Giáo án Tiếng Anh 10 cơ bản

Nội dung tài liệu: Giáo án Tiếng Anh 10 cơ bản

1. Teaching date: /09/2007The first term of grade 10 The 1st period Date: Grade 10 Theme: Guiding how to learn and to do English tests Time: 45 minutes I. Objectives: 1. Educational aim: Students know about English book in grade 10 2. Knowledge: Student know: - How to learn English in grade 10 - How to do English tests - How to use student’s book and workbook 3. Skill : - Reading - Speaking - Listening - Writing - Doing English tests II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc. III. Procedure: Teacher’s activities Students’ activities Notes Warm-up :(7 minutes) - Introduce to students about the teacher - Listen to the teacher - Ask students about their names and English - Answer the teacher’s knowledge etc. questions Guiding: 35 minutes 1. Guiding student’s book and workbook: - put the student’s book and * Introduce to students how to use their book workbook on the table and workbook * Introduce to students how to learn reading, - listen to the teacher and speaking, listening, writing, language focus in look through the books their books and how to do the exercises in their books 2. Guiding English tests in grade 10: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them * The tests in grade 10 include: reading : 25% listening: 25% writing: 25% language focus: 25% - Listen to the teacher 3. Guiding other books and tape, disc, etc. Homework: 3 minutes - listen to the teacher and - Ask students to prepare textbook, notebooks write down the things which and the things for learning andprepare lesson will be prepared at home reading - Unit 1 1
2. Unit 1 : A day in the life of The 2nd period Date : Grade 10 Theme: A day in the life of Unit 1: Reading Time: 45 minutes I. Objectives: 1. Educational aim: Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work 2. Knowledge: - General knowledge: Students know about activities on a day in the life of farmers - Language: Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc. IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Lead out the hand out and introduce how to put - Open the book the name of the job on its place - Listen to the teacher 1. teacher - Look at the blackboard and put 2. doctor two words together 3. worker 1.b 2.c 3.e 4.a 5.d 4. seller 5. farmer - Ask students some questions Where does a teacher work? - Answer questions: Where does a worker work? He works in a school Where does a farmer work? He works in a factory He works in the field - Let students understand more about the life of a farmer, today we learn Unit 1- part A: - Listen to the teacher and open Reading the book – Unit 1, part A: reading Before you read : (7 minutes) - Ask students to use the suggestion in their books to work in pairs - Look at the book, listen to the - Ask and answer questions about your daily teacher and work in pairs: routine *A: What time do you often get - Listen to students and correct pronunciation up? and grammar if necessary B: I often get up at six *C: What do you often do in the evening? D: I often do my home work and watch T.V - Ask students to look at the picture in the 2
3. book - Look at the picture - Show students to know about farmers’ - Listen to the teacher daily routine While you read : (23 minutes) - Ask students to look through the passage and read in silence - Listen to the teacher then read - Help students read the passage the passages - Explain pronunciation and meaning of new - Ask some new words if words which appear in the passage necessary Task 1 : (3 minutes) - Ask students to choose the option A, B or C that best suits the meaning of the italicised - Keep the book open words - Listen to the teacher then do - Let students work individual or in groups task 1 - Help students if necessary - Ask the teacher if necessary Keys: - work individual or in group 1C; 2C; 3A; 4A - Write down in the notebook Task 2: (4 minutes) - Listen to the teacher - Ask students to answer the following - Try to answer the questions questions - Practice with a partner then - Ask students look through the passages then write them down in the note try to answer the questions in right way books - Let them work in pairs - Ask the teacher if necessary - Help students if necessary (the answers in the passage) - Listen to the teacher and make Task 3: (6 minutes) a brief note about Mr Vy and - Ask students to scan the passage and make Mrs Tuyet’s daily routines brief note about Mr Vy and Mrs Tuyet’s 4.30: alarm goes off daily routines 5.15: leaves the house - Walk round the classroom and correct 5.30: arrives the field mistakes - Listen to the teacher - Try to talk about Mr Vy and Mrs Tuyet’s daily routines After you read : (8 minutes) - The students who are called to - Ask students to close their books stand up to talk loudly are - Ask them to talk about Mr Vy and Mrs intelligent ones Tuyet’s daily routines or their parents’ daily routines - Listen to students and correct mistakes - Listen to the teacher and write down homework Home work: (2 minutes) - Ask students to write a passage about a farmer’s daily routines (80 words) - Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home The 3rd Period Date 3
