Giáo án Looking Back

Ss activate prior knowledge of the six topic words from Unit 9 and get ready for the lesson in a fun, competitive way.

Ss are divided into two teams. One student from each team sits in the 'hot seat' facing the board. T shows a topic word on the slide (for example: warning). Teammates describe or give examples of the word in English without saying the word itself. The student in the hot seat must guess the word within 20 seconds. Words: warning, rescue worker, emergency kit, damage, evacuate, landslide.

Ss correctly identify at least four of the six topic words and give a short English explanation for each. Example: 'warning' = 'a message that tells people about danger, like a flood warning'; 'evacuate' = 'to leave a dangerous place and move to safety'.

Ss recall the form and use of the past continuous, and understand how it combines with the past simple through when and while.

T displays a timeline on the slide: 8 p.m. last night, the storm began at 8:15 p.m., the lights went out at 8:20 p.m. T asks Ss to recall the rules from the Language retrieval section: was/were + V-ing describes an action in progress at a point in the past; when + past simple introduces an interrupting event; while can link two actions in progress; was is not used with you, we or they.
Pairs complete the Language Notes on Worksheet No. 1, Part A.

Ss complete the following notes correctly:

• Form: $\text{S} + \text{was/were} + \text{V-ing}$ (example: I was reading; they were waiting).
• Use 1: an action in progress at a specific past time, e.g. 'At eight last night, I was reading a weather report.'
• Use 2: when + past simple for the interruption, e.g. 'We were eating dinner when the power went out.'
• Use 3: while + past continuous for two actions in progress, e.g. 'While we were listening, the lights went out' (interruption is past simple).
• Note: was with I, he, she, it; were with you, we, they.

Ss recall the meanings of six topic words and apply three of them to real-life situations.

T shows only the English words, with the meanings covered. Ss recall the Vietnamese meanings. Then Ss choose three words and write one real-life sentence for each. Words: warning (cảnh báo), rescue worker (nhân viên cứu hộ), emergency kit (bộ đồ khẩn cấp), damage (thiệt hại), evacuate (sơ tán), landslide (sạt lở đất).

Ss recall the meanings:

• warning: cảnh báo
• rescue worker: nhân viên cứu hộ
• emergency kit: bộ đồ khẩn cấp
• damage: thiệt hại
• evacuate: sơ tán
• landslide: sạt lở đất
  Ss write three real-life sentences, for example:
• 'Our family keeps an emergency kit with water, a torch and a first-aid box.'
• 'Heavy rain can cause a landslide on the mountain road, so we should follow the warning.'
• 'The storm caused serious damage to the school roof.'

Ss practise choosing the correct past continuous or past simple form in context and explain their choices.

Ss work in pairs on Worksheet No. 1, Part B (exercises 1 to 4). For each sentence, Ss write the correct verb form and explain the rule in one short phrase. Then pairs check each other's answers using the key.
Worksheet No. 1, Part B:

1. At eight last night, I {{1}} (read) a weather report.
2. They {{1}} (wait) indoors when the storm began.
3. Mai {{1}} (pack) the emergency kit at seven yesterday.
4. While we {{1}} (listen), the lights went out.

Answer key:

1. was reading (action in progress at a specific past time; I takes was)
2. were waiting (action in progress when the storm began; they takes were)
3. was packing (action in progress at seven yesterday; Mai takes was)
4. were listening (two-action sentence with while; we takes were)
   Ss' explanations should mention the rule: was/were + V-ing for actions in progress in the past, and was/were chosen by the subject.

Ss use the target grammar and vocabulary to speak for 60 seconds about a natural disaster and safety plan, then self-assess their performance.

Ss prepare a 60-second talk about a storm safety drill they joined or imagined. The talk should use at least two past continuous sentences with when or while, at least three topic words from Activity 3, and one sentence that explains why clear instructions matter. Ss follow the structure: what happened, what they were doing, what they did next, and what they learned.
Sample opening: 'Last week, our class practised a storm safety plan. We were working in groups when the teacher gave the signal.'
Ss then answer the Integrated self-check questions: Can I explain this unit without reading? Can I use the grammar in a new context? Can I understand a short recording? Can I support a view with an example?

Each S produces a 60-second spoken summary, containing:

• at least two past continuous sentences (e.g. 'We were working when the alarm rang.' 'While we were moving to the shelter, it started to rain.');
• at least three topic words (warning, rescue worker, emergency kit, damage, evacuate, landslide);
• one supporting example, e.g. 'I would never enter floodwater to rescue an object, because taking an unnecessary risk can harm me and a rescuer.'
  Self-assessment: each S names one language strength (e.g. 'I used when and while correctly') and one next step (e.g. 'I need to check was/were before the verb').