I. Learning outcome: By the end of this lesson, students will able to:
+ Listening for general and specific information about life in an extended family.
+ Writing about some qualities as a person need to get along in an extended family.
+ Competencies:
- Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc.
II. Materials and references: text book, lesson plan, chalk, sub-board, handouts, flash cards, pictures…
III. Anticipated problems: Students may have difficulties in organizing the ideas to write a paragraph.
IV. Proposed solutions: teacher should prepare the lesson carefully and encourage Ss to give confidently their ideas.
Teacher’s activities Students’ activities Contents WARM UP (5’)
Chatting about the lesson’s topic to lead in.
- T asks Ss to say if they are living in small families with their
parents and siblings only or in big families with grandparents and other relatives.
- Ask Ss if they find any
difficulties living in their family group or if they want to have anything changed.
The whole class
- Chatting:
PRE-LISTENING:
Leading Ss to the new lesson by answering the pre-questions(5’)
- T asks Ss to work in pairs to describe the pictures and answer the question.
- Ask a pair to share their ideas with the class
- Pair work
- Share the ideas with other pairs
Activity 1: Describe what you see in each picture. What are the similarities or differences between them
WHILE - LISTENING (15’)
Helping Ss to listen for general and specific information about life in an extended family.
- T tells Ss that they are going to listen to a talk between Nick and Mrs. Ha, Duong’ mother, about her family in the past.
- T asks Ss to read the information the table carefully and try to predict the answers.
- Tell Ss to decide the part of speech of the words they will need to fill in the blanks, then listen carefully to fill the words from the recording.
- Play record twice. Have two Ss write their answers on the board.
- T confirms the correct answers.
Ss work in pairs, predict the answers.
- Listen and write the answers on the board.
Activity 2:
Nick is talking to Mrs. Ha, Duong’s mother about her family in the past. Listen to the conversation and fill in the blank.
1.extended family 2. three generations 3. shared
4. their day 5. their work
6. things happening 7. to be tolerant.
8. talk 9. listen
10. compromise - T asks Ss to work individually to
underline the key words in the statements.
- Have Ss do exercise without listening to recording.
- T calls some Ss to write their answers on the board.
- T plays the recording again for Ss to check.
- T may pause at the sentences that
Individual work - Listen and check predictions.
Activity 3: Listen again and decide if the following statements are True ( T ) or False(F)
1. T 2.T 3. F 4. F 5. T 6. T
include the information Ss need for their answers.
PRE-WRITING (5’) - T checks that all Ss understand the
means of all the adjectives in the box.
- Set a time limit for pairs to brainstorm ideas and do the discussion.
- T moves around and helps Ss if necessary.
- Asks Ss to refer back to the listening 2 and 3, and the example for useful language and ideas.
- Ask some pairs to present their ideas to the whole class.
- T confirms that they should give examples to support their main points.
Activity 4. Work in group.
Discuss three of the following qualities would be necessary for people living in extended family.
-) Qualities:
+hard working, helpful + patient, obedient
+ sympathetic, ready to share + being a good listener + tolerant
+ cooperative + caring + easy-going
WHILE –WRITING (10’)
Helping students write their opinions about the three most important qualities you think a person needs to be able to get along with other members in an extended family.
Act 5:
- Ss have talked about the topic in Activity 4. It is time they wrote about it.
- T asks Ss work individually to get their ideas down on paper and check the accuracy of what they have written.
- T gives Ss about 10 minutes to write and edit their work.
- If time allows, give feedback on a few Ss’ work. (If not, ask Ss to write the second draft for homework.) - T reminds Ss to refer to peers’
comments and feedback.
- Ss write a paragraph individually.
- Ss should pass their work to someone who wasn’t in their pair for them to do peer review and add their comments and corrections.
* Suggested:
Strong families have a sense of loyalty and devotion toward family members. The family sticks together. They stand by each other during times of troubles. They stand up for each other when attacked by someone outside the family. …
POST LISTENING AND WRITING (13’)
Help Ss feel comfortable to demonstrate their work and self-confident to correct their handwritings themselves and for their friends.
- Ask students to demonstrate their words on the board and around the class.
- Call some students to read out their writing. Teacher and other students correct mistakes.
- Go to the board and show their work.
- Correct mistakes if having.
OUTCOME AND HOMEWORK(2’) - T calls 1 student to read aloud the
requests for next lesson.
Write down. - Ask Ss do some exercises in the work book. ( Unit 6) - Prepare for next lesson V. FEEDBACK:
………
………
Planning date:
Teaching date: 9A …