UNIT 12: A VACATION ABROAD LESSON – GETTING STARTED + LISTEN AND READ A Aim: By the end of the lesson, Ss will be able to read for details about making plans for a vacation abroad and aware of how to make, accept and decline invitations B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Show the photocopied pictures * Guessing game: to students, one by one, and ask Answer key: students to guess what country it is a the USA b Australia c Thailand d Britain e Canada f Japan - Ask if they know what three first pictures are PRE-READING - Elicit words from students I Vocabulary: - Guide Ss to read new words - (to) include: translation - (to) come over: explanation - (to) pick so up: explanation - abroad: explanation (to) live/ be/ go/travel abroad * Vocabulary checking: ROR II True/ False prediction * Set the scene: “Mrs Quyen is a Mrs going to the USA for a vacation airport She is ringing her friend, Mrs Smith, to tell her about the trip” Quyen is calling Mrs Smith from the in San Francisco - Put the chart on the board and ask students to read the b Mrs Smith invites Mrs Quyen and her husband statements to stay with her while they are in town - Ask students to work in pairs to c Mrs Quyen doesn’t accept Mrs Smith’s decide if the statements are true or invitation because she wants to stay with a Vietnamese false friend of hers - Get students to give their d Mrs Quyen and her husband will be in the USA answers and write them on the for days board e Mrs Quyen and her husband will come over to Mrs Smith’s place for dinner one night f Mr Thanh, Mrs Quyen’s husband, goes abroad for a business meeting WHILE-READING III Checking True/False statements: *Answer keys: - Have students open their books, listen to the tape while reading the dialogue on page 112 - Call on some students to correct the false statements Sentence Answer a F b T c F d T e F f T Correction Mrs Quyen is calling Mrs smith from Ha Noi Because her accommodation is included in her ticket price Only Mrs Quyen will come over to Mrs Smith’s IV Grids: - Draw the grid on the board and *Answer keys: have students copy it Date Mon 25th Tue - Ask students to open their books 26th and read the dialogue Schedule Coming Goin to San g out - Ask students to work in pairs to Francisco complete Mrs Quyen’s schedule with the information taken from the dialogue Wed 27th Thu 28th Having Leaving dinner San with Francisco the Smiths - Call on some students to go to III Comprehension questions: the board to write the information * Answer key: in the grid on the board a No, they won’t Because they are coming on a - Ask students to look at their tour, and their accommodation is included in the books and answer the questions ticket price, so they will stay at the hotel on page 113 b No, he won’t Because he will have a business - Let students compare their meeting in the evening that day answers with their partners - Call on some students to answer c Mrs Smith will pick her up at her hotel - Give feedback and correct POST-READING Answer keys: Making invitation: “Would you like to come over for dinner one night” - Tell students to read the dialogue again and pick out the statements “ you must come over for dinner indicating the following one night” situations: making an invitation, Accepting an invitation: ”Yes, we’d love to but we’ll accepting an invitation, declining only be in town for nights” an invitation, making a complaint Declining an invitation: “That’s very kind of you but - Call on some students to give we’re coming on a tour ” their answers and have students copy Making a complaint: “Oh dear He’s always working” IV Consolidation: (2 minutes) - T asks students to state the main ideas of the talk between Mrs Smith and Mrs Quyen V Homework - Do exercises and - Prepare Speak PERIOD 76 2011 Date: February 18, UNIT 12: A VACATION ABROAD LESSON – SPEAK A Aim: By the end of the lesson, Ss will be able to talk about their plans for a trip abroad using tourist brochures and flight information B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Tell students that the student who * Quiz: can answer the question will get one Answer key: or two good marks What’s the end of everything? (letter G) What word starts with T, ends with T and is full of T? (teapot) What’s in the middle of New York city? (York) Which river in America has eyes? (Mississippi) PRE-SPEAKING I Vocabulary: - an itinerary: explanation - Elicit words from students - Guide Ss to read new words - a gallery: situation - a flight: explanation - via (prep): explanation - facilities: translation - a brochure: realia Travel brochure: * Vocabulary checking: Slap the board II Matching: Call on some