Giáo án Looking Back

Ss activate prior knowledge of Unit 4 and get ready to review the language through a personal memory about food and family.

Ss look at a photo of a family cooking together on the projector and answer the teacher's questions in pairs:

• What was the grandmother doing when you last visited her?
• What traditional dish do you remember your family cooking?
• What do you wish you knew about your family's recipes?

Ss give two or three short spoken answers using the past continuous (e.g. 'My grandmother was cooking rice cakes when I arrived.') and one sentence with 'I wish I knew...'.

Ss review and explain the form and meaning of the past continuous (with interruption by past simple) and wish + past simple for unreal present wishes.

T shows the four example sentences from the 'Connect language and meaning' section and asks Ss to explain what each one communicates before looking at the form:

• Recipes are part of cultural heritage.
• Families preserve recipes by teaching children.
• Each generation adds its memories.
• We cooked a traditional dish.
  Then T presents the two grammar points:
• Past continuous: was/were + V-ing for an action in progress at a past time, e.g. 'While Grandma was cooking, I arrived.'
• Wish + past simple: 'I wish I knew the recipe.' With be, 'were' is used for all subjects, e.g. 'I wish I were taller.'
  T asks: 'What is the difference between the past continuous and the past simple in the sentence While Grandma was cooking, I arrived?' and 'Why do we use knew, not know, after wish?'

Ss explain that the four sentences talk about heritage, preservation, generations and traditional food, and state the grammar rules:

• Past continuous = background action in progress; past simple = the interrupting action.
• Wish + past simple = unreal present wish; use 'were' with all subjects in wishes.
  Ss complete the first two columns of their error log (incorrect form, corrected form, reason).

Ss consolidate the four key words of the unit and distinguish the sounds /m/ and /l/ in English words.

T introduces the four words with their Vietnamese meanings and the sentences where they appear:

• heritage (di sản): Recipes are part of cultural heritage.
• preserve (gìn giữ): Families preserve recipes by teaching children.
• generation (thế hệ): Each generation adds its memories.
• traditional (truyền thống): We cooked a traditional dish.
  Then T models the pronunciation:
• /m/: lips together, nasal voice, as in memory.
• /l/: tongue touches the ridge behind the upper teeth, as in lesson. Keep the final /l/ in school clear without adding a syllable.
  T asks: 'Which word begins with /m/: lesson, memory, local or learn?'

Ss match each key word with its Vietnamese meaning and use each word in a short phrase, e.g. 'cultural heritage', 'preserve recipes', 'the younger generation', 'traditional dish'. Ss identify memory as the word beginning with /m/ and repeat /m/ and /l/ sounds correctly.

Ss apply the past continuous, wish + past simple, the key vocabulary and the sound contrast in controlled exercises, and check their own answers.

Ss complete Worksheet 1, Parts B and C, in pairs. The worksheet includes these exercises from the unit:

1. Use the past continuous of cook: At eight last night, Grandma ___ dinner.
2. While we ___, the lights went out. A. were studying; B. study; C. are studying; D. studies
3. I wish I ___ the old recipe. (know)
4. I wish our school ___ a larger garden. A. has; B. had; C. will have; D. having
5. Build the past continuous sentence: the pupils / were / cleaning / the garden.
6. Judge the sentences: a) She was reading when I called. b) I wish I know the answer.
7. Rewrite as a present wish: I cannot visit the old school.
8. Write one sentence combining an ongoing past action and an interruption.
9. Match the key topic words with their meanings.
10. Which word begins with /m/? A. lesson; B. memory; C. local; D. learn
    After pairs finish, T uses the NeoEdu interactive exercises to check.

Answer key:

1. was cooking
2. A (were studying)
3. knew
4. B (had)
5. The pupils were cleaning the garden.
6. a) Đ (correct); b) S (should be: I wish I knew the answer.)
7. I wish I could visit the old school.
8. Sample answer: While my grandfather was telling a story, the phone rang.
9. heritage – di sản; preserve – gìn giữ; generation – thế hệ; traditional – truyền thống
10. B (memory)
    Ss write the corrections for their own mistakes in the error log.

Ss produce original sentences and a short spoken text that combine the past continuous, the past simple and wish + past simple, linked to their own family traditions.

Ss work in groups of three. Each S writes three sentences about a family dish or a family memory:

• one sentence combining a past continuous action and a past simple interruption;
• one sentence with wish + past simple about the present;
• one sentence using heritage, preserve, generation or traditional.
  Then each group chooses the best sentence and reads it to the class. Groups decide which sentence best shows how their family preserves cultural heritage.

Each S writes three original sentences, e.g. 'While my mother was making banh chung, the power went out.' / 'I wish I were as good at cooking as my grandmother.' / 'My family preserves the traditional recipe for each generation.' Each group selects one sentence and explains its meaning in English.