Giao an tieng anh headway

New Headway 2- Lesson plan CONTENTS Unit 1: Getting to know you Unit 2: The way we live Unit 3: It all went wrong Unit 4: Let’s go shopping Unit 5: What you want to do? Unit 6: Tell me! What’s like? Unit 7: Famous couples Unit 8: Do’s and Don’t s 1-25 26-54 55-82 83-107 108-134 135-163 164 -193 194-221 Thuy Duong Thi Huong New Headway 2- Lesson plan UNIT 1: GRETTING TO KNOW YOU Date Class Total periods periods( 225’) I- LANGUAGE AIMS OBJECTIVES: 1- Grammar and tenses: - In this lesson, students have chance to revise, further practice and master structure of the Present Simple, Present Continuous, the Past Simple, the going to the future, the model verb can, and the full verb have - This unit provides general revision of these verb forms and their meanings, and gives the opportunity to assess new students’ strengths and weaknesses - Revise some more questions forms such as: Where you live? What did you last night? … and avoid some common mistakes as: Where you live? Another problem, for learner is voice range English has a very wide voice range, and this is apparent in question information Where you live? Do you like learning English? 2- Vocabulary: - In this lesson, Sts are helped to use a bilingual dictionary effectively, both L1 to English and English to L1 3- Skill - Listening: Help Sts practice and improve listening skill In part “Listening and speaking” , St have to listen to a lot so St know how to hear and match the key word in the text to complete the blank - Reading: + Improve Reading skill of St: Finding the main idea, understand vocabulary from the text, making inference +Help St can be enjoyable and operate as a real language user - Speaking: + Improve speaking skill, use vocabulary and verb phrase to make the conversation skillful to greeting each other + Use vocabulary and verb phrase to make conversation skillful to greeting each other + Help St know the usage of Formal and Informal ways to greeting in different situations Thuy Duong Thi Huong New Headway 2- Lesson plan +Improve skill in communicating in class - Writing: + Can know the way to write an Informal letter and know how many parts are there in an Informal letter  In this period, Sts have to speak a lot, listen a lot, read and write a lot So it improves multi- skills to vendor as: 4- Everyday English - Common social expressions are introduced and practiced through dialogues NOTE IN THE UNIT: Students can meet some difficulties in: + Students omit does and did in the Present and Past Simple + Students confuse the Present Continuous and the Present Simple They not know clearly about the usage of two tenses + Understanding the reading texts because there are a lots of new words: Exchange, hieroglyphic, ancient, whale… + St may be confused of Formal and Informal way to greeting II-TEACHING METHOD: 1- Individual work 2- Pair work 3- Whole class III-TEACHING AIDS: 1- Textbook 2- Grammar book 3- Photocopies, pictures 4- Work book IV-TEACHING PROCEDURES: 1- Teacher 2- Students CONTENTS Starter( Warm up) - Chatting ACTIVITY Teacher - Ask St some questions: +What was the wheather like last night? +What did you last night? +How often you go to the cinema?  Lead in: The theme of unit is communication which aims to know each other and establish a good OBJECTIVE TIMING Students - Follow the teacher -Lead in the unit Thuy Duong Thi Huong 1’ New Headway 2- Lesson plan classroom atmosphere, where everyone feels comfortable - Match the questions with the answers - Ask students match the questions with the answer -Ask students compare their answers with their partner -Call some pairs to give the answers Answers: 1-Where were you born? In Thailand 2- What you do?  I’m a teacher 3- Are you married?  No, I’m single 4- Why are you learning English?  Because I need it for my Job 5- When did you start learning English?  A year ago 6- How often you have English classes?  Three times a week - Work in pair and give answers -Follow the teacher -Introduce and help Ss to know some questions form -Look the text book and give the questions about Maurizio -Follow the teacher -Listen to the radio, look at the book and give the answer - Work in pair and give the best answers -Leaders of each group give the answers -Improve listening skill of students -Review some verbs have present, past or future meaning in this text 3’ -Check the answers Two students Tense and questions T1.1- Thuy - Ask Ss to look at the photograph of Maurizio and think of questions to ask him -Ask Ss read the text before listening to Maurizio - In this lesson, ask St to take note some new words: + Graduate from sth: To pass by degree or to diploma on completing a