Period 73

UNIT 4 : LIFE IN THE PAST

Lesson 4 : COMMUNICATION

I. Objectives
1. Knowledge: By the end of the lesson students will be able to:
- Know more about past practices.
- Make comments on or express opinions about facts in the past
- Describing past practices.
- Vocabulary: Extra vocabulary about life in the past.
- Grammar: Review
- Skill: Speaking, writing.
2. Competence: Teamwork and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Students are hard-working and attentive. They know and choose the
right ways of communication for them.
II. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book…
2. Students: Textbooks, notebooks…
III. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss talk about what they know about past practices.
c, Outcome: Ss can talk about what they know about past practices well.
d, Organization:
- Ask Ss to talk about what they know about
past practices.
 2. Presentation (5’)
a, Aims: Help students understand the stories.
b, Contents: Ss study some extra vocabularies and brainstorm about the stories
c, Outcome: Ss can know some vocabulary words in the text
d, Organization:
1. Extra vocabulay
T teaches some vocabulary words - downtown: in, towards or typical of the
Ss copy and read centre of a city, especially its main
business area Khu vực thành phố
- remote (adj): far away from places where
other people live – xa xôi, hẻo lánh
- igloo (N): a small round house or shelter
built from blocks of hard snow by the Inuit
people of northern N America: lều tuyết
- domed (adj): hình vòm/ mái vòm
- arctic (Adj):related to or happening in the
regions around the North Pole: thuộc Bắc
cực/ phương Bắc

Ex 1. Read and answer the answer

T asks Ss to discuss and answer the * Answer

questions in part 1a. Note: There are no 1. ⇒ It collects stories about the past to

wrong answers at this stage. help people understand more about life in

Ss discuss the questions in pairs that time.

2. ⇒ I think the elderly sent in the stories
to the competition.
3. ⇒ The first story is about work of a
Ss read the stories individually as quickly
postman in a remote area and the second
as possible and checks the answer.
one is about life and traditions in Baffin
Island long time ago.
 3. Practice (20’)
a, Aims: Help Ss understand the content of the stories.
b, Contents:
+ Read the stories and find the words which mean
+ Discuss the questions.
+ Ss work in groups to decode the sentences written in texting/ chatting style without
looking at the cues.
c, Outcome: Ss can understand the stories, gain a deeper understanding of what life was
like for people in the stories and know how to response relate to which story.
d, Organization:
Ex2. Read the stories and find the words
- T has Ss read the definitions and look for which mean:
the words in each story. Key:
Ss do this in pairs 1. illiterate
2. pass on
3. treat (someone)
4. block
5. survive
6. dogsled
Ex3. Discuss the questions.
Suggested answers:
- This task encourages Ss to use their critical 1. It was difficult to reach the villagers on
thinking skills to find explanations for the the mountain./There were no other means
questions. of transport available.
- Ss will consequently gain a deeper 2. There was no school in the villages./The
understanding of what life was like for these nearest school might be too far away.
people. 3. There were no other materials available
- Have Ss work in groups. Encourage them in that deserted land./There were no easy
to use their imagination and background means to transport materials from other
knowledge to explain some information places to the island.
from the stories. Ss then share their opinions
 with the class. 4. It was impossible to build a big house
- T acts as a facilitator. with several rooms in the ice and snow./
People felt safer living in communal
groups.
- Have Ss work in groups to match the 4. Which responses relate to which
responses with the stories. Ask them to story?
underline the key words in the responses Key:
which help them do the matching. Story 1: 2, 4
Story 2: 1, 3, 5
4. Application (15’)
a, Aims: Help Ss write and present a story for the Looking Back competition
b, Contents: Work in groups to presents the story to the class.
c, Outcome: Ss can write and present a story for the Looking Back competition.
d, Organization:

- Ask Ss to work in small groups and work 5. Work in groups. Work out a story for
out a story of their own. Make sure Ss the Looking Back competition.
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.

Room for improvement:

- T should spend more time on the Presentation section.

