Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Nguồn: Sách Student's book, workbook i-learn Smart World 9
Mô tả: School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 19 UNIT 2: Life in the past Lesson 3.2: Speaking and Writing (Page 23) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Talk about the life of the family member. - Learn how to use time connectors (Writing skills) - Write a passage about the life of the family member you talked about. 1.2. Competences - Improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - Cultivate a heightened curiosity for diverse learning methodologies. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Write sentences using the prompts. - Ss’ answers. - Observation/feedback. - Tell your partner about the life of a family member. - Ss’ answers. - Observation/feedback. - Choose two or three events or memories and complete the table with information about what, how, and when they happened. - Ss’ answers. - Observation/feedback. - Write a passage about the life of the family member you talked about. - Ss’ answers. - Observation/feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce the topic. b. Content: Share the ideas with the class. c. Expected outcomes: Ss can talk about the life of the family member. d. Organization Teacher’s activities Students’ activities Warm-up activities: Work in pairs and answer these questions. - Divide Ss into pairs. - Give Ss instructions and one example. - Show questions for Ss to discuss. - Call some pairs to give their answers. - Give feedback. Questions: 1. What activities would you regularly do with your mother when you were younger? 2. How do your family members contribute to the household? 3. What are your siblings’ hobbies? 4. What sports or games would you play with your siblings in your neighborhood? - Work in pairs. - Follow the instructions. - Discuss the questions. - Read the sentences out loud. - Listen to some answers. Suggested answers 1. We would often bake cookies together or go for walks in the park. 2. Both my father and mother manage the household chores. 3. My sister enjoys painting pictures. 4. We used to play soccer and hide-and-seek. B. New Lesson (35’) 1. Pre-writing (20’) 1.1.Writing: (10’) a. Objectives: To help Ss learn how to use time connectors. b. Content: tasks a and b c. Expected outcomes: Ss can learn how to use time connectors. d. Organization Teacher’s activities Students’ activities Task a. Read about using time connectors, then read Lan's passage again and underline the connectors she used. - Ask students to read the Writing Skill box and Lan's passage again and underline the time connectors she used. - Read the Writing Skill box and Lan's passage again and underline the time connectors she used. - Ask students to check their answers with a partner. - Check their answers with a partner. - Check answers as a whole class. - Correct the answers. Answer key: When I was a kid, I used to stay with my grandmother after school. She'd often tell me stories about her life in the past, and I found them very interesting. Her childhood was different from mine. She grew up in a large, extended family. Her family was poor, and she only finished elementary school. When she was thirteen, she started working. Her uncle cooked for wedding parties, and she'd go with him to those parties to help him. Afterward, she worked at a pottery place. She was good at making pottery and proud of the things she made. My grandfather also started working there. They fell in love and got married two years later. My grandparents worked hard to build a family together. After they had their first child, my grandfather continued to work at the pottery place. Meanwhile, my grandmother sold groceries at home. They eventually saved enough money to buy a house of their own and raised three children. I sometimes think about the stories my grandmother told me and feel thankful for her and my grandfather. Whenever I have a difficult problem, I think about those stories and tell myself to continue to work hard. Task b. Write sentences using the prompts. - Ask students to read the prompts. - Read the prompts. - Ask students to write sentences using the prompts. - Write sentences using the prompts. - Ask students to check their answers with a partner. - Check their answers with a partner. - Check answers as a whole class. - Correct answers. Answer key: 1. He dreamed of being a doctor since he was a little kid and studied hard. Eventually, he got into medical school. 2. My grandmother wanted to get a job first. Meanwhile, her parents wanted her to get married. 3. He sold food at a small stall at the market. Afterward, he found a job at a factory. 4. My mother continued to work for a couple of years. Afterward, she became a housewife. 