Giáo án Tiếng Anh 9 - Tuần 8+9 - Period 22: Review 1: Language

Nội dung text: Giáo án Tiếng Anh 9 - Tuần 8+9 - Period 22: Review 1: Language

1. Period 22. REVIEW 1: LANGUAGE A.Objectives: 1. Knowledge: By the end of the lesson, students will be able to: - Revise the language Ss have learnt and the skills they have practised in units 1-2-3. - Practice making everyday English. - Help Ss to recall the language and encourage them to contribute as much as possible. a. Vocabulary: Review the vocabulary they have learnt since Unit 1. b. Grammar: Phrasal verbs, reported speech, question word + to infi. c. Skills: speaking, reading; listening, writing 2. Competence development: - Linguistic competence, cooperative learning and communicative competence. 3. Behavior: Ss try their best to remember and use the structures. B.Teaching aids: 1. Teacher : Lesson plan, poster, textbook , teacher’s book. 2. Students: Workbook, notebook, look up vocabulary C. Procedure: 1. Checking: - During the lesson. 2. New lesson:think Teacher’s and students’ activities The main contents 1. Warm up (2’) a, Aims: To attract Ss’s attention to the lesson and to lead in the new lesson. b, Contents: sing a song c, Outcome: Ss can attention to the lesson and to lead in the new lesson. d, Organization: - T lets sing a song - Ss listen and sing a song 2. Pronunciation (7’) a, Aims: Help Ss review how to stress on the verb be and content words in sentences b, Contents: + Listen and practise saying the sentences. Pay attention to the underlined words. + Look at the underlined words in the sentences and mark them as W (weak) or S (strong). Then listen to check and practise. c, Outcome: Ss can review the rules of stress on the verb be and content words in sentences and do pronunciation exercise correctly. d, Organization: - T asks Ss what kinds of words are 1. Listen and practise saying the sentences. underlined. Elicit the rule from Ss (they Pay attention to the underlined words. are content words and are stressed
2. because they contain all the important information being conveyed). Ss listen and repeat out loud trying to stress the same words. - Call on some Ss to read out the sentences again. - Correct their pronunciation as a class. 2. Look at the underlined words in the Note: All the underlined words are sentences and mark them as W (weak) or S stressed (strong). Then listen to check and practice. 1. A: Is (W) Minh happy about winning the - T asks Ss to work in pairs f irst to mark scholarship? the underlined words as W (weak) or S B: Yes, he is (S). But his parents are (W) (strong). happier. - Then T plays the recording for Ss to 2. A: I can’t (S) understand it! Aren’t (S) you check. my son? - Play the recording again and Ss repeat. B: I’m terribly sorry, dad. But it isn’t (S) Pause and correct their pronunciation. entirely my fault. 3. A: Pho Hien is (W) a very old town in North Viet Nam. B: Is it (S)? Where is it (W) located? 4. A:It’s (W) raining. Are they (W)wearing raincoats? B: She (S) is, but he (S) isn’t 3.Vocabulary (8’) a, Aims: Help Ss review words/phrases and some adjectives of feelings b, Contents: + Match the verbs in column A with the words/phrases in column B. + Fill each gap with a word from the box. c, Outcome: Ss can review the vocabularies they have learnt in unit 1,2,3 and do vocabulary exercises correctly. d, Organization: - T asks Ss to do the task individually and 3. Match the verbs in column A with the then share their answers with a partner. words/phrases in column B. - Check Ss’ answers. Key: - reduce pollution - pull down an old building - empathise with someone - make a handicraft - Let Ss read the passage, then do this 4. Fill each gap with a word from the box. exercise individually. T may ask some Ss Key: to write their answers on the board. 1. giant - T corrects as a class. 2. tallest 3. attractions
3. 4. Symbol 5. fascinating 6. excited 7. aff ordable 8. interest 4.Grammar (20’) a, Aims: Help Ss review some phrasal verb, reported speech, and question words to infinitives. b, Contents: + Complete each sentence with the correct form of a phrasal verb from the list. + Rewrite the following questions in reported speech, using question words before to- infiitives. c, Outcome: Ss can review phrasal verb, reported speech, and question words to infinitives and do grammar exercises correctly. d, Organization: 5. Complete each sentence with the correct - T asks Ss to work individually and then form of a phrasal verb from the list. compare their answers with a partner. Call Key: on some Ss to write their answers on the 1. set up 2. deal with board. Other Ss comment. T corrects as a 3. turned down 4. look up class. 5. give up 6. put up with 7. got over 8. keep up with 6. Rewrite the following questions in reported speech, using question words before to-infiitives. Suggested answers: 1. Trang wondered what to wear to the fancy dress party. 2. She couldn’t decide whether to helpChau - T asks Ss to do the task individually. with the money her mum had given to her. Tell them to write the reported sentences 3. Nick wondered where to get those in their notebooks. traditional handicrafts. - Call on some Ss to read their sentences. 4. Phuc had no idea who to turn to for help - T checks. with his homework. 5. Hoa was not sure when to break the sad news to him 5.Application (5’) a, Aims: Help Ss discuss in pairs and choose the suitable words/phrases to complete the talks b, Contents: Choose the suitable words/phrases to complete the mini-talks. c, Outcome: Ss can talk about real situations using everyday English d, Organization:
4. 7. Choose the suitable words/phrases to - Ask Ss to discuss in pairs and choose the complete the mini-talks. suitable words/phrases to complete the Key: talks. After checking their answers, have 1. As far as I know 2. what to do some pairs act out the mini-talks. 3. Cool 4. No worries 5. If I were in your shoes * Homework – 2’ - Do the exercises in workbook. - Review all knowledge in unit 1, 2, 3. - Prepare: The forty-five minute test. Period 23. REVIEW 1: SKILLS A.Objectives: 1. Knowledge: By the end of the lesson, students will be able to: - Review the language and skills that they have learnt in Unit 1, 2 and 3. - Help Ss develop the four skills. - Practice 4 skills with the knowledge they have learnt in unit 1, 2, 3. a. Vocabulary: about traditional crafts, city life and changes in adolescence. b. Grammar: Phrasal verbs, reported speech, Stress on content words/ pronouns in sentences. c. Skills: speaking, reading; listening, writing 2. Competence development: - Linguistic competence, cooperative learning and communicative competence. 3. Behavior: Ss like praticing four skills B.Teaching aids: 1. Teacher : Lesson plan, poster, textbook , teacher’s book. 2. Students: Workbook, notebook, look up vocabulary C. Procedure: 1. Checking: - During the lesson. 2. New lesson:think Teacher’s and students’ activities The main contents 1. Warm- up (4’) a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson. B, Contents: Chatting c, Outcome: Ss can answer some questions and attract to the lesson. d, Organization:
5. *Chatting T asks some questions Ss answer the questions. - What should you say to others who have problems? - How do they feel after that? T introduces the lesson 2. Reading (7’) a, Aims: Help Ss know how to read and answer the questions b, Contents: + Underline the phrasal verbs in the letters and say what they mean. + Decide whether the statements are true (T) or false (F). c, Outcome: Ss can do reading exercise correctly. d, Organization:Goal: 1. Read the two letters: - Have Ss read the letters silently. T a. Underline the phrasal verbs in the letters clarifis anything they do not understand. and say what they mean. - Choose Ss to read the letters aloud Key: sentence by sentence. - found out: got information - face up to: deal - Correct their pronunciation. with - Then Ss do the exercise in pairs. - go on with: continue - keep away from: avoid - T corrects as a class. b. Decide whether the statements are true (T) or false (F). Key: 1. F 2. T 3. T 4. T 5. F 3. Speaking (10’) a, Aims: Help Ss talk about given topics b, Contents: Talk in groups. Prepare a one-minute talk. Choose one of the following topics. c, Outcome: Ss can do speaking exercise correctly. d, Organization: 2. Talk in groups. Prepare a one-minute - Ss work individually f irst. Have them talk. Choose one of the following topics. read all three situations and think of the one that interests them the most. Then they talk in groups. Give them a few minutes to prepare what they want to say. Encourage them to use the language they have learnt. Go around and give assistance if need be. 4. Listening (7’) a, Aims: Help Ss know how to listen and answer the questions b, Contents: + Listen to the conversation and answer the questions.
6. + Listen again and complete the sentences. c, Outcome: Ss can do listening exercise correctly. d, Organization: 3a. Listen to the conversation and answer - Play the recording once. Ss listen and the questions. write their answers. Key: - Play the recording again for Ss to 1. In a (little) town. check. Explain any difficult words if 2. In a city. necessary. b. Listen again and complete the sentences. Key: - Play the recording again once or twice, 1. a stranger or as required. Ss write down the words/ 2. at night phrases as they hear them. 3. downtown - T checks. 4. entertainment 5. Writing (15’) a, Aims: Help Ss know how to a letter to your pen friend about your last visit to a craft village b, Contents: Write a letter to your pen friend about your last visit to a craft village. c, Outcome: Ss can do writing exercise correctly. d, Organization: 4. Write a letter to your pen friend about - Before Ss write, brainstorm Ss’ ideas your last visit to a craft village. about a craft village (or a place of You can refer to the following: interest they have been to if they haven’t been to a craft village). Tell them to look at the cues given; note, they will need modifying slightly for a place of interest. Encourage them to use the words/phrases they have learnt in the units. - Give Ss time to do the writing task. Then have them swap their work with a partner to check before handing it in. - Collect their papers to check at home. * Homework - Review all knowledge in unit 1, 2, 3. - Prepare: Unit 4 ard and ask Ss what they think it means.
7. UNIT 4 : LIFE IN THE PAST Period 24. Lesson 1 : Getting started A. Objectives 1. Knowledge: By the end of the lesson students will be able to: - Use the lexical items related to the topic life in the past. - Interact a conversation about life in the past and the differences between life in the past and now. - Understand the conversation and get more information, knowledge about life in the past - Vocabulary: lexical items related to life in the past. - Grammar: Used to: review, Wishes for the present. - Skill: Listening, reading and speaking. 2. Competence: Developing SS’s abilities of distinguish between customs and traditions. 3. Behavior: Educate the students to know about the life in the past and Ss preserve the past and love their life. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: 1. Checking: During the lesson. 2. New lesson:of lifeepts. Teacher’s and students’ activities The main contents 1. Warm up (3’) a, Aims: To attract Ss’s attention to the lesson and to lead in the new lesson. b, Contents: Look at the pictures about life in the past c, Outcome: Ss can attact to the lesson. d, Organization: - Show some pictures in the past and introduce to Ss. - Ask them to give the comments. 2. Presentation (20’) a, Aims: To help students get the main idea of the text. - To help students scan the text for the information to fill the blanks. b, Contents: + Listen and read. + Learn the structure: c, Outcome: Ss can understand the topic of conversation and structure: “used to and wish” d, Organization:
8. T asks Ss to look at the title of the conversation and 1. Listen and read. the picture. Ask them some questions: • What do you think the people in the conversation are talking about? • How do you understand the title ‘Preserving the past’? Ss answer the questions as a class. T plays the recording and has Ss follow along. T retells the form and the use of ‘Used to’. Ss copy and give examples * Structure: - Used to T introduces Wishes for the present. Eg: Ss copy and give examples - Your grandfather used to make one for me. T explains the words that Ss don’t understand. - Wishes for the present: - I wish there were movie teams like that now 3. Practice (15’) a, Aims: To develop students’ knowledge of the vocabulary of things relating to life in the past. - Help Ss can understand a conversation about life in the past and and answer the questions b, Contents: + Read the conversation again and answer the questions. + Match the expressions from the conversation with their meanings. + Choose suitable expressions from 1b to complete the short conversations. + Use the words/phrases in the box to complete the sentences. c, Outcome: Ss can know and use some words related to the topic life in the past well. Ss also can understand a conversation about life in the past well. d, Organization: T asks Ss to work independently. a. Read the conversation again and Then allow Ss to share answers. answer the questions. Ss work independently and share their answer with Key: their friends. 1. Fathers make kites for sons. T checks their answers as a class. 2. Once every two months. 3. They used to come early, trying to get a place near the screen. 4. Only wealthy households. 5. Yes, he does. He said: “Sometimes T ask them to do exercise b. I wish I could go back to that time.” Ss do exercise. Ex b. Match the expressions from T corrects the mistakes the conversation with their meanings.
9. Key: T has Ss work independently to find the most 1. c 2. a 3. d 4. b suitable response to each item. Then T asks them to c. Choose suitable expressions from practise with their partner. 1b to complete the short Ss work in pairs conversations. Key: T checks as a class and explains the answers where 1. Sure. necessary. 2. I can’t imagine that. 3. How cool! 4. I wish I could go back to that time. T makes sure Ss understand the meaning of the 5. How cool! words/phrases in the box. 6. I can’t imagine that. T asks them to give some examples to show that they understand the phrase ‘technological changes”. 2. Use the words/phrases in the box Ss then work independently to complete the to complete the sentences. sentences. Have them share their answers in pairs. Key: T elicits the answers from the whole class. 1. a 2. d 3. c 4. b 5. e 6. f 4. Application (5’) a, Aims: Help Ss practice speaking about the past events. b, Contents: Ss work in groups to make a list about some of the past events and practices in your area. Then present them to the class. c, Outcome: Ss can make a list about some of the past events and practices in their area and talk about the past events d, Organization: 3. Make a list about some of the T has Ss work in small groups to come up with as past events and practices in your many past events and practices in their areas as area. Then present them to the possible. class. Time: 4 minutes T has them present the list they have made to the Example: class. Women in Hue used to go swimming at the beach fully clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went out, to stay at home as housewives, ... * Homework – 2’ - Collect the pictures about life in the past. - Prepare: A closer look 1.
10. UNIT 4 : LIFE IN THE PAST Period 25. Lesson 2 : A closer look 1 A. Objectives 1. Knowledge: By the end of the lesson students will be able to: - Practise vocabulary related to the topic "life in the past". - Practise how to pronounce Stress on auxiliary verbs in sentences. - Know more words related to the topic - Identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly - Vocab: vocabulary related to life in the past. - Pronunciation: Stress on auxiliary verbs in sentences. - Skills: Improve their listening skill, writing skill and pronunciation. 2. Competence: SS will develop some competences such as being determined, self- studying, creative and communicating. They will use language correctly. 3. Behavior: Educate the students to know about the life in the past and Ss preserve the past and love their life. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: 1. Checking: During the lesson. 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up (5’) a, Aims: To attract Ss’s attention to the lesson and to lead in the new lesson. b, Contents: Ss show the pictures about life in the past that they collected at home before class and talk the content of the pictures. c, Outcome: Ss can review life in the past. d, Organization: - Ask Ss to show the pictures about life in the past that they collected at home before class and talk the content of the pictures. - Then they change the pictures each other. 2. Presentation (15’) a, Aims: Help students know more vocabulary related to the topic and the pronunciation of an auxiliary verb combines with another verb. b, Contents: + Learn vocabulary + Learn pronunciation
11. c, Outcome: Ss can use vocabularies related to the topic "life in the past" and can know pronunciation of an auxiliary verb combines with another verb. . d, Organization: T teaches some vocabulary words 1. Vocabulary Ss copy and read - preserve - bare-footed - illiterate - vendors - seniority - behaviour 2. Pronunciation - An auxiliary verb combines with T explains the pronunciation of an auxiliary verb another verb to help form the tense, combines with another verb. mood, voice of the main verb. Ss listen and remember. They are: be, have, do, can, shall, will, may, must, need, used (to) - An auxiliary verb is not usually stressed Eg: Does he like it? 3. Practice (18’) a, Aims: Help Ss use vocabularies related to the topic "life in the past" and know more how to pronounce Stress on auxiliary verbs in sentences b, Contents: + Match a verb in A with a word/phrase in B. + Complete the sentences. + Choose a word/phrase from the box to complete the sentences. + Complete the sentences with the right form of the words below. + Listen and underline the auxiliary verbs which are stressed. Then practise saying the sentences. + Underline an auxiliary if it is stressed. Then listen, check, and repeat the sentences. c, Outcome: Ss can use vocabularies related to the topic "life in the past" and pronounce Stress on auxiliary verbs in sentences d, Organization: T asks Ss to do the matching individually. Then 1. Match a verb in A with a allow them to share their answers with a partner. word/phrase in B. Ss work individually Key: T checks as a class. 1. f 2. g 3. b 4. a 5. c 6. e 7. h 8. D T asks Ss to work individually. Choose the correct 2. Complete the sentences. answer for each sentence first. They then read the Key: 1. kept a diary
12. sentence carefully to determine the form and the tense 2. entertain themselves of the verb. 3. preserve our traditions T checks the answers as a class. 4. Use your imagination 5. acting out stories 6. collect the post 7. going bare-footed 8. dance to drum music 3. Choose a word/phrase from the box to complete the sentences. T has Ss work individually. Then they can exchange Key: their answers with a partner. Check as a class. 1. seniority Ss make new sentences using these words and 2. illiterate phrases. 3. street vendors 4. strict rules 5. Physical 6. face to face T asks Ss to read the definitions before doing the task. 4. Complete the sentences with the T has Ss read each sentence and decide what part of right form of the words below. speech is missing from the sentence. Key: For example, sentence 1 needs a noun because this 1. habit word stands after article ‘a’. They then complete all 2. behaviour the sentences. 3. tradition - Confirm the correct answers as a class. 4. habit 5. practice 6. behaviour T plays the recording. Ss listen and underline the stressed auxiliaries. They 5. Listen and underline the then repeat the sentences with a focus on the stressed auxiliary verbs which are stressed. ones. Then practise saying the sentences. Key: 3. did 4. hasn’t. 5. don’t 6. do. 4. Application (5’) a, Aims: Help Ss more practice using vocabularies related to the topic "life in the past" b, Contents: Make sentences with the words they have learnt. c, Outcome: Ss can review some vocabulary words they have learnt. d, Organization: + Work in groups - Divide the class into 2 teams - Make sentences with the words they have learnt. - Team with more right sentences will won T corrects and gives feedback * Homework. – 2’
13. - Practice vocabulary and pronunciation again. - Guide ss how to do EX in WB. - Prepare: A closer look 2 UNIT 4 : LIFE IN THE PAST Period 26. Lesson 3 : A closer look 2 A. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Use the lexical items related to the topic "life in the past". - Review Used/ didn’t use + to inf to talk about past practices, express wishes for the present. - Practice doing exercises with Used/ didn’t use + to inf and wish . - Vocabulary: Review - Grammar: Review Used/ didn’t use + to infi to talk about past practices and wishes for the present. - Skills: listening, speaking, reading and writing. 2. Competence: SS will develop some competences such as being determined, self- studying, creative and communicating. They will use language correctly. 3. Behavior: Students have more knowledge about life in the past . B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: 1. Checking: During the lesson. 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up (3’) a, Aims: To warm up the class and lead in the lesson. b, Contents: Review “ used to+V” c, Outcome: Ss can remember how to use “used to+V” d, Organization: T asks Ss: * We use “Used to” and “didn’t use When do we use ‘used to’? to” V to talk about an activity that Ss answer repeatedly happened in the past. T introduces the lesson 2. Presentation (18’) a, Aims: Help Ss more practice using structure “used to+V” and know how to use “wish sentence” b, Contents: + Use used to or didn’t use to with the verbs from the box to complete the sentences.
14. + Read and underline the main verbs in the wish sentences. Then answer the questions. + Read and underline the main verbs in the wish sentences. Then answer the questions. c, Outcome: Ss can review the structure: “used to” and do related exercises correctly. d, Organization: T has Ss work individually. Then ask them to exchange 2. Use used to or didn’t use to with their answers. Correct them as a class. the verbs from the box to complete the sentences. Key: - T asks Ss to read the conversation in GETTING 1. used to be STARTED again and look for sentences containing 2. didn’t use to transport wish. Ask them to underline the main verbs in the 3. used to dye 4. used to kill sentences and answer the questions. 5. used to pull out 6. didn’t use to Elicit the rule for the main verbs in the wish sentences spend for the present. Then have them read the Look out! box. 3. Read and underline the main T may write the rule on the board. verbs in the wish sentences. Then answer the questions. T gives the structure: Wishes for the present. Key: Ss copy and give example 1. for the present 2. the past simple and past continuous 3. Practice (14’) a, Aims: Help Ss more practice using “wish sentence for the present” b, Contents: + Tick ( ) if the sentence is correct. If the sentence is not correct, underline the mistake and correct it. + Make up wishes from the prompts. c, Outcome: Ss can do exercise using wishes for the present and can talk sentences by using “Wishes for the present” about themselves. d, Organization: 4 .Tick ( ) if the sentence is correct. If the sentence is not correct, - T has Ss do this exercise individually. They may refer underline the mistake and correct to the rule on the board. it. - T checks the answers as a class. Key: Correct: 1 and 4 Incorrect: 2. will → would 3. can → could 5. don’t → didn’t 6. is → was/were - T has Ss look at the prompts first and decide whether 5. Make up wishes from the the sentence is a wish for the present/future or for prompts. something happening right at that moment. They then
15. choose the appropriate tense for each sentence. Key: - T asks them to write out the sentences in full. Let Ss 1. I wish we could communicate share their work with their partner. with animals. T checks as a class. 2. I wish no child was/were suffering from hunger. 3. I wish I was/were playing on the beach. 4. I wish there was/were/would be no more family violence in the world. 5. I wish I was/were going bushwalking with my friends. 6. I wish there were four seasons in my area T asks Ss make sentences by using “Wishes for the present” about themselves Eg: I wish I have a car Ss practice *Groupwork: - Divided the class into two teams - Team 1: to make some sentences with used to - Team 2: to make some sentences with Wish - Time: five minutes. - The group with the most correct sentences is the winner. 4. Application (8’) a, Aims: Ss can interact to each other. b, Contents: Ss talk their wishes and how can do it c, Outcome: Ss can talk their wishes and how can do it d, Organization: T asks Ss to talk their wishes and how can do it Eg: Ss practice I wish I have a car. Right now, I will T corrects work hard and earm more money to buy a car. * Homework.- 2’ - Do exercise in the exercise’s book. - Learn by heart all the structures - Prepare: Communication. - Write 5 wish sentences about their life.
16. UNIT 4 : LIFE IN THE PAST Period 27. Lesson 4 : COMMUNICATION A. Objectives 1. Knowledge: By the end of the lesson students will be able to: - Know more about past practices. - Make comments on or express opinions about facts in the past - Describing past practices. - Vocabulary: Extra vocabulary about life in the past. - Grammar: Review - Skill: Speaking, writing. 2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence. 3. Behavior: Students are hard-working and attentive. They know and choose the right ways of communication for them. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: 1. Checking: During the lesson. 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up (3’) a, Aims: To warm up the class and lead in the lesson. b, Contents: Ss talk about what they know about past practices. c, Outcome: Ss can talk about what they know about past practices well. d, Organization: - Ask Ss to talk about what they know about past practices. 2. Presentation (5’) a, Aims: Help students understand the stories. b, Contents: Ss study some extra vocabularies and brainstorm about the stories c, Outcome: Ss can know some vocabulary words in the text d, Organization: 1. Extra vocabulay T teaches some vocabulary words - downtown: in, towards or typical of the Ss copy and read centre of a city, especially its main business area Khu vực thành phố - remote (adj): far away from places where other people live – xa xôi, hẻo lánh - igloo (N): a small round house or shelter built from blocks of hard snow by the
17. Inuit people of northern N America: lều tuyết - domed (adj): hình vòm/ mái vòm - arctic (Adj):related to or happening in the regions around the North Pole: thuộc Bắc cực/ phương Bắc T asks Ss to discuss and answer the questions in Ex 1. Read and answer the answer part 1a. Note: There are no wrong answers at this * Answer stage. 1. ⇒ It collects stories about the past to Ss discuss the questions in pairs help people understand more about life in that time. Ss read the stories individually as quickly as 2. ⇒ I think the elderly sent in the stories possible and checks the answer. to the competition. 3. ⇒ The first story is about work of a postman in a remote area and the second one is about life and traditions in Baffin Island long time ago. 3. Practice (20’) a, Aims: Help Ss understand the content of the stories. b, Contents: + Read the stories and find the words which mean + Discuss the questions. + Ss work in groups to decode the sentences written in texting/ chatting style without looking at the cues. c, Outcome: Ss can understand the stories, gain a deeper understanding of what life was like for people in the stories and know how to response relate to which story. d, Organization: Ex2. Read the stories and find the - T has Ss read the definitions and look for the words which mean: words in each story. Key: Ss do this in pairs 1. illiterate 2. pass on 3. treat (someone) 4. block 5. survive 6. dogsled Ex3. Discuss the questions. Suggested answers: - This task encourages Ss to use their critical 1. It was difficult to reach the villagers thinking skills to find explanations for the on the mountain./There were no other questions. means of transport available. - Ss will consequently gain a deeper 2. There was no school in the understanding of what life was like for these villages./The nearest school might be
18. people. too far away. - Have Ss work in groups. Encourage them to use 3. There were no other materials their imagination and background knowledge to available in that deserted land./There explain some information from the stories. Ss were no easy means to transport then share their opinions with the class. materials from other places to the island. - T acts as a facilitator. 4. It was impossible to build a big house with several rooms in the ice and snow./ People felt safer living in communal groups. - Have Ss work in groups to match the responses 4. Which responses relate to which with the stories. Ask them to underline the key story? words in the responses which help them do the Key: matching. Story 1: 2, 4 Story 2: 1, 3, 5 4. Application (15’) a, Aims: Help Ss write and present a story for the Looking Back competition b, Contents: Work in groups to presents the story to the class. c, Outcome: Ss can write and present a story for the Looking Back competition. d, Organization: - Ask Ss to work in small groups and work out a 5. Work in groups. Work out a story story of their own. Make sure Ss include the for the Looking Back competition. necessary information in the story as suggested in the task. - Each group then presents the story to the class. - The rest of the class can ask questions about the topic. * Homework.- 3’ - Learn new words/ workbook: C. Speaking - Prepare next lesson: Skills 1. *