UNIT 6: VIET NAM: THEN AND NOW
Lesson 2: A closer look 1
I/ OBJECTIVES
By the end of the lesson, students can:
- Use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present.
- Identify in which situations to stress all the words in sentences and say these sentences correctly
1-Knowledge:
- Grammar :
- Lexical items : Vocabulary: words related to Viet Nam in the past and at present
- Skills:
- Listening, Speaking, Reading,Writing and interactive skills
- Attitude:
- Cooperation, respect, having right and friendly attitudes with friends, teachers in the new school
- Quality and competence:
- Be confident and friendly with the new school environment
- Develope listening, speaking skills and cooperative interaction
II/ TEACHING AIDS (MATERIALS)
1.Teacher’s preparation:
- Lesson plan, Pictures, posters ,textbook,CD-MP3(Computer-Multi projector/cassette/ “sách mềm”) and other materials
2.Students’ preparation:
- Textbook, notebook, school things.
III/ WORKING ARRANGEMENTS( WAYS OF WORKING )
- Pair work , individual work, group work, T-WC
IV/ TEACHING PROCEDURE :
1-Greeting`and checking students’ adtendence: Total: In: ......... Out: .......... .
2-Checking the old lesson
3-New lesson:
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Teacher and students ‘ activities |
Students’activities |
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1- Warm up (5'): - Free talk - Check up old lesson |
T- Ss
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Introduction Start the lesson by reviewing the previous lesson. Ask two pairs of Ss to come to the front to play a quick game. Ask them to write as many adjectives and describing degree and speed of change that they have learned (on the previous page) as possible. Set a time limit of two minutes. The pair with the most words wins. 2. Vocabulary (15') 1.Put one word/phrase under each picture (P62) - Now have Ss turn to the book and work in pairs to label the pictures. Then ask them to briefly describe those pictures. - Check the answers as a class. Then ask Ss: + Have you ever tried one of these means of transport or road systems? + How do you feel about using each of these means of transport or road systems? |
- Ss work inpairs to complete this exercise 1.Key: 1. tram 2. flyover 3. elevated walkway 4. skytrain 5. underpass 6. tunnel |
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2.Fill each blanks with a suitable word form... (P62) - Have Ss a couple of minutes to work in pairs to do the matching. - Then check the answers as a class. 3.Match each word/phrase in the left column with the... (P62) - Give Ss a couple of minutes to work in pairs to do the matching. - Then check the answers as a class.
4.Fill each gap with a word/phrase... (P62) - HaveSs work individually to complete the sentences. - Have them compare their answers in pairs. - Afterwards, check Ss’ answers as a class. |
- pairwork 2.Key: 1. tunnel 2. elevated walkways 3. flyover 4. skytrain 5. underpass 6.tram 3.Key: 1. f 2. b 3. e 4. d 5. c 6. a Ask the class the questions and ask for a show of hands: Who lives in an extended family? Who lives in a nuclear family? Now ask individual Ss Can any of these adjectives be used to describe your father/mother/sister/brother? Ask more able Ss to give a quick example the sentences. Have them compare their answers in pairs. Afterwards, check Ss’ answers as a class. - work individually 4.Key: 1. extended family 2. Sympathetic 3. Obedient 4. Tolerant 5. Nuclear family 6. Cooperative |
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3. Pronunciation (15'') Stress on all the words in sentences - Have Ss silently read the information and the examples in the box. - Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples. Typically, a sentence has one word or syllable that is stressed more strongly than the rest of the stressed syllables on the content words. However, in some sentences used to show urgency or surprise, all the words are important. - Therefore, we put stress on one syllable of each word. Sentences with all the words stressed may have the patterns below: 00 Watch out ! 0o0 Hurry up! 00o Say sorry! 000 Don’t come back! 5.Write each sentences in the box next to its pattern... (P63) - Ss write the sentences next to the patterns individually, then compare their answers in pairs. - Ask some Ss to give the answers and quickly write them on the board. Play the recording for Ss to check their answers. - Have the whole class repeat chorally after the recording or after the T. 6.What would you say in each situation... (P63) - This section can be done with some drama, so encourage Ss to exaggerate a little and have fun. They can also add hand gestures and facial expressions to increase the dramatic element. - Have Ss work in pairs to describe the pictures quickly and to fill the bubbles with the utterances as in the example. - Then ask some pairs to read out their utterances with the correct stress. Confirm the correct answers. - Lastly, have the class read all the sentences chorally. It time allows, have Ss work in groups and think of some other surprising or urgent situations. They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class. |
- Do as requested
5.Key: 1. 00 - I know!, That long?, Don’t cry! 2. 0o0 - Go away! 3. 00o - Keep going! 4. 000 - Don’t turn left! Audio script: 1. I know!, That long?, Don’t cry! 2. Go away! 3. Keep going! 4. Don’t turn left!
Suggested answers: 1. Be quiet! 00o Don’t talk! 00 2. Don’t turn right! 3. Wake up! 00 4. Smile please! 00 Say cheese! 00 5. Don’t worry! 00o Don’t cry! 00 6. Look out! 00 Look ahead! 0o0
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4.Further practice: - Retell the whole lesson 5. Production: - Learn by heart all the new words. - Do Ex in workbook - Prepare: Unit 6: Closer Look 2 |
- Answer teacher's questions.
- Say out the words
- Take note |