students to go to the Itinerary board to draw the lines to match the Flight information tables with the titles Hotel advertisement Travel brochure WHILE-SPEAKING III Tell Me About: - Leave the table on the board and ask students to look at them * Suggestions: - Go through the tables, asking • For the flight information table: students questions for information about the flights, accommodation, and + How many flights a week can you take from Los Angeles to Boston? tourist places + Which flight can you take every day of the week? • For the hotel advertisement table + Which of the hotel cheaper? + How much is a double room in Revere hotel? How about the Atlantic hotel • For the travel brochure + Where can you visit? IV Mapped Dialogue: - Set the scene: “These people are making a plan for their trip from Los Angeles to Boston Let’s it with them” - Put the mapped dialogue chart on the board - Elicit the exchanges from students - Have some pairs practice each exchange before going on to another exchange Where stay? shall we Where should we visit? - After finishing the dialogue, ask a good pair to demonstrate the whole dialogue What time should we leave Los Angeles? The Revere hotel is expensive but it has a gym I think we should visit Harvard medical school, the museum and Art Gallery There’s a daily flight at 10 am, would that be Ok? POST-SPEAKING V Transformation: Example: - Ask students to make a plan for their Depart (Hue): coming summer holiday by filling the Arrive (Ho Chi Minh city): information in their itinerary - Call on some pairs to demonstrate Accommodation: their plans for the class Sightseeing: - Give feedback and correct IV Consolidation: (2 minutes) Depart (HCM city): - T asks students to state the main structures for exchanging information about travelling and tourists V Homework - Write the itinerary into your notebook - Do exercises and - Prepare Listen PERIOD 77 2011 Date: February 18, UNIT 12: A VACATION ABROAD LESSON – LISTEN A Aim: Practice listening to the weather forecast for information about the weather in big cities in the world B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Get students one by one to go to the * Chain game front of the class, each student says Ex: T: yesterday out a word until they make a meaningful sentence At the end, ask S1: I the whole group to repeat the sentence S2: went S3: shopping - Elicit words from students - Guide Ss to read new words PRE-LISTENING I Vocabulary: - humid: synonym = wet - snowy: picture - minus: example - centigrade: example - Write the topic on the board - Ask students to find the words related to the topic Collect students’ Wordsthem related to board the words and write on the weather forecast - Go through the meaning of the words and have students copy * Vocabulary checking: Rub out and remember II Brainstorm: Possible answer: Cloudy, cool, cold, warm, hot, dry, fine, humid, rainy, snowy, sunny, wet, windy, stormy - Ask students some questions to lead in the lesson - Suggestions WHILE-LISTENING III Chatting: Have you ever listened to the weather forecast on TV or on the radio What does it often tell you about? Do you think it’s necessary to listen to the weather forecast? Why? Why not? - Put the gap-fill table on the board - Have students notebooks copy in What you know about the high and the low temperature? their IV Gap fill: - Set the scene: “You are going to listen to the weather forecast about the cities in the table and have to fill in the gaps with the information you hear” - Play the tape or times - Tell students to work in pairs to compare their answers - Get students to give their answers and correct - Have students ask and answer the questions about the weather and temperature using the information in City Weather Temperature Low High Sydney dry; windy 20 26 Tokyo dry; windy 15 22 London humid; cold -3 Bangkok warm; dry 24 32 New windy; cloudy 15 cool; dry 10 16 York Paris POST-LISTENING the table - Models with a good student - Write the exchanges on the board - Open pairs: V Role Play: A: What’s the weather like in Sydney today? B: It will be dry and windy A: How about the temperature? Call on some pairs to demonstrate the B: The low will be 20 and the high 26 degrees exchanges - Closed pairs: Have the whole class practice speaking using the information in the table - Monitor and correct IV Consolidation: (2 minutes) - T asks students to state the main structures for asking about weather V Homework - Ask students to use the information in the table to write a weather report, beginning with: “Here is today’s weather forecast for the international travelers In Sydney, it will be ” - Do exercises and - Prepare Read PERIOD 78 2011 Date: February 18, UNIT 12: A VACATION ABROAD LESSON – READ A Aim: By the end of the lesson, Ss can obtain some knowledge about some places of interest in the USA B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Prepare 11 cardboards numbered * Pelmanism: Adjectives - Nouns from to 11 on one side and the Adjectives Nouns words on the other side Humid Humidity - Inform the rules of the game Warm Warmth - Stick the cardboards on the board showing the numbered side Windy Wind - Divide the class into teams and ask each team to choose numbers, one in the first row, and one in the second row If the words in the both cards match in sequence of an adjective with a noun, this team will get a point Dry Dryness Cloudy Cloud Coolness PRE-READING I Vocabulary: - volcano: picture - Elicit words from students - lava: picture - Guide Ss to read new words - (to) pour out: drawing - (to) carve: mime - (to) be situated: translation - rock: picture - shore: picture - wharf: synonym = harbor - Draw the grid on the board • Vocabulary checking: Slap the board - Ask students to copy the grid in their notebooks WHILE-READING - Ask students to read the postcards II Grids: from Mrs Quyen to her children and Place fill in the gaps with the information taken from them a Hawaii - Call on some students to go to the board and write the information in b New York the grid on the board c Chicago - Give feedback and correct d Mount Rushmore What she did and saw Went swimming, visited Kilauea volcano e San Francisco * Answer Key: Place a Hawaii b New York What she did and saw Went swimming, visited Kilauea volcano Went shopping, bought lots of c Chicago souvenirs d Mount Rushmore Saw Lake Michigan e San Francisco Saw the heads of American Presidents Visited Fisherman’s wharf, the Napa valley wine growing area and the Alcatraz Prison POST-READING - Ask students to look at the questions on page 118 and answer III Comprehension questions the questions - Tell them to compare their answers * Answer Key: with their partners - Call on some pairs to give their a She went there by plane answers and give feedback b She saw the famous prison on the island of Alcatraz c It is the mount where the heads of four American Presidents are carved into the rock, and it can be seen from more than 100 km away d It is also called “The windy city” e She went shopping IV Consolidation: (2 minutes) - T asks students to state the main points of the cities in the passage V Homework - Write the answers into your notebooks - Do the exercises in the workbook: 7, - Prepare Write PERIOD 79 2011 Date: February 19, UNIT 12: A VACATION ABROAD LESSON – WRITE A Aim: By the end of the lesson, Ss will be able to write postcards to their friends about their trip B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Write the numbers on the board * Lucky numbers - Tell students each number is for a question but of them are lucky numbers For a lucky number Students will get points Questions: - Ask students to answer briefly Where did Mrs Quyen and her husband spend their holiday? Lucky number What did they see on mount Rushmore? Who did they visit when they were in USA? Lucky number What did Mrs Quyen while her husband visiting the statue of Liberty? Lucky number What did Mrs Quyen buy? What did she send to her children from the USA? 10 Lucky number PRE-WRITING I Vocabulary: - Elicit words from students - Guide Ss to read new words - luggage: picture - (to) complain: translation - heaviness: antonym = lightness - hospitable: explanation = welcoming, friendly * Checking vocabulary: ROR - Set the scene: “From the USA, Mrs II Gap fill: Quyen send a postcard to her friend Sally to tell her about the trip” * Answer key: - Ask students to look at the postcard in people weather on p.118 and complete the gaps with her nice / lovely the appropriate words - Call on some students to go to the board and write the words they guess for heaviness 10 soon visited bought - Give feedback and correct - Write the topic on the board - Ask students to look at part (p.118) III Grid: - Go through the instructions by using questions - Draw the grid on the board - Let students copy the grid - Ask students to read the postcard again and fill in the gaps with the sentences showing the information on the left * Information needed to write a postcard Ex: What you write about the place? What you write about the weather? * Answer Key: Necessary information for a postcard Place We’re having a wonderful time in the USA - Give feedback and correct How you feel about the people? The people are friendly - Ask students to write the grid in their notebook Weather The weather has