Thiet ke bai giang 11 tap 2

Procedure arrangement To teach vocabulary related to post office services – T divides the class into small groups of 3-4 students.. – T gets Ss to do the task individually, then discuss

Unit 9

The post office

Period 1: READING

I Objectives

By the end of the lesson students will be able to:

– Develop such reading micro-skills as scanning for specific ideas, and identifying antonyms

– Use the information they have read to discuss post office services

II Materials

Textbook, handouts

III Anticipated problems

Students may need to be provided vocabulary related to post office services so that they can complete various learning tasks Finding antonyms may also be a difficult task so teachers should be ready to help students (e.g giving cues, teaching them how to guess meaning in context, etc.)

IV Procedure

arrangement

(To teach vocabulary related to post office services)

– T divides the class into small groups of 3-4

students Then T distributes the following handouts

for Ss to do the matching task in their own groups

Which group finishes it first and has all the correct

answers will be the winner

– T might want to get Ss to tell if there are similar

services in their neighbourhood post offices to get

Ss to use the new words Remember to get Ss to

pronounce the new words correctly When

Group work and whole class

correcting Ss, T may want to model first and then

ask Ss to repeat after him/ her

Matching these post office services with the

correct translations below:

1 Express Mail Service a Th− chuyÓn b»ng ®−êng

hµng kh«ng

2 Surface Mail b DÞch vô ®iÖn hoa

3 Air mail c DÞch vô ®iÖn tho¹i

4 EMS mail d DÞch vô ph¸t hµnh b¸o

5 Parcel service e DÞch vô göi fax

6 Express Money Transfer f Th− chuyÓn b»ng ®−êng bé,

®−êng s¾t, hoÆc ®−êng biÓn

7 Messenger Call Service g DÞch vô th− chuyÓn ph¸t

– T gets Ss to work in pairs and answer Questions

1 & 2 using the pictures on page 100 as cues Q1

can be skipped to save time

– T calls on some Ss to answer the questions

– T checks with the class and asks Ss to guess what

they are going to read about

Suggested Answers:

2 I go to office when I need to send a letter, make

a phone call, transfer money, pay the phone bill,

subscribe to a newspaper, send a fax, receive a

parcel, etc

Pair work Whole class

3 The post office may offer a number of various

services such as mail and parcel service, express

mail surface, fax service, messenger call service,

money transfer service, flower telegram service,

passport renewal service (dÞch vô gia h¹n hé chiÕu

– a new service), etc

8’

10’

WHILE YOU READ

Introduction: You are going to read about Thanh

Ba Post Office and the different services they offer

Then you do the tasks that follow

TASK 1

– T gets Ss to firstly read Task 1 and locate the

words in italic in the passage Then Ss read around

these words so that they can guess their meanings

For example, the word “speedy’ in line 3 in the

paragraph about Express Money Transfer is the

same meaning as “quick” Ss can get the meaning

of “speedy” thanks to such words as “express” and

“quick” However, T may note that some of the

words in this Task are hard to guess because the

context is not helpful enough T should therefore

give Ss more instruction and guide, for example,

teaching them to combine different methods to deal

with difficult words For example, for the word

“spacious” occurring in line 2 of the first

paragraph, T may guide Ss so that they see that this

word may have a positive meaning because it is

used to advertise Thanh Ba post office

Advertisements often contain positive words

Looking at all the four options in the answer to Q1,

Ss can see that A, B, and D all have a positive

meaning, so the answer should be C Also,

“spacious” is related to “space”, so it may mean

“having a lot of space” “Cramped” means

Individual work and whole class

Individual work and

7’

“narrow”, so it should be the answer

– T gets Ss to do the task individually, then discuss

the answers in pairs, and finally T checks the

answers with the whole class

Answer:

1 C 2 B 3 D 4 C

TASK 2

– T gets Ss to read the passage silently and then

answer the comprehension questions in Task 2

Before Ss answer the questions, T might want to

elicit or remind them some tips to do the task:

+ First, Ss should skim the five questions to

understand them As Ss do this they:

• underline the key words to decide what

information they need to find and guess

where in the text they can find the

information, using the subheadings of the

paragraph to help themselves

• look for questions words like “why” which

indicates Ss should read for specific thing like

a reason

+ Then they should go back to the passage and

locate the key words in the passage

+ Then they should read around the key words

carefully to find the answer

– T gets Ss to check their answers with a peer

– T calls on some Ss to answer and ask them to

explain their choices

– T checks with the class and gives the correct

answers

Answer:

1 Advanced technology and a spacious and

pleasant front office (lines 1-2 paragraph 1)

2 Mail and parcel service, express money transfer,

phone calls and faxes, press distribution (looking

whole class

Individual work and whole class

at the subheadings of the paragraphs)

