Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 6 - Unit 3: My friends - Trường THCS Nguyễn Chuyên Mỹ

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 6 - Unit 3: My friends - Trường THCS Nguyễn Chuyên Mỹ

1. UNIT 3 : MY FRIENDS Lesson1:Getting started (A surprise guest)p.26-27 Week 6 Period: 16 Class Date of teaching Attendance 6A 10/10/2022 6B 12/10/2022 6C 10/10/2022 6D 10/10/2022 6E 11/10/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Use the words related to the topic Body parts and appearance - Use the Personality adjectives to talk about about appearance and personality - Vocabulary to learn: pass, biscuit, magazine, shoulder, blond, a great idea, come over * Pronunciation: - Pronounce the sounds /b/ and /p/correctly * Grammar: - Present continuous Tense - use the Present continuous Tense to talk about things happening now - give suggestions 2. Competencies: a. General competencies: By the end of the lesson, students are expected to: - be able to pratice reading and listening the conversation between Phong and Nam about experiences of going on a picnic. - use the words for body parts, appearance and personality; - pronounce the sounds /b/ and /p/ correctly; - use the present continuous to talk about things happening now; - ask about appearance and personality; b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - read for specific information about friends and summer camps; - talk about friends and summer camps; - listen for specific information about best friends; - write a diary entry about best friends. 3. Qualities: - To teach Ss good behaviour toward friends - The awareness about importance of friendship in life.
2. - 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 1. Aim: - To create a friendly and atmosphere in the class before the lesson; - To lead into the unit 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities. - Having a chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class - T encourages Ss to talk in English as much as possible - Students (Ss) listen and learn how to do it . - Answer the teacher’s questions and enquirements. + Lead to the new unit about frineds and friendship - Write the unit title My friend on the board. - Ss open their notebook and write . Step 3: Report and discussion - Ss work in group to talk about their friends - Ss join in the discussion Step 4: Judgement
3. - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To set the context for the introductory; - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned. - To help Ss deeply understand the text. 2. Content: - Learn some new words. Read the conversation and find out new words. - Filling the blanks to understand more about the text. 3. Products: - Vocabulary about the topic - Understanding the conversation; topic of the lesson, grammar points - Understanding more about the text. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. Step 2: Task performance 1. Listen and read. Task 1. Listen and read. - Set the context for the listening and reading. - Ask Ss questions about the picture, e.g. What is Phong doing? What are they eating and drinking? - T can also ask Ss to share any recent experiences of going on a picnic. - Play the recording twice for Ss to listen and read along. - Have Ss underline the words that are related to the topic of the unit while they are listening and reading. *) Pre- teach vocabulary: * Vocabulary: - Teacher uses different techniques - pass (v) đưa, chuyển to teach vocabulary (situation, realia, translation .....) - biscuit (n) bánh bích qui
4. + Follow the steps to teach - magazine (n) tạp chí vocabulary - shoulder (n) vai - Repeat in chorus and individually - blond (adj) màu hoe vàng - Ss listen carefully and read aloud. - come over: đi đến - Ss take note - a great idea: một ý kiến hay + Check vocabulary - Ss Take note. - Invite some pairs of Ss to read the dialogue aloud. - Have Ss say the words in the text that they think are related to the topic My friends. - Quickly write the words on one part of the board. - Comment on Ss'answers. 2. Fill the blanks with the words from the conversation: Task 2. Fill the blanks with the words from the conversation Key: - Ask Ss to read the conversation 1. Phong and Nam are having again and do this activity independently. a picnic. 2. 4Teen is Phong's favourite - Ask them how to do the activity. magazine. - Remind them of the ways to do the 3. Phong and Nam activity if needed (e.g. (1) read the sentence see Mai and Chau. and identify 4. Chau has glasses and long black hair. the kind of information to fill the 5. Mai and Chau are going to the blank; bookshop. (2) read the conversation and locate the place to find the word(s) to fill the blank). - Allow them to share answers before discussing as a class. - Ss listen carefully to the instructions - Ss Follow the teacher’s instructions - Ss give the answers and check. - T confirms and writes the correct answers on the board. Step 3: Report and discussion - Ss write down the new vocabulary
5. - T asks, Ss answer some more questions about the conversation Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE 1. Aim: To help Ss understand the conversation. To introduce some vocabulary related to the topic of the unit; To revise and provide Ss with some vocabulary related to parts of the body. To revise and provide Ss with some vocabulary to describe parts of the body. To help Ss practise using words for body parts and appearance through a guessing game. 2. Content: Label words related to body parts. Complete the words related to body parts. Playing game to describe a classmate. 3. Products: Knowing more new words and using it correctly. Learning how to describe a classmate using the new words 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss learn Task 3-4-5 – Getting Started - Unit 3 Step 2: Task performing Task 3. Label the body parts with the 3. Label the body parts with the words in the box. words in the box. - Ss may already know some 1. eye (mắt) appearance vocabulary, so first ask them to 2. nose (mũi) label the body parts they know, using the 3. shoulder (vai) words given. 4. hand (bàn tay) - Ss listen to the instructions clearly, - 5. leg (chân) Learn how to do it 6. foot (bàn chân) - Have Ss compare their answers with a classmate. 7. arm (cánh tay) - Ss work independently and share the 8. mouth (miệng) answers 9. cheek (má) If possible, show the picture on the 10. hair (tóc) slide / on the board and have Ss point at each body part and say its name.
6. - Check Ss'answers and confirm the correct ones. If there are any body parts Ss do not know, quickly point to them and teach these. - Have Ss work in groups and brainstorm all other words for body parts. - T can ask them to write the words down on small boards or pieces of paper. Then set a time limit for groups to write the words. - Finally, invite the group with the most words to share their words. Other teams add any different words - Allow Ss to share answers before discussing as a class. Write the correct answers on the board. - T gives correct answer Suggested answers: Task 4. Work in groups. Complete the word webs - long / short: legs, arms, hair, etc. - Explain that some words go together, - big / small: head, hands, ears, e.g. long + hair, but some don't, e.g. long + feet, eyes, nose, etc. eye. - hair: black, straight, fair, curly, - Have Ss work in groups and wavy, long / short, etc. complete the word webs in a few minutes. - Ss listen carefully and learn how to do. - Ss do themselves. Give the answers - T checks and confirms the correct answers. - Other pairs look, comment and add any words they know. - Introduce some other types of house if needed Task 5. GAME- Guessing - T explains the rules of the game: Ss work in groups. - Ss take turns to describe a classmate for other group members to guess.
7. - T moves around to observe and offers help. - Invites one or two Ss to describe a classmate in front of the class. Other Ss guess. - Ss listen to the instructions carefully then do the tasks. - SS ask and answer Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise some words and learn some more words to describe their friends To give Home assignments 2. Content: To learn some more words abour appearance and personality Home assignments 3. Products: Know more some words about home. Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - Home assignments Step 2: Task performance - Teacher summarizes all opinions * Home assignments: - T let Ss take note the hokme assignments - Read again the conversation Step 3: Report and discussion - Do more exercises in - T says something about the class time. -Step 4: Judgement workbook. T gives feedback and requires Ss do homework. IV. FEED-BACK:
8. UNIT 3 : MY FRIENDS UNIT 3 : MY FRIENDS Lesson 2: A closer look 1 p.28-29 Lesson 2: A CLOSER LOOK 1 Week 6 Period: 17 Class Date of teaching Attendance 6A 12/10/2022 6B 13/10/2022 6C 12/10/2022 6D 11/10/2022 6E 12/10/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Use the words related to the topic Body parts and appearance - Use the Personality adjectives to talk about about appearance and personality - Vocabulary to learn: hard-working, confident, funny, caring,active, careful, clever, shy, kind, friendly.. * Pronunciation: - Pronounce the sounds /b/ and /p/correctly * Grammar: - use the present continuous tense to talk about things happening now; - Ask about appearance and personality; 2. Competencies: a. General competencies: By the end of the lesson, students are expected to: - use the words for body parts, appearance and personality; - pronounce the sounds /b/ and /p/ correctly; - use the present continuous to talk about things happening now; - ask about appearance and personality; b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - read for specific information about friends and summer camps; - talk about friends and summer camps; - listen for specific information about best friends; - write a diary entry about best friends. 3. Qualities: - To teach Ss good behaviour toward friends - The awareness about importance of friendship in life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. III. PROCEDURE
9. ACTIVITY 1: WARM-UP 1. Aim: - Revise the old lesson. - Do some activities to creat a friendly and relaxed atmostphere to warm up to the new lesson 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance Chatting. - Teacher (T) asks Ss some questions about - Do you have a close friend? them and class. - Can you tell us something - T encourages Ss to talk in English as much as about he/she? possible + Students (Ss) listen and learn how to do the Answers tasks. - Answer the teacher’s questions and requirements. - Open their book and write. + T leads to the new lesson. - Ask Ss to open their book and introduce what they are going to study Step 3: Report and discussion - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To teach Ss some personality adjectives; - To give Ss practice with these adjectives. 2. Content: - Do the matching - Pratice using personality adjectives to complete the sentences 3. Products: - Vocabulary about the topic, more personality adjectives - Using personality adjectives correctly.
10. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 1 Step 2: Task performance Task 1. Match the adjectives to the pictures 1. Match the adjectives to the Pre- teach vocabulary: pictures - Teacher uses different techniques to * Vocabulary: teach vocabulary (situation, realia, translation - confident (adj) tự tin .....) - caring (adj) chu đáo. + Follow the steps to teach vocabulary - active (adj) năng động - Repeat in chorus and individually - shy (adj) xấu hổ + Check Vocabulary - creative (adj) sáng tạo - Copy all the words - clever (adj) thông minh, - Ask Ss to look at the pictures and briefly khéo léo describe them. T can ask: What can you see in the picture? - Have Ss look at the personality adjectives given. - Check if they understand the meaning of each word. - Instruct them to pronounce the words and define each word if necessary. - Ask them to do the matching individually and then compare their answers in pairs. + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Check and confirm the correct answers - Check the answers - Correct their pronunciation. - Give the comments. Task 2. Use the adjectives in the box to 2. Use the adjectives in the box complete the sentences.Pay attention to the to complete the sentences.Pay highlighted words / phrases.
11. - Have Ss look at the pictures and briefly attention to the highlighted describe what they see. words / phrases. - Ask Ss to read the adjectives in the box. Key: - Help explain the meaning of each 1. creative adjective if necessary. 2. kind - Ask Ss to read each sentence. 3. friendly - Tell them to pay attention to the 4. careful highlighted parts. Based on these parts Ss can 5. clever find the correct adjectives to fill the blank in each sentence. - Tell Ss they will only need five of the six adjectives to complete this activity. - Ask them to do the exercise individually and then compare their answers in pairs. - Check and confirm the correct answers - Ask other Ss to comment. Ask Ss if they can add more things to each room. 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 (20') 1. Aim: To provide Ss with freer practice with personality adjectives. To help Ss identify how to pronounce the sounds /b/ and /p/; To help Ss practise pronouncing these sounds correctly in words. To help Ss pronounce the sounds /b/ and /p/ in context 2. Content: Playing games to further practice using personality adjectives. Pronounce the sounds /b/ and /p/; Practice the chance. 3. Products: Learning new words about personality adjectives. Learn how to pronounce the sounds /b/ and /p/ correctly. Practice pronouncing the sounds /b/ and /p/ correctly 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES
12. Step 1: Task delivering - T let Ss do Task 3-4-5 in A closer look 1 . Step 2: Task performing GAME : Friendship flower - Ask Ss to shout out all of the personality adjectives they know. GAME : Friendship flower Quickly write them on the board. - Have Ss work in groups and play the game. - Ask Ss to draw a flower with the number of petals equal to the number of their group members. - T may model how to do the game first. - Ask them to discuss and write two adjectives to describe each group member in one petal and then share their ideas with other groups. - Ss listen to the instructions clearly - Learn how to do it - T moves around to observe and provide help if needed. Invite some Ss to report the adjectives their group members have used and which adjective(s) is / are used the most. - Call on some pairs to practise in front of the class. - Comment on their performance. Task 4. Listen and circle the words you Audio script: T has Ss practise reading the word pairs first. 1. pig 2. pear Then asks them to listen to the recording and 3. buy circle the word they hear in each pair. 4. rope T plays the recording again for Ss to repeat the words - T plays the recording as many times as necessary. - T has Ss comment on the way to pronounce s at the end of the words. - Ss listen carefully - SS check the answers
13. - SS listen and repeat - Checks the meanings if necessary, Task 5. Listen. Then practise the chant. - T has Ss look at the chant. Make sure * We’re playing together theynunderstand the meaning of the chant. Notice the rhyme - Ask Ss to listen wile T plays the We’re having a picnic recording. Clap or use an instrument like a We’re having a picnic tambourine to help Ss notice the Rhym. Play Fun! Fun! Fun! the recording again and ask - Ss to chant along. Tell them to pay attention to the words that We’re bringing some biscuits have the sounds /b/ and / P/ and rhym. Provide We’re bringing some biscuits further practice by diving the class into two Yum! Yum! Yum! groups. Have the groups sing alternate lines. We’re playing together - T calls on some pairs to practise the Hurrah! Hurrah! Hurrah! chant -Ss listen to the instructions carefully then do the tasks. - Ss listen again and reppeat - Comment on their pronunciation of the final. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitucde of Ss in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: Make sentences using the new words and structures Home assignments 3. Products: Know more some words about house Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt.
14. - Ask Ss to say aloud some words they remember from the lesson and make sentences with them - Home assignments Step 2: Task performance - Teacher summarizes the lesson * Home assignments: - T let Ss take note the home assignments - Practice asking and answer about friends. - 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 home assignments. IV. FEED-BACK:
15. UNIT 3 : MY FRIENDS LessonUNIT 3:A 3 closer: MY FRIENDSlook 2 p.29-30 Lesson 3: A CLOSER LOOK 2 Week 6 Period: 18 Class Date of teaching Attendance 6A 13/10/2022 6B 15/10/2022 6C 13/10/2022 6D 15/10/2022 6E 13/10/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Use the words related to the topic Body parts and appearance - Use the Personality adjectives to talk about about appearance and personality - Vocabulary to learn: read a book, have a picnic, take photos, write a letter, play badminton, make a cake, at the moment, eat ice cream. * Pronunciation: - Pronounce the sounds /b/ and /p/correctly * Grammar: - Present continuous Tense - use the Present continuous Tense to talk about things happening now - give suggestions 2. Competencies: a. General competencies: By the end of the lesson, students are expected to: - use the words for body parts, appearance and personality; - pronounce the sounds /b/ and /p/ correctly; - use the present continuous to talk about things happening now; - ask about appearance and personality; b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - read for specific information about friends and summer camps; - talk about friends and summer camps; - listen for specific information about best friends; - write a diary entry about best friends. 3. Qualities: - To teach Ss good behaviour toward friends - The awareness about importance of friendship in life. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. III. PROCEDURE
16. ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: - To revise the old lesson. - To introduce / teach Present Continuous Tense 2. Content: - To review/ introduce the use and the form of the Present Continuous Tense 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - Ss know the usage of the Present Continuous Tense 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions Questions and answers about them and class. - Ask Ss to open their book and introduce what they are going to study . 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 (15') 1. Aim: To help Ss practise with the correct form of the present continuous. To help Ss practise using the correct form of the present continuous based on context. 2. Content: Revise/ teach the form and use of the present continuous. Practise using the correct form of the present continuous by completing the sentences 3. Products: - Vocabulary about the topic - Learning how to form and use of the present continuous and put the verbs in the P.C. - Undertanding more the use of the present continuous. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES
17. Step 1: Task delivering - To help Ss learn The Present continuous Tense - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 2 Step 2: Task performance 1. Put the verbs inbrackets in Task 1. Put the verbs inbrackets in the the present continuous tense present continuous tense. Page 29 . - Ask Ss to read the sentences and We use the present continuous write the correct answers individually. for actions happening now. - Remind them to pay attention to the Examples: – She’s talking. subject of each sentence. – They’re not talking. - Call on some Ss to read aloud their We can use the present answers. continuous with now, at present, - Check and confirm the correct or at the moment. ones. Examples: - Ask Ss to do exercise individually – I’m doing my homework and then compare their answers with a at present. lassmate. – A: Are you reading now? - Check the answers as a class. B: Yes, I am. - Confirm the correct answers Key: 1. is reading 2. are playing 3. isn’t making Task 2. Look at the pictures. Write 4. am going sentences like the example. Use positive 5. Are they talking or negative present continuous verbs. 2. Look at the pictures. Write -T asks Ss to look at the pictures and sentences like the example. Use briefly describe what the person is / people positive or negative present are doing. continuous verbs. - Asks them to write sentences, using positive or negative present continuous verbs. - Ss work individually - Ss do the tasks Key: - Has Ss compare their answers.
18. - Invites some Ss to write their 1. Nam and Ba are not / aren’t answers on the board. eating ice cream. - Ss share the answers. 2. Lan and Trang are taking - Ss learn how to do. photos. - If time allows, has Ss add another 3. Ha is / Ha’s writing a letter. sentence to tell what the person is / people 4. Duong and Hung are not / aren’t are actually doing if the sentence is a playing badminton negative present continuous. 5. Phong is not/ isn’t drawing a (E.g. 7. Nam and Ba are not eating picture ice cream. They are talking.) - Check and confirm the correct answers - Observe and help when and where necessary, and correct Ss'pronunciation and 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 (20') 1. Aim: To help Ss practise asking and answering questions using the present continuous. To help Ss identify the differences between the present simple and the present continuous To help Ss practise using the present continuous. 2. Content: Ask and answer questions using the present continuous. Comparisons the differences between the present simple and the present continuous Practise using the present continuous by playing game Charades. 3. Products: Practicing using the present continuous. Knowing the difference between the two tenses. Understading more about using the P.C . 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the . rules and do the exercises Step 2: Task performing
19. Task 3. Work in pairs. Look at the pictures. Ask and answer. 3. Work in pairs. Look at the - Have Ss read the example pictures. Ask and answer. carefully. Check if they understand how to do the exercis. - Ask them to do this exercise in pairs. One asks and the other answers. - Remind them to write their questions and answers in their notebooks. For a stronger classes, ask them to add one Key: more sentence to explain what the person / people in each picture is / are doing if the 1. Is your friend swimming? answer is No. – Yes, he is. - Move around to observe and offer 2. Are they listening to help if necessary. music? – No, they aren’t. (They’re / They are having a picnic.) - Invite some pairs to practice their conversations. 3. Is Mi playing the piano? – No, she isn’t. (She’s / She is - Check and confirm the correct doing karate.) answers. 4. Are they learning English? – Yes, they are. 5. Are your friends cycling to school? – No, they aren’t. (They’re / They are walking to school Task 4. Put the verbs in brackets in the *Remember! present simple or present continuous - When something often happens or is fixed, we use the - Have Ss read the Remember! box present simple. in the book. Ask Ss to give the form and usage of the present simple. - When something is happening now, we use the - Ask them about the signals used present continuous. with the present simple (every day, every afternoon, always, usually, etc.) and the 4. Put the verbs in brackets in present continuous (now, at the moment, at the present simple or present present, etc.) continuous - Ask Ss to do this exercise Key: individually and then compare their 1. does not / doesn’t walk; cycles answers with a classmate. Invite some Ss to 2. is he playing
20. write their answers on the board.Confirm 3. Do your friends study the correct answers 4. am / ’m writing - Ask some Ss to read out their 5. is not / isn’t doing; is / ’s reading answers. - Check and confirm the correct answers Task 5. GAME: Charades Take turns to mime different actions. Others guess what you are doing - Have Ss play the game in groups. Move around to observe and provide help if needed. - Make sure Ss use English when they play the game. This can be organised 5. GAME: Charades as a class competitive game. The class is Take turns to mime different divided into two big groups. One student actions. Others guess what you mimes and other groups take turns to guess. are doing - The group with a correct answer gets one point. - The group with the most points wins. - Ss work in groups +Ss listen to the teacher’s instructions carefully and play games in groups/ teams - Continue the game until the time is up - T goes round and corrects mistakes or gives help when and where necessary. - Show the winner. Step 3: Report and discussion - Ss work independently and in pairs, in groups - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Ss in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt.