LESSON PLAN Unit 8 : The Story of My Village Reading

Period : 43 (5T -43->47)

A. Aim
- Help Ss practise reading about the changes of a village thanks to new farming methods.
B. Method : Communicative approach.
C. Teaching aids : pictures, books
D. Procedure
Teacher’s activities Ps’ activities
I. Check - up - bad crops
II. New lesson - farmers doing the farming by hand
1. Pre - reading - houses made of bricks; TV set and radio - good
* Activity] (4) crops
• Picture A : The village many years ago - - doing the farming with machines
houses made of straw and mud - shortage (n)
• Picture B : The village today - meet somebody's wish - result in
Activity 2: Introducing some new words (3 - export (n)
- T. introduces a picture of a poor village and asks
Ss to tell what they see in the picture.
- T. shows Ss another picture and asks them to
tell about the changes of the village.
- T. helps Ss to find the meanings of some words
by giving cues

2. While - reading Reading silently (2') 1 b (kiếm đủ sống )

• Task 2d ( thiếu thốn nhieu
Matching the words with their definitions (5’) 3a (cai (cải thiện cuộc sống )
- T. asks Ss to read the text silently in 2 minutes 4e (vu (vụ mùa bội thu)
before doing the tasks. 5c (cây trồng )
- T. asks Ss to underline the words in A which - Ss work in pairs.
appear in the reading passage and guess their
meanings first.
Then T. asks them to match the words in A with
their definitions in B.
• Task 2
Completing the table with the information from
the passage (T)

- T. asks Ss to compare their results and then

corrects.
• Task 3
- Ss work in pairs, finding the information about
the changes in the village to complete the table

Answering the questions

Suggest answers
- T. makes the questions and asks goods students
1. It was simple and poor
to answer them first then T. asks Ss to work.
2. Because they hoped that with an education ...
bettering their lives.
3. They introduced... bumper crops.
4. He said their lives had changed a lot thanks
to... brought home.
5. He told his grandchildren to study hard ...their
 parents had done.

3. Post - reading
Answering the question (10')
* How can people with an education help make
the life of their community better
- T. asks Ss to discuss in groups and find some
ideas to answer the question.
- T. goes round to help them and then chooses
good ideas to write down on

III. Homework ,(1')

- Write a paragraph to answer the question :"How
can people.. their community better ?"
the board.
- Ss use the ideas to write a paragraph

Theme: THE STORY OF MY VILLAGE

UNIT 8 : SPEAKING
Period : 44 (5T -43->47)
* OBJECTIVES:
1. Aim: Students practise speaking about the plans to improve the villagers' life.
2. Skills: Expressing opinions and discussing plans to improve the villagers' life in their village.
* METHOD: Mainly communicative.
* TEACHING AIDS: pictures, handouts, posters etc.
*PROCEDURE:
Teacher’s activities Ps’ activities
Warm - up (5mns) Pairwork
- Pictures of a road, a bridge, a medical centre, a Picture I
school, a field . Picture 2
To make life in the country better, many things Picture 3
should be done. What do the pictures make you Picture 4
think about? Picture 5
Teacher asks ss the question: What do the Suggested answers
pictures make you think about? Students look at 1. to widen the roads
the pictures( handouts) quickly and give their 2. to build a bridge
ideas about the pictures: 3. to build a medical centre
4. to build school
5. to grow crops

* Pre - Speaking (8mns) Group 1: why should we widen the road?

Ask and answer the question: Group 2: Why should we build a medical centre?
"Why should we widen the roads?" Group 3: Why should we build a school?
Teacher has students discuss with their partners Group 4: Why should we build a bridge?
these questions (using the pictures) Students sit in
groups asking and answering question:
Each group will answer the question before the
class(using their own ideas)
- Teachers asks some more questions to introduce
the lesson.
- Why should we do these things in a country?
- Have you got any plans to. Improve their life?

While-speaking (19 mns) Keys : lb 2g 3d 4e 5f 6c, 7a.

Task 1 :The villagers of Ha Xuyen are discusing Students work in pairs to ask and answer the
plans to improve their life in the village. questions( while matching).
Work with your partner to match each of the For example
plans with its possible result. A : Why should we widen the roads ?
(page 85) B: We should widen the roads so that cars and
Task 2 lorries can get to the village.
Activity 1: Read and practise the conversation in
groups of three.
(page 85)
Teacher walks around the class and offers ideas
and comments when students need help. Then Groupwork
teacher calls some pairs to practise speaking
before the class.
Teacher selects some groups to practise the
conversation before the class.
Activity 2
Use the main ideas of the conversation to fill in
the blanks. (posters)
1. Widen the roads to Cars and ....... can Groupwork
.......our village
-> Won't have to cart ...... of farming ..... to. the
city.
2. Resurface and raise the roads
-> Won't be ...... and ...... when it rains -> Get GroupA : complete the first
around ........... GroupB : the second one. Each group discuss and
Teacher has ss close their books and use the main choose one student to go to the board and write
ideas of the conversation to fill in the down the correct ideas .
blanks.(posters) - Then some students of each group will practise
the conversation again by using the information
on the board without looking at their books.

