Date of preparing: 22/4/2022 Period 95 UNIT 10: CITIES AROUND THE WORLD
Lesson 1 : Vocabulary and Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to...
1. Knowledge
- identify landmarks in cities around the world;
- discuss and show their interest;
- get someone’s attention into a conversation and choose suitable answers;
2. Ability
- improve the four English skills (main skills: Listening and Speaking; sub-skills:
Reading and Writing);
- develop communication, collaboration, self-study, and problem-solving skills;
- discuss and show interest in landmarks in cities around the world;
3. Quality
- have a positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”;
- show interest in landmarks in cities around the world.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player,
handouts…
III. PROCEDURES A. Warm-up: (5’)
a) Objective: To introduce what Ss need to learn and develop Ss’ collaboration and communication skills.
b) Content: Learning new words about the topic “landmarks in cities around the world”
c) Product: Students can identify general ideas and show interest in the topic.
d) Organization of the activity:
Teacher’s activities Students’ activities - Show some pictures about Ha Long
Bay, Da Lat, Opera Theater, Liberty Statue, …
- Ask Ss to name those cities and tell the countries of the places in the provided pictures.
- Have them tell something about the cities they like most.
- Lead to a new topic - Unit 10:
Cities around the World.
- Observe the pictures.
- Name those cities and tell where each of the pictures is.
- Tell something about the cities they like most. (Ss can give any reasons they think are reasonable.)
B. New lesson (35’)
❖ Activity 1: Introduce new language (10’)
a) Objectives: To help Ss identify and understand the language knowledge (new vocabulary items).
To help Ss develop their critical thinking skills (guessing/ reasoning).
b) Content:
- Learning and using the language knowledge (Section: New words on page 78) - Listening and naming the landmarks related to the topic “Cities around the World”
c) Products: Correctly pronounce the new words and appropriately use them in real-life situations
d Organization of the activity:
Teacher’s activities Students’ activities Write the letters in the boxes. Listen and
repeat.
+ Option 1:
- Show the Power-point slides/DCR with the following pictures and ask Ss to guess the new words.
- Demonstrate the activity using an example.
- Have them write the letters in the boxes (exercise a on page 78).
- Get some Ss to read aloud the new words.
- Have Ss give the meaning to the words in Vietnamese.
+ Option 2:
- Divide the class into groups of 4, and ask them to
- Observe the pictures.
- Do the exercise as the example individually and share their answers with their partners.
- Read aloud the new words.
- Give the meanings to the new words in Vietnamese.
Expected answers: 1A 2E 3C 4B 5F 6D 7H 8G
- Work in groups of 4 and discuss what they know.
discuss something about one of the landmarks they know.
- Provide Ss with some information about those landmarks (where/ in which country/ when/ be famous for/ …
- Ask some pairs to demonstrate the activity in front of the class.
- Give comments on the Ss’ demonstration.
- Read information about the landmarks.
- Work in pairs and
demonstrate the activity in front of the class.
❖ Activity 2: Speaking Skill (10’)
a) Objective: To help Ss appropriately use the new vocabulary items in real-life situations illustrated in the lesson.
b) Content: listening, thinking, reading and practicing the new language in the situations
c) Products: Students can use the language knowledge to talk about landmarks in Vietnam
d) Organization of the activity:
Teacher's activities Students'
activities Think of three famous landmarks in your country.
Tell your partner about them.
+ Option 1:
- Have Ss think of several famous landmarks in Vietnam they know. (Individual working, working in pairs, or small groups)
- Think of several famous landmarks in Vietnam they know.
- Prepare some
- Ask them to tell something about those landmarks (name, where, be famous for, who, when, why you like, …)
Example:
+ Well, the city I like most is in the highland of the center of Vietnam. It is famous for its cool climate.
You can see many kinds of flowers there and can visit many famous sites such as …. Do you know it? It is Da Lat.
- Encourage them to give more information in their speaking.
- Ask Ss to practice in their pairs/groups.
- Give comments and corrects them.
- Have some pairs share their ideas with the class.
- Give comments and correct.
information about the
landmarks they
like/know.
- Work in pairs/groups (discuss and give advice).
- Demonstrate the activity in front of the class.
❖ Activity 3: Listening Skill (10’)
a) Objectives: To improve listening skills, and develop critical thinking and communication skills
b) Content: discussing the questions, making sentences/ dialogues and completing the listening tasks
c) Products: Students can produce the new language successfully and improve their listening skills through doing the listening exercise.
d Organization of the activity:
Teacher's activities Students' activities Listening skill:
a. Listen to Kathryn and Tom a. Listen to Kathryn and Tom talking
talking about a vacation.
Are they both going on vacation? - YES / NO
- Provide Ss with some vocabulary
+ Vacation (n)
+ Be popular = Be famous for
+ Free (a) + Square (n)
- Have Ss look at the questions.
- Play the audio once.
- Give feedback and ask Ss to give the reasons for their answers.
b. Now, listen and answer the questions.
- Have Ss look at the questions.
- Demonstrate the activity.
- Play the audio twice.
- Check answers as a whole class.
- Give them feedback.
- Have Ss listen to the dialogue again to check the answers.
- Encourage Ss to give explanations for their answers as
about a vacation. Are they both going on vacation? - YES / NO
- Write vocabulary on notebooks and read after T
+ Vacation (n) + Be popular = Be famous
+ Free (a) + Square (n)
- Look at the questions.
- Listen and answer the questions by circling "Yes" or "No".
- Check answers as a whole class.
Expected answer: No
b. Now, listen and fill in the blanks.
- Look at the questions carefully.
- Listen to the audio twice and answer the questions.
- Do the task/ check answers as a whole class.
Expected answer:
much as possible.
❖ Activity 4: Conversation Skill (5’)
a) Objective: To improve their speaking skill by showing interest.
b) Content: practicing their speaking skill by showing interest
c) Products: Students can improve their conversation skills by showing interest.
d) Organization of the activity:
Teacher's activities Students' activities Conversation skill:
+ Option 1.
- Focus on the Conversation Skill box.
- Explain to Ss how to use these fillers + intonation.
+ “Uh-huh, I see:
understanding
+ really? + rising intonation: surprise
- Demonstrate the activity.
- Play the audio and ask them to listen and repeat
+ Option 2.
- Ask Ss to make a short conversation, using this
- Focus on the Conversation Skill box and read after T.
- Listen to the audio and repeat.
- Work in pairs or groups to make conversations.
conversation skill.
- Check answers as a whole class.
- Give them feedback.
- Check and give comments.
C. Homework (5’)
- Learn new words about Cities around the World
- Write some sentences about your favorite landmarks in Vietnam.
- Do exercises in the New Words part on page 56 (WB).
- Prepare for the new lesson – Grammar on page 79 (SB).
Date of preparing: 05/5/2022 Period 96
UNIT 10: CITIES AROUND THE WORLD Lesson 1 : Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the first Conditional sentences;
2. Ability
- improve the grammar knowledge and use them in communicative situations;
- develop communication and collaboration skills;
3. Quality
- have positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player,
handouts…
III. PROCEDURES
A. Activity 1: Warm up: (5’)
a) Objective: To introduce a new lesson and to set the scene for students to acquire new language and to develop Ss’ collaboration, communication.
b) Content: reviewing and introducing a new grammatical point
c) Product: Students can understand and use well the first Conditional sentences in their English speaking.
d) Organization of the activity:
Teacher’s activities Students’ activities - Have Ss look at the picture, and answer
the question: Who are they?
- Look at the picture and answer the question – Who are they?
Keys:
- They are talking about where the girl is visiting.
- Ask students to look at the conversation and guess what they are talking.
- Play the audio and ask students to listen and repeat.
- Ask students to find out the structure in their conversation.
- Lead to the new lesson.
- Listen and read the speech bubbles.
- Guess possible answers in pairs.
- Exploit the structure conditional sentences.
B. New lesson (35’)
Activity 1: Introduce and practice new language (25’) a) Objectives:
- identify forms and the use of the first conditional sentence;
- use the first conditional sentences in communicative contexts;
- develop communication, collabaration, and critical thinking skills.
b) Content: - Learning and using a new grammatical point (Section: Grammar on page 79);
- Completing sentences;
- Listening, thinking, reading, and practicing language skills.
c) Products: Students can produce the English language using the first conditional sentences.
d) Organization of the activity:
Teacher’s activities Students’ activities
* GRAMMAR a. Presentation:
- Have Ss read the grammar explanation.
- Ask Ss look at the table with the
- Look at the grammar explanation.
- Look at the table with the different
different use of the first conditional sentences.
- Have some Ss read the sentences aloud.
- Have Ss give the form of the first Conditional sentence.
+ On the board:
If clause, main clause Present simple, Will + bare Inf
Main clause if clause Will + bare Inf Present simple
- Ask Ss to write the new language in their notebooks.
- Have Ss read the sentences aloud.
use of the first condition sentence.
- Gain the structure of First Conditional Sentence.
- Write in their notebooks.
- Illustrate the task in pairs.
b. Fill in the blanks with the correct forms of the verbs: (Controlled- Practice)
* Option 1:
- Delete the structure and ask Ss to retell something about First Conditional Sentence.
- Have Ss do the exercise.
- Demonstrate the activity using the example.
* Option 2:
+ Have Ss fill in the blanks with the correct forms of the verbs
- Get them to finish the exercise individually.
- Ask them to check their works in pairs.
- Have some Ss share their answers with the class.
- Have Ss explain their answers.
- Correct and give feedback.
c. Look at Mary’s plan and write sentences. (Less controlled practice)
* Option 1:
+ Help students know how to do the exercise in the contexts
- demonstrate the activity using the
- Retell the forms and the different use of the first conditional sentence.
- Listen to T’s demonstration and write the sentence in notebooks.
- Write sentences using the prompts.
- Work individually to complete the task.
- Work in pairs (have peer correction).
- Share their answers with the class.
+ Expected answer:
- Listen to T’s explanation.
- Listen to T’s demonstration and write the sentence in notebooks
- Retell how to do the task.
- Write sentences using the prompts.
- Work in pairs (have peer correction).
example.
- Ask one or two Ss to retell how to do the task.
* Option 2:
+ Help Ss improve the understanding of the first conditional sentence.
- Let them look at Mary’s plan and write sentences.
- Have Ss check their works in pairs.
- Invite some Ss to share their answers with the class.
- Correct and give feedback.
- Share their answers with the class.
+ Expected answer:
- Check their answers and correct.
Activity 2: Speaking Skill (Free-Practice) (10’)
a) Objectives: To use the targeted grammar to practise converastion skills and act out the dialogue in close pairs and then in open pairs;
To practice skills in communication, cooperation, and cultural awareness.
b) Content: asking and answering questions
c) Products: Students can know how to use the targeted grammar in their speaking d) Organization of the activity:
Teacher’s activities Students’ activities d. Now, practice saying the sentences with your
partner:
* Option 1:
+ Help Ss enhance the use of targeted grammar.
- Divide the class into pairs.
- Work in pairs (open pairs).
- Work in pairs (close pairs).
- Have Ss practice saying the sentences.
- Call on some pairs to demonstrate the activity in front of the class.
* Option 2:
+ Help Ss improve the communicative competence.
- Divide the class into pairs or groups.
- Have Ss plan for their vacation to Vung Tau next weekend.
+ Contents:
Where to visit What to do
…
- Encourage Ss to use the imperative and negative form of first conditional sentence.
- Check some pairs/groups to support.
- Call on some pairs/groups to share their plan with the class.
- Work in pairs (their own conversations).
- Work in pairs/groups (discuss and plan).
- Present in front of the class.
C. Homework (5’)
- Instruct Ss to have a look back on the lesson at home, do exercises on page 59 in workbook and get ready for the next lesson.
- Grammar: First Conditional Sentence
- Practice asking and answering with the First Conditional Sentence to talk about condition and result in the future correctly with a partner.
- Prepare for the new lesson – Pronunciation and Speaking on page 80 (SB).
Date of preparing: 05/5/2022 Period 97
UNIT 10: CITIES AROUND THE WORLD Lesson 1 : Pronunciation, Practice Speaking I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- Pronounce the sound - /ð/ and do this well in the test;
- Use the sound exactly in their speaking;
2. Ability
- improve the use of language (Main skills: Writing - Speaking);
- develop the ability to communicate and cooperate with their partners, to self- study;
3. Quality
- have positive attitude in English language learning and actively participate in all classroom activities related to using the sound and the grammatical point in their speaking.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player,
handouts…
III. PROCEDURES A. New lesson (40’)
Activity 1: Pronunciation (10’) a) Objectives:
- To introduce what need to learn in the lesson;
- To develop Ss’ collaboration and communication skills.
b) Content: reviewing and introducing a new phonetic item
c) Product: Students can understand how to pronounce the sound - /ð/ and use the first conditional sentence exactly in their speaking.
d) Competence: Communication, collaboration, and listening skills e) Organization of the activity:
Teacher’s activities Students’ activities a) Focus on the /ð/ sound
* Option 1:
- Ask Ss to look at the sentences and say out loud them, notice the sound in the sentences.
+ For example:
a) I think that the weather will be fine there.
b) Th ey believe this problem will be through.
- Ask students to notice to the sound and read after T
- Lead to the new lesson.
* Option 2 :
- briefly explain the focus sound /ð/.
- explain how to pronounce the sound - check Ss’ understanding
- Look at the sentences and try to say out loud the sentences.
- Listen to T and repeat.
- Guess in pairs /ð/ and /θ/ of “th”
- Listen to T and repeat.
- Listen to the audio and focus on the underlined letters.
the, weather, there
- Read the words several times.
b) Listen to the words and focus on the underlined letters.
- Play the audio and draw their attention to the focus sound.
- Ask Ss to read the words several times.
- Check and give them feedback.
c) Practice 1
- Play the audio and have Ss listen and repeat with a focus on the sound.
- Check Ss’ answers.
- Correct if necessary.
d) Practice 2
- Have Ss practice saying the examples using the sound correctly.
+ Examples:
1. a. thing b. thick c. through d. those
2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather
d. that
- Check some pairs, give comments, and correct.
- Read the words out loud with the class.
- Listen and repeat with a focus on the sound
- Read aloud the words individually.
- Work in pairs.
- Practice saying the examples using the sound correctly.
+ Examples:
1. a. thing b. thick c. through d. those
2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather
d. that
- Say out loud with the class.
Activity 3: Practice (16’) a) Objectives:
- To review and exactly pronounce a new phonetic item;
- To develop Ss’ collaboration and communication skills.
b) Content: practicing the new phonetic item and first Conditional sentence in Ss’
speaking.
c) Product: Students can produce the sound /ð/ and use the first conditional sentence in their speaking.
d) Competence: Collaboration, communication, and imagination e) Organization of the activity:
Teacher’s activities Students’ activities a) Practice the conversation. Swap
roles and repeat.
* Option 1:
- Demonstrate the activity by using the role-play (Mary and Tom) with a student - Demonstrate with another student.
- Ask Ss to pay attention to the sound-/ð/
and the first conditional sentence.
- Divide the class into pairs.
- Have some pairs practice the conversation.
- Have some pairs demonstrate the activity in front of the class.
* Option 2:
- Ask Ss to swap roles and repeat using the ideas on the right.
- Demonstrate the activity with T.
- Practice the conversation in pairs.
- Demonstrate the activity in front of the class.
Clues:
- Have some pairs demonstrate the activity in front of the class.
b) Practice with your own ideas.
- Have Ss practice the conversation with their own ideas. Swap roles.
+ Clues:
Where / What?
What / weather/ like?
What to do …
- Have some pairs demonstrate the activity in front of the class
- Check some pairs, give comments, and correct.
- Practice the conversation in pairs.
- Demonstrate the activity in front of the class
- Practice the conversation with their own ideas and swap roles.
- Demonstrate the activity in front of the class.
Activity 4: Speaking (15’)
a) Objective:
- To help students know how to make a short conversation about their plan in near future;
- To develop Ss’ collaboration and communication skills.
b) Content: using the first conditional sentence to talk about a plan
c) Product: Students can talk about a plan using the first conditional sentence.
d) Competence: Collaboration, communication, and imagination e) Organization of the activity:
Teacher’s activities Students’ activities a) You’re going to London for a day and want to
visit three places. Tick three landmarks …
* Option 1:
- Lead to the task by showing Ss some pictures of landmarks in London, ask Ss to name them.
- Have Ss tick three places they want to visit.
- Get Ss to ask their partner which landmarks they would like to visit
* Option 2 :
- Demonstrate the activity using the role-play with a student
Mode:
+ If I have a vacation to London, I will visit Hyde Park, Big Ben..., and you, where will you visit if you …?
- Name those landmarks.
- Tick three places they want to visit.
- Prepare the questions to ask their partner which landmarks they would like to visit.
- Demonstrates the activity
- Have Ss interview each other in pairs and fill in their notes.
- Have some pairs demonstrate the activity in front of the class.
- Check some pairs, give comments and correct.
b) Discuss and answer the question.
- Divide the class into pairs.
- Have pairs talk about what they will do if they have more time and what they will do if it rains.
- Have some Ss share their ideas with the class.
- Check some Ss, give comments, and correct.
* Option 3:
- have Ss talk about their plan in near future
- have some Ss demonstrate the activity in front of the class
- check some Ss, give comments and correct
with T.
- Interview each other in pairs and fill in their notes.
- Demonstrate the activity in front of the class.
- Talk about what they will do if they have more time and what they will do if it rains.
- Demonstrate the activity in front of the class.
- Talk about their plan in near future.
- Demonstrate the activity in front of the class.
F. Homework (5’)
- Instruct Ss to have a look back on the lesson at home.
- Review the grammar point: The First Conditional Sentence.
- Practice asking and answering about a future plan using the first conditional sentence.
- Prepare for the new lessons – Newwords, pronunciation, speaking UNIT 10: CITIES AROUND THE WORLD
Lesson 2 : Newwords, Pronunciation , Practice, Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know how to stress words when adding “–er”;
- use them exactly in their speaking;
2. Ability
- improve the use of language (Main skills: Writing - Speaking);
- develop communication, collaboration, and self-study skills;
3. Quality
- have positive attitude in learning and actively participate in all classroom activities related to pronunciation “er”.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player,
handouts…
III. PROCEDURES A. New lesson (40’)
Activities 1: Introduce new language (7’)
a) Objective: To identify and use the vocabulary in real-life contexts To develop their critical thinking skills (guessing/ reasoning) b) Content:
- Learn and use language materials (Section: New words page 81) - Numbering: Listening exercise depends on the definitions
c) Products: describe and compare features of cities around the world
d) Competence: Communication, collaboration, presentation, and imagination e) Organization of the activity:
Teacher’s activities Students’ activities a) Fill in the blanks. Listen and
repeat.
- ask Ss to look at their books and fill in the blanks with shopping mall, building, amusement park.
- have Ss check their answers with their partners
- check answers as a whole.
- T plays audio and has Ss listen and repeat.
- Check some Ss.
b) Circle the correct definitions for the underlined words. Listen and repeat.
- have Ss circle the correct definitions of the underlined words in the sentences - Check answers as a whole
- play audio and have Ss listen and repeat
- Check some Ss.
- look at their books and fill in the blanks with shopping mall, building, amusement park.
- share their answers with partners.
Expected answers:
- listen to audio and repeat
- say out loud the words/phrases.
- circle the correct definitions of the underlined words in the sentences - share their answers with partners
Expected answers:
1. A, 2.A, 3.B, 4.B - listen and repeat the words - say out loud the words
Activity 2: Pronunciation: (7’)
a) Objectives: To introduce what Ss need to learn in the lesson;
To develop Ss’ collaboration and communication b) Content: reviewing and introducing new phonetic items
c) Product: Students can understand and know how to stress words when adding
“–er” in their speaking.
d) Competence: Communication, collaboration, and listening skills e) Organization of the activity:
Teacher’s activities Students’ activities
* Option 1:
- Write the words on board and ask students to read aloud.
dirty dirtier noisy noisier busy busier …
- Ask students to notice to the sound and the form of them.
- Have Ss listen and repeat.
- Lead to the new lesson.
* Option 2:
- Have Ss say out how these words are stressed.
- Briefly explain the focus the pronunciation feature
- Look at the words and try to say out loud them.
- Guess in pairs.
- Listen to T and repeat.
- Listen or write the notes on the notebooks.
b) Listen to the words and focus on the underlined letters.
dirtier noisier
- Play the audio and draw attention to the focus sound.
- Ask Ss to read the words several times.
- Check their work.
c) Practice 1.
- Play the audio and have Ss listen and repeat with a focus on the stress.
- Check their work and correct if necessary.
d) Practice 2.
- Have Ss practice saying the examples using the pronunciation feature correctly.
* Option 3:
- Let Ss work in groups to write the short adjectives in comparative form as much as possible.
- Ask them to read aloud the words with the class.
- Check and give them comments if any.
- Listen to the audio and focus on the underlined letters.
dirtier noisier
- Read the words several times.
- Read the words out loud with the class.
- Listen and repeat with a focus on the pronunciation feature.
- Read aloud the words individually.
- Work in pairs to complete the task.
- Practice saying the examples using the pronunciation feature correctly - Say out loud with the class.
- Work in groups and write the short adjectives in comparative form read aloud the words.
- Read aloud the words with the class.
Activity 2: Practice: (12’)
a) Objective: To review and use the comparative adjectives to compare two things.
b) Content: producing new phonetic items and using grammatical point in their speaking
c) Product: Students can understand and use the new language exactly in their speaking.
d) Competence: Communication, collaboration, and listening skills e) Organization of the activity:
Teacher’s activities Students’ activities a) In Threes, practice the
conversation. Swap roles and repeat.
* Option 1:
- Demonstrate the activity by practicing the role-play with one or two students.
- Divide the class into groups of 3 Ss.
- Have groups practice the conversation.
- Ask Ss to pay attention to the comparative adjectives to talk about their choices.
- Have some pairs ask and answer using the conversation in books.
- Invite some groups to demonstrate the activity in front of the class.
* Option 2:
- Ask Ss to swap roles and repeat using the ideas on the right.
- Have some pairs demonstrate the activity in front of the class.
b) Practice with your own ideas.
- Have Ss practice the conversation with their own ideas and swap roles.
- Get Ss to choose one of the cities of
- Demonstrate the activity with T.
- Practice the conversation in groups of 3 Ss, pay attention to the comparative adjectives to talk about their choices.
- Practice asking and answering using the conversation in books.
- Demonstrate the activity in front of the class.
- Practice the conversation in groups using the ideas on the right.
- Demonstrate the activity in front of the class.
- Practice the conversation with their own ideas and swap roles.
- Choose one of the cities of Vietnam they would like to visit.
- Give some reasons for their choices
Vietnam they would like to visit.
- Ask Ss to give some reasons for their choices.
- Have Ss share their choices with their partners.
- Invite some pairs to demonstrate the activity in front of the class.
- Check and give comments.
(weather, or scenic beauty).
- Share their choices with their partners.
- Demonstrate the activity in front of the class.
Activity 3: Speaking: (13’) a) Objective:
- To help students know how to compare things and to develop Ss’ collaboration and communication.
b) Content: using the comparative and superlative adjectives describe and compare things/places
c) Product: Students can describe and compare things/places.
d) Competence: Collaboration, communication, and imagination e) Organization of the activity:
Teacher’s activities Students’ activities a) You won a free vacation for three
people. You can go to New York City or Bali. Work in groups to discuss and decide which place to visit.
* Option 1:
- Divide the class into groups of 3.
- Have Ss play roles and discuss which place to visit (Using File 9 on page 124).
You won a free vacation for three people. You can go to New York City or Bali. Work in groups to discuss and decide which place to visit. (File 9 on Page 124)
- Play roles and discuss which place to visit.
- Notice the example and prepare ideas.
- Give feedback and comments on Ss’
speaking.
* Option 2:
- demonstrate the activity by using the example
- divide the class into groups of 3 - have groups practice the conversation
- have Ss swap roles and repeat using the ideas on the right
- have some groups demonstrate the activity in front of the class
- give comments and correct
b) Compare the two places, then decide where to go.
- demonstrate the activity with Ss - have groups compare the two places and decide where to go
- have Ss compare and discuss their ideas with another groups
- Have some Ss share their ideas with the class and try to give the reasons.
-Check and give comments.
- Work in groups of 3 practice the conversation.
- Swap roles and repeat using the ideas on the right.
- Demonstrate the activity in front of the class.
- Demonstrate the activity with T.
- Compare and discuss their ideas with another pair
- Share their ideas with the class and try to give the reasons.
- Demonstrate the activity in front of the class.
C. Homework (5’)
- Describe and compare things/places using the comparative adjectives.
- Prepare for the new lessons – Vocabulary and Listening on page 84 (SB).