5. His father was away from home for years because of the war. It eventually ended, and he returned home. 1.2.Speaking: (10’) a. Objectives: To help Ss generate and discuss ideas they can use later in their own writings b. Content: Tasks a and b c. Expected outcomes: Ss can generate and discuss ideas they can use later in their own writings. d. Organization Task a. In pairs: Tell your partner about the life of a family member. You can use the questions below to help you. • What do you know about his/her childhood and younger years? • What memory do you have about him/her? • What can you learn from his/her story? - Demonstrate the activity by practicing with a student. - Watch the demonstration. - Divide the class into pairs. - Work in pairs. - Have students take turns telling their partner about the life of a family member using the questions. - Take turns telling their partner about the life of a family member using the questions. - Have some students share their ideas with the class. - Listen to other students’ ideas. Suggested answer: 1. What do you know about his/her childhood and younger years? My grandmother grew up in the countryside with six older brothers. They were close and helped each other at school and on the farm. She later moved to Hanoi for university. 2. What memory do you have about him/her? I remember spending time with her after school. She often told me stories about her childhood on the farm and her adventures in Hanoi. 3. What can you learn from his/her story? From her story, I learn the importance of family and hard work. Her journey from the countryside to university teaches me the value of education and determination in pursuing my goals. Task b. Choose two or three events or memories and complete the table with information about what, how, and when they happened. -Have students choose two or three events or memories about their family members. - Choose two or three events or memories about their family member. -Have students complete the table. - Complete the table. -Have some students share their ideas with the class. - Listen to other students’ ideas. Suggested answer: Family member: Grandmother Event/Memory 1: A. What: Memories of family members B. How: grew up in a big family in the country, had six older brothers, played lots of games together and helped each other C. When: during childhood Event/Memory 2: A. What: Work and education B. How: worked at the farm, moved to Hanoi to go to university. C. When: during adulthood. Event/Memory 3: A. What: Marriage B. How: met my grandfather in her math class, helped him a lot => fell in love. C. When: During the marriage period. What you learned: The significance of family unity, hard work, and support. 2. While-writing (10’) a. Objectives: To help Ss write a passage about the life of the family member you talked about. b. Content: Let’s write c. Expected outcomes: Ss can write a passage about the life of the family member you talked about. d. Organization: Let’s write: Now, write a passage about the life of the family member you talked about. Use the Writing Skill box, the reading model, and your speaking notes to help you. Write 100 to 120 words. - Ask Ss to brainstorm the ideas in pairs. - Brainstorm the ideas in pairs. - Ask Ss to make an outline and make notes. - Make an outline and make notes. - Give feedback. - Listen to feedback. - Ask Ss to use their notes to write about what your family used to do when you were little - Practice writing. Sample answer: When I was a kid, I used to stay with my grandmother after school. She told me a lot about her life. She came from a big family in the country. She had six older brothers. They were all very close and played lots of games together and helped each other at school. They all worked at the farm until they finished high school. Afterward, my grandmother moved to Hanoi to go to university. She met my grandfather in her math class. She had to help him a lot, and eventually, they fell in love. I often think about how my grandmother always helps her family. It teaches me that I should always help my family, too. 117 words 3. Post-writing (5’) a. Objectives: To help Ss check the writing text and correct mistakes. b. Content: Tasks d c. Expected outcomes: Ss can check the writing text and correct mistakes. d. Organization Teacher’s activities Students’ activities Finalize and student-check the writing task - Draw students' attention to the Feedback form. - Look at the Feedback form. - Ask Ss to count the number of words in the writing text. - Count the number of words in the writing text. - Ask Ss to check the paragraph. - Check the paragraph. - Ask Ss to swap the writing texts in pairs and check each other’s work. - Swap the writing texts in pairs and check each other’s work. -Choose some students’ paragraphs and correct them in front of the class. - Listen to feedback. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner about a family member in the past: What did you use to do with your favorite family member when you were a child? Suggested answers: When I was a child, I used to spend a lot of time with my favorite family member, usually my grandmother. We would often bake cookies together or read books. HOMEWORK:  Learn vocabulary related to life in the past.  Make sentences using vocabularies in SB.  