<p><strong>UNIT 4: </strong><strong>LIFE IN THE PAST</strong></p>

<p><strong>Lesson 2: A closer look 1</strong></p>

<p><strong>&nbsp;</strong></p>

<p><strong>I/ OBJECTIVES</strong></p>

<ul>

<li>By the end of the lesson, students can: Use the lexical items related to life in the past</li>

<li>Identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly</li>

</ul>

<ol>

<li><strong> Knowledge: </strong></li>

<li>Grammar : simple</li>

<li>Lexical items : Vocabulary: lexical items related to life in the past</li>

<li><strong> Skills:</strong></li>

</ol>

<p>- Listening, Speaking, Reading,Writing and interactive skills</p>

<ol start="3">

<li><strong> Attitude:</strong></li>

</ol>

<p>- Cooperation, respect, having right and friendly attitudes with friends, teachers in the new school</p>

<ol start="4">

<li><strong> Quality and competence: </strong></li>

</ol>

<p>- Be confident and friendly with the new school environment</p>

<p>- Develope listening, speaking skills and cooperative interaction</p>

<p><strong>II/ </strong><strong>TEACHING AIDS </strong>(<strong>MATERIALS</strong>)</p>

<p><strong>1.Teacher</strong>&rsquo;<strong>s preparation</strong>:</p>

<p>- Lesson plan, Pictures, posters ,textbook,CD-MP3(Computer-Multi projector/cassette/ &ldquo;s&aacute;ch mềm&rdquo;) and other materials</p>

<p><strong>2.Students</strong>&rsquo;<strong> preparation</strong>:</p>

<p>- Textbook, notebook, school things.</p>

<p><strong>III/</strong> <strong>WORKING ARRANGEMENTS( WAYS OF WORKING )</strong></p>

<p>- Pair work , individual work, group work, T-WC</p>

<p><strong>IV/</strong> <strong>TEACHING</strong> <strong>PROCEDURE :</strong></p>

<p>1-Greeting`and checking students&rsquo; adtendence: Total: In: .........&nbsp; Out: .......... .</p>

<p>2-Checking the old lesson</p>

<p>3-New lesson:</p>

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<p><strong>Teacher and students </strong><strong>&rsquo;</strong><strong> activities</strong></p>

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<p><strong>Contents</strong></p>

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<p><strong>1- Warm up (5'):</strong></p>

<p>- Free talk</p>

<p>- Check up old lesson</p>

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<p><strong>&nbsp;</strong></p>

<p>T- Ss</p>

<p><strong>&nbsp;</strong></p>

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<p><strong>2. Vocabulary (15')</strong></p>

<p><strong>1</strong><strong>. Match a verb in A with a word/phrase in B (P42)</strong></p>

<p><strong>- </strong>AskSs to do the matching individually. Then allow them to share their answers with a partner. Check as a class.</p>

<p><strong>Note</strong>: Ss might have difficultly with the meaning of &lsquo;act out stories&rsquo;, &lsquo;go bare-footed&rsquo;, and &lsquo;dance to drum music&rsquo;. To check comprehension, T can ask Ss to mine activities to ensure everyone has a thorough understanding of the phrases.</p>

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<p>&nbsp;</p>

<p>- Ss work individually to complete this exercise</p>

<p><strong>1</strong><strong>Key:</strong></p>

<p>1. f&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2. g&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;3. b&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4. a&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>

<p>5. c&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 6. e&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 7. h&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 8. d</p>

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<p><strong>2.Use the newly &ndash; formed phrases in 1 with the verbs in their... (P42)</strong></p>

<p>- Ss work individually. Ask them to choose the correct answer for each sentence first.</p>

<p>- They then read the sentence carefully to determine the form and the tense of the verb.</p>

<p>- Check the answers as a class.</p>

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<p><strong>3.Choose a word/phrase from the box to ... (P42)</strong></p>

<p><strong>- </strong>HaveSs work individually. Then they can exchange their answers with a partner.</p>

<p>- Check as a class. Now ask for volunteers, or select Ss, to make new sentences using these words and phrases.</p>

<p>- Let the rest of the class decide whether the sentence makes sense or not.</p>

<p>- Try to give lots of Ss a go, not just the ones who are the most extrovert in the class.</p>

<p><strong>4.</strong><strong> Complete the sentences... (p42)</strong></p>

<p>- These words have similar meanings. Before Ss do the task, ask Ss to cover the <strong>REMEMBER</strong>!box and elicit the definitions if possible, then allow Ss to read the definitions before they ask Ss to do the task.</p>

<p>- Have Ss read each sentences. For example, sentence 1 needs a noun because this word stands sfter article &lsquo;a&rsquo;. they then complete all the sentences.</p>

