Tieu La High School

UNIT 4: FOR A BETTER COMMUNITY

Lesson 2: Language
I/ Learning outcomes:
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Use the lexical items related to the topic For a better community;
- Pronounce correctly stress in two-syllable words with the same spelling;
- Use the past simple vs. the past continuous.
2. Competences:
- be collaborative and supportive in pair work and team work
- access and consolidate information from a variety of sources
- actively join in class activities
3. Attributes:
- be willing to learn new language points
- develop a sense of helping the community and awareness of voluntary work
- be responsible to the community
II/ Teaching and learning resources:
TV, speakers, textbook, teacher's book, handouts, laptop, sachmem.vn

III/ PROCEDURE:
Aims Content Outcomes Steps
WARM UP
 To arouse the 1. Brain storming: (5’) Ss’ oral answers about Lead-in
classroom NAME SOME the activities Ss can do
atmosphere ACTIVITIES YOU CAN to help the community.
 To lead in the lesson DO TO HELP THE
COMMUNITY.

I. PRONUNCIATION Ss’ pronunciation of Elicit

To help students TASK 1: LISTEN TO THE SENTENCES the words. Elicit the rule of the
recognize and AND CIRCLE THE WORD WITH THE two-syllable words.
understand the STRESS YOU HEAR (p.43) - Pair work
difference of stress Rules: - Peer correction
in two-syllable - Most two-syllable nouns and + Marked stressed - Teacher’s feedback
words with the adjectives have the stress on syllables in Ss’ book.
same spelling. the first syllable. + Ss’ pronunciation of
- Most two-syllable verbs have the sentences.
the stress on the second
syllable.
To help students
practise saying TASK 2: LISTEN AGAIN AND + Sts’ oral sentences
sentences PRACTISE SAYING THE SENTENCES
containing two- IN 1. (p.43)
syllable words with
the same spelling II. VOCABULARY
but different stress TASK 1. MATCH THE WORDS + Matched items in
patterns. WITH THEIR MEANINGS. Ss’ books.
To enrich students’ (p.44) Key: Elicit
vocabulary. 1. c 2. e - Pair work
To give students TASK 2: COMPLETE THE 3. a 4. b - Peer correction
practice in using FOLLOWING SENTENCES 5. d - Teacher’s feedback
the words in USING THE CORRECT
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meaningful FORMS OF THE WORDS IN 1. + A list of the missing
contexts. (p.44) words in the exercise
To give students 2 in Ss’ notebook.
practice in using TASK 3: CHOOSE THE
adjectives ending in CORRECT WORD TO Key:
-ed, -ing, -ful, and COMPLETE EACH OF THE 1. generous - Work in pairs
-less. FOLLOWING SENTENCES. 2. remote - Peer correction
- To have students (p.44) 3. donate - Teacher’s feedback
revise the past 4. benefit - T’s elicitation &
simple and the past III. GRAMMAR 5. volunteers explanation.
Activity 1: PRESENTATION
continuous. - Ss answer
- To help students teacher’s questions
The past simple
understand the use - Teacher’s feedback
Positive
of the past simple S + V-ed + … . as a class.
and the past Completed sentences - T’s elicitation &
Negative with the correct
continuous. S + didn’t + V-inf + … . explanation.
adjectives
Interrogative - Ss answer
Key:
Did + S + V-inf + … ? 1. careful teacher’s questions
Answer 2. interested - Teacher’s feedback
Yes, S + did. 3. exciting as a class.
No, S + didn’t. 4. hopeless
Wh-questions lets Ss recall the
Wh + did + S + V-inf + … ? Forms and usage of the form of the present
The past continuous past simple and the past simple and the
Positive continuous present continuous
S + was/were + V-ing…. and elicits the rules
Negative of using these two
verb forms from Ss.
S + wasn’t/weren’t+ V-ing + …
Interrogative
Was/were + S + V-ing + …?
Answer
Yes, S + was/were.
No, S + wasn’t/weren’t.
Wh-questions
Wh + was/were + S + V-ing + …?

Past simple vs. past continuous

with when and while
To give students Activity 2: PRACTISE
more practice in TASK 1: CHOOSE THE words
using the past CORRECT VERB FORM IN
simple and the past EACH OF THE FOLLOWING
continuous with SENTENCES. (p.44)
when and while.
TASK 2: COMBINE THE TWO
SENTENCES USING WHEN OR
WHILE WHERE
APPROPRIATE. (p.44)
+ correct forms of
- T’s instruction
- Work in pairs or
individually
- peer correction
+ combined sentences - Teacher’s feedback
Pair work
- peer correction
- Teacher’s feedback

To give students a Activity 3 PRODUCTION Students’ sentences on - Groupwork

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chance to apply GAME: WHO IS FASTER? the verb tenses (past - Teacher’s
what they have * T divides Ss into groups of four, simple and past feedback.
learnt gives each group a piece of paper, continuous tense)
and asks them to write sentences
including 2 features:
+ when/ while
+ the past simple/ the past
continuous
e.g. When I was wrapping the
present, my mom knocked the door.
** T asks each group to hand in
their paper and checks. The group
with more correct sentences is the
winner.
*** T invites the winner to read
aloud their sentences.

Inform students 2. HOMEWORK

what they have to - Exercises in the workbook
do at home - Prepare for lesson 3 Unit 4