Prepare for the next lesson (Grammar - pages 15 & 16 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 20 UNIT 2: Life in the past Lesson: Review 1 (Pages 87 & 88) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Review the target language learned in the unit - Practice test-taking skills (Listening, Reading & Vocabulary) 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Fill in the blanks. - Ss’ answers. - Observation/feedback. - Listen and fill in the blanks. - Ss’ answers. - Observation/feedback. - Read the passage and choose the best answer. - Ss’ answers. - Observation/feedback. - Circle the correct words. - Ss’ answers. - Observation/feedback. - Share the ideas with the class. - Ss’ answers. - Observation/feedback 4. Procedures A. Warm-up: 5 minutes a. Objectives: To review the vocabulary related to family members b. Content: Share the ideas with the class. c. Expected outcomes: Ss can talk about family members d. Organization Teacher’s activities Students’ activities Warm-up activities: Work in pairs and answer these questions. - Divide Ss into groups. - Work in groups. - Give Ss instructions and one example. - Follow the instructions. - Ask students to fill in the blanks with words related to family members - Fill in the blanks. - Check Ss’ answers and give feedback. - Check the answers. QUESTIONS: • Fill in the blanks with these words: niece – uncle – mother- cousin- grandmother Suggested answers 1. grandmother 2. mother 3. uncle 4. cousin 5. niece B. New Lesson (35’) 1. Listening skill (15’) a. Objectives: Review the target language learned in the unit b. Content: Listening c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities SB p. 87. You will hear a girl, Lucy, and her mom talking about family customs in the past. Listen and fill in the blanks. You will hear the conversation twice. CD2 track 38 - Ask Ss to read the questions. - Read the questions. - Ask Ss to guess the type of missing word(s) and underline the key words - Guess the type of missing word(s) and underline the key words - Play audio. Ask students to listen and circle the correct answer. - Listen and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers SCRIPT CD 2-Track 38 Narrator: You will hear a girl, Lucy, and her mom talking about family customs in the past. Listen and fill in the blanks. You will hear the conversation twice. Lucy: Hey, Mom. I read online that women were only housewives in the past. Is that true? Mrs. Clark: Well, it depends on when we're talking about. Your grandma's generation, yes, she was a housewife. Lucy: But you aren't? Mrs. Clark: No. We can't live with only your dad working. I worked at a factory when we first got married. Now, I work at the bank. Lucy: OK. What about living with extended family? Mrs. Clark: Yes. I used to live with my grandparents and my ten aunts and uncles. Back when I was young, many generations would live together. Lucy: You had ten aunts and uncles? Mrs. Clark: Family sizes were a lot bigger. Lucy: I also read that people would rarely get divorced. Is that true? Mrs. Clark: Yes. Back then, it was rare. For many women, it was because they couldn't work. Men had to go to work so that women could raise the children. Lucy: Life was difficult back then, huh? Mrs. Clark: Yes. And people didn't get divorced after an argument. People used to work harder to get through difficult times together. Lucy: I see. That sounds a lot better to me. Narrator: Now, listen again. Answer Key 0. a housewife 1. a factory 2. aunts and uncles 3. divorced 4. work 5. get through difficult times Answer Key Evidence 1. You will hear a girl talking to her grandpa. Where did her grandpa use to live? A. by the river B. near the market C. near a field of flowers 1. Narrator: You will hear a girl talking to her grandpa. Where did her grandpa use to live? Jane: Grandpa, what's this picture? Mr. Smith: That's our first house. We used to live in a cottage by the river. Jane: It's pretty. Mr. Smith: Yeah. We had many beautiful memories there. I would catch fish in the river, and your grandma would sell them at her stall. 2. You will hear a boy talking to his grandma. Who used to have a tuk-tuk? A. his grandpa B. his aunt C. his grandma 2. Narrator: You will hear a boy talking to his grandma. Who used to have a tuk-tuk? Phong: Where's this, Grandma? Mrs. Lý: It's your Aunt Lan's house. We used to visit her every month. Phong: Oh, yes! When I was little. Mrs. Lý: You'd usually ask for a ride on her tuk-tuk. Phong: That's right! 3. You will hear a man talking to his daughter. What did he use to do? A. bake with his mom B. go fishing C. play with his fish 3. Narrator: You will hear a man talking to his daughter. What did he use to do? Nancy: Is this you in the photo, Dad? Mr. Jones: Yes. When I was a little boy, my dad used to take me fishing, then my grandma would bake the fish in a clay pot. 4. You will hear a girl talking to her mom. Where did she use to go? A. a market B. a swimming pool C. a restaurant 4. Narrator: You will hear a girl talking to her mom. Where did she use to go? Linh: What's this photo, Mom? Mrs. Trần: That's the old market. My parents used to take me there in the evenings. Linh: What did you use to do there? Mrs. Trần: We used to get snacks. Sometimes we'd sit by the river and eat. 5. You will hear a girl talking to her grandpa. Who did they talk about? A. his nephew B. his daughter C. his son 5. Narrator: You will hear a girl talking to her grandpa. Who did they talk about? Mr. Davis: I didn't know we still have these photos. Sarah: Who's this? Mr. Davis: That's my nephew. He was the firstborn child in that generation. He used to get all the love until my niece was born. 2. Reading skill (15’) a. Objectives: Review the target language learned in the unit b. Content: Reading c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities SB p. 87. Look and read. Choose the correct answer (A, B, C, or D). - Ask Ss to read the questions and underline the key words - Read the questions and underline the key words. - Ask Ss to read the passage again and choose the correct answer. - Read the passage, underline the evidence, and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers - Correct the answers Answer Key 1. D 2. B 3. C 4. D 5. B Answer Key Evidence 1. She used to wait __________ for her parents. A. at school B. at the market C. at her house D. at her grandparents' house My name's An, and I live in Cần Thơ. I was born in Sóc Trăng, but my family used to live in a cottage in Cà Mau. We used to live near my grandparents, and I'd walk to their house after school with my sister and wait for my parents to come home. 2. She used to __________ with her cousins. A. sketch clouds B. play games and go fishing C. cook D. make pottery I always had a good time while I was there. I have many cousins, and we used to play lots of games at my grandparents' house. Sometimes, we'd go fishing, too. 3. Her __________ taught her how to make clay pots. A. grandmother B. cousins C. grandfather D. sister My grandpa used to make pottery. He'd let us play with the clay and try to teach us how to make clay pots. 4. She used to __________ with her sister in the rice fields. A. do pottery B. look at the river C. climb a tree D. sketch the country Sometimes, we'd climb one of the trees around my grandparents' house and sit there looking at the rice fields, the river, and the clouds. Or we'd walk out to the fields and sketch the country. 5. Which is NOT true about the writer? A. She loves those memories. B. Her grandparents still live there. C. She misses visiting her grandparents. D. She misses their old cottage. Those afternoons at my grandparents' home are some of my favorite memories. My grandparents don't live there anymore, and sometimes I miss their old house in the country. 3. Vocabulary (5’) a. Objectives: Review the target language learned in the unit b. Content: Vocabulary c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities SB, p.88: Circle the correct answers. - Ask Ss to read the sentences - Read the sentences. - Ask Ss to choose the correct answers - Circle the correct answers. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers - Correct the answers Answer Key 1. C 2. D 3. D 4. A 5. B 6. C 7. C 8. B C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner, using “would” for repeated past actions: What foods or snacks would you always eat when you were a child? Suggested answers: When I was a child, I would always eat chocolate.  Review the target language learned in the unit.  Practice test-taking skills.  Prepare for the next lesson (Review 2 - Pages 88 & 89 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 21 UNIT 2: Life in the past Lesson: Review 2 (Pages 88 & 89) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Review the target language learned in the unit - Practice test-taking skills (Grammar, Pronunciation, In the Real World, Conversation, Speaking & Writing) 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Fill in the blanks. - Ss’ answers. - Observation/feedback. - Listen and fill in the blanks. - Ss’ answers. - Observation/feedback. - Read the passage and choose the best answer. - Ss’ answers. - Observation/feedback. - Circle the correct words. - Ss’ answers. - Observation/feedback. - Share the ideas with the class. - Ss’ answers. - Observation/feedback 4. Procedures A. Warm-up: 5 minutes a. Objectives: To review the vocabulary related to family members b. Content: Share the ideas with the class. c. Expected outcomes: Ss can talk about family members d. Organization Teacher’s activities Students’ activities Warm-up activities: Competition time: - Ask Ss to form groups of 5. - Form groups of 5. - Give Ss instructions - Follow the instructions. - Ask students to match the words with the correct pictures. - Match the words with the correct pictures. - Check the answers. - Correct the answers. Suggested answers B. New Lesson (35’) 1. Grammar (5’) a. Objectives: Review the target language learned in the unit b. Content: Grammar c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Rearrange the groups of words in the correct order to make complete sentences. -Demonstrate the activity using the example. - Listen to the instructions. - Ask students to unscramble the sentences. - Complete the task. - Have pairs check each other's work. - Compare the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Read the sentences out loud. - Check and correct Ss’ answers. - Correct the answers Answers 1. We used to make delicious food in the evenings. 2. My sister used to work at a market stall. 3. My grandparents would go fishing, and we'd play board games. 4. I used to live in a cottage with my extended family. 5. Back then, most families ate dinner together every day. 6. Women used to be housewives, and husbands would be breadwinners. 7. In the past, people would often get married at a young age. 8. We used to meet our friends at the park after school. 2. Pronunciation (5’) a. Objectives: Review the target language learned in the unit b. Content: Pronunciation c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Task a. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ask Ss to notice the pronunciation feature. - Notice the pronunciation feature - Ask Ss to circle the correct answer - Circle the correct answer - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers Answer Key 1. D2. C Task b. Circle the word that has the underlined part pronounced differently from the others. - Ask Ss to notice the pronunciation feature. - Notice the pronunciation feature. - Ask Ss to circle the correct answer. - Circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers. Answer Key 1. C 2. C Evidence: Task a: 1.A. relative B. family C. breadwinner D. extended /ˈrelətɪv/ /ˈfæməli/ /ˈbredwɪnər/ /ɪkˈstendɪd/ 2.A. nephew B. cottage C. divorce D. single /ˈnefjuː/ /ˈkɑːtɪdʒ/ /dɪˈvɔːrs/ /ˈsɪŋɡl/ Task b: 1. A. divorce B. relative C. housewife D. single /dɪˈvɔːrs/ /ˈrelətɪv/ /ˈhaʊswaɪf/ /ˈsɪŋɡl/ 2. A. bake B. clay pot C. relative D. generation /beɪk/ /kleɪ pɑːt/ /ˈrelətɪv/ /ˌdʒenəˈreɪʃn/ 3. In the Real World (5’) a. Objectives: Review the target language learned in the unit b. Content: In the Real World c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Look at the advertisements. Choose the best answers. - Ask Ss to read the questions. - Read the questions. - Ask Ss to underline the key words - Underline the key words - Ask students to read and circle the correct answer. - Read and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers Answer Key 1. B (Evidence: Bake fish, not bake desserts) 2.A. $1.75 (Evidence: To the beach- $0.75 To the mall- $1) 4. Conversation (5’) a. Objectives: Review the target language learned in the unit b. Content: Conversation c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Choose the correct answer (A, B, C, or D). - Ask Ss to read the questions. - Read the questions. - Ask Ss to underline the key words - Underline the key words - Ask students to read and circle the correct answer. - Read and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers Answer Key 1. C 2. C 3. B 4. A 5. Speaking (5’) a. Objectives: Review the target language learned in the unit b. Content: Speaking c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities In pairs: Discuss how family traditions and customs have changed over time in your country. Give examples from your own family when possible. - Ask Ss to work in pairs. - Work in pairs. - Ask Ss to discuss how family traditions and customs have changed over time in your country and give examples - Practice speaking -Have some students demonstrate the activity in front of the class. - Watch the demonstration. -Monitor the class and help them if necessary. - Work in pairs to share the ideas. - Ask some Ss to share their ideas. - Share the ideas with the class. Suggested Answers Student A: How have family traditions and customs changed over time in your country Student B: Family traditions and customs in Vietnam have evolved significantly over time. For example, while traditional family meals used to be large and formal, nowadays, families often prefer more casual and relaxed gatherings. 6. Writing (10’) a. Objectives: Review the target language learned in the unit b. Content: Writing c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Write about what your family used to do when you were little. Write 100 to 120 words. - Ask Ss to brainstorm the ideas in pairs. - Brainstorm the ideas in pairs. - Ask Ss to make an outline and make notes. - Make an outline and make notes. - Give feedback. - Listen to feedback. - Ask Ss to use their notes to write about what your family used to do when you were little - Practice writing. - Ask Ss to count the number of words - Count the number of words - Ask Ss to check the paragraph - Check the paragraph -Choose some students’ paragraphs and correct them in front of the class - Listen to feedback. Suggested answer: When I was little, my family and I used to go to a beach near my grandma's house. We would drive there really early in the morning. I used to swim in the sea with my brother and sister. My parents would sit on the beach and read their books. In the evenings, we used to go into town and eat at a restaurant by the river. It was such a nice place. I would always eat some fish. My brother would usually eat chicken curry. Sometimes, my grandma would cook for us. She would bake vegetables and meat in a clay pot, and we would eat it with rice. I loved those trips. 114 words C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner, using “used to”: What sports did you use to play with friends when you were a child? Suggested answers: When I was a child, I used to play soccer with my friends.  Review the target language learned in the unit.  Practice test-taking skills.  Prepare for the next lesson (Revision for the midterm test).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… TỔ DUYỆT