11NC- unit2-Language focus

LESSON PLAN Unit Two Personal Experience Lessons N o 6 – 7 Language Focus Outcomes - By the end of the lesson, the students are able to use verbs of the senses. - By the end of the lesson, the students are able to use modal perfect to talk about the past. - By the end of the lesson, the students are able to use different verb forms Type of lesson - Grammar-based (sense verbs, modal perfect, verb forms) Key Vocabulary - sense verbs: see, hear, . - wander - chef - nostalgic Key structures - You could have left it at home. - It must have rained last night. Anticipated problems - Some students may be too shy to express themselves. Materials - Textbook - Handouts - Chalk and board - Pieces of paper Stage / Timing Procedure Aims Focus Materials 1. Warm- up (7-9') 2. Word study Game: Lucky symbol - Write the words eyes, ears, nose, tongue, hands / skin and a lucky symbol ( .) on small pieces of paper, fold them up and put them in a hat. - Tell SS to work in 3 groups. - A representative from each group will take turns to pick up a piece of paper, and read the word. The students from the other groups will make 3 questions for this group. For one suitable answer, the group scores 1 point. The lucky symbol will earn the group 2 points. The group with more points will win the game. The questions used for each word are: - What can you do with your .(eyes) .? - Who can't do this? / Who can't .(see what you see) ? - What animals are good at . (seeing) .? - When the game is over, elicit from SS the verbs used for the senses. Expected: see; smell; taste; touch; hear; Transition: - Todav we will practise using sense verbs to talk about the activities of the senses. - Write down on the board: Unit 2 Language Focus Sense Verbs - Elicit from SS sentences with the sense verbs. -To arouse interest and to introduce the language point - To lead to the lesson Group s T-SS T- class T- class - Pieces of paper - A hat/box - Chalk & board - Chalk & board (12-15') - Write down on the board three sentences and ask SS to distinguish the verbs used. a. I can smell something burning. b. This flower smells good. c. It smells like orange. Expected: - In sentence a, smell is a transitive verb, with something as an object. - In sentences b and c, smell is an intransitive verb followed by an adjective or a prepositional phrase with like. - Tells SS that there are two groups of verbs: transitive followed by an object, and intransitive or linking verbs. - To help SS distinguish the different structures of the verbs - For SS to generalise the form and use of the verbs T- class T- cIass - Chalk & board - Textbook - Chalk & board Senses Transitive verbs Intransitive / Linking verbs sight taste smell hearing touch see (thấy) taste (nếm) smell (ngửi) + Obj hear (nghe) touch (sờ) look (trông có vẻ) taste (có vị) smell (có mùi) +Adj./like+N sound (nghe có vẻ) feel (sờ thấy) Notes: - These linking verbs and most of these transitive verbs are not used in the present continuous. T-class - Chalk & Board (5-7') (5-7') (7-9’) Activity! Talking about the senses (Task a. v. 31) - Tell .SS to work in pairs and make questions and answers about the senses, based on the words given. - Go around to monitor and note down error for correction later. - Call on some pairs (close and open pairs) to act out their conversations. - Give feedback and comments. Activity 2 Answering the quiz (Task b, p.31) - Ask SS to answer the questions in Task b and then with a partner ask and answer the questions. - Call on some pairs to act our their exchanges and go over the answers with the class. Activity 3 Transformation - Give each student a handout of the transformation exercise. - Ask SS to read the sentences and rewrite them as directed. - Go over the answers with the class. The handout: Rewrite the sentences as shown, using sense verbs. The first one has been done as an example. 0. I like the smell of this perfume. It's good.  This perfume smells good to me 1. I don't like the bitter taste of this coffee.  This 2. Don't touch that water. It's still hot. -To practise using the sense verbs - More practice with sense verbs -To provide further practice with sense verbs in the written form Pairs T-class SS-SS Pairs T-class Indivi- duals T-ciass - Textbook - Textbook - Handouts 3. Gram- Mar (10-13')  That water , so don't touch it. 3. He thinks the music is terrible.  The . 4. Joe had a happy expression.  Joe . 5. This dish has a good smell but it tastes horrible. -> This . Expected answers: 1. This coffee tastes bitter to me. 2. That water still feels hot, so don't touch it. 3. The music sounds terrible to him. 4. Joe looked happy. 5. This dish smells good but it tastes horrible. Modal Perfect: Modal + have + Past Participle - Write some sentences on the board, using key structures. 1. Jane didn't answer when I called last night. She might have gone out. 2. Look! The ground is so wet. It must have rained last night. 3. Ann came home very late last night. She could have walked. 4. It's your fault. You should have told your parents about the accident. To introduce another language point T-class - Textbook - Chalk & board (8-10') (9-10') - Tell SS to pay attention to the second sentences, and ask them questions. a. Did Jane go out last night? (Expected: Maybe, but I'm not sure.) b. Did it rain last night? (Expected: I'm sure it did./It probably rained.) c. Did Ann walked home last night? (Expected: Very likely, but I'm not sure.) d. Was it necessary to tell your parents about it? Did you do it? (Expected: Yes, it was necessary to do it, but you didn't.) - Elicit the tense, form, use and time these sentences indicate. Expected: + Tense: Modal Perfect + Form: Modal + have + Past Participle + Use: To indicate uncertainty /a past possibility (could / may / might + perfective: có thể … đã …), to make a deduction/logical conclusion in the past (must + perfective: ắt hẳn, chắc là …), or to make a criticism, to indicate an obligation that was supposed to occur in the past (should + perfective: lẽ ra … nên …) Activity 1 Transformation (Task, p.32) - Ask SS to rewrite the sentences as shown to talk about past possibilities. - Tell SS to compare answers with a partner and then go over the, answers with the class. Activity 2 True or False? - Give out handouts with sentences and explanations. - To elicit and focus SS' attention on meaning & use the modal perfect -For SS to practise making deductions T-class Indivi- duals Pairs T-class - Chalk & board - Textbook - Tell SS to read the sentences and the explanations for each and decide if the explanations are true or false according to the information given. - Ask SS to compare answers in small groups and then - To check SS" under- standing of meaning Indivi- duals Groups T-class - Handouts go over the answers with the class. The handout: Read the sentences and decide if the explanations are True or False. Write T or F. The first one has been done as an example. 0. Lucy could have taken the bus to work yesterday. a. F Lucy took the bus to work yesterday. b. T Perhaps Lucy took the bus to work yesterday. 1. You shouldn't have eaten so much. a . You didn't eat too much and that was necessary. b . You ate too much and that was not good. 2. The cause of the fire could have been a burning cigarette. a . The fire was possibly caused by a burning cigarette. b . The fire was caused by a burning cigarette. 3. John did very well on tie exam. He must have studied hard a . John probably studied hard. b . I'm sure John studied hard. 4. Dave can't have been at the cinema. He was with me last night. a . Dave was at the cinema last night. b . I'm sure Dave was not at the cinema last night. 5. Why is Tom so late? He might have lost his way. a . Tom is late because he has lost his way. b . Perhaps Tom has lost his way. and use of the structure - For SS to share and learn (7-8') 4. Home- work (1’) Expected answers: 1. a. F, b. T 2. a. T. b. F 3. a. T, b. T 4. a. F, b. T 5. a. F, b. T Verb Form Review (Tasks a & b. d.32 - 33) - Elicit from SS the tense used to express a habitual action. (Expected: present simple) - Ask SS to complete the texts with the correct tense & form of the verbs. - Tell SS to compare answers with a partner and then go over the answers. Sentence Completion Complete each sentence so that it contains the words given in bold. 1. You're completely soaked! You . (should /umbrella) 2. I've lost my bag. I .(must / train) 3. Jim did badly in the test. He (should/harder) 4. Tom looks tired. He (might / all night) Expected answers: 1. You're completely soaked! You should have taken an umbrella. 2. I've lost my bag. I must have left it on the train. 3. Jim did badly in the test. He should have studied harder. 4. Tom looks tired. He might have worked / studied /stayed up all night. -To review different tenses used - To give SS more practice at home to review what they have earae T-class Indivi- duals Pairs Indivi- duals - Textbook - Handouts or Chalk & board LESSON PLAN Unit two: Personal Experience Lessons N o 5 Writing Outcomes - By the end of the lesson, the students are able to write a personal letter. - By the end of the lesson, the students are able to describe a past experience. Type of lesson Skill-based (writing) Key Vocabulary - commencement - mutual - confused - host Key structures - I felt extremely embarrassed and confused. - Looking forward to hearing from you again. Anticipated problems - Some students may be too shy to express themselves even in writing. Materials - Textbook - Handouts - Chalk and board - Sheets of paper Stage / Timing Procedure Aims Focus Materials 1. Warm- up & lead-in (4-5') 2. Pre- writing (4-5') Game: Guess what? - Show a picture of a person sitting in a restaurant with a bowl of soup in front, and a waiter at his side. - Ask SS to read the exchange between the man and the waiter and guess what the man's response is / what the reason is. (Appendix) Expected answer: 'Because I haven't got a spoon!' - Elicit experiences from SS: 'This is something happening in a restaurant. Have you ever had any embarrassing experiences in a restaurant?' - Note down SS' ideas, Transition: - Nam had an embarrassing experience at a restaurant and he wrote to tell his friend about it. Do you want to share your experience with your friend? Today we will learn how to write a letter telling friends about a past experience. - Write down on the board: Unit 2 Writing a Personal Letter Describing a Past Experience Activity 1: Gap-filling (Task a, p.30) - Ask SS to complete the letter using the words given. - Move around to control and give help if necessary. - Get SS to compare answers in pairs and then go over the answers. - To create interest and to introduce the topic -To familiarise SS with a letter describing a past experience - To help Indivi- duals T-class T-class T-class Indivi- duals Pairs - Pictures - Chalk & board - Chalk & board - Textbook (2-3') Activity 2: Teaching Vocabulary - Arrange SS to work in pairs and give each pair a handout. - Tell SS to read the words in column A and match them with their explanations in column B. - Go over the answers with the class. The handout looks like this: A B 1. mutual a. unable to think clearly 2. commencement b. meeting 3. host c. having the same specified relationship to each other 4. confused d. person who receives and entertains people as guests 5. gathering e. beginning enrich SS' knowledge ofvocab. and help them understan d the text Pairs T-ciass - Handouts Expected answers: 1.c 2. e 3. d 4. a 5. b Activity 3: Questions and Answers - Ask SS to read the passage again and find answers to the questions. 1. What made him feel embarrassed? 2. Why did it happen to him? 3. Where did it happen? 4. When did it happen to him? 5. Who helped him solve the problem at last? - Tell SS to compare answers in small groups and then go over the answers with the class. Expected answers: 1. He couldn't find his money when he went to pay the bill. 2. Because he had put the money in the pocket of another pair of pants. 3. In a restaurant (where he held a reunion dinner). 4. Last weekend. 5. His sister. Activity 4: Re-arranging - Write down on the board the steps of a personal letter about a past experience in a random order as follows: a. Opening / Greeting b. The story / experience to be shared (what, why, when, where, who) c. Date d. Closing and ending e. General information (about self or/and friends) - Ask SS to put the steps in a logical order of such a letter. -To provide SS with some ideas about what to include in the story - For SS to share and learn - To give SSa general format of the letter T-class Indivi- duals Pairs T-class - Chalk & board - Textbook - Textbook Chalk & board 3. While- writing (18-20’) 4. Post- writing (2-3') 5. Home- work (1') - Tell SS to compare answers in pairs and then go over the answers. Expected answers: 1. c Date 2. a Opening / Greeting 3. e General information (about self or/and friends) 4. b The story / experience to be shared (what, why, when, where, who) 5. d Closing and ending Writing it Yourself - Ask SS to write a letter to a friend, telling him / her about their most embarrassing experience based on the format given and the sample in Task a (p. 30). - Go around to control and give help with vocabulary. - When they have finished, collect SS' writings to mark at home. Peer correction - Read a piece of SS writings and ask SS to give comments relating the format (steps), the language use, and the story. - Give feedback and comments. Reviewing vocabulary - Ask SS to review all the new words learned - To have SS practise writing - To give SS a chance to correct and learn from one another - Sth to do at home Pairs Indivi- duals T-class SS-SS Indivi- duals - Chalk & board - Chalk & board - Textbook - Sheets of paper - Textbook LESSON PLAN Unit Three Parties Lesson N 0 3 Listening Outcomes - - By the end of the lesson, the students will know more about birthday celebrations in the world. - By the end of the lesson, the students are able to listen and pick up specific details. Type of lesson - Skill-based (listening, reading & speaking) Key Vocabulary - honor - buffet - savories - random - accompany - plan Key structures - A traditional cake is often served with candles that are to be blown . - If birthdays were perfectly random in their distribution across the year, then there would be a birthday celebration every 0,005 second. Anticipated problems - Some students at the back rows may have difficulty listening to the recordings. Materials - Textbook - CD player - Scarves - Realia - Cards - Chalk and board Stage Timing Procedure Aims Focus Materials 1. Warm- up (5-6') 2. Pre- listening (6-7') Game: 'Touch and describe' - Arrange the class into two groups. - Assign two group representatives. - Set up "a time limit of 3 minutes. - Blindfold each representative. - Give each team a set of realia in a visible box. (The number of objects varies, depending on the class size.) - Let the representative choose an object randomly, one at a time and describe it to the group members. - The group members will taka turns to name the object and write the word up on the board. - Play continues until the time is up for each team. - Go over the answers with the whole class. - Award a point for each correct word. - The group which scores more points wins. Set A a wrapped gift, an orange, a candle, a pen, a clock, a sweet, a bowl, a spoon, a coke, a hat. Set B a knife, grapes, a plate, a toy telephone, a CD, a glass, a handkerchief, a ruler, a flower vase, a book. - Elicit what words from above are associated with a birthday party. - Elicit SS' birthdays and how often they celebrate their birthdays. - Ask if SS know anything about birthday celebrations in the world. - Transition: In today's listening section, we'll learn more about birthday celebrations in the world, esp. in the USA - Write down on the board Unit 3 Parties - Listening Pre-teaching vocabulary - Pre-teach the words below through explanations. . honor /'Dna(r)/ (v.) = show respect for sth (ca ngợi) . buffet /'bufei/ (/'bAfei/) (n.) = a meal at which people serve themselves from a table and then stand or sit somewhere else to eat. (tiệc đứng) Buffet lunch/supper Dinner will be a cold buffet, not a sit-down meal. . savory /'seivari/ (adj.) = having a taste that is salty, not sweet Có vị mặn savories /'seivariz/ (n. pi.) = food with a salty taste, not a sweet one, often served at a party etc. (món ăn mặn, không ngọt) . consist /kan'sist/ (v.) of sth = be formed from the things or people . mentioned (bao gồm, gồm có) -To motivat e SS& make learning fun -For SS to compete and learn -To interest SS in the coming lesson To facilitate SS under- standing of the recording T-class SS T-class T-class T-class T-class - Sets of realia, & two scarves. - Chalk & board - Chalk & Board - Chalk & board - Chalk & board (4-5') Their diet consists of largely vegetables. . accompany /a'kAmpsni/ sth (v.) = happen or appear with sth else (có mặt hoặc xảy ra cùng với cái gì) There were strong winds accompanied by heavy rain . . random /'raendsm/ (adj.) = done, chosen, etc. without sb thinking or deciding in advance what is going to happen (ngẫu nhiên) The information is processed in a random order. . plan (v.) /pl£en/sth = make detailed arrangements for sth you want to do (lập kế hoạch cho cái gì) Checking Vocabulary - Give each student a copy of the exercise below. Listen and number the correct word in the order of meanings you hear. RANDOM CONSIST SAVORIES ACCOMPANY 1 PLAN BUFFET HONOR SAVORY -To enrich SS' vocab. -To reinforce the newly presented words & check SS' under-- standing of these words T-SS T-class Indivi- duals - Chalk & board -Handouts -Pens . LESSON PLAN Unit Two Personal Experience Lessons N o 6 – 7 Language Focus Outcomes - By the end of the lesson, the students are able to use verbs. Handouts - Chalk and board - Pieces of paper Stage / Timing Procedure Aims Focus Materials 1. Warm- up (7-9') 2. Word study Game: Lucky symbol - Write