Giáo án Tiếng Anh - Period: 44 - Unit 6: Viet nam: then and now

Teaching date: ..
Period: 44 
Unit 6: 	Viet Nam: Then and Now
Lesson 2:	 A closer look 1
Objectives: By the end of the lesson, student will be able to
use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present
identify in which situations to stress all the words in sentences and say these sentences correctly
Preparations: sub-boards, hand-outs, pictures 
Procedures:
T
Teacher and students’ activities
Content
3’
1. Warm-up
	Start the lesson by reviewing the previous lesson. 
Ask two pairs of Ss to come to the front to play a quick game. Ask them to write as many adjectives and adverbs describing degree and speed of change that they have learned (on the previous page) as possible. 
Set a time limit of two minutes. The pair with the most words wins
Adjectives and adverbs describing degree and speed of change
3’
Vocabulary
Task 1: Matching (word – picture)
Have Ss turn to the book and work in pairs to label the pictures. T
Ask them to briefl y describe those pictures. Check the answers as a class. Then ask Ss: 
- Have you ever tried one of these means of transport or road systems? 
- How do you feel about using each of these means of transport or road systems?
Vocabulary
Task 1: In the city
Key: 
1. tram 	
2. flyover 
3. elevated walkway 
4. skytrain 
5. underpass 
6. tunnel
5’
Task 2: Gap-fill
Have Ss work individually to fill in the blanks. Allow them to share answers with a partner before checking as a class. 
Task 2: Fill in the gaps
Key:
Key: 
1. tunnel 	2. elevated walkways 
3. fl yover	4. Skytrain
5. underpass 	6. Tram
5’
Task 3: Matching
Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class. 
Ask the class these questions and ask for a show of hands: - Who lives in an extended family? 
- Who lives in a nuclear family? 
Ask individual Ss 
- Can any of these adjectives be used to describe your father/mother/sister/brother? 
Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets us watch what we like on TV.
Task 3: Words and phrases
Key: 	 
extended family: 
	more than two generations living together as a family unit (1. f)
tolerant: 
	able to accept what other people say or do even if you do not agree with it. (2. b)
cooperative: 
	working together with others towards a shared aim. (3. e)
sympathetic: 
	kind to somebody who is hurt or sad; showing that you understand and care about their problems. (4. d)
obedient: 
	willing to do what you are told to do. (5. c)
nuclear family: 
parents and children living together as a family unit. (6. a)
5’
Task 4: Gap-fill
Have Ss work individually to complete the sentences. and compare their answers in pairs. 
Check Ss’ answers as a class. 
Task 4: Fill in each gap
Key: 
1. extended family 	2. sympathetic 
3. obedient 	4. tolerant 
5. nuclear family 	6. Cooperative
3. Pronunciation
Have Ss silently read the information and the examples in the box.
 Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples.
Task 5: Repetition drill
Ss write the sentences next to the patterns individually, then compare their answers in pairs.
Ask some Ss to give the answers and quickly write them on the board. 
Play the recording for Ss to check their answers.
Have the whole class repeat chorally after the recording or after the T.
Pronunciation
Stress on all the words in sentences
(Textbook)
Task 5:
1. OO – I know! That’s long?, Don’t cry!
2. OoO – Go away!
3. OOo – Keep going!
4. OOO – Don’t turn left!
Task 6: Repetition drill 
Have Ss work in pairs to describe the pictures quickly and to fill the bubbles with the utterances as in the example.
Ask some pairs to read out their utterances with the correct stress. 
Confirm the correct answers.
Have the class read all the sentences chorally.
Task 6:
1. Be quiet! OOo Don’t talk! OO 
2. Don’t turn right! OOO 
3. Wake up! OO Get up! OO 
4. Smile please! OO Say cheese! OO 
5. Don’t worry! OOo Don’t cry! OO 
6. Look out! OO Look ahead! OoO
4. Production: Mindmap
(Exercise 3, page 50 – workbook)
Comment:
Teaching date: November 30th
Period: 45 – Lesson 3
Unit 6: 	Viet Nam: Then and Now
Lesson 3:	A closer look 2
Objectives: By the end of the lesson, students will be able to
use the past perfect correctly
use the structure adj + to-infinitive and adj + that-clause correctly
Preparations: sub-boards, hand-outs, pictures 
Procedures:
T
Teacher and students’ activities
Content
1’
1. Warm-up: 	Jumbled sentences
ARRIVED WHEN GONE LONG, HAD MY HERE OUT
Key: 	When Long arruved here, My had gone out.
	When My arrived here, Long had gone out
* The students who first have the correct sentence win the game.
