LESSON PLAN Unit one Friendship 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 2. 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 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 SS a 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 . 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. 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:. jeans and a T-shirt.) ideas about what a narrative about a - Chalk & board 3. While- writing (10 -12 ) c. What did they have in common? (Expected: They were both interested in chess.) d. How do