Date:
Period :44
Unit 8: THE STORY OF MY VILLAGE
Lesson READING
I. Objectives: By the end of this lesson, students will be able to:
better their reading skill through vocabulary matching and table completion exercises.
enlarge vocabulary about country life.
II. Language Focus:
Grammar: Revision
New words: bumper crops, cash crop, brick houses, straw, mud . . .
III. Teaching Aids: overhead projector, cassette player, textbook . . . .
IV. Procedures:

Stages/
Time
Teacher’s Activities
Students’ Activities




Warm – up
(7 minutes)
Networks
-T asks Ss to work in groups of three or four and make a list of words related to the country. The group with the longest list will be the winner.


-Ss work in groups to play the game as the teacher’s explanation.








Pre –
reading



10 minutes
Picture description
-T asks Ss to work in pairs to discuss the questions in the books.
-T calls on some Ss to read their answers aloud in front of the class.
-T receives feedback and gives out suggested answers.
* Suggested answers:
1. The farmers are harvesting the crop.
2. They are working very hard.
3. It’s a good /bumper crop.
4. Good farming methods, good varieties, modern technology used, people work hard . . .
-T may ask other questions to make full used of the pictutre. Some simpler questions may be used:
+ What do you see in the picture?
+ Who are they?
+ What are they using?
. . . .
Vocabulary Pre-teach
-T explains some difficult words in the reading.
+ straw (n): dry cut stalks of various cereals
+ mud (n): wet, soft soil
+ technical high school (n)
+ farming methods (n)
+ brick house (n): house make of bricks
+ thanks to (pre.) owing to, because of

-Ss work in pairs to ask and answer the questions in the book.
-Ss give their answers in front of the class.


-Ss take note the correct answers given by T.












-S write down new words in their notebooks.


While – reading


6 minutes
Task 1 – Matching
-T asks Ss to read the passage and match the words which all appear in the passage in A with their definition in B.
-T encourage Ss to guess the meaning of the words in the context.
-T asks Ss to compare their answers with each other.
-T calls on Ss to read and explain their answers in front of the class.
-T gives feedback and makes any necessary corrections.
1 – b 2 – d 3 – a 4 – e 5 – c

-Ss read the passage and do the exercise as guided.

-Ss compare the answers with a partner.
-Some Ss present the answers in front of the class, others listen and remark.

6 minutes
Task 2 – Table Completion
-T asks Ss to scan the passage to get specific information to complete the table.
-T goes around the class and provides help if necessary.
-T calls on some pairs to act out the activity in front of the class.
-T comments and gives the suggested answers.
* Suggested answers:
Areas of change
Before
Now

houses
made of straw and mud
made of bricks

radio and tv
few families had a radio or a tv set
many families have a radio or a tv set

farming methods
old
new

crops
poor
good/bumper

travel

by motorbike




-Ss work individually and do the exercise.

-Ss present their answers in front of the class.




-Ss listen T’s comment and write down the information.



6 minutes

Task 3 – Answering Questions
-T asks Ss to work in pairs to ask and anwer the questions in the book basing on the information in the reading passage.
-T asks Ss to underline the information that support the answers.
-T invites some pairs to give their presentation in front of the class.
-T gathers feedback and gives out the correct answers.
* Expected answers
1. It was poor and simple.
2. Because they hope that with an education of science and technology their children could find way of bettering their lives.
3. They introduced new farming methods which resulted in bumper crops. They also helped grow cash crops for export