Kế hoạch bài học Tiếng Anh 6 - Tuần 2, Unit 1: Home - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 2, Unit 1: Home - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 18 /9/2022 Period 4th UNIT ONE: LESSON 1.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Use intonation for Yes / No questions. - Ask and answer about home. - Conduct a survey about home. 2. Skill: Students can improve Speaking and Listening skills. 3. Attitude: Students have positive attitude in English language learning to participate in all classroom activities with the topic “Home” 4. Competencies: - Students will build their love for family, homes and community after lesson. - Build their love for family, homes and classmates - Students will love home and help parents do housework. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) Option 1: Memorising Games - Divide class into 2 teams - Ask students to watch a video about a house in 3 minutes and remember all the things in the house: - Set the time and get the students to come to the board and write the things in a house as many as possible. Which group with more correct words will win. Option 2: Chatting Ask students to answer the questions: - What is this? - Is this house big/ modern? - How many rooms are their in this house? - Does this house have a garden / a balcony? Option 3. Game “BINGO”
2. - Explain the rules of the game: + Teacher gives each student/ each pair a small piece of paper and get them to write seven words relating to the house. + Show word by word on the screen (randomly) + Have students use a red pen to check whether the words on the screen are the same as those in their paper + The first student / pair to get all 5 words from the screen will say “BINGO” and be the winner of the game - Have students play the game. - Give a small gift to the winner II. Presentation: PRONUNCIATION – Intonation for Yes/ No questions (10’) a + b. Listen to the sentences and notice how the intonation goes up. - Ask students to look at the sentences: Do you live in an apartment? Does your house have a yard? - Ask students: + What kinds of questions are they? Yes/ No or Wh- questions? + How can we pronounce Yes/ No questions? - Play the recording (CD1, track 06) - Ask students to listen and pay attention to the intonation. - Call students to make their comments on the intonation of the Yes/No question they’ve just listened to. - Give feedback, explain the pronunciation feature: Intonation for Yes/No question goes up. - Play the recording again, have students listen and repeat with a focus on the pronunciation feature c + d. Listen and cross out the one with the wrong intonation, then read the sentences with the correct intonation - Play the recording (CD 1 – Track 07), have Ss listen and cross out the option that doesn’t use the correct intonation. - Call students to give answers. - Play the recording again and check answers as a whole class - Then have students practice saying the sentences with a partner, using the correct intonation, encourage students to use their own idea - Call some pairs to read in front of the class - Give feedback if necessary. III. Practice (10’): Exercise a. Point, ask and answer.
3. - Demonstrate the activity by asking and answering with a student: Do you live in an apartment? – Yes, I do. - Have students work in pairs, point to the pictures, ask and answer. - Have pairs ask and answer, using the pictures. - Have some pairs demonstrate the activity in front of the class. Exercise b. Practice with your own ideas - Have pairs practice the conversation with their own ideas, then swap roles. - Call some pairs to demonstrate the activity in front of the class. - Give feedback and evaluation. Suggested questions - Do you live in an apartment? - Does your house have a gym? - Is there a yard? - Is there a pool in your house? - Is there a garage in your house? - Is there a basement / balcony in your house? IV. Production - Speaking: Do you live in a house? (15’): a. Add two more words in the table, then complete the survey about your home. After that, ask 3 friends about theirs. - Demonstrate the activity by practicing role-play with a student. - Have students fill complete the table with information about their home. - Have students work in groups to ask their friends about their home. - Observe, give help if necessary. b. Report to the class about your group - Have students report to the class about their group, follow this example: - Give feedback and evaluation.
4. V. Consolidation (3’): * Intonation: Intonation for Yes / No questions goes up. * Asking and answering about homes/ things in or around homes. Do you live in ? Does your house have a ? Is there a in your house? VI. Homework (2’) - Practice using intonation for Yes / No questions. - Complete the survey for those who haven’t finished it in class. - Prepare: Lesson 2.1 – New Words and Reading (page 9 – SB). ------------------------------------------------------------------------- Period 5th UNIT ONE: LESSON 2.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Talk about what housework they do at home using the new words in the book and some related words in the same topic. - Read Ken’s blog post about his family to develop reading skill on specific target. 2. Skill: Students can improve their 4 skills (Main skill: Reading) 3. Attitude: Students have positive attitude in English language learning to participate in all classroom activities with the topic “Home” 4. Competencies: - Students will build their love for family, homes and community after lesson. - Build their love for family, homes and classmates - Students will love home and help parents do housework. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) Option 1: Collocation with “House” and “Home” - Explain collocation. - Give suggestions and have students find collocations with “House” and “Home” (in groups) - The group that can give all correct answers in the shortest time will be the winner - Give feedback. Answer keys House: housewife, housework, housekeeper Home: homemade, homework, hometown, homeland
5.  Option 2: Home Challenge - About 1 week before the lesson starts, T asks Ss to record a very short video clip about what Ss do at home (do housework, cook a dish or do gardening) - Have Ss collect the video clips of the group members and join them as a clip for the group (about 1 minute) - Show clips of 4 groups on the screen and choose the best one - Give feedback and evaluation Option 3: Brainstorming The housework - Ask students to list what belong to the housework. - Ask students to write on the board - Check and correct. => Lead in new lesson: Housework II. Pre - Reading: New words (15’) a. Fill in the blanks. Listen and repeat Option 1: - Demonstrate the activity, using the example in the book. - Have students look, read and fill in the blanks – using the words in the box. - Ask students to work in pairs to check their answers with their partners. - Check answers as a whole class. - Play the audio (CD1 – Track 08) for students to listen and repeat. - Call some students to read the phrases again, correct their pronunciation and stress. Answer key: 1. laundry 2. kitchen 3. dinner 4. bed 5. dishes 6. shopping Option 2: - Follow same steps as option 1. - Give students an extra activity. - Have students close all books. - Use other pictures (different pictures from those in the book) to help students remember the new words they have learnt. - Have students look at the sentences and pictures, then give names of the household chores. - Remind students to use the right form of verbs. - Ask students to give answers. - Check answers as a whole class. Answer key:
6. On the weekends, my sister makes the bed and does the shopping in the market near our house. My mom does the laundry. I often help mom make dinner. After meal, my dad often cleans the kitchen and I do the dishes. b. Say what housework you do at home Option 1: - Have students work with a partner to say what housework they do at home - Encourage students to use more household chores (besides those in the textbook) - Have some students share their ideas with the class - Give feedback and evaluation. Example. S1: What housework do you do at home? S2: I make the bed and do the laundry. What about you? S1: I clean the kitchen and sometimes I do the shopping. Option 2: - Help students to make the task easier by providing more phrases about doing housework - Then, follow the same steps as option 1. Suggested answers Household chores: take out the garbage, sweep the floor, iron clothes, clean the window, vacuum clean, III. While - reading (15’): Activity 1. Set the scene: - Ask students to look at the picture and answer the questions: Who is he? How old is he? What does he like? What does he want to talk about today? Activity 2. Read Ken’s blog about his family and circle the correct answers Option 1: - Help students have general ideas about Wh-questions by explain “Who”, “What” - Have students explore all the pictures and the heading. - Have students look at the questions and underline the key words in the questions. - Have students check the key words with the class. - Have students read the blog individually. - Have students work in pairs to read the blog again. - Have students circle the correct answers. - Remind students to use the Present Tense. - Have some students share their answers with the class (read), explain for their answers - Give feedback. - Give feedback and correct students’ answers if necessary. Answer key. 1. Ken’s family 2.Ken’s mom 3.Ken’s dad 4. Ken’s dad 5. Ken’s dad Option 2: Comprehension questions:
7. 1. What does Ken do everyday? 2. What does his mother do? 3. What does his mother do everyday? 4. Does he have a sister? 5. Does his sister do the housework everyday? 6. What does his father do? 7. Does his father work hard everyday? - Help students have general ideas about Wh-questions by explain “Who”, “What”. - Have students explore all the pictures and the heading. - Have students look at the questions and underline the key words in the questions. - Have students check the key words with the class. - Have students read the blog individually. - Have students work in pairs to read the blog again. - Have students answer individually. - Correct the answers of the students. Answer key. 1. What does Ken do everyday? => He cleans the kitchen and does the dishes. 2. What does his mother do? => His mother/ she is a teacher (in a school) 3. What does his mother do everyday? => She does the shopping. 4. Does he have a sister? => Yes, he does 5. Does his sister do the housework everyday? => No, she doesn’t. 6. What does his father do? => He is a chef (in a restaurant) 7. Does his father work hard everyday? => Yes, he does. IV. Production - Speaking (7’) - Ask students to work in pairs to talk about the housework in their family. - Ask some students to stand in front of the class to talk. - Correct the mistakes. V. Consolidation (2’): * Vocabulary: Household chores: do the laundry, do the dishes, make the bed, make dinner, do the shopping, clean the kitchen, iron clothes, take out the garbage * Question words: What: asking for information about something. Who: asking what or which person or people (subject). VI. Homework (2’) - Learn by heart the new words. - Do exercises in Workbook: Lesson 2 - New words – Part a, b (page 4) and Listening (page 5). - Prepare: Lesson 2.2 – Grammar (page 10 – SB). ------------------------------------------------------------------------- Period 6th UNIT ONE: LESSON 2.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Know how to use present simple tense and Wh-questions to ask about things that are facts. - Use present simple to talk about things that are facts or true for a long time. 2. Skill: - Students can improve speaking skill and writing skill. - Students can improve the use of English. 3. Attitude:
8. - Students have positive attitude in English language learning to participate in all classroom activities with the topic “Home” 4. Competencies: - Students will build their love for family, homes and community after lesson. - Build their love for family, homes and classmates - Students will love home and help parents do housework. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) Option 1: ACTOR / ACTRESS - Invite 1 or 2 volunteers to stand in front of the class. He/ She will be the actor/ actress. - Have the volunteers express or act (use body language – gestures) to illustrate the housework. - Have the rest of the class guess which housework is being simulated - Give a big applause or a small gift to the student who can give a correct answer  Option 2: Do or Make - Show on the screen or give handouts - Have students review old vocabularies about housework by adding “do” or “make” - Tell students about the grammar point they are going to study in the new lesson. Lead to the new lesson II. Presentation - Grammar: The Present Simple with Wh-questions (15’) a. Listen and repeat - Have students look at the picture. - Play audio (CD1 – Track 09) and have students listen and read the speech bubbles. - Play audio again and have students listen and repeat. *Grammar explanation: - Have students read the Grammar box
9. - Ask students to make comments on the black bold verb form in the examples. - Have students give the form and usage of the Present Simple tense. - Lead to the grammar table and explain the Present Simple and Wh-questions to ask about things that are facts - Ask students to pay attention to way to show possession - Have some students read the sentences aloud. - Have students work in pairs to make questions and answer, using Wh-questions and the Present Simple tense - Get feedback. III. Practice: Exercise b. Fill in the blanks, using the Present Simple of the verbs in the box. Option 1: - Use the example to demonstrate this activity. - Have students use the Present Simple to fill in the blanks, draw attention to the singular and plural form. - Have pairs check each other’s work. - Have students share their answers with the class by writing down on the board. - Check students’ answers, correct if necessary. Option 2: - Use the example to demonstrate this activity - Have students use the Present Simple to fill in the blanks, draw attention to the singular and plural form
10. - Have pairs check each other’s work. - Call students to give answers by answering multiple choice questions (format: game “Lucky Number?”). - Check students’ answers, correct if necessary Answer key. 2. do 3. cleans 4. make 5. does 6. makes Exercise c. Write sentences, using the prompts. - Demonstrate the activity, using the example - Have students work in groups of 3-4 to write sentences, using the prompts - Go round and give help if necessary - Call students to write answers on the board - Check and correct students’ answers Answer key. 1. Joe’s mom 2. What housework does your sister do? 3. My dad does 4. Who does the shopping? 5. Mary’s brother. 6. What housework do they do? Exercise d. Now, write what housework you do on the line. Ask your partner Option 1: - Have students write what housework they do on the line - Have students practice the conversation in pairs - Have some students demonstrate the activity in front of the class - Give feedback and evaluation Option 2: - Follow the same steps as option 1. - Give an extra activity: Have students use more questions to develop their conversation: What housework does your mother do? What housework does your father do? What housework does your sister / brother do? Or: Who does the laundry? Who makes dinner? Who prepares breakfast? Who does the cooking? - Remind students to use the right form of do or make they have studied in the Warmup activity. - Have some students demonstrate the activity in front of the class. - Give feedback and evaluation IV. Production:
11. Option 1: Speaking. - Students work in groups. - Use the same format of the letter in b/ p. 10 to talk about the housework in the home. - Some students share the story to the class. - The winner will get 1 point for him/ her. Option 2: Watch an animation, list the types of housework appear V. Consolidation (2’) Multiple choice. * Present Simple Form: Be: S + am / is / are (not) (?) Am / Is / Are + S Normal verb: (+) S + Vs/es (-) S + don’t / doesn’t + V. bare infinitive (?) Do / Does + S + V. bare infinitive Usage: The Present Simple and Wh-questions to ask about things that are facts. * Wh-questions Form: Question word + do / does + S + V. bare infinitive Question word + do / does / make / makes /clean / cleans + housework. VI. Homework (2’) - Learn by heart the new vocabularies. - Practice talking about your home. - Do exercises in Workbook: Lesson 2.2 - Grammar (Page 4). - Prepare: Lesson 2.3 –Pronunciation + Speaking (page 11 – SB). ------------------------------------------------- ENGLISH 8 period: 4 UNIT 1: LEISURE ACTIVITIES Lesson 3: A closer look 2 A. Objectives 1. Knowledge: By the end of the lesson ,students will be able to : - understand new grammar : +Verbs of liking +gerunds +Verbs of liking +to –infinitive - practice by using them to do exercises 2. Skills: Drill listening , speaking and writing mainly. 3.Vocabulary: + adore + fancy + don’t mind + detest 3. Attitude: - Positive about indoor and outdoor activities. - 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: - Use of teacher and students’ books - Use
12. + cassette and tape + pictures C. Procedure 1. Warm up: Brainstorming - Free talk Introduction Ss have already learned the future simple will do and the future continuous will be doing. Tell Ss that this is a review section. T may help Ss recall the form and uses of these two tenses. Also remind them of the uses of present simple and going to to express future actions. I. Presentation: 1. Activity 1. Future tense: review (1 P51) Have Ss work individually. Check their answers as a class. T may ask why a certain tense is used to check that Ss understand the rules. Key: 1. will have 2. will be doing 3. will she be 4. won’t pass 5. decide; will support 2. Activity 2: Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech. Focus them on the use of the verbs. - Answer individually Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: II. Practice: 1. Activity 1 (Ex 4 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key: 1. Nick said that he came from a small town in England. 2. My friend said that Brazil would win the World Cup. 3. Olive told Chau that she was leaving Viet Nam the next day/the following day. 4. David told Catherine that he was unable to read her writing. 5. Minh said that he had overslept that morning. 2. Activity 2 (Ex 5 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key:
13. 1. He said ( that ) he hadn’t said anything at the meeting the week before/the previous week. 2. She told me that letter had been opened. 3. Tom said that in 50 year’s time we would probably be living on Mars. 4. Mi said she hoped they would build a city out at sea. 5. Son told us that his wish was to become a young inventor. III. Production: 1.Activity 1: Speaking: This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class. This should help Ss to speak with fluency and accuracy, and as naturally as possible. Encourage them to give true sentences about themselves. Ideally, all ss should have a chance to talk before the class. Example: A: I am a student B: she said that she was a student 2. Sum up: Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: IV. Homework - Do Exercises in work book - Prepare new lesson. ------------------------------------------------------------------------- period 5: UNIT 1: LEISURE ACTIVITIES Lesson 4: Communication A. OBJECTIVES: 1. Knowledge: By the end of the lesson ,students will be able to : - read and understand articals - practice by using them to do exercises 2. Skills: Drill lreading , speaking and writing mainly. 3. Vocabulary + hang out + protection + weird + addict + be hooked 4. Teaching aids - Use of teacher and students’ books - Use +cassette and tape +pictures
14. B. Content: I. Warm up: Game: Building up - SS list the leisure activities they take part in in their free time one by one in two teams. Which team gets more activities is the winner. - Get ss to give their opinions about the activity they do. - Asks SS to find some activities a bit unusual and talk about them to the class then talk about what they think about them. II. Learning about the website on internet. 1. Extra vocabulary: window shopping(n): đi chơi ngắm đồ bày ở cửa hàng forum(n): diễn đàn (to) sound weird: nghe có vẻ khác thường/kì quặc (to) be hooked on something: yêu thíc cái gì (to) be addicted to something: nghiện cái gì (to) hang out(with S.O): đi chơi (với bạn bè) - Gets SS to try to guess the meaning of the extra vocabularies(if they don’t know) 2. Read the article on the magazine 4teen website: - T: You are going to read about some activities teenagers do in their spare time . – Look at the photos of them(with name and country), Can you guess what each person likes doing as leisure activities? - Set the reading time limit(2mins) and have ss speed read text. - Memory game: SS close their books and tell how much information they can remember from the text(not check comprehension) in two competing groups. 3. Building net lingo dictionary: - Asks Ss if they notice any other particular features of the text. - Elicit Ss’ answers by drawing their attention to the form of the text(eg. Its layout and abbreviation), explain that this is from a webpage and abbreviation. - Get ss to underline and tell if they understand the abbreviation in the text. Then look at “net lingo” dictionary if necessary. - SS add more other abbreviations used for online chatting/texting they know or may create to their own dictionary in groups of 4 or 5, then ask other groups to guess the meaning * Example: ASSP= as soon as possible: càng sớm càng tốt B4 = before trước đây B4N= bye for now: bây giờ xin tạm biệt BBL = be back later : lát nữa trở lại nhé BRB= be right back: hãy trở lại ngay BTW =by the way: nhân đây CUL8R/CYL= see you later: hẹn gặp lại sau FYI= for your information: cho biết tin GG= Got to go/ G2G= got to go/ GTG= got to go: phải đi đây GL= good luck= chúc may mắn GR8= greet:= tuyệt vời GRRRR= I’m mad: tôi phát điên lên đây HB =hurry back: hãy trở lại nhanh nhé J/K= Just wondering: chỉ tự hỏi L8R= later: sau đó LUV= love: yêu
15. MYOB= mind your own business: lo chuyện của anh đi N2M =not too much: không nhiều lắm NMN= ever mind:không sao/ đừng bận tâm NP= not problem: k có chi OIC= oh, I see: ồ,tôi hiểu RU =are you?: bạn đó hả THKS/THX= thanks: cám ơn U=you: bạn TTYL= Talk To You Later: lần sau noi tiếp nhé WTG=way to go: hay lắm 4ever= forever: mãi mãi 4. Gap fill: - Fill information in the text to complete the table: Who? What activity is mentioned? What does he/she think? Emily -hanging out with friends(window shopping) she loves it -working as a volunteer Hang cloud watching she adores it. It’s easy Linn going to the community center, painting, she loves it dancing, doing drama Minh playing football, helping his aunt in running He likes it cooking class it’s fun Manuel playing computer games, doing judo He’s addicted to it. It’s ok - Ss do the task in pairs - Allow Ss to read the text more closely to fill in the table III. Discussion - Get ss to put the leisure activities in the text from the table above in order from the most interesting to the most boring in groups of 4 or 5 - Asks Ss to discuss, give opinions ,and negotiate with each other to agree on a mutual list. - T goes around to observe ss’ work IV. Homework: - Learn the vocabulary by heart - Do exercises part C - Prepare for Skill 1 ------------------------------------------------------------------------- Period 6 Unit 1: LEISURE ACTIVITIES Lesson 5: Skills 1 I. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - Read for general and specific information about the possible effects of spending too much time on the computer - Talk about good and bad sides of leisure activities 2. Ability: - Students can improve their two skills Reading 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 know how to talk about the good and bad sides of leisure activities 3. Quality:
16. - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “leisure activities” conducted by the teacher. - Students can express their opinion about leisure activities II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, e-book, personal computer (if any), projector/TV, speakers. III. PROCEDURES A. Warm up: Chatting - Do you have a computer? - Do you like it ? - What are the benefits of using computers? B. Pre-speaking I. Present new vocab T uses the context, simple English, pictures to illustrate the meaning of the words: - mind (n) - rely (v) - ban (n) - gaming (n) - get out (v) - Have students listen to and repeat each word. (individual) - Ask the meaning in mother tongue language as a confirmation. - Have students read all together (chorally). - Correct student’s pronunciation if necessary. Checking new words: -T has students match the column A (English) with B (Vietnamese) II. Read the text and choose the correct answer -Let Ss work individually to choose the best answer. They need to be able to explain their choice as well. - Call some ss to give their answer and explain. Key: 1-B 2-C III. Write the questions for the answer based on information from the text - ss sit in groups, discuss and write questions - Call some ss to give their answer 1. Is Quang’s garden real? 2. What is problem with using technology in your free time? 3.What leisure activities do teenagers do these days? 4.What are the benefits of using the computer? IV. Language note - Explain how to give opinion, - Giving/Ask for an opinion and respond + I think that ..... + In my opinion...... - Asking for an opinion: + What do you think? + How do you feel about that? - Agreeing: + I agree with you + That so true
17. + Exactly - Disagreeing: +I’m afraid I don’t agree + I don’t think so C. While-speaking - Explain to Ss that these speech bubbles are from Quang and his friends. Ss may work in pairs or in groups but they will need to say why they think who says what, based on the information from the passage. Go through the phrases in the Language notes box with Ss. For one of the speech bubbles, demonstrate how you can use this language A: In my opinion, computer games train your mind and your memory B: That so true -In pairs, have Ss choose a speech bubble and combine it with the language in the Language notes box -Ask for volunteer to demonstrate their short exchanges Keys: Quang’s parents: Go on and play a sport .It’s good for you -Quang: I’ve made lots of friends from the game network -Quang: I think computer games train my mind and my memory -Quang’s parents: You see your real friends less and less -Quang: My English is much better because I surf the net Quang’s parents: Sitting for too long in front of the computer makes your eyes tired D. Post-speaking Role-play: WHAT’S THE SOLUTION? Quang, his parents, and his teacher are discussing the impacts of his using the computer. Play the following roles - Before the role-play starts, arrange Ss into 3 groups: the group that play Quang, The group that plays Quang’s parents and the group that plays his teacher - Ask each group to brainstorm how they are going to express their opinion. When they are ready, put Ss into new groups which contain Quang, Quang’s parents and Quang’s teacher -Tell Ss that they can use the language in 4 for their role-play and emphasise that the phrases in the Study skill box should be used in their discussion - If the time allows, call on 2 or 3 groups to repeat their role-play for the class E. Homework - Ask Ss learn by heart new words and grammar - Give examples with Language notes - Do D (p6,7,8) in workbook - Prepare Skills 2