and play their roles ( one student makes body building sentence – one student makes one sentence about hair, and they change their roles opposite). S2 : Is this Van[r]
(1)TEACHING SPEAKING
(The grade 8- unit 1) I. Objectives:
By the end of the lesson, Sts will be able to describe someone by practice
speaking, respond to instruction, and develop Ss' speaking skill
II. Teaching aids : Text books, picture, poster
III. Techniques : pair-work , group-work
IV. Presentation
Teacher and student’s activities Contents
1 Warm up :
T asks Sts to think about the adjective
used to describe body build & hair in two groups
Tall short
Thin fat
long black
short brown Build
(2)2 Speaking 2.1 Pre-speaking
T introduces the purpose of the lesson:
Today we will use some adjectives to describe people’s appearance and practice speaking
T shows new colorful pictures with
new vocabularies relating to hair and body build to suggest Ss to guess
Besides that, T use repetition for each
picture showed on the board
- T reads full sentences
- Ss listen and repeat unconsciously in the whole class and individually
Slim
Straight Curly
(3)2.2 While-speaking
Then, T shows Ss the picture and asks
them to het/his about her body, hair, color ….
T corrects or summarizes Ss’ answers
and T makes full sentences
T reads and Ss repeat her model again
Then, T asks Ss to read aloud
models they have done about the picture above
Ss answers T’s question by reading
aloud
T writes sentences on the board:
- one reviews about the learnt structure
- one is the new structure
Then, T asks Ss to look at the model
( with new structure) and ask Ss to guess and say what they see in the sentences
Model Sentences :
She is tall and slim.( body
building )
( review)
1.She has long black hair.
2.She has long straight black hair Has have Long short Straight Curly bald Black Dark Blond fair noun
(4) Ss guess the sentences’ structure
Next, T guides, corrects and gives the
new structure and explains it
T gives pictures for Ss to practice
full sentences about body build and hair
SS work in pairs
(5) T asks students to make similar
dialogues by using pictures in their books and describe each of persons, the other guesses who he/ she is
Ss work in pairs
Before Ss work in pairs, T models with
another student so that Ss can be clear about speaking task
During the time Ss work in pair, T
moves around class and takes notes Ss’ mistakes
After finishing, T corrects Ss’ mistakes
by writing on the board and correct for whole class
Take turns to make similar dialogues Picture :
(6)2.3 Post-speaking Control-practice
Next, T makes “Word Cue on cards”
and cards run through vocabularies
Then, T models the first cue with one
student
After that, T asks Ss to work in pairs
and play their roles ( one student makes body building sentence – one student makes one sentence about hair, and they change their roles opposite)
S2 : Is this Van ?
S1 : yes
Next pictures are the same
activities
a He / tall/ thin/ long/ black b She / short/ slim/ blond.
c Lan / short / fat / straight / brown. d Nhung / tall / slim / curly / black/
long.
Key:
(7) Then, some pairs speak loudly T corrects their mistakes
Free-practice
T asks Ss to work in groups: Each of
members of in pairs or groups will describe a student in class and their friends will guess who she/ he is
Ss work in groups
T uses “ guessing games”
She has blond hair. c Lan is short and fat.
She has straight brown hair. d Nhung is tall and slim.
(8)3 Homework
Describe the people in your family and
write in your ex- book
EX: There are four people in my
family: My mother, my father, my brother and me My mother is tall and slim She has long black hair She is a teacher