting started
Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication
Lesson 5: Skills Lesson 6: Skills
Lesson 7: Looking back + Project
Date of preparing: 18/10/2018 Period: 26 UNIT 4: LIFE IN THE PAST
LESSON 1: GETTING STARTED (P 40-41) A OBJECTIVES:
- By the end of this lesson, students will be able to listen and read the dialogue between Nguyen and his father to understand the details then some more tasks to understand more about the past
+ Vocabulary: + Grammar:
(2)- Political thought and moral sense: educate students to know more about teen stress and pressure and they will know how to cope with them
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters, stereo and the CD record C METHODS:
Chatting, presentation text, comprehension question, matching, gap-fill, discussion D CONTENTS:
I Organization: (1 minute)
II Revision / Warmer: (5 minutes) * Chatting
- Prepare some photos or magazine cut-outs about some common activities in the past (twenty years ago) and at the present
- Show them to Ss and let them group the pictures into the past or the present - Ask for an explanation of the groupings
III New lesson: (37 minutes)
Activity 1: Presentation text ( part 1/p40) (7 minutes)
- Ask ss to open their books Introduce Nguyen and his father Ask Ss to guess where they are and what they are doing Brainstorm questions with Ss and write them on the board
What you think the people in the coversation are talking about? How you understand the title ‘Preserving the past’?
- Accept all possible answers from ss and not provide correction at this stage - T says: You’ll listen and read the dialogue
- T gives the instructions: You look at the dialogue then listen to the tape - T turns on the tape twice
- Ss listen and read
- T calls two good students to read again the dialogues - T asks the others to correct
- T corrects Ss' mistakes
Activity Comprehension question ( Part 1a/p41) (6 minutes)
- T hangs the poster which has the contents of part 1.a/p41 on the board then runs through
- T gives the instructions: Read the conversation again and answer the questions - T models the first one
1 Fathers make kites for sons - T checks Ss’ understanding
(3)- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 Fathers make kites for sons Once every two months
3 They used to come early, trying to find a place near the screen Only wealthy households
5 Yes, he does He said: “Sometime I wish I could go back to that time.” Activity Match ( Part 1b/p41) (6 minutes)
- T shows the poster which has the contents of part 1b/ p.27 on the board then runs through
- T gives the instructions: Match the expressions from the conversations with their meanings
- T models the first one c - T checks Ss’ understanding
- Ss work with their partners in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1.c 2.a 3.d 4.b
Activity Match (Part 1c/p41) (6 minutes)
- T shows the poster which has the contents of part 1c/ p.27 on the board then runs through
- T gives the rule: Choose expressions from 1b to complete the conversations - T models the first one
1 Sure - T checks Ss’ understanding
- Ss work with their partners in about minutes - T gets Ss’ answers
- T checks and corrects + Answer key:
1 Sure I can’t imagine that
3 How cool! I wish I could go back to that time How cool! I can’t imagine that
(4)- T shows phrases in the box and sentences in part 2/p41, then runs through - T asks Ss to replace words in italics with one of the words from the box - T models: 1.a
- T gives the instructions: Use the words/phrases in the box to complete the sentences - T checks Ss’ understanding
- Ss work in pairs in minute - T gets Ss’ answers
- T checks and corrects + Answer key:
1.a 2.d 3.c 4.b 5.e 6.f Activity 6: Discussion (Part 3/ p 41) (6 minutes)
- Have Ss work in a small group to come up with as many past events and practices as possible which were part of daily life in their area
- Give the groups a time limit, for example, five minutes - Have them present the list they have made to the class
- As a whole class, decide if these practices were specific to their region or neighbourhood or were also practiced elsewhere
Example: Women in Hue used to go swimming at the beach fully clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went out, to stay at home as housewives, to smoke…
IV Summary: (1 minute)
- T asks one student to repeat the main contents of the lesson V Homework: : (1 minute)
- Practice the dialogue - Finish all exercises at home
- Prepare the new lesson: Unit 4: Lesson 2: A closer look E EVALUATION:
(5)
Date of preparing:18/10/2018 Period: 27 UNIT 4: LIFE IN THE PAST
LESSON 2: A CLOSER LOOK (P.42-43) A OBJECTIVES:
- By the end of this lesson, students will be able to use some more words to talk about life in the past, then practise the stress on the auxilary verbs in sentences
+ Vocabulary: illiterate, street vendors, seniority + Grammar:
- Skills: Practice and develop listening and writing skills
- Political thought and moral sense: educate students to know more about life in the past and educate them to love the subject more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters, stereo and the CD record C METHODS:
Chatting, match and gap-fill D CONTENTS:
I Organization: : (1 minute)
II Revision / Warmer: : (5 minutes) * Chatting
- T asks Ss some questions - Good afternoon - How are you today ?
- Tell me some activities children often did in the past - Ss answer
Suggested answers: play hide and seek, pay marble, play tag, play outdoor activities III New lesson: (37 minutes)
* Vocabulary (27 minutes) Activity Match (Part 1/ p 42).
- T shows the poster which has the contents of part 2/ p.28 on the board then runs through
- T gives the instructions: Match a ver in A with a word/phrase in B - T models the first one 1.f
- T checks Ss’ understanding
- Ss work with their partners in their tables in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
(6)+ Answer key:
1.f 2.g 3.b a c e h d Activity 2: Gap-fill (Part 2- p.42).
