Giáo án Tiếng Anh 10 (Global Success) - Period 55-62, Unit 6: Gender equality

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 55-62, Unit 6: Gender equality

1. Week 20 Preparing date: ___ Teaching date: ___ Period: 55 UNIT 6: GENDER EQUALITY Lesson 1: Getting started – Equal job opportunities A.AIMS By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Gain an overview of the topic Gender equality; - Identify and use words and phrases related to the topic Gender equality; - Identify and use the passive voice with modals. 2. Competence: - Develop communication skills and problem-solving skills; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Quality:. - Develop an awareness of gender equality in job choices and opportunities; - Be respectful towards all genders. B. TEACHING AIDS: 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up (7 minutes) Objectives: - To activate Ss’ knowledge on the topic of the unit. - To create a lively atmosphere in the classroom. - To lead into the new unit. Content: Game : CHARADES Output: Ss can call out some jobs Process: Teacher’s instructions - T divides Ss into 2 large groups. Every round a representative from each team goes to the board, facing the class. After T shows a word describing a job, the rest of the class uses their gestures to hint at that word without saying it out loud. The team whose representative guesses the word faster wins one point. - Ss do as instructed. - Ss discuss and share other words/ phrases about jobs that they know, then take turns to write the words/ phrases on the board. - T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. - T leads in the lesson: Which jobs are usually done by men or women? Although there are traditionally male and female jobs, do you think all jobs can be performed by both men and
2. women? In this lesson we will find out how young people these days discuss gender equality in choosing their jobs. GAME: CHARADES RULE* T divides Ss into 2 large groups. Every round a representative from each team goes to the board, facing the class. After T shows a word describing a job, the rest of the class uses their gestures to hint at that word without saying it out loud. The team whose representative guesses the word faster wins one point. II.New lesson 1. VOCABULARY Objectives:To help Ss use key language more appropriately before they listen and read Content: Learning vocabulary given Output: Ss can master vocabulary given. Process: - T asks Ss to look at the explanation and the photos to guess the meaning of new words. - Ss say the Vietnamese meaning of the words. - Other Ss correct if the previous answers are incorrect. - T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them. VOCABULARY 1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children between the ages of about two and five 2. surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is trained to perform surgery 3. medical school (n) /ˈmedɪkl skuːl/: a college or a department of a university where students study to obtain a degree in medicine 4. pilot (n) /ˈpaɪlət/: a person who operates the controls of an aircraft, especially as a job 2. ACTIVITY: ACTIVITY 1: Objectives: - To get Ss interested in the topic - To introduce the unit topic (Gender equality) Content: activity 1 Output: the students’ answers Process: - T asks Ss to look at the pictures and answer the questions: What are their jobs? Are these jobs traditionally done by men or women? - T focuses Ss’ attention on the conversation, and elicits who the speakers are and what Ss think they are talking about. - T plays the recording twice for Ss to listen and read along. Ss underline words and phrases describing gender equality while they are listening and reading. - Ss do the task individually. - Ss share their answers with a partner. - T checks their answers with the whole class. - Suggested answers: treated equally, same job opportunities - T has the Ss read the conversation in pairs. - Ss read the conversation and practice with their partner. - T asks one pair to read aloud to the class. - T collects common mistakes and gives comments.