Post speaking (12 mns)

Work in groups continue the conversation, using
the ideas in the table in task
1. Add some more possible results if you like.
Groupwork
- Students' answers may vary.
Suggested answers.
1. Build a bridge over the canal -> villagers have
a shorter way - save a lot of time.
2. Build a football ground -> young people can
play sports -> have good health
Teacher selects some groups to practise speaking
by using their own ideas.
Home work: (1 mn)
Write a paragraph (about 50 words) to talk about
the plans to improve the life of yourcountry.
Students practise writing at home.

LESSON PLAN
Unit 8: THE STORY OF MY VILLAGE - Listening
Period : 45 (5T -43->47)
A. Aims: - to help sts practise listening - about changes in.a small town
B. Teaching Aids: textbooks, pictures, tape, cassette player.
C. Method: Communicative approach
D. Procedure:
Teacher’s activities Ps’ activities
I.Pre -listening St: In England
Activity 1:
Warm-up
T: Where is the town?
T: Is it modern or old'?
T: Have you ever been to any towns in St: It is is modern
England? St: No.
T: Today, we'll visit a town in England, - Sts looks at the picture and answer the
Popffero. questions
- T shows the picture of a town in England
and asks sts some questions
In the past Now

-Small old houses -tall buildings

-Narrow streets -big hotels
-Big trees -wide streets
-A few shops -no tree
-Quiet atmosphere -many shops
-busy atmosphere

- Sts look at the pictures and list the things

they can see from the two pictures.
-Sts practise comparing the two pictures like
the model in pairs

Activity 2: Look at the two pictures and

describe them C
Ex: There used to be a few shops but now
there are a lot
- T introduces the pictures of the town
Popffero in the past and now.
- T puts their ideas in two columns: in the past
and now
-T gives the model sentences, using the
structure " used to "

II. While-listening - Keys:

Task 1: 1. F. It's on the south coast of England
* Read the sentences carefully and guess 2. F. It used to be a small quiet town 3. T
whether they are true or false according; to 4. F. A lot of trees have been cut down for
the pictures wider streets
- T introduces :" You will hear someone 5. F. Some people don't like the changes,
talking about the changes in his hometown, they miss the quiet and peaceful life of the old
Popffero" and town
asks sts to guess whether the statements true
or false
* Listen to the tape and cheek your answers
- First, sts listen to the tape and check their
answers in pairs. Second, they listen to the tape
again and check their answers with the teacher
(correct the wrong statements)
Task 2: (12') -Sts work in groups of four
* Guess the missing; words (.5') - Keys:
* Listen to the talk again and write in the 1) houses 5) car
missing words (7') 2) hotel 6) shop
- T asks sts to listen to the tape and do the task 3) widened 7) department
individually and then in pairs 4) cut 8) expensive
- T checks sts' answers

III. After-listening (10')

Game: Lucky number Talk about the changes
in Danang city 1 2 3456
l. roads - Students work in two groups to choose the
2. houses numbers they want. If it is a lucky number, the
3. lucky number group will get 2 marks. If it is a word , the
4. bridges group must make a sentence with it to get 1
5. hotels mark. The group that gets more marks will win
6. atmosphere the game
- Teacher sticks the poster with 6 numbers on - Suggested answer :
the board. 1. roads -> The roads used to be narrow and
rough but now they are wide

Home work : (1')

Write a passage of 40- 50 words about changes
in your own hometown or your village
T has sts write the paragraph at home

LESSON PLAN
Unit 8: THE STORY OF MY VILLAGE
Period: Writing
Period : 46 (5T -43->47)
Giving directionsA. Aims: -to help students know how to write a letter of giving directions - to help students
improve writing and speaking skills
B. Teaching aids: a picture, cards, posters, handouts
C. Method of teaching: Communicative approach
D. Procedures:

Teacher’s activities Ps’ activities

1. Check up : (3 min.) 2. Warm-up (2 min.) 3. Read the letter and match the word phrases with
New lesson Task 1 the proper signals.
(5 min.)
Questions:
- What can you see in the picture? - What are
they doing?
T. shows Ss a picture and asks Ss to introduce the
new lesson. Group work

-T. asks Ss to work in 2 groups, using cards and

posters.
-T. corrects
-T. asks Ss to pronounce the words in chorus.
-T. asks Ss to find out how to use the structure. -Each group does the task as quick as possible
-T. asks Ss to write the words and structure down and sticks the poster with cards arranged on it on
in their notebooks. the board.
- The winning group is the one doing the task
quickest and well.
It's the one with ...
Ex: It's the one with a yellow gate.

Task 2 (5min.)
Jim has decided to come to Ann's place for his
holiday. Ann writes him a letter giving directions-Ss do the task in pairs.
to her house. Read the letter and look at the map.(1) the station, turn right.
Find Ann's house on the map. (2) walking for about 5 minutes; you'll see a
-T. explains the task -Ss read the letter (3) ahead.
-T. asks Ss to point at the poster (of the map on (4) the bridge,
p.87) to speak out the way to Ann's house. -T. (5) a medical centre, then take the'
corrects where (6) on the left. Keep on
necessary. -Handouts (7) you come to the end of the road, turn
- T. explains the task and asks Ss to work right. Walk past a small shop. Mine is the second
individually. (Books are closed) house after the shop,
(8) the bookshop. It's the one
Task 3 (8 min.) (9) a green gate. You can't miss it. I have
Gap-filling: Dear Jim, I'm very pleased to hear enclosed a map so that you can follow my
that you have decided to come here for the directions easily.
holiday. I'm writing to tell you how to get to my Looking forward to
house from Roston Railway Station. (10) you soon. Love,
Now, when you

Ann
Key:
(1) come out of (2) Keep (3) small bridge (4) Go
over (5) walk past (6) first turning (7) until (8)
opposite (9) with (10) seeing Pair work
 Task 5 (9 min.)
Task 4 (12 min.)
Your house is A on the map. Write a letter to Jim,
telling him the way to your house from Roston
Railway Station.
-T. asks Ss to write their own letters
-When Ss finish writing, T. lets Ss exchange their
letters to correct themselves then T. chooses some
letter to give correction.

Homework (1 min.)
Ask your friend how to get to a place you want to
go.
You write a letter to invite your friend to come to
your house and tell her/ him the way to your
house from the transport station.
-T. writes on the board while saying

LESSON PLAN
Date of planning: August 18th 2006
UNIT 8: THE STORY OF MY VILLAGE LANGUAGE FOCUS
Period : 47 (5T -43->47)
A. Aims: To help students master phonetic symbols /av/ , /air/ as well as review reported speech and
conditional sentence( type I)
B. Teaching aids: Posters, Handouts
C. Procedure:
Teacher’s activities Ps’ activities
Warm up (3 rains) 1. now/ broken-down/ Mrs Brown/ is/
Teacher asks st(s) to rearrange two jumbled 2. know/ Joe/does/ snow/it/ will/ tomorrow?
sentences 3. Does Joe know it will snow tomorrow? ->
Is Is there anything
Key: I. Mrs Brown is broken- down now.
(Now Mrs Brown is broken-down.)
/ # au / special about sounds in two
sentences ?
Pronunciation ( 10 rains)

* Activity 1:
- Teacher pronounces au / and /av / 1. Cow - couch
- St(s) repeat 2. I low - house
- T guides st(s) to practise pairs of 3. Town - mouse
words 4. Bone - bowl
5. Coat - close
6. Phone - note

• Activity 2: ( in pairs)
- T asks st(s) to listen to the tape and then find
out the words which have /av / and/ av /
- St(s) practise the sentences in textbook
Grammar: ( 30 rains)
REPORTED D SPEECH
I *Activity l :
- T asks st(s) some questions:
1. What's your father's job?
2 How long have you learned English?
3. Where did you go last Sunday?
4. What will you do to get good marks?
5.Can you sing?
- St(s) answer
- T asks St(s) to report the following Key: l. Told 2. Said
statements to review Reported speech :
1. Simple present:
1. " My father is a teacher" -> Quang said
.........
2. Present perfect:
" I have learned English for eight years" ->
Thu told .....
3. Simple past:
" Last Sunday I visited my grandparents Thao
said......
4. Will
" I will study hard " -> Lan said......
5. Can
" I can sing -> John told ...........
*Activity2: ( Individuals)
- T asks St(s) to report the statements in doctor. If I become a doctor, I'll be able to
exercise 1, using the verbs suggested
- T corrects mistakes if necessary
• Activity 3: ( pairwork)
- T asks st(s) to complete the sentences, using WHEN or IF
correct form of SAY , TELL or TALK
- T gives feedback
IF Clause Main clause
Simple present Simple future
*Activity 1 : ( pair work)
-T asks st(s) to make conditional sentences ,
using the cues provided
- T corrects mistakes i if necessary,
- St(s) do the exercise individually the
discuss With their partner.
- T reminds St(s) the structure of the
first type of conditional sentences through
examples.
CONDITIONAL SENTENCE(Type 1) -T asks
st(s), some questions:
1 .What will you do if you have a lot of
money?
2. What will happen if forests are destroyed? i
- St(s) answer
3. Said 4.
Told 5. Talk
Key: " I1' 1 don't go out SO much , I'll CIO
More home work If 1 do more homework,
I'll pass my exam. If I pass my exam, I'll go
to university. If 1 go to University, I'll study
medicine. If 1 study medicine, I'll become a
cure disease and help sick people.
*Activity2: (Pairwork)
- T asks st(s) to fill in the gaps with
- St(s) do the exercise individually first then
practise in pairs
- T correct mistakes if necessary
Key: 1. If 2. When 3. If 4. If 5.
when

Homework ( 2 mins)
- St(s) do exercises in workbook