- T shows the content of part on the board then runs through
- T gives the instructions: Use the newly-formed phrases in part with the verbs in their correct forms to complete the sentences
- T models:
1 kept diary - Ss work individually to the task - Have some Ss compare their answers - T gets Ss/ answers and confirm them + Answer key:
1 kept diary entertain themselves preserve our traditions Use your imagination acting out stories collect the post
7 giong bare-footed dance to drum music Activity 3: Gap-fill (Part 3- p.42).
- T shows the content of part on the board then runs through
- T gives the instructions: Choose a word/phrase from the box to complete the sentences - T models:
1 seniority
- Ss work individually to the task - Have some Ss compare their answers - T gets Ss/ answers and confirm them + Answer key:
1 seniority illiterate street vendors strict rules Physical face to face Activity 4: Gap-fill (Part 4- p.42).
- T covers the “remember! box”, Ss read the definitons
- T shows the content of part on the board then runs through
- T gives the instructions: Using the right form of the words to complete the sentences - T models:
1 habit
- Ss work individually to the task - Have some Ss compare their answers - T gets Ss/ answers and confirm them + Answer key:
(7)4 habit practice behaviour
* Pronounciation: Stress on auxiliary verb in sentences (10 minutes) Activity Listen and underline (Part - p.43).
- Ask Ss to note all the auxilaries they find in the sentences first - Discuss with thme which ones they think will be stressed - Play the recording
- Ss listen and underline the stressed auxilaries
- They repeat the sentences with a focus on the stressed ones
- Since Ss often see auxilaries as unstressed, it is as good idea to give Ss some intisl guidance from the REMEMBER! Box inder exercise before the actually the exercise
+ Answer key:
Sentences and contain no stressed auxilaries did hasn’t don’t
* Activity Listen and underline (Part 6- p.43) - Have Ss work individually to stressed the auxilaries
- Ask them to refer to the REMEMBER! Box as they the exercise - Then play the recording
- Ss listen, check, and say the sentences
- Call on some Ss to say the sentences individually + Answer key:
couldn’t have contain no stressed auxilaries aren’t/ can’t/ can doesn’t/ don’t/ does
IV Summary: (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Finish execises A page 31- workbook
- Prepare the new lesson: Unit 4: Lesson 3: A closer look E EVALUATION:
(8)
-Date of preparing:18/10/2018 Period: 28 UNIT 4: LIFE IN THE PAST
LESSON 3: A CLOSER LOOK (P 43-44) A OBJECTIVES:
- By the end of the lesson, students will be able to review “used to” and “wishes” for present
+ Vocabulary:
+ Grammar: “used to” and “wishes” for present - Skills: practice and develop writing skills
- Political thought and moral sense: educate students to know more about life in the past B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks and the posters C METHODS:
Multiple choice, gap-fill, ask and answer, sentence correction, write-it-up D CONTENTS:
I Organization: (1 minute)
II Revision / warmer (5 minutes)
- T calls on students to read the sentences in exercise A on page 31 in workbook - Other Ss and T gives remark and marks
III New lesson: (37 minutes) * Used to: review (17 minutes)
Activity 1: Multiple choice (Part 1/ p.43).
- T shows the poster which has the contents of part p.43 on the board then runs through - T gives the instructions: Read the conversation in “getting started” again Underline the examples of used to + infinitives Then tick the correct answer
- T checks Ss’ understanding
- Ss work with their partners in their tables in about minutes - T gets Ss’ answers
- T corrects
+ Answer key: B
Activity Gap-fill (Part 2/ p43).
- T shows the poster which has the contents of part 2/ p.43 on the board then runs through
- T gives the instructions: Use “used to” or “did not use to” with the verbs from the box to complete the sentences
(9)- T checks Ss’ understanding
- Ask Ss to work in pairs to complete the task in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 used to be didn’t use to transport used to dye
4 used to kill used to pull out didn’t use to spend * “Wishes” for present (20 minutes)
Activity Ask and answer (Part 3/ p.44)
- T asks Ss to read the conversation in “getting started” again Underline the main verbs in the wish sentence.
- Explain the “look out!” Box
- T shows questions of part 3/ p.44 on the board then runs through - Ask Ss to answer the questions
- T gets Ss’ answers, checks and corrects + Answer key:
1 for the present
2 the past simple and past continue Activity Sentence correction (Part 4/ p.44.)
- T shows the poster which has the contents of part 4/ p.44 on the board then runs through
- T gives the instructions: Tick if the sentence is correct If the sentence is not correct, underline the mistake and correct it
- T models the first one Correct
- T checks Ss’ understanding
- Ask Ss to work in pairs to complete the task in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
Correct: and
(10)- T shows the poster which has the contents of part 5/ p.44 on the board then runs through
- T gives the instructions: Make up wishes from the prompts - T models the first one
I wish we could communicate with animals - T checks Ss’ understanding
- Ask Ss to work in pairs to complete the task in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 I wish we could communicate with animals I wish no child was/were suffering from hunger I wish I was/were playing on the beach
4 I wish there was/were no more familiy violence in the world I wish I was/were going bushwalking with my friends
6 I wish there were four seasons in my area IV Summary: (1minute)
- T asks students to repeat the main contents of the lesson V Homework: (1minute)
- Do the exercises: B1,2,3,4,5,6 p.31,32 in workbook
- Prepare the new lesson: Unit 4: Lesson 4: Communication E EVALUATION: