Kế hoạch bài dạy Tiếng Anh 9 - Unit 11: Changing roles in society - Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Unit 11: Changing roles in society - Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 9: Week 30 Sunday, April 9th , 2023 UNIT 11 : CHANGING ROLES IN SOCIETY Period 87. Lesson 1: Getting started I. OBJECTIVE: By the end of the lesson, students can: 1. Knowledge: - Vocabulary: lexical items related to changing roles in society - Grammar: simple future - use the lexical items related to changing roles in society. - listen and read the conversation about the role of teacher and father in the future for specific - Skills: Practicing skills. 2. Competences: - Co-operation - Self- study - know some lexical items related to changing roles in society. 3. Qualities: - SS are encouraged to love exploring the changing roles in society. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: Teacher and Students' Content activities 1.Warm up: Chatting Changing the roles in society: ? List some groups of people and * Suggested examples: their roles in society. Groups of Present roles Changes in ? Do you think the roles of these people in society the future people they will change. teacher information facilitator ? Discuss in groups of four and provider write down your opinions. housewives do all the control the - Ask Ss to give explanations chore domestic for their opinions. robots ..... 2.Getting started: I. New words New words - drastically (adv mạnh mẽ, quyết liệt - Teacher use different ): techniques to teach vocabulary - externally (adv bên ngoài
2. (situation, realia) ): - Follow the seven steps of - facilitate (v): tạo điều kiện dễ dàng, teaching vocabulary điều phối - Repeat in chorus and individually - Copy all the words Listen and read II. Listen and read ? Look at the title of the conversation and the picture. ? What do you think the guests at the beyond 2030 forum are talking about. ? What does the title 'Into the future' mean to you? 1.a. Grid and form (activity 1.a. Grid and form (activity 1a 1a P60) P60) ? Look through the table. 1. Phong - Play the recording and have Ss 2. Mai follow along. 3. Phong ? Work independently. 4. Nguyen Encourage them to do the 5. Mai exercise without looking back the conversation. After that, allow Ss to share answers. Check their answers as a class. 1.b. Answer the questions 1.b. Answer the questions (activity (activity 1b P60) 1b P60) ? Run through the questions. 1. It's for people to share their vision underline the key worlds in each of the future. questions (e.g. purpose in 1, who 2. Some students from Oak Tree in 2). School in Happy Valley. ? First, answer the questions 3. He says that learning wlii also take without reading the dialogue place outside school. again. 4. It will give them a sensr of ? Exchange your answer with participation and of being part of your partner. society. ? Read the dialogue again and 5. No, he won't. He may still go to check. work. 6. No, he doesn't. 1.c. Find the meaning of the 1.c. Find the meaning of the phrases
3. phrases and sentences (activity and sentences (activity 1c P60) 1c P60) 1. after the year 2030 ? Work in groups of four or 2. ideas about what life will be like in five. the future. ? Find the phrases/sentences in 3. Both housework and paid work are the conversation. worth of respect. ? Look at the context around 4. I love being with my father. where these phrases/sentences appear and elicit their meanings. - Correct the answers as a class. 2. Tick the correct 2. Tick the correct explanation for explanation for each word each word (activity 2 P60) (activity 2 P60) 1.B ? Work independently to choose 2.A the correct option A or B for 3.B each questions. ? Share your answers in pairs. - Check as a class. 3.Doing: III. Practice 1. Discussion (activity 3 P60) 3. Discussion (activity 3 P60) ? Work in groups of four or five. 1. Cars powered by solar energy will ? Look at the pictures and guess be common. what future visions the pictures 2. People will live in houses in the represent. sky. - Encourage them to come up 3. People will be able to talk with with as many predictions as their pets. possible. 4. Robots will be doing the ? Present your ideas to the class. housework. 5. Trains will be running as fast as 300km/h 6. Land will become barren. 2. Game (activity 4 P60) 2. Game (activity 4 P60) - Divide the class into two Example: teams. One team names a service Group A: Hospitals! and the other team says what Group B: Operations will be they think the service will be performed by robots! like in the future. Try to give every student a go, not just the most advanced ones in the class. 4.Further practice: ? Recall some visions of the future
4. 5.Production: ? Learn by heart new words ? Do exercises B1-2 P41 (workbook) Prepare: Unit 11: A closer look 1 Week 30 Sunday, April 9th , 2023 UNIT 11 : CHANGING ROLES IN SOCIETY Period 88. Lesson 2: A closer look 1 I. OBJECTIVE: By the end of the lesson, 1. Knowledge: - Vocabulary: use the lexical items related to changing roles in society. - Pronunciation: identify the rising or falling tones in agreement and disagreement sentences correctly - students can use the lexical items related to changing roles in society. - Skills: Practicing skills. 2. Competences: - Co-operation: work in pairs, groups - Self- study: work individually. - improve their pronunciation.. 3. Qualities: - SS are encouraged to love exploring the changing roles in society. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: 1. Warm up - Check the new words: One ss comes to the board and read the definition, the whole class say the correct word. Teacher and student’s activities Content 2.Vocabulary 1. Ask Ss to complete the world - Ss complete the world table individually. table individually or in pair. Then allow Then share their answers with a partner them to share their answers with a partner/another pair. Check as a class. Note: Ss might have difficulty
5. with the from form of the words. T may allow them to use a dictionary. Key: Verb Noun Noun (person) attend attendae attendant facilitate facility facilitator provide provision provider develop development developer - Ss work in pairs to determine the form of interview interview interviewe/ the world which is missing from each sentence first. Then read the whole interviewee sentence carefully and determine the meaning of the missing work. After that, evaluate evaluation evaluator they choose the correct word. - share their answers with other pairs. articipate participation participant 2. This is quite a demanding exercise. Let Ss work in pairs. Ask them to determine the from of the world which is missing from each sentence - Ss work individually, use the context of first. Then ask them to read the whole each sentence as guidance. Once they have sentence carefully and determine the complete the exercise, they can exchange meaning of the missing work. After their answers with a partner that, they choose the correct word. Allow Ss to share their answers with Key: other pairs. Check the answers as a 1. attend 2. facilitate class. 3. provider 4. developed 5. interviews 6. evaluation 3. Have Ss work individually. 7. participation 8. apply Ask Ss to use the context of each sentence as guidance. Once they have complete the exercise, they can exchande their answers with a partner. Check the answers as a class. To make sure that Ss understand the meaning of these worlds/phrases, ask for volunteers, or select Ss, to make
6. new sentences using them. Or T can check by asking questions like. 'Can you name some countries which you think are male - dominated?' 'Do you always study in a - Ss read the REMEMBER box and read traditional classroom?' the prases in the table. 4. Before Ss do the task, ask them - Ss then comlpete all the sentences to read the REMEMBER box. Ask Ss to read the prases in the table. Make sure they understand the meanings of by giving epuivalents in Vietnamese. Have Ss then comlpete all the sentences. Confirm the correct answers as a class. 3. Pronunciation Key: 1.B 2.C 3.A Agreeing and disagreeing tones 4 .B 5.A Use the REMEMBER! box to instruct how the rising and falling tones are used when you want to show your - Ss listen to the recording and tick the agreement or disagreement with some correct column each questions. Then listen idea or opinion. Write the examples in again and repeat the sentences with a focus the box on the board and have the whole on the tones. class practise them. Make sure that Ss understand the rules before they do the 1. sense of direction exercises. 2.sense of homour 3. sense of time 1. Have Ss listen to the recording 4. sense of responsibility 5. sense of and tick the correct column style each questions. Then let them - Ss work individually,read the conversation listen again and have them carefully and ,the REMEMBER! box as repeat the sentences with a they do the exercise. Then listen, check, and focus on the ton say the sentences Key + Audio script 1. No one can deny it ? 4. You will be cooking 2. All of us can see your point 5. Well, you may be right 4. Further practice:Have Ss work 3. We will help him with the individually. Ask them to read the money. conversation carefully and to the REMEMBER! box as they do the Key + Audio script:
7. exercise. Then play the recording. Ss Laura: We have to educate the listen, check, and say the sentences. Call public about wildlife. on some Ss to say the sentences Mide: Yes, that's important individually. Laura: And we must act to save endangered species. Mike: That helps. Laura: Keeping wild animals in zoos can help protect them. Mike: That's an timportant point... Laura: Zoos can make money for their conservation programes through charging entrance fees. Mike: Umm, yes, I suppose so 5. Production: - Do exercises n workbook - Revise: Past simple and past perfect Week 30 Sunday, April 9th , 2023 UNIT 11 : CHANGING ROLES IN SOCIETY Period 89. Lesson 3: A closer look 2 I. OBJECTIVE: By the end of the lesson, students will be able to use: 1. Knowledge: - Grammar: - non - defining relative clauses, future passive correctly - recognise non - defining relative clauses and use them correctly - use the future passive correctly - Vocabulary: words related to changing roles in society - Skills: Practising skills. 2. Competences - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about changing roles in society 3. Qualities: - Ss are interested in using non - defining relative clauses, future passive II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE:
8. 1. Warm up : - Check up old lesson - Ss - T 2. Grammar 1 Future passive: review Before doing the exercise, T - Listen and take notes may write the two example sentences using the future active and passive on the board. Let Ss work out the difference between the two sentences. This reminder should help Ss to complete exercise. Example: - Ss work individually 1. They will build a new bridge here Key: 1.A 2.B 3.B 4.A 2. A new bridge will be built 5.A 6.B here. 1. Ask Ss to work individually. They then share their answers with a partner. Check the answers as a class. Ss work individually, then 2. Have Ss work exchange their answers on the individually. Ask them to board. exchange their answers on the board. T corrects if needed. Key: Note: For Ss who are weak 1. Classes will also be held in at this kind of exercise, ask them places like restaurants or to underline the verb phrases in the supermarkets. original sentences which will have 2. The school's curriculum will to be changed. Then ask them to constantly be tailored to meet changes in change the sentences into future society. passive first, before completing the 3. Student's academic rest of the sentences. performance will not be evaluated Key: through exams only. 1. Classes will also be held 4. Not all the decisions in the in places like restaurants or family will be made by men. supermarkets. 5. Women will be freed from 2. The school's curriculum will most housework by high constantly be tailored to meet changes technology. in society. 6. More flowers will be built 3. Student's academic to reduce traffic in the city. performance will not be evaluated
9. through exams only. 4. Not all the decisions in the family will be made by men. 5. Women will be freed from most housework by high technology. - Ss work individually. They can 6. More flowers will be built then exchange their answers with to reduce traffic in the city. partner. - Ss explain their answers to 3. Grammar 2 check their understanding of the rule Non-Defining relative clauses Key: 3. work with on the 1. Minh told me about his REMEMBER! box first. Write the new job, which he's enjoying very examples in the box the board as much. you explain the rules. Ensure that 2. The Board of Directors are Ss understand the rule before usually those who get the most beginning the exercise. T may votes. keep the examples on the board 3. The US, which stands for while Ss are doing the exercises. the United States, is sometimes Ask Ss to work individually. confused with the UN, which stands, They can then exchange their for the United Nations. answers with partner. Elicit the 4. Jack London, who is the answers from Ss and correct them author of The call of the wild, is a if necessary. Ask Ss explain their famous American writer. answers to check their 5. Psychology, which is the understanding of the rule. study of the mind, originates from a Greek world. 6. Jane refused a position which would be a dream job for many of her peers. - Ss do this exercise individually. Key: 1. Sarah works for a company that makes bikes. 4. Before this exercise, 2. I've got a sister called remind Ss that only non - defining Caroline. relative clauses can be omitted. 3. This morning I met my ex - Have Ss do this exercise classmate Janet. individually. They may refer to the 4. The 6.30 bus was late
10. rules on the board. Check the today. answers as a class. 5. Only those who had booked in advance were allowed in. 6. The stairs which lead to the basement are rather slippery. - Ss do this exercise individually Key: 1. We are staying at the Grand Hotel, which will be demolished for a department store. 2. The essays will be assessed by Hans de wit, who is the President of the EAIE. 5. Have Ss work 3. The Second World war, individually. Let Ss share their which lasted from 1939 to 1945, writing with partner. Check as a destroyed hundreds of cities in class, paying special attention to Europe. the commas and the relative 4. I have read several short pronouns. stories by Jack London, who is a famous 4.Further practice: ? Retell future passive and relative - Answer teacher's questions. clause 5.Production: ? Learn by heart all the structures - Take note ? Do exercises in Work book ? Prepare: Unit 11: Communication ENGLISH 6 Period 86 Planning date:9/4/2023 UNIT 9: HOUSES IN THE FUTURE Lesson 1.2 - Grammar (Page 71) A. OBJECTIVES: By the end of the lesson, Ss will be able to 1. Knowledge
11. - use the simple future to think to give ideas about the future 2. Ability - improve the use of language - develop the ability to communicate and cooperate with their partners, to self-study and other skills. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities B. 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 C. PROCEDURES: I. Warm up: Network - Have ss to write down where do people live in the future? In smart homes Where do people live in the future? Under the sea II. Presentation. Listen & repeat (a/p. 71) *Chatting: + Where do you think people will live in the future? +What do you think homes will be like ? - Teacher shows the conversation on the board. - Asks students to find out the differences between the structure in the conversation and what they have learned in the last period. - Revise the structure they know “I think ” - Asks Ss look at the grammar explanation and examples. - Have Ss look at the table with the different forms. - Have some Ss read the sentences aloud. - Ask Ss to write the new language in their notebooks.
12. .  Model sentences : I think people will live in megacities. She thinks people will live in megacities. We don’t think people will live in megacities. He doesn’t think people will live in megacities.  Form : I / you / we / they + think + S +will+ V(b) He / she / it + thinks + S +will+ V(b) I / you / we / they + don’t think + S +will+ V(b) He / she / it + doesn’t think + S +will+ V(b) Use : We use the Future simple and think to give our ideas about the future. II. Practice: 1.Activity 1: Write sentences in Future Simple using the prompts.(b/P71) + Teacher helps students know how to use Future Simple and indefinite quantifiers. - Teacher makes an example sentence as modeling. - Asks some students go to the board to write the answers. - Teacher may set a competition between students, who is faster having turn to make the sentence. - Teacher checks and corrects. 1. Do you think lots of people will live in smart homes? 2. What do you think homes will be like? 3. I think lots of people will live in megacities. 4. Do you think people will live in earth scrapers? 5. I think some people will live in eco-friendly homes. 6. Where do you think people will live? 2. Activity 2: Write sentences using the survey notes(c/p71) + Help students know how to use Future Simple and indefinite quantifiers in other contexts.