Period 74
UNIT 4 : LIFE IN THE PAST
Lesson 5 : SKILLS 1
I. Objectives
1. Knowledge: By the end of the lesson students will be able to:
- Read for specific information about children’s pastimes in the past.
- Make comments on or express opinions about facts in the past.
- Vocabulary: Vocabulary about life in the past.
- Grammar: used/didn’t use + to – infinitive
- Skill: Speaking, reading.
2. Competence: Teamwork and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: SS are aware of using their wishes in their daily life.
II. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book…
2. Students: Textbooks, notebooks…
III. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up (5’)
a, Aims: To review some activities to entertain themselves and to lead in the new lesson.
b, Contents: Ss brainstorm how teens entertained themselves in the past compared to the
present
c, Outcome: Ss can answer the questions fluently.
d, Organization:
* Questions
T asks Ss to brainstorm how teens entertained + The way children entertain
themselves in the past compared to the themselves in the past and nowadays?
present. Make notes of the activities in two Past Now
lists and leave them on the board while the - blind man’s bluff Watching TV.
class reads the conversation in 2. - hide and seek surfing Internet.
 - fishing Internet games/
- land artillery/ computer games
Mud banger (phao playing in mall
dat) Friends.
- capture the flag See Movies.
- spinning tops Reading.
(con quay)
T asks Ss to answer two questions in their Ex 1. Think.
book - Past: Often play physical activities in
Ss answer the question the fresh air.
- Now: Often play indoors activities,
T introduces the lesson modern games
2. Presentation (7’)
a, Aims: Help students know some vocabulary related to the topic.
b, Contents:
+ Ss learn some new words.
c, Outcome: Ss can know some vocabulary words in the text.
d, Organization:

T teaches some new words 1. Vocabulary

Ss listen and copy Physical activities
T asks Ss read the new words Obesity
Ss read Stay in shape
Street vendors
Household

3. Practice (20’)
a, Aims: Help understand about the content of the text and know how to ask and answer
about the pastime.
b, Contents:
+ Answer the questions.
+ Speaking
+ Discuss habits of children in Viet Nam? Would you like to preserve them?
c, Outcome: Ss can read information about children’s pastimes in the past and answer the
questions and know some habits of children in Viet Nam and know how to preserve them
d, Organization:
2. Reading

T has Ss read the conversation individually Ex2. Answer the questions.

and answer the questions.
Ss read
T checks Ss’ answers as a class. Ask Ss
to show where the information for each
answer appears.
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.

T asks Ss to go to go around to the class to 3. Speaking

ask and answer about their pastime.
Ss go around to the class to ask and answer
about their pastime.
T observes and remarks
T asks Ss to read the habits which have been
long practised by children in Viet Nam.
Ss read
Eg:
T: What do you do in your pastime?
S: I often watch TV
T: Do you like keeping a diary
S: Yes. I like keeping a diary
Because I can write my feelings and my
private thoughts in it.
Ex 4. Discuss habits of children in Viet
Nam? Would you like to preserve them?
Eg: 1. hand -written homework
T: What do you think about the hand -
T asks Ss to discuss these the habits in groups written homework?
(3 people) Ss: It can prevent students from copying
Ss discuss the answer from internet but it is also
T asks Ss to take note their friends’ answer. inconvenient and time-consuming.
T should move around the groups and offer Especially, students that have bad hand-
guidance. writing can get bad mark just because
teacher cannot understand what they
wrote. Therefore, I don’t want to preserve
it.

2.⇒ I want to preserve it because it’s also

a good physical activity for children that
helps them to be healthier and shape.

4. ⇒ I don’t want it to be preserved.

Sometimes, children should be allowed to
speak up, to give their opinions so that
parents can understand their children more
4. Application (10’)
a, Aims: Help Ss practice speaking
b, Contents: Ss talk activities they entertain themselves every day and give the reason why.
c, Outcome: Ss can talk activities they entertain themselves every day and give the reason
why
d, Organization:
 T asks Ss to talk activities they entertain
themselves every day and give the reason
Eg:
why.
Every afternoon I often play football with
Ss talk
my friends. Because it helps me provide
T corrects
my healthy and stay in shape
T moves around the class. If something
I often read newspaper in the library in my
interesting is expressed, T may wish to bring
school.
the whole class together to discuss it.

Homework:
- Practice talking about life in the past.

Room for improvement:

- T should give clearer explanation and pay more attention to the class management
 Period 75
UNIT 4 : LIFE IN THE PAST
Lesson 6 : SKILLS 2

I.Objectives:
1. Knowledge: By the end of the 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.
a. Vocabulary: Vocabulary about life in the past.
b. Grammar: Review.
c. Skills: Listening and writing True or false, listening and completing, writing a
paragraph, spoken interaction, talking the presentation.
2. Competences: groupwork, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Encourage students to study more about our life in the past
II.Teaching aids:
1. Teacher : Lesson plan, poster, textbook , teacher’s book.
2. Students: Workbook, notebook, look up vocabulary
III. Procedure:
1. Checking:
- During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up- 5’
a.Aim: To attract Ss’ attention to the lesson and lead in the lesson
b. Content : Guessing
c. Outcome: Ss can attract to the topic and think about some sports they know.
d. Performance:
*Chatting.
T asks Ss to look at the picture on p.47 and - What can you see in the picture?
asnwer the qs. - What are they doing?
Ss answer the questions
T introduces the new lesson.
2. Presentation- 14’
a.Aim: Help Ss listen for specific information about school life in the past. And answer
the question.
b. Content : Listening
+ Listen and decide if the statements are true (T), false (F), or not given (NG).
+ Listen again and fill the blanks with the correct information.
c. Outcome: Ss can listen to get information about school life in the past and answer the
question well.
d. Performance:
I. Listening
-T asks Ss to look at the old photo again 1. Listen and decide if the statements are
and read the introduction to the listening true (T), false (F), or not given (NG).
and the questions. Key:
- T may even decide to do a prediction task 1. F 2. T 3. T
by asking Ss to guess if each statement is 4. NG 5. F 6. T
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. 2. Listen again and fill the blanks with
the correct information.
- Have Ss read the questions first to Key:
determine which information they need to 1. 15
fill the blanks. 2. bare-footed
- Ss then listen to the recording again and 3. maths, history (in any order)
write their answers. 4. strict rules
- T checks the answers as a class. 5. extra classes
3. Practice- 15’
a. Aim: Help Ss write a description of how children in the past studied without
technology.
b. Content :
+ Make a list of the facilities you are using for your studies nowadays.
+ Write a short description of how students in the past studied without that facility.
c. Outcome: Ss can write a description of how children in the past studied without
technology
d. Performance:
II. Writing
- Ss may work in groups of three or four. 3. Make a list of the facilities you are
Together they make a list of the facilities using for your studies nowadays.
they are using for their studies. They then projector: máy chiếu
tick the ones they think were not available - computer: máy tính
about twenty years ago. - USB
- T may have the groups write their lists on - Library
board. Leave the list there for 4. - Laptop/ Mobile
4. Write a short description of how
T asks Ss to work individually, referring to students in the past studied without that
the framework while they are writing. If
time allows, T can ask some Ss to share
their writing with the class.
Ss write
T observes and corrects
4. Application - 10’
a.Aim: Ss can know how to perform the presentation
b. Content : Speaking
c. Outcome: Ss can talk about life in the past
d. Performance:
facility.
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 finishing the draft,
they had to write a clean copy on another
piece of paper for submission

T asks Ss to talk about life in the past Eg:

Ss talk When I was young, I used to fly a kite. ….
T corrects
Room for improvement:
- T should spend time commenting on Ss’ presentations.
 Period 76
Grammar: The perfect aspect

I. Objectives: By the end of the lesson, students will be able to:

- Apply learned grammar structures to do exercises.
1. Knowledge:
- Topic: The stories behind objects
- Listening: It belonged to my grandmother
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to use different forms of the perfect aspect
I. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
II. Procedures:
1. Checkup the previous lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Exercise 4
Aim: Ss can identify the structures and the meaning of perfect tenses.
- Students match the statements in * Keys:
exercise 3 to the forms. a. past perfect – an action that occurred
- Go through the structure of each form before another past action
on the board and elicit when it is b. perfect infinitive – the verb hope is
used. followed by an infinitive. The perfect
- Check answers as a class and, if infinitive describes an action or event that is
necessary, explain any points that earlier in time.
students struggled with. c. past perfect – an action that occurred
before another past action
d. perfect -ing – a participle clause that

Activity 2. Exercise 5
Aim: Ss complete the sentences using the correct tenses.
- Students complete the sentences.
- Check answers as a class and ask
students to explain their choice of
tense in each sentence.
describes an action that occurred before
another past action. This is an alternative
way of expressing ‘When / After she had
prepared the suitcases …’ .
e. present perfect – an action that began in
the past and continues to the present
f. past perfect – an action that occurred
before another past action
g. present perfect – repeated actions that
occurred at some unspecified point in the
past
h. future perfect – an action or event that
will be completed by a certain time in the
future
i. present perfect – actions that occurred at
some unspecified point in the past and
continue to happen up to the present time
j. future perfect – an action that will be
completed by a certain time in the future
* Key:
1. hadn’t brought
2. will have booked
3. had bought
4. to have sold
5. Having (just) arrived
6. will have lived / will have been living
7. haven’t / hadn’t tasted

Extra activity: The perfect aspect
Activity 3. Exercise 6
Aim: Ss identify the differences in meaning between the sentences.
- Elicit the tenses in each sentence.
Ask: When do we use the present
perfect continuous? (to describe an
action that began in the past and is
still continuing, e.g. It has been
raining for hours.).
- In pairs, students read the sentences
and discuss differences.
8. has (only) returned
On small pieces of paper, write one verb
and one form of the perfect aspect, e.g.
finish – perfect -ing; leave – past perfect;
arrive – future perfect; take – present
perfect, find – perfect infinitive, etc. You
will need at least one piece of paper for each
student.
Put the pieces of paper in a bag and ask each
student to pick one. They must make a
sentence with the verb in that form.
1a. The future perfect continuous (‘ll have
been learning) describes an ongoing activity
(learning English) that will have been
occurring for a certain length of time (ten
years) by the time the speaker finishes
school, and that will probably continue after
that time.
1b. The future perfect simple (‘ll have
learned) describes an action (learned
English) that will be completed by the time
the speaker moves to New York.
2a. The past perfect continuous (had been
packing) describes a past action that
occurred over an extended period of time in
the past (packing our belongings) and was
ongoing at the time of speaking (there were
boxes everywhere).
2b. The past perfect simple (had packed)
describes a past action (packing our
belongings) that was completed and had a
particular past result (the house was empty).
3a. The present perfect simple (‘ve made)
describes a completed past action (making
pasta) that has a present result (you can try
some).
3b. The present perfect continuous (‘ve
been making) describes an ongoing action
that began in the past and has been
occurring up to the present (making pasta)
and that has a present result (the kitchen is a
mess).
4a. The present perfect continuous (‘ve been
calling) emphasizes how long (all
afternoon) a repeated action (calling you)
has occurred up to the present. It does not
specify how many times the action
occurred.
4b. The present perfect simple (‘ve called)
describes how many times (four times) a
repeated action (called you) occurred up to
the present.
 1.
1. to have found
2. ‘ve been cooking
3. Having visited
4. to have seen
5. will have been practising
6. to have finished
2.
Grammar reference and practice 1.1
1. had accumulated / had been accumulating
2. had been painting
3. had never shown
4. have / ‘ve been clearing
5. have / ‘ve found
6. will have spent
7. to have inherited
8. Having discovered
Activity 4. Exercise 7
Aim: Ss complete the text with the correct verb form.
- Tell students to read the text and look * Key:
for time references (e.g. for a long 1. had worked / had been working – the
time) and other clues (e.g. the tenses past perfect continuous emphasizes the
and forms of other verbs) that show duration of the activity
when an action took place. Do the first 2. Having (safely) arrived
sentence together as a class and 3. has never lost
review the grammar rules for the
4. have never dared
perfect tense. Then ask students to
5. has studied / has been studying – the
complete the other sentences
present perfect continuous emphasizes that
individually.
the activity is ongoing up to the present
- Check answers as a class reviewing
 each tense and asking students for 6. hadn’t considered
explanations of why each tense is used 7. will have completed
for each sentence. 8. to have found

Room for improvement:

- T should spend less time on the Grammar Reference section.

