Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 11 - Unit 4: Neighbourhood - Lesson 5 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 11 - Unit 4: Neighbourhood - Lesson 5 - Trường THCS Nguyễn Chuyên Mỹ

1. UNIT 4:NEIGHBOURHOOD Week 11 Lesson 5: Skills1 p.44 Period: 32 Class Date of teaching Attendance 6A 16/11/2022 6B 17/11/2022 6C 16/11/2022 6D 15/11/2022 6E 16/11/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: suburbs, dislike, outdoor, sandy beach, restaurant, market, office * Pronunciation: - Pronounce the key words correctly: suburbs, dislike, outdoor, sandy beach, restaurant, market, office * Grammar: - Compare two people or things using comparative adjectives; - Likes/dislikes structures 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - read for specific information about a neighbourhood - talk about a neighbourhood; 3. Qualities: - To teach Ss love of the neighbourhood, the hometown and the country, the likes and dislikes towards their neighbourhoods. - Have serious attitude to asking and giving the directions; cooperative learning; sharing. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP – PRE-READING (5’) 1. Aim: - To develop student’s reading skills for specific information (scanning), It also provides input for the speaking skills. To provide further practice to support students in their spoken English. 2. Content:
2. Revision of the old lesson. Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. Have Ss look at picture and answer the questions. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - A chance to speak English and focus on the topic of the lesson. - Answer the questions about Khang’s neighbourhood. Have a chance to speak English. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance Pre - reading - Teacher (T) asks Ss some questions about Questions and answers them and class. - Asks Ss to look at the pictures of Khang's neighbourhood. - Asks Ss the questions: Where do you think Khang's neighbourhood is? What do you think about it? Is it a good place to live? Why?/Why not? - Encourages Ss to give their answers, but do not confirm whether their answers right or wrong. - Students (Ss) listen and answer the teacher’s or friend’s questions - Asks Ss to open their book and introduce what they are going to study . - Ss answer the questions. - Ss open their book and write the tittle of the lesson . - T leads in the lesson. Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (10') 1. Aim:
3. To get Ss acquainted with the reading skill: Predicting the meaning of new vocabulary using the context. To help Ss further develop their reading skill for specific information (scanning). 2. Content: Read Khang’s blog anf find the words in the text. Read Khang’s blog again and fill the table. 3. Products: - Vocabulary about the topic - Reading ; find the words correctly. Improve reading skills. - Understanding more the content of the text . Complete the task. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in Skills 1 Step 2: Task performance While- reading Task 1. Read Khang’s blog. Look at the words in the box, then find them in the text and 1. Read Khang’s blog. Look at the underline them. What do they mean? words in the box, then find them *) Pre- teach vocabulary: in the text and underline them. - Teacher uses different techniques to teach What do they mean? vocabulary (situation, realia, translation .....) * Vocabulary + Follows the steps to teach vocabulary + suburbs (n) vùng ngoại ô - Ss repeat in chorus and individually - outdoor (a) ngoaì trời + T checks vocabulary - dislike (v) không thích - Ss take note the words - sandy beach (n): bãi biển - T asks Ss to scan the passage to find where the - restaurant (n): nhà hàng - market (n): chợ words suburbs, dislike, and outdoor are in the - office (n): văn phòng passage. - T may help Ss work out the meanings of these KHANG'S BLOG words in the context. For weak classes, T may ask Friday, December 23rd ... for a translation to check understanding. MY NEIGHBOURHOOD + Students (Ss) listen to the instructions I live in the suburbs of Da Nang City. carefully and learn how to do the tasks. There are many things I like about my - Ss learn how to read and use new words. neighbourhood. - T observes and help when and where necessary. It's great for outdoor activities because - Check the answer. it has beautiful parks, sandy beaches and fine weather. There's almost everything I need here: shops,
4. Task 2. Read Khang’s blog again and fill the restaurants, and markets. The people table with the information. here are friendlier, and the food is - T asks Ss to scan the passage again and find the better than in other places. information to complete the table. However, there are two things I dislike - T asks Ss to note where they found the about it: there are many modern information.When finishing, Ss can compare their buildings and offices; and the streets answers before discussing them as a class. are busy and crowded. -Ss listen to the teacher’s instructions carefully and Posted by Khang at 4:55 PM learn how to do. - Ss check the meaning of the words 2. Read Khang’s blog again and fill the table with the information. - Asks ss to show the evidence to support their answers. - Checks and confirm the correct answers. - T wraps up the Reading section by asking Ss what to include when they want to describe their neighbourhood. - Here are some things: - Location What they like about it What they dislike about it ... - Writes these points on the board for the next activity Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (15' ) 1. Aim: To help Ss develop their reading skill for specific information (scanning). To help Ss prepare ideas for the next speaking activity. To provide an opportunity for Ss to practise asking and answering about what they like and dislike about their neighbourhood. 2. Content: Read Khang’s blog again and answer the questions. Make note about yourneighbourhood to prepare ideas for the next speaking activity. Ask and answer about what you like and dislike about your neighbourhood. 3. Products: Making note. Think about what you like / dislike it.
