Giáo án Tiếng Anh - Unit 4: Life in the past - Lesson 1 to lesson 7

PERIOD 26 / WEEK 9 
Unit 4: LIFE IN THE PAST
Lesson 1 - GETTING STARTED: Preserving the past
I. OBJECTIVES: By the end of this lesson, students will be able to:
use the lexical items related to life in the past
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
1 Ask Ss to look at the title of the conversation and the picture. Ask them some questions: 
• What do you think the people in the conversation are talking about?
• How do you understand the title ‘Preserving the past’?
 Ss answer the questions as a class. Play the recording and have Ss follow along. 
a./ Ss work independently. Encourage them to answer the questions without looking back at the conversation. Then allow Ss to share answers. Check their answers as a class. 
b./ Ask Ss to find the expressions in the conversation and read the context where they appear to make sure that they understand the meanings of the expressions correctly. Ss then do the matching. Correct the answers as a class. Ask Ss if they can think of some more expressions with the same meaning.
c./ Have Ss work independently to find the most suitable response to each item. Ss can then exchange their answers. T checks as a class and explains the answers where necessary.
Activity 2: 
Make sure Ss understand the meaning of the words/phrases in the box. T can ask them to give some examples to show that they understand the phrase ‘technological changes’. Ss then work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class.
Activity 3: 
Have Ss work in small groups to come up with as many past events and practices in their areas as possible. 
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 practised elsewhere.
Key:
1.Fathers make kites for sons.
2.Once every two months.
3.They used to come early, trying to get a place near the screen.
4.Only wealthy households.
5.Yes, he does. He said: “Sometimes I wish I could go back to that time.
Key:
1.c 2.a 3. d 4.b
Key:
1. Sure. 2.I can’t imagine that. 3.How cool!
4.I wish I could go back to that time. 5. How cool! 6.I can’t imagine that.
Key:
1.a 2. d 3.c 4. b 5. e 6. F
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, ...
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 1
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PERIOD 27 / WEEK 9 
Unit 4: LIFE IN THE PAST
Lesson 2 – A CLOSER LOOK 1
I. OBJECTIVES: By the end of this lesson, students will be able to:
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
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Grammar 
Activity 1: 
Ask Ss to do the matching individually. Then allow them to share their answers with a partner. Check as 
a class.
Note: Ss might have difficulty with the meaning of ‘act out stories’, ‘go bare-footed’, and ‘dance to drum 
music’. To check comprehension, T can ask Ss to mime activities to ensure everyone has a thorough 
understanding of the phrases.
Activity 2:	
Ss work individually or in pairs. Ask them to choose the correct answer for each sentence first. They then read the sentence carefully to determine the form and the tense of the verb. Check the answers as 
a class
Activity 3:	
Have Ss work individually. Then they can exchange their answers with a partner. Check as a class. Now ask 
for volunteers, or select Ss, to make new sentences using these words and phrases. Let the rest of the class 
decide whether the sentence makes sense or not. Try to give lots of Ss a go, not just the ones who are the 
most extrovert in the class. 
Activity 4:
These words have similar meanings. Before doing the task, ask Ss to cover the REMEMBER! box and elicit 
the definitions if possible. Then allow them to read the definitions before doing the task. Have Ss read each sentence and decide what part of speech is missing from the sentence. For example, sentence 1 needs a noun because this word stands after article ‘a’. They then complete all the sentences. Confirm the 
correct answers as a class.
Activity 5:
Ask Ss to note all the auxiliaries they find in the sentences first. Discuss with them which ones they think will be stressed. Play the recording. Ss listen and underline the stressed auxiliaries. They then repeat the 
sentences with a focus on the stressed ones. 
 Since Ss often see auxiliaries as unstressed, it is a good idea to give Ss some initial guidance from the 
REMEMBER! box under exercise 5before they actually do the exercise. 
Activity 6:
Have Ss work individually to stress the auxiliaries. Ask them to refer to the REMEMBER! box as they do the 
exercise. Then play the recording. Ss listen, check, and say the sentences. Call on some Ss to say the 
sentences individually.
Key:
 1.f 2.g 3.b 4.a 5. c 6.e 7. h 8.d
Key:
 1.kept a diary 2. entertain themselves 3.preserve our traditions 4.Use your imagination 5.acting out stories 
6. collect the post 7. going bare-footed 8. dance to drum music
Key:
 1.seniority 2.illiterate 3.street vendors
 4.strict rules 5. Physical 6.face to face
Key: 
 1.habit 2.behaviour 3.tradition
 4. habit 5. practice 6. Behaviour
Key + Audio script: 
 1. Life will be improved in those remote areas.
 2.They can see the rain coming in from the west.
 3.You did make me laugh!
4.He hasn’t handed in his assignment.
 5. I don’t like the idea of going there at night.
 6.Sam doesn’t like fast food but I do
Key + Audio script:
 1.- The men in my village used to catch fish with a spear.
 - Could you do that?
 - No, I couldn’t.
 2. I have told you many times not to leave the door open. 
 3. We’re going to visit Howick, a historical village.
 4. - You aren’t going to the party? Is it because you can’t dance?
 - I can dance. Look!
 5. - I hope she doesn’t do any damage to the car.
 - Don’t worry. She does know how to drive.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 2
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PERIOD 28/ WEEK 10 
Unit 4: LIFE IN THE PAST
Lesson 3 - A CLOSER LOOK 2
I. OBJECTIVES: By the end of this lesson, students will be able to:
use used/didn’t use + to-infinitive to talk about past practices
express wishes for the present
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Have Ss underline the sentences containing used to/didn’t use to + infinitive in the conversation in 
GETTING STARTED. Ask them to choose the correct answer A, B, or C. T may write the rule on the board as 
a reminder for Ss as they do exercise 2.
Activity 2:	
Have Ss work individually. Then ask them to exchange their answers. Correct them as a class
Activity 3:	
Ask Ss to read the conversation in GETTING STARTED again and look for sentences containing wish. Ask them to underline the main verbs in the sentences and answer the questions. 
Elicit the rule for the main verbs in the wish sentences for the present. Then have them read the Look out! 
box. T may write the rule on the board.
Activity 4:
Have Ss do this exercise individually. They may refer to the rule on the board. T checks the answers as a class.
Activity 5:
Have Ss look at the prompts first and decide whether the sentence is a wish for the present/future or for 
something happening right at that moment. They then choose the appropriate tense for each sentence. 
Once they have done this, ask them to write out the sentences in full. If time allows, let Ss share their work 
with their partner. T checks as a class.
Key: B
Key:
1.used to be 2.didn’t use to transport 3. used to dye
4. used to kill 5. used to pull out 6.didn’t use to spend
Key:
1.for the present
2.the past simple and past continuous
Key:
Correct: 1 and 4
Incorrect: 2. will →would 3.can →could
5. don’t →didn’t 6.is →was/were
Key: 
1. I wish we could communicate with animals.
2. I wish no child was/were suffering from hunger.
3.I wish I was/were playing on the beach.
4.I wish there was/were/would be no more family violence in the world.
5.I wish I was/were going bushwalking with my friends.
6. I wish there were four seasons in my area.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare COMMUNICATION
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PERIOD 29 / WEEK 10 
Unit 4: LIFE IN THE PAST
Lesson 4 - COMMUNICATION
I. OBJECTIVES: By the end of this lesson, students will be able to:
make comments on or express opinions about facts in the past
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
a./ T can start this session by writing ‘Looking Back’ on the board and leading Ss through the discussion of the questions. Encourage Ss to give any or all ideas. There are no wrong answers at this stage. 
b./ Before Ss read the passages, check their understanding of the words in the Extra Vocabulary box by drawing simple pictures, giving definitions or examples of usage. Have Ss read the passages individually as quickly as possible. Then refer to their answers in 1aand see if their guesses are correct.
Activity 2:	
Have Ss read the definitions and look for the words in each story. They may do this individually or in pairs.
Activity 3:	
This task encourages Ss to use their critical thinking skills to find explanations for the questions. Ss will 
consequently gain a deeper understanding of what life was like for these people.
 Have Ss work in groups. Encourage them to use their imagination and background knowledge to explain 
some information from the stories. Ss then share their opinions with the class. T acts as a facilitator.
Activity 4:
Have Ss work in groups to match the responses with the stories. Ask them to underline the key words in 
the responses which help them do the matching.
Activity 5:
Ask Ss to work in small groups and work out a story of their own. Make sure Ss include the necessary 
information in the story as suggested in the task. Each group then presents the story to the class. The rest 
of the class can ask questions about the topic.
Key:
 1.illiterate 2. pass on 3.treat (someone) 4.block 5. survive 6.dogsled
Suggested answers:
 1.It was difficult to reach the villagers on the mountain./There were no other means of transport 
available.
 2. There was no school in the villages./The nearest school might be too far away.
 3. There were no other materials available in that deserted land./There were no easy means to 
transport materials from other places to the island.
 4.It was impossible to build a big house with several rooms in the ice and snow./People felt safer living 
in communal groups
Key:
Story 1:2, 4
Story 2:1, 3, 5
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 1
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PERIOD 30 / WEEK 10 
Unit 4: LIFE IN THE PAST
Lesson 5- SKILLS 1 
I. OBJECTIVES: By the end of this lesson, students will be able to:
read for specific information about school life in the past
make comments on or express opinions about facts in the past
II . PREPARATION: 
sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Reading
Activity 1: 
Brainstorm how teens entertained themselves in the past compared to the present. Make notes of the activities in two lists and leave them on the board while the class reads the conversation in2. 
Activity 2:
Have Ss read the conversation individually and answer the questions. Check Ss’ answers as a class. Ask Ss 
to show where the information for each answer appears
Speaking
Activity 3:
Ask Ss to read the example in 3and the expressions for opinions and comments in the REMEMBER! box at the bottom of the page. Once they are clear about what they have to do, they can read each pastime in the list and discuss what they think about it in groups of three or four. T should move around the groups and offer guidance.	
Activity 4:	
Apart from expressing an opinion on a practice in the past, Ss have to decide whether they would like to 
keep the practice alive and explain why.
 Allow Ss some time to read the practices, make their decision, and think of the reasons for their 
choice. They can then start their discussion. T moves around the class to facilitate the discussions. 
If something interesting is expressed, T may wish to bring the whole class together to discuss it. 
Key:
 1.They used to play outdoors, in the fresh air.
 2.They met and talked face-to-face.
 3.It kept them healthy and in shape.
 4.At home.
 5.You had to use your own imagination.
 6.No, they didn’t.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 2
PERIOD 31 / WEEK 11 
Unit 4: LIFE IN THE PAST
Lesson 6 – SKILLS 2
I. OBJECTIVES: By the end of this lesson, students will be able to:
listen for specific information about school life in the past
write a description of how children in the past studied without technology
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Listening
Activity 1: 
Ask Ss to look at the old photo and read the introduction to the listening and the questions. T may even decide to do a prediction task by asking Ss to guess if each statement is true or false before listening. 
 T then plays the recording and Ss tick (√) the answers. T can play the recording at least twice. Elicit the answers from Ss. Ask them to explain their answers. Confirm the answers as a class.
Activity 2:	
- Have Ss read the questions first to determine which information they need to fill the blanks. 
Ss then listen to the recording again and write their answers. T checks the answers as a class.
WRITING
-Activity 3
Ss may work in groups of three or four. Together they make a list of the facilities they are using for their 
studies. They then tick the ones they think were not available about twenty years ago.
 T may have the groups write their lists on board. Leave the list there for 4.
Activity 4:
Ss work individually, referring to the framework while they are writing. If time allows, T can ask some Ss to 
share their writing with the class.
Key:
 1.F 2.T 3. T 4. NG 5.F 6. T
Key:
 1. 15 2.bare-footed 3. maths, history (in any order) 
 4.strict rules 5.extra classes
Sample writing: 
 It is most likely that students twenty years ago were not able to enjoy the Internet in their studies. 
That’s why it took them a lot of time, energy, and even money, to do a project that we can now easily complete in one or two days. 
 For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was useful for their assignment. They would also have to meet with some old people and talk to them about the past. At home, they had to hand-write their assignment, possibly with a lot of erasing and rewriting of the first draft. After fi nishing the draft, they had to write a clean copy on another piece of paper for submission.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare LOOKING BACK
PERIOD 32 / WEEK 11 
Unit 4: LIFE IN THE PAST
Lesson 7 – LOOKING BACK & PROJECT
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Use some vocabularies and structures to talk about related to life in the past
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Have Ss complete this exercise individually. Check their answers as a class
Activity 2:	
a./Ss work individually. They can then check with their partner. Confirm the correct answers
b./ Have Ss complete this exercise individually. Check their answers as a class.
Grammar
Activity 3:
Ss complete this task independently or in pairs. Discussion may sometimes be necessary to decide if a 
thing was/was not practised in the past. Only then can they form the correct answers. Check as a class.
Activity 4:
Have Ss complete the exercise independently. Have them share their wishes with the class. 
Activity 5:
Encourage Ss to use their imagination and work out wishes for the situation. Have them share their 
answers with the class.
Communication
Activity 6:
Ss work in pairs or small groups to complete the exercise. Check as a class. Then they can practise the 
conversation with their best pronunciation and fluency.
Project: Preserving the past
This project aims to encourage Ss to do more research about the past with a focus on traditions and habits 
which are dying out. 
Divide Ss into groups of four to five and instruct them on what they have to do. Encourage them to 
interview previous generations – either members of their family or neighbours. Tell them to
 - choose the pastime they most appreciate and would most like to preserve
 - explain their choice
 - work on a plan of how they can help to preserve it
 Have Ss present their posters in the next lesson. When all the groups have given their presentations, 
the whole class can vote for the best.
Key: 1. B 2. A 3.C 4. A 5.B 
Key: 1. b 2. e 3. a 4.c 5.d
Key: 1.acting out 2. die out 3.preserve 4. collecting 5.entertains
1.Men used to be the bread winner of the family.
 2.Women didn’t use to go to work.
 3.People didn’t use to travel on holiday.
 4.Families didn’t use to be nuclear.
 5.People used to make banh chung at Tet themselves.
 6.Children used to play outdoor games.
Suggested answers:
 1.I wish my village had access to clean piped water.
 2.I wish there was/were a bridge over the river, so we did not have to cross the river by boat twice a day 
to school.
 3. I wish there was/were an organisation for social activities for teenagers in my town.
 4. I wish I was/were tall enough to play basketball.
 5.I wish there were four seasons in my area./ I wish we had spring and autumn in my area.
Suggested answers:
 1.I wish it would stop raining.
 2.I wish the wind weren’t blowing so hard.
 3.I wish the sun were shining.
 4. I wish I were sitting in a warm house.
Key:
Order: 1-4-5-2-9-7-8-6-3
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for a 15-minute-test
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