Period 77
Vocabulary: Linking words

I. Objectives: By the end of the lesson, students will be able to:

- Use linking words to link ideas in the writings.
1. Knowledge:
- Topic: The importance of national identity
- Reading: A letter about the integration of immigrants in London
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to write a letter using a variety of linking
words.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checkup the previous lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Exercise 5
 Aim: Ss identify the type of the words and phrases.
* Key:
1. because of, due to
- Students write the words in the correct 2. results in, As a result, Consequently, lead
categories. to
3. While, even though, That said, however
4. In addition, Furthermore
Activity 2. Exercise 6
Aim: Ss get to know more linking words and their types.
* Key:
1. owing to, on account of, thanks to, the
- Students add the words as well as their
influence of
own suggestions to the categories in
2. the effect of, therefore, give rise to
exercise 5.
3. whereas, in spite of, despite, although
4. what’s more, moreover
Activity 3. Exercise 7
Aim: Ss practice exercises in linking words.
* Key:
- Students read the sentences and choose 1. lead to 2. on account of
the correct answers. 3. the effect of 4. What’s more
5. Despite 6. While

Room for improvement:

- T should pay more attention to class management.
 Period 78
Reading: Who are we?

I. Objectives: By the end of the lesson, students will be able to:

- Recognize, understand and apply reading skills in the lesson.
- Learn more new vocabularies related to the topic.
1. Knowledge:
- Topic: Factors that shape our identity
- Reading: Who are we?
- Speaking: Discussing identities
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to understand an article about how nature
and nurture influence identity.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checkup the old lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Lead-in
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Put students in pairs and tell them that
they have been recruited as secret
agents for their country. Tell students
that they are going to infiltrate an
organization that the government
suspects of illegal activity. In order to
succeed in this task they must
 successfully invent a new identity that
is completely different to their own.
- Give students five minutes to think of
everything they would have to consider
when creating a new identity.
- Elicit some suggestions from the class
and write them on the board, e.g.
Education, Family, Health, etc.
Continue until you have got all
students’ ideas on the board.
- In pairs, students practise their new
identities by taking turns to ask each
other questions.
- Ask the class which question(s)
revealed the most information about the
person’s identity.
Activity 2. Exercise 1
Aim: Ss share their opinions on factors that shape identity.
- Working individually, students rank the
ideas. They then discuss their answers
with a partner.
- Ask a few students to share their ideas
with the class. Elicit what other factors
shape a person’s identity (e.g.
economic background, health, family
size, birth order).
- Then ask them to vote on the most
important factors in shaping a person’s
identity.
The ‘nature versus nurture’ debate is one
Culture note: Nature versus nurture
of the oldest issues in psychology. The
 debate centres on the relative
contributions of genetic inheritance
(nature) and environmental factors
(nurture) to human development.
The expression ‘nature versus nurture’ in
English has been in use since
the 12th century, but the combination of
the two concepts (as complementary)
goes back to ancient Greece. The
expression in its modern sense was
popularized by the English Victorian
polymath Francis Galton in discussion of
the influence of heredity and
environment on social advancement.
Galton was influenced by Charles
Darwin’s book On the Origin of Species.
Activity 3. Exercise 2
Aim: Ss read the article for the main ideas.
- Focus attention on the title of the article
and the photos. Ask students what they
think the article is about. The article mentions genes and the way
- Students skim the article to find which we look.
of the ideas in exercise 1 are
mentioned.
Activity 4. Exercise 4
Aim: Ss read the whole article and answer the questions.

- Ask students to highlight the key words * Key:

in each question that will help them to
1. A 2. A 3. B 4. C 5. B 6. C 7.
find the information in the text, e.g.
C
extraordinary, psychological
 implications and check their meanings
if necessary.
- Check answers as a class

Room for improvement:

- T should cut down time on Activity 4.