5. Likes and dislikes about your neighbourhood. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Read Khang’s blog again. Then answer the questions. - T has Ss read the text in detail to answer the 3. Read Khang’s blog again. Then questions. answer the questions. - T asks them how to do this kind of exercise. LIKES - T explains the strategies if necessary (e.g. - beautiful parks, sandy beaches, fine reading the questions, underlining the key words, weather locating the key words in the text, and then reading - shops, restaurants, markets that part and answering the questions). - friendly people, good food - T tells them to underline parts of the blog related to the answers. DISLIKES - T sets a strict time limit to ensure Ss read the text quickly for information. - modern buildings and offices - Tells them to compare their answers in pairs - busy and crowded streets before giving the answers to T. - Ss listen carefully to the instructions - Ss answer questions individually. - T asks them to give evidence to support their answers - T calls on some Ss to describe. - Ss follow the instructions carefully - Ss find the answer. - T checks their pronunciation and intonation. - Checks and confirm the correct answers Post – Reading Task 4. Make notes about your neighbourhood. Think about what you like / dislike about it. - T tells each student to make notes. Set a time 4. Make notes about your limit for Ss to complete it. neighbourhood. Think about what you like / dislike about it. - Asks Ss to think about what they like and dislike about their neighbourhood. Likes : scenery- beautiful; modern shops, people- kind/ - T has them quickly note down these ideas. friendly . - Ss listen to the teacher’s instructions carefully and follow them.
6. - Ss work individually Dislikes: high buildings, - Ss give the answer . offices. streets- busy , crowded . - T checks and confirm the correct answers Task 5. Work in pairs. Ask and answer about what you like and dislike about your neighbourhood. - While Ss are practising their dialogues, T circulates and monitors. - T notes some common errors and discusses them with the whole class. - Ss listen to the teacher’s instructions carefully 5. Work in pairs. Ask and answer and follow them. about what you like and dislike - Ss work in pairs. about your neighbourhood. - Selects some strong pairs to act out their Example: dialogues in front of the class. A. Where do you live? - Ss practice speaking in front of the class. B. I live in the suburbs of Da - Then gives feedback: comment on their strengths Nang City. and correct a few errors in the target language. A. What do you like about it? - T helps if necessary B. The weather is f‡ne. The Step 3: Report and discussion people are friendly and the food is - Ss work independently good. - Share the answers A. What do you dislike about Step 4: Judgement it? - T gives feedback on the answers and studying attitude of Ss in class. B. The streets are busy and crowded. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: A mind map summarising the main points of the lesson. Home assignments 3. Products: Review the old lesson Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T has Ss summarise what they have learnt with the two skills.
7. - T can instruct them to draw a mind map to summarise the main points of the lesson. - Home assignments * Home assignments: Step 2: Task performance - Practice describing their - Teacher summarizes the lesson - T lets Ss take note the home assignment neighbourhood - Do more exercises in workbook. Step 3: Report and discussion - T asks, Ss answer about friends -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK: . . ..
