unit 11 (E10cb)-writing

Letter LESSON PLAN Unit 11: National Park Period 4: Writing 1. Class detail: grade 10 (basic level) 2. Time: 45 minutes. 3. Objectives: After the lesson, students will be able to write letters of acceptance and refusal. 4. Assumed knowledge: Students have already known how to write an invitation letter. 5. Anticipated problems: - Ss may not be familiar with expressions used in acceptance and refusal letter, so teacher should teach them. - There may be time left, so the teacher should prepare an extra activity. 6. Teaching aids: textbook, handouts, posters, board 7. Procedure: Time Teacher’s activities Students’ activities 4’ I. Warm-up: Competition game – Network - T prepares a handout with a network of the word “letter” - T divides class into 4 groups and gives each group a handout. - T asks Ss to complete the network with different types of letter they know. - T gives time for Ss to take part in the game - The winner will be the group with the quickest and many correct answers. Suggested answers - Make groups - Play the game 6’ II. Pre-writing: - T prepares 3 similar sets of statements which are some common ways of inviting, accepting and refusing. - T divides the class into 3 groups. - T gives each group a set of statements - T gives instruction: Now, I’d like you to work in your group and put the statements into the correct column. - T checks Ss’ understanding about instruction. - Make groups - Listen to T. - Answer T’s questions Questions for checking: + Do you work in pair or group? Expected answer: work in group. + Asks a student: What group do you belong to? + What is your duty? Expected answer: put the statements into the correct column. - Calls on representative of each group go to board and write down their answers. (Each group in charge of one column). Suggested answers: 1. Inviting: + Would you like… + How about… + Do you feel like… 2. Accepting: + Yes, I’d like/ love to + Yes, that’s a great idea + Yes, I’d be delighted to 3. Refusing: + I’m afraid I can’t come because… + I’d love to, but… + I’m sorry I can’t because… - T checks answers and gives feedback. - T reads aloud the above expressions. - T asks class to read after her. - Go to the board and write the answers. - Listen to T - Read aloud 4’ - T calls some Ss to read the expressions individually. - T asks Ss to copy into their notebooks. a. Activity 1 : Filling in the blank ( Task 1, page 117, textbook) Instruction: You are going to complete the letters in task 1 by filling each blank with one of the ways to accept or refuse an invitation provided in the table. - T asks Ss to do the task in pairs and reminds them that for each blank they can have more than one answer. - T checks students’ understanding about instruction: Questions for checking: + Do you work in pairs or work in groups? Expected answer: work in pair + Do you complete the letters by filling each blank with one of the ways to accept or refuse an invitation provided in the table? Expected answer: Yes - T gives time for Ss to do the task. - T calls on some Ss to go and write their answer on the board. - T calls for correction and gives T’s own feedback Suggested answers: 1. That’s a great idea! / I’d like to/ I’d love to. 2. I’m afraid I can’t come because / I’m sorry I can’t come because 3. I’d be delighted to. -Read the expressions individually - Copy into notebooks - Listen to the T - Answer T’s questions - Work in pairs -Go and write their answers on the board - Correct mistakes 5’ 5’ b. Giving the features of a letter of acceptance or refusal - After finishing task 1, T gives Ss the features of a letter of acceptance or refusal. - T uses the letters in the task 1 as models to elicit or introduce the features of a letter of acceptance or refusal. Questions for eliciting: 1. What is the similarity between the three letters? Do the writers thank their friends for invitations? Expected answer: Yes. 2. What is the similarity between the first letter and the third letter? Are they letters of accepting an invitation? Expected answer: Yes. 3. How about the second letter? Is it a letter of refusing an invitation? Expected answer: Yes. 4. Why does the writer of the second letter refuse the invitation? Is he busy with his study? Expected answer: No. His father has been ill and he has to look after his father. - T gives Ss form of a letter of acceptance or refusal. A letter of acceptance: + Thank for invitation. + Use expressions of accepting A letter of refusal: + Thank for invitation. + Use expression of refusing. + Write the reasons for refusal and suggest another date. - T asks Ss to copy the form into their notebooks. c. Activity 2: Ordering (Task 2, page 118, textbook) Instruction: you are required to arrange the sentences in the correct order to make a letter of accepting an invitation to spend a weekend in the country. - Asks Ss to do the task individually -Listen to the T - Answer T’s questions -Copy into notebooks - Listen to the T 5’ - T checks: T: Do you arrange the sentences in the correct order or write a letter? Expected answer: arrange in the correct order T: Do you work individually or work in pairs? Expected answer: Individually. - T gives time for Ss to do - T goes around and checks - After Ss finish, T asks Ss to exchange their answers with their partners to check. - T calls on a student to read the letter out loud and asks other Ss to listen and give feedback. - T comments and gives the correct order: 1d 2e 3c 4a 5f 6b d. Activity 3: Rearranging 2 letters. (Handout) Instruction: Imagine that Mary invited you to go to the circus with her family. Depending on the given sentences; you have to arrange them to make two complete letters of acceptance or refusal. - T checks: T: Do you arrange into one or two letters? Expected answer: Two T: Do you work individually or work in pairs? Expected answer: Work in pairs. - T gives time for Ss to do - T goes around and checks - Calls on 2 students to write their answers on the board. - Comments and gives the correct order: Accepting: 1c, 2g, 3b, 4i, 5e/ 1c, 2g, 3b, 4e, 5i. Refusing: 6j, 7a, 8h, 9d, 10f - Answer the T’s questions - Do exercise - Exchange answer with partner - Read the answers and give feedback - Listen to T - Listen to T - Answer the T’s questions - Work in pairs - Write the answers on the board - Listen to T 10’ III. While-writing: Instruction: One of your friends has invited you to dine on Saturday next weekend. Write a letter of acceptance or refusal his/ her invitation. - Listen to T - T divides class in 4 groups. - T asks Ss to write the letter in group (on your poster). Group 1, 2 write letter of acceptance, group 3, 4 write letter of refusal. - Reminds them to pay attention to all the features of this type of letter. - T checks instruction again. Do you work in pairs and groups? ( answer: work in group) T asks one student in group 1 Does your group write a letter of acceptance? (answer: yes) T asks one student in group 4 Does your group write a letter of acceptance or refusal? (answer: a letter of refusal) - T gives time for Ss to write - While Ss write the letter, T goes around observing and provides help. Suggested answers: Letter of refusal: 37/89 Duy Tan Street, Hue city, October 19 th , 2010 Dear Ha, Thank you for your very kind invitation to dine on Saturday next week. I am sorry I can’t come because my mother will come to see me that day. And I have arranged to see her. You were very kind to invite me. Very sincerely yours, Hoa Letter of acceptance: 237 Ba Trieu Street, Hue city, October 19 th , 2010 Dear Chi , I am very glad to accept your kind invitation to have dinner on Saturday next week at six o'clock. The - Make groups - Work in groups - Answer T’s questions - Write the letters prospect of seeing your family and enjoying your mother’s great foods again is very delightful. And I am sure I have several interesting things to tell you. Yours very sincerely, Oanh 6’ IV. Post-writing *Feedback on Ss’ writings - After Ss finish their letters, T sticks 4 letters of 4 groups on the board. - T asks other students to give their comments. - T gives comments and corrects mistakes if they have. WRAPPING UP - Summarizes the main point. - Homework: T asks Ss to write a letter of acceptance or refusal (if they have written a letter of acceptance in class, at home they will write letter of refusal and vice versa) - Ss give comment. (Whole class) - Whole class APPENDIX Task 1: Fill each blank of the notes with a suitable expression: 1. Dear Chi, Something is wrong with my phone, so I am leaving you this note. Thanks for your invitation. ! How about meeting at the school gate at 8:30? Lien. 2. Dear David, Thanks for your note. my father has been ill since yesterday and I have to look after him. Let’s go another time. Mike. 3. Dear Daisy and Tony, Thanks very much for your invitation to dinner. Of course, __________I lI’m sure we will have a very good time together. Susan. Task 2: Rearrange the following sentences to make a letter accepting an invitation to spend a weekend in the country. Dear Nam, a.  You know how much I love spending a weekend in the country after a long and hard term. b.  Give my best regards to your parents and hope to you soon. c.  I would really like to come d.  Thank you for your letter. e.  It’s lovely to hear that you are going to spend the next weekend in the country. f.  I will catch the usual train on Friday evening. Love, Lam . Letter LESSON PLAN Unit 11: National Park Period 4: Writing 1. Class detail: grade 10 (basic level) 2. Time: 45 minutes. 3 individually. - T asks Ss to copy into their notebooks. a. Activity 1 : Filling in the blank ( Task 1, page 117 , textbook) Instruction: You are going to complete the letters in task 1 by filling each blank. date. - T asks Ss to copy the form into their notebooks. c. Activity 2: Ordering (Task 2, page 118 , textbook) Instruction: you are required to arrange the sentences in the correct order to