13. - Have Ss write sentences using the survey notes. - Have Ss check their works in pairs. - Have some Ss share their answers with the class. - T corrects and gives feedback III. Production: Now, practice saying the sentences with your partner:(d/p71) + Game: Lucky Numbers. - Ask Ss to play the game in teams. - Divide the class into two teams: Team A and B. - Ask Ss to choose a number attached to a word/phrase and then say out loud a sentence with the structure they have learned. Number 1: Some/ smart homes Number 2: A Lucky Number Number 3: lots/ megacity Number 4: few/ megacity Number 5: a lot/ eco-friendly homes Number 6: A Lucky Number Number 7: a few/ eco-friendly homes Number 8: few/ earthscrapers - Declare the winner of the games. IV. Homework: - Practice asking and answering with the simple future and think and indefinite quantifiers to give ideas about the future correctly with a partner. - Do exercise in the workbook: Lesson 1- Grammar and Writing (page 51)
14. - Prepare: Lesson 1.3: Pronuciation + Speaking (page 72 – SB) Period 87 Planning date: 9/4/2023 UNIT 9: HOUSES IN THE FUTURE Lesson 1 - Part 3 (Page 72) – Pronunciation, Practice & Speaking A. OBJECTIVES By the end of the lesson, Ss will be able to I. Knowledge - Know how to pronounce the final /z/ sound and can do all the exercises related to this sound - Use the sound correctly in their communication II. Ability - Improve the use of language - Develop the ability to communicate and cooperate with their partners and other skills - Identify this sound and produce it correctly. III. Quality - Build up their positive attitude in English language learning so that they actively participate in all classroom activities, especially use the sound exactly in their communication or exams. B. 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 C. PROCEDURES I. Warm up -Books closed, have Ss work in group of 4 and write down as many vocabulary items learnt on page 70 (the fastest is the winner) Have them call out all the words II. Presentation. 1. Activity 1: Pronunciation a) Focus on the final /z/ sound - Briefly explain the sound /z/. - Give examples - Check Ss’ understanding. b) Listen to the words and focus on the underlined letters. - Play the audio and draw Ss’ attention to the focused sound. c) Listen and repeat - Play audio and have Ss listen and repeat, especially focus on the sound.
15. d) Read the word with the correct sound to a partner - Have Ss read all the words given with a partner - Walk around and help if necessary - Call some Ss to read these words individually. Correct as needed Optional: If there is time -Write some more words with final sound /z/, have Ss practice in pairs saying them. Suggested words Hands, gives, boys, bags, towels, toys, pillows, cameras, movies, jars, stations, libraries, hospitals . II.Practice: 1. Activity 1. Practice the conversation. Swap roles and repeat. a.Practice 1: - Demonstrate the activity by practicing the role-play (Emma and Mark) with a S - Demonstrate with another S if any. - Remind Ss to pay attention to the final sound /z/. - Have Ss practice the conversation in pairs - Call some pairs to demonstrate the activity in front of the class. b. Practice 2: - Ask Ss to swap roles using the ideas on the right. - Call some pairs to demonstrate the activity in front of the class. 2. Activity 2. Practice with your own ideas. - Have Ss practice the conversation with their own ideas. Swap roles. - Go around and give support if necessary - Call some pairs to demonstrate the activity in front of the class - Give comments if any. * Cues S1: Where/ you think/ people/ live/ future? S2: I think/ will live/ sea. S1: Anywhere else? S2: I think/ will live/ river. S1: What/ you think/ be like? S2: I think/ eco-friendly homes. S1: S2: .. IV. Production: Speaking:
16. 1. Activity 1: You’re interviewing an expert about homes in the future. Work in pairs. - Student A, interview the future home expert and make notes. - Student B, you’re the expert. Answer the questions. Swap roles and repeat. * Interview 1 - Lead to the task by asking Ss put the statements in the order to make a meaningful conversation. - Give feedback. * Interview 2: - Demonstrate the activity by practicing the role - play with a S. - Demonstrate with other Ss. - Have Ss work in pairs to fill in their notes - Call some pairs to perform the activity in front of the class. - Give comments if any 2. Activity 2: Join another pair. Discuss where you’d like to live in the future. Ask them to explain anything you don’t understand. - Have Ss join another pair and discuss where they would like to live in the future. - Have some Ss share their ideas with the class. - Give feedback. V. HOMEWORK - Do exercises on page 51 of the WB - Prepare the new lesson on page 73 of the SB Period 88 Planning date: 9/4/2023 UNIT 9: HOUSES IN THE FUTURE Lesson 2 - Part 1 (Page 73) - Vocabulary and Reading
17. A. OBJECTIVES By the end of the lesson, Ss will be able to I. Knowledge - describe similarities and differences between homes now and in the future - discuss and choose smart devices for homes in the future - get someone’s attention into reading passage and answer the answers II. Ability - improve their English skills - develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and other skills - distinguish the differences and similarities between homes now and in the future III. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities - express the reasons for their homes in the future B. 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, handouts C. PROCEDURES I. Warm up: - Give Ss some pictures of smart devices such as smartphone, drone, robot, - Ask Ss to work in groups of 4 to choose the devices they have and would like to have in their homes. - Ask Ss to find others having the same pictures, and discuss the reasons. - Lead to new topic - Unit 9: Houses in the future. – Lesson 2. II. Pre - Reading 1.Activity 1: New words a. Number the pictures using the definitions. Listen and repeat. - Show the Powerpoint slides/ DCR with the pictures on them to elicit Ss to the new words.
18. - Ask Ss to guess the names and uses of these things. - Demonstrate the activity using the example. + A smart device, like a TV or a mobile phone, is a machine with a computer inside it. - Have Ss number the pictures. - Divide the class into pairs and has them check their answers with their partners. - Check answers as a whole. Expected answers: A.1; B.4; C.6; D.5; E.2; F.3 - Play audio and have Ss listen and repeat. - Give feedback 2.Activity 2: Speaking Skill - Say what smart devices you have in your home. + Option 1: - Set the scene and gives some examples for Ss to talk about smart devices you have in my home. Example: T presents a smart phone and says + I have a smart phone. - Divide the class into pairs. - Have pairs say what smart devices they have in their homes. - Check some pairs, gives comments. + Option 2: - Have pairs say what smart devices they would like to have in their homes. - Encourage Ss to give more ideas/reasons. - Set a mode: “I’d like to have an automatic food machine because we don’t have to spend much time preparing meals. And you?” - Have some pairs share their ideas with the class.
19. - Checks some pairs, give comments and corrects. III. While – Reading. 1.Activity 1:. Read the article about homes in the future. Is Professor Rendall excited about the future? - YES / NO - Ask Ss to read the text individually. - Have the whole class read the text. - Have Ss answer the question by circle “Yes” or “No” - Check answer as a whole class. Expected answer: Yes - Ask Ss to present the reasons why their answer is Yes. - Give feedback 2. Activity 2: Read the text again and answer the questions. - Have Ss look at the questions - Help Ss with some vocabularies (if necessary) + be ready in seconds: (V phr) + delivery (n) - Ask Ss to read the article and answer the questions. - Check answer as a whole class. - Give feedback. Expected answers: IV. Post – Reading. : Speaking: 1. Activity 1: You’re interviewing Professor Rendall about smart in the future. Work in pairs. - Student A, interview Professor Rendall and make notes. - Student B, you’re Professor Rendall . Answer the questions. Swap roles and repeat. .. V. Homework
20. - Write four sentences about your favorite smart devices you would like to have in your home. - Do exercises in the workbook (Page 52) a. Match the pictures with the words b. Listen and tick - Prepare for the new lesson – Grammar (page 74 – SB) ENGLISH 8: Period: 87 Planning date: 9/4/2023 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 1: Getting started A. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the conversation about science and technology for details and then do some related exercises. - form the opposite words by adding prefix un- or im- - use the lexical items related to science and technology 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language B. TEACHING AIDS: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. Procedure * Warm up: Chatting Put the heading ‘Science and Technology’ on the board. Suggest any words or phrases related to this topic. - Accept all ideas, organize them in a word web if possible I. Pre- speaking: Pre- questions: - T shows the pictures Ask Ss to work in group and answer the questions. What can you see in the pictures? Do you know these characters? Where are they now? What are they talking about?... II. While- speaking: 1. Activity 1: Listen and read. - Ask Ss to listen to the conversation twice. - Give Ss time to practice reading in pairs. - T gets some pairs to read out the dialogue.