Kế hoạch bài dạy Tiếng Anh 6 - Tuần 11, Unit 4: Festivals and free time - Leson 1.1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 6 - Tuần 11, Unit 4: Festivals and free time - Leson 1.1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. LESSON PLAN: 6 WEEK 11: Teaching date: 21/11/2022 Period 31 UNIT 4: FESTIVALS AND FREE TIME Lesson 1.1: New words and Listening ( P.30) I. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - gain vocabulary items about adverbs of frequency (often, never, sometimes, always, rarely, usually) - talk about how often you do activities in your free time - listen to a mono dialogue to develop listening skill on specific target . 2. Ability: - Students can improve their skills: Listening, speaking, writing - Students can develop their communicative and team-working skills through learning activities; Illustrate problem-solving and critical - thinking skills through learning activities. - Students can distinguish the differences among adverbs of frequency 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “festivals and free time ” conducted by the teacher. - Establish responsive and independent characteristics to be a long - life learner - Build for good habits in making appropriate schedules II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, e-book, personal computer, projector/TV, speakers. III. PROCEDURES A. Warm up: Opition 1: Brainstorm - T divides class into 2 teams and asks them to think about “ activities in their free time ” - call out one by one of two teams to go to the board and write in 2 minutes - Which group has more correct words will win A B read books Activities in play Activities in video games your free your free time time
2. Opition 2: Chatting T asks sts to answer the question: Do you like reading / playing video games ? Yes/ No, .. S leads to new lesson : “So how do you say if you like reading or don’t like reading If you don’t like you can say I never If you like you can say I often . So, Today we are going to learn about adverbs of frequency” B. PRE -LISTENING I. Pre-teach vocabulary - T use simple English and show adverbs of frequency levels to teach new words. - T gets students to look at the words (often , never, sometimes, always, rarely, usually) in the book/on the screen. - T asks sts to fill in the blanks, listen and read. - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary. - T checks the meaning if neccessary - often (adv) - never (adv) - sometimes (adv) - always (adv) - rarely (adv) - usually ( adv) Opition 1: Checking understanding: Chatting - T divides class into 2 groups . - Have Ss read the questions and answer each question by using adverbs of frequency the day of the week - Make comments on Ss’ answers Example: G1: Minh plays video games on Thursday, Saturday and Sunday. (3 days a week) G2: Minh sometimes plays video games. Opition 2: Ball games - Ask Ss to work in pairs to write an activity under each adverb - Have Ss take turns to make sentences using the adverbs and the activities - Teacher makes example sentences with these words. - T through a ball to a student , Ss to reads their sentences and then through to another student
3. - From Ss’ sentences, have them read again and make comments on the position of the adverbs of frequency Ex : T models : I never watch movies. S1: Lisa rarely plays computer games. S2: .. II. Set the scene - T gets sts to look at the pictures and sets the scene to get students familiar with the situation. - T makes some questions related to the content of the listening task: - What activities ? - Do you like .? - T tells sts that they are going to listen to Lisa and Max talking about free time activities - T points to the Yes / No questions on the screen. Statements Yes / No 1. Does Max like reading books ? 2. Does Max like playing video games ? 3. Does Max like playing soccer on the weekend? 4. Does Lisa like riding her bikes on the weekend ? - T asks ss to guess C. WHILE – LISTENING Option 1: Yes/ No question - T plays the record once for students to get the gereral idea by answering the questions: - Does Max like reading? Yes/No -T plays the record the second time for students to complete the task: Yes / No questions - Sts listen and decide Yes/ No questions - T gives feedback. 1. No 2. Yes 3. Yes 4. yes Opition 2 : Fill in the blanks T divides class into 2 teams asks ss to guess the missing words in the blanks Number Guess Correct A B
4. 1 2 3 4 - Teacher plays the audio twice and has students fill in the missing words in the blanks. - Teacher calls some students to give answers. - Teacher checks answers and gives feedback. 1.always 2. usually 3. often 4. Sometimes - T asks ss to read the sentences again D. POST - LISTENING : Opition 1: Speaking - T gets ss to work in group of 5 - T asks students to make the sentences with adverbs of frequency about free time activities - Students work individually and then exchange answers with their partners in their group - Some students present in front of the class and introduce their group Example: Group 1 I usually read books in my free time. Nam never watches T.V. Mai often play games after school . Opition 2: Self - activities introduction - T gets sts to work individually. Free talk about their activities in their free time Ex: My name is Ba. I like reading books. I often go to the bookstore after school. I never play games. I usually play soccer with my friends E. HOMEWORK - Learn by heart the adverbs of frequency and their positions. - Write about How often your family do activities in their free time - Do exercises in Workbook: Lesson 1 - New words (page 20). - Prepare: Lesson 1 - Grammar (page 31 – SB).
5. Planning date: 21/11/2022 Period: 32 UNIT 4: FESTIVALS AND FREE TIME Lesson 1.2: Grammar ( P.31) I. AIMS OF THE LESSON. By the end of this lesson, students will be able to: 1. Knowledge: - Use the present simple tense - Use adverbs of frequency to talk about how often we do things or how often things happen. - Use the question “ How often” in present simple tense. 2. Ability: - Students can improve their grammar in use. - Students can develop communication, self-learning capability, creative capacity, ability to use of language. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “festivals and free time ” conducted by the teacher - Establish responsive and independent characteristics to be a long - life learner - Build for good habits in making appropriate schedules II. TEACHING AIDS: - Teacher’s aids: student’s book and teacher’s book, class CDs, projector, computer, speaker.. - Students’ aids: Student’s book, notebook, workbook. III. PROCEDURE: A. Warm up: Matching - T shows on the screen - Call some ss to write the answer on the board - T checks the answers - Have ss say aloud in chorus. Adverbs of frequency 1. Always a. V 2. Usually b. V V V V 3. Often c. X 4. Sometimes d. V V V V V V 5. Rarely e. V V V V V 6. Never f. V V V B. Presentation * Set the scence : Listen & repeat (a/p. 31) - T introduces the situation of the dialogue on the screen.
6. - Have students listen and notice the pronunciation feature. - Play audio again. Have students listen and repeat with a focus on the feature. - T calls on Ss to repeat before the class - Teacher explains the structure with “How often . ” that is used to ask about things we often do. - Teacher shows example sentences and elicits the way to use “How often.” and reminds Ss that “do/ does” are the forms of “Auxiliary verbs”. How often + Auxiliary verb + Subject + Verb? =>Subject + Adverbs of frequency + Verb T gives an example: How often does she watch TV? She usually watches TV on Sundays Use: We use “ How often” to talk about how often we do things or how often things happen. Notes: - In a sentence , we often put the adverbs of frequency after the verb “be” or before the main verb. - To talk about regular actions, use always and usually with a time phrase C. Practice. Option 1: Read and fill in the blanks (b/p. 31) - Have students practice in groups , read the sentences and fill in the blanks with adverbs of frequency. - Groups write their answers on posters . - Groups exchange their posters - Teacher gives the answers and groups check . Answer: 1. sometimes 2. usually 3. never 4. always 5. often 6. rarely Option 2: Look at the table and answer the questions. (c/p. 23) - Teacher asks students to answer the questions with adverbs of frequency. - Call some pairs to ask and answer the questions . - T corrects and gives feedbacks. - Have students practice asking and answering ( open pairs). Suggested answer: 1. Jack rarely goes shopping. 2. Bobby always does his homework. 3. Sarah sometimes plays soccer.
7. 4. Amanda rarely has barbecues. D. Production. Interview - T gives ss the handouts and shows 6 regular actions on the screen. - Have ss write an adverb of frequency for each action ( individually) - Ask them to go around the class and ask 2 friends Example: S1: How often do you go fishing? S2: I never go fishing 1. Go fishing 2. Play volleyball 3. Listen to Pop music. 4. Have bread for breakfast. 5. Do the dishes 6. Clean the kitchen. - After interviewing , ss write about two friends they’ve interviewed. - T calls some ss to say aloud their writing in class. E. Homework. - Learn by heart the structure and do exercises in workbook - Make 6 sentences using adverbs of frequency. - Prepare new lesson.
8. Planning date: 22/11/2022 Period 33th UNIT 4: FESTIVALS and FREE TIME Lesson 1.3 : Pronunciation and Speaking ( P.32) I. AIMS OF THE LESSON. 1. Knowledge. lesson, students will be able to: - Know how to stress the adverbs for emphasis. - Get used to the adverbs of frequency - Ask and answer questions to find out their “spirit animal” 2. Ability: - Students can improve their 2 skills : Listening and Speaking - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can talk about their free time activities 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Free time” conducted by the teacher. - Students can take part in useful activities in their free time 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, handouts III. PROCEDURES A. Warm up: - Give greetings - Check attendance Option 1: - T shows 5 sentences, have Ss choose any adverb of frequency to put in appropriate place in the sentences given 1. He gets up early 2. She is late for school. 3. Lan practices speaking English. 4. Thao is a hard-working student. 5. I watch movies on the weekends. - Ss work in pairs and show their answers - Have Ss share their answers with the class - Give feedback Suggested answers 1. He sometimes gets up early 2. She is never late for school. 3. Lan often practices speaking English.
9. 4. Thao is always a hard-working student. 5. I usually watch movies on the weekends.  Option 2: SONG: Adverbs of frequency - Let Ss listen to the song about “Adverbs of frequency”. Ss can sing together while the song is being played. (T doesn’t need to play all song) - Have Ss listen to the song and try to remember the adverbs of frequency they can hear - Have Ss give answers - Link from YouTube: - Give feedback B. PRE – SPEAKING I. Pronunciation a + b. Listen to the sentences and focus on the stress of the adverbs - Play the recording (CD1, track 45) - Ask Ss to listen and pay attention to the stress of the adverbs - Call Ss to make their comments on how the adverbs are stressed and where the adverbs of frequency are stressed - Give feedback, explain the pronunciation feature: In speaking, we often stress the adverbs for emphasis/They are stressed at the first sound - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature c + d. Listen and cross out the one with the wrong stress, then read the sentences with the correct sentence stress to a partner - Play the recording, have Ss listen and cross out the option that doesn’t use the correct stress - Call Ss to give answers - Play the recording again and check answers as a whole class - Then have Ss practice saying the sentences with a partner, using the correct stress, encourage Ss to make up their own sentences -using adverbs of frequency – and put stress on the adverbs - Call some pairs to read in front of the class. - Give feedback, correct Ss’ pronunciation if necessary II. Set the scene - T gets sts to look at the picture and sets the scene to get students familiar with the situation. - T makes some questions related to the content of the dialogue: - How many pictures are there?
10. - What are they doing ? - T tells sts that they are going to make a dialogue about “what they always /usually/... do in their free time” C. WHILE - SPEAKING 1. Controlled practice 1. Dialonge build A B How often do you go running ? I rarely go running How often do you go ............ ? I sometimes................... How often do you go ........... ? I ..............after school .............................................. ? I............... in .............. ............................................. ? I ................ on ................ - Emphasize the structure used to ask about frequency: How often do you ? Form : How often do you + V + O ? S + adverb of frequency + V + O S + V + O + in the morning/ on the weekend..... Usage : - We use adverbs of frequency to talk about how often we take part in activities in our free time - Demonstrate the activity by asking and answering with a student - Have Ss work in pairs to ask and answer, using the pictures and the time phrase - Have some pairs demonstrate the activity in front of the class - Give feedback and evaluation 2. Controlled practice 2. (Speaking part - page 32) - T asks Ss to do a quiz about their free time activities to find out their “spirit animal”.
11. - Demonstrate the activity by asking and answering the first question with a student - Ss work in pair to add three more activities and then ask their friend to complete the quiz . - Have pairs take turns to ask the quiz questions and add up the points - T goes around and provides help if neccessary. - Then T asks Ss to turn to page 125, file 13 to find out what their partner’s “spirit animal” is. Share with the class. - Have some Ss share their findings with the class - Give feedback and evaluation D. POST SPEAKING * Option 1: Telephone role - play - T gets Ss to ask and answer about their classmate’s free time activities, using as many adverbs of frequence as possible - T provides more knowledge about free time activities - T calls on some pairs to demonstrate in frond of class - T asks others to add up the points for the student who are demonstrating in front of class and find our their “ spirit animal”. * Option 2:Free- speaking - T gets 4 volunteered sts ( weaker stusents ) to come to the board - One by one talks about their free time activities ( using adverbs of frequence) Ex : I usually watch cartoon , some times play soccer. I help my mom do housework on Sunday morning and visit my grandma on Sadterday afternoon. - Classmates give up the points and find out their “ spirit animal” E. HOMEWORK Guide students to do the tasks assigned. - Teacher guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. - Practice the Stress on the adverbs for emphasis. - Review the structures used to ask and answer about frequency. - Do exercises in WB: Writing, page 21. - Prepare: Lesson 2 – New Words and Reading (page 33 – SB).
12. LESSON PLAN: 9 WEEK 11: Teaching date: 21/11/2022 Period 32 UNIT 4: LIFE IN THE PAST Lesson 5: SKILL 1 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Read for specific information about children’s pastimes in the past - Make comments on or express opinions about facts in the past. 2. Skills: speaking, reading. 3. Quality - Positive about life in the past - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about past practices 5. Grammar points: B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Check up - Ask Ss to present their stories about the aspect of life in the remote areas. II. Pre-reading Activity 1 - Ask Ss to brainstorm how teens entertained themselves in the past compared to the present. 1. How different is the way teenagers entertain themselves nowadays compared to the past? In the past At present - play traditional games - play modern games: bowling , - read books computer games, Zoonivers, - climb trees / mountains building blocks - go walking - go to the sports centre; learn - play with dolls quietly how to play a sport - play outside more often - use computer. - help parents with the - play inside (to prevent them housework: looking after the from: kid napping , accidents )
13. younger sisters or brothers / - watch TV / ads on TV cooking meals / collecting water, gathering wood, 2. What do you think might be the biggest difference: - play outdoor/ indoor games.- enjoy fresh air. – team games / individual games.- have good health/ no obesity III. While-reading Activity 2: - Let Ss read the passages to answer the questions .They can compare the answers with a partner before giving the answers to the T. * Key: 1. They used to play outside, in the fresh air. 2. They met and talked face-to- face. 3. It kept them healthy and in shape. 4. At home. 5. ‘You had to use your own imagination’. 6. No, they didn’t. IV. Post-reading: Speaking Activity 3: - Ask Ss to read the example in 3 and expressions for opinions and comments in the REMEMBER! box. - Have each student choose the topic they like and give comment and reasons for their choice * Suggestions (for teacher’s reference): 1. doing physical activities in the fresh air. + Fresh air does bodies good. + Fresh air is good for digestion. Improves your blood pressure and heart rate. It makes you happier. Strengthens your immune system. Fresh air cleans your lungs. You will have more energy and sharper mind + Air pollution and health + ground – level ozone + rainy season 2. Using nature as your playground: - shout out loud – do not disturb any one. - play freely, reduce anxiety, create delightful interchanges, form lasting memories, and improve overall well-being - whether your playground is in the middle of a city or out in the countryside, be sure to introduce as much nature as you can. Trees, grass, flowers, and shrubs all serve to create a more natural and wondrous environment for the best time of every day playtime!
14. Early experiences with the natural world have been positively linked with the development of imagination and the sense of wonder. Wonder is an important motivator for life long learning. Children who play in nature have more positive feelings about each other. A decrease in children’s time spent outdoors is contributing to an increase of children’s myopia Natural environments stimulate social interaction between children Outdoor environments are important to children’s development of independence and autonomy + some dangers are behind ( traffic accidents, kid napping, bad weather, ) + some small children are not aware of saving the environment when they play in the nature. (They throw the rubbish on the ground / into the lakes or river; They pick the flowers or walk on the grass, ) 3. Meeting and talking face-to –face + Effectiveness of meetings: you’re able to reach a consensus more quickly. When there are many people in a meeting, there’s more energy and opportunities to participate and creatively contribute. You can brainstorm more easily and solve a handful of problems. Nonverbal communication: if colleagues are smiling, nodding or leaning forward, you know that they’re invested and have their buy-in. There isn’t much guesswork involved. A personal touch: Plain and simple, it’s just nice. There’s a feeling of community because we’re better able to socialize and interact with one another. We quickly build, business relationships. - Disadvantages of meeting F2F: Time consuming: Meeting takes much time to take decision. We know that to hold a meeting is very time consuming. Costly: It is too much expensive. Because the company has to decorate the conference room, pay the T.A. and D. A. to the members, pay for cards etc. Formalities: There are many formalities to hold on a meeting. Agenda, minutes, regulations are needed for a valid meeting. Difficult to control: Sometimes it becomes very difficult for the speaker or chairman to control over the meeting because proverb says, “Many men many minds”. Activity 4: - Let them decide whether they would like to keep the practice alive and explain why. - Have them time to read the practice , make their decision , and think of the reasons for their choice .If something interesting is expressed, T may wish the whole class together to discuss it . * Sample ( For teacher’s reference): 1. hand-written homework :
15. It helps the students improve their understanding of the subject. They can develop a better understanding of the subject and its applications when they attempt assignments on their own. Students who have trouble in grabbing the concepts will learn better when they attempt the assignment It will help them revise the concepts they read in school It motivates them to take initiative and carry out research to attempt the home task It is a good way to prepare for exams and tests. They will practice the assignment and get prepared for the exam + Even though there are many advantages of home tasks, but they can have some drawbacks as well if in excess amount Students cannot take time out to dedicate to each assignment They do not find time for their other activities and extracurricular tasks They do not have enough free time to learn and develop their personal skills Students who have excess home work may feel anxiety and stress if they cannot complete the paper on time It can be challenging for parents to sit with students and help them out in their academic tasks It may make the student hate the subject itself. 2. Playing traditional games: + Because of this unique way of getting people to know about the traditional games, we as the new generation of these days need to preserved the traditional games that have been around for such a long time. + We need to keep and preserved the originality value of the accompanying stories and folklore behind it as Vietnamese culture is very famous with many kind of stories and folklore to make the existence of the very unique traditional games. - The name of traditional games also belong to the 'culture' as well. When we talked about culture, it is something that we need to preserve in order to maintain the harmonize between people. Same goes to the traditional games. We need to preserve it so that we could continue the tradition of these traditional games for the next hereditary. It is a need for them to learn to know about the traditional games so that they could learn the history and at the same time learn to appreciate culture and arts of the traditional games. Other than that, we also could ensure that the upcoming generation will have the chance to recognize, know and play it so that they also could be the part of the history and the culture of traditional games itself. 3. Crossing one’s hands in the front and bowing when you greet a person in seniority.
16. - Good manners are a good habit. - Polite behavior will help your child's social development - everyone will immediately know how to show the appropriate respect toward one another 4. Obeying your parents / teachers without talking back. - avoiding conflict with parents - Parents always teach children the right things. - The children are too small to understand something around them. - Some dangers are always near them and they don’t know how to behave. Talking back can also be triggered by a variety of causes. It can stem from a child trying to exert control over his own life such as what he wears, eats, or does. back talk is something parents should take measures to address effectively and immediately. As parents, it is our job to teach our kids how to express their wishes and opinions in a respectful and constructive manner. V. Homework: - Learn new words by heart. - Redo all activities in this lesson. - Do exercises C + D in the workbook. - Prepare: Skills 2 (p.33)
17. Teaching date: 22/11/2022 Period 33 UNIT 4: LIFE IN THE PAST Lesson 6: SKILL 2 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Listen for specific information about school life in the past - Write a description of how children in the past studied without technology. 2. Skills: listening, writing 3. Quality - Positive about life in the past - Students know how to learn English in right way. - Nourishing and preserving the past 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to write about problems in the past 5. Grammar points: B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Chatting Do you often have problems in your life? What are they? Who do you often ask for help? Do you know any Helpline in Viet Nam and in the world? II. Pre-listening Activity 1a - Have Ss introduce the photo. + It used to be a class many years ago. + There didn’t use to be benches or desks for children to sit to study. + They had to study under the big tree. + It used be dark or cold in winter / hot and sunny in summer children had to meet many difficulties / bad conditions when they went to school ( no modern equipment / no library / no laboratory, ) III. While-listening Activity 1b: T/ F/ NG - Have Ss and read the introduction to the listening and the sentences. Then ask them to work individually to complete the task.
18. - Play the recording once to check how much Ss understand it. Then play the recording again when providing the key. * Key: 1. F: There was only one classroom for 15 students of different ages, both boys and girls. 2. T 3. T 4. NG 5. F : We could talk only when we were allowed to . 6. T Activity 2 - Ask Ss to fill in the blanks without listening first .Then let them give their feedback. - Play the recording for Ss to check their answers * Key 1. Number of students: 15 2. Some students went to school: bare-footed 3. Lessons focused on: reading , writing , and maths , history 4. The school was small but it had: strict rules 5. The students had no homework or: extra classes IV. Post-listening: Writing Activity 3 - Ask Ss to work in pairs to make a list of the facilities. - Then let them tick the ones they think were not available about twenty years ago . - Have them write their list on the board. (keep the list for Activity 4 ) * Suggestions: - not enough lights / no large classroom / no library / no Microsoft Power Point ( a slide show presentation programme) / no physics - chemistry lab equipment / no Internet. Activity 4: - Ask Ss to work individually, referring to the framework while they are writing. - Then ask 2 students share their writing with the class. * Key (suggested in the teacher’s book) * Suggestion: When I was a small girl, I used to study in a classroom with poor conditions. There was not enough light for every classroom because there didn’t use to be electricity. We had to study in with oil lamp, so of course, we could not study with modern facilities such as: Microsoft Power Point. The teachers taught, explained, or told us everything with their words, so we had to imagine everything through the teacher’s words. In our mind, everything in the world was very beautiful. For example, we thought that children always lived happily without poverty with their parents. + Twenty years ago, children are taught by the teachers’ words only. In the class, T had to explain everything by their words because there didn’t
19. use to be a physics laboratory or chemistry laboratory. Children only studied theory lessons without practice, so we had a gulf between them. They had to learn everything by heart only. V. Homework: - Learn new words by heart. - Redo all activities in this lesson. - Do exercises E 1, 2 , 3 ( 9 – 10 ) in the workbook . - Prepare: Looking back + Project (48 – 49)
20. LESSON PLAN 8: WEEK 11 Date of planning : 20/11/2022 PERIOD 32 UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 5: Skill 1. Reading + Speaking A. AIMS OF THE LESSON By the end of this lesson, students will be able to : I. Knowledge - Read for specific information about family customs and traditions - Ask about and describe different customs and traditions II. Ability : - Improve the use of English , reading skill and writing skill. - Develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : -Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “customs and traditions” conducted by the teacher. - Students can show their kindness to the customs and traditions they know. B. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, handouts... C. PROCEDURE I. Check up: -Talk about three table manners in Britain and three ones in your family II. Warm up : Guessing games - Ss work in two teams: one person from this team think of one tradition or custom in her/his family( this S must give a clue( on what occasion ) , Ss in other team guess what tradition or custom it is ( they have only 5 yes/no questions). III.New lesson: READING 1. Prediction: a. Look at the pictures and answer the questions. 1.What are the people doing in each picture? 2.Does your family ever do the same things?