B: The thing is, the activities done by eco-tourists Transition: indirectly cause harm to the environment and they don’t - Today we will practice asking for and giving explanations for a[r]
Trang 1Lesson Plan (grade 11 – advanced) Period : 76 Preparation date :15 /1/2008 Unit : 9 Lesson : Speaking
I Aims :
- By the end of the lesson, the students are able to ask for explanations.
- By the end of the lesson, the students know how to give explanations for actions
II Lexical items :
III- Structures :
- why should tourists wear sunglasses?
- wee, the thing is, the sunlight there is very strong
IV- Teaching aids:
V- Techniques :
- skill-based ( listening, speaking)
VI- Procedures :
1 warm-up
(7’) Games: cut-up sentences.- divide SS into small groups
- give each group a set of cards with phrases of sentences cut up
- shuffle the cards and tell SS to work in their groups and put the phrases into sentences of a short exchange between A and B Then stick the exchange on the board
- the first group to finish and get it al correct will win the game
- check SS’ understanding of instructions and have them start the game
- declare the winner
- Ask SS : + what does want to know?
+ what is B doing?
- today we will practice asking for and giving explanations for actions
Transition:
- Today we will practice asking for and giving explanations for actions
-Write down on the board :
These are the sentences and how they are cut:
- People say that / ecotourism / is environment-friendly / why do / you think /
it does / harm / to the environment?
- The thing / is / the activities / done by / eco-tourists/
indirect / cause / harm / to the environment / and they don’t even / realize this.
This is the exchange:
A: people say that
ecotourism is environment-friendly Why do you think it does harm to the
environment?
B: The thing is, the activities
done by eco-tourists indirectly cause harm to the environment and they don’t even realize this.
P 83: Unit 10 : speaking
-chalk and board
2 Pre- Speaking
(7’)
* eliciting and introducing Useful language
- elicit from SS the structures used to ask
for reasons for actions and those used to give explanations of actions
- with a student, read the example exchange
Useful language:
* asking for an explanation
- why should (not)….?
- what … For?
* Giving an explanation.
- because
- the thing is } + clause
- if I could explain
- … so that
Chalk and board
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Trang 2* completing the brochures ( task a,
p.132 – 133)
- tell SS to complete the brochures for tourists in task a using the information in the box and the tour guide’s notes
- ask SS to compare answers with a partner
- go over the answers with the class
- So as to / so as not to
- …in order to/in order not to
3
while-Speaking.
(15’)
4
Post-Speaking
(15’)
5.Homework(1’)
Activity 1: Advantages and disadvantages – Information Gap ( task
b, p 145)
- pair off SS as A and B
- deliver cards A to students A, and cards
B to students B ( appendix 2)
- ask SS to work in pairs , talking about the advantages and disadvantages of the sources of energy SS with a gap in the explanation will ask for clarification, and
SS with full information will make clarification
- model an example exchange with a student and then have SS so the task
- go around to monitor and note down errors if any for correction late
- call on some close and open pairs to act out their conversations in front of the class
Activity 2: personalization (task c, p.145)
- ask SS to work in pairs, talking about the advantages and disadvantages of the cooking fuels and transportation fuels currently used in their home or neighborhood
- act out the example exchange with a student as a model
- have SS start the activity
- go around to monitor and give help with vocabulary or ideals if necessary
- call on some pairs to act out their conversations and invite SS to give comments
- give feedback and comments
Listening:
-read out mixed expressions of how to do something
- SS listen and write down Sentence Making
- Ask Sts to make a few sentences about giving instructions
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