been warm and sunny Who you visit/see In San Francisco, I visited my friend, Sandra Smith What you see? No information What you buy I bought lots of souvenir - Call on some students to go to the board and write their answers in the grid Set the scene: “Imagine you are a tourist on vacation in a certain WHILE-WRITING place/city in Viet Nam Write a postcard to a friend about your trip, IV Writing: using the information in the grid” - Tell students to write a postcard on a piece of paper - Monitor and assist students with their writing - Call on some students to the front of the class and ask them to read their postcards to the whole class - Give feedback and correct POST-WRITING V Exhibition: Sample postcard: Dear Jane, I’m having a really good time in Hanoi, the capital of Vietnam The people are hospitable and helpful and the weather has been wonderful: cool and sunny In Hanoi, I visited some of my old friends, Tom and Sally It was very nice to see them We visited The History Museum and some art galleries in Hang Bai street and had lunch together at a vegetarian restaurant I bought a lot of souvenirs and postcards for you and other friends See you soon With love, Mary IV Consolidation: (2 minutes) - T asks students to state the information needed to write a postcard V Homework - Write the postcard in the notebook - Do the exercises in the workbook: 9, 10 - Prepare Language Focus PERIOD 80 2011 Date: February 19, UNIT 12: A VACATION ABROAD LESSON – LANGUAGE FOCUS A Aim: By the end of the lesson, Ss will be able to talk about activities using the Past progressive and Present Progressive Tenses B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Give instruction (Kim’s game) - Call on some Ss to the write on the Say what the people in the pictures are doing board and correct take a shower write a letter - Ss look at the picture and then remind eat dinner what the people in the pictures are read book doing walk with a dog talk to grandma PRESENTATION I Vocabulary: - mailman: picture - Elicit words from students - Guide Ss to read new words - cheer: mime - drum: picture - sound: translation - crowd: picture * Checking vocabulary: ROR II Presenting Present Progressive Tense: - Model sentence: Ba was talking a shower at o’clock last night - Set the scene to introduce the model sentence by eliciting the answer from Ss, get Ss to repeat and write the sentence on the board: “Set the scene: Look at picture! What was Ba doing at o’clock last night?” be V_ing - Form: was/ were + V_ing - Use: to indicate an action that was in progress at a point of time in the past - Ss listen and repeat the sentence in chorus PRACTICE - Show the cardboards and go through the verbs III Word cue drill - Model the first sentence and have Ss repeat - Ss work through the rest of the cues Ba / take a shower Hoa / have dinner Bao / read a book Nga / write a letter Na / walk with her dog Lan and her grandma / talk to each other PRESENTATION IV Matching: Answer key: a C; b F; c E; d B; e D; f A - Ss look at the pictures then match the half – sentences in column A to those in column B * Model sentence: The Le family was sleeping when the mailman came - Elicit the model from Ss, using Vietnamese - Have Ss repeat and write the sentence on the board - Model the first picture and have Ss repeat Concept check: - Form: Main clause Con S.P adv clause When S.past While P.C - Use sequence of tenses: An action was talking place in the past when another action took place PRACTICE Picture cue drill (page 118) Answer key: - Model the first sentence and have Ss b While Hoa was eating, the telephone rang repeat: The Le family was sleeping when the mailman came c when Nam won the race, the crowd was cheering - Ask Ss to work through the rest of the d Mrs Thoa was cooking when Tuan arrived cues home e When Lan arrived at school, the school drum was sounding f It was raining when the plane got to Hanoi PRODUCTION Model sentences: Nam is in class - Ask Ss to look at the picture and have Ss repeat - Model the first picture and have Ss repeat - Call on some Ss to go to the board to write the sentences - Monitor and correct S be always always talking V-ing Form: is/ am / are + always + V-ing Use: To express a complaint * Exercise: a Bao is always forgetting his homework b Mrs Nga is always losing her umbrella c Nam is always watching TV d Na is always talking on the phone e Liem is always going out IV Consolidation: (2 minutes) - T asks students to state the form and main usage of present progressive tense with “always” V Homework - Write complete sentences into your notebooks - Do all exercises in the workbook - Prepare Getting started, Listen and read