Giáo án Language

Ss recall past activities and family experiences, and notice the tenses and structures they will review in this lesson (Period 1).

T asks a chain of questions, and Ss answer in full sentences:

• 'What were you doing at 8 p.m. last night?'
• 'Have you ever cooked a traditional Vietnamese dish?'
• 'What do your grandparents enjoy doing in the evening?'
• 'What do you wish you could do better in English?'
  T writes the sentences on the board and underlines the key structures.

Ss give sample answers such as 'I was watching TV at 8 p.m.', 'Yes, I have. I have cooked spring rolls with my mother.' and 'My grandparents enjoy sharing memories.' Ss identify four structures on the board: past continuous, present perfect, verb pattern with V-ing and wish + past simple.

Ss understand and use the past continuous, the use of while with the past simple, wish + past simple, and four key vocabulary items from the unit on heritage and memories.

T presents the vocabulary first: heritage (di sản), preserve (gìn giữ), memorable (đáng nhớ), embarrassing (gây ngượng ngùng). T uses example sentences: 'Recipes are part of cultural heritage.' 'Families preserve recipes by teaching children.' 'The trip was a memorable experience.' 'Forgetting my lines was embarrassing.'
T presents the grammar: 'While Grandma was cooking, I arrived.' 'I wish I knew the recipe.'
T asks: 'Which action was in progress? Which action interrupted it?' and 'Do you know the recipe now? Is the wish about the present or the past?'
Ss complete Worksheet 1, Part A.

Ss complete Worksheet 1, Part A, with these answers:

• Past continuous: was/were + V-ing describes an action in progress at a past time.
• Past simple interrupts: 'While Grandma was cooking, I arrived.' Action in progress = was cooking; interrupting action = arrived.
• Wish + past simple expresses an unreal present wish: 'I wish I knew the recipe' means 'I don't know the recipe now.'
• With be, use were for all subjects in wishes: 'I wish I were taller.'
  Ss write one sentence for each vocabulary item.

Ss review the present perfect and use ever, never, already, yet, for and since correctly, and recognise that it is not used with finished past times.

T writes two sentences on the board: 'I have visited the museum twice.' and 'I visited the museum yesterday.'
T asks: 'Which sentence has a finished past time? Which tense do we use?' and 'Can we say: I have finished my project yesterday?'
T presents the uses: experience (ever/never), completion (already/yet), duration (for + period) and starting point (since + point in time).
T asks Ss: 'Have you ever been to Da Nang?' and 'How long have you studied English?'

Ss give the rule: 'Present perfect (have/has + past participle) connects past experience with the present. Ever and never are used for experience; already and yet for completion; for for a period and since for a starting point.' Correction: 'I have finished my project yesterday' is incorrect; the correct form is 'I finished my project yesterday' (past simple) or 'I have already finished my project' (present perfect).

Ss classify verbs that take the to-infinitive and verbs that take V-ing, and use the vocabulary lifestyle (lối sống) and extended family (gia đình nhiều thế hệ) in context.

T presents the two patterns:

• decide, hope, want, plan + to-infinitive: 'We decided to interview grandparents.'
• enjoy, avoid, finish, mind + V-ing: 'They enjoy sharing memories.'
  T reads the sentences: 'Our lifestyle has changed.' 'An extended family may share a home.'
  Ss complete Worksheet 1, Part B: sort the verbs into two columns on sticky notes.

Ss sort the verbs on Worksheet 1, Part B:

• To-infinitive: decide, hope, want, plan
• V-ing: enjoy, avoid, finish, mind
  Ss write two sentences using lifestyle and extended family, e.g. 'Our lifestyle has changed a lot in the last twenty years.' 'An extended family may share a home with grandparents, parents and children.'
  Key rule: the verb pattern is part of the verb and must not be changed.

Ss distinguish and pronounce the sounds /m/, /l/, /j/, /w/, /fl/ and /fr/ in familiar words, and avoid inserting extra vowels in consonant clusters.

T plays the audio and models:

• /m/ in memory (lips together, nasal voice)
• /l/ in lesson and school (the final /l/ is audible without a new syllable)
• /j/ in yes and youth
• /w/ in we and workshop (round the lips, then glide)
• /fl/ in flat and /fr/ in friend (no /ə/ between consonants)
  T asks Ss to repeat: 'flat floor', 'friendly friends'. Ss complete Worksheet 2, Part A by sorting the words into sound groups.

Ss sort the words on Worksheet 2, Part A:

• /m/: memory
• /l/: lesson, school, local, learn
• /j/: yes, youth
• /w/: we, workshop, west
• /fl/: flat, floor
• /fr/: friend, friendly
  Ss practise the minimal pairs 'west' and 'yes' without adding a vowel before the glide, and say 'flat floor' and 'friendly friends' slowly then at normal speed.

Ss apply the past continuous, present perfect and wish structures to complete sentences, and explain the rule behind each answer.

Ss complete the exercises below. Ss answer before opening the explanation, then record the reason for any correction.

1. At eight last night, Grandma {{1}} dinner. (cook)
2. She {{1}} visited the museum twice. (have/has)
3. We decided {{1}} our grandparents. (interview)
4. While we ___, the lights went out. A. were studying B. study C. are studying D. studies
5. We have ___ finished our project. A. already B. yesterday C. last week D. ago

Answers and reasons:

1. was cooking – At a past time, was + cooking shows an action in progress.
2. has – She takes has + past participle.
3. to interview – Decide takes to-infinitive.
4. A (were studying) – Past continuous gives the background action.
5. A (already) – Already fits the present perfect; finished past times do not.
   Ss record the reason for any correction in their notebook.

Ss use verb patterns, wish, for/since and vocabulary to complete sentences, and identify the correct sound in a word.

Ss complete the exercises below and check with a partner.
6. She enjoys {{1}} stories. (share)
7. I wish I {{1}} the old recipe. (know)
8. I have lived here {{1}} 2020. (for/since)
9. They avoid ___ during meals. A. to use phones B. using phones C. use phones D. used phones
10. Which word begins with /m/? A. lesson B. memory C. local D. learn

Answers and reasons:
6. sharing – Enjoy takes V-ing.
7. knew – Wish + past simple expresses an unreal present.
8. since – Since introduces a starting point (2020).
9. B (using phones) – Avoid + V-ing.
10. B (memory) – Memory begins with /m/; the other words begin with /l/.
Ss write the reason for each correction in their notebook.

Ss use the grammar, vocabulary and pronunciation of the unit in a realistic interview about a family recipe or memory, and check their own work with evidence.

In pairs, Ss role-play an interview between a student (A) and a grandparent (B), who talks about a traditional family recipe or a memorable trip.
Ss must include:

• one past continuous and one past simple sentence (interruption)
• one wish sentence with past simple (I wish I knew...)
• one present perfect sentence with ever/never/already/yet/for/since
• one verb pattern: decide to, enjoy + V-ing
• two vocabulary items: heritage, preserve, memorable, embarrassing, lifestyle, extended family
  After the role-play, Ss check their dialogue using the evidence checklist: 'Does every sentence develop the topic? Did I record the reason for each correction?'

A 6- to 8-line dialogue. Example:
A: What were you doing when you first learned to cook?
B: While I was cooking, my mother arrived and taught me a new trick.
A: Have you ever cooked this dish for the whole extended family?
B: Yes, I have. We decided to preserve this recipe for our children.
A: I wish I knew the recipe!
B: It is part of our cultural heritage. It was a memorable experience for me.
Ss also write one line of self-check evidence, e.g. 'I changed decide + V-ing to decide + to-infinitive because decide takes to-infinitive.'