8. UNIT 4:NEIGHBOURHOOD Lesson 6: Skills 2 p.45 Week 11 Period: 33 Class Date of teaching Attendance 6A 17/11/2022 6B 19/11/2022 6C 17/11/2022 6D 19/11/2022 6E 17/11/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: far away, heavy traffic, art gallery, café, narrow, workshop. * Pronunciation: - Pronounce the key words correctly: far away, heavy traffic, art gallery, café, narrow, workshop. * Grammar: - Compare two people or things using comparative adjectives; - Likes/dislikes structures 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - listen for specific information about a neighbourhood; - write a paragraph to describe a neighbourhood. 3. Qualities: - To teach Ss love of the neighbourhood, the hometown and the country, the likes and dislikes towards their neighbourhoods. - Have serious attitude to asking and giving the directions; cooperative learning; sharing. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW)(5’) 1. Aim: - To develop student’s listening skills for specific information. It also provides input for the writing skills. 2. Content: - Revision : Describe your neighbourhood
9. - Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - A chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions Questions and answers: about them and class. - A, could you tell us something - Ask Ss about the content of the previous about your neighbourhood lesson. Describe the classmate next to them. ? - Ask Ss to open their book and introduce - Yes, what they are going to study . - T leads in the lesson. Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to the lesson. ACTIVITY 2: KNOWLEDGE FORMATION (10') 1. Aim: To develop Ss’ skill of listening for specific information. To help Ss develop the skill of listening for specific information. 2. Content: Listen conversation and tick T/ F. Having some strategies to do the reading exercise. Listen again and fill the blanks 3. Products: Vocabulary about the topic Listen and tick T/F on the statement correctly. Understanding more about content of the conversation between Khang and Vy. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do Task 1 in Skills 2 Step 2: Task performance Pre-Listening:
10. Task 1. Listen to the conversation between Khang and Vy and tick (✓) T (True) or F 1. Listen to the conversation between (False). Khang and Vy and tick (✓) T (True) *) Pre- teach vocabulary: or F (False). - Teacher uses different techniques to teach * Vocabulary vocabulary (situation, realia, translation .....) - faraway (adj) xa xôi + Follows the steps to teach vocabulary - narrow (adj) chật hẹp - Ss repeat in chorus and individually - workshop (n) sản xuất, sửa chữa + Check vocabulary .. - Ss take note the words - T has Ss look at the sentences in this activity. - Asks them how to do it. Give them some strategies to do the exercise (e.g. reading the question, underlining the key words, listening to the text paying attention to the key words, deciding if each sentence is true or false). Key: - Plays the recording twice for Ss to do 1.F 2. T 3. F 4. T 5. T exercise. For stronger classes, ask Ss to take notes of the information to explain why a sentence is false. - T has Ss share their answers in pairs. Invite some pairs. Invite some pairs to give their answers and confirm the correct ones. - Plays the recording again if needed, stopping at the place where Ss find it difficult to hear. + Students (Ss) listen to the instructions carefully and learn how to do the tasks - Ss do the tasks. Compare the answers. - Ss give the answers -Also, asks Ss to correct the false sentences. - Confirms the answers. 2. Listen to the conversation again Task 2. Listen to the conversation again and fill the blanks and fill the blanks Key: - T asks Ss to study the phrases with the 1. art galleries 2. wide 3. friendly blanks carefully. Ss may work in pairs to 4. faraway 5. crowded discuss the answers from the information they have listened in 1.
11. - T plays the recording again and have Ss Audio script: write the answers as they listen. Khang : Where do you live? - Ss can share their answers with their Vy : I live in the surburbs of Ho partners. With a weaker class, Chi Minh city - T may play the recording many times until Khang :What do you like about Ss have written down all their answers. it? - Ss listen to the teacher’s instructions Vy : There are many things I like carefully and learn how to do it. about it. There’s a big market near my - Ss fulfil the tasks house. There are also many shops, - T calls on some Ss to write their answers restaurants and art galleries here. The on the board. streets are wide. The people here are - T plays the recording again for Ss to check helpful and friendly. the answers.. Khang : What do you dislike - T may pause at the sentences that include about it? the information Ss need for their answers. Vy : The shools are too faraway. - Checks and confirm the correct answers. There are also some factories near here, so the air isn’t very clean and the streets *Post-listening are noisy and crowded. - Students tell about Vy’s neighbourhood - T gives instructions and encourage Ss to tell Vy’s neighbourhood , using information in Audio Script. * Invites one or two Ss to talk about Vy’s neighbourhood. - T may give some clues - Calls on some Ss to speak freely. - Corrects pronunciations, grammar, vocab, intonation. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (15' ) 1. Aim: To provide Ss some ideas for the next writing activity To help Ss practise writing a paragraph about their neighbourhood. 2. Content: Read the statements and tick what you like or dislike about a neighbourhood Write a paragraph about their neighbourhood. 3. Products: Things you like or dislike about a neighbourhood.