course of studying a university , colleges or school For Ex: I have graduated at English Department of Hanoi National University, Foreign of English + Graduation: ( n) noun of verb “ Duong Thi Huong 6’ New Headway 2- Lesson plan graduate” An act of graduating or the ceremony of conferring degrees + Essay(n): a short literary composition on a particular theme or subject + Art gallery (n): A combine noun Art : work of arts collectively as paintings or drawings Gallery: a room or a raised area to show art works -Ask Ss if they find any new words they forget or didn’t understand -Ask St listen to the audio -Ask Ss to work in pair to complete the text with verbs in the book - Check the answer Answer and tape-script My name’s Maurizio Celi I (1) come from Bologna, a city in the north of Italy I’m a student at the University of Bologna I (2)’m studying modern languages- English and Russian I also know a little Spanish, so I (3) can speak four languages I (4)’m enjoying the course a lot, but it’s really hardwork The course (5) started three years ago I (6) live at home with my parents and my sister My brother (7) went to work in the United States last year After I graduate, I (8)’m going to work as a translator I hope so, anyway 2- -Ask St work in pair -Ask St look at the picture in the text book and ask the questions related to her For Ex: +How old is she? + Where is she? + What’s she doing? + How many languages can she - Follow the teacher - Look at the picture and complete the questions - Answer the questions - Review some question forms just learn and practice - Help St understand clearly about Thuy Duong Thi Huong 5’ New Headway 2- Lesson plan Possible problems T1.2- speak? - Ask St complete the questions about Carly Answers: 2- When does she live? 3- Who does she live with? 4- What is she studying? 5- Is she enjoying the course? 6- How many languages does she speak? 7- When did her course start? 8- What is she going to after she graduates? -Call individual complete the questions -Remind and take note St when use Present and Past Simple, Present Continuous and Present Simple, modal verb, the structure “ is going to”… - Take note to St some possible problems that they always face up with + St omit does and did in the Present and Past Simple + They confuse the Present Continuous and the Present Simple( What does she doing? + They treat the modal verb can as though it were a full verb ( How many languages does she can speak?) + They forget is in the going to question.( What she going to after the course?) -Ask St read above questions of text again - Ask St work in pair, listen to radio and write the answers to the questions Past Simple, Present Continuous, Present Simple, Modal verbs, and the structure” is going to” -Read the questions and think of some answers related to the text -Help St improve listening skill - Understand clearly about Thuy Duong Thi Huong 4’ New Headway 2- Lesson plan - Call individual complete the questions -Check the answers Play the record again, stop when finish each tense in order to St can check the answer Answers and tape-script 1- She comes from Australia 2- She lives near London 3- She lives with her husband and three children 4- She’s studying art 5- Yes, she is 6- Two 7- A year ago 8- She’s going to look for a job in an gallery or museum -Work in pair and write down the answers - Follow the teacher Carly’s life 3- -Ask St work in pair -Ask St listening to the radio and complete the questions - Ask each group give the answers -Read the answers as pronunciation and ask St repeat Answers: 2- Do you have a job? 3- What are you doing at the moment? 4- When did you come to England? 5- What’s your husband’s name? 6- What does your husband do? - Follow the teacher - Listening to the radio and give the best answers -Listening to teacher and repeat as the teacher - Improve listening skill of St - Learn and correct pronunciation 5’ Grammar spot 1- Ask St work in group and find examples of present, past and future tenses in the texts about Maurizio and Carly EX: + He lives with his parents + She’s living with an English family for a month - Find some sentences in the text book related to Present, Past and future - Give two sentences in the text book One is Present -Help St think analytically about the language, builds Sts’ confidence -Review the questions forms in the text 8’ 2-Ask St discuss two questions: Thuy Duong Thi Huong New Headway 2- Lesson plan -Which tenses are two verb forms in these sentences? Two verb forms are the Present Simple and the Present Continuous -What is the difference between them? * The Present Simple: The third person ends in “s”, and it express an action which is always true or true for a long time * The Present Continuous is formed with the verb” to be + ing”, express an activity happening now or around now -Write some notices of two tenses into the board 3-Ask St to match the questions word and answers - Check the answers Answers: What…? A sandwich Who…?  Jack Where…?  In New York When…?  Last night Why…?  Because I wanted to How many ?  Four How much ?  $5 How…?  By bus Whose…?  It’s mine Which …?  The black one PRACTICE Pre- Practice While- Practice -Talking about you 1- Simple, one is Present Continuous - Discuss in group about the difference between two questions - Write down teachers’ notices about these tenses - Read text in Grammar Spot and give the answers - The leaders check the anwers -Follow the teacher 5’ -Pre- teaching vocabulary: + Van(n):a kind of big car to move luggage + Repeat(v): to say or utter again - Take note new words from the teacher - Help St understand clearly the text - Ask St work in pairs and give them few minutes to think about how to form the questions, then get them to - Work in pair and give answers -Help St practice question Thuy Duong Thi Huong New Headway 2- Lesson plan 2- 3- discuss with partner to give best answers - Call some pairs to give the answers in the front of class -Check the answers 1- Where you live? 2- Do you have any brothers or sisters? 3- What you like doing at the weekend? 4- Where did you go for your last holiday? -Follow the teacher forms - Improve pair work - Ask St look at the questions in the text book, Teacher read them out with good pronunciation - Ask St to pronounce the questions again, noticing the linking sound and read as the teacher’s pronunciation - Take note the tense of questions in the text book -Divide St into small groups to ask and answer the questions - Ask some groups ask and reply questions before the class - Check the answers: Possible answers: 1- Yes, I like 2- I like pop/ jock music 3- I am wearing a short and T shirt 4- My teacher is wearing a skirt 5- Last night, I learnt English at home 6- I am going to play tennis with my friend tonight -Ask St to write a paragraph about themselves - Take note to St using the text about Maurizio as a model - Ask St write at home, about 150 - Follow the teacher -Read aloud as teacher - Work in group and give the answers to teacher - Improve pronunciation of St 5’ - Follow the teacher - Improve writing skill of St Help St to introduce about 1’ Thuy Duong Thi Huong New Headway 2- Lesson plan words and submit to teacher in the next period Greeting Information 4- - Ask St work in pair -Use the information card on page 117 of the Teacher’s book – Give each pair one card A, one card B -Ask St read their card’s information and check any new words - Ask St to work with partner to ask each question to find out about Joy Darling’s information, a postwoman - Possible questions are: 1- Where’s Joy?  In the street 2- What’s she doing?  She’s delivering letters 3- Does she wear a uniform?  Yes, she does - Check the answers If which team find out many correct answers, will be a winner COMPLETE TEXT Joy Darling started working as a post-man thirty years ago, when she was 22 She dives a van because she delivers letters to a lot of small villages She get up at 3.30 in the morning and starts work at 5.00 Everyday she drives about 150 miles She finishes work at 2.00 in the afternoon After work she goes home and has lunch with her husband, Jim He has a part- time job He works in a shop They like gardening, so they spend the afternoon outside in their garden They have two children, who both live in California Last year Joy and Jim went to Los Angeles and visited - Choose the partner and follow the teacher -Find any new words in the card that have received from the teacher - Think of the questions to ask partner in order to complete the card -Give answers to teacher - Complete the paragraph themselves through this paragraph - Improve speaking skill and pair work in class -Help St practice and review vocabulary, question forms in the text 10 Thuy Duong Thi Huong 7’ New Headway 2- Lesson plan for its winter sports 2- a, b,c- Switzeland D,e,f- Mexico G, h, i- Egypt 3- The third speaker , Karl talked about skiing 4- The first speaker, Silvia, said that you don’t need a lot of money to enjoy your holiday There are good cheap hotels and restaurants, and markets 5- The second and third speakers suggested a boat trip Fatima talked about a cruise down the Nile, and Karl talked about a boat trip on the lakes 6- Students’ own answers Speaking 4- -Ask Sts to work in pairs to form the questions - Go round to offer help - call on some ss to give their answers - get comment from the others , then feedback and give correct answers Answers: 1- What is the weather like in January? 2- What clothes should I take? 3- What short of things can I do? 4- Are they any special places that I should visit? 5- What food you recommend? -Pair work to ask and answer the questions - Give the answers to teacher - Correct mistake from teacher - improve language use of Sts 5- - Ask Sts to work in pairs to practise asking questions - Ask Sts to choose one places and talk about the place, ask some question related about this place - Work in pairs, - Improve choose one speaking skill place and speak of Sts with partner about this place 218 Thuy Duong Thi Huong 6’ 6’ New Headway 2- Lesson plan READING AND SPEAKING ( Page 66) Problem page 1- such as weather, people, food,… - Go round to offer help - call on some pairs to speak to each other before class - get comment from the others, then feedback and give correct answers - try to ask and answer many questions as we can - Ask sts about the problem page What short of problems people write in with? Do you think problem pages are good idea? Why and why not? Would you write to a problem page? Do you ever read them? -Ask Sts to work in pairs to discuss about the problems of the text and complete the task - Give the answers to teacher - Correct it from the teacher - Read the introduction as a class Ask Sts to read the three problems and summarize then in the feedback - What advice would they give? Focus on and explain some of the expressions used in the texts She longs to change her life= wants very much She should act her age= things like a woman of 47 usually would He dropped out of school= left before he should, probably because of bad behaviour His father wants to throw him out= make him leave home - Ask Sts to read the problems more carefully and match them to the letters - Ask Sts to work in pairs to complete this task - Call some pairs to give answers - Correct and check it Answers: A 2,5 B 4,6 C 1,3 2- Lead in by introducing Sts to the topic It is a good idea to bring in a problem page to show Sts -Ask Sts to - Practise work in pairs what have complete the learnt task - Give the answers to teacher - Correct it from the teacher 219 Thuy Duong Thi Huong 7’ 5’ New Headway 2- Lesson plan and T8.5- -Ask ss to look at the picture in book and describe what is hapenning in it - Call on some ss to give their ideas Pre-teaching vocabulary: Introduce some words related to the tapescript: +Dilemma (a): any difficult or perplexing situation or problem +long to sth: really want to sth + contact with sb: communicate with sb + get further into drugs: addict +qualification(n): a quality, accomplishment, etc., that fits a person for some function +invisible(adj): not perceptible by the eye +scary(adj): causing fright or alarm, fearful -Ask ss to read through the statements to make sure that they nearly understand them - Read the tapescript once for the ss to the task - get the information from the ss after the first time - read the tapescript the second time for the ss to check and complete the task - get correct answers from the ss and give final answers - groupwork.to discuss and then report their ideas - Listen –repeat and then write down SS will be able to develop such listening microskill as listening for specific informatio n and for details - Repeat in chores - Read all statements before listening to the recording - Listen to the record to complete the sentences - Listen to the recording second time and correct mistake Answers and tapescript: 1- Children always need the support of their parents, whether they are four or 24 I think you should pay for him to get some qualifications, and when he’s really, you should help him to find somewhere to live 220 Thuy Duong Thi Huong 15’ New Headway 2- Lesson plan 2- 3- 4- 5- Meanwhile, you’ve got to give him all the love that he needs Jenny Torr/ Brighton I decided to give it all up and change my life dramatically three years ago Since then, I have had the most exciting three years of my life It can be scary, but if you don’t it, you won’t know what you’ve missed I don’t think she should worry Go for it Mike Garfield/ Manchester He’s using you I think you should tell him to leave home It’s time for him to go Twenty-four is too old to be living with his parents He’s got to take responsibility for himself And you must tell the police about his drugtaking Sometimes you have to be cruel to be kind Tony Palmer/ Harrow Why should he accept it? He isn’t their slave, they don’t own him And I too can’t stand the way people use their mobiles in restaurants, on trains and buses They think that the people around them are invisible and can’t hear It is so rude Jane Sands/ London I think she should be very careful before she gives up her job and goes to live abroad Does she think that the sun will always shine? If there is something in her life that makes her unhappy now, this will follow her She 221 Thuy Duong Thi Huong New Headway 2- Lesson plan should take her time before making a decision Nigella Lawnes/ Bristol 6- He must keep it He should have a word with his company and come to an arrangement with them Why can’t he turn it off sometimes? Mobile phones are great, and if he’s got one for free, he’s very lucky They are one of the best inventions ever Pete Hardcastle/ Birmingham 4- -Ask ss to read through the statements to make sure that they nearly understand them - Ask Sts work in pairs to answer the questions Let them refer back to the text -Call Sts to give their answers - Check and correct it Answers: Nigella Lawnes suggests waiting( letter 5) Jenny Torr thinks love is the answer( letter 1) Mike Garfield has been adventurous( letter 2) Jane Sands thinks that employers shouldn’t exploit their employees( letter 4) Pete Hardcastle loves mobile phones( letter 6) Tony Palmer suggests being tough( letter 3) - Discuss with partners to complete the task - Give the answers to teacher - Check and correct it -Make 7’ sure Sts have a good detailed understan ding of the letters and to get them to express their own opinions What you think? - Ask Sts to work in groups of four and discuss about these questions of the text - Ask each group to give their ideas - Folow the teacher - Improve speaking skill of Sts 222 Thuy Duong Thi Huong 6’ New Headway 2- Lesson plan Roleplay Group work - Collect and give the comment - Put Sts in pairs to choose and roleplay one of the situation - Ask them try to you “ should” and “must ” in their speaking - When they are ready let some of the pairs perform their roleplays for the class - VOCABULARY Words that go together 1- Elicit a few typical “ problem page” situations from Sts for example: H1N1 Flu spread all over Hanoi, the sollutions for H1N1 Ask Sts to work in samll group of four and write a short letter Ask each group go to the baord and write their ideas Check and have comment - Read the introduction as a class See if Sts can give any other common verb+ complement - Put Sts work in pairs to match the verbs and complements in two boxes - Ask Sts to give the answers - Check and correct it Answers: Live abroad Write poetry Stop being silly Act you age Take responsibility Take your time Stay in bed Don’t know what you’ve missed Have to be cruel to be kind Give up your job Have a word with someone - Follow the teacher - Improve 6’ speaking skill of Sts - Work in groups, choose some short theme to write a letter about problem page - Give ideas to teacher - Collect interesting inforamtion from other group - Work in pairs to complete the task - Give the answers to teacher - Correct it from the teacher - Improve team work of Sts 5’ - Help Sts ave chance to use correct verb+ complement 5’ 223 Thuy Duong Thi Huong New Headway 2- Lesson plan 2- - Ask Sts to close book and work in pairs to see how many sentences they can remember involving the phrases in the boxes - Go round to make correction if necessary - Follow the teacher Help Sts to summarize the text 5’ and T8.6- Read the introduction as a class - Drill the compounds post office, headache and horse-race to make the point about the stress being on the first word - Ask Sts to work in pairs to match the nouns to make a new words - Ask Sts to listen to the recording to check the answers - Ask Sts to work in pairs to match the nouns to make a new word - Give the answers to teacher - Check and correct the mistake - Help Sts have chance to know some new combine words by nouns and nouns 6’ - Discuss in pairs to give the definition about compound nouns - Give the - Help Sts to understand more about compound nouns 6’ Answers and tapescript: Alarm clock Car park Traffic lights Credit card Ice-cream Sunglasses Timetable Raincoat Hair-drier Sunset Earring Signpost Bookcase Rush hour Cigarettle lighter Earthquake 4- - Ask Sts to work in pairs to dicuss and give definition about compound nouns - Ask Sts give the ideas - Correct and help Sts to have correct definition about compound 224 Thuy Duong Thi Huong New Headway 2- Lesson plan nouns A compound noun is a noun that is made up of two or more words Most compound nouns in English are formed by nouns modified by other nouns or adjectives For example: The words tooth and paste are each nouns in their own right, but if you join them together they form a new word - toothpaste answers to teacher - Write down some information reference from the teacher Compound nouns can also be formed using the following combinations of words: Noun+ noun Toothpast e Adj+ noun Monthly ticket Verb+ noun Swimmin g pool Prepositi noun undergro on+ und Noun+ prepositio Hanger n on Adj+ verb Drycleaning Prepositi verb output on+ EVERYDAY ENGLSIH At the doctor’s 1- - write down some few of the symptoms of a cold or flu on the board: A sore throat, a runny nose, a high temperature, a terrible headache - And tell Sts they are all the doctor and ask them advice For example: I’ve got a terrible headache, what should I do? -Read out the phrases in the box and drill any that are difficult - Play as a doctor and give the advice to teacher - This section deals with the vocabulary and functional language of going to the doctor This introduces vocabulary, revises advices from 225 Thuy Duong Thi Huong 12’ New Headway 2- Lesson plan -Introduce some new words related to the text +diarrhoea(n): an intestinal disorder characterized by abnormal frequency and fluidity of fecal evacuations +prescription(n): Medicine + antilbiotics(n): any of a large group of chemical substances +gland(n): Anatomy - Read the words as model and ask ss to repeat -Call on some ss to read the words again -Ask Sts to work in pairs to complete the table and and answers the check question Answers: illnesses I’ve got a cold I’ve got flu I’ve tsisted my ankle I’ve got diarrhoea I’ve got a sore throat I’ve got food poisoning - Read as the teacher Try to guessing the meaning of words different Sts.Lead in to the situation - Work in pairs to complete the task Symptoms I can’t stop sneezing, and my nose is runny I’ve got a temperature, my whole body aches, and I feel awful It hurts when I walk on it I keep going to the toilet My glands are swollen, and it hurts when I swallow I keep being sick, and I’ve got diarrhoea - The different between two sentences are: I feel sick means I feel ill It can also 226 Thuy Duong Thi Huong New Headway 2- Lesson plan mean I want to vomit I was sick last night means I vomited last night 2- and T8.7- -Tell ss to read through the statements to make sure that they understand all the questions -Ask Sts to work in pairs to guess the words from the context as they exercise - Go round to give help - Invite some ss to read their sentences - Call on some other ss to give their comments - Feedback and give final comment Answers: 1- I didn’t feel very well 2- I phoned the doctor’s surgery and made an appointment 3- I went to the surgery and saw the doctor 4- I explained what was wrong 5- She took my temperature and examined me 6- She told me I had an infection 7- She gave me a prescription 8- I went to the chemist’s, paid for the prescription, and got some antibiotics 9- After few days, I started to feel better - Focus Sts on the photo of Manuel and set scene with a few questions Where is he? What you think is the matter? What is the doctor saying? -Read through the questions with Sts - Read all Statement and discuss in pairs to complete the sentences - Give the answers to teacher - Correct it from the teacher -groupwork.to discuss and then report their ideas - Listen –repeat - Help Sts have chance to put sentences in to correct paragraph SS will be able to develop such listening microskill as listening 227 Thuy Duong Thi Huong 8’ 10’ New Headway 2- Lesson plan then play the recording Ask Sts to listen to the recording to complete the sentences - Read the tapescript once for the ss to the task - get the information from the ss after the first time - read the tapescript the second time for the ss to check and complete the task - get correct answers from the ss and give final answers Answers ans tapescript: 1- He’s got a bit of temperature, feels terrible, and has a stomach ache He’s been sick and he’s had diarrhoea 2- What seems to be the matter? Have you feel sicks? Hav you had diarrhoea at all? Have you had anything to eat recently which might have disagreed with you? 3- She thinks he has food poisoning 4- She prescribes something for a stomach ache and diarrhoea 5- She tells him to drink a lot, spend a day or two in bed, and take things easy 6- Only the prescription , which is $6 T8.7 D= Doctor, M= Manuel D: Hello, Come and sit down What seems to be the matter? M: Well, I haven’t felt very well for a few days I’ve got a bit of a temperature, and I just feel terrible I’ve got stomach ache as well D: Have you felt sick? and then write down the answers - Listen to the recording second time to corect the answers for specific informatio n and for details 228 Thuy Duong Thi Huong New Headway 2- Lesson plan M: I’ve been sick a few times D: Mm, Let me have a look at you Your glands aren’t swollen Have you got a sore throat? M: No, I haven’t D: Have you had diarrhoea at all? M: Yes, I have, actually D: Have you had anything to eat recently which might have disagreed with you? M: No I don’t think…oh! I went to a barbecue a few days ago and the chicken wasn’t properly cooked D: It could be that, or just something that was left out of the fridge for too long M: Yes, I started being ill that night D: Well, you should have a day or two in bed, and I’ll give you something that will look after the stomach ache and diarrhoea Dink plenty of liquids, and just take things easy for a while I’ll write you a prescription M: thank you Do I have to pay you? D: No, no Seeing me is free, but you’ll have to pay for the prescription It’s $6 M: Right Thanks very much Goodbye D: Bye bye 4- - Ask Sts to look at the tape-script on - Follow the page 124 and practise the dialogue teacher in pairs -Ask Sts to point out doctor’s questions first, and ask them to use Present perfect to practise - Go round to observe ,offer help if necessary and collect typical mistakes -Ask Sts to imagine they feel a bit ill - Follow the 5- - Improve speaking skill and team work of Sts 5’ - Improve 5’ 229 Thuy Duong Thi Huong New Headway 2- Lesson plan Exercise 11 and write down a list of symptoms - Ask Sts to work in pairs: One person is a patient, one person is a doctor and practise together - Go round to observe ,offer help if necessary and collect typical mistakes - Ask Sts to all exercise 1,2,3 of page 47 to describe the way to write a formal letter How to write a formal letter? Addresses: 1) Your Address The return address should be written in the top right-hand corner of the letter 2) The Address of the person you are writing to The inside address should be written on the left, starting below your address Date: Different people put the date on different sides of the page You can write this on the right or the left on the line after the address you are writing to Write the month as a word Salutation or greeting: 1) Dear Sir or Madam, If you not know the name of the person you are writing to, use this It is always advisable to try to find out a name 2) Dear Mr Jenkins, If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only If you are writing to a woman and not know if she uses Mrs or Miss, you can use Ms, which is for married and single teacher speaking skill and team work of Sts - Write down the way to write a formal letter this writing at home - Help Sts know how to write a formal letter 230 Thuy Duong Thi Huong 5’ New Headway 2- Lesson plan women Ending a letter: 1) Yours Faithfully If you not know the name of the person, end the letter this way 2) Yours Sincerely If you know the name of the person, end the letter this way 3) Your signature Sign your name, then print it underneath the signature If you think the person you are writing to might not know whether you are male of female, put you title in brackets after your name Content of a Formal Letter First paragraph The first paragraph should be short and state the purpose of the letterto make an enquiry, complain, request something, etc The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter Most letters in English are not very long, so keep the information to the essentials and concentrate on organizing it in a clear and logical manner rather than expanding too much Last Paragraph The last paragraph of a formal letter should state what action you expect the recipient to take- to refund, send you information, etc WRAP-UP - Review the lesson - Additional material 4’ - Review in brief the main content of lesson -Photocopy the Word list for Unit 8( TB page 157) for Sts, ask them to write in the translations, learn them - Listen to the teacher - Listen to the teacher’s suggestion and - Review the lesson - Help St improve knowledge 231 Thuy Duong Thi Huong New Headway 2- Lesson plan - Home-work at home, write some words into their vocabulary notebook - Ask St the exercises from to 12 of Work book unit proceed about Grammar Reference 232 Thuy Duong Thi Huong ... Speaking skill and language use of St LISTENING AND SPEAKING Pre- listening and 10’ - Explain the meaning of “idea - Understand - Help St 17 Thuy 7’ Duong Thi Huong New Headway 2- Lesson plan speaking... wedding anniversary and they want everyone to be there - Ask St work in pair to choose the correct answers - Ask St the reason they choose this key? - Ask St give the answers and check it Answers:... Thuy Duong Thi Huong 7’ New Headway 2- Lesson plan each word - Ask St compare their answer with the sample answers on the recording - Check the answer Possible answers and tapescript: 1- I’m reading