Tài liệu Unit 04 for a better community elements

Unit 4: For a better community Language A.Aims and Objectives: By the end of the lesson, students will be able to: - Use the adjectives ending with -ed, -ing, -ful and -less in context. - Pronounce / nd/ , /ŋ/ and /nt/ in words and sentences correctly. - Use irregular past tense verbs, the past simple and past continuous correctly in combination. B. Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette, pictures, power point. - Students: Textbook C. Methods: - The whole lesson: Integrated, mainly communicative. D. Procedures: Time/Stages Activities 1. Warm up (5 minutes) - T asks Ss to tell the whole class about their volunteer work. - T listens and gives marks. 2. New lesson (37 minutes) A. Vocabulary: Task 1: - Ask Ss to read the conversation again and underline the adjectives ending with - ed, -ing, -ful and -less - T checks some Ss. - Guide Ss to distinguish the use and meaning of these adjectives. + Adjectives ending with -ed: are often used to describe how people feel about something Ex: He was surprised to see Helen. She’d told him she was going Australia. + Adjectives ending with -ing: are often used to describe things and situations that cause the emotions. Ex: Have you seen that film? It’s absolutely terrifying. + Adjectives ending with -ful: have most of the times positive meanings but not always ( “awful” or “dreadful” have negative meaning = “ frightening”) Ex: My best friend is a rich, powerful lawyer. + Adjectives ending with -less: often have negative meaning but not always ( “priceless” = “valuable”). Ex: You must remember recharge your phone. Without its batteries, it’s useless. * Key: - ed: disadvantaged, interested, excited - ing: interesting - ful: useful, helpful, meaningful - less: hopeless Task 2: - Ask Ss to work individually in 3 minutes then have them compare their answer with their partner. - Check Ss' answers and give explanation if any. Interactions T <--> Ss Individually T <--> Ss Pair work Group work Ss <--> Ss 1 - exchange the answers with their partners. - provide the answers. * Key: 1. meaningless 2. interested 3. hopeless 4. useful 5. excited, meaningful 6. exciting. 2. Pronunciation Task 1:Identify the word having the sounds - Play the recorder and let Ss listen and repeat. - Have Ss work in pairs. - Invite two or three Ss read again and then give comments - Explain the requirement of this activity to Ss, focusing on the importance of pronouncing the ending sounds correctly in English. Task 2: Listen and repeat - Explain the requirements of this activity to students, highlighting the importance of pronouncing the ending sounds correctly in English, which is a difficulty for a lot of Vietnamese students because they tend to omit the final sound when they speak English (spend, spent, lend, lent) - Play the recording and ask students to write /nd/, /ŋ/ , /nt/ above the words that have the corresponding sounds. - Then, put students in pairs to practice reading the sentences. - Invite some students to read the sentences in front of the class. Correct students’ mistakes if there are any. Lead-in Presentation 2. Grammar Irregular past tense verbs T asks Ss: What did you do yesterday? Invites some Ss to answer the question and choose an answer which has irregular past tense verb Write the answer on the board, eg, I went to the cinema yesterday. T points at the verb went and asks Ss T: What’s this? Ss: This is the verb went. T:Is went an irregular past tense verb or a regular past tense verb? Ss: irregular past tense verb. T: very good. T <--> Ss Individually T <--> Ss individually pair work T says many verbs have irregular positive past simple forms. There are no spelling rules for these forms, so you need to learn them by heart. Then the T show some irregular verbs. Do -> did; build -> built; come -> came; Find -> found; read -> read; see -> saw; Tell -> told; take -> took; go -> went; 2 Win -> won; write -> wrote; be -> was/were Practice The T asks Ss to make a sentence with irregular verbs above Then T checks and corrects. Production Activity 1 - Ask students to read the activity, check if they understand. - Ask students to pay attention to the time expressions in brackets and ask them to find the verb tense to go with these time expressions. - Students work on their own first to rewrite the sentences in the past tense, using the time expression in brackets. - Ask students to work in pairs to check their answers. - Check students’ answers, highlighting the irregular past tense verbs. Keys activity 1 1. I wore jeans to school yesterday. 2. My sister and I bought a lot of clothes last summer. 3. My father read newspapers in bed last night. 4. My mother made my bed last Sunday. 5. I wrote letters to my grandparents yesterday afternoon. Lead-in The past simple vs. the past continuous with when and while The T writes the sentence on the board: “While I was having dinner, the phone rang”. T points at the first clause and asks Ss: while + clause using the past continuous. T: This action lasted or happened suddenly? S: lasted. The second clause: clause using the past simple. T: And the second action lasted or happened suddenly? S: happened suddenly. T: That’s right. Presenting T introduces the past simple and the past continuous using when and while. T says we often use the past continuous with the past simple. We use the past continuous to talk about an action in progress, and the past simple to talk about an action that interrupts it. Practice The T gives an action in progress: He was singing And an action that interrupts: She came in his room. T asks Ss to make a sentence using when or while. Expected answer: While he was singing, she came in his room. Or When she came in his room, he was singing. 3 T checks and corrects. Production Activity 2 - Have students do this activity individually. Observe and help them if necessary. - Ask students to match 1-5 with a-e and complete the sentences in the past simple or the past continuous. - Check students’ answers by asking individuals to take turns reading the sentences aloud, then write them on the board. - Elicit students’ answers about rules for combination of the past simple and the past continuous, using when and while. Keys activity 2 1.d We were walking in the park when it started to rain. 2.c While I was talking to a friend, the teacher asked me a question. 3.e We lost the keys while we were playing in the garden. 4.b We were sitting on a bench in the park when someone took our school bags. 5.a When the telephone rang, I was having a bath. 3. Consolidation - Ask Ss to consolidate the main contents. 2 minutes - Give feedback. 4. Homework - T asks Ss to do exercises again at home. 1 minute - Prepare for the next lesson. T <--> Ss T <--> Ss 4