3 Air mail, surface mail, and EMS mail (lines 1-2,

T checks if Ss can provide evidence to support the

given statements in Task 2 without a second

reading of the passage If they cannot, T gets Ss to

read through all the 4 questions in Task 2 and

identify the key words in each question This is to

help them identify the information they need to

look for in the passage For example, in question 1,

the key words might be “cannot”, ‘phone calls”

and “10 p.m” In question 2, these might be “save

money”, “parcel” and “under 15 kg”, etc

– Now T instructs Ss to guess where in the passage

they can find the information, using their

knowledge of the passage (e.g question about

money transfer can be found in the paragraph about

money transfer) Then Ss go back to the passage

and locate the answers

– Then T gets Ss to check their answers with a

friend

– T calls on some Ss to present and say where they

look for their answers T gives feedback and

correct answers

Answer:

1 Open daily 7-9 p.m (paragraph 1)

2 Competitive rate for parcels of under 15 kg

than 24 hours (paragraph 3)

– T introduces the task: Ss work in small groups of

3 or 4 and discuss the questions

– T reminds Ss of the structures to ask and give

opinions (e.g what do you think? In my opinion,

…)

– T goes around to check and offer help

– T calls on the groups to tell and explain their

choice

– T gives corrective feedback

Group work and whole class

– T summarises the main points of the lesson

– For homework T asks Ss to write a short

paragraph about one service they like most in their

neighbourhood post office and explain why they

like that service

EXTRA ACTIVITY: A COMPETITION

T divides the class into small groups of 3-4 Ss and announces the competition: supposing each group is working for a different post office and now they should think of one service that may be attractive

to customers Then Ss prepare a small talk about this service and then tell the class about their service when they are ready The class or T will decide which service is the most attractive The group which offers the most attractive service wins the competition

Period 2: SPEAKING

I Objectives

By the end of the lesson students will be able to

– Use appropriate language to make requests in formal business situations

II Materials

Textbook

III Anticipated problems

Students may transfer the Vietnamese speaking rules when making requests in English, which could cause communication difficulty, should they be involved

in cross-cultural communication So T should raise their awareness of linguistic and socio-cultural differences between English and Vietnamese speakers in the way they make requests

IV Procedure

arrangement

– This warm up activity encourages Ss to reflect on

their own experiences with giving requests and on

their knowledge of this communicative function in

Vietnamese and English

– T divides the class into small groups of 3-4 Ss

and gets them to discuss these questions:

a Have you ever heard someone make a

request in English? What did they say?

b Have you ever made a request in

Vietnamese? What did you say?

c Did you observe any differences in the way

requests are made in English and Vietnamese?

– After 7-8 minutes, T asks Ss to give their

answers T writes the answers on the blackboard

but should refrain from making any comments or

correction at this stage Note that the questions

may be quite challenging for Ss, so they may not

have the full answers and T should accept this Tell

Group work and whole class

them not to worry if they don’t have the answers

because in the following task they are going to

learn how to make requests in English

15’ TASK 1

– T leads Ss to the topic by getting them to look at

the picture on page 103 and asks questions like

“What can you see in the picture? Where do you

think these people are? Who is the man? Who is

the woman? What might the man want to do? Etc.”

– Then T gets Ss to practice reading the dialogue in

pairs After getting some pairs to read aloud the

dialogue and correcting their pronunciation, T gets

Ss to answer the question: “What service is the

customer taking in the dialogue?” and look for

examples of requests and responses to requests in

the dialogue E.g

Request: Could you help me to send this document

to my office by fax?

Response: Certainly What’s the fax number?

(T may also tell Ss that before making requests

people tend to say something, for example in the

dialogue the customer says “Excuse me” to get

attention Other things they may say are greetings,

for example “Hello”, “Good morning/ afternoon”

or checking if the other person is ready to listen,

e.g “You’ve got some minutes?”)

– T then gives Ss some other structures to express

requests T may want to tell Ss what structures to

use when the request is more formal (e.g you don’t

know the other person or he/ she is more powerful

than you) and more important (e.g borrowing

money) E.g

I was wondering if you/ I More formal More

Pair work, individual work and whole class

could perhaps/ possibly ….?

Would you be kind enough to

…?

Would you mind (V-ing) …?

Would you please ….?

May I ….?

Could you/ I … please?

I would/ I’d like to … please

Can you/ I … please?

Less formal

important

Less important

– T might also want to tell Ss that an appropriate

response to a request for service is normally “Yes

certainly sir/ madam”

– Then T might want to draw Ss’ attention to the

differences between Vietnamese and English rules

of speaking when making requests E.g in

Vietnamese we often say something which may be

literally translated into English as “Please do this

(V) for me” In English, however, this request may

sound strong and impolite

– Finally, T might want to give Ss some situations

to practice making requests using the above

structures E.g

a In the post office: What would you say if

you’d like to send an EMS mail?

b In a shop: What would you say if you’d like

to change some coins to make a phone call?

c In the class: What would you say if you’d

like the teacher to correct your essay?

d At home: What would you say if you’d like

to use your brother’s computer?