<p>- Confirm the correct answers as a class.</p>

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<p>- Individual work</p>

<p><strong>2.</strong><strong>Key</strong>:</p>

<p>1. kept a diary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>

<p>2. Entertain themselves&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>

<p>3. Preserve our traditions&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>

<p>4. Use your imagination&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>

<p>5. acting out stories&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>

<p>6. Collect the post</p>

<p>7. going bare-footed&nbsp;</p>

<p>8. Dance to drum music</p>

<p><strong>&nbsp;</strong></p>

<p>- Ss work individually</p>

<p><strong>3.</strong><strong>Key:</strong></p>

<p>1. seniority&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2. Illiterate&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3. Street vendors</p>

<p>4. strict rules&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5. Physical&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 6. Face to face</p>

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<p>- Ss work individuallyto complete the task</p>

<p><strong>4.</strong><strong>Key:</strong></p>

<p>1. habit&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2. Behavior&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3. Tradition</p>

<p>4. habit&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5. Practice&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;6. Behavior</p>

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<p><strong>Pronunciation (15'')</strong></p>

<p><strong>Stress on auxiliary in sentences</strong></p>

<p><strong>5.Listen and underline the auxiliary... (P43)</strong></p>

<p><strong>-</strong> &nbsp;AskSs to note all the auxiliaries they find in the sentences first. Discuss with them which ones they think will be stressed.</p>

<p>- Play the recording. Ss listen and underline the stressed auxiliaries.</p>

<p>- They then repeat the sentences with a focus on the stressed ones.</p>

<p>Since Ss often see auxiliaries as unstressed, it is a good idea to give Ss some initial guidance from the <strong>REMEMBER!</strong>box under exercise 5 before they actually do the exercise.</p>

<p>&nbsp;</p>

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<p><strong>6.</strong><strong> Underline an auxiliary if it is stressed... (P43)</strong></p>

<p><strong>-</strong> HaveSs work individually to stress the auxiliaries.</p>

<p>- Ask them to refer to the REMEMBER! box as they do the exercise. Then play the recording. Ss listen, check, and say the sentences.</p>

<p>- Call on some Ss to say the sentences individually.</p>

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<p><strong>&nbsp;</strong></p>

<p><strong>5.</strong><strong>Audio script+ Key</strong>:</p>

<p>1.&nbsp;&nbsp;&nbsp;&nbsp; Life will be improved on those remote areas.</p>

<p>2.&nbsp;&nbsp;&nbsp;&nbsp; They can see the rain coming in from the west.</p>

<p>3.&nbsp;&nbsp;&nbsp;&nbsp; You did make me laugh!</p>

<p>4.&nbsp;&nbsp;&nbsp;&nbsp; He hasn&rsquo;t handed in his assignment.</p>

<p>5.&nbsp;&nbsp;&nbsp;&nbsp; I don&rsquo;t like the idea of going there at night.</p>

<p>6.&nbsp;&nbsp;&nbsp;&nbsp; Sam doesn&rsquo;t like fast food but I do.</p>

<p><strong>Note</strong>: This exercise focuses only on stressed/unstressed auxiliaries. Sentences 1 and 2 contain no stressed auxiliaries</p>

<p><strong>6.</strong><strong>Audio script&nbsp; + Key:</strong></p>

<p>1.&nbsp;&nbsp;&nbsp;&nbsp; - The men in my village used to catch fish with a spear.</p>

<p>- Could you do that?</p>

<p>- No, I couldn&rsquo;t.</p>

<p>2.&nbsp;&nbsp;&nbsp;&nbsp; I have told many times not to leave the door open.</p>

<p>3.&nbsp;&nbsp;&nbsp;&nbsp; We&rsquo;re going to visit Howick, a historical village.</p>

<p>4.&nbsp;&nbsp;&nbsp;&nbsp; - You aren&rsquo;t going to the party? Is it because you can&rsquo;t dance?</p>

<p>- I can dance. Look!</p>

<p>5.&nbsp;&nbsp;&nbsp;&nbsp; - I hope she doesn&rsquo;t damage to the car.</p>

<p>- Don&rsquo;t&nbsp; worried. She does know how to drive.</p>

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<p><strong>4.Further practice:</strong></p>

<p>- Retell the whole lesson</p>

<p><strong>5.Production:</strong></p>

<p>- Learn by heart all the new words.</p>

<p>- Do Ex in workbook</p>

<p>- Prepare:&nbsp; <strong>Unit 4: Closer Look 2</strong></p>

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<p>&nbsp;</p>

<p>- Answer teacher's questions.</p>

<p>- Say out the words</p>

<p>&nbsp;</p>

<p>- Take note</p>

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