lesson plan - unit 12 - tieng anh 10

SAI GON UNIVERSITYFOREIGN LANGUAGE DEPARTMENT

TEACHING PRACTICE 2

LESSON PLANSDSA1091 (GROUP 5)

Tiếng Anh 10Unit 12. Music

INSTRUCTOR: MR. TRẦN THẾ PHI, M.A.

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WORK DISTRIBUTION:

1. READING: Võ Thị Ngọc Ngân

2. SPEAKING: Nguyễn Thị Quỳnh Trang

3. LISTENING: Trần Minh Tuấn

4. WRITING: Trần Thanh Vũ

5. LANGUAGE FOCUS: Lê Diệp Hồng Nhung

PART A: READINGI. Objectives: By the end of the lesson, Ss will be able to:

- Learn more vocabulary about music.- Develop reading skills including skimming to get general information and scanning for

specific information.- Gain more knowledge about the role of music in our life and recognize music as an integral

part of our life. II. Techniques and method:

- Game: guessing music, lucky singer.- Pair work and group work.- CLT oriented

III. Language content:- Lexical items: communicate, integral part, lull, solemn, emotion, mournful, funeral, set the

tone.- Grammar: to infinitive to talk about purposes and WH question.

IV. Teaching aids:- Blackboard, hand-outs( Task 1, task 2, task 3), group-boards, pictures(lull, solemn, funeral).

V. Anticipated problems:- Students may not have enough words, and knowledge about some kinds of music.

VI. Time:-45 minutes.

VI/ Procedure :

A. Greeting:

B. Check students’ attendance:

C. New lesson:

Stages and time Contents

Warm – up (5’)

Lead-in

GUESSING MUSIC

- Teacher divides class into 3 groups and delivers group’s boards.- T introduces the game and explains the rule of the game:+T lets Ss listen to 5 short songs/ pieces of music: folk, pop, rock n roll, classical, jazz.+T asks Ss to name the kind of music for each song.+Each group has one minute to write their answers. +After 1 minute, each group goes to the board and sticks their answers.+ Teacher corrects the answer and gives comment.

Now we are going to read a text about the importance of music to our life. Let’s see how important it is and how well we know about music.

Pre –reading(15’)

II. Before you read: Matching: Match the types of music with their description.- T divides class into 3 groups.

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- T asks Ss to work in groups and match the types of music to their correct descriptions in 3 minutes.- After 3 minutes each group goes to the board and sticks their answers.- T gives feedback and provides correct answers.*Answers: 1.b 2.e 3.d 4.a 5.c

Pre-teaching vocabulary - T uses pictures and definition to teach vocabulary. T also has concept checking after some words..- T reads the words aloud and asks Ss to repeat them 2 times.- T introduces word by word and explains the meanings.

+emotion(n)(definition) = strong human feelings : cảm xúc. Ex: Happiness, sadness, joy …..are all emotions. +communication: (direct example)

+integral part (n)(synonym) = very necessary Is water an integral part in our life?

+solemn ['sɔləm](a)](synonym)= very serious : long trọng, trang nghiêm.

+lull [lʌl] (v) (picture) : ru ngủ.

Ex :” The mother is lulling the baby to sleep.” +funeral (n) (definition) : lễ tang.

+mournful(a)(synonym) = sad ,moody: buồn rầu, thê lương.+ To set the tone(definition ): to create the atmosphere

Answers: Answer: 1.communicate 2.lull 3. Delights4. integral part 5. Solemn 6. emotion7. mournful

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While-reading(20’)

III. While you read. Task 2:- T asks Ss to read the text and do Task 2 (find the three main roles of music in our life)- T asks questions to check whether Ss understand every word in the task.- T asks Ss to discuss the answers in pairs.- T checks the answer.The roles are: communicate, set the tone, entertainTask 3: Answer the questions + Game (scanning)

- T asks Ss to play a game called “lucky singer”.

11 22

4433

55 66 77

5 10

ScoreScore

Celine Celine diondion

Thu Thu HienHien

My TamMy Tam

RainRain Britney SpearBritney Spear

Elton JohnElton John

Michael Michael JacksonJackson

After

- Ss work in 3 teams: A, B and C. T asks Ss to read passage carefully and work in groups to discuss some questions in task 2 in their books in five minutes- After 5 minutes, T asks Ss to look at the board, I have 7 pictures of 7 famous singers. Of them all, there are 2 lucky singers and 5 singers with 5 questions behind. If you find a lucky singer, you get 1points. If not, you have to answer the corresponding questions correctly. With one correct answer, you get 1 point. Three teams play in turn; the group with the highest score wins the game.

* Suggested answers:1. Language and music.2. It can express ideas, thoughts and feelings.3. It adds joyfulness to the atmosphere of a festival and makes a funeral more solemn and mournful. 4. It makes people happy and excited. It delights the senses.5. It is a billion-dollar industry.

Post- reading (5’)

- T recalls the 3 main roles of music in our life.- T asks students to work in 3 groups, each of which find 2 more examples for each main role.

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ROLES OF MUSIC

communicate Set the tone entertain

- The groups sticks their answers on the boards.- T gives comments and corrects.

Reserved activities : True/false statements: Read the passage and decide whether the following statements are true(T) or false(F)(scanning skill )

1. Labour makes humans different from all other animals.2. Music and language can show one’s emotions.3. Music can add joyfulness to the lesson at school.

4. One of the most important roles of music in our life is to entertain

Homework Learn by heart new words and phrases from the passage Write a short passage in 50 words on such the topic: ”What type of music do you like most ?

Say the reason why?“ Prepare the “Speaking Lesson“ in advance.

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VIII. HAND-OUTUNIT 12: MUSIC

PART A: READINGTASK 1: Fill in the blanks with suitable words:

1. If you know English, you can ……………. with people from the English- speaking world easily.2. Every night, the mother tells her daughter a fairy tale to…. her to sleep.3. Nam’s success at school ……… his parents.4. He is an …….. of the team, we can’t do without him.5. The teacher criticized him with a …… expression on his face.6. Like a lot of men, he finds it hard to express his …………7. With a …….. look on his face, he told us about his uncle’s death.TASK 2 : What are the roles of music in our life? Circle.

communicate earn money entertain work

exchange set the tone transport defense

TASK 3 : Answer the questions:

1) What are the two things that make humans different from other animals ?

2) Why is music a powerful means of communication?

3) How can music set the tone for events and special occasions?

4) How can music entertain?

5) Why has music always been a big business ?

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emotion communicate integral partsolemn lull delights mournful

PART B: SPEAKINGI. OBJECTIVES:

By the end of the lesson, students will be able to:- Develop speaking skill as they can ask and answer questions about the music topic.- Express and develop their love for music.

II. METHODS: - CLT oriented.

III. TECHNIQUES: - Game: guessing game- Pair-work: Repetition Drill- Individual work: taking note and performing before class.- Group work.

IV. LEXICAL ITEMS: - Structures:

Both A and B + Vpl

S + prefer N/V-ing to N/V-ing- Expressing similarity:

A likes sth, and so does B A likes sth and b does, too A likes…, but B prefers

V. TEACHING AIDS: - Textbook.- Board.- Chalk.- Word cards: sad, happy, bored, lonely, excited, relaxed- Pictures:

+ sad, happy, bored, lonely, excited, relaxed + study, tired, meeting, relaxed.

- Handouts VI. TIME: 45 minutes.

VII. PROCEDURES: A. GreetingB. Checking students’ attendanceC. New lesson

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Steps ActivitiesWarm-up(3 minutes)

Game: GUESSING GAME

- Teacher (T) asks students (ss) “In reading lesson, you have learned about different kinds of music. So, who can remember how many kinds of music you have learned?”

- T recalls some kinds of music: pop, classical, jazz, rock, folk.- T divides class into 3 groups and delivers group boards.- “There are 3 boxes for 3 groups. Each box has a list of titles of songs, but these

titles are scrambled. You have to rearrange these titles and decide what kind of music of these songs. Then write the answers on the group boards and stick it on the board. Each correct answer is 10 points. The fastest group is the winner.”

Answers:1. More/baby/once/time Baby once more time (Britney Spears) : pop music2. Lang/syne/auld Auld lang syne: folk music3. Belong/you/with/me you belong with me (Taylor Swift): country music4. Say/never/never never say never (Justin Bieber): pop music5. Rock/we/you/will we will rock you (Britney Spears): rock ‘n’ roll6. Symphony/No.1/Mozart Mozart’s Symphony No.1 (Mozart): classical music

Presentation 1( 5 minutes)

Lead – in:- T asks many ss the question: “Do you usually listen to music in your free time?”

to elicit the answer “Yes” to lead into the lesson.- “Listening to music in free time is quite a common hobby. People listen to

different kinds of music for many different reasons. Today we’ll learn about the way to ask and answer about music.”

Task 1: Brainstorm ideasActivity 1: provide ideas:

- T divides class into 3 groups. - T delivers some word cards about people’s feeling to each group.- T shows some pictures about the people’s feelings; the groups match the word-

cards with the pictures and stick them on the board.

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Excited

Lonely Happy

Relaxed

Bored

Sad

Same interest in music Different interest in music+ Both A and B + V (plural)+ A likes sth, and so does B+ A likes sth and B does, too

+ S + prefer N/V-ing to N/V-ing+ A likes…, but B prefers…

Practice 1(10 minutes)

Presentation 2 (5 minutes)

Practice 2( 15 minutes)

Production(10 minutes)

- T introduces “These are some pictures showing people’s feeling. Maybe when people feel so, they listen to music. These are some reasons why people listen to music.”Activity 2: provide the way to ask and answer:

- T calls some students answer some questions.- T asks students some questions through a conversation about himself/herself and

sticks the questions on the board at the same time. (some questions: + Do you like listening to music?+ What kind of music do you like? (Do you like pop, rock or classical music?)+ What are your favourite songs?+ Which bands or musicians do you like?)

- T asks the whole class some questions:+ Which questions did I use to ask about kind of music?+ Which questions did I use to ask about the reason for listening to music?+ To ask about favourite band/ musician or favourite song/ piece of music, which question did I use?Answer:+ What kind of music do you like?+ Why do you like it? + What are your favourite songs?+ Which band or musician do you like?

- T asks ss to work in pair to practice these questions in 5 minutes.- T reviews some structures and provide some more phrases to express their

opinion:

- T asks ss to make examples for each structure.- T asks ss to work in pairs to practice task 2 in textbook in 7 minutes. (one asks and

one answers, and then switch the role to get information.)- T calls some pairs to perform before class. Before one pair practice, T asks other

ss to take note what they are going to listen to the conversation.- T demonstrates the report of the first pair for students.- From the second pair on, T calls randomly one ss report what they have found out

about their friends.- T and the class give feedback and T corrects some important errors of students.

Task 4 : Story telling- T divides class into 4 groups.- “I have 4 pictures which make an exciting story. The story relates to music. You

will work in group to arrange these pictures in your own order so that they make an interesting story. After 7 minutes, I will call a group to perform your story in front of class.”

- T sticks 4 pictures on the board.

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- T asks ss to discuss in group. While ss are discussing, T goes around giving help if necessary.

- After 7 minutes, T calls each group to perform their story in front of class.- T listens and corrects some important errors.

(Suggested story:

Paul has been studying hard recently. He feels very tired and stressful. One day, he met his friend, Robin on the way from school. He told Robin about his state. He wanted Robin to give him some advice on how to get out of this tiredness. Robin said “You should listen to music, especially pop music; because it will make you refresh and get rid of stress.” Robin listed some songs of Britney Spears to Paul. Paul tried listening to music and he felt relaxed and comfortable after studying.

Reserved activity (5 minutes)

- T asks ss to write the story by themselves.

Homework - T asks ss to prepare new lesson : Listening

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PART C: LISTENINGI. Objectives:By the end of the lesson, student will be able to:

- Know more about Van Cao and his music.

- Know how to listen for the main idea and detail.II. Method:

- Integrated.III. Technique:

- Pair work and group work.IV. Teaching aids:

- Micro, cell phone, textbook, chalk, board, marker, fortune wheel, handout.V. Procedures:

- Greeting

- Checking student’s attendance

Teacher’s activities Students’ activitiesWarm up: (7 mins)- Arranges the position of each S. Gives hand out.

- Divides class into 3 groups.

- Gives each group a marker and a group board.Rearrange listening game:- Reads aloud these words and give definitions. Asks Ss repeat.

- National anthem(n): Quốc ca- National flags(n): Quốc kì

- Shows 4 countries’ national flags on the board. (Spain, British, Japan and Vietnam)

- Plays a recording which contains 4 parts of 4 countries’ national anthem.

- Asks Ss to rearrange 4 countries’ national flag in the correct order.

- Gives Ss about 30s to finish their work.Give feedback and marks. (each right answer gets 1 point)Lead in:- Introduces Ss to some particular information about 4 countries’

national anthem above.- Spain is one of the rarely countries use an instrumental music as

their national anthem.- Japan national anthem is the oldest song which is composed in

IX century.- How about Vietnam’s national anthem? T asks ss information

about national anthem of VN.Transition: After this lesson I hope that we’ll know more about Van Cao, a famous musician in the history of Vietnamese music, and improve ourselves the patriotism.

- Work in group to play this game.

- Listen to the record and discuss with their friends to rearrange 4 countries’ national anthem.

- Go to the board and stick their answers.

The correct answer: 1. Spain, 2.British,

3.Japan, 4.Vietnam’s national anthem.

- Tien Quan Ca, our national anthem, is composed by a very famous author – Van Cao in 1954.

1. Pre listening:(12 mins)Aims: Focus S on the topic and review/ introduce the words used in the listening text.- Introduce Van Cao: Van Cao was born in 15 December 1923 in - Listen to the teacher

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Hai Phong. He wrote his first song named Buon Tan Thu when he was 16 years old.

- Asks S: What is his the most famous song? (Tien Quan Ca)

- Ask ss to give their answer to the question in p. 128: Which of these songs were written by Van Cao?

- Gives Ss 30s to guess which song were written by Van Cao.

- Asks Ss to show their answers.

- Asks Ss listen to a record which contains 4 parts of Van Cao’s music to check their answers.

- Asks Ss: How can we describe Van Cao’s music? I’ll teach you some useful words to describe once kind of music.

- Reads aloud these words and give definitions. Asks Ss repeat. - rousing (adj): hào hứng sôi nổi - lyrical(adj): trữ tình - solemn(adj): trang nghiêm - Concept checking by asking yes/no question.Transition: We can’t deny that Van Cao’s music always give us various emotions. Moreover, Van Cao’s music also attract different generations.2. While listening:( 17 mins)+ Task 1:Aims: Practise listening and marking True/ False statements.- Tells Ss that they are going to listen to a conversation between

Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music.

- Lets Ss have a look at each statement in task 1.

- Plays the tape and asks Ss to listen to the conversation and tick the right column to indicate their answer and underline the false information.

- Plays the tape twice and asks Ss to correct the false information.

- Gives Ss 1 minute to compare their answer in group.

- Asks each group write their answers on the group board and stick on the board.

Corrects Ss’ answers.- Plays the tape once again with pause and gives the correction.

- Give feedback and marks. (each right answer gets 1 point) + Task 2:Aims: Practise listening for specific information by answering given questions.- Asks Ss to read the questions and makes sure they understand

everything and know what information they need to answer.- Ask Ss to work in group, look at the questions given and guess

their answers.- Asks Ss to listen to the tape once and take notes to answer the

questions.- Asks Ss to compare their answer in group.

- Asks Ss in each group to number themselves.

- Uses a “fortune wheel” to choose Ss of each group to answer the

and then work in groups to answer teacher’s questions.

The correct answer: - Suoi Mo, Truong Ca

Sông Lô, Lang Toi and Tien Quan Ca.

- Copy the words and phrases into their notebooks.

- Listen and repeat.

- Read the words in pairs and correct each other’s mistakes.

- Some individuals read the words aloud.

+ Task 1:- Listen to the tape.

- Work in pairs to guess if the statements are true or false.

- Listen to the tape and do the task

- Compare their answer.The correct answer: 1. F The guess is Quang Hung.2.F He likes some Vietnamese musicians 3. T4. F It was written in 1944.5. F (He always ..... ) - Check their answer, and

then correct their work if they have the wrong answer.

+ Task 2:- Work in pairs to read

the questions. - Listen and do the task.

- Compare their answers.The correct answer:

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questions. Each turn, 3 Ss will be chosen. 3 Ss answer the question one by one. Then, they write their answers on the board.

Corrects Ss’ answers.- Plays the tape twice with pause and gives the correction.

- Gives feedback and marks. (each right answer gets 1 point)+ Reserved task: Fill in the blanks in the tapescript:- Gives Ss another hand out.

- Asks Ss to guess the words of each blank.

- Plays the tape only one time and asks Ss to work in group to fill in the blanks.

- Asks each group to write their answers on the group board and stick on the board.

Corrects Ss’ answers.- Plays the tape once again if necessary.

- Gives the corrected answers.

- Gives feedback and marks. (each right answer gets 1 point)Transition: After listening to the conversation between Quang Hung and Lan Huong and their opinion about Van Cao’s music, can you show me your ideas about Van Cao’s music? How can we impress our ideas about something? The next activity will help us to show agreement or disagreement.3. Post listening:(8 mins)Role – play:- T indicates Quang Hung’s ideas about Van Cao’s music in the

tapescript.+ Quang Hung thinks the best Vietnamese musician of all times is VanCao.+ Quang Hung: thinks the songs about rural life in Vietnam are sweet and gentle, and very lyrical.- Asks Ss to work in pairs and discuss Quang Hung's ideas about

Van Cao's music. Do you agree or disagree with Quang Hung’s ideas about Van

Cao’s music?Introduces some sentences to show one's opinion:+ Agreeing: - I (strongly) agree with him. - I share the same point of view with him. - I think his opinion is similar to mine.+ Disagreeing: - I'm sorry but I don't think so. - I don't agree with him. - I don't share his point of view. - Gives Ss a sample conversation and plays a demonstration.

- Asks Ss to practice through the sample.

- Moves around to check the activities and to make sure that Ss are working effectively.

- Asks some pairs to present.4. Homework:(1 min)

1. It is 'My favourite Musician'.2. He likes the song 'Tien Quan Ca' most.3. Because it is hard and solemn, it makes him feel great and proud of his country.- Check their answer, and

then correct their work if they have the wrong answer.

+ Reserved task:- Work in group to

complete the tapescript. - Listen and do the task.

- Compare their answers.The correct answer:

1. Well – known2. Musicians3. Vietnamese4. Whenever5. As loud as6. Rural life

- Check their answer, and then correct their work if they have the wrong answer.

- Work in pairs revising Quang Hung's ideas about Van Cao's music.

Sample conversation:A: Quang Hung thinks the best Vietnamese musician of all times is Van Cao. Do you agree or disagree with him?B: I (strongly) agree with him.OrB: I don't share his point of view.

- Ss present.

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- Asks Ss to write a short paragraph to show their opinion about Van Cao's Music.

PART D: WRITINGI. Objectives: By the end of this lesson, students will be able to:

- use past simple in writing the life story of a person.

- write a profile of a famous person based on given information.

II. Method:

Product writing teaching

III. Techniques:

- Game: Guess who?

- Group work, individual work

- Peer-correction

IV. Language focus:

The use of past simple in writing a life story of a person

V. Teaching aids:

- Textbook

- Hand-outs

- Chalk, blackboard

- Group boards

- Pictures

VI. Time: 45 minutes

VII. Procedures:

Stages Contents

1. Warm-up (7’) - T divides class into 3 groups and delivers group boards

- T sticks 6 pictures of 6 famous people and their names on the board.

- T reads the information about 5 people, Ss writes the names of these people

and raise the group boards.

- Each correct answer scores one mark.

* 6 famous people are:

+ Michael Jackson: He was considered the King of pop

+ J. K Rowling: She is a world-famous writer who wrote the series of Harry

Potter

+ Steve Jobs: He was the CEO of Apple and was called the Wizard of Tech

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+ Susan Boyle: She was famous for her wonderful performance of I dreamed a

dream in Britain’s Got Talent.

+ Scott Joplin: He was an American composer and pianist who was famous for

composing rags.

+ W. A. Mozart

- The last person to be named must be Scott Joplin

- T leads to the lesson: He was very famous in America. Now, we are going to

write about his life story.

2. Pre-writing (22’) * Step 1: (10’)

- T asks Ss what tense they should use to write about the life story of Scott

Joplin. (elicits the answer: past simple)

- T first asks Ss to work in groups to finish all the sentences in Task 1.

- T then assigns sentences 1-2 for group 1, 3-4 for group 2, 5-6 for group 3.

- Ss stick the answers on the board.

- T corrects the answers and emphasizes on the use of past simple.

- T picks out some useful phrases used to write a profile:

+ be born into a _____ family

+ wrote music/song

+ be called / known as _____

* Step 2: (7’)

- T gives each group an empty information form of Scott Joplin and asks them

to fill in it with appropriate information in 3 minutes.

- T draws the form on the board and corrects it.

- The groups exchange the group boards and help correct them.

* Step 3: (5’)

- T introduces the information form of Van Cao and compares it with that of

Scott Joplin.

- T then shows Ss how to turn an information form into a profile.

- T reminds Ss of the useful structures they used in Task 1.

3. While-writing (10’)

- Ss write the first draft of the profile of Van Cao.

4. Post-writing (5’) - Ss work in pairs, exchange the first draft with their partner.

- T asks Ss to underline any mistakes related to past tenses and the structures

they have learned in the previous parts.

5. Homework (1’) - Ss receive their first drafts and correct the wrong use of past tenses and

structures (if there are) and hand in the corrected version to the teacher in the

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next lesson.

THE INFORMATION FORM OF SCOTT JOPLIN

Name:

Born:

Place of birth:

Family:

Learn:

Tunes:

Artistic works:

Known as/ called:

Died:

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PART E: LANGUAGE FOCUSI. Objectives:

- By the end of the lesson, Students will be able to:

Distinguish the difference between the sound /s/ and /z/ and pronounce them correctly

in single words and sentences.

Know how to use the + infinitives.

Know how to make WH- questions.

II. Materials: computer, handouts, textbook, sub-board.

III. Timing: 45 minutes

IV. Method:

V. Techniques:

- Games

- Pair-work and group- work

VI. Procedure: Teacher (T) Students(Ss)

A. GREETING

B. CHECKING Ss’ ATTENDANCE

C. NEW LESSON

Steps Teacher’s activities

Students’

activities

Procedure

Pronunciation

(15’)

Lead-in:- Show pictures of a snake and a bee and

elicit the sounds that go with them.

ssssssss zzzzzzzz

- Introduce the sounds: /s/ /z/- Tell Ss the difference between 2 sounds

and how to pronounce them.Activity 1:

- Then show the phonetic symbols. Elicit the other words in the rows of the table by encouraging the students to pronounce them.

-

-Do as teacher’s instruction.

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/s/ /z/GlassesPrincessListenDecemberPencil MedicineDance SizeEasyCheeseToesCloseRose

Use

Activity 2:- Give Ss the handout and ask them to work

in pair to find out the difference between 2 minimal pair in 1 minute.

- Read the word aloud and ask Ss to choose the word pronounced.

- Give feedback.

Activity 3: Guessing the meaning through pictures

- Divide class into 3 groups.- Give each group a set of cards containing

10 sentences.- Tell the rule:

Teacher shows the pictures. Ss are asked find out the suitable

sentences describing these pictures as soon as possible. After giving correct answer, Ss have to read the sentences aloud. The winner is the one who has correct answers and pronounce them correctly.

Each correct answer: 5 marks.- Show and conduct the games. (the

sentences which can be shown all or a few to the Ss depend on the level of Ss and the time in classroom)

Zack is going to the zoo

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Zack puts on his coat and zips up his zipper

At the zoo Zack is excited to see the zebra.

Sam at the seashore with his sister

Sam puts on his sun glasses and sunscreen

Sam sees a seal in the sea

Sam goes to sleep on the sand

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Grammar (30’) To+ Infinitive to express

purposes (13’)

- T gives Ss some examples and ask them to identify by underlining the to + infinitive:

My mother gets up early every morning to cook breakfast for my family.I learn very hard to pass the final exam.Women should eat a lot of fruit to stay young and beautiful.

- T help Ss to figure out the use of to + infinitives in these examples.

- T tells Ss that the to + infinitives are used to express purposes.

- T tells Ss other positions of the infinitives in the sentences by putting them in other places in sentence. They can be at the beginning or the middle of the sentences.

- T gives some cues and encourages Ss to make some examples.

- T asks Ss to work in pair and do task 1,2 in textbook page 130, 131.

- T calls on some Ss to read out their answers

- T gives correct answers.

Suggested answers:

Exercise 1:1. to tell

her the good news.

2. to buy a cassette player

3. to win the singing contest

4. to sing French songs

5. to set a good example for the class

Exercise 2:1. to read2. to buy3. to post4. to invite5. to learn

Wh- questions : (17’)- T leads in the lesson by giving a dialogue

among the aliens and the astronauts. The dialogue contains many questions.

Son: Dad, I think we have visitors.Dad: Who are they?Son: I don’t know. Why are their heads so small?Dad: Oh, they’re human beings. Be kind, son! Their brains aren’t very big.

The spaceman: Greetings from Earth. What is your language?The client: Our language is

₪. But I want to practice my English. Why are you here?The spaceman: Our spaceship broke down. Where are we?The client: You are very far from

Suggested answers:

Who are they?

Why are

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home.The client’s wife: Welcome to our planet.Would you like some iced tea?

- T helps Ss remind the previous lesson by asking them to identify the WH-questions in the dialogue.

- T calls some Ss to give answers then T gives feedback.

- T reminds Ss what is WH- questions ( the WH-questions are the questions which begin with letter ‘W’ or ‘H’)

- T emphasizes that WH-questions are used to ask for information and they cannot be answered by saying yes or no.

- T shows pictures of question words and asks Ss to work in group to write down the question words on group board in 1 minute.

- T gives the correct answers and ask Ss to peer-correct.

- T asks Ss to work in group again to match the question words with their suitable manners.

When?Where?Who?Why?How?What?Which?Whose?How much?How many? TimePlacePersonReasonMannerObject/ Idea/ ActionChoice of alternativePossessionPrice, amount (non-count)

Quantity (count)

- T recalls Ss how to make wh- questions by giving them an example and ask them to find out the rule.

- T encourages Ss to give more examples.

The “grammar” used with wh-questions depends on whether the topic being asked about is the “subject” or “predicate” of the

their heads so small?

What is your language?

Why are you here?

Where are we?

Would you like some iced tea?

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sentence. For the subject pattern:

Examples: Someone took my baseball. Who took my baseball?Flies are bothering him What are bothering him?He broke the vase Who broke the vase?

For the predicate pattern, wh- question formation depends on whether there is an “auxiliary” verb in the original sentence.

There is an auxiliary verb:Example:He is doing his homework. What is he doing?The baby is crying because he is hungry Why is the baby crying?They are walking while sleeping because they are sleepwalking Why are they walking?

There is no auxiliary and the verb “be”:Example:They are astronauts Who are they? Our language is ₪ What is your language?Those are my brother’s sweaters Whose sweaters are those?The restaurant is on the third floor Where is the restaurant?Her favorite candy is chocolate What is her favorite candy?

There is no auxiliary and the verb is not “be”:

Example: He wants 3 stamps How many stamps does he want?They came to school by bus How did they come to school?It takes 3 hours from London to Paris. How long does it take from London to Paris?I prefer the green dress to the red one Which colour do you prefer?

The meeting will take place at 8:30 a.m When will the meeting take place?- T asks Ss to do exercise 3 in textbook

(page 131)- T call Ss to give the answers.

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lesson plan - unit 12 - tieng anh 10

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