2’
3’
2. Grammar:
2.1. Presentation
Elicit from Ss when to use the past perfect tense. If necessary, remind Ss that the past perfect is used to describe an action before a stated time in the past or an action that happened before another action in the past.
Task 1: Sentence building
Ask Ss to work individually to fill in the gaps. Check the answers as a class. 
Grammar:
1. PAST PERFECT
(Textbook)
Task 1: Complete the sentence with the past perfect form of the verbs.
Key: 
1. had been 	2. had played 
3. had (you) used 	4. had (only) seen 
5. had had 	6. had experienced
10’
2.2. Practice
Task 2: Question-answer drill
Have Ss work in pairs. Together they write the questions and answers. 
Have some Ss write their sentences on the board. Each student may write one or two pairs of questions and answers to save time. 
Have other Ss give comments. Confirm the correct sentences.
Task 2: Ask and answer with the cues given
Key: 
- What family groups had Vietnamese people lived in before 1990? 
- They had lived in extended families.
- How had people in Viet Nam travelled before the first motorbike was imported? 
- They had travelled by bicycle.
- How had Vietnamese people lived before the open-door policy in 1986?
- They had had a harder life.
- Where had your family spent holidays before 2005? 
- We had spent our holidays only in Viet Nam before then.
- Who had ruled Viet Nam right before the Tran dynasty? 
- Ly Chieu Hoang had ruled the country before the Tran dynasty
10’
3. Grammar
adj + to-infinitive 
adj + that-clause
3.3. Presentation
Ask Ss to read the speech bubbles from the conversation in GETTING STARTED, then have them read the structures and examples in the grammar box carefully. Help them with the meaning of the adjectives if necessary. Then ask some more able Ss to retell the rules and give examples. Correct their sentences if necessary
Task 3: Matching
Have Ss work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then check their answers as a class. 
2. adj + to-infinitive / adj + that-clause
(textbook)
Task 3: Match 
Key: 	1. F 	2. A 	3. B 	
	4. E 	5. D 	6. C 
5’
Task 4: Gap-fill
Have Ss work in pairs to do the gap-fi ll exercise, share answers with other pairs. T
Check their answers as a class, noting all the possible options.
Task 4: Fill in each gap.
Key: 
1. glad/pleased 	
2. sorry 
3. relieved/sorry/pleased 
4. sure/certain 
5. surprised/astonished 
6. relieved/pleased
5’
Task 5: 
Have Ss work in groups of about four and give each group an A3-size sheet. Ask them to write the sentences leaving a large space between each one. 
Tell Ss to stick the sheets on the wall. 
Each group moves around clockwise to read the other groups’ answers and, if necessary, correct the sentences by writing any corrections on a sticky note against each sentence. 
Check the answers as a class. 
Note that this kind of peer review is eff ective and can be used in many diff erent teaching situations.
Key: 
We were relieved that we had done well in the exam. 
I am sorry that our parents had very poor school facilities. 
Everyone was glad that the government had decided to invest more in education. 
Everyone is aware that it will be much safer to have elevated walkways and underpass systems for pedestrians. 
5. All of us are delighted that life in the countryside has improved considerably.
10’
4. Production
Task 6: Goalkeeper game
Ask Ss to work individually to finish the sentences. Allow them to share their ideas with a partner. 
Ask some Ss to read out their sentences. 
Correct their sentences if necessary.
Task 6:
Suggested answers: 
1. to support the victims after the disaster 
2. be able to build the country into a powerful one 
3. Viet Nam has good potential for tourism 
4. there would be less land for agriculture in Viet Nam 
5. non-academic subjects are also significant 
6. learn that some of his students could not get scholarships
2’
5. Homework
- Write the exercises
- Prepare: Communication 
 – recent changes in Viet Nam
Comment
Teaching date: December 6th
Period: 46 
Unit 6: 	Viet Nam: Then and Now
Lesson 4:	Communication
Objectives: By the end of the lesson, students will get to know more about changes in transport systems, family groups, and school life in Viet Nam in the past and at present
Preparations: sub-boards, hand-outs, pictures 
Procedures:
Procedures:
T
Teacher and students’ activities
Content
3’
1. Warm-up: 	Yes-no contest
Ss play the game in two teams.
Topic: Life in the past
5’
2. Lead-in
	Before Ss open their books, ask them to work in groups to discuss a change in their neighbourhood that they have heard of or read about. Then tell Ss that they are going to read posts on Viet Travel Forum from some foreigners who visited Viet Nam a long time ago. Check if Ss understand the meanings of the words in Extra vocabulary. If they do not, quickly teach the words by using synonyms, explanations, or even translations. 
Communication
Vocabulary:
- suffer (v): to experience something unpleasant, such as injury, defeat, or loss 
- mushroom (v): a metaphor verb showing something that grows or develops fast in terms of number and speed 
- illiteracy (n): inability to read and write 
- exporter (n): a person, company, or country that sells goods to another country.
10’
3. Reading
Task 1: Skim-reading
Have Ss skim-read the posts individually. In pairs, Ss compare how many ideas from the posts they can remember. 
Then they can read them a second time more slowly for detail
Task 1: Read and remember
10’
Task 2: Kim game (read and retell)
Put Ss in groups of three. Tell them that they can look back at the posts and each group member reports on one post as in the example
Ask some Ss to retell the posts to the class. Correct them if necessary. 
Task 2: Retell
Suggested answers: 
- Charles is from France. He said that the fi rst time he had been to Viet Nam was in 1965. He said that many people were/had been illiterate then but he was astonished that after nearly 30 years there was no more illiteracy although the population had nearly tripled. He was also surprised to learn that the country was one of the largest rice exporting countries. 
- Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years. He was shocked/astonished to see that so much had changed over the last 18 years – flyovers and high-rise buildings were mushrooming.
10’
4. Production
 Writing
Task 3:
Have Ss work in groups. Ask them to focus on a couple of the suggestions in the table to discuss and write down a few posts on a big sheet of paper. They can pretend to be foreign visitors and use the posts in 1 as a model. 
Set a time limit of ten minutes. Ss should also decide which changes are the most beneficial.
Task 3: Writing posts about recent changes in Viet Nam
5’
Task 4
When the time is up, ask the groups to stick their papers on the wall. Each group reports their best post to the class, saying which changes have been the most benefi cial for the country. Vote for the best posts.
Task 4: Present the posts
2’
5. Homework
- Write 5 posts about recent changes in Viet Nam
- Prepare: Skills 1
Comment:
Teaching date: December 6th
Period: 47
Unit 6: 	Viet Nam: Then and Now
Lesson 5:	Skills 1
Objectives: By the end of the lesson, students will be able to
read for general and specifi c information about the tram system in Ha Noi then and now.
talk about changes in transport in the neighbourhood and express opinions about these changes.
Preparations: sub-boards, hand-outs, pictures 
Procedures:
T
Teacher and students’ activities
Content
3’
1. Warm-up: word-web
- Ways for pedestrains: pavements
- Ways for motorbikes or cars: motorways
- Ways for tram or trains: underground
2. Pre-reading
Task 1: Different pictures
Ask Ss to look at the two pictures and discuss the questions. Elicit the answers from Ss. 
Give Ss two minutes to skim the article and compare their answers with the information in the article.
Task 1: Asnwer the questions
Suggested answers:
The first picture shows an old tram. 
The second picture shows a modern train. 
The tram would have been seen in a town or city. These trains can be seen nowadays in big, modern cities.
They are different in many ways: the first
has fewer compartments (two or three) than the second (four). 
runs much more slowly. 
is not air-conditioned while the second is. 
runs along tracks on the ground at street level, while the second runs on elevated tracks. 
was powered by overhead electricity wires, while the second runs on electromagnetics.
3. While-reading
Task 2: Comprehensive questions
Have Ss read the article to answer the questions in pairs. Ask some Ss to share their answers. 
Task 2: Read and answer
Key: 
1. In the 20th century. 
2. It was a major means of transport for Hanoians. 3. In 1990. 
4. The population has increased dramatically. 
5. New rail systems including a skytrain and a subway are under way. 
6. (Students’ own opinions)
Task 3: True-False statements
Ask Ss to work individually. Remind them to pay attention to key words in each statement. Then allow them to share answers before checking as a class. Ask them to explain why some statements are false. 
Task 4: True-False statements
Key: 
1. F 	2. T 	3. F	 4. T 	5. F
4. Speaking
Task 4:
Divide the class into two big groups. Members of each group take turns to come to the board to add to the list of different types of transport systems in Viet Nam. Set a time limit of a few minutes. The group with more words/phrases wins.
Speaking:
Changes in transport in the neighbourhood
Suggested ideas
Past
Now
road types: path, earthen road, trench, brick road, tunnel, alley, tram system vehicles: bicycle, rickshaw, coach, train, tram
road types: underpass, fl yover, skytrain system, skywalk system, cable car, tunnel, alley
vehicles: motorbike, bicycle, coach, train, car, tram, plane
Task 5: Role-play
Ask Ss to work in pairs to do the discussion.
Ask some pairs to present their ideas to the whole class.
5. Homework
- Do exercise C in workbook
- Prepare: Skills 2 ( ideas for writing)
Comment:
 Teaching date: December 8th
Period: 48
Unit 6: 	Viet Nam: Then and Now
Lesson 6:	Skills 2
Objectives: By the end of the lesson, students will be able to
listen for general and specifi c information about life in an extended family.
write about some qualities a person needs to get along in an extended family.
