Kế hoạch bài dạy Tiếng Anh 8 - Unit 3 : Peoples of viet nam - Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Unit 3 : Peoples of viet nam - Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 – Week 6 Date of planing: 15/ 10/ 2022 Period 16 Unit 3 : PEOPLES OF VIET NAM Lesson 1: GETTING STARTED: At the Museum of Ethnology A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge and skills - Get to know about the topic of the unit. - Listen and read for specific information about ethnic groups of Viet Nam. - Practice Listening, Speaking, Reading,Writing and interactive skills. 2. Competence: - Improve communication, collaboration, analytical and critical thinking skills. 3. Attributes: - Be award of responsibilities with ethnic groups of Vietnam. - Have positive attitude in English language learning to participate in all classroom activities with the topic “peoples of Vietnam”. - Build good habits for themselves and kick bad ones. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Solving a crossword puzzle 1. I like to . buffaloes in the pastures. 2.The farmers are very busy during harvest .. 3. Have you ever ridden a .? You have to be brave to do it. 4.People in the countryside are often open and 5. was loaded onto a cart and transported home. 6.I think life is more interesting than city life. H E R D I. Pre- reading: T I M E - Write the unit title on the board. Write the H O R S E words/phrases ‘ethnic’, ‘ethnology’, and ask F R I E N D L Y Sts to guess their meaning. R I C E Activity 1. Vocabulary - Teacher use different techniques to teach C O U N T R Y vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary curious (a) tò mò account for (v) giải thích
2. ethnic (a) dân tộc minority (n) thiểu số region (n) vùng ,miền custom (n) phong tục ,tập quán costume (n) trang phục awesome (a) – làm khiếp sợ terraced field (n) ruộng bậc thang heritage site (n) Di sản * Check vocab: Recall Activity 2. Listen and read. * Set the scenes: - Have Sts to open their books . - Ask Sts some questions to involve the picture page 26. Questions may include: What can you see in the picture? What can you see in the picture? What can you see in the picture? Do you know these characters? Where are they now? What are they talking about? - Give Sts to answer questions as a class. II.While- reading: Activity 1. Listen and read - Play the recording and has Ss follow along. Activity 2: 1a. Find the opposite of these words in the conversation. - Ask Ss to the read the conversation again and do the exercise in pairs or in groups. - Have Sts to write the correct answers on the board. - Get feedback. Key 1. Interesting 2. Largest 3. Minority 4. Southern 1b. Read the conversation again and answer the questions. - Go through the questions mentioned - Have Sts to work individually to answer the questions. Ss compare answers with a partner and then discuss as a class. Then correct the answers. - Give feedback and evaluation. Key 1. They are in the Museum of Ethonology. 2. They want to know about the ethnic groups of Viet Nam. 3. There are 54 ( ethnic groups ).
3. 4. The Viet (or Kinh) have the largest population. 5. Yes, they do. Activity 3: Use the words and phrases in the box... - Have Sts work in pairs and label each picture. Then let Ss read each word/phrase correctly. - Check and correct their pronunciation. Key 1. five-coloured stickey rice 2. terraced fields 3. festival 4. folk dance 5. Open-air market 6. Musical instrument 7. costume 8. stilt house III. Post reading: Activity 1: Complete the sentences. - Let Sts repeat the words/phrases in chorus. - Ask Sts to ork individually to do the task then compare their answers with a partner. - Correct as a class. Key 1.ethnic 2.heritage site 3.stilt houses 4.festivals 5.member 6.terraced fields VI. Homework - Learn by heart all the new words. - Do Act 1.c/d and 4 in students’ book. Ex (Workbook) - Prepare: Closer Look 1.
4. Lesson plan 8 – Week 6 Date of planing: 15/ 10/ 2022 Period 17 Unit 3 : PEOPLES OF VIET NAM Lesson 2: Acloser look 1 A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge and skills - Use the lexical items related to cultural groups of Viet Nam - Pronounce words containing clustes /sk/,/sp/, and /st/ correctly in isolation and context Competence: - Be confident and friendly with the school environment - Develope listening, speaking skills and cooperative interaction 3. Attributes: - Be award of responsibilities with ethnic groups of Vietnam. - Have positive attitude in English language learning to participate in all classroom activities with the topic “peoples of Vietnam”. - Build good habits for themselves and kick bad ones. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Brainstorming - Divide the class into 2 two teams - Ask Sts to brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk songs - Encourage them to guess and call out as many words as possible. In 4 minutes the team with more right words is the winner. - Introduce the new lesson I. Presentation. Vocabulary Activity 1: Intruduce new words. - Use different techniques to teach vocabulary. - Follow the seven steps of teaching vocabulary - Have Sts to repeat in chorus and individually then copy all the words developed (adj) phát triển insignificant (a)không quan trọng , không có ý nghĩa complicated (a)tinh vi ,phức tạp majority (a) đa số
5. minor (a)thiểu số basic (a) cơ bản. * Check vocab: Slap the board. Activity 2: Work in pairs. Discuss what the word is for each picture......(p 28) - Ask Sts work in pairs. When they have finished, let them exchange their answers with a partner/ another pair. - Check the answers with the class. For more able Ss, ask them to give other words they know which are related to the life of ethnic minority people. - Elicit the correct answer. - Work individually to do the task. Some Ss may write the answers on the board. -Have Sts to work in pairs and discuss what the words is for each picture. Key 1.ceremony 2.pagoda 3.temple (Ly Son) 4.waterwheel (in the north) 5.shawl (of the Thai women) 6.basket (of the Sedang) II. Practice. Activity 1: Match the adjs in A with their opposites in B. (P28) - Explain and give examples of adjectives. Ask Ss to give some more - Check understanding of these words. - Elicit ideas from the Ss. Say. for example, - Go through all the words in this way to make sure understands them. - Have Sts to work in pairs to match the adjectives with their opposites. - Elicit the answers from the class. Key 1.d 2.c 3.g 4.a 5.f 6.e 7.b Activity 2: Use some words from 1 to complete the sentences. (p28) - Get Sts to work individually. -Ask Sts compare their answers with a partner and then discuss as a class. - Check their answers. Key 1.written 2.trasitional 3.important 4.simple, basic 5.rich III. Pronunciation: Clusters: /sk/, /sp/, and /st/ Activity 1: Listen and repeat the words( P28) - Ask Ss to listen and repeat. - Pause the recording to drill difficulty items. - Have Ss say the words individually- Listen and repeat Activity 2: Listen again and put them in the right...( P28) - Play the recording again. Sts listen carefully and put the words in the right columns. - Note that ‘school’ may cause some confusion because the sounds of /sk/ are spelled with the letters ‘sch’. - Ask Sts to give other words which contain these clusters.
6. - Do the task individually Key /sk/ /sp/ /st/ skateboard Speech Stamp School Display First Basket Crisp Station task Space Instead Activity 2: Listen and read the following ... (p28) - Play the recording two or three times (or more if necessary). Help Ss recognize all the words with /sk/,/sp/,or /st/, then underline them as assigned. - Have Sts to listen and repeat IV. Consolidation: - Ask Sts to find some more words that have these clusters: /sk/, /sp/, and /st/ IV. Homework: - Learn by heart all the new words. - Guide Sts how to do Exs (workbook) - Prepare: Unit 2: Closer Look 2
7. Lesson plan 8 – Week 6 Date of planing: 15/ 10/ 2022 Period 18 Unit 3 : PEOPLES OF VIET NAM Lesson 3: Acloser look 2 A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge and skills - Use the lexical items related to cultural groups of Viet Nam - Ask and answer different question types. - Use articles a, an, the. 2. Competence: - Be confident and friendly with the school environment. - Develop cooperative interaction. 3. Attributes: - Be award of responsibilities with ethnic groups of Vietnam. - Have positive attitude in English language learning to participate in all classroom activities with the topic “peoples of Vietnam”. - Build good habits for themselves and kick bad ones. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Brainstorming: Wh/H-questions - Ask Sts to write about all wh/h-questions they have learnt. - - Introduce the new lesson - Listen to the teacher and take notes I. Presentation: Grammar: Questions: review. Activity 1: Read the passage. (p29) - Give Ss about five minutes to read the passage. T may call on some Ss to read aloud to the class. - Correct their pronounciation, intonation and stress, and give explanation if necessary. Activity 2: Now write questions for these answer. (Ex.1. P.29) - Have Ss work in groups or in pairs and write questions for the answers given.
8. - Have some Ss come up and write their questions on the board. - Accept all question variations that are grammatically correct. - Gives correction as a class. Suggested answers 1.Who is living in the house? 2.How many children do they have? 3.Do the grandparents stay at home? 4.How often does Mrs Pha go shopping? 5.How far is Vang’s boarding school?/How far is the town? 6.When does Vang go home (every week) ? 7.How do they live? 8.Would they like to live( in a modern flat) in the city? Activity 2: Complete the questions....(Ex.3. P.29) - Run through the questions. - Ask Sts to work individually to do the exercise then share their answers with their partner. - Give feedback and evaluation. Key 1.Who 2.Which 3.Which 4.Which 5.What Activity 3: Articles: a, an and the - Ask Sts to read the grammar box, then explains these uses of the articles, going through the examples given in the box. - Check Ss’ understanding of the usage, ask Sts to make other example sentences using the articles in the same way. - Draw Sts’attention to the Look out! Box. Read out the sentences to show that sounds are what determines whether ‘an’ is used. See if Ss can come up with other examples of words like these. II. Practice: Activity 1: Underline the correct.. (Ex.5. P.29) - Have Sts to work individually to do the task. - Ask Sts to swap their books with a partner to check the answers. - Check the answers as a class. Discuss the reasons for the article usage in each sentences. Key 1.a 2.the 3.the 4.the 5.the 6.a Activity 1: Insert...... (Ex.6. P.29) - Have Sts read the passage without paying attention to the blanks. - Check any unfamiliar vocabulary so that wverybody understands the meaning of the text. Now focus on the grammar point. - Give Sts to work individually to do the task.
9. - Ask some Ss to read the passage sentence by sentence. - Correct as a class. Discuss the reasons for the article usage. Key 1.a 2.a/the 3.the 4.an/the 5.the 6.an III. Consolidation: - Use of articles, questions and answers IV. Homework: - Learn by heart all the new words and structures - Guide Sts to do ACT 4(p.29) in students’ book and Exe. in work book. - Prepare: Unit 2: Communication
10. Lesson plan 9 – Week 6 Date of planing: 16/ 10/ 2022 Period 16 UNIT 3: TEEN STRESS AND PRESSURE Lesson 1: Getting started A. OBJECTIVES : By the end of the lesson Ss will be able to: I. Knowledge: - Use lexical items related to changes in adolescence talk about their feelings and their friends' naturally. - Listen and read Phuc, Nick and Veronica's conversation for specific information about Mai's stress. II. Competences: - Improve the use of English. - Develop their reading and speaking skill, creativity, cooperation, self-learning, problem solving, III. Attributes : - Have positive attitude in English language learning to participate in all classroom activities with the topic “teen stress and pressure”. - Build good habits for themselves and kick bad ones. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up:Chatting. I. Pre-reading Activity 1: Introduction and setting the scene: -Give out the picture and introduce the students in the picture: Phuc, Nick and Veronica. - Ask the class to describe what is happening in the picture: Where are Phuc, Nick, and Veronica? What are they going to do? What are they talking about? Activity 2: Vocabulary. stressed (adj) mệt mỏi, căng thẳng tense (adj) căng thẳng frustrated (adj) bực bội confident (adj) tự tin calm(adj bình tĩnh
11. take a break (v) nghỉ ngơi put oneself in my shoes (v) đặt ai đó vào vị trí của mình - Check: 2. Listen and read: Dialogue: - Play the recording. - Give Sts to listen and read in chorus. - Have Sts to practise acting out the dialogue. II. While-reading Activity 1. Find the OPPOSITE of the following words in the text. (Ex.1a) - Ask the Sts to work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words in the text with opposite meanings. Key 1. to stay up late 2. to be stressed (out) 3. good grades 4. to disappoint someone 5. to take a break 6. to be fully booked Choose the best answer. (Ex.1b) - Work individually first, then compare the answers with their partners. - Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer. Key: 1.C 2.B 3.C 4.A 5.B 6.A Activity 2. Fill the gaps with the words in the box. In some cases more than one word may be suitable. (Ex.2) tense frustrated delighted confident relaxed worried depressed calm stressed - Ask Sts to work in pairs to complete this task. - Tell Sts in most cases more than one option may be suitable. After they have finished, go through each item as a whole class. - Explain the difference between 'depressed' and other words such as 'tense', 'worried', or 'stressed'. (The word 'depressed' is very strong and used only to describe someone who is deeply sad and has lost hope.) Key: 1.worried/tense/stressed; relaxed/ confident 2.calm
12. 3.depressed/frustrated 4.confident/relaxed/calm 5.delighted/confident 6. frustrated/worried Activity 3. Match the statements with the functions.(Ex.3) - Ask Sts to work individually to answer the questions, then compare their answers with a partner. - Call on some pairs to give the questions and answers. - Confirm the correct answers. Keys. 1.encourage 2.give advice 3.empathis 4. assure 5.empathise 6.encourage III. Post-reading Activity 1. How do you feel today? - Tell the class how you feel today and what has happened that made you feel that way. You can make up scenarios such as: I feel worried because may cat is sick I feel disappointed because it has been raining all day long. I feel delighted because my son is Star of the Week at his primary school. - Encourage Sts to select appropriate statements in 3 to respond to what you have told them. - Ask them to work in pairs. - Call on some pairs to report their stories to the class. IV. Homework: - Learn by heart the new words. - Practice reading the conversation. - Talk about your feeling today and what has happened that made you feel that way - Prepare new lesson.
13. Lesson plan 9 – Week 6 Date of planing: 16/ 10/ 2022 Period 17 UNIT 3: TEEN STRESS AND PRESSURE Lesson 2: A closer look 1 A. OBJECTIVES : By the end of the lesson Ss will be able to: I. Knowledge: - Use the lexical related to changes in adolescence. - Identify in which situations to stress the verb be in sentences and say these sentences correctly. II. Competences: - Develop their practicing skill, creativity, cooperation, self- studying and problem solving. - Use language to talk about emotions and feelings. III. Attributes : - Have positive about teen stress and pressure. - Know how to learn English in right way. - Be interested in doing exercises. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Networks “Adjectives of emotions and feelings” - Have Sts to write as many words as they can. - Have Ss work in teams, T keeps a score between 2 teams. I. Presentation Activity 1: Vocabulary. embarrassed (adj) xấu hổ informed decision (n) quyết định có cân nhắc. delighted (adj) vui sướng self-aware (adJ) tự nhận thức independence (n) sự độc lập Check: Slap the board. II. Practice Activity 1: Complete the paragraph with the words in the box. - Have Sts work individually to complete this exercise. - Ask Sts to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. - Give Ss then work in pairs to compare their answers.
14. - Give corrective feedback to the whole class. Keys 1.shape and height 2.reasoning skills 3.embarrassed 4. independence 5. self-aware 6.informed Activity 2. Match the source of stress and pressure to the expressions. - Explain the phrases in the box first and elicits from Sts some examples for each item For example: 'Can you think of an example of school pressures and frustrations?' - Share some of your personal experience from your teenage years where relevant. - Feedback. Keys A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 Activity 3. Which of the following can be done in the above situations? Discuss with your partner. 1 2 3 Take a Break a Focus on 4 break, then large task your strong Talk to you feel into points someone ready to smaller about this and start again. tasks / or ask them for help. - Ask the Ss to work in pairs to discuss which solution can be used for which situation. Elicit answers from the whole class. Ask Ss to explain their decisions. Keys A. 1;3;4 B.4 C. 1 D.4 E. 2;1 F.4 III. Pronunciation: Stress on the verbs in sentences - Play the recording again or say the first sentence in the conversation in GETTING STARTED. Draw Ss attention to the stressed 'isn't' and ask them to practise saying the question. REMEMBER! - Explain the REMEMBER! box. T emphasises that normally the verb be is unstressed, except for the situations mentioned in the box. Activity 1. Listen to the recording and practice saying the sentences. Pay attention to the way the verb be is pronounce. - Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be the unstressed. With the whole class, refer to the REMEMBER! box to elicit the reasons why the verb be is stressed in each item. Ss then practise saying the sentences in pairs.
15. Activity 2. Look at the following sentences and underline the verb form of be which should be stressed. Then l to check and practice. - Tell Ss that these sentences contain both stressed and unstressed verb forms of be. Ss work individually first to underline those that should be stressed. Then play the recording for Ss to check. Keys 1. -You aren't worried about the exam? Good for you! - I am worried! But I try to show it. 2. - Do you think Jack is good at Japanese? - He is. But he's a bit shy to speak it. 3. - Isn’t badminton her favourite sport? Yes, it is. IV. Homework: - Learn vocabulary by heart. - Do Ex in workbook. - Prepare new lesson.
16. Lesson plan 9 – Week 6 Date of planing: 16/ 10/ 2022 Period 18 UNIT 3: TEEN STRESS AND PRESSURE Lesson 3: A closer look 2 A. OBJECTIVES : By the end of the lesson Ss will be able to: I. Knowledge: - Use reported speech with confidence - Use question words before to –infinitive correctly and appropriately. II. Competences: - Develop their communication skill, creativity, cooperation, self- studying and problem solving. - Use language to talk about emotions and feelings III. Attributes : - Have positive about teen stress and pressure. - Know how to learn English in right way. - Be interested in doing exercises. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Matching: (Revision of the reported speech) Direct speech Reported speech Present simple Past simple Present perfect Past simple/ Past perfect You /I he / she Tomorrow the day before / the previous day Yesterday the following day / the next day - Give Sts a quick review of reported speech (e.g verb tense, pronouns, time expressions, etc.). - Divide the class into side A and side B. + Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech. II. Presentation: Activity 1. Review: Reported speech - Read the conversation in GETTING STARTED again. Underline the reported speech. Then rewrite in direct speech what Mai said to her brother Phuc and to her parents.
17. - Remind Ss of what the conversation in GETTING STARTED is about. - Ask Ss to work in pairs to complete the task. - Feedback: Ss give the correct answers Key: Mai: 'I'm too tired and don't want to go out.' Mai: 'I want to be a designer.' Mai's parents: 'Design graduates won't find jobs easily. We want you to get a medical degree’ Activity 2. Question words before to-infinitives - Intruduce Sts the question words who, what, where, when, and how can be used before a to-infinitive to express a situation that it is difficult or uncertain. - Give examples. - Explain the Look out! Box. - Highlight the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell which are often used before the question word + to-infinitive. Activity 3. Reported questions with question words before to - infinitive. Question words before to-infinitives can be used to report questions about something that should be done. - Example: What should I do?” she said She wondered what to go. Look out! To report Yes/No questions we use whether before to-infinitive. Remember if cannot be used in this case. Example: ‘Should I tell my parents what I really think?” she wondered. =>She wondered whether to tell her parents what she really thought. III. Practice Activity 1. Rewrite the following sentences in reported speech 1.’We will visit you this week,’ my parents told me. 2. Our teacher asked us, ‘ what are you most worried about?’ 3. ‘I’m so delighted. I’ve just received a surprise birthday present from my sister.’ Phuong told me 4. ‘Kate can keep calm even when she has lots of pressure’ Tom said 5. ‘I got a very high score in my last test, Mum’ she said. 6. ‘Do you sleep at least eight hours a day?’ the doctor asked him. - Ask Ss to work individually to complete this exercise. Then they compare their answers in pairs. - Give corrective feedback as a whole class. Key 1. My parents told me they would visit me that week.
18. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even when she had lots of pressure. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if he slept at least eight hours a day. Activity 2. Rewrite the following question in reported speech, using question words before to- infinitives. - Ask the Sts to work in pairs to complete this exercise. - Remind them they can choose from the verb ask, wonder, (not) be sure, have no idea, (not) know, (not) tell to report these questions. - Feedback: Ss read aloud their answers. Key 1. They wondered/couldn't tell how to use that support service. 2. He had no idea who to turn to for help. 3. Mai asked her mother when to turn off the oven. 4. Phong and Minh couldn't decide where to park their bikes. 5. He was not sure whether to call her then. 6. They wondered what to do to make Linh feel happier. IV. Production: Activity 1. Rewrite the sentences using question words + to- infinitive 1. I don't know what I should to wear! 2. Could you tell me where I should sign my name? 3. I have no idea when we should leave for the bus. 4. We're not sure where we should hang the painting. 5. He wondered how he could tell this news to his parents. 6. They can't decide who should go first. - Model the first sentence with the class as an example. - Ask the Sts to work individually to rewrite the sentences before receiving correction from T. Key 1. I don't know what to wear. 2. Could you tell me where to sign my name? 3. I have no idea when to leave for the bus. 4. We're not sure where to hang the painting. 5. He wondered how to tell this news to his parents. 6. They can't decide who to go first. V. Homework: - Learn grammar in yellow box. Do Ex 3,4 P. 30 - Prepare for new lesson: Communication
19. I. Warm up: -Write the phrase "Gobi Highlands" on the board and asks Ss if they know what and where it is. - Show Sts some pictures and asks Ss to pick the ones they think are Mongolia. II. Pre-reading 1. Activity 1. Match the description with the words/ phraseses Words/ Phrases Description 1. ger a. a life on the move 2. dairy products b. a circular tent in which Mongolian nomads live 3. cattle c. grasslands 4. nomadic life d. milk, goats, cheese 5. pastures e. cows, goats, buffaloes.. + Ask Ss to try to guess the meanings of these words, and match the description with the words/ phraseses. Keys: 1.b 2.d 3.e 4.a 5.c III. While – reading. Activity1:Choose the most suitable heading A,B, or C for each paragraph. - Ask Sts to read the heading and make sure they understand their meanings.
20. - Have Sts to read each part of the passage quickly and choose the correct heading for it. - Ask Sts to underline the words / phrases which helps them make their decision. - Give Sts to exchange their answers. - Check the answers as a class. Keys 1.The importance of cattle to the nomads 2. The nomads' home 3. Nomadic children's lives Activity 2: Choose the best answer - Have Sts to read the passages again and choose the best answer A, B, C,or D. - Ask them to read the questions and do the exercises independently. - Give feedback and evaluation. Keys: 1. A 2. C 3. A 4. B 5.B 6.D IV. Post – reading. Activity 1: Interview - Have Sts to work in pairs. Interwiew your partner to find out what he/she likes/ doesn’t like about the life of the nomads. A. What do you like about their nomadic life? B. Well, the children learn to ride a horse. A. And What don’t you like about it? B. They can’t live permanently in one place + Ask Sts to underline at least one thing they like about Mongolian nomadic life and one thing they don't like about it. - Have Sts to talk about the reasons they like and dislike about nomadic life. - Ask some pairs to report on their likes and dislikes. - Ask Sts to make two lists of their likes and dislikes on the board and see which ideas are the most common. V. Homework: - Learn vocabulary by heart - Do activity 5a/b and exercises part D - Prepare for Skills 2