- Ask Ss to work in groups: Read the seat plan carefully and decide the best seat for each person, using the information in Task 1.. - Further explain the seat plan if necessary.[r]
(1)Pre : 01.11.2012 Tea: 08.11.2012 AN EXCURSION Unit : Lesson 2: B SPEAKING Week: 12 Syllable Period: 34 I OBJECTIVES: Education aim: Students can give their own ideas in arranging the seats on a ship which are suitable for each person's hobby Knowledge: - General knowledge: Give ideas - Language: Students can talk about the reason why each person should sit at one place Skills: Fluency Role- playing II METHOD: Mainly communicative III TEACHING AIDS: Extra board IV PROCEDURE: / Class organization: Attendance: 10: / Oral test: - Let students go to the board and answer the questions - Correct their mistakes / New lesson: Contents Teacher/s activities & students/ activities I WRAM-UP: Crossword A natural cavity below the each surface or in the mountain Light of the sun A large natural stream of water A short journey usually for pleasure A temple or sacred tower in Asian countries The science that studies the surface of the earth and its associated physical, biological, economic, political features A hill of impressive height * Vertical line: Chicago - Give out a crossword which has horizontal line and one vertical line The word in the vertical line is made up of letters from the horizontal lines - Give information/definition of the words in the horizontal line - Ask Ss work in groups and find the words - Each correct word in the horizontal line gets 10 points and the one vertical line gets 40 points Note: Ss are suggested to use simpler words when explaining the words so that it will be easier for Ss to find the word II PRESENTATION: Vocabulary pre- teach Checking technique Sentence modeling Tim's class is going on a boat trip on Lake Michigan in Chicago Read the information about some of the participants to know their problem and their wishes III PRACTICE: Task 1&2- Conversation Conduct * Suggest some useful structures: - I don't think so - To be suitable for… - Why? Why not? - What you think of? - What's your idea? - Had better - Ask ss to make sentences with the new words they have learnt - Make certain that Ss understand the meaning of the words and pronounce them correctly - Ask Ss to work in groups: Read the seat plan carefully and decide the best seat for each person, using the information in Task - Further explain the seat plan if necessary - Tell Ss to conduct the conversation like the example in the book - Go around the class and provide help when necessary Lop10.com (2) - Call on some groups to conduct the conversation in front of the class - Comment and give suggested answers: IV FURTHER PRATICE: Task 3- Giving Reasons *Suggested answers A: I think seat is most suitable for Mary B: Why? C: Because she suffers from travel sickness so she can get lots of fresh air from that seat D: Yes Put her in seat What about John? A: I don't think so John doesn’t like air- conditioning so put him in seat 37 He can take as many photographs as he likes C: OK I think Susan had better take the seat 10 What you think? B: I think it's a good idea because she wants to be near Many - Tell Ss to work in pairs and discuss: - Call on some Ss to talk about their seat preference in front of the class - Comment and make necessary corrections - Which seat you think the most suitable for you? Why? Use information in Task As suggestions Consolidation: Homework: - Summaries the main points - Assign homework Lop10.com (3)