3. ACTIVITY 2: READ THE CONVERSATION AGAIN. DECIDE WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F) Objectives: To check ss’ comprehension of the conversation. Content: read and decide T or F Output: Ss can decide whether the statements are true or false. Process: - T asks Ss to work individually first and decide whether the statements are true or false. - Ss do Task 2 individually. - Ss work in pairs and compare their answers. - T checks the answers with the class. T asks Ss to provide evidence from the conversation and corrects the false statements. Key: 1. F 2. F 3. T ACTIVITY 3: MATCH THE WORDS TO MAKE MEANINGFUL PHRASES IN 1. Objectives: To help ss revise job-related words and phrases. Content: meaningful phrases Output: Ss can locate the phrases in the conversation to do the matching. Process: - T asks Ss to locate the phrases in the conversation to do the matching. - Ss work individually. - Ss share their answers with a partner. - T checks and shares the correct answers with the whole class, asking them to say the meaning of each phrase. Key: 1. c 2. a 3. b ACTIVITY 4: COMPLETE THE SUMMARY. USE THE VERB PHRASES FROM THE CONVERSATION IN 1. Objectives: To help Ss identify the use of passive voice with modals. Content: passive voice with modals. Output: find the verb phrases in the conversation to complete the summary Process: - T has Ss to read the incomplete text and predict what to fill in the blanks. - Ss do the task individually and find the verb phrases in the conversation to complete the summary. - Ss share the answers with a peer. - T checks answers by having individual Ss read the sentences. - T asks Ss if they can identify the grammar structure, i.e. the passive voice with modals. If necessary, T explains what a modal verb is, e.g. an auxiliary verb usually used with another verb to express possibility, necessity or permission. Key: 1. may not be allowed
4. 2. mustn’t be kept 3. should be treated III. CONSOIDATION (2’) WRAP-UP - Some lexical items about Gender equality - Reading for specific information - Scanning IV. HOMEWORK (3’) - Exercises in the workbook - Project preparation PROJECT PREPARATION – JOB CHOICE SURVEY - Ask Ss to open their books at the last page of Unit 6, the project section, and read the task given. - Tell Ss about the Project requirements: Ss will have to choose a class at school and do a survey to find out how many boys and how many girls would like to work as surgeons, airline pilots, nurses, shop assistants (or do other jobs) in the future. Then Ss give an oral presentation of their survey in the last lesson of the unit. - Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work, e.g. decide which class / age group to survey, prepare the survey forms, create a spreadsheet to consolidate, and find some photos or other visuals to illustrate each job, prepare a brief description of each job, think about the structure of the presentation, decide how the results will be presented: raw data in a table, bar graphs, pie charts or infographics. V. TEACHING EXPERIENCE
5. Week: Preparing date: ___ Teaching date: ___ Period: 56 UNIT 6: GENDER EQUALITY Lesson 2: Language A. AIMS: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Use lexical items related to the topic Gender Equality; - Pronounce three-syllable adjectives and verbs with correct stress; - Use the passive voice with modals. 2. Competence: Access and consolidate information from a variety of sources; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Quality - Develop an awareness of gender equality; - Be respectful towards all genders. B. TEACHING AIDS: 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up (7 minutes) Objectives: To get Ss interested in the topic - To activate Ss’ knowledge of the lesson Content: some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. Output: sts can pronounce the words in two lists Process: - T divides the class into two teams, give each team a list of words - Ss discuss how the written words are pronounced, emphasizing the stress position of each word. - T calls some Ss to pronounce the words, gives feedback if necessary, then introduces the lesson.
6. 1. VOCABULARY ACTIVITY 1: MATCH THE WORDS WITH THEIR MEANINGS. Objectives: to make sure that ss understand the meanings of some topic-related words introduced in Getting Started Content: learning vocabulary Output: Ss can master vocabulary related to the topic. Process: - T asks Ss to match the words with their suitable meanings. - S first works on the exercise individually. - T puts Ss in pairs to compare their answers and discuss the meaning of each word. - T encourages Ss to find the words in the conversation and use the context clues there to work out their meanings. - T checks answers with the class. Key: 1. e 2. a 3. b 4. c 5. d ACTIVITY 2: COMPLETE THE FOLLOWING SENTENCES WITH THE WORDS IN 1 Objectives: to give ss practice in using the words in meaningful contexts. Content: using the context clues to choose a suitable word Output: Ss can complete the sentences Process - T reminds Ss to use the context clues to help them decide on each word, e.g. The word teachers in sentence 1 suggests that the answer is related to schools (1. kindergarten). - Ss work individually to complete the sentences. - Ss work in pairs to compare their answers with a partner. - Ss may look up the words in the glossary if necessary. - T checks answers with the class. Key: 1. kindergarten 2. surgeon 3. treat 4. gender 5. equal 2. GRAMMAR ACTIVITY 1: CHOOSE THE BEST ANSWERS. Objectives: to give ss opportunity to revise the use of the passive voice with modals Content: the use of the passive voice with modals Output: ss use the passive voice with modal verbs Process: - T has Ss recall the passive voice from Unit 2: Elicit when we use it, e.g. when we do not want to indicate the person who does the action. - We can also use the passive voice with modal verbs (with examples in the conversation in Getting Started.)
