Giáo án Language

Ss activate prior knowledge of Yes/No questions, Wh-questions and the vocabulary of the three previous units.

T shows picture cards one by one (a bowl of rice, an umbrella, a stilt house, a dance performance). In pairs, Ss ask one Yes/No question and one Wh-question about each picture, for example: Is there rice in the bowl? How much rice is in the bowl? Ss must use How many or How much correctly.

Ss produce at least four correct questions, for example:

• Is there an umbrella in the picture?
• How many houses are there in the picture?
• How much rice is in the bowl?
• What dance is it?

Ss recall the forms of Yes/No and Wh-questions and understand how to use How many with countable plural nouns and How much with uncountable nouns.

T displays a summary table on the board: be-questions (Is/Are + subject ...?), do/does/did questions (Do/Does/Did + subject + V?), and Wh-questions (Wh-word + auxiliary + subject + V?). Then T presents the countable/uncountable rule:

• How many + countable plural noun: houses, students
• How much + uncountable noun: rice, information
  T reminds Ss that not every noun for an object is countable. Nouns such as information and rice are uncountable.
  Ss sort these nouns into two groups: houses, students, rice, information, umbrellas, time.

Ss complete the table in their notebooks:

• Countable (use How many): houses, students, umbrellas
• Uncountable (use How much): rice, information, time
• Key rule: How many houses are there? / How much rice do they grow?
• Key rule: Wh-word goes before the auxiliary: What do they grow? Where does she live?

Ss explain when to use a, an, the and when to use no article with countable and uncountable nouns.

T presents the sentences from the unit in a short story:
We prepared a meal. The meal brought our family together. Traditions can change.
T leads the analysis:

• a/an: first mention of a singular countable noun that is not yet identified
• an: used before a vowel sound (an umbrella), not only before vowel letters
• the: used when the noun is already identified or is unique in context (the meal)
• zero article: no article before plural or uncountable nouns used in general (Traditions can change)
  Ss work in expert groups of three (jigsaw). Each student reads one rule card and then teaches the group.

Ss complete the rule table:

• a/an + singular countable noun, first mention: a meal, an umbrella
• the + noun already known: the meal, the dance (second mention)
• zero article + plural or uncountable noun in general: Traditions can change; rice is important
• Ss write one example for each rule in their notebooks.

Ss explain the form and use of the Future simple and the First conditional, including the meaning of unless.

T presents two example sentences:
If we finish early, we will visit the community garden.
Unless it rains, we will walk.
T explains the structure:

• Future simple: will/won't + V (prediction, decision, promise)
• First conditional: If + present simple, will + V
• Unless = if … not. Do not add not after unless, because it changes the meaning.
• Do not use will in the if-clause.
  T gives a quick error-correction exercise on the board:

1. If it will rain, we will stay home. (Correct: If it rains, we will stay home.)
2. Unless it doesn't rain, we will walk. (Correct: Unless it rains, we will walk.)

Ss write the structure in their notebooks and correct the two sentences:

• If it rains, we will stay home.
• Unless it rains, we will walk. (= If it does not rain, we will walk.)
  Ss note the meaning: Unless = if … not.

Ss apply the structures of questions, articles, future and conditional, and recall the vocabulary of the unit in a fast and accurate way.

Ss complete Worksheet 1 in teams of four in a relay race. Each member completes one item, passes the worksheet to the next member, and the team checks the answers together. The worksheet covers all review exercises from the unit: questions with How many/How much, articles, First conditional, and vocabulary matching.

Answer key for Worksheet 1:

1. much (How much rice is in the bowl?)
2. many (How many students joined the visit?)
3. ethnic group – dân tộc; stilt house – nhà sàn; communal house – nhà cộng đồng
4. an (umbrella begins with a vowel sound)
5. The (The dance was beautiful. The dance is already mentioned.)
6. custom – phong tục; ancestor – tổ tiên; offering – lễ vật
7. has (If Mai has time, she will join us.)
8. will stay (We will stay home if the storm arrives.)
9. greet – chào hỏi; habit – thói quen; independent – tự lập

Ss apply the reviewed structures to write two meaningful connected sentences about ethnic groups of Viet Nam and share them with classmates.

Ss work in pairs. Each pair writes two connected sentences about ethnic groups of Viet Nam, using at least one Yes/No or Wh-question and one countable or uncountable noun. T gives an example:
Many ethnic groups in Viet Nam live in stilt houses. How many stilt houses are there in our village?
Pairs use the vocabulary: ethnic group, stilt house, communal house, custom, ancestor, offering, and the grammar: How many/How much, articles, and the First conditional if they wish.
The writing is marked by human assessment with this scale: content 3 points, correct use of questions and nouns 5 points, spelling and punctuation 2 points.

Each pair produces two connected sentences in their notebook or on a mini whiteboard. Example product:

• Many ethnic groups in Viet Nam live in stilt houses. How many stilt houses are there in the village?
• Some families grow rice for their meals. How much rice do they need for a festival?
• If the storm comes, we will stay in the communal house.
  Ss check: correct article, correct question order, correct countable/uncountable choice, capital letters and full stops.