Preparations: sub-boards, hand-outs, pictures 
Procedures:
T
Teacher and students’ activities
Content
3’
1. Warm-up:
	Ask Ss to say if they are living in small families with their parents and siblings only or in big families with grandparents and other relatives. Ask them if they find any difficulties living in their family group or if they want to have anything changed.
5’
2. Listening
Task 1:
Ask Ss to work in pairs to describe the pictures and answer the question. Ask a pair to share their ideas with the class.
Task 1: Describe what you can see
5’
Task 2: Gap-fill
Tell Ss that they are going to listen to a talk between Nick and Mrs Ha, Duong’s mother, about her family in the past. 
Ask them to read the information in the table carefully and try to predict the answers. Tell them to decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. 
Play the recording twice. 
Have two Ss write their answers on the board. Confirm the correct answers.
Task 2: Listen and write
Key: 
1. extended family 	2. three generations 
3. shared 	4. their day 
5. their work 	6. things happening 
7. to be tolerant 	8. talk 
9. listen 	10. Compromise
10’
Task 3:
Have Ss work individually to underline the key words in the statements. 
Ask Ss to do the exercise without listening to the recording. 
Write their answers on the board without confi rming the correct answers. 
Play the recording again for Ss to check, pause at the sentences that include the information Ss need for their answers. 
Task 3: True or False
Key: 
1. T 	2. T 	3. F 	4. F 	5. T 	6. T
10’
3. Writing
Task 4
First check that everybody understands the meaning of all the adjectives in the box. 
Set a time limit for pairs to brainstorm ideas and do the discussion. 
Move around and help Ss if necessary.
 Ask Ss to refer back to the listening in 2 and 3, and the example for useful language and ideas. 
Ask some pairs to present their ideas to the whole class. Confirm that they should give examples to support their main points.
Task 4: 
Qualities a person needs to get along in an extended family
10’
Task 5
Ss should work individually to get their ideas down on paper and check the accuracy of what they have written. 
Give Ss about 10 minutes to write and edit their work. 
Ss pass their work to someone who wasn’t in their pair for them to do peer review and add their comments and corrections. 
Write some samples on the board: 
Positive comments
Give feedback on a few Ss’ work.
5’
4. Homework
- Do task 5
- Lookback the unit.
Comment: .
Teaching date: December 12th
Period: 49
Unit 6: 	Viet Nam: Then and Now
Lesson 6:	Looking back
Objectives: By the end of the lesson, students will get more knowledge about 
Preparations: sub-boards, hand-outs, pictures 
Procedures:
T
Teacher and students’ activities
Content
3’
1. Warm-up: Word web
(task 1)
Have Ss work individually to list all the words on a piece of paper. Set a time limit of three minutes. Then have them combine to work in groups. Ask them to note down as many words they have just listed as possible on a larger piece of paper. Set a new time limit. When the time is up, groups stick their pieces of paper on the board. The group with the highest number of words/phrases wins.
Then
now
earthen road, path, trench, brick road, tunnel, alley, tram system
underpass, fl yover, skytrain system, skywalk system, cable car, tunnel, alley
5’
2. Vocabulary
Task 2: Gap-fill
Ask Ss to work individually, compare their answers with a partner, write their answers on the board. 
Confirm the correct answers. 
Vocabulary
Task 2: Fill in each blank
Key: 
1. extended 	2. nuclear 
3. facilities 	4. Rubber sandals 
5. trenches
10’
Task 3: Close text
Have Ss work in pairs. Tell them that they should pay attention to the cues in the passage for their answers. Elicit the answers from Ss. 
Task 3: Fill in each gap
Key: 
1. extended 	
2. nuclear 
3. disobedient 
4. sympathetic/understanding 
5. understanding/sympathetic 
6. tolerant 7. caring 
8. share
15’
3. Grammar
Task 4: close sentences
Ask Ss to work individually first, check their answers with a partner before having them discuss as a class.
Grammar
Task 4: Complete the sentences
Key: 
1. necessary/important 
2. certain/sure/hopeful 
3. certain/sure/confi dent 
4. sorry/sure 
5. sorry 
6. convinced/certain/sure
10’
Task 5: 
Ask Ss to work individually first, check their answers with a partner before having them discuss as a class.
Task 5: Read and correct 
Key: 
1, 3, 5, 6, 7, : no change 
2. take "could take 
4. let "to let 
6. be "was
2’
4. Homework
 - Looking back 4 – 6
 - Feedback on Project 5,6
Comment: