Unit 15 Lesson: Writing Class: 11A1, A2, A3, C3, C5 SPACE CONQUEST Date: / 05 / 08 Period: 98 I Aim: By the end of the lesson, the Ss will be able to: - write a biography II Language content: Grammar: - /nt/; /nd/; /nθ/; /ns/; /nz/ - Modal verbs: Could / be able to - Tag questions - Some basic tenses Vocabulary: III Techniques: - Grammatical skills, Expressive and stylistic skills, Rhetorical skills, Organization skills - Jigsaw sentences, Gapped passages, Pure close, Sentence combine - Oral preparation, Key word essay, Story completion - Peer correction, Spot check, Pair work / Group work IV Teaching aids: Textbooks, handout, sub-board (Unit 15) V Procedure: TIME 5’ 10’ TEACHER’S ACTIVITIES Greeting Checking up Warm up Ask Ss to look at the picture and answer the questions Who is he? 2.Is he a Russian and an American astronaut? Who did he set foot on the moon with? PUPILS’ ACTIVITIES - Look at the pictures and answer the questions Example: He is Neil Amstrong He is an American astronaut He set foot on the moon with Buzz Aldrin Answer the following questions Example Correct mistakes - Introduce the lessons Today we practise writing about Neil Amstrong Before You Writing Put each of the headings in the box in the appropriate blank Work in pairs to exercise Career Place of birth Date of birth Quote Known as Neil Armstrong American Astronaut (1) 5th August 1930 Date of birth (2) Wapokoneta, Ohio Place of birth (3) _ The first person to walk on Known as the moon Career (4) 1949-1952: pilot in United Quote 15’ 15’ States Navy While You Writing Get Ss write a biography of Neil Amstrong from the information given in task Go around the class to help After You Writing Call two Ss to write on the board Collect some papers to correct (suggested description) Neil Amstrong is an American astronaut He is known as the first person to walk on the moon He was born on August 5th , 1930 in Waponeta in Ohio From 1949 to 1952, he worked as a pilot in the United States Navy Amstrong received his BS from Purdue University in 1955 He joined the NASA astronaut program in 1962 Neil Amstrong became the first human to step on the moon's surface on July 20th, 1969 He was joined by Buzz Aldrin forty minutes later Amstrong and Aldrin spent two and a half hours on the moon's surface Amstrong received his M.S from the year later and from 1971 to 1979, he taught at the University of Cinsinnati In 1986 Amstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster He is also well-known for what he said he stepped on the moon surface: "That's one small step for man, one giant leap for mankind Homework -Asking Ss reread the passage they wrote And review the use of relative pronouns and prepare the language Preparation: Language focus - Could/ be able to - Tag questions Unit 15 Lesson: Language Focus Class: 11A1, A2, A3, C3, C5 Write a biography of Neil Amstrong from the information given in task -write on the board -whole class - Take notes Comment SPACE CONQUEST I Aim: By the end of the lesson, the Ss will be able to: Date: / 05 / 08 Period: 99 - Distinguish the sounds /nt/; /nd/; /nθ/; /ns/; /nz/ - Modal verbs: Could / be able to - Tag questions II Language content: Grammar: - /nt/; /nd/; /nθ/; /ns/; /nz/ - Modal verbs: Could / be able to - Tag questions - Some basic tenses Vocabulary: III Techniques: - Deductive method - Inductive method - Communicative Approach IV Teaching aids: Textbooks, handout, sub - board (Unit 15) V Procedure: TIME TEACHER’S ACTIVITIES 5’ Greeting Checking up 1.Pronunciation: / nt/ / nd / / nө/ / ns/ Have sts listen to the teacher Have sts repeat the words in the book * Listen and repeat / nt/ / nd / / nө/ /ns/ went end month chance rent remind seventh Florenc tenant warned tenth e didn't friend thirteenth glance tense PUPILS’ ACTIVITIES Listen and fill in this game /nz/  /nz/ Phones Learns Barnes tonnes * Practise the following sentences Ask Ss to pay attention to the pronunciation then repeat the words and sentences - Correct the mistakes  Models the three clusters / nt/ / nd / / nө/ / ns/ /nz/ for a few times and explains how to produce them -Reads once for Ss to hear the words containing these clusters -Reads again and asks Ss to repeat * Practise reading aloud these sentences -Asks Ss to work in pairs and take turn to read loud the given sentences.(goes around to listen and takes notes of the typical errors.) -Calls on some Ss to read the sentences again and  Pronunciation: / nt/ / nd / / ns/ /nz/ Listen and repeat / nө/  Practice reading these sentences 10’ 10’ 10’ provides corrective feedback Grammar a Could/ be able to: Ex: He could run very fast when he was a boy 2.We were able to get tickets for the match yesterday - Ask Ss to compare the example above Explain: - "Could" is used to express an ability in the past - "were able to" is used to express an any complete success in the past Ex: When I was young I could/ was able to climb any tree in the forest In those day, we had a car, so we could/ were able to travel very easily Correct mistakes Exercise1: Complete the sentences, using could, couldn't or was/ were (not) able to: Ex: - I look everywhere for the book but I couldn't find it - They didn't want to come with us at first but we were able to persuade them - Ask Ss to work in pairs then compare the answers - T collects and corrects on the board b Tag questions: Give the situation: T: You haven't had lunch, have you? S: No, I haven't T: Is the sentence a question? S: Yes, it is It contain a tag question Example: - It's a beautiful day, isn't it? - It wasn't a good film, was it? Some notes: + I'm late, aren't I? (informal) I am supposed to be here, I am not? (formal) + will/ would/can/ can't/could you? Are used as a request Ex: Do sit down, Won't you? Give me a hand, will you? Compare the example above Look at examples & and give the way to use "Could/ be able to" are used to express the ability or the chance in the past -Give their ideas from the ex -Take note work in pairs then compare the answers The answer: couldn't/ wasn't able to was able to could/ was able to was able to could/ was able to couldn't/ wasn't able to -Give their ideas from the ex -Take note Looking at the examples and give form S +V (affirmative) + …, Aux- Negative + S? S +V Negative + …, Aux- (affirmative) + S? Work in pairs to discuss 5’ 5' + Let's + …, shall we? Ex: Let's have a party, shall we? + It is replaced this, that, everything, nothing in tag Write notes questions Ex: That isn't Tom, is it? + barely, hardly, hardly ever, little, neither, never, no, no one, nobody, none, nothing, scarely, seldom have negative tag questions Ex: There's little we can about it, is there? Ask Ss to work in pairs to write the sentences Exercise 2: Read situation and write sentence with a tag question Ex: You look out the window The sky is blue and the sun is shining What you say to your friend? Work in individuals then compare the (beautiful day) It's a beautiful day, isn't it answer with a friend It's expensive, isn't it? The film was great, wasn't it? She has/ has got a loudly voice, doesn't she? It doesn't look very good, does it? You have had your hair cut, haven't - Correct mistakes you? Exercise Complete the questions with tag question Ask Ss Do individual then check up in pairs - Do individual then check up in pairs The answer: ………, does she? ………, haven't you? ………, wasn't it? ………, didn't he? ………, won't we? - Correct the answer ………, can't you? Home Work ………, mustn't it - Do all the exercises on the notebook Comment: Preparation: Unit 16 (Reading) - Read the passage and find new words and prepare the tasks