Unit 12: Aían Games

Before you read 7minutes - T introduces the topic of the lesson and gets students to work in pairs and answer the questions on page 136.. AFTER YOU READ 7 minutes Students work in grou

Unit 12 The Asian Games Period 1 Reading

I- Objectives : By the end of the lesson , pupils will be able to :

- Develop such reading micro-skills as scanning for specific information and indentifying

meaning in context.

- Use the information they have read to dicuss the related topic

II Teaching aids : Textbook , pictures

III Teaching procedure

pupils

Warn - up ( 5 minutes)

- T gets students to work in pairs , matching the four countries ,

sports with the correct pictures on page 136.

- T checks the answer with the whole class

Before you read (7minutes)

- T introduces the topic of the lesson and gets students to work

in pairs and answer the questions on page 136.

- T calls on some students to answer the questions

- T elicits comments from the class and asks students to guess

what they are going to read about

While you read

- T : You are going to read about the Asian Games Then you

do the task follow

* TASK 1 ( 8 minutes): Gap filling based on word meaning

guessing

- T writes the words in the box on the board

- Students read the passage quickly and stop at the lines that

contain these words to guess their meaning

- T check that students understand the words correctly

- Next , T instructs students some strategies to do Task 1.

+ First , students should read through the sentences to

identify the part of speech of the word

+ Read the sentences carefully to understand the meanings

roughly Read the words in the box to choose the most

suitable one to fill in each blank

+ Students exchange their answers with other students

- T asks students for their answers and tell them to explain

their choices

- T gives the correct answers

Pair work and whole class

Pair work and whole class

Whole class , individual and pair work

pupils

1 facilities 2 aquatic 3.enthusiasm 4.effprt

5.advancing 6.appreciated

* TASK 2 ( 8 minutes)

- Students scan the passage , then complete the table

- Students exchage the answer with their partner.

- T calls on some students toread out their answers

- T gives the correct answers

1 1951

2 the 2nd Asian Games Manila , the Pholipines

3 1958

4.Squash , rugby ,fencing and mountain biking

5 2002

* TASK 3 ( 7 minutes ) : Answering questions

- T instructs students to use some strategies to do the task

+ First , skim the three questions to understand them.

+ Go back to the first question and locate the information for

it by finding the key words in the passage and mark the place.

+ Read the part carefully to find the answer

+ Continue with the rest of the questions.

-T asks students to discuss their answers within their group

- T calls on some students to write their answers on the board

- T elicits comments from the class and gives the correct

answer

1.The purpose of the Asian Games is to develop inter cultural

knowledge and friendship within Asia.

2 9,919 participants took part in the 14 th Asian Games

AFTER YOU READ ( 7 minutes )

Students work in groups of 4 or 5 , mane the sports in which

Vietnamese athletes have won gold medals at the Asian Games

, then representative of each group speak in front of the class

HOMEWORK.( 3 minutes )

- Students learn new words and use the information they have

learnt to speak about the Asian Games

Individual , group work and whole class

Group work

s

Period 2 Speaking

A Objectives : By the end of the lesson , student will be able to

- Ask and give in formation about the Asian Games ( host country , year , number of

countries , number of sports)

- Talk about the result of o certain country at the Asian Games

B.Teaching aids : Texbook , 4 pictures of some Vietnamese athletes at the lastest Asian Games

C Procedure :

pupils

Warn - Up ( 10 minutes )

- T asks students to work in pairs , matching the four athletes

with the correct pictures

-T asks students to tell who they like most and why

TASK 1 ( 15 minutes )

- T asks students to read through the information from the table

on page 139

- T reads all the host countries , then asks students to repeat in

chorus

- T calls on some students to read the words again

- T and students do the same with the years

- T asks students study the example carefully so that they know

what they are going to do

- T calls on some pairs to practise the example.

- Students work in pairs , asking and answering about time ,

host country , number of countries , number of sports

- T calls on some pairs to practise speaking in front of the class

And give comments on students’ferformance

Task 2 ( 15 minutes )

-T asks students to read through the table and study the

example carefully so that they know what they are going to do

- T calls on some students to read out the example.

- T asks students to work in groups of four or five , talking

about the sports results of the Vietnamese athletes at 14th Asian

Games

- T then calls on some representatives of the groups to present

their group’s ideas in front of the class

- T gives comments on students’ferformance

HOMEWORK ( 5 minutes )

- For homework , students write a paragraph about the sports

results of the Vietnamese athletes at 14th Asian Games

Individual and pair work

Park work

Individual and pair work

Period 3: Listening.

A Objectives: By the end of the lesson, students will be able to:

- Do all the exercises given in the textbook

- Talk about some kinds of sports and the activities related

B - Materials:

- Textbook

- A tape recorder, listening tape

D - Procedure:

Teacher’s activities Students’ activities.

I – Warm-up: (5 minutes)

Game “The Wheel of Fortune”

-Divides the class into four large groups

-Appoints a representative for each group

-Explains the rules of the game: The groups will have

to find out the secret word hidden in the empty boxes

by guessing the letters in it The groups take turn to

guess If one group cannot find the correct letter, it’s

the next group who continues One correct letter will

get one point The group who can find out the secret

word first is the winner

-Draws the empty boxes (hiding the word) on the

board, like this

-Gives out the clue: This word contains 5 letters It is

an unlackable part of our life.

-Writes the correct letter that students have guessed in

its box

-Congratulates on the winner and leads students to the

lesson, saying that: The secret word is SPORT That’s

right, sport is unlackable part of our life Our

listening text today will give us some information

about some types of sports.

II – Listening lesson:

II.1.Before you listen: (5 minutes)

-Shows students the pictures in their textbook

-Asks them the first question and if they donot know

the English words for these types of sports, writes the

words on the board

Gymnastics Long jump

Swimming High jump.

-Asks them next questions

-Introduces the new words (writes them on the board

and explains their meanings)

Coming live gymnasium

Land gymnast

Freestyle bar

-Writes the name of the athletes on the board

Lee Bongju Vichai

Lily Yuko

-Reads through the words written on the board

-Asks students to read them in chorus twice

-Asks some students to read the words individually

-Correct their mistakes in pronunciation

II.2 While you listen: (25 minutes)

1 Task 1: (teacher-designed).

-Divides the board into 2 columns: Column A with the

names of the athletes, column B with the types of

sports, like this

-Listen and do as instructed

(take turn to guess the secret word)

-Listen

-Look at the picture

-Answer the question

-Answer the questions

Suggested answers.

2.Yes, I watch them quite often / No, I’ve never watched them.

3.I like swimming best because it is simple to practise.

-Listen and write down

-Listen

-Read in chorus, then individually

-Correct the mistakes

-Look at the board

A B

1.Yuko a,Long jump

2Vichai b,Swimming

3.Lily c,Gymnastics

4.Lee Bongju d,High jump

-Asks students to listen to the tape and match each

athlete with the type of sport they take part in

-Plays the tape

-Lets students compare answers in one minute

-Calls on some students to give their answers

-Asks for comments from the others

-Gives the correct answers

2 Task 2: (Task 1 in the textbook)

-Asks students to read through the sentences given

-Explains new words (if any)

-Asks students to pronounce the answers correctly in

order to avoid mistakes while listening

-Checks if students are ready to listen

-Plays the tape

-Lets students compare answers with a peer in 2 or 3

minutes

-Calls on some students to give their answers

-Writes their answers on the board

-Asks others if they have different answers

-Gives the correct answers (If students cannot hear

clearly, plays the tape again and pauses at the answers

for them to catch)

3 Task 3: (Task 2 in the textbook).

-Asks students to read the questions carefully

-Explains new words (if any)

-Explains the whole questions (if students cannot

understand)

-Asks students to listen to the tape again and find out

the answer to each question

-Plays the tape

(-Plays the tape again if students haven’t caught

enough information)

-Asks students to work in pairs to ask and answer the

questions given

-Goes round to offer help where necessary

-Calls on some pairs to ask and answer

-Asks others to give comments and correct their

friends’ mistakes

-Gives the correct answers (it is also possible for

teacher to play the tape again and pause at the answers

for students to catch)

-Listen and match

-Compare answers

-Give comments

-Listen and write down

Suggested answers.

1b 2d 3c 4a

-Read through the sentences given

-Listen and write down

-Pronounce the answers

-Listen to the tape

-Compare answers

-Give answers

-Listen and write down

Suggested answers.

1.C 2.A 3.B 4.B 5.D

-Read the questions carefully

-Write down

-Listen to the tape and find out the answers

-Work in pairs to ask and answer the questions given

-Ask and answer

-Correct the mistakes

-Listen and write down

Suggested answers

1.(It was) at 10.15 pm.

2.(They have won) six gold medals.

3.(He has completed in the long jump) 2 times.

4.Hish jump was (the last sports event mentioned in

II.3 After you listen: (9 minutes)

-Asks students to work in groups of 3 or 4 and talk

about their favourite athletes

-Suggests some questions that students should base on

to create their talk

1.What’s his/ her name?

2.Where is he/ she from?

3.What sports events has he/ she taken part in?

4.How does he/ she show himself/ herself in that sport

event?

5.What and how many medals has he/ she got up to

now?……

-Supplies them with new words

-Goes round to give help to students

-Calls on some students to present their talks in front

of the whole class

-Asks others to listen and give comments

-Corrects their mistakes and gives high marks to those

who have done well in the task

III – Homework: (1 minute)

-Asks students to write small passages (of at least 75

words) about their favourite athletes

the report).

5.He was very disappointed.

-Work in groups of 3 or 4 and talk about their favourite athletes

-Base on the suggested questions to create the talk

-Write down new words

-Present

-Listen and give comments

-Listen

Period 4: Writing.

A Objectives: By the end of the lesson, students will be able to:

- Write about the preparations for a sports event

- Create a passage coherently

B Materials :

- Textbook, handouts

Handout: Match each of the things (that should be done) in A with the reason why we should do it in B

A B

1.build one more National Stadium,… a,to warm up the atmosphere and spirit of the games 2.upgrade National Sports Centre and local stadiums b,to make it easier for athletes to travel around.

3.widen training areas and roads to sports buildings c,to hold the matches and games more properly.

4.equip hotels, guest houses with modern facilities d,for everyone to know everything about the games 5.promote and advertise preparations for the Asian e,because they are not in good conditions.

games on the radio and T.V f,to make athletes feel more comfortable and healthy 6.recruit volunteers to serve the games (university g,to help athletes in their daily activities or introduce

teachers and students with good English) them about Vietnamese life and traditions

7.hold competition to choose an official song

D Procedure:

I – Warm-up: ( 2 minutes)

-Asks students the questions:

1.Can you name some sports events in the world.?

2.What Asian sports events were held in Vietnam?

3.What do you think should be done to prepare for the

games?

-Leads students to the writing topic: Describe the

preparations for the Asian Games.

II – Writing lesson:

II.1.Outlining: (7 minutes)

1 Ideas

-Asks students to read the cues given carefully

-Explains new words

-Elicits more ideas from students (with good and

excellent students)

-Asks students to use the given cues in their passage

because they are quite proper

-Asks students what they should add to each idea

given

-States that students should include the situation or the

reason why the thing should be done

2 Language

-Supplies students with necessary new words

-Asks them to use connectors such as: first of all/

firstly/ and/ what’s more… in their passages.

-Encourages students to use different structures and

expressions

II.2 Writing tasks

1. Task 1 : (5 minutes)

-Answer the questions

Suggested answers:

1.The World Cup, the Olympic Games, the Winter Olympic…

2.The Tiger Cup, the Sea Games…….

3.Many things should be done: building more stadiums, more hotels, upgrade sporting centres…

-Read the cues given carefully

-Listen and write down

-Give more ideas

-Answer: we should add the reason why such thing should be done

-Listen

-Write down

-Use different structures and expressions

-Asks students to form groups of 3 or 4.

-Gives each group a handout

-Asks students to match each of the things (that should

be done) with the reason why we should do it

-Asks them to feedback

-Gives the correct answers

2 Task 2: (20 minutes)

-Asks students to deal with individual ideas before

combining them to form a passage

-Deals with the first idea as an example

-Writes the words given on the board

Build: one more National Stadium, some sports

buildings and carparks.

-Then writes the complete sentence made from those

words

We will build one more National Stadium, some sports

buildings and carparks so that we can hold the

matches and games more properly and successfully.

-Asks students to do similarly with the other ideas

-Leaves enough time for students to do the task (about

10 to 15 minutes)

-Goes round to give help where necessary

-After students have finished, asks them to exchange

and correct each other’s sentences

-Asks 3 students to write their sentences on the board

(each student writes 2 sentences)

-Asks others to read the sentences on the board

carefully, then find out and correct the mistakes

-Corrects the sentences on the board

-Asks students to correct their own mistakes (if any)

3 Task 3: (10 minutes)

-Asks students to combine the individual sentences

that they have made to form a complete passage

(beginning with the sentence in the textbook)

-Encourages students to use appropriate connectors

(given in the outlining activity) to combine the

sentences

-Lets students do this in about 7 minutes

-Goes round and offers help as well as collects the

mistakes that students make

-Asks students to peer-correct

-Asks 1 or 2 students to read their passages out for the

others to give comments (if there is enough time left)

-Asks for feedback

-Notices students of the most common mistakes and

how to avoid such

III – Homework: (1 minute)Gives a situation for

students to write another passage:You are the

headmaster of school Write a passage about what

will be done in your school before the new shool year.

-Work in groups of 3 or 4

-Match each of the things (that should be done) with the reason why we should do it

Suggested answers:

1c 2e 3b 4f 5d 6g 7a

-Deal with individual ideas before combining them to form a passage

-Listen and writedown

-Do similarly with the other ideas

-Exchange and correct each other’s sentences

-Write the sentences on the board

-Read the sentences on the board carefully, then find out and correct the mistakes

-Listen and write down

-Check if there are any mistakes in the sentences -Combine the individual sentences to form a complete passage

-Use appropriate connectors

-Peer-correct

-Read out

-Feedback

-Listen and write down

-Write passages basing on the topic

Period 5: Language Focus

II Objectives: By the end of the lesson, Ss will be able to

- Distinguish the cluster /str/, /skr/, /skw/

- Pronounce /str/ - /skr/ - / skw/

- Revise "Relative Clause"

- Learn how to omit relative pronouns

- Pronounce the words and sentences containing these clusters correctly

- Use relative clauses in sentences appropriately

- Understand the use of omission of relative pronouns

III Materials

Textbook, handouts

IV Anticipated problems

Ss may find it difficult to distinguish between omit or don’t omit relative pronouns in sentences

V Procedure

Teacher's Activities Students' Activities

- T greets Ss

I Pronunciation

Distinguish sounds (4Minutes)

- T models the clusters /str/, /skr/, skw/ for a

few times and explain how to produce them

e.g : When producing /skr/, Ss should

produce /s/ first and then quickly switch /k/

and then /r/

- T plays the tape (or reads once for Ss to hear

the words containing these clusters Then T

plays the tape (or reads) again and this time

asks Ss to repeat after the tape (or T)

- T asks Ss to read the words in each column

aloud in chorus for a few more times Then T

calls on some Ss to read aloud T listens and

corrects if Ss pronounce the words incorrectly

Practising the dialogue containing the target

sounds (6 Minutes)

- T asks Ss to work in pairs to read -aloud the

sentences in the textbook

- T goes around to listen and take notes some

typical errors

- T calls on some Ss to read alound and give

corrective feedback

II Grammar (35 Minutes)

1 Activity1: Revision of Relative clauses ( 7

Minutes)

- T elicits some relative pronouns and the use

of relative clauses form Ss by asking them to

give examples and analyze If necessary we

can show the following handout

Examples:

- The girl who is in the red is my sister

- Ss greet T

- Ss listen to T

- Ss listen to the tape (or T) and repeat

- Ss practice the words in column in textbook

- Ss read aloud

- Ss work in pairs to practice sentences in the textbook

- Ss read aloud

- Ss elicit relatives pronouns, use of relative clause and give examples

- An orphan is a child whose parents are dead

Handout

Who, that

Whose

Whom

Where

Which, That

- We use "Who, that" when we talk about a human being and and it is a

subject of a clause

e.g: The girl who Gerry is going to marry is American

- Use "Whose" in relative clauses when replace for " his, her, their"

E.g A widow is a woman whose husband is dead

- May replace for

"Who" when it is an object of a verb in relative clause

E.g: The man Whom

I wanted to see was away on holiday

- Use "Where" in relative clause when talk about places

E.g: The hotel where

we stayed wasn't very clean

- When we talk about

an object we use "

Which" or "That" in relative clause

E.g:I don't like stories which/that have unhappy endings

2 Activity2: Omission of relative pronouns

(28 Minutes)

a Presentation (10Minutes)

- T give some following examples and ask Ss

analyze the differences between them

E.g.:

1 The woman who/that lives next door is a

doctor

The machine which/that was broke down

- Listen to T