Bài giảng unit 8: the story of my village

Week: 16 Period: 46 Unit 8: THE STORY OF MY VILLAGE E. LANGUAGE FOCUS I. Aims: By the end of the lesson, students will be able to: - Pronounce the vowels /au/ and /ou/ correctly. - Review the reported speech of statements and Conditional sentences type 1 II. Teaching aids: textbooks, posters. III. Procedure: Teacher’s Activities Students’ Activities I. PRONUNCIATION I. Warm-up: (4’) - Give the two jumbled sentences, ask Ss to rearrange to make sentences. * Jumbled sentences: 1. counted/ coming/ cows/ mountain/ the/ Mr. Brown/ down 2. knows/ Joe/ Rose/ phones/Sophie/ Sophie and Joe/ but/ don’t know/ knows/ Rose - Ask Ss to say the sentences in class. - Notice Ss the pronunciation of /au/ and /ou/ II. Presentation:(4’) - Present how to pronounce the sound /au/ and /ou/, emphasize the difference between them. - Read the sounds as model, ask Ss to repeat. III. Practice: (4’) - Read the words of minimal pairs, get Ss to listen and repeat. - Ask Ss to work in pairs, pick out and pronounce the words containing /au/ or /ou/ - Read the sentences, get Ss to repeat - Tell some Ss to read aloud, correct mistakes. IV. Further Practice (3’) - Tell Ss to work in groups * Pick out the words that has different vowel from others 1. drove love woke hole 2. snow low cow show 3. owl loud allow flow 4. foul group shout mouse GRAMMAR AND VOCABULARY Reported Speech - Review how to turn a statement into reported speech: - Explain and give examples. Ex: He said, “I will come here tomorrow” -> He said that he would come there the following. - Ask Ss to do some more sentences. - Introduce the ways to change imperatives: Ex: “come here” Mai said to Mary àMai ordered Mary to come there. Ex: “Don’t close the door”, Mai said to Alice. àMai told Alice not to close the door. Ex: “Is the book here?” Tom asked lan. àTom asked Lan if the book was there. Ex: He said to Mary, “who is singing in the room?” àHe asked Mary who was singing in the room HOMEWORK: -Do exercises in Workbook: Language Focus - Work in pairs, rearrange to make sentences. - Give answers Answer: 1. Mr. Brown counted cows coming down the mountain. 2. Rose knows Joe phones Sophie, but Sophie and Joe don’t know Rose knows. - Listen to T - Listen to T’s explanation. - Listen and repeat (three times). - Work in pairs, pick out the words - Repeat. - Read aloud in class. - Work in groups, find the words. - Listen and give their opinions. - Take notes. I/ Statements: - Mệnh đề chính không thay đổi và sử dụng với các động từ: said to, told - Mệnh đề phụ sẽ thay đổi: a.Chủ từ: I à he, she/ weà they/ youà he, she, they b.Động từ thay đổi: Direct speech Indirect speech Present simple Past simple Present continuous Past continuous Present perfect Past perfect Present perfect continuous Past perfect continuous Past simple Past perfect Simple future Conditional c.Tân ngữ và tính từ sở hữu cũng thay đổi d.Các đại từ chỉ định và nơi chốn cũng thay đổi: Thisàthat, theseàthose, hereà there e.Các trạng từ cũng thay đổi Direct speech Indirect speech Now Then Today That day Yesterday The day before, the previous day Tomorrow The next day, The following day This year/ month/ week That year/ month/ week Last year/…. The year/……. Next year/….. The year/….. II/ Imperatives: a. Affirmative: - Mệnh đề chính không thay đổi và sử dụng với các động từ: told, ordered, commanded - Thêm “To” trước động từ ở mệnh lệnh trực tiếp. - Nếu câu có tân ngữ, trạng ngữ thay đổ theo phần 1. b. Negative: - Tương tự như mệnh lệnh khẳng định, nhưng thêm “not to” trước lời nói trực tiếp. III/ Yes- no questions: - Mệnh đề chính không thay đổi và sử dụng với các động từ: asked, ordered, wanted to know - Thêm if/ whether sau mệnh đề chính. - Thay đổi chủ từ, động từ và đưa về thể khẳng định. - Thay đổi tân ngữ và trạng từ theo phần 1. IV/ Wh – questions: - Mệnh đề chính không thay đổi và sử dụng với các động từ: asked, ordered, wanted to know - Giử nguyên các đại từ hỏi, chủ từ, động từ thay đổi và chuyển về thể khẳng định. - Thay đổi tân ngữ và trạng từ theo phần 1. - Take notes. IV. Feedback Week: 14 Period: 42 Unit 8: THE STORY OF MY VILLAGE A. READING I. Aims: - Students should appreciate the knowledge that they are learning at school because it can help them make their lives better. II. Teaching aids: pictures, posters, III. Procedure: Teacher’s activities Students’ activities I. Warm-up (4’): Tic-Tac Verbs II. Pre-reading (10’): -Show a picture and ask: 1. Who are the people in the picture? 2. What are they doing? 3. How are they working? 4. Is the crop good? 5. What helps produce good crops? - Introduce: machines as well as good farming methods help farmers make their lives better. Where do they get these methods? The reading selection in Unit 8 will give you the answer. * Checking vocabulary: Rub out and remember III. While-reading (20’) Task 1: - Give instructions of what to do, review the meaning of the phrases in column B - Ask Ss to read his text and do the task. - Go around for help. - Call some pairs to tell the answers - Correct Ss’ answer - Check whether they understand the new words or not. Task 2: - Stick a poster on the board - Give instruction of what to do. - Go around and help Ss - Ask 1 Ss from each group to write the answer. - Give correction Task 3: - Give instruction - Ask Ss to work in pairs then check their answer in groups  - Go around to help students - Have some Ss answer then write on the board. - Correct the answers on the board. IV. Post-reading (10’) Discuss the following question: How can people with an education help make the life of their community better? -Explain the question and divide the class into 6 groups , ask them to discuss -Go around to help Ss give their ideas - Ask 1 St of each group to give/read their ideas -Write good ideas on the board and give feedback * HOMEWORK (1’): - Write a short paragraph (50 words) about the good things that an education brings to the community. Ss answer (suggested answers) 1. (They are) farmers. 2. They are working/ harvesting. 3. They are working hard. 4. Yes, it is. 5. Machines help produce good crops. * Pre-teach vocabulary -straw (n) : realia -mud (n): example muddy (adj): -shortage (n): example -bumper crop (n): explanation -cash crop (n): explanation - Work individually then compare with a partner. - Tell the answers. Answer: 1.b 2.d 3.a 4.e 5.c - Work in groups. - Write the answer in the table. Suggested answer: Areas of change Before Now houses made of straw and mud made of brick radio and TV few families had a radio or a TV set many families have radio or TV set farming methods old new crops poor good/bumper travel by motorbike - Ss read and answer in pairs Suggested answer: 1. It was poor and simple. 2. Because they hoped 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 cash crops for export. 4. He said their lives had changed a lot thanks to the knowledge their children had brought home. 5. He told his grandchildren” Study harder so that you can do even more for the village than your parents did.” - Discuss in groups Give the ideas of the group - Take notes IV. Feedback: Date : Group leader’s signature Week: 15 Period: 43 Unit 8: THE STORY OF MY VILLAGE B. SPEAKING I. Aims: - By the end of the lesson, students will be able to talk about plans to improve life of a village and their possible results. II. Teaching aids: textbooks III. Procedure: Teacher’s activities Students’ activities I. Warm-up: (5’) Write the incomplete words on the board, ask Sts to give complete words RO_DS M_DIC_L C_NT_E CR_PS SCH_OL -Teacher says: to make life in the country better, what should be done with things mentioned above? à New lesson. II. Pre-speaking: Task 1 (15’) -Explain new words : -Explain the requirements in Task1 (The villagers of Ha Xuyen are discussing plans to improve life in the village. Match each of the plans with its possible result) - Have Ss do the task in pairs. - Call on some Ss to read the answer aloud in class - Check and give correct answers III. While-speaking: Task 2 (5’) -Explain the requirements in task 2 (p.85) -Ask Ss to work in groups of three: read and practice the conversation - Call some groups of 3 Ss to practice the conversation - Explain and practice pronunciation with new words : flooded, muddy, cart - Explain briefly Conditional sentences type 1: IV. Post- speaking: Task 3 (10’) - Keep Ss in groups, using the ideas in task 1 (may ask some more possible result if necessary) to continue the conversation. - Go around the class and help Ss to speak out, using the target language. - Ask some Ss to play the conversation in front of the class. - Pay attention to their speaking, take notes of mistakes, then correct them (mainly the basic mistakes) V. Homework : Write a short paragraph about how to improve life in your village (30-40 words) -Look at the words and try to give complete words Answer key : ROADS MEDICAL CENTRE CROPS SCHOOL - Listen to T - Work in pairs, then compare the result with each other +to improve + to widen +canal (n): man-made waterway for irrigation +to resurface: to put new surface on, renew Answer key 1. b , 2.g , 3.d, 4.e, 5. f , 6.c, 7.a -Work in groups of 3, practicing asking and answering the information - Conditional type I: If + V(s/es), S + will/ can/ may/ might + V -Work in groups of 3 or 4, practice speaking more freely - Present the conversation -Write the assignment - Take notes IV. Feedback: Week: 15 Period: 44 Unit 8: THE STORY OF MY VILLAGE C. LISTENING I. Aims: By the end of the lesson, students will be able to: - Compare the past and the present of a town, - Improve listening skills through true –false and gap-filling exercise. II. Teaching aids: pictures, posters, textbook, cassette player,… III. Procedures: Teacher’s activities Students’ activities I. Warm-up : (4’) -Find someone who -Ask Ss Y-N questions : Did you use to…, and write Ss’ name with “yes” answers Did you use to…? Name -have a nickname…? -have a pet…? -wet at night when you were a child? II. Pre-listening: (10’) - Make a photocopy of 2 pictures in the textbook and hang them on the board - Ask Ss to look at the pictures and find the differences - Call some Ss to share their findings in front of the class - Give suggested answers - Explain the new word: + suburb(n) III. While-listening : *Task 1: - Ask Ss to guess True or False in Task 1. - Ask Ss to listen to the tape and decide if the statements are true or false according to the talk. -Have Ss compare their answer with a friend -Call on some Ss to read their answers aloud in front of the class. -Give feedback and correct answers : *Task 2 - Tell Ss to read a part of the talk carefully and have a guess of the missing words. -Ask Ss to listen to the tape again and fill the gaps with the words they hear. - Play the tape twice if necessary -Ask Ss to write the exact and grammatically correct words -Feedback and give correct answers: IV. Post-listening (10’) -Ask students to work in pairs: Discuss the changes in your own hometown or home village. -Notice Ss to use the present perfect and used to show the changes -Go around the class and give help if necessary. - Call on some Ss to give short talks about the changes in their hometown in front of the class. - Comment on Ss’ performance and have a final thought on a topic. * HOMEWORK Write a paragraph about changes in your own hometown or home village. -Go around the class and interview their classmates -Find out and write the name of 3 students having the answer “yes” -Work in pairs, look at the pictures carefully and discuss the differences between them - Give their findings about the differences + In the past, there weren’t any hotels, but now there is a hotel in the town. + in the past, the town used to have only small houses, but now they are bigger + In the past, the buffalos used to walk on the roads, but now, there aren’t any buffalos on the roads. + In the past, there were a lot of trees, but now there aren’t. -Read statements, guess T or F -Listen to the tape three times, take note the important information and decide T/F - Compare the answers - Give the answer 1. F 2. F 3.T 4.F 5.F -Read the passage -Listen to the talk again and write the missing words - Tell the words they hear 1. house 2.hotel 3.widened 4. cut 5. car 6. shop 7. department 8. expensive -Work in pairs and discuss the changes in your own hometown - Some present in class - Take notes IV. Feedback: Week: 15 Period: 45 Unit 8: THE STORY OF MY VILLAGE D. WRITING I. Aims: - Students can write and give directions II. Teaching aids: textbooks, posters, a map. III. Procedure: Teacher’s activities Students’ activities I. Warm up: (4’) - Ask Ss to work in groups, one gives directions from their school to somewhere, one guesses the place. II. Pre-Writing: (10’) * Task 1: - Set the scene. - Have Ss to work in pairs and do the task. - Hang the map on the board and ask some Ss to draw the directions to Ann’s house on the map. - Check and explain Ss’ task on the board. * Task 2: - Explain what to do in this task. - Ask Ss to work in groups, read the letter, and underline the words and phrases used to give directions. III. While-Writing: (20’) * Task 3 - Explain the task. - Ask Ss to tell the way to A (your house) from Boston Railway Station. - Ask Ss to write the letter on posters, work in groups of four. - Go around and give help when necessary. IV. Post-Writing (10’) - Have Ss compare the writing with other group. - Pick up two or three writings and correct in front of the class. IV. Homework: - Write a letter to invite a friend to your house, telling him or her way from the bus stop to your house. - Work in two groups, one gives the directions, others in the group guess the place, if it is right they are given marks - Listen to T. - Work in pairs, read the letter and look at the map to find Ann’s house. - Listen to T. - Read the letter again, underline the words and phrases. - Tell the words and phrases. Suggested Answers: + come/ get out of + turn right/ left + keep walking + go over (a bridge) + walk past (a medical centre) + take the first/second turning on the right/ left + It’s the one with... - Read the task to know what to do, listen to T’s explanation. - Speaking: tell the way. - Work in groups of four, write on the poster. Suggested Answer: Dear Jim, I’m very happy to hear that you will come here for the summer holiday. I’m 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 Souvenir shop and you will see my house. It’s on the right, next to the shop. You can’t miss it. I enclose the map so that you can follow my direction easily. Looking forward to seeing you soon. Love, Minh - Exchange and correct their friends’ task. - Correct in class. - Take notes. IV. Feedback Date Group leader’s signature