7. - T elicits the meanings of the modal verbs in the Remember! box, e.g. to express ability, advice, duty, permission, possibility, prohibition or request. - T reminds Ss that modal verbs are special auxiliary verbs that behave differently from other verbs and are usually used with other verbs. ability can, could advice or should, ought to duty duty must permission can, could, may possibility can, could, may, might prohibitio can’t, mustn’t, may not n request may, will, would - T focuses Ss’ attention on the structures and examples in Remember! box and gives more examples if necessary. - Ss study the sentences individually or in pairs. - T explains that some sentences are in active voice, some in passive voice. T asks Ss to pay attention to who does the action in each sentence. - T encourages Ss to choose the answers and compare their answers with a partner. - T checks answers with the class. T invites individual Ss to read the sentences aloud. Key: 1. shouldn’t be allowed 2. can work 3. may be offered 4. could join 5. must be prepared ACTIVITY 2: : REWRITE THE FOLLOWING SENTENCES USING THE PASSIVE VOICE. -Objectives: to give ss more practice in using the passive voice with modals, -Content: write sentences using the passive voice with modals, -Output: Ss can make sentences using the passive voice with modals -Process: - T asks Ss to read the sentences and checks their understanding. - T reminds Ss of the use of the preposition by mentioning the doer of the action. If the subject in the active voice is they or we, they don’t need to indicate who does the action in the passive voice. - Ss work individually first. - Ss work in pairs and have them compare their answers. - T checks answers with the class. Key: 1. The report on gender equality may be completed by April. 2. More jobs for girls and women can be created (by businesses).
8. 3. All girls must be provided with access to education. 4. Education in rural areas should be improved (by governments). 5. Men and women ought to be given equal rights. III. CONSOLIDATION (2’) WRAP-UP T asks Ss to talk about what they have learnt in the lesson. IV. HOMEWORK (1’) - Workbook exercises - Project preparation V. TEACHING EXPERIENCE
9. Week: Preparing date: ___ Teaching date: ___ Period: 57 UNIT 6: GENDER EQUALITY Lesson 3: Reading A. AIMS: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Read for specific information about gender equality in employment. 2. Competence: - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills. 3. Quality:. - Understand more about the gender equality and existing problems; - Develop a self-reliant attitude. B. TEACHING AIDS: 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES: I. Warm up (7 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new unit * Content: SMALL TALK: GENDER PRIVILEGES Output: Ss can do as instructed Process: - T divides the class into two groups and draws 2 columns on the board. T asks the boys in the class to come up with things that girls are allowed to do but boys are not. On the other hand, the girls in the class come up with things that boys are allowed to do but girls can. - Ss work in groups to do the task. - T writes the ideas on the board and asks Ss if such advantages/ privileges are fair or not. - T gives comments and introduces the lesson. SMALL TALK: GENDER PRIVILEGES Rule - T divides the class into two groups and draws 2 columns on the board. T asks the boys in the class to come up with things that girls are allowed to do but boys are not. On the other hand, the girls in the class come up with things that boys are allowed to do but girls can. II. NEW LESSON ( 36’) ACTIVITY 1: MATCH THE SENTENCES WITH THE PICTURES.
10. Objectives: To introduce the topic of the reading and get Ss involved in the lesson Content: pictures and sentences Output: ss can match the sentences with the right picture Process: - T focuses Ss’ attention on the heading and the pictures. T asks some guiding questions: 1. Do the pictures show an equal world? 2. Do you think the girl in picture a is able to read and write? 3. How old do you think the girl is in picture b? 4. Why is the man happier in picture c? - Ss work in pairs to discuss the sentences and the pictures, and do the matching. - T invites individual Ss to describe each picture and explain why it matches a particular statement. - T checks answers and gives comments. Key: 1. c 2. b 3. a ACTIVITY 2: READ THE TEXT AND CIRCLE THE CORRECT MEANING OF THE HIGHLIGHTED WORDS AND PHRASES. Objectives: To help Ss practise guessing the meanings of word in context Content: a text on gender equality Output: sts read the text and can understand the meaning of the highted words through contexts Process: - Ss read the whole text quickly to get an overall idea. - T asks Ss to read it again, pay attention to the context of the highlighted words and look for clues explaining their meanings. - Ss work individually to guess the meaning of each of the words, based on the context. - Ss compare their choices with a partner. - T checks answers with the class. Key: 1. a 2. b 3. a 4. b ACTIVITY 3: READ THE TEXT AGAIN AND DECIDE WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T), FALSE (F), NOT GIVEN (NG). Objectives: to help ss practice reading for specific information Content: statements Output: Ss can decide if the statements are true, false or not given. the students’ answers Process: - T has Ss read the statements in the table and underline the key words in each of them. - T checks the key words and Ss’ understanding. - T explains to Ss what ‘Not given’ means, i.e. they can’t find all the information in the text or the text doesn’t contain sufficient information to know if it is true or false.
11. - Ss work individually to read the text again and decide if the statements are true, false or not given. - Ss discuss and compare their answers with a partner. - T checks answers with the class. T calls some Ss to explain the answers by providing evidence from the text. Key: 1. T 2. F 3. NG 4. T 5. F ACTIVITY 4: WORK IN GROUPS. DISCUSS POSSIBLE SOLUTIONS TO ONE OF THE FOLLOWING PROBLEMS. Objectives: To help Ss use the language and ideas in the text to talk about possible solutions to a problem Content: solutions solutions to one of the three problems mentioned in the text. Output: Ss can brainstorm and suggest some possible solutions to one of the three problems mentioned in the text. Process: - T asks Ss to work in groups of three or four and role play as president candidates, making a speech about what they would do to solve one of the following problems: child marriage, lack of education for girls, and low pay for women. - T tells Ss to brainstorm and suggest some possible solutions to one of the three problems mentioned in the text. - Each group appoints a speaker (President candidate role) and a group secretary to note down the group members’ ideas. e.g. Girls should be allowed to go to school. They shouldn’t be forced to get married early. - T asks representatives from different groups to share their ideas with the rest of the class. Without voting for themselves, all groups must vote for the most persuasive group to become “President”. - T gives comments and bonus points for workable solutions and fluent delivery. Afterwards, T shares some sample answers. Role play: President election Suggested answer: 1. SOME SOLUTIONS TO CHILD MARRIAGE: Educating girls: When girls can go to school and stay long there, they will get the knowledge and skills necessary to support themselves and their families. Giving girls the right to decide their future: If girls are knowledgeable and independent, they won’t choose to get married early. Educating parents and other adults: When parents and other adults know about the negative impact of child marriage, they will change their views and support girls’ rights. 2. SOME SOLUTIONS TO LACK OF GIRLS’ EDUCATION: Keeping girls in school: Poverty can prevent or stop girls from going to school. Education should be free, and governments and charity organizations should help poor families pay for transport, textbooks and uniforms. Making school safe for girls: It’s not safe for girls to travel long distances to school. Also, at school,
12. girls may become victims of violence and bullying. Reducing girls’ workload at home: In developing countries, girls may be kept home to do household chores like carrying water, preparing food and washing clothes. Sharing housework between all members of the family helps girls succeed in getting an education. 3. SOME SOLUTIONS TO WAGE GAP: Supporting equal pay: Companies have to commit to and provide equal pay for equal work. Making salary information clear: Payment should be made clear to both genders so that women know if they make less money than men for doing the same job. Sharing housework: When couples share household chores, women can focus on their paid jobs. III. CONSOLIDATION (2’) WRAP-UP T asks Ss to talk about what they have learnt in the lesson. IV. HOMEWORK (2’) - Workbook exercises - Write down your opinion about gender equality in bullet points V. TEACHING EXPERIENCE
13. Week: Preparing date: ___ Teaching date: ___ Period: 58 UNIT 6: GENDER EQUALITY Lesson 4: Speaking A. AIMS: By the end of this unit, students will be able to gain the following things: 1. Knowledge: Understand how to express opinions; - Apply useful expressions to talk about career choices. 2. Competence: - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills. 3. Quality - Understand more about their preference of career; - Develop self-study skills. B. TEACHING AIDS: 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up (7 minutes) Objectives: - To introduce the topic of the lesson - To get Ss interested in suitable career options Content: small personality quiz Output: Ss can do the quiz Process T lets Ss do a small personality quiz that reveals their suitable career based on their MBTI characteristics: - Ss do the quiz individually for up to 4 minutes. - Ss discuss their results and whether they found a suitable career option. - T introduces the topic of the lesson: Career choices. PERSONALITY QUIZ Link: II. New lesson ACTIVITY 1: WORK IN PAIRS. DECIDE WHICH JOBS ARE TRADITIONALLY DONE BY MEN OR WOMEN. USE THE EXPRESSIONS GIVEN TO HELP YOU. Objectives: to introduce more ideas for the main speaking task and get ss involved in the lesson. Content: the given jobs
