- By the end of the lesson, the students are able to write a narrative.. You will need to use them in writing - To create interest and to introduce the language point - To focus SS on ke
Trang 1LESSON PLAN
Lessons No 5 Writing
Outcomes - By the end of the lesson, the students are able to describe a friend
- By the end of the lesson, the students are able to write a narrative
Type of lesson - Skill-based (writing)
Key Vocabulary - vicious - smart - imbecile
- criticize - confess - giggle
Key structures - He had a way of criticizing you that made people laugh at you
- He was the same age with us but very tall with black hair cut very short
Anticipated
problems
- Some students may not be confident enough to express themselves in English
Materials - Textbook - Handouts
- Chalk and board - Sheets of paper
Stage /
Timing Procedure Aims Focus Materials
1.
Warm-up
& lead-in
(5-6')
Game: Memory check
- Hang a poster with descriptive adjectives on the
board
- Tell SS to look at the words for a few seconds, and
try to remember them
- Put the poster away and ask SS to write down as
many words they can remember as possible The
student with the most words listed wins the game
- These are the adjectives:
tall beautiful kind smart timid handsome short pretty thin black curly long shy straight slim
- Ask the student how s/he can remember so many
words
- Tell SS if they put things under some
classifications, it's easier to remember them
- Ask SS to put the adjectives under three headings
of Hair / Face, Build and Opinion
Expected answers:
Hair / Face Build Opinion
long / black tall / slim beautiful / pretty
curly / straight short / thin kind / handsome
timid / shy / smart Transition: - We use these kinds of adjective to
describe people You will need to use them in writing
- To create interest and to introduce the language point
- To focus
SS on key features
Indivi-duals T-class
T-class
- Poster
- Sheets of paper
- Chalk & board
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Pre-writing
(4-5')
a narrative about a friend of yours, which is the focus
of today's lesson
- Write down on the board: Unit 1 Writing a
Narrative
Teaching Vocabulary
- Elicit the meanings of new words from SS or give
explanations yourself
vicious / 'vijbs / (a.) = acting with evil intentions;
spiteful
(xấu xa; nham hiểm)
imbecile / 'imbasi:l; US -si / (n.) = stupid or silly
person; fool
kẻ ngốc, người khờ khạo)
smart / smart / (a.) - clever; intelligent
criticize / 'kritisaiz / (v.) = point out the faults of
sb/sth
(chỉ trích, phê bình)
confess / kan'fes / (v.) = admit (thú nhận)
giggle / 'gigl / (v.) - laugh lightly in a nervous or silly
way
(cười rúc trích)
- Read the words one by one and ask SS to repeat
-To introduce the topic
- To help enrich SS' Knowledge and help them understand the text
- To give some pronuncia-tion
practice
T-class
T-class
- Chalk & board
- Chalk & board
(1-2')
(5-6')
(4-5')
(4-5')
Checking Vocabulary: ROR
- Rub out one or some of the words and ask SS to
read them all again
- Continue until no word is left on, the board
Activity 1: GaD-ffllina (Task a d.20)
- Ask SS to read the passage and fill in each gap
with a suitable word
from the box
- When they have finished, tell SS to work with a
partner and compare
answers
- Call on some SS to read their completed sentences
and check with the
class
(Refer to SGV for the answers)
Activity 2: Re-ordering (Task b, pp 20-21)
- Ask SS to work in pairs, reading the sentences and
putting them in the logical order of a narrative
- Call on SS to read the sentences in the order they
arrange and check with
the class
(Refer to SGV for the answers)
Activity 3: Questions and Answers
- Make questions about the narrative in Task b, and
ask SS to find answers to the questions
- To see if
SS have Learned the words -To familiarise
SS with the form
of a narrative
- To raise SS' awareness
of order of events
-To provide SS with some
T-class
Indivi-duals Pairs
Pairs
SS-SS
T-class
- Chalk & board
- Textbook
- Textbook
- Chalk & board
- Textbook
- Chalk & board
a When and where did the writer meet Trang?
(Expected: At his cousin's birthday party, two years
ago)
b What was she like? (Expected: She had a cheerful
face and 2
dimples; she looked athletic in jeans and a T-shirt.)
ideas about what a narrative about a - Chalk & board
Trang 3
While-writing
(10-12 )
c What did they have in common?
(Expected: They were both interested in chess.)
d How do they keep in touch? (Expected: through
e-mails)
- Elicit from SS and then generalise what they should
include in a
narrative about a friend Followings are some
suggested ideas:
How, when or where you met your friend
What he / she was like (appearance, fashion,
behaviour, )
Your first impression of him/her (what you
particularly liked or
disliked about him / her)
How you both got along
Your feelings/opinions about him / her
Writing a narrative (Task c, p 21)
- Ask SS to write a short narrative about a friend of
theirs based on the
ideas suggested and the samples in Task a and b
- Go around to control and give help if necessary
- When they have finished, collect SS' writings
friend is like
- To focus
SS on what to include in such a narrative
- To have SS practise writing
T-class
Indivi-duals
-Textbook
4
Post-writing
(3-4')
5.
Home-work
(1')
Peer correction
- Ask SS to work in groups of 5, deliver each group 5
pieces of writings and tell them to read and correct
their friends' narratives
- Tell each group to choose the best piece of writing,
and the most special story
- Go around to control and give help if necessary
- Call a student from each group to read their group's
best writing, and ask SS to give comments
- If time allows, ask the groups to talk about their
special story
- Give feedback and comments
Recognizing
- Ask SS to underline all the adjs used to describe
Trang in Task b
- To give
chance to correct one other and learn from one another
- Sth to do
at home
T-class Indivi-duals
Groups SS-SS
Indivi-duals
Textbook
- Sheets of paper
Textbook