Suggested answers

a I’d like to send an EMS mail please/ Could I

have this EMS mail sent to Nha Trang

please?

b I was wondering if I could have some coins

for making an urgent phone call?

c Would you have time to look at my essay

and give me some feedback please?

d Could I use your computer for a minute

please? I need to send an email right away

10’ TASK 2

– T explains the task and new words T elicits

some useful structures, e.g asking about the price/

fee, saying address, etc

– T puts Ss in pairs and gets them to write the

dialogue together based on the information given

in the task

– Then Ss act out the dialogue together firstly in

close pairs and then in open pairs

– T elicits feedback from class and gives his/ her

own feedback at the end

Sample dialogue

A: Good morning, sir/ madam/ Miss May I help

you?

B: Yes, I would like to have a telephone line

installed at home please

A: Certainly, sir/ madam/ Miss Where do you

live?

B: 120 Tran Hung Dao Street When can you send

people over?

A: Firstly, you will need to register, sir/

madam/Miss It will take a week to process

before we can send someone over So today is

Wednesday, hopefully, the installation can be

done by Wednesday next week Would you like

to register now?

B: Oh yes, definitely But you know what? I will

be out of town until Thursday So can you send

someone on Friday then? I’ll be home all day

Friday

A: Certainly, sir/ madam/ Miss Have you already

Pair work and whole class

got a telephone?

B: Yes I have Ah and what is the installation fee

and monthly fee?

A: The installation is free of charge, sir/ madam/

Miss And then you pay 30.000 dongs a month,

plus 1.200 dongs per minute for the calls you

make And I have the registration form here if

you could fill it out and return it to me please?

10’ TASK 3

– T explains the task, puts Ss in pairs and gets them

to write the dialogue together based on the

information given in the task

– Then Ss act out the dialogue together firstly in

close pairs and then in open pairs

– T elicits feedback from class and gives his/ her

own feedback at the end

Sample dialogues

1

A: Good morning How can I help you?

B: Good morning I’d like to subscribe to Lao

Dong newspaper, please

A: Certainly For how long would you like to

subscribe?

B: For one year please

A: Great Would you like to come and pick up your

newspapers or have them delivered to your

address?

B: Have them delivered to my address, please That

is 7 Ngoc Ha Street Ah and could I have them

delivered before 6:30a.m.?

A: Yes definitely You will get the newspaper

every morning before 6:30

B: Thank you very much indeed

A: You are very welcome Have a nice day

B: You too Good-bye

Pair work and whole class

A: See you

2

A: Yes? May I help you please?

B: Yes, I was wondering if you offer flower

B: Roses, a bunch of red roses please

A: Certainly, a bunch of red roses, yes And can I

have the name and address of the recipient,

please?

B: Her name is Mai and her address is 108 Tran

Nhan Tong Street

A: OK And would you like to send her a greeting

card?

B: Oh yes, please

A: What would you like to be written in the card?

B: Ah something like “Dear Mai! Happy 17th

birthday! Many happy returns of the day!”

A: That’s it?

B: Yes, that’s it

A: OK, I will get the flowers to be sent to Mai on

May 16th Thanks very much

B: Thank you

– T summarises the main points of the lesson

– For homework, Ss do exercises in workbook and

prepare for the next lesson

Period 3: LISTENING

I Objectives

By the end of the lesson students will be able to:

– Develop such listening micro-skills as listening for specific and detailed information

– Use the acquired language to summarize the information they listen to

II Materials

Textbook, cassette tapes

III Anticipated problems

The topic can be challenging for Ss, so T should prepare them enough for the listening tasks (e.g pre-teaching new words, giving a bit of information about the topic, etc.)

IV Procedure

arrangement

– T divides the class into groups of 10 and

introduces the game: The groups should generate

as many words related to telephone as possible in 5

minutes

– T divides the board into as many sections as the

number of groups is When time is up, T calls on

the representative of each group to come to the

board and write their list Then T gets the whole

class to count Each correct word gets one point

Which group has more points wins the game

Suggested words:

Dial, cell phone, landline phone, mobile phone,

network, coverage, digit, fixed telephone, hand

phone, number, subscriber, fee, international calls,

local calls, long distance calls, telephone bill, text,

message, voice mail, hang up, hold, receiver,

iphone

Group work and whole class

8’ BEFORE YOU LISTEN

– T gets Ss to discuss this question in groups of

3-4: “Do you think more and more people are using

cell phones in Vietnam nowadays? Why?”