14. Output: Ss can express their opinions on which jobs are traditionally done by men or women Process: - T asks Ss to read through the jobs and makes sure they know all the job titles. T introduces some useful expressions to discuss the jobs in the box. - Ss work individually to decide which jobs are traditionally done by men or women and tick the corresponding columns. - Ss discuss in pairs and use the expressions given to express their opinions. - T checks answers with the class. Suggested answers: - Traditionally male jobs: 1, 4, 5, 7 - Traditionally female jobs: 2, 3, 6, 8 ACTIVITY 2: WORK IN PAIRS. DISCUSS WHY THE JOBS IN TASK 1 ARE TRADITIONALLY DONE BY MEN OR WOMEN. USE THE IDEAS BELOW TO HELP YOU. Objectives: To introduce more ideas for the main speaking task and get Ss involved in the lesson. Content: reasons why the jobs in task 1 are traditionally done by men or women . Output: students’ talks Process: - T gives Ss time to read the suggested ideas in the box and the example. - T has one student read the example aloud, and asks if Ss agree with it and why / why not. - Ss work in pairs and discuss each job. T walks round the class and offers help when necessary. - T asks some pairs of Ss to present their opinions in front of the whole class. The rest of the class is encouraged to ask questions. For example: - (in weaker class) I think there are more female shop assistants than male ones. I believe this job is traditionally considered female. It is done by women because it offers a flexible schedule. (in stronger class) social norms around the role of women, gender discrimination against (girls and) women or expectations and beliefs about men’s and women’s abilities. ACTIVITY 3: WORK IN GROUPS OF THREE. TALK ABOUT YOUR CAREER CHOICE(S). Objectives: To help Ss talk about their career choices and share their ideas with the rest of the class. Content: : talk about their career choices Output: Ss can talk about their career choices and share their ideas with the rest of the class. Process: - T asks Ss to work in groups of three and has one group role-play the example. - Ss discuss their career choices and note down each group member’s future job and the reasons why he or she has chosen it. - T invite some Ss from different groups to report the career choices in their groups and give the reasons to the class. - T observes and gives feedback to the groups and individuals. Example: A: I think I’ll work as a shop assistant because people often say that I have good persuasion skills. B. Good for you. I’d like to be a nurse because I enjoy helping people. C. Sounds great. I’d like to be a surgeon. I believe I can work well under pressure and don’t mind working long hours. III. CONSOLIDATION (2’)
15. WRAP-UP - T asks Ss to talk about what they have learnt in the lesson. - T shows a video to remind Ss about gender equality in job choices: IV. HOMEWORK (2’) - Workbook exercises - Prepare the presentation for the Project lesson V. TEACHING EXPERIENCE
16. Week: Preparing date: ___ Teaching date: ___ Period: 59 UNIT 6: GENDER EQUALITY Lesson 5: Listening A. AIMS: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Listen for specific information in a talk about the first woman in space; - Identify and use lexical items related to gender equality. 2. Competence: - Develop communication skills and problem-solving skills; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Quality - Develop an awareness of women’s achievements in their jobs; - Be respectful towards all genders. B. TEACHING AIDS: 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up (7 minutes) Objectives: - To activate Ss’ knowledge on the topic of the unit. - To lead into the new unit. Content: a video about the history of women in space Output: Ss give the names in the video Process: Teacher’s instructions - T shows Ss a video about the history of women in space. - Ss watch the video and take notes of as many names that they can hear as possible. - Ss share their notes and discuss T’s question: Which names have you already known and which names have you never heard of? Expected answer: Male names are more well-known than female names. - T checks and corrects if Ss spell or pronounce the names incorrectly. - T leads in the lesson: Although they were not acknowledged as much as their male colleagues, many women made great achievements in the space and science field. In this lesson we will listen to the story of the first woman to go to space. VIDEO WATCHING Link: II. New lesson ACTIVITY 1: WORK IN PAIRS. LOOK AT THE PICTURE AND TELL YOUR
17. PARTNER WHAT THIS WOMAN'S JOB IS. Objectives: - To provide Ss with relevant vocabulary before they listen - To introduce the topic of the listening and set the context. Content: the picture Output: ss can tell the woman’s job Process: - T asks Ss to look at the explanation and the photos to guess the meaning of new words. - Ss say the Vietnamese meaning of the word. - Other Ss correct if the previous answers are incorrect. The whole class discuss the job of the woman’s picture in the textbook. - T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them. Vocabulary: 1. cosmonaut (n) /ˈkɒzmənɔːt/: phi hành gia (Xụ Viết/Nga) 2. space (n) /speɪs/: khụng gian ngoài vũ trụ 3. parachutist (n) /ˈpổrəʃuːtɪst/: người nhảy dự 4. instructor (n) /ɪnˈstrʌktə(r)/: người hướng dẫn/huấn luyện 5. technical (adj) /ˈteknɪkl/: thuộc về kĩ thuật Key: She’s a cosmonaut. ACTIVITY 2: LISTEN TO A TALK ABOUT VALENTINA TERESHKOVA. CHOOSE THE BEST ANSWER TO COMPLETE EACH SENTENCE. Objectives: To help Ss practise listening for specific information. Content: a talk about Valentina Tereshkova, the first woman in space. Output: Ss listen and choose the answer Process: - T tells Ss they are going to listen to a talk about Valentina Tereshkova, the first woman in space. - T reminds Ss to read through the five incomplete sentences and the choices before they listen to the talk. - T elicits or explains any unfamiliar or difficult words if necessary. - T plays the recording. Ss work individually to do the activity. - Ss discuss their answers in pairs. - T checks the answers with the class. T plays the