UNIT 3: PEOPLE OF VIETNAM A CLOSER LOOK 1 I/ OBJECTIVES By the end of the lesson, students can: - Pronounce words containing clustes /sk/,/sp/, and /st/ correctly in isolation and context - Use the lexical items related to cultural groups of Viet Nam 1. Knowledge: a. Grammar : Simple present b. Lexical items : - Vocab: cultural groups of Viet Nam c. Pronunciation: -Clusters: sk/,/sp/, and /st/ 2. Skills: - Listening, Speaking, Reading,Writing and interactive skills 3. Attitude: - Cooperation, respect, having right and friendly attitudes with friends, teachers in the new school 4. Quality and competence: - Be confident and friendly with the new school environment - Develope listening, speaking skills and cooperative interaction II/ TEACHING AIDS (MATERIALS) 1.Teacher’s preparation: - Lesson plan, Pictures, posters ,textbook,CD-MP3(Computer-Multi projector/cassette/ “sách mềm”) and other materials 2. Students’ preparation: - Textbook, notebook, school things. III/ WORKING ARRANGEMENTS( WAYS OF WORKING ) - Pair work , individual work, group work, T-WC IV/ TEACHING PROCEDURE: 1-Greeting`and checking students’ adtendence: Total: In: ......... Out: .......... . 2-Checking the old lesson 3-New lesson: Teacher’s activities Student’s activities I.Warm up(5'): Brainstorming - Divide the class into 2 two teams - Ss brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk songs… - Encourage them to guess and call out as many words as possible - In 4 minutes the team with more right words is the winner. - Introduce the new lesson - Take part in the game in 2 teams I.The new leson A.Vocabulary (20') * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board - develope (v) phát triển - insignificant (a)không quan trọng , không có ý nghĩa - complicated (a)tinh vi ,phức tạp - majority (a) đa số - (a)thiểu số - basic (a) cơ bản - Repeat in chorus and individually - Copy all the words 1.Match the adjs in A with their opposites in B (P28) - T may explain and give examples of adjectives. Ask Ss to give some more - Check understanding of these words. -Elicit ideas from the Ss. Say. for example, - Go through all the words in this way to make sure understands them. - If there is time, advanced Ss can write the words in sentences (or homework). - Ss work in pairs to match the adjectives with their opposites. T elicits the answers from the class. 1.Key: 1.d 2.c 3.g 4.a 5.f 6.e 7.b 2. Use some words from 1 to complete the sentences (p28) - Get Ss to work individually. - Ss compare their answers with a partner and then discuss as a class. - There may be some variations in the answers. For a more able class, encourage Ss to explain why they choose that word for the category. - Check their answers. 3. Work in pairs. Discuss what the word is for each picture......(p 28) - Ask Ss work in pairs. When they have finished, let them exchange their answers with a partner/ another pair. - Check the answers with the class. For more able Ss, ask them to give other words they know which are related to the life of ethnic minority people. - Then T elicits the correct answer. - Ss work individually to do the task. Some Ss may write the answers on the board. 2.Key: 1.written 2.trasitional 3.important 4.simple, basic 5.rich - Ss work in pairs and discuss what the words is for each picture 3.Key: 1.ceremony 2.pagoda 3.temple (Ly Son) 4.waterwheel (in the north) 5.shawl (of the Thai women) 6.basket (of the Sedang) B. Pronunciation (15'') Clusters: /sk/, /sp/, and /st/ 4. Listen and repeat the words( P28) - Ask Ss to listen and repeat. - Pause the recording to drill difficulty items. - Have Ss say the words individually - Listen and repeat Audio script: skateboard stamp speech display first station Instead crisp school basket space task 5. Listen again and put them in the right... ( P28) - Play the recording again. Ss listen carefully and put the words in the right columns. - Note that ‘school’ may cause some confusion because the sounds of /sk/ are spelled with the letters ‘sch’. - Ask Ss to give other words which contain these clusters. - Do the task individually 4.Key : /sk/ /sp/ /st/ skateboard Speech Stamp School Display First Basket Crisp Station task Space Instead 6. Listen and read the following ... (p28) - Play the recording two or three times (or more if necessary). Help Ss recognize all the words with /sk/,/sp/,or /st/, then underline them as assigned. - Listen and repeat 6.Key: 1. The Hmong people I met in Sa Pa speak English very well 2. You should go out to play instead of staying here. 3. This local speciality is not very spicy. 4. Many ethnic minority students are studying at boarding schools. 5. Most children in far-away villages can get schooling. III. Consolidation (3') - Ask ss to find some more words that have these clusters: /sk/, /sp/, and /st/ IV. Homework (2') - Learn by heart all the new words. - Guide ss how to do Exs (workbook) - Prepare: Unit 2: Closer Look 2 - Answer teacher's questions. - Say out the words - Take note