12. A paragraph about their neighbourhood saying what they like or dislike about it . 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering T has Ss do Task 3-4 in Skill 2 Step 2: Task performing Task 3. Tick (✓) what you like or dislike 3. Tick (✓) what you like or dislike about a neighbourhood. about a neighbourhood. - T asks Ss to tick what they like and don't Likes Dislikes like about their neighbourhood, and then ask them to share their answers with their 1. sandy beaches partners. Ss count how many things they have in common with their partners. 2. heavy traffic - Ss listen carefully to the instructions and learn how to do the tasks. 3. many modern - T comments on their answers buildings and offices 4. peaceful streets 5. good restaurants and café 6. sunny weather 7. helpful and friendly people 8. many shops and Task 4. Write a paragraph of about 50 markets words about your neighbourhood saying what you like and dislike about it. Use 4. Write a paragraph of about 50 Khang’s blog as a model. words about your neighbourhood - T sets up the writing activity: T reminds Ss saying what you like and dislike about that the first important thing is always to it. Use Khang’s blog as a model. think about what they are going to write. * Suggested writing: - Ss can use the ideas they have ticked in 3. I live in Long Son Town. - T asks Ss to brainstorm for the ideas and the There are many things I like about my language necessary for writing. neighbourhood. - T may ask Ss to refer back to the reading for It is convenient because there s a useful language and ideas, and write some big supermarket near my house. There useful expressions and language on the are also many shops, restaurants, nad board. café here. The streets are wide and clean. The people are very friendly and
13. - T asks Ss to write the first draft helpful. The food is very fresh and individually.Next ask Ss to work in pairs delicious. However there are some doing peer corrections. things I dislike about it. I love my - Then have them write their final version. hometown very much. - Ss listen carefullyand learn how to write - Ss write themselves - T may display all or some of the Ss' writings on the wall / notice board. T and other Ss give comments. Ss edit and revise their writing as homework. - If time is limited,T may ask Ss to write the final version at home - T goes round helping if necessary. - Other Ss and T comment on the writing. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: A mind map summarising the main points of the lesson. Home assignments 3. Products: Review the old lesson Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T has Ss summarise what they have learnt with the two skills. - T can instruct them to draw a mind map to summarise the main points of the lesson. - Home assignments Step 2: Task performance - Teacher summarizes the lesson * Home assignments: - T lets Ss take note the home assignments - Finish writing the paragraph. Copy in the note books.
14. - Do more exercises in workbook. Step 3: Report and discussion - T asks, Ss answer about their classmates -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK: . . ..
15. UNIT 4:NEIGHBOURHOOD Week 12 Lesson 7: Looking back & project p.46-47 Period: 34 Class Date of teaching Attendance 6A 21/11/2022 6B 23/11/2022 6C 21/11/2022 6D 21/11/2022 6E 22/11/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: temple, railway station, square, art gallery, cathedral. * Pronunciation: - Pronounce the key words correctly: temple, railway station, square, art gallery, cathedral. * Grammar: - Compare two people or things using comparative adjectives; 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - Use comparative form of adjectives correctly in doing exercises. 3. Qualities: - To teach Ss love of the neighbourhood, the hometown and the country, the likes and dislikes towards their neighbourhoods. - Have serious attitude to asking and giving the directions; cooperative learning; sharing. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP (5’) 1. Aim: - To review and drill section of the unit. - To encourage Ss not to refer back to the unit pages but to use what they have learnt during the unit to help them answer the questions. - To see how far Ss have progressed, and which areas need further practice. 2. Content: - Revision : Describe your neighbourhood
16. - Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - A chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions about them and class. - Students (Ss) listen and answer the teacher’s or friend’s questions - T asks Ss to open their book and introduce what they are going to study . - T leads in the lesson. Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to the lesson. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To help Ss revise the vocabulary items they have learnt in the unit. 2. Content: - Revise what they have learnt during the unit to write the correct answer. - Revise the vocabulary items by writing the name for each picture 3. Products: - Write and read the words correctly 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for doing exercises Step 2: Task performance Task 1. Write the name for each picture 1. Write the name for each - T has Ss do this activity individually then compare picture: their answers with their partners. - T asks for Ss'answers or ask one student to write his / her answer on the board.
17. + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Ss answer the teacher’s questions and enquirements. - T checks and correct the mistakes. - T asks Ss read the words to check their pronunciation - Ss do as required Step 3: Report and discussion Keys: - Ss write down the new vocabulary 1. Temple - T asks, Ss answer some more questions about the lesson 2. railway station Step 4: Judgement 3. square - T gives feedback on the reaction of Ss 4. art gallery 5. cathedral. ACTIVITY 3: PRACTICE (20' ) 1. Aim: - To help Ss revise the form and use of comparative adjectives. 2. Content: - Revise the form and use of comparative adjectives by doing exercises 2-3-4. 3. Products: - Remember more the form and use of comparative adjectives. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Task 2. Put the following adjective in the correct 2. Put the following adjective in column the correct column
18. - T has Ss do this activity by themselves and write their answers in their notebooks. - T has Ss check their answers with a partner before discussing the answers as a class. - T observes and helps when and where necessary, and correct Ss'pronunciation and intonation. - Invites some Ss to give answer. - Ss work individually. - Ss do the tasks - Ss give the answers. - T checks and confirms the correct answers Task 3. Now write their comparative forms in the table below. - T has Ss do this activity by themselves and write their answers in their notebooks. 3. Now write their comparative - Has Ss check their answers with a partner before forms in the table below. discussing the answers as a class. - Observes and helps when and where necessary, and correct Ss'pronunciation and intonation. - Invites some Ss to give answer. - Ss T checks and confirms the correct answers Task 4. Complete the sentences comparing the pictures. Use the comparative forms of the adjectives below. - T ahs Ss do this activity by themselves and write their answers in their notebooks. 4. Complete the sentences comparing the pictures. Use _ Ss do the task the comparative forms of the - Have Ss check their answers with a partner before adjectives below. discussing the answers as a class. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Invite some Ss to give answer. - Check and confirm the correct answers - Ss write down the keys * PROJECT: - Prepare in the previous lessons beforehand Keys : This is to introduce Ss to another way of practising 1. noisier 2. more asking for and giving directions to the places in their modern neighbourhood.
19. Ss listen to the teacher’s instructions carefully 3. more expensive 4. more ACTIVITY 1 peaceful Have each student draw a map of their neighbourhood with the names of at least five places on their map. T may have Ss prepare their maps at home. Ss do the tasks . Prepare the project at home beforehand. ACTIVITY 2 Ask Ss to work in pairs, taking turns to ask for and give directions to the places on their maps. Go around and offer help if necessary. If there is time, have some pairs practise asking for and giving directions to the places on their maps in front of the whole class. Ss should finish the project in class, assign groups in the previous lessons. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: A mind map summarising the main points of the lesson. Home assignments 3. Products: Review the old lesson Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T has Ss summarise what they have learnt with the two skills. - T can instruct them to draw a mind map to summarise the main points of the lesson. - Home assignments Step 2: Task performance - T summarises the main points.
20. - T asks Ss what they have learnt so far. Have them recall the important elements. * Home assignments: - T lets Ss take note the home assignments. - Read again the conversation - Do more exercises in workbook. - Make sentences using Step 3: Report and discussion comparative form of adjectives. - T asks, Ss answer. -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK: . . ..