4. Grade 10 Theme: A day in the life of Unit 1: Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students should know how to spend their daily time 2. Knowledge: - General knowledge: Students learn about daily activities - Language: asking for and giving information from a timetable - New words: words related to students’ daily activities 3. Skills: talking about daily activities II. Method: integrated, mainly communicative III. Teaching aids: pictures IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to keep book close - Keep books close - Write on the board names of ten subjects - Listen to the teacher which are learnt in secondary school: - Look at the board and try to 1. Civic education remember names of ten 2. Maths subjects 3. Techonology 4. Physics 5. Literature 6. Biology 7. Chemistry 8. Geography 9. Physical education 10. History - Ask students to repeat - The winners who repeat most - Try to repeat from memory - Give marks - Tell students to understand more about students’ daily activities. (We learn Unit 1, part- speaking) Pre-speaking : (12 minutes) Task 1 - Ask students to ask and answer about - Look at student’s book Quan’s weekly timetable using the - Listen to the teacher information from the timetable - Ask and answer about - Let them work in pairs Quan’s weekly timetable - Listen to students and correct mistakes A: What time does Quan have physics on Tuesday? B: He has physics at 7.15 on Tuesday. A: What lesson does Quan have at 8.55 on Monday? B: He has maths at 8.55 on Monday. While-speaking : (15 minutes) Task 2 4
5. - Ask students to talk about Quan’s activities, - Open the books using the pictures in Task 2 - Do task 2 in groups - Let them work in groups A: Quan gets up at 14.00 - Walk round and help them B: He does his homework at - Ask some students to stand up to talk again 14.15 loudly C: He watches T.V at 16.30 - Listen and correct mistakes Post-speaking : (10 minutes) Task 3 - Ask students to close books - Close the books - Ask students to tell the classmates about - Listen to the teacher their daily rountine - Do task 3 - Walk round and help them - Work in groups - Let them work in groups - The students are called stand - Ask some students to stand up and tell up and tell loudly loudly A: Everyday, I get up at 5.30, - Listen and correct mistakes I have breakfast at 6.00 and go to school at 6.30 Homework: (3 minutes) - Listen to the teacher - Ask students to write a passage about their - Write down the homework daily routine (50 words) - Ask students to prepare Part C- Listening and do homework The 4th period Date : Grade 10 Theme: A day in the life of Unit 1 Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know about a working-day of a cyclo driver and sympthize with him 2. Knowledge: - General knowledge: Students learn more about traffic, a cyclo driver’s activities - New words: Words related to traffic activities 3. Skills: - Listening and numbering pictures - Listening and deciding on True or False statements II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures showing a cyclo driver’s activities, tape and cassette player IV. Procedure: 5
6. Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to close the books - Close the books - Give Jumpled words: - Listen to the teacher C C L O Y, R I E D V, N S S E G E R P A, D - Work in groups O F O S A L L T - Ask students to arrange those letters in right Key:cyclo-driver-passenger- orders foodstall - Check some students and mark - Give some statements: - Listen to the teacher and He has a cyclo answer the question: He drives passenger everyday He is a cyclo driver He usually has meal at a foodstall - Give question: Who is he? - If you want to know more details about - Listen to the teacher and daily activities of a cyclo driver, we will go to open textbooks Unit 1- part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before - Look at the books listening - Listen to the teacher - Let them work in pairs and make questions - Work in pairs - Walk round, listen and help students A: Have you ever travelled by cyclo? B: Yes, I have A: When was it? B: Last summer A: Is it interesting to travel by cyclo? - Read loudly the words: B: Yes, it is distric; routine; office; drop; passenger; ride - Repeat loudly the words and pedal; purchases parkl foodstall try to remember them - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1 - Ask students to look at the pictures