Bài giảng Life in the community

) Read Jack’s letter, the map and the useful expressions below.

* Vocabulary :

- direction (n)

- turn right / left

- go straight ahead

- walk past

- keep walking until you reach

Structure : It + take + O + time + To infinitive

* Expressions in Jack’s letter:

- walk into .

- Keep walking past

- when you reach , turn left and walk past on your left

- my house is toward opposite

- It’ll take you about to walk to from

Form of a friendly letter

 

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UNIT 8 : LIFE IN THE COMMUNITY Period 59+60 : Reading Date of prepairing:24/10 /2011 Date of teaching: 27/10/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will know more about markets in Vietnam 2. Knowledge: - General knowledge: Students read about different types of markets in Vietnam, read the passage and complete the tasks of the lesson. - Language: Students could understand and use new words after reading - New words: Words related to different types of markets in Vietnam 3. Skills practised: matching paragraphs with paragraphs, scanning for details, multiple choice and checking for details. II. Methods : Integrated, mainly communicative III. Teaching aids: Student’s book and pictures, Board, chalks, etc. IV. Procedure: Teacher’ activities Content Students’ activities - ASks Ss to work in groups to play the game. => Lead to the new lesson. - elicits the words and phrases, explains if SS don’t know. - pronounces. - lets SS practice reading. - pre-teaches vocabulary, - elicits items from the pictures. - lets SS read the headings and explains if necessary. - lets them think of the ideas of such heading. - gives time for SS to scan the reading and find out the main ideas of each paragraph. - helps SS correct. - helps SS with some structures, but lets them guess the meaning by their own. - corrects. - pronounces. - lets SS remember well with “Rub out and Remember” technique. - asks SS learn the phrases by heart. - Runs through. - Asks Ss to read the text again & do the work. - Gets feedback & correct. - gives task. - divides groups. - elicits the main ideas to talk about. - helps SS with vocabulary. - calls SS to the front to present. - gives comment. - Assign homework A. Warm-up: Game: “ Magic Hat” Word “ _ _ _ _ _ _ _ “ MARKETS B. New lesson: I. Before You Read Match each type of market with appropriate picture. + a supermarket + d. highland market + b. floating market + countryside market Vocabulary reflect (v) traditional (a) ® tradition (n) bargaining (n) periodically (adv) craftman (n) ® craftmen (pl.n) highlander (n) II. While you read: a) Match each heading with a corresponding paragraph. A – 3. Functions of Markets B – 1. Market Diversity C – 2. Today’s Market b) Choose the meaning of underlined word or phrase. Answer : 1.B, community = the society and people in it 2.C, rural = connected with the countryside 3.B, People from all walks of life = people from different positions in society 4.A, socialize = spend time with people in a friendly way 5.B, produce = things grown on a farm 6.B, agricultural = connected with the practice of farming 7.A, floating = staying or moving on the river 8.C cozy = friendly and pleasant c) T/F statements 1. T 2. F ( Fairs were held periodically) 3. F ( People sell a variety of goods in a floating market) 4. T 5. T 6. F ( Traditional markets are believed to continue to exist) III. After you read: d) Go to the market or supermarket in your neighborhood to observe people’s activities, take notes, and give a report to the class Suggestion : The market near my house is a street market. Most of the sellers put their goods on the sidewalks to sell. The fishmongers are often noisy. People bargain in this market trying to buy goods at the lowest price possible. Vendors know most of the customers in the market. C. Homework: - Learn by heart the new words - compete in 2 groups to guess the word. - look at the pictures and match with kinds of markets. - repeat chorally. - guess and answer. - read the vocabulary. - copy down. - read the headings to undersatnd the meaning. - discuss to know the topic of each heading (detail ideas it has). - scan in 4 minutes to do matching. - compare with partner, prove the ideas. - correct with the teacher. - SS work in pairs to analyse the underlined words / phrases. - choose the best answer. - correct. - write the words, phrases on the board to ractice reading. - play game. - copy down and learn by heart at home. - read through the statements. - work individually. - correct. - work in groups of 4 to discuss and choose a market to talk. - list out the main ideas to describe it. - make a report to present. - take notes and make questions to other groups. - Take notes. +community(N): cộng đồng +trading place(N): nơi mua bán +reflect(V): phản ánh +gather(V): tập trung +all walks of life: different position +rural(adj): thuộc nông thôn +laborer(N):người lao động +craftsman(N): thợ thủ công +socialize(V): giao tiếp vui vẻ với cộng đồng +periodically(adv); 1 cách định kỳ +vendor(N): người bán dạo +bargain(V): mặc cả +play flute(V): thổi sáo +fair(N): hội chợ +cozy(adj): ấm cúng +rapid= fast(adj): +diversity(N): tính đa dạng +highlander(N): dân cao nguyên +fishmonger(N): người buôn cá. Period 61 : listening Date of prepairing: 28/10/2011 Date of teaching: 01/11/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will be able to listen for the main information about about changes of life in the community 2. Knowledge: - General knowledge: Students learn more about about American youth’s view on TV programs . - New words: Words related to the topic. 3. Skills practised: Listen for specific sounds, changes in a town, check details, give short answer. II. Methods: Integrated, mainly communicative III. Teaching aids: Student’s book, pictures board, tape, cassette player, chalks. IV. Procedure: Teacher’s activities Content Students’ activities - gives questions. - provides vocabulary. => Lead to the new lesson - Follow the steps of presenting vocabulary. - Show the column in the textbook. - Plays the tape. - Asks Ss for the answer. - Corrects. - Asks Ss to read the instruction - Runs through the statements. - Asks Ss to guess. - plays the tape. - Gets feedback & play the tape. - Corrects. - Runs through the questions - Plays the tape again. - lets SS compare the answers. - Get feedback & correct - Asks Ss to do the work. - Walks around for help. - Asks one student to talk. - Gives comments. - Gives the assignment A. Warm up: 5’ a) - What kind of market do you often go to ? - Do you think the market will change or not? (place, way, …) - Do you think your village will change or not? How will it be 5 years later? B. New lesson: 38’ I. Before you listen Vocabulary : deserted (a) impress (v) amaze (v) dress (v) can’t wait II. While you listen : b) Listen & write the words in columns * Write the words in columns /t/, /d/, /id/ /t/ /d/ /id/ looked, used to, dressed, impressed changed, moved, amazed, showed, socialized, seemed deserted, floated Checking : Bingo (verb - ed) c) T/ F statements 1.F (the town was not as noisy as it is now.) 2. T 3. F (my hometown looks much nicer.) 4. T 5. F (the market was moved … they built q supermarket in its place.) 6. F (next week, on our trip to the Mekong Delta, you’ll have a chance to do your shopping on the river, in a floating market.) d) Listen again and give short answer 1. Ten years ago. 2. Because there are many modern stores now. 3. Because she likes looking at Vietnamese women in their ao ba ba’s. 4. To the Mekong Delta. 5. She feels very excited. III. After you listen: e) Talk about the changes in your neighborhood or town. Are the houses and the roads better or worse than before ? C. Homework : 2’ Write a paragraph about the changes of your town. - work in groups to answer the questions. - Listen & answer - Repeat - Copy - Look at table and say the rule of pronouncing –ed. - Listen (1 or 2) - Answer. - Read - read the statements. - guess if they are T/F. - Listen - Listen & check - compare the answers. - Write the answers out. - Work in groups to read through the questions. - listen to do the task. - compare the answers in pairs. - Listen again and check. - write the answers on the board and correct. - Copy down. * Changes in my neighborhood: - roads/ houses - markets / stores/ schools/ hospitals/ bridges, … Take notes. Period 62 : speaking Date of prepairing: 28/10/2011 Date of teaching: 01/11/2011 I. Objectives: 1. Educational aim: By the end of the lesson,Ss will be able to talk about plans, give personal ideas for or against of replacing a small market to a supermarket. 2. Knowledge: - General knowledge: students will know how to express “for” and “against” - New words: words related to the topic 3. Skills practised: talk about plans II. Methods: integrated, mainly communicative III. Teaching aids: Pictures, textbook, IV. Procedure: Teacher’s activities Content Students’ activities - Divides ( 2 groups) - finds words with 11 letters. - Starts the game - guides with questions: Do you like going to supermarket or not? Why? - Follows the steps for presenting vocabulary. Checking : RoR - lets SS discuss in groups. - leads what SS discuss to advantages and disadvantages of a supermarket. - Asks Ss to read the instructions. - Asks Ss to work. - Walks around for help. - Asks Ss to read the useful expressions. - Explains the situation. - Gives Example (p.100). - Controls. - Ask Ss to work in groups of four to talk. - Calls 1 group to talk in front of the class. - Gets feedback & corrects. - Ask Ss to read the instruction - Gives example. - lets SS speak out. - Walks around for help. - Gives the assignment. A. Warm up: Hanged man game 5’ _ _ _ _ _ _ _ _ _ _ _ ® SUPERMARKET B. New lesson: 38’ I. Pre – speaking * Vocabulary : agree (v) ¹ disagree (v) rural (a) produce (n) local (a,n) muddy (a) customer (n) a) Discuss advantages and disadvantages of a supermarket to people in the town Useful expressions I agree/ disagree with you because …. That’s a good idea. Moreover, I feel … You may be right. However, I think … Do you think so? I don’t think … It may cause … What will happen to …? II. While – speaking b) Talk about the effects of building a supermarket to replace a small traditional market in your neighborhood. A: There’s a plan to build a new supermarket in this place. B: You mean right here, at this market? A: Yeah. I’ve heard they’re going to remove this market. B: It’s good. Then we’ll have a clean place for shopping. C: I agree with you. Anh we don’t have to waste time for bargaining. D: You may be all right. But many low-income vendors won’t have a place to sell their goods. B: Well, you see – It’s wet and dirty here. It’s more comfortable walking around in a cool place while doing the shopping. III. Post – speaking c) Tell your partner(s) whether you like shopping in a small traditional market or in a large modern supermarket. Give reasons for your preference. Suggestion : A : Doing the shopping in a small traditional market is nice. B : Do you think so ? But it’s inconvenient to walk around on the wet and dirty ground of a small market. I prefer to do my shopping in a clean and cool supermarket. A : But, I like the cosy atmosphere of a small traditional market, where friendly vendors know their customers very well. C. Homework : 2’ Write a paragraph about your shopping, a small traditional market or a large modern market. - Listen - discuss. - Play the game - talk about supermarket. - Listen & answer. - Repeat. - Copy down. - Work in groups of 4 to discuss about a small market and a supermarket: the way to shop, seller, the environment, products, … Small market supermarket - - - - … - - - - … - read and learn to use the useful expressions. - Read the prompts and support more ideas. - choose “for” or “against”. - read the example in textbook p.100. - work in groups of four to talk about the effects of supermarket. - present in front of the class. - Work in pairs. - read the example in pairs. - Work in pairs to speak out. Take note and do at home. Period 63 : writing Date of prepairing:28/10/2011 Date of teaching: 01/11/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will be able to to write a letter to give direction 2. General knowledge: Students learn how to write a letter to give direction New words: Words related to the topic 3. Skills pratised: writing a letter to give direction. II. Methods: Integrated, mainly communicative III. Teaching aids: Student’s book, notebook. IV. Procedure: Teacher’s activities Content Students’ activities - Ask some questions - Where is your house ? - Tell me the way to get there ? - leads SS to the useful expressions to give direction to their house. - Follow the steps for presenting vocabulary. - Asks Ss to read Jack’s letter. - Asks Ss collect the phrases of giving directions. - Asks Ss to compare those with the useful expressions. - reminds SS the form of a friendly letter. - Asks Ss to read the instruction. - Gives helps if necessary. - Asks Ss to write individually. - Walks around for help. - elicits common mistake(s) to help SS recognise their own mistake(s) in their letter. - lets SS exchange the letters to help their partner correct mistake(s). - Asks 1 or 2 students to write their letter on the board. - Get feedback & corrects - Give the assignment A. Warm up: questions and answer. B. New lesson: I. Pre – writing a) Read Jack’s letter, the map and the useful expressions below. * Vocabulary : direction (n) turn right / left go straight ahead walk past … keep walking until you reach … Structure : It + take + O + time + To infinitive * Expressions in Jack’s letter: - walk into ... - Keep walking past … - when you reach …, turn left and walk past … on your left … - my house is toward … opposite … - It’ll take you about … to walk to … from … Form of a friendly letter II. While – writing : b) Write a letter to a new friend of yours to invite him/her to your house for the weekend. Give him or her a directions and include a map so that he/she can get to your house easily. III. Post – writing Correction C. Homework : - Complete the letter at home. - Repare the lesson language focus. - Listen & answer. - work in pair to give direction from school to their houses. - Listen & answer - Repeat - Copy - read Jack’s letter. - Work in pairs to pick out the phrases of giving direction. - Compare. - write down the form of letters, basing on Jack’s letter. - Read the instruction and underline the key words for their task. - work in pair to write the outline of a letter. - write. -self correct. - hand in the writing, write on the board. - Read the letters on the board and learn the good points and bad points. Take notes Suggestion Dear Jim, I am glad to know that you have come to Viet Nam for a short visit. It would be great if you come over for dinner with my family this weekend. Some old friends of mine are also joining us, and I would like to introduce them to you. Well, since you haven’t been to my house before, you can follow the directions on the map enclosed. Form your hotel opposite Tao Dan Park, turn left and go along Cach Mang Thang Tam Street. Keep going till you see Hoa Binh Theater on your right. Go past Hoa Binh Theater and turn right into Su Van Hanh Street. Go about 200 meters, and you’ll see my house on your left, next to the post office. Looking forward to seeing you on the weekend. Son Period 64+65 : language focus Date of prepairing:30/10/2011 Date of teaching: 03/11/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will be able to use prepositions of direction and review conditional sentence, phrases of reason, phrase of contrast. 2. Knowledge: - General knowledge: use prepositions of direction and Conditional sentences - New words: Words or phrases used in the letter, phrases related to giving direction 3. Skills practiced: II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, board, chalks. IV. Procedure: Teacher’s activities Content Students’ activities Presentation - gives a map. - elicits to get the prepositions of direction. - gives form and meanings on the board. - lets SS do the exercise in pair. - goes around to give helps. - corrects. - gives phrases on cue cards, elicits meanings. - pastes on the board. - make model of conditional sentences type 1. - elicits form, meaning and usages. - writes on the board. - lets SS do the exercise in pairs. - calls SS write the answers on the board. - helps SS correct. - gives examples and elicits form, meaning and usages. - writes the rule on the board. - guides how to do the exercise (basing on the meaning of each sentence.) - helps SS to correct. - gives examples to show the differences of the sentences when using because of; despite + phrase. - elicits how to change a sentence to a phrase. - checks SS’ understanding. - Gives the assignment. WORD STUDY (preposition of direction) Ex : Go straight ahead and then turn right into Park Road. My house is toward Park Road Preposition of direction : into, toward Form : Prep of direction + Noun phrase / object pronoun 1. next (to) 2. as far as 3. in front of 4. above 5. to 6. across GRAMMAR a) Conditional Sentences: Type 1 1. have supermarket 2. have a cool place for shopping 3. not be tired 4. products / be sold 1. If we have a supermarket, we will have a cool place for shopping. 2. If we have a cool place for shopping, we won’t be tired. 3. If we are not tired, more products will be sold. FORM: If + S + V1, S + will + V0 : neáu .. thì … USAGE: possible condition in the future or present. 1. hurry / will (can) catch 2. will go / finish 3. will have / work 4. has / will spend 5. rains / will be b) Because of / in spite of / despite Ex : Because of the heavy rain, the place is flooded. Despite / in spite of the cold weather, the children were swimming for hours. because of / in spite of /despite + noun phrase - because of : chæ lí do - in spite of / despite : chæ söï töông phaûn 1. because of 2. Despite / In spite of 3. Despite / In spite of 4. because of 5. because of 6. Despite / In spite of 7. because of 8. Despite / In spite of IV. Task 3 : Ex : They couldn’t take the trip to Vungtau. The weather was bad. ® They couldn’t take the trip to Vungtau because of the bad weather. He tries to teach well. The salary is low. ® He tries to teach well in spite of the low salary. Because of the / her / his….. + (Adj) + N + N / Being + Adj Despite / in spite of + V-ing 2.… in spite of their lack of modern conveniences. 3. … because of the slippery road. 4. … because of the love for their beautiful age-old tradition. 5. … despite the townspeople’s protest. 6. … in spite of the cold water. Homework : Do exercise (p. 89 – 91) - look at the map, give direction. - learn the prepositions of direction. - guess the meaning of each phrases. - read and copy down. - work in pair to do the exercise. - read out the answers. - correct with the teacher. - read the cue cards, guess meanings. - work in groups of 3 to arrange them into reason and result. - look over the model sentences. - take out the form, meaning and usages. - follow the model to make similar sentences with the left. - do the exercise on p.103. - write the answers on the board. - correct. - read the examples and translate into Vietnamese. - pay attention to the underlined phrases, guess the usages. - find out the rule. - work in pairs to do the exercise b. - read the sentences individually and write them on the board. - read chorally. - copy down in the notebook. - read the examples. - say the differences of a sentence (S + V) and a phrase. - find ways to change from sentences to phrases. - get the rule. - do the exercise in groups to help each other. - corect with the T. - take note and do at home.

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