Unit 04. For a Better Community. Lesson 5. Listening

Timing/

stages

Activities

Interactions

1.Warm up

(5 minutes)

Game: WORDSQUARE

-         T divides the class into 2 groups.

-         T shows the Wordsquare on the screen.

-         T tells Ss what the topic is (An independent person) and how many hidden words there are (7).

-         T asks Ss to work in groups in 2 minutes and find the hidden words in the wordsquare.

-         Ss work in groups in 2 minutes.

-         T calls a student in each group to write any words they can see on the board.

-         T supplies the answers on the screen.

-         T gives feedback.

** WORDSQUARE:

** KEYS:

Row: 1. DECISIVE             

 2. RELIABLE 

 3. DETERMINED   

 4. SELF-RELIANT

Column: 5. CONFIDENT

6. RESPONSIBLE

Cross:     7. INDEPENDENT

Lead-in:

-         T says  “The words you have found in the game are all about the independent person. Today we will learn more about the lexical words and phrases related to being independent; know how to pronounce the sentence stress and rhythm: linking between a consonant and a vowel as well as use to-infinitive after some adjectives and nouns.”

-         T writes the lesson on the board.

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2. New lesson

(39 minutes)

1. VOCABULARY: (14 minutes)

*Activity 1: Complete the table with words that have the same roots as the adjectives in the first column(7 minutes)

- T asks Ss to open the book page 32 and do the Activity 1.

- T asks Ss to work in pairs in 2 minutes.

- T tells Ss they can use dictionary to look up words to complete the table.

- Ss work in pairs to do the task in 2 minutes.

- T invites some Ss to show their answers by writing the answers on the board.

Ss write down the answers on the board.

- T supplies the answers.

- T elicits from Ss the way how to form nouns and adverb from adjectives.

- T shows the keys and give feedback.

*Key of activity 1:

2. Word formation:

- T draws Ss’ attention to some notes:

T gives examples to ask Ss about the position of a word in a sentence.

Eg: a, She is a responsible student.

B, The ability to live independently does not develop naturally.

- T calls some Ss to give their answers.

- T gives feedback.

- T draws Ss’ attention to some notes

3. Practice: Activity 2 page 32(7 minutes)

- T asks Ss to work individually first.

- Ss work individually.

- T lets Ss work in pairs or groups to compare their answers.

- Ss work in pairs or groups to compare their answers.

- T calls some representatives to speak out their answers and explain them if T asks.

- T gives feedback.

*Key of activity 2:

1. reliable

2. confidence

3. well-informed

4. responsible

5. self-reliance

6. decisively

7. independence

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2. PRONUNCIATION: (12 minutes)

- T elicits (gives an example and analyzes):

(3 minutes)

     T shows a picture of money and asks:

“Do you like it?”

- Ss answer.

- T reads aloud the sentence on several times.

- T asks 1 Ssuse thisstatement toask her.

“Use this statement and ask me please.”

- 1 Ss asks T.

- T answers and gives feedback.

- T asks whole class to repeat this statement.

“Now, whole class, repeat after me. Do you like it?”

- Ss repeat.

- T introduces how to link between a consonant and a vowel and role of it.

“Consonant to vowel linking

When we talk naturally, we don't pause between the words.

We usually link the end and beginning of some words so that they are easy to say and flow together smoothly.

Consonant to vowel linking is very common and occurs between words ending with a consonant sound and words beginning with a vowel sound.

Besides that, this is a very important feature of English as it helps preserve rhythm and makes the spoken language sound natural.

Learners of English can have problems understanding and speaking English if they are not aware of word linking in connected speech.

Linking can occur when a word ends in a consonant and the following word starts with a vowel.

The consonant sound is linked with the vowel sound.”

- T gives 2 more sentences:

     I want to talk about a serious problem.

     Would you like a cup of coffee?

-T asks some Ssto read aloud these sentence.

“Now, who can read aloud this sentence?”

- Some Ss read aloud.

- T gives feedback.

- T asks all Ss to read aloud these sentences.

“Now, whole class, repeat after me. I want to talk about a serious problem.”

“Would you like a cup of coffee?”

-Ss read aloud
- If Ss make mistakes, T corrects them by using backchaining technique until they can repeat accurately.

     I want to talk about a serious problem.”

• a serious problem
• t a serious problem
• about a serious problem
• talk about a serious problem
• I want to talk about a serious problem.

     Would you like a cup of coffee?

• coffee
• p of coffee
• cup of coffee
• ke a cup of coffee
• Would you like a cup of coffee?

-T guides Ss to Activity 1:

“We’ve just learnt about how to how to link between a consonant and a vowel and role of it. Now, we do exercise 1 & 2 on page 32.

*Activity 1: Listen and repeat the following sentences, paying attention to the linking between the words.(5 minutes)

-T asks Ss to pay attention tothe linking between the words.

“ Now class, pay your attention to the linking between the words.”

-T shows sentences of exercise 1 & the linkingbetween the words is already marked.

“Now class, look at the slide. There are 5 sentences and the linkingsare already marked.”

-Ss look at slide.

-T asks Ss to read first:

“ whole class, you have a minute to read these sentences by yourself.”

-T checks instruction:

“Do you work in pairs or individually?

How many minutes do you have?”

-Ss answer and then work individually in 1 minute.

-Time’s up and T plays the recording and ask Ss to pay their attention.

“Now class, you will hear these sentences one time, please pay your attention.”

-T plays the recording again and asks Ss to repeat what they hear when finish each sentence.

“Now, whole class, listen again and after finishing each sentence, you have to repeat what you hear.”

-Ss repeat.

- T gives feedback. If Ss make mistakes, correct until they can repeat accurately.

*Key of activity 1:

1. He's a new student in our class.
2. He always fulfills all his tasks on time.
3. He knows a lot about life and the world around.
4. Now it's time for all of us to

celebrate our achievements.

5. An independent person is capable of doing things by herself.

-T guides Ss to activity 2:

“Now, we move on activity 2.”

*Activity 2: Listen and link (     )the consonant sounds and the vowel sounds. Then practice reading the sentences.(4 minutes)

-T asks Ss to listen and put a link between the sounds.

“You will hear 5 sentences and you have to put a link between the sounds.”

-Ss listen and mark the linking.

-T gives feedback.

*Key of activity2:

1. Line up and wait until I tell you what to do.
2. My phone number is oh nine oh eight seven six oh four oh five (0908 760 405).
3. You could earn a lot of money if you write an interesting e-book.
4. Once upon a time, there was a frog that lived in a little pond.
5. Take a box from over there and give it to me.

-T asks Ss practice reading these sentences in pairs:

“Now, you will practice reading these sentences in pairs.”

-T invites some Ss read aloud these sentences.

-T gives comments.

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3. GRAMMAR: (13 minutes) 

Activity 1:

-T asks Ss to give some examples using to-infinitive after certain adjectives:

“Who call tell me your feeling because of certain activity that using to-infinitive?”

-Ss answer the question.

-T writes the answer of Ss on the board.

     T elicits form, usage, adjectives from these examples.

1.Form:

Noun/Pronoun+ linking Verb + Adjective+ to- infinitive

2.Usage:

We can use the to-infinitive after certain adjectives to give a reason for the adjectives.

3.Adjectives:

glad, happy, lucky, amazed, surprised, proud, determined, please, disappointed, sad, afraid.

T gives some examples:

T shows some sentences and asks Ss to rewrite sentences using the to-infinitive:

1. I’m happy because I meet my old friends.
2. He’s surprised because he receives gift from his father.

Keys:

1. I’m happy to meet my older friends.

1. He’s surprised to receive gift from his father.

Task 2:

T asks Ss to do task 2, page 33.

 T gives instructions:

“Now, look at task 2, page 33. You will work individually in 2 minutes and rewrite the sentences using the to-infinitive.”

T checks the instructions:

1. “Do you work in pairs or work individually?”
2. “What are you going to do?”
3. “How long do you have to do this task?”

-Ss do the task in 2 minutes.

-T asks some Ss to go to the board and write the answer.

-T gives the feedback.

Keys:

1. The little boy was afraid to jump the pool. 
2. She is proud to be the leader of the group.
3. The student was excited to hear that they had won the competition.
4. My mother was very surprised to hear I would take part in the storytelling contest.
5. I’m sorry to disturb you.

     T says: “Now, we will learn the second grammar point.”

T elicits form, usage, adjectives from Ss.

1.Form:

It + linking Verb + Adjective (for someone) + to-infinitive

2.Usage:

We can use the to-infinitive in structures with IT and certain adjectives to make a comment or judgment.

3.Adjectives:

Easy, difficult, hard, interesting, boring, nice, great, good, possible, impossible, likely, important, necessary, unreasonable.

T gives some examples:

T shows some sentences and asks Ss to rewrite sentences using the to-infinitive:

1. Watching that film is interesting.
2. Doing your homework is necessary for you.

Keys:

1. It is interesting to watch that film.

2. It is necessary for you to do your homework.

Task 3:

T asks Ss to do task 3, page 33.

T gives instruction:

“Now, look at task 3, page 33. You will work in pairs in 2 minutes and combine the sentences using to-infinitives.”

T checks the instructions:

1. “Do you work in pairs or work individually?”
2. “What are you going to do?”
3. “How long do you have to do this task?”

-Ss do the task in 2 minutes.

-T asks some Ss to go to the board and write the answer.

-T gives the feedback.

Keys:

1. It’s unreasonable to expect that everybody will understand you.
2. It’s impossible to guess what will   happen.
3. It’s easy for everyone to learn some simple sentences in English such as How are you? or Thank you.
4. It’s necessary to take a map with you when travelling in a foreign country.
5. It’s possible to finish the project on your own.

     T says: “Now, we will learn the last grammar point.”

T elicits form, usage, nouns from Ss.

1.Form:

Noun + to infinitives

2. Usage:

We can use to-infinitives after certain abstract nouns to say what action they relate to.

3.Nouns:

Advice, ambition, ability, anxiety, attempt, chance, decision, dream, failure, permission, plan, request, wish, way, demand, determination, effort, offer, willingness.

T gives some examples:

T shows some sentences and asks Ss to rewrite sentences using the nouns in brackets and a to-infinitive phrase:

1. My little sister know how to take care of a dog.(way)
2. That he want to become a good doctor will come true. (dream)

Keys:

1. My little sister knows the way to take care of a dog.
2. His dream to become a good doctor will come true.

Task 4:

T asks Ss to do task 4, page 33.

T gives instructions:

“Now, look at task 4, page 33. You will work individually in 3 minutes and Rewrite the sentences, using the nouns in bracket and a to-infinitive phrase.”

T checks the instructions:

1. “Do you work in pairs or work individually?”
2. “What are you going to do?”
3. “How long do you have to do this task?”

-Ss do the task.

-T asks some Ss to go to the board and write the answer.

-T gives the feedback.

Keys:

1. You are not ill so you don’t need to stay in bed.
2. My teacher has an ability to make complicated things easy to understand.
3. That his decision to take part in the contest surprised all of us.
4. I didn’t have permission to go to the party.
5. I didn’t know that they were having a plan to Nha Trang for the summer holidays.

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4. HOMEWORK:

-         Learn by heart the new vocabulary.

-         Practice the conservation in “Getting Start”, pay attention to the linking between a consonant.

-         Give some examples for each grammar point.