– T goes around to listen After a few minutes T

elicits answers from different groups

Suggested Answers:

More and more people are using cell phones in

Vietnam nowadays because:

– Cell phones become cheaper and come in a

wider variety of colours and styles

– There are more telecommunication companies,

e.g Viettel, Vinaphone, Army Telecommunication,

etc So competition is greater, which means better

service

– There are many plans that customers can choose

from: prepaid, subscription

– No subscription, no connection fee

– T helps Ss to pronounce the words correctly T

may want to play the tape or model first and then

ask Ss to repeat after the tape or after him/ her in

chorus and individually

– T presents or elicits the meanings of these words

from the class

Group work and whole class

WHILE YOU LISTEN

Introduction: You are going to listen about the

10’

8’

development of Vietnam’s telephone system over

the last few years Then do the tasks that follow

TASK 1

– T gets Ss to read the questions carefully and

work out what information they need to

concentrate on while listening Then T checks with

the whole class

– T gets Ss to read the options in each question

carefully and underline the words that make them

different E.g in Q5 these are “increase/ number

of phone”, “growth/ mobile phone”, “change/

international”, “reduction/ fee” For the numbers T

gets Ss to read them aloud This is to remind them

how the numbers are pronounced so that they can

catch the correct numbers later on

– T gets SS to guess the answer to each question

and then tells them they need to listen attentively

to check if their guesses are confirmed

– T plays the tape (or reads the tapescript) once for

Ss to listen and do the task

– Then T gets Ss to find a partner to check their

answers with

– T checks the answers with the whole class If

many Ss cannot answer the questions, T plays the

tape one or two more times and pauses at the

answers for them to catch

TASK 2

– T checks if Ss can answer the questions in Task 2

without listening again If they cannot, T plays the

tape for them to listen again but before doing this,

T should encourage Ss to read through all the

questions, identify the information they need to

look for in each question (by finding the key words

and the question word, e.g “what’, “where’,

Individual, pair work and whole class

Individual, pair work and whole class

“when”, “how”, etc.) and if possible, predict the

answers

– Then T plays the tape again for Ss to listen and

answer the questions While Ss are listening, T

encourages them to take notes of what they hear

for the after-listening task

– T gets Ss to check their answers with a partner

Then T checks with the whole class T should play

the tape again and pause at difficult points if many

Ss cannot complete the task

Tapescripts:

Over the past few years, Vietnam has quickly

developed its telephone system

Vietnam ranks second only to China for growth in

the number of telephone subscribers It is among

the 30 countries in the world that have more than

two million telephone subscribers

In the early 1990s, there were only 140,000

telephones across Vietnam At present, we have

more than six million subscribers

In 1996, Vietnam began upgrading its fixed

telephone networks and changing numbers from

six to seven digits in Hanoi and Ho Chi Minh City

as well as five to six digits in other provinces

Five years later the mobile phone system was

upgraded to meet the growth in customer demand

Since 2000, Vietnam has reduced the price of

several services, especially in the monthly fees for

fixed and mobile telephones

In the future, more attention will be paid to the

rural areas At present, 93 percent of communes

across Vietnam have telephone services A

network of 6,014 communal post offices has been

set up across the country

10’ AFTER YOU LISTEN

– T divides the class into small groups of 3 or 4

and gets them to summarize the listening text

based on their notes and the cues given in their

books T might want to appoint a group leader for

each group This person will monitor the group

work, note down ideas and appoint a representative

to present their work to the class

– T goes around to check and offer help

– After checking that all the groups have finished,

T calls on the representative of each group to

present their summary T checks if other groups

would have the same or different ideas

– T listens and takes note of their errors T

provides corrective feedback after that

Group work and whole class

– T summarises the main point of the lesson

– For homework, Ss learn by heart new words and

make sentences with them

Period 4: WRITING

I Objectives

By the end of the lesson students will be able to:

– Write a formal letter to express their evaluation of a service

II Materials

Textbook, handouts

III Anticipated problems

Students may not have sufficient linguistic resources to write a letter of complaint (dissatisfaction), so T should be ready to help them

IV Procedure

Time Steps Work

arrangement

7’ WARM UP: CROSSWORD PUZZLE

(This activity is to help Ss revise the new words)

– T divides the class into small groups of 3-4 and

distributes this handout Ss do the puzzle in their

groups

– After a few minutes T calls out the representative

of each group to go to the board and write the

1 The … hours of General Post Office run

between 7 a.m and 9 p.m

2 If you want to send money to your relatives who

live in another city, you can use the money …

service at any post office in your neighbourhood

3 Newspaper … is sometimes late You expect to

have your paper at 6:30 am but it does not come

until afternoon

4 You’ve got a big … to pick up at the post office

Across

5 I like the flower telegram …offered at my

neighbourhood post office

Group work and whole class

– T explains the task and gets Ss to read through it

T explains new words if necessary Note that to

make the task more realistic, T might want to

modify it a little bit, allowing Ss to talk about any

post office they know if they do not like to talk

about Thanh Ba post office

– Ss then work in pairs talking about things that

they like and do not like about the services at

Thanh Ba Post Office or a post office they know

– After a few minutes T elicits answers from Ss,

writes good answers on the blackboard and helps

Ss express their ideas T reviews the structures that

are used for expressing likes/ dislikes and opinions,

if necessary

Individual and pair work, and whole class

– T reminds Ss of the format and layout of a formal

letter

– T draws Ss’ attention to the fact that when

evaluating something people normally say about

good things before they say about negative things

This is to make their hearers feel good People may

also want to give suggestions to improve things

they find not good enough

– Then T guides Ss to work out the structure of the

letter they are going to write E.g

Opening Introduce who you are

Say the purpose of your letter First paragraph Say about what you like about the

service Second paragraph Say about what you do not like about

the service

Make suggestions if possible

Closure Thank the recipient for their time and

attention

Good-bye

– T reviews the structures that are used for giving

suggestions E.g it would be a good idea to …, if I

could make a suggestion, that would be about …, I

would suggest …, etc

– Then T gets Ss to write the letter In the

meantime, T goes around to check and help

Sample writing

Nguyen Thanh Mai

12 Tran Hung Dao St.

Mr Vu Nguyen Hung

Director, Thanh Ba Post Office

2 Tran Hung Dao St

Dear Mr Vu Nguyen Hung:

My name is Nguyen Thanh Mai I am a regular

customer of Thanh Ba Post Office I am writing in

reference to your invitation for comments about the

services offered at the post office and suggestions

for improving them

I think generally, your services are of very good

quality For example, I especially like the Flower

Telegram Service It is much cheaper than many

florists’ that I know And there are many types of

flowers to choose from, too I also like the Express

Money Transfer Service It is speedy and effective

And I like the press distribution service The

delivery is always punctual and I never lose any

newspapers I highly appreciate the fact that your

staff are helpful and courteous

If I could make a suggestion, however, that would

probably be about your business hours I think you

close quite early Sometimes I need to send an

urgent fax at night time but the post office closes at

9p.m So I thought it may be a good idea to keep it

open until 10 or 10:30 p.m And I notice that the

telephone in the booth at the end of the corridor is

not working properly

Thank you very much for your time and attention I

wish you a good weekend

Kind regards

Nguyen Thanh Mai

– T chooses one letter and reads it to the class

– Then T elicits corrective feedback from the class

and gives final comments afterwards T should

draw Ss’ attention to the format of the letter, the

organisation of ideas and language use

Whole class

– T summarises the main point of the lesson

– For homework, T asks Ss to revise their letters

according to their peer’s suggestions and submit

for marking in the next lesson

EXTRA ACTIVITY:

You do not like the mail and parcel delivery service at your

neighbourhood post office Your letters are often lost and your parcels

are sometimes opened Newspapers delivery is also often very late Now you write a letter to the manager of the post office to express your dissatisfaction

Period 5: LANGUAGE FOCUS

I Objectives

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

– Distinguish the sounds /sp, /st/ and /sk/

– Pronounce the words and sentences containing these sounds correctly – Distinguish the uses of defining vs non-defining relative clauses

– Use these two structures correctly and appropriately to solve communicative tasks

II Materials

Textbook, handouts

III Anticipated problems

Students might have difficulty pronouncing clusters because they do not exist

in Vietnamese Ss may also have difficulty distinguishing and using defining relative clauses Therefore, T should be ready to assist them

– T models the three consonant clusters /sp/, /st/

and /sk/ for a few times Explain how to pronounce

clusters (e.g pronounce the first sound and then

move onto the second sound quickly)

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

words containing these two sounds Then T plays

the tape (or reads) again and this time asks Ss to

Individual, pair work and whole class

repeat after the tape (or T)

– T asks Ss to read the words in each column out

loud in chorus for a few more times Then T calls

on some Ss to read the words out loud T listens

and corrects if Ss pronounce the target words

incorrectly If many Ss do not pronounce the words

correctly, T may want to get them to repeat after

the tape (or himself/ herself) again in chorus and

– T calls on some Ss to read the sentences again

and provides corrective feedback

– T gets Ss to read the example and analyse the

form of the relative clause occurring in it (e.g this

clause begins with “who” and there is no comma

between the main clause and the relative clause)

– T gets Ss to complete other sentences in the same

way as the example Before that, explain new

words if necessary

– T gets Ss to go and write their answers on the

blackboard and elicits correction/ feedback from

the class

– T gets Ss to work out/ review the meaning and

use of defining relative clause based on the

example and sentences they have just completed

E.g Defining relative clauses are used in order to

give important information about a person/ an

object This information helps to distinguish him/

Individual work and whole class

her/ it from others

– T reminds Ss of the form of the structure E.g

there is no comma, it can start with any pronoun

like who, whom, whose, where, which, that

3 A shop-lifter is someone who steals from a shop

4 A coward is someone who is not brave

5 A tenant is someone who pays rent to live in a

house or flat

– T gets Ss to review when to use whom (i.e when

the noun to be modified is the object of the main

verb in the relative clause), who (i.e when the

noun to be modified is the subject of the relative

clause), and whose (i.e to express possessive)

– T gets Ss to give some examples to check that

they all understand the rules

– T gets Ss to complete the exercise individually

and then find a peer to compare their answers

– T checks the answers with the whole class and

gives correction where necessary

– T gets Ss to distinguish the difference between

“that” and “which” (e.g “that” can be used for

both people an things)

– T gets Ss to write the sentences with a peer

Pair work and whole class

– Then T elicits answers from the whole class and

gives correction where necessary

3 The building that/ which was destroyed in the

fire has now been rebuilt

4 The people who were arrested have now been

released

5 The bus that/ which goes to the airport runs

every half an hour

– T gets Ss to read the example and analyse the

form of the relative clause occurring in it (e.g

there is a comma between the main clause and the

relative clause)

– T gives Ss some more examples and gets Ss to

work out/ review the meaning and use of

non-defining relative clause based on the examples

E.g Non-defining relative clauses are used in order

to give additional information about a person/ an

object, not to distinguish him/ her/ it Usually, we

already know this person/ object so we don’t need

information to distinguish him/ her/ it

– T reminds Ss of the form of the structure E.g

there is a comma, it can start with any pronoun like

who, whom, whose, where, which, that

– T gets Ss to complete other sentences in the same

way as the examples

– T gets Ss to go and write their answers on the

blackboard and elicits correction/ feedback from

the class

Individual work, pair work and whole class

Answers:

1 Peter, who is studying French and German, has

never been abroad

2 You’ve all met Michael Wood, who is visiting

us for a couple of days

3 You are moving to Manchester, which is in the

north-west

4 I’ll be staying with Adrian, whose brother is one

of my closest friends

5 John Bridge, who is one of my oldest friends,

has just gone to live in Canada

– T divides the class into small groups of 3-4

students Then T gives them this task:

Suppose Ss are at a party Some know everyone

Some don’t but hear about other people Now

those who know everyone should introduce people

to one another When introducing people, try to

give some information about them, using relative

clauses E.g

Lan, this is Minh, who is a teacher of music that I

talked about the other day Minh, this is Lan, who

is one of my closest friends at college, etc

Also, at the party Ss meet some old friends Now

talk to one another, reminding people of your

common friends, using relative clauses E.g

– Lan, do you remember Son?

– Son who? We have two Son in the class, right?

– Yes, Son the little boy who lives near school

– Yes I remember him What’s he doing now?

– After a few minutes T calls one or two groups to

perform in front of the class and gives feedback

Group work and whole class

– T summarises the main points of the lesson

– For homework, Ss review the uses of defining vs

non-defining relative clauses and do exercises in

workbook

EXTRA ACTIVITY

Complete the following sentences with who, which, that, whom,

whose, where, when, etc Place a comma where necessary

1 Have you seen the hat … Mary bought for the wedding?

2 I prefer to go to Spain in winter … there are fewer tourists

3 She recalls the time … the telephone rang in the middle of a dinner party

4 We visited the house … Shakespeare lived during his childhood

5 They have designed a microwave … can defrost a frozen chicken

in just ten seconds

6 The man … is going to play the organ played at my wedding, too

7 That is the girl … Jeremy brought the diamond ring for

8 The woman … daughter is a famous pianist is my distant cousin

9 We’ll have the party on February 24th … is the day when he comes out of hospital

10 Anne’s fiancé … is based in Manchester is hoping to get

transfer to a branch nearer home

Answers:

Unit 10

Nature in danger

Period 1: READING

I Objectives

By the end of the lesson students will be able to:

– Develop such reading micro-skills as identifying main ideas and guessing meaning in context

– Use the information they have read to discuss environmental destruction and conservation

II Materials

Textbook, handouts

III Anticipated problems

Students may not have sufficient vocabulary to read and talk about the topic,

so teachers should be ready to help them

IV Procedure

arrangement

– T divides Ss into small groups of 3-4 T

distributes the handout and gets Ss to match the

causes with effects and then brainstorm solutions

to the problems

– Then T calls different groups to present their

answers T writes the ideas on the blackboard and

helps Ss to express their ideas correctly

– T introduces to the topic – Nature in Danger

2 Producing

harmful gases

b Reducing water supply

3 Killing animals c Destroying the air

4 Using water for

Cause Effect Solution

1 Cutting down

trees

a Changing weather

Planting forests Banning cutting trees

2 Producing

harmful gases

b Destroying the air

Banning releasing harmful chemicals into the environment

3 Killing animals c Rare animals

disappearing

Enlisting rare animals

in the red book

Banning killing animals for food or industry

Breeding and raising rare animals

4 Using water for

industry and

agriculture

d Reducing water supply

Building dams for water storage

Calling people to save water

– T gets Ss to look at the picture on p 114 and

name the animals (e.g cheetah, pandas, and

Siberian tigers)

– T elicits if Ss know about these animals If not, T

gets Ss to read the facts about them and then

answer the questions on p 114 T explains new

words (remain, endangered species, scattered,

etc.), if necessary

– T elicits answers from Ss and helps them to

express their ideas correctly

Pre-teach vocabulary

Respect (n): area

Result in (v): cause

Whole class

Prohibit (v): ban, not allow

Off-spring (n): children

Coexist (v): live together (co- means “together”)

Suggested Answers:

1 The number of these animals is decreasing

They may disappear from the earth if we do not

take action to protect them

2 People kill rare animals for food and fur People

destroy forests and pollute the air, soil and water,

so animals’ lives have been badly affected

8’

8’

WHILE YOU READ

Instruction: You are going to read about how we

have destroyed our environment and affected other

species and what we can do to save endangered

animals Then you do the tasks that follow

TASK 1

– T gets Ss to read the passage silently and then do

Task 1 T may want to remind Ss of the strategies

for guessing the meaning of new words For

example, Ss should look for the instances of the

new words in the text and read around them Ss use

the context in which the words occur and their

knowledge of word formation to understand the

meanings E.g the word “pollutant” found in the

last line of the first paragraph means “substances

that pollute” Ss can understand this meaning

thanks to the phrase “destroying the air” and their

knowledge of the verb “pollute”

– T might want to check that Ss understand all

these words correctly by calling on some Ss to tell

the meaning of the words in Vietnamese

– Then Ss complete the sentences with the correct

words Ss can do the task more easily if they work

out what part of speech is needed in each blank so

Individual work and whole class

Individual, pair work

7’

that they can choose the word that best fits in E.g

sentence 1 requires an adjective

– T checks the answers with the whole class

TASK 2

– T checks if Ss can do Task 2 without a second

reading If not, allow them to read the passage

again T might want to remind Ss of the strategies

for finding main ideas E.g.:

+ read the first, the middle and the last sentences of

each paragraph, etc

+ read the options in each question carefully and

underline the words that make them different E.g

in Q2 these are “animals disappearing”, “human

responsible”, “people becoming extinct”, and

“human are endangered species”

– After checking that Ss are finished, T asks Ss to

compare their answers with a peer

– T elicits answers from Ss Ss also need to explain

T checks if Ss can answer the comprehension

questions in Task 3 without having to read the

passage again If Ss cannot, T gets them to read the

questions carefully T might want to remind them

and whole class

Individual, pair work and whole class

of some tips to do the task E.g Ss should skim the

questions to understand them As Ss do this they

underline the key words to decide what

information they need to find in the text E.g the

keywords in Question 1 are “four ways people

change environment” Then they look for question

word like “why” which indicates Ss should read

for specific thing like a reason

– Now T instructs Ss to guess where in the passage

they can find the information, using their

knowledge of the passage (e.g question about

ways to protect endangered nature can be found in

the third paragraph) Then Ss go back to the

passage and locate the answers

– Then T gets Ss to check their answers with a

friend

– T calls on some Ss to present and say where they

look for their answers T gives feedback and

correct answers

Answers

1 People destroy the environment in four ways:

building cities and villages where forests once

stood, using water for industry and agriculture,

cutting down trees and adding pollutants to the air

(paragraph 1)

2 There are 2 serious consequences of human’s

actions: many rare animals are killed and many are

becoming extinct because the environment where

they live has been badly destroyed (paragraph 2)

3 Many things have been done to save the

endangered nature First, scientists created a list of

endangered animals and suggested ways to protect

them People also built parks and zoos to keep and

protect endangered animals Governments

introduced laws to ban the killing of rare animals

and destroying environments where they lived

(paragraph 3)

– T divides the class into small groups of 3-4 In

their groups one S acts as a TV reporter and the

others as scientists The TV reporter will interview

the scientists about the reasons why some animals

such as cheetahs, pandas and Siberian tigers are

disappearing and some have become extinct The

reporter will have to write down the ideas and later

report to the class

– T goes around to check and help

– After a few minutes T calls the reporters to

present the ideas they have collected T writes the

answers on the blackboard and helps Ss to express

their ideas correctly

Group work and whole class

– T summarises the main points of the lesson

– For homework, Ss make sentences with the new

words and prepare for the next lesson

EXTRA ACTIVITY

Your class is participating in a school writing competition You are required to write an essay to a board of examiners to explain how human beings are destroying the environment and what you think we can do to save rare animals from disappearing The best essay will be published in the school magazine and the writer wins a free trip to Cuc Phuong National Park

You can use the information in the reading text to help you write

Period 2: SPEAKING

I Objectives

By the end of the lesson students will be able to

– Use the required language to talk about endangered nature and ways to protect it

II Materials

Textbook, handouts

III Anticipated problems

Students may not have enough vocabulary to talk about the topic, so T should

be ready to help them

IV Procedure

arrangement

7’ (To review vocabulary related to environment) WARM UP: HANG MAN GAME

– T divides the class into 2 big groups and draws

each of them a gallows on the board

Team A Team B

– T explains to Ss that they are going to play

“Hangman” with the vocabulary related to

environment The rule is each time T gives a secret

word and the groups will take turn to guess it by

telling what letters they think there are in this

word If Ss choose a letter that appears one or more

times in the secret word, the letters and their

positions will be revealed and Ss can keep on

guessing the next letter On the other hand, if Ss

guess a letter that is not in the secret word, then a

piece of the man being hanged will be added to the

Group work and whole class

gallows and they will lose their turn to the other

group Ss will get one point for each secret word

they can guess correctly and get a minus point for

each complete hangman they have got When the

game is over, T will count how many points each

group has collected and the group with more points

will win the game

– T leads the games with such words related to the

environment, e.g “pollutant”, “extinct”, “forest”,

“air”, “water”, “animal”, “endanger”, “nature”,

“planet”, “tree”, etc

(T may want to add more words to suit his/ her

classroom) For each word, Y draws the same

number of dashes as the number of letters in it For

example, for the word “Pollutant”, T would need 9

dashes like this:

12’ TASK 1

– T divides the class into small groups of 3-4 and

gives them the task T might want to remind Ss of

the ways to ask and give opinions E.g What do

you think …? In my opinion/ I think/ I feel, etc Ss

may appoint one among themselves to be a

secretary to write down their peer’s ideas

– After 6-7 minutes T calls on each group to turn in

their answers Ss should be able to explain their

choice

– T checks with other groups to see if they have the

same idea T helps Ss express their ideas correctly

Suggested answers

Order is threatened Why nature Your explanation

1 Burning forests Forests are green lungs of the

earth Trees take in CO2 and produce oxygen Without trees the climate will change for worse Trees also help to stop erosion because they hold water

Group work and whole class

Forests are where many important animals live, too

Burning forests means many animals may die Smoke from forest fire may pollute the air

animals for fur,

skin and food

All living species on earth depend on one another to exist

Making some species disappear would create a lack of ecological balance All species are part of our planet They help us understand life on our planet and

we need to protect them for younger generations

Hunting and capturing animals for recreation is violating animals’ rights Also, the best place for wild animals is natural environments We should not take them out of where they belong

7 Keeping animals

as pets

treat these animals kindly and take good care of them

8’ TASK 2

– T puts Ss in pairs and gets them to read through

the task T explains new words if necessary Then

Ss match the problems in Task 1 with appropriate

solutions in Task 2

– After a few minutes T calls on Ss to give their

answers T checks with the whole class

– T might want to elicit more solutions from Ss

While Ss are speaking, T helps them express their

ideas correctly T writes the ideas on the

blackboard so that Ss can use them for Task 3 later

Factories which are involved in using rare animals’ fur and skin for their products should be made to find alternative materials

Keeping animals as pets Keeping animals as pets should be

Pet owners should register with the governments so that they can be supported and assisted in how to raise and take care of animals

established to save animals and plants

All kinds of animals and plants should be protected

Burning forests should be banned

Cutting down trees for

Using fertilizers and

pesticides for cultivation

Decreasing the use of fertilizers and pesticides for farming should

be encouraged

Pesticides and fertilizers should be checked carefully for quality control before being sold for use

Farmers should strictly follow instructions about safety when using pesticides and fertilizers

There should be good systems for treating industrial waste and chemical substances

15’ TASK 3

– T puts Ss in groups of 3-4 One student will play

the role of a reporter and the other play the role of

environmentalists The reporter will interview the

environmentalists about the solutions to existing

environmental problems The reporter needs to

write down the ideas s/he collected from the people

s/he interviewed

– T goes around to help Ss

– After 10 minutes T calls on the reporter in each

group to present what s/he found T gives

corrective feedback

Work group and whole class

– T summarises the main points of the lesson

– For homework Ss do exercises in workbook,

make sentences with new words and prepare for

the next lesson

Fresh water is …….1…… for life on Earth People need water for

everyday ….….2…… and to produce food Water is also important for energy production and the health of Earth’s …… 3…… systems Everywhere, water use is …….4…… Humans already use fifty-four percent of all the ………5…… water in rivers, lakes and

underground It is estimated that this rate will reach seventy percent

by 2025

Water ……….6……… is a growing concern among nations of the

world To raise awareness about the issue, to motivate people to use water more ………7…… and in ways that will not hurt the

……… 8………., the United Nations declared 2003 the International Year of Fresh Water

By the end of the lesson students will be able to:

– Develop such listening micro-skills as listening for specific and detailed information

– Use the acquired language to summarize the information they listen to

II Materials

Textbook, cassette tapes

III Anticipated problems

The topic can be challenging for Ss, so T should prepare them enough for the listening tasks (e.g pre-teaching new words, giving a bit of information about the topic, etc.)

IV Procedure

arrangement

8’ Vocabulary revision- Noughts and Crosses (to

revise and check Ss’ understanding of the

vocabulary related to environment)

– T puts a grid on the board with nine words which

Ss have learnt from the previous lessons

Pollutant Prohibit Destruction

– T tells Ss the rules of the game:

+ Ss work in pairs ONE of the students copies the

grid in his / her book

+ One student is “noughts” (“O”) and the other is

“crosses” (“X”)

+ One student starts S/he chooses a word and

makes a sentence with it If the sentence is correct,

s/he puts her mark (“O” or “X”) in that square

+ The first student to get three-in-a row (across,

down, or diagonally) wins

– T may want to check by calling some pairs to

read aloud their sentences T elicits feedback from

the class

Pair work and whole class

– T write these questions on the blackboard: Individual work,