Anticipated difficulties

Solutions

- Some difficult words and pronunciation

- Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting

+Do some warm up activities before Ss open their books.

+ Teacher (T) shows some pictures about life in the countrside.
- Look at some pictures and answer the questions :

+ What are they doing?

+ Where are they?

+ Is it in the countryside or in the city?

- Then ask Ss to decide which leisure activities are common in the countryside and why.

- Lead into the new unit. Write the unit title Life in the Countryside on the board.

- Ask Ss to guess what they are going to learn about in this unit. Then ask Ss to brainstorm words and phrases describing activities that often take place in the countryside. For strong classes, encourage Ss to compare the countryside and the city.

+ Greeting

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

* Objectives: To set the context for the introductory dialogue;
To introduce the topic of the unit.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Expected outcomes: Knowing more new words. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s Student’s activities

Content

1. Listen and read : LAST SUMMER HOLIDAY

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that the words corresponding to the pictures will appear in the reading text and asks students to open their textbook to find these words.

* Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

- providing the pictures

- eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

Set the context: have Ss look at the conversation and the picture and answer some questions,

e.g. Where are the people in the picture? Who are they? What are they doing? What are the
vehicles in the picture?

- Encourage Ss to give answers, but do not confirm whether their answers are right. Ask them to talk a bit about the activities people in the countryside do.

+ Play the recording twice for Ss to listen and read along. Then ask some pairs of Ss to read the dialogue aloud.

- Refer to the questions previously asked. Confirm the correct answer: They are in a paddy field. They are harvesting rice. They are a combine harvester and a truck.

For students with disabilities

Teacher:

- Shows the conversation picture and five word cards: harvest, combine harvester, herd, paddy field, and truck.

- Reads selected lines slowly and points to the people, the paddy field, the combine harvester, and the truck.

- Models pronunciation and asks the student to match 3-4 words with pictures.

Students:

- Look at the picture and point to the paddy field, people, and vehicles.

- Match or point to at least 3 countryside words.

- Repeat 3-5 words and echo one short line after the teacher.

- T_Ss

* Vocabulary

1. harvest (v) gặt hái, thu hoạch

2. combine harvester (n)

máy gặt

3. herd (v) chăn trâu, bò

4. paddy fields (n) ruộng lúa

- Take note

3. PRACTICE ( 15’)

* Objectives:

2. To help Ss understand the conversation.

3. To help Ss use words and phrases related to farm work in the countryside;
- To help Ss further understand the text.

4. To introduce some vocabulary items related to activities that rural people often do.
* Content: Listen and read the conversation. Choose the correct answer; Complete the sentences. Match the activities with the correct pictures.

* Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic.

* Organisation :

Teacher’s Student’s activities

Content

ACTIVITY 2: Read the conversation again and choose the correct answer to each question.

+ Have Ss read the dialogue in detail to answer the questions.
+ Ask them how to do this kind of exercise.

+ Explain the strategies, if necessary (e.g. reading the questions and the options [A, B, C), underlining the key words in the questions and options, locating the key words in the text, and then reading that part and answering the questions).

+ Ask Ss to underline parts of the dialogue that help them with the answers. Set a strict time to ensure Ss quickly read the text for information.
- Ask Ss to compare their answers in pairs before sharing them with the class. Ask them to give evidence to support their answers.

For students with disabilities

Teacher:

- Selects questions 1 and 2 first and reduces each question to two answer choices.

- Underlines the key words in the conversation and reads the matching lines again.

- Guides the student to choose one answer at a time and explains the answer with simple words.

Students:

- Follow the selected lines while the teacher reads.

- Circle the correct answer for at least 2 questions, with teacher's help.

- Say or copy one short answer from the conversation.

- T_Ss

- Work individually.

* Key:

1. A 2. B 3. C 4. C

ACTIVITY 3: Complete the sentences with the words and phrases from the box.

- First, have Ss work independently.
- Ask them to share their answers with one or more partners.
- T can ask for translation of some of the words and phrases in the box to check their understanding.
- If there is enough time, T can ask some Ss to write their answers on the board.
- Check the answers as a class.
- With a stronger class, ask Ss to make some example sentences with the words and phrases they have learnt.

For students with disabilities

Teacher:

- Provides a reduced word bank: load, combine harvester, herd, paddy field, and harvest time.

- Selects three sentences and underlines the clue in each sentence.

- Completes the first item as a model and checks each answer immediately.

Students:

- Look at the selected sentences and the word bank.

- Choose and write the correct word for at least 3 blanks.

- Read or repeat one completed sentence after the teacher.

- T_ Ss

- Ss to work individually.

* Key:

1. load

2. combine harvester

3. herd

4. paddy field

5. harvest time

ACTIVITY 4: Match the activities (1 - 6) that people living in the countryside often do with the pictures (a - f).

- Ask Ss to name the pictures.
- Have Ss work individually to match the phrases in the box with the pictures. Have them compare their answers with a partner.
- Then ask for Ss' answers. Quickly write their answers on the board without confirming the correct answers.
- Ask other Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers.
- Have some Ss practise saying the phrases again.

For students with disabilities

Teacher:

- Shows six picture cards of countryside activities and reads each phrase slowly.

- Models one match and gives a short Vietnamese meaning or gesture when needed.

- Lets the student match four pictures first, then adds more if the student is ready.

Students:

- Look at the activity pictures and phrases.

- Match at least 4 activities with the correct pictures.

- Copy two activity phrases and repeat two phrases after the teacher.

- T_ Ss.

- Work individually.

* Key:

1. d 2.a 3. f 4.e
5. b 6. c

Notes: Trong đoạn hội thoại có câu :

Things move more slowly there than in our city.

=> Cấp so sánh của trạng từ . more slowly; more freely ; well; faster; harder

( Học ở các tiết sau a closer look 2 )

* EXTRA ACTIVITY
Materials: One A4 sheet of paper for every four Ss
- Put Ss in groups of four.
- Ss think about all the different tasks associated with living in the … farm and write them down in Vietnamese.
- Ss tick off the phrases from 4 and use their dictionaries or go online the remaining phrases.
- Go over some of the phrases as a class to help expand Ss’ vocabulary….

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives: To provide Ss with practice in asking and answering about activities that rural people often do

- To get students to ask and answer about activities that rural people often do.

* Content: Ask and answer.

* Expected outcomes: Students’ conversations.

* Organisation :

Teacher’s Student’s activities

Content

ACTIVITY 5: Work in pairs. Ask and answer about the pictures in 4.

+ Model this activity with a strong student. Remind Ss that they should only use the phrases and the pictures in 4 to ask and answer about activities that rural people often do.
+ Ask Ss to work in pairs. T goes round to help weaker Ss. Then, call on ssome Ss to ask and answer before the class.

+ Comment on their performance.

OR : FREE TALK/ Question and answer then report

+ Where do you live?

+ Where do you like to live? In the countryside or in the city? Why?

+ If in the countryside , What activities will you do?

……

PROJECT LAUNCH: "Photo Story: Urban vs. Rural Life"

- Deliver the task: T organizes Ss into groups of 4-5. The unit project requires them to research and compare the differences between city and countryside lifestyles. They must create a "Photo Story" consisting of contrasting images and English captions (using comparative adverbs).

- Digital Homework Instruction: T explains that groups must use Google Images to find pictures. Crucially, they must apply the "Creative Commons" filter to respect digital copyright laws. At home, the Group Leader must create a Zalo/Messenger group. Members must search for contrasting images, share the links/images in their chat group to discuss the differences, and collaboratively assemble a Digital Album using Google Photos or PowerPoint. The final album link/file must be submitted to the teacher before Lesson 7.

For students with disabilities

Teacher:

- Uses pictures from Activity 4 and provides the question frame “What are they doing in picture ...?” and answer frame “They are ...”.

- Models one short question-and-answer exchange with a strong student.

- Pairs the student with a supportive classmate and prompts each line separately.

Students:

- Choose one picture from Activity 4.

- Ask or answer one short question using the sentence frame.

- Say one sentence about a countryside activity, such as “They are ploughing fields.”

*

* Example:

A. What are they doing in picture a?

B. They’re ploughing a filed.

………………

+ Free talk

- T launches the unit project and provides detailed digital homework instructions.

5. WRAP-UP & HOME WORK (2’)

- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt.

- Ask ss to say aloud some words they remember from the lesson.

- If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

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