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Unit 1: Family life I Ojectives: By the end of the lesson Ss can - use lexical items related to the generation gap and family rules - identify and pronounce and weak forms of words in connected speech - use modals to gine opinions and advice: should , ought to - use must and have to express obligation - read for specific information in an article about generation gap - talk about parent – child relationship problems and offer advice on how to solve them - listenfor specific information in a converation between tow teenagers about conflicts with their parents - write a letter to a teenagers abuot family rules at a homestay family - Understand the concept of extended and nuclear families, and the reasons for the return of extended families in the UK and the USA II Teaching aids: Course book and handouts III Anticipated problems:Ss may need help with the discussion task, so T should be ready to help them PERIOD 1: LESSON 1: GETTING STARTED IV Procedure: TimeTeacher’s activities Students’ activities Stages *T may begin by asking Ss about the picture Lead * Ask Ss about the pictures in E.g + Who are the people in the photos? - Answer the teacher’s questions + Is this type of family popular in your 5’ community? 38’ Play the recording Ask Ss to listen and read Ask Ss to work in pairs to decide whether the statements are true or false and refer to the conversation to find clues for their answers KEY: 1F 2.F 3F.T 4.F 5.T Tell students focus on compound nouns - Ask them to complete the definitions, using the highlighted compound nouns in the coversation Ask Ss to check answers in pairs - Check Ss’ answers KEY: Nuclear family Childcare A generation gap Table manners - Listen and read - refer back to the conversation and give the answers & explanations - listen and repeat - as asked A viewpoint An extended family Ask Ss to read the conversation again to find seven other compound nouns Tell Ss to compare their answers in pairs/ group Then check answers as a class KEY: Grandparents, grandma, grandpa, grandmother, hairstyles, housework, footsteps Ask Ss to read the coversation again, and find the verbs expressing duty, oligation, advice, or lack of obligation - Have Ss compare their answers in pairs/groups - Check Ss’ answers KEY: - Opinion & advice: Should and ought to in positive and negative forms 1.- Duty & obligation: Must and have to 2- Lack of obligation: ( not) have to, ( not) need to Ask Ss to work in pairs to ask and answer the Qs - Have some Ss tell the class about their partners’type of family and what they like or dislike about it Ask Ss to the execises in the workbook Home -work 2’ V Comments: Date of designe: Do task followed by teacher’s instruction Ss can use a dictionary to look up the meaning of the compound nouns Do as asked Work and answer the Qs - Do the homework Teaching date: Leader’s signature: PERIOD 2: LESSON 2: LANGUAGE FOCUS I Objectives: By the end of the lesson, Ss will be able to master: - Words or phrases related to the generation gap and family rules - Word formation: compound nouns - Strong and weak forms of words in connected speech - Modals: should, ought to, must & have to II Teaching aids: - Textbook, handouts III Anticipated problems: IV Procedure: Time- Stages 1.Vocab 10’ Teacher’s activities Ask Ss to match single noun (1-9) with another (a-i) to make compound noun - Tell them to check their answers in pairs, then check sa a class Give the meanings of these compound nouns if necessary - Draw Ss’ attention to the four compounds written as one word: household, hairstyle, schoolchildren, footsteps Explaination: - A compound noun is a noun that is made up of two or more words Each compound noun acts as a single unit and can be modifined by adjectives and another nouns - In compound nouns, the stress usually falls on the first word Ex: a greenhouse( compound noun) A green house( free word combination) KEY: 1g; 2h; 3i; 4f; 5c; 6b; 7a; 8d; 9e Ask Ss to complete the questions with Students’ activities - as asked - Work in pairs to read it again and the task - Listen to the teacher carefully, then the task some of the compound nouns in - Do as directed - Have Ss work individually first Then ask them to work in pairs, and compare their answers - Check Ss’answers by asking and answering all the questions in pairs KEY: Hairstyle/ tablemanners generation gap 3.nuclear family junk food schoolchildren 1 Play the recording to listen and repeat Pronunciation2 - Ask Ss to pay attention to the stressed words with the stress mark before the 10’ stressed sylable - Play the recording again for Ss to listen, pausing after each sentence - Ask Ss to study the Do you know ? Explain the activity to Ss , drawing their attention to the words in bold - Play the recording and ask them to check their answers in pairs - Ask pair of Ss to role – play the Qs and answer in front of the class Praise Ss who pronounce the strong and weak forms correctly KEY: 1-A strong B- weak 2.A – weak B.- strong 10.3 A- weak B - strong Grammar 1- Ask Ss to underline the correct words 20’ to complete the sentences, and play attention to the meaning of the sentences in order to choose the right word - Ask Ss to compare their answer (working in pairs) - check Ss’ answers,then elicit from them the rules of using should, shouldn’t, ought to, ought not to, must, mustn’t, have to, don’t have to - Check Ss’ answers KEY: Should Ought Must have to Mustn’t Work in pair to find out the parts of speech of the words which are stressed in these sentences Work individually - Do as directed Work individually first, then compare their answers in pairs Home-work 5’ - Ask Ss study the Doyou know .? Ask Ss to use the word in brackets to rewrite each sentence without changing its meaning - Monitor the activity and help them if necessary - Check the answers again as in class KEY: You mustn’t use your mobile phone in the examination room I don’t have to type my essay You shouldn’t tell the truth to your family Young people must plan their future career carefully - Asks Sts to learn the new words and exercises in the workbook - Requires Sts to the exercises again in their notebooks - Asks them to prepare for the next lesson Ss this exercise individually Work individually, then compare the answersin groups - Learn new words - Do the exercises - Prepare the next lesson VI Comments: Teaching designe: Teaching date: Leader’s signature: Period: 03 Class: 11 LESSON 3: READING I Objectives:By the end of the lesson, Ss will be able to read for specific in an article about the generation gap, understand word meaning in context and understand references II Teaching aids: Course book and handouts III Anticipated problems: IV Procedure: TimeTeacher’s activities Stages Warm-up Inform Ss of the lesson objectives: read and understand the text about the conflicts between 5’ parents and their teenager children by skimming the text to get general ideal and scanning the text to get some specific details While1 Let Ss work in groups, look at the pictures Reading and answer the questions.q1 freely q2 ask a 30’ representative of each group to give the opinion of the group - Ask Ss to tick the conflicts ( a-g) and then compare their choices with their partner’s Ask Ss to skim the text and compare their predictions in - Check their answers: KEY: b-c-d-e-f Ask Ss to match the highlighted words in the text with the definitions given - Have Ss work individually, then check their answers in groups - Check the ansers again as in class KEY: Afford Impose Brand name Norms Coflicts Students’ activities Listen to the teacher - Do as directed Work individually first, then compare their answers in pairs Study the Do you know? Skim the text and compare the answers Work individually, then compare the answersin groups PostReading 10’ - Asks Ss: What have you learnt today -tell Ss what they have - Calls on some Ss to report their ideas to the learnt class Homework 2’ - Learn by heart all of new words and structures and give examples - Do the homework - Summarize the main points of the text - Prepare “speaking” period V Comments: Teaching designe: Teaching date: Leader’s signature: Period - Class: 11 LESSON 4: SPEAKING I Objectives:By the end of the lesson Ss will be able to talk about parent – child relationshipproblems and offering advice on how to solve them: II Teaching aids: Course book and handouts III Anticipated problems: Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure: TimeTeacher’s activities Students’ activities Stages Warm- Ask Ss to discuss the situstions in the pictures and - discuss the situations up5’ say what conflicts each may lead to as asked Speaking 35’ Explain Ss that this activity focuses on conflicts between teenagers and their parents - Do as asked - Ask Ss to read about three situations facing teenagers, and then match them with the problems - ask for help while a,b, or c in the box having difficulty in - Walk around and help Ss if necessary giving answers - Have Ss compare their answers Ask Ss to further discuss if they have ever 11 Give advice or experienced these situations, and how they felt express their opinions KEY: 1.b, 2.c, 3.a Do as asked Asj Ss to read the list of things teenagers and their parents complain about - have them tick the complaints that they hear in their families - Encourafe Ss to add some more complaints if they can - Help Ss with any new language they may need to Do the task express their ideas Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents12.Work in pairs often complain about, then practise giving advice on how to solve the proplem - Encourage Ss to use the structures listed in ***Helpful expressions: + Complaints: I don’t like the way my parents keep + Ving My parents are always + Ving My parents believe that + Giving opinion and advice: I think you should/ ought to I don’t think you should/ ought to In my opinion, you should/ shouldn’t If I were you, I would/ wouldn’t You’d better You shouldn’t/ ought not to Why don’t you - Walk around and help Ss if neccesary Homework 2’ Some pairs role – play their converasation, and give feedback on their performance Ask Ss to summarizes the main points and prepare the next lesson - Do the home work VI Comments Teaching designe: Teaching date: Leader’s signature: Period:5 Class: 11 LESSON 5: LISTENING I Objectives: By the end of the lesson Ss will be able to lesten for specific information in a convesation between two teenagers about conflicts with their parents II Teaching aids: - Textbook, handouts, cassette tapes………… III Anticipated problems: - Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task IV Procedure: TimeStages Leadin 5’ Teacher’s activities Students’ activities Ask Ss to look at the photos of the two teenagers, and think about what problems they may have Tell them to focus on hobbies( Photo a and (Photo b) and elicite Ss’ opinions Have Ss talk about what the parents of these teenagers might complain about Pre1 Tell Ss that this activity focuses Listening on listening for general ideas - Tell Ss that they are going to listen to two teenagers, Tom and Linda, 7’ discussing their conflicts with their parents, then circle what they think the speakers will mention in their conversation KEY: This activity focuses on new vocabulary items - Tell Ss to match the words with their definitions - Have Ss compare their answers Check their answers - Teacher may explain some new words if necessary Skinny(adj); top(n); stare at(v); balance(v) KEY: 1d, 2a, 3b, 4c This activity focuses on listening for specific information - Tell Ss that they are going to listen to the conversation between Tom and Linda and decide whether the statements are true(T), false(F) Free to call out their answers Listening for general idieas Ss are going to listen two teenagers , Tom and Linda, discussing their conflicts with their parents, then circle what they think the speakers will mention in their conversation Listen to the conversation and match the words with their definitions Listen to the teacher’s instructions - Read all the statements and ask teacher for help with new words - Listen to the tape to the task While- - Ask them to read all the statements Listening and guess if they are true or false 10’ Make sure that Ss understand all the statements If there are new words T can give their Vietnamese equivelants to save time * Play the tape and let ss the exercise Check ss’ answers if there is an 5’ incorrect answer t play the recording again and stop at the place where Ss can get the correct answers KEY: 1.F; 2.F; 3.T; 5.T 10’ Tell Ss that they are going to listen to the coversation again, and a multiple choice exercise Remind Ss to try to ignore any distractors that may appear in the recording, and listen for specific information 13.Ask Ss to check their answer with a partner 14.Check answers as a class -Listen to the teacher’s instructions - Read all the statements and ask teacher for help with new words - Listen to the tape to the task Read the questions carefully and underline the key words, listen to the tape to answer the qs Post- Invite ss from pairs to retell the Listening content of the listening to the class, - Do as asked give feedback and correction if 5’ necessary - Present their ideas Home- - Summarize the listening - Do the homework work3’ - Prepare the next lesson VI Comments: 10 Ask ss to work first individually in the covesation, Ask Ss to work first Ss work first individually, individually, then in pairs then in pairs Encourage Ss to use the word context in the coversation when choosing the correct definition for each word Check Ss’ answers as a class, and give explaination or translations if necessary Key: 1.e 2.a 3.c 4.b 5.d Ask Ss to work in pairs, taking turns Do as directed reading the Qs and giving the answers Encourage Ss to refer back to the conversation, if necessary Check Ss’ answers as a class This activity focuses on the –ing form of the verbs Ask Ss to refer back to the coversation and find all the phrases wuth the – ing form Have them compare theirs answers Check answers as a class Ask Ss to prepare the next lesson - Do the homework Homework 2’ V Comments:………………………………………………………………………… Teaching design: Teaching date: Signature: PERIOD: LESSON 2: LANGUAGE FOCUS I Objectives: By the end of the lesson, Ss will be able to use lexical items related to ASEAN Its aims, member states and activities, say statements and yes/no Qs with appropriate intonation, understand and use the gerunds after some verbs, verbs and prepositions, and phrases; understand and use state verbs in continuous forms a result in the present II Teaching aids:- Textbook, handouts III Anticipated problems: 63 IV Procedure: Time- Stages Teacher’s activities 1.Vocab 15’ Ask Ss to work individually, read the words, and then match them with the definition (1-7) Check Ss’ answers as a class KEY: Constiution Scholarship Solidatity Principle Cooperation dominate This activity extends the use of vocabulary in Have Ss work first individually, then with a partner Monitor the activity anf offer support, if necessary Check answers as a class constitution Principle Cooperation dominate Princiles Scholarship.c Play the recording for Ss to repeat chorally and individually Ask Ss focus on falling intonation on statements, ask and rising intonation on Yes/No Qs Play the tape for Ss to repeat each sentence Have Ss work in pairs to take turns reading the sentences Invite some Ss to read them aloud in front of the class, and have other Ss make comments on their intonation *1 Ask Ss to follow the instruction and complete the sentences Them have them compare their answers Check answers as a class KEY: Volunteering Promoting Sharing building Playing Becoming Ask Ss to work in pairs to take turns giving the answers Ask some pairs to read their completed sentences to check answers and give feedback KEY: To take Travelling To go to apply Preparing Participating Have Ss read the explanations in the Do you know? Box and check if they understand them Offer help if necessary complete the exercise then use the gerunds and to infinitives to describe things around them - Asks Sts to learn the new words 2.Pronunciatio n 10 Grammar a Gerunds and infintives15’’ b The present perfect tense Infinitives 15’ Home-work 64 Students’ activities Work individually Listen to the teacher and answer Qs - Do as directed * as asked * Complete the task as asked * Do the task - Learn new 5’ - Asks them to prepare for the next lesson words - Prepare the next lesson VI Comments: Teaching design: Teaching date: Signature: Period: LESSON 3: READING Class: 11 I.Objectives: By the end of the lesson, Ss will be able to read for read for general ideas and specific information about ASEAN II Teaching aids: Course book III Anticipated problems: IV Procedure: Students’ Time- Stages Teacher’s activities activities Warm-up Draw ss’ attention to the heading of the Reading Listen to the 5’ section: “The Association of the Southeast Asian teacher and Nations” Ask them to guess what the possible answer the qs content might be about 3.Reading Have Ss the matching first individually, and - Listen to the teacher to think 35’ then check with a partner of some devices KEY: 1.f 2.j 3.c 4.d 5.g 6.e 7.i 8.b 9.a 10.h Inform Ss that the activity is for skimming only ( reading for quickly for general ideas) Set the time limit for the class Have Ss work first individually, and thencompare their answers with a partner Ask some Ss read their - Do the task as answers out loud to make sure they have matched asked them correctly KEY: 1.E 2.C 3.D 4.B 5.A Non – interference Motto respect Give enough time to work first individually, then have some Ss read their answers out loud to check as class - Do as directed KEY: The ASEAN Charter 65 Non – interference Motto respect Ask Ss to scan ( look only for specific facts or details without reading everything) the text to find the answers to the Qs Have them highlight the key words in the Qs first, and then try to find the same words in the text After that, Ss can take turns asking and answering the Qs in pairs.T checks answers as a class 4.PostReadin g 5’ Homework 2’ V Comments: - Arrange Ss into groups and set a time limit T walks Do as asked round to monitor the class and offer s help if necessary - Learn by heart all of new words and structures and Do give examples- Summarize the main points of the text homework Teaching design: Teaching date: Signature: Period: LESSON 4: SPEAKING Class: 11 I Objectives: By the end of the lesson Ss will be able to talk about ASEAN members states II Teaching aids: Course book and handouts 66 the III Anticipated problems: Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV Procedure: TimeTeacher’s activities Students’ activities Stages Lead- Inform the class of the lesson objects : -Listen to the teacher to in talking about some ASEANmembers states answer the qs 5’ Introduce the topisc by asking Qs such as: Do you remember the number of ASEAN member states? What are the names of their capital cities of the coutries? Are the capitals also the biggest cities of the countries? Speaking 1.Write ASEAN member states on the board - Do as asked Give Ss enough time to the matching individually Play the recording for them to 35’ check their answers Ask Ss focus on the - Do the task individually pronunciation of the countries and their capitals KEY: 1.d 2.h 3.j 4.i 5.a 6.g 7.c 8.b 9.e 10.f Ask Ss to read through the text about Indonesia before they listen to the recording Focus their attention on how to say long numbers Play the recording more than once if necessary KEY: Thirty – seven million twenty – four thousand sixty –three Focus Ss’ attention on the instructions Tell Ss that this is an information gap Do as asked activity Inform gap activities, each Ss has information that his/her partner doesn’t have The objective is for Ss to ask Qs to find out the missing information Divide Ss into groups of three or four Ask them to choose one ASEAN country to talk about Set a time limit Walk roud to 67 mornitor and provide help Invite some groups to report back to the class Home- Ask Ss to rehearse it at home and prepare - Do the home work work 2’ the next lesson VI Comments Teaching design: Teaching date: Signature: Period: LESSON 5: LISTENING Class: 11 I Objectives:By the end of the lesson Ss will be able to listen for gist and specific information in a sports instructor’s talk about the ASEAN Schools Games II Teaching aids:- Textbook, handouts, cassette tapes………… III Anticipated problems: IV Procedure: TimeTeacher’s activities Students’ activities Stages lead- Inform the class of the lesson objectives: listen for Listen to the teacher in gist and specific information in a sports 5’ instructor’s talk about the ASEAN School Games Pre1 Give Ss enough time to read both columns and Read both columns and Listening the matching let them work with a partner if the matching 7’ they need more help Check Ss’s answers as a class KEY: 1.f 2.e 3.a 4.b 5.c While- Ask Ss to read through the four choices Check -Listen to the recordig and Listening Ss’ comprehention Play the recording non – stop answer for them to get the gist of the talk Have Ss work - Listen and answer the qs in pairs before checking the answer as a class KEY: c Five ASEAN School Games Check Ss’ comprehension of sentences 1-5, before playing the recording Have Ss work in pairs first, and then check their Listen to choose the 68 ansers as a class KEY: 1.F 2.T 3.T 4.F 5.F Ask Ss to readner to compare their answers Invite representatives from some pairs to report their answers to the class Give feedback and correct any wrong answers if necessary KEY: Viet Nam(18) Malaysia(45) Singapor(26) Indonesia(33) Viet nam ( 50)the instruction and the table Post- Ask ss to Work in groups of three or four Ss note Listening down their group members’s ideas and get ready 5’ to prepare a brief talk Have some Ss present their talks to the class Home- - Prepare the next lesson work3’ answers - Do as asked - Do as asked - Present their ideas - Do the homework VI Comments: Teaching design: Teaching date: Signature: Period: LESSON 6: WRITING Class: 11 I Objectives:By the end of the lesson, Ss will be able to Write a short brochure introducing an ASEAN member state II Teaching aids:- Textbook, handouts III Anticipated problems: Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV Procedure: TimeTeacher’s activities Students’ activities Stages Lead- in Inform the class of the lesson objectives -listen to the teacher 3’ Pre1.Give Ss some time to the gap – filling *Ss compare their answers 69 writing 20’ Have Ss compare their answers with a with a partner partner first Then ask some pairs to read * read a paragraph out loud different paragraphs out loud to check to check answers as a class answers as a class KEY: * Do as asked Land area Income Vovinam famili values Heritage Sites While2 Ask ss to read through the paragrapha of - Work individually and writing10’ the brochure introducing Viet nam Focus write their own paragraphs their attention on how points in have been develpoed into sentences and paragraphs, and the informative language used in a brochure Have Ss the matching first individually, and then compare their answers with a partner Check Ss’ answers as a class Give explaination if necessary KEY: a.4 b.5 c d.3 e.1 Set a time limit for Ss to read the instructions, the brochure and find examples of each point Post Ask Ss to read the sample brochure in Do as asked writing10’ and the information text features in again Then have them to go through e a short text using the given information in class When they finish their drafts, and ask them with a partner for peer review T walks roud and offers help when necessary Alternatively Ss can write the text for the brochure at home They can also add some photos to inlustrate each paragraph and make their brochures look attractive T collects Ss’ brochures the next class Give feedback and comments or invite Ss to show the best brochures and present the information in class Homework2 Ask ss to prepare the next lesson Prepare the next lesson ’ VI Comments…………………………………………………………………………… 70 Teaching design: Teaching date: Signature: Period: Class: 11 LESSON : COMMUNICATION AND CULTURE I Objectives: By the end of the lesson, Ss will be able to further skill development II Teaching aids:- Textbook, handouts, pictures III Anticipated problems: IV Procedure: Time- Stages Teacher’s activities Students’ activities Lead- in Inform Ss the lesson objectives -listen to the teacher 3’ New lesson Explain to ss that they need to read the Communication information about two kinds of Singapore - Do the task 20’ sponsored Scholarships - Ask them distinguish between the Singapore Scholarship(for 12th graders to study at Singgapore universities) and the ASEAN - Prepare the talks Scholarships ( for 10th and 11 th graders to study at Singapore schools) Have Ss work first individually, and then check *Look at the pictures their answers as a class and as asked KEY: 1.c 2.e 3.b 4f 5.d 6.a Tell ss to read the instructions carefully Ask a * Read the text and pair of Ss to model the example Have Ss work in answer the questions pairs If they have access to the Internet, they can also use additional information to formulate furter Qs Have some pairs ask and answer their Qs in front * Discuss of the class to comment on how useful or detailed the answer to each question is Culture 20’ Ask ss to look at the pictures and read the instructions Elicit their answers 71 Homework 2’ Suggested answer: They are dancing Lamvong This is a traditional Lao folk dance Ask Ss to work first individually, then in pairs to decide if the statements are true(T) or false(F), or not given ( NG) Encourage Ss to provide reasons for their answers Check Ss’ answers as a class and give explaination if necessary KEY: 1.F 2.T 3.F 4.NG 5.F 6.T Have Ss work in groups of four or five, and talk about one popular folk dance Invite representatives of different groups to show their dance to the class Prepare the next lesson Work individually Work in groups as directed Do prepare the next lesson Comments………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………………………… Teaching design: Teaching date: Signature: Period: LESSON : LOOKING BACK& PROJECT Class: 11 I Objectives: Through the lesson, Ss will have time to review pronunciation, vocab, and grammar II Teaching aids:- Textbook, handouts, pictures 72 III Anticipated problems: Ss may not have sufficient time to finish the part in 45 mins IV Procedure: Time- Stages Teacher’s activities Students’ activities Lead- in 3’ Inform the classof the lesson objectives Listen to the teacher *Play the recording and ask Ss to listen Remind Do as asked pronunciation them to use falling intonation on statements and 10’ rising intonation on yes/no Qs Play the recording a gain for Ss to repeat KEY: Falling intonation: 1,3,5 Rising intonation: 2,4 Vocab Inform Ss that the words in the box are among - the exercise 10’ the most frequently used in the unit Ss decide which words best complete the sentences T may extend this activity by asking Ss to make their own sentences with each of the words KEY: 1.e 2.d 3.b f 5.c 6.a Grammar Give Ss time to read the sentences Set a time - Read the dialogue 10 limit and get Ss to the activity individually to get the general idea Ask some Ss to read their answers Write the and give the correct correct ones on the board if necessary verb tense KEY: To win Entering Catching -Do as asked to take Visiting Set a time limit and tell Ss to the activity individually Invite five Ss to write their answers on the board Underline any mistakes and ask other Ss to correct them Provide help if necessary KEY: Swimming Dancing Finding speaking Completing Have Ss work in pairs by taking turns reading each sentence and providing the right verb form Then check their answers as a class KEY: Feel Is having Am looking is smelling Is feeling Have five Ss to write their answers on the board while having the rest of the class this activity in pairs Give feedback on Ss’answers and correct any mistakes 73 Project 15 Home-work 2’ KEY: recognise Know Is thinking remember Are feeling Introduce the project objectives: preparing a -Do as asked class report on ASEAN member states Divide the class into two groups Have Ss find out the answers to the Qs and take notes Provide help if necessary Allow enough time for representatives of each group to present their reports to the class - Asks Sts to learn the new words and prepare - Learn new words for the next unit - Prepare the next lesson VI Comments: Teaching design: Teaching date: Signature: Period: REVIEW I Objectives: By the end of the lesson, Ss will have time to revise what they learnt in unit 4-5 II Teaching aids:- Textbook, handouts, pictures III Anticipated problems: Ss may not have sufficient time to finish the parts in two 45min lessons So teachers should ask ss to work hard at home to prepare for the unit Period : LANGUAGE REVIEW IV Procedure: Time- Stages Teacher’s activities Students’ activities Vocabulary Ask ss to the task individually and then Do as asked 10’ compare their answers with their partners before giving T the answers T write the correct answers on the board Ask Ss to this task individually T ask a student to write his/her answers on the board and then check the answers with the whole class 74 Pronunciatio *Ask Ss to this activity individually and n then share their answers with their partners Play 10’ the recording again and check ss’ answers and provide correction if necessary Elicit the forms and uses of the present perfect Grammar tense and the past simple tense Ask Ss to the 20’ activity on the board while the others it individually T checks ss’ answers and and ask for explanation then provide correction if necessary KEY: Has lived Got Developed have reached Has been Elicit the form and use of gerunds and infinitives Then ask Ss to this activity individually, and then compare their answer with a partner Ask a student to write his/her sentences on the board Then check the answers with the whole class KEY: Watching To go Having to post Hearing Ask Ss to this activity individually and then compare their answers with a partner Have Ss write the correct sentences on the board, and give explaination for their choice of verb forms if necessary KEY: think are you thinking is tasting tastes are seeing see Home-work - Asks Sts to learn the new words and prepare 4’ for the next unit VI Comments: 75 - the exercise -do as asked - Learn new words -Prepare the next lesson Period : IV Procedure: Time- Stages reading 10’ speaking 10’ Listening 10’ Writing 10’ Home-work 5’ SKILL REVIEW Teacher’s activities Have Ss activities and individually, and then compare their answers as a class and provide any explaination if necessary Ask Ss to answer the Qs Ask Ss to work in pairs , and read about the three universities in Singapore and discuss any unfamiliar words or phrases T ask Ss to in the same pair or work with a different paeir partners Have Ss present their answers to the class *Play the coversation between Mr Long and his daughter Mai discussing the different cultures in the ASEAN countries Ask ss to listen and the activity individually * Play the recording again for ss to listen and check their answers If ss can not finish the task , T may play it once or more times for ss to choose the answers T may give the correct answers and give explanation if necessary 6.Ask ss to use the facts given( or find additional information if necessary) to write an introduction to Thailand with a partner for peer review Ask Ss to make any revisions based on their partner’s comments and complete their final versions at home Ss can use the example to start their introductions They can also refer to page 54 for the features of information text and sample writing.ailand - Ask Ss to learn the new words and prepare for the next unit VI Comments: 76 Students’ activities Do as asked - the exercise -do as asked Write a draft first in class , and then they may write their final version at home - Learn new words - Prepare the next lesson 77