about some activities of Mr Lam, a cyclo driver - Keep book open - Let them describe the pictures - Look at the pictures in task 1 - Read loudly or turn on the tapescript three - Describe the pictures times - Listen to the tapescript and - Ask students to number the pictures number the pictures - Help them if necessary Key: a.3, b.5, c.4, d.6, e.1, f.2 Task 2 - Ask students to look through the sentences - Keep book open and listen in task 2 to the teacher - Ask students to listen to the tapescript again - Read the sentences in task 2 and decide whether the statements are T or F and try to understand them - Ask students to give reasons for their - Listen to the tapescript again answers and decide the statements that Key: 1.F- 2.T- 3.F- 4.F- 5.F- 6.F are T or F then explain them 6
7. After-listening: (10 minutes) - Open the books - Ask students to open the books - Ask and answer about Mr - Ask them to ask and answer questions about Lam Mr Lam’s activities, using the cues below A: What’s his name? - Let them work in pairs B: His name is Lam - Walk round and help students A: What’s his job? B: He’s a cyclo driver - Ask some students to stand up and retell Mr - The students who are called Lam’s story to the class stand up and retell Mr Lam’s - Listen and correct mistakes story to the class: Mr Lam is a cyclo driver in HCM city. He usually has a busy working day. He gets up at 5.30. . Homework: (3 minutes) -Listen to the teacher and - Ask students to write a story about Mr Lam write down homework - Remember them to prepare Part- Writing at home The 5th period Date: Grade 10 Theme: A day in the life of Unit 1: Writing Time 45 minutes I. Objectives: 1. Educational aim: Students should identify the events 2. General knowledge: Students learn how to write a narrative, stages of a narrative - Language: The simple past of verbs and the connectors often used in a narrative - New words: Words related to problems on a flight or a fire 3. Skills: Writing a narrative II. Method: Intergrated, mainly communicative 7
8. III. Teaching aids: Student’s book, notebook, some pictures showing flying accidents of hotel fires IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to keep book close - Keep book close - Ask students some following questions: - Listen to the teacher and 1. Have you ever heard a frightenning story? answer the questions 2. When and where did it happen? 1. Yes, I have 3. How did you feel? 2. It happened when I was - Check and explain them to the class: young There are a lot of accidents in our lives, to - It happened in my understand them we learn part Writing neigborhood - It made me frightened Pre-writing: (10 minutes) - Listen to the teacher - Ask student to read the narrative in task 1 and open the books - Explain some new words - Ask students to look through the passage again and find all the verbs that are used in - Read the narrative the past simple and the connectors (time - Ask the teacher if necessary expression) - Look through the passage again and find all the verbs - Let them work in groups that used in the past simple - Walk around, check and help students and the connectors - Explain to students to use the simple past to - Work in groups rewrite a story Key: stared; was; arrived; got; took off; began; thought; were told; seemed; realised; were; screamed; thought; felt; announced; was; were; landedl; was; at first; then; just then; a few minutes later; one hour later While-writing: (18 minutes) Task 2 - Ask students to do task 2 - Do task 2 in groups - Let them work in groups Student A: identify the events: - Go round, check and help students got on plane; plane took off; hostesses were just beginning to serve lunch when plane began to shake; plane seemed to clip; people screamed in panic Student B: identify the climax: we thought we had only minutes to live Student C: identify the conclusion of the story: everything was all right, we landed safely - Listen to the teacher - Use the prompts to build up a narrative about a hotel fire 8
9. (work individually) Task 3 - Listen to the teacher - Ask students to keep book open - Finish the narrative - Ask them to use the prompts to build up a - Read a narrative of one narrative about a hotel fire classmate - Let students work individually - Some students read loudly - Walk round and help students their products in front of the class Post-writing: (10 minutes) - Listen to the teacher and - Give suggestions and corrections write down homework - Ask students to read another’s narrative - Ask some students to read loudly their narratives - Correct mistakes and mark Homework: (2 minutes) - Ask students to do part writing of Unit 1 in the student’s work book and prepare part Language Focus The 6th period Date: Grade 10 Theme: A day in the life of Unit 1: Language Focus Time: 45 minutes I. Objectives: 1. Educational aim: Students should describe someone’s daily activities or write a narrative 2. Knowledge: - General knowledge: Students learn how to write a passage about someone’s hobby or a narrative - Language: * The present simple and adverbs of frequency for talking about daily activities * The past simple used in a narrative - New words: Words related to pronunciation /I/ - /i:/ 3. Skills: Writing a passage about someone’s hobby II. Method: Intergrated, mainly communicative III. Teaching aids: Student’s book, pictures showing some activities (fishing, reading, going on a boat ) IV. Procedure: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to keep book close - Keep book close - Give the picture that has a sheep on the ship - Listen to the teacher - Ask students to complete the sentence: I see a on the - Look at the picture and - Ask students to speak the sentence loudly complete the sentence: - Let students to get their attention on I see a sheep on a ship pronunciation : /I/- /i:/ 9
10. - Introduce new lesson Pronunciation: (8 minutes) - Ask students to look at their books then introduce to them *Listen and repeat : - Read loudly then ask students to repeat - Open the books - Introduce : /I/ - /i:/ - Look at : Listen and Repeat - Correct pronunciation for the students - Repeat the words in chorus * Practise these sentences then individual - Read the sentences loudly - Ask students to repeat - Look at Practise the - Correct pronunciation for students sentences - Listen to the teacher then repeat in chorus then Grammar and vocabulary:(4 minutes) individual - Introduce exercises to the students - Let students get their attention to focus on present simple, past simple and adverbs of - Listen to the teacher frequency Exercise 1: (8 minutes) - Ask students to do Exercise 1 - Introduce how to do it - Let them work in pairs - Listen to the teacher and do - Walk round, check and give mark exercise 1 Key: 1.is – 2.fish – 3.worry – 4.are – 5.catch – 6.am – 7.catch - 8.go – 9.give up – 10.says – 11. realize – Exercise 2 (8 minutes) 12.am - Introduce Exercise 2 to students and explain how to do it - Ask students to do it - Listen to the teacher and do - Let them work individually exercise 2 - Check, correct mistakes Eg: He usually gets up early Exercise 3: (10 minutes) She is never late for school - Introduce Exercise 3 to students and explain how to do it - Ask students to do it - Listen to the teacher and do - Let them work individually exercise 3 - Walk round and help them Key: 1.was done-2.cooked– - Check, correct mistakes , give reasons and 3.were 4.smelt–5.told- mark 6.sang–7.began– 8.felt– 9.putout-10.crept–11.slept– 12.woke–13.was– 14.leapt–15.hurried– 16.found–17.wound– 18.flowed Homework : (2 minutes) Ask students to do Part Language Focus and prepare part Reading of Unit 2 at home - Listen to the teacher and write down 10
11. Unit 2: School talks The 7th period Date : Grade 10 Theme: School talks Unit 2: Reading Time: 45 minutes I. Objectives: 1. Educational aim: - Students know how to appreciate tell daily activities at school - Students know how to introduce themselves 2. Knowledge: - General knowledge: - Through this unit, students know the students’ activities and the teacher’s activities at school - Express likes and dislikes doing something - New words: Words related to school 3. Skills: Reading for gist and for specific information II. Method: Integrated, mainly communicative III. Teaching aids: Real objects, pictures, English textbook 10, hand-outs IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (4 minutes) - Hang the picture of two people who are - Look at the picture talking at school on the blackboard and ask - Answer the questions some questions: a. They are talking about a. What are they talking about? their school b. Do you often tell about your school? b. Yes, I do. c. What do you tell about? c. I often tell about my - Ok, each of us always pride on our school. teacher, my friends, work There are many things about school that we want and study and many outdoor to say. Today, we’ll study a new lesson Unit 2- activities at school school talks - Do the tasts - Give the answers School Teachers Students Subjects Sports Problems at school Headmaster Class master 11 Geography Football Live far Headmistress Friends Chemistry Jogging From school Principal Close – English Students cheat in exams friends Friendship
12. - Let students sit in pairs or in groups and put the four most suitable places from the box under each heading - Give suggestions - Walk round the class and offers ideas and comments when students need help - Conduct the correction and give the meaning of some words While-reading: (20 minutes) - Make the class read the small talks, to scan the details and do the tasks Task 1 : Fill each blank with one of the words in the box below. There are more words than needed 1. Young children helping with household tasks. 2. We were stuck in heavy for more than an hour 3. I think you don’t have to about your weight. Key: 4. I was two weeks before Christmas and 1. enjoy the mall was with shoppers. 2. traffic 5. If two people speak the same ,they 3. worry usually have similar attitudes and 4. crowded opinions. 5. language - Firsly, ask students to study individually then in pairs - Walks arround the class, offer ideas and comments when students need help - Give suggesstions Task 2 - Work in pairs, read the small talks again and find out who: * enjoys teaching * has to get up early - Do the tasks * lives far from school * loves working with children * loves learning English * rides a bike to school everyday - Do the tasks * studies at a high school - Give answers * teaches English at high school * Miss Phuong * worries about someone else’s safety * Phong - Introduce the aim of Task 2 * Phong - Ask students to read the small talks again to * Miss Phuong find the suitable names * Phong - Ask students to work individually then work * Phong * Phong 12
13. in pairs * Miss Phuong - Walk round the class and comments when * Mr Ha students need Task 3 : Answer the following questions 1/. Where does Phong study? 2/. What subjects does he study? 3/. Why does he want to learn English? 4/. What does Miss Phuong say about her teaching profession? 5/. Why does Mr Ha worry about his son’s safety? Key: - Ask students to read all questions to 1/. He studies at Chu Van An understand the content High school - Ask students to read the small talks again to 2/. He studies many subjects answer the questions such as maths, physics, - Ask students to work with a partner chemistry and - Walks arround the class to help students 3/. Because it is an whenever they need international language 4/. She says that teaching is hard work, but she enjoys it because he loves working with children 5/. Because his son has to ride his bike in narrow and crowded streets to get to school Post-reading: (12 minutes) - Read all questions - Let students work in groups to talk about: - Read the small talks again 1. What subjects you like best and why? to scan information 2. What do you like or dislike doing at school? - Work in pairs 3. What do you worry about at school? - Give answers - Has students work in groups and answer the - Work in groups questions Key: - Walk around the class, listen to student’s 1. I like English best because discussions and offer suggestions when it is an important means of necessary international communication - Give comments - I like learning Math, - Ask students to tell the content of the small Chemistry or Vietnamese talks Literature because it’s useful, - Ask to tell themselves interesting 2. – doing a lot of homework - taking part in social activities - talking with my parents 3. I worry that many students cheat in exams/ live far from school/ difficulty in speaking English - Have discussion then present ideas in front of the Homework : (2 minutes) class 13
14. Exercise 1, 2 at page 4 and 5 (English - Present the content of the exercise book) small talks again - Introduce themselves The 8th period Date: Grade 10 Theme: School talks Unit 2: Speaking Time: 45 minutes I. Objectives: 1. Educational aim: Students know how to start and close a conversations 2. Knowledge: - General knowledge: - Through this unit, students can make conversation with a partner easily - Know how to arrange conversations sensibly - Language: Students use sentences, words, phrases and expressions for making a conversation 3. Skills: Fluency in expressing oppinion and expressions for making a conversation II. Method: Intergrated, mainly communicative III. Teaching aids: Pictures, English textbook 10, hand-outs IV. Procedures: Teacher’s activities Student’s activities Notes Warm-up: - Give a situation and write a short - Listen to the teacher conversation on the board Situation: suppose that you meet a friend at the supermarket, you are very busy. How will you say to open and end the conversation? - Give a short conversation: - Copy the conversation and A: . (1) complete the conversation with B: Hi, Lan. How are you? suitable words A: I’m fine. Thanks. And you? (1) Hi/ Hello B: I’m fine. Let’s go somewhere for a drink (2) I’m very busy now. A: Sorry, . (2) Perharp another time - Ok, that’s a short conversation between A and B (1) & (2) are two ways to start and close a conversation Today, we will practice speaking conversation having stating and dosing sentences Pre-reading: (8 minutes) - Raise the questions: Answers 1. What do you think about “greeting”? 1. It is important 2. How many kinds of “greeting”? 2. There are 2. They are:- 14
15. 3. How can you say when you meet teacher People who use greetings in the morning? when they meet to each other 4. How can you say when you meet your - People use greetings when friend in the morning? they say goodbye to each 5. How can you say to your teacher when other your school finishes? 3. Good morning 4. Good morning/ Hi/ Hello 5. Goodbye/ Bye bye/ See you again Task 1: These expressions are commonly - Do the task used when people are chatting. Place them - Give answers: under the appropriate heading then practise * Starting a conversation: with a partner - good morning - Give instruction - How’s everything at school? - Introduce some expressions that we can use - Hello. How are you? to start and close a conversation - Hello, what are you doing? - Ask student to place the expressions under - Hi, how is school? the appropriate heading * Closing the conversation: - Ask student to work individually then work - Sorry. I’ve to go. Talk to you in groups later - Give suggestions - Well. It’s been nice talking to you - Goodbye. See you later -Great. I’ll see you tomorrow. Catch up with you later Task 2: Rearrange the following sentences to make a conversation and then practise it - Do the task with a partner - Give answers: - Ask students to rearrange the sentences to D- E- B- H- F- C-G make a conversation - Practise with partners - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practise it with a partner - Corrects students’ pronunciation if necessary Task 3: Complete the following conversation with suitable words, phrases or sentences in the box and then practise it with a partner - Do task 3 - Ask students to complete the conversation with suitable words - Work in pairs - Ask students to read all words in the box - Give answers: - Give the meaning of some words when A: What’s the matter with necessary you? - Ask students to work individually then B: Awful/ a headache work in pairs A: You’d better go home and 15
16. - Walk around the class to help students have a rest when necessary - Check and give suggestions - Ask students to practise this conversation - Correct their pronunciation when necessary Task 4: Make small talks on the following topics, using the starting and ending of a conversation - Divide the class into 4 groups - Ask each group to discuss one topic and make a small conversation - Do task 4 - Walk around the class and help all students - Work in groups when necessary - Practise the conversation - Ask students to present the conversations Answer: - Give comments A: Hi, Minh. How was your trip to Da Lat? B: Hi, Huy. It was wonderful A: What was the weather like in Da Lat? B: It was cool. A: Really? I love it, too. * Plans for the next weekend: A: Hello, Nga. B: Hi, Lan. A: Are you free on Friday? Would you like to go to the cinema next weekend? B: Thanks. But I have a plan to go out with Lan. A: Oh, bye B: Bye - Practise all the conversation again Post-reading: (14 minutes) - Ask students to practise all conversations again - Homework: 1,2,3 at the page 8 and 9 (English exercises book) The 9th period Date : 16
17. Grade 10 Theme: School talks Unit 2: Listening Time: 45 minutes I. Objectives: 1. Educational aim: Students should know how to listen to some dialogues and order some pictures correctly 2. Knowledge: - General knowledge: Students learn about school activities - Language: - New words: Words related to school, class talks 3. Skills: Listening for gist and for specific information II. Method: Integrated, mainly communicative III. Teaching aid: Pictures showing every kinds of activities to talk about IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up : (4 minutes) - Ask some questions about their activities at - Listen and answer school, at home or other outdoor activities 1. What do you often do after the class at school? 2. Have your school got an English club? 3. Do you enjoy speaking English? - Let students match a question in A with a response in B - Work in pairs and each pair - Listen and give mark works in role A: What subjects are you taking this semester? B: I’m taking Maths Pre-listening : (6 minutes) - Let students redo the matching exercise in pairs - Each pair: one asks and - Go around and remark other answers the questions While-listening: (24 minutes) Task 1: Ask students to listen to four conversations and match them with pictures - Let students observe the pictures and make some questions - Work in pairs - Listen to each pair A: What can you see in the picture a? - Let students listen to four dialogues and B: I can see some people match four pictures given standing in front of the hotel - Let students listen for three times A: What are they talking about? B: They’re talking about their room, hotel etc. - Work with picture a,b,c,d - Listen to the dialogues and then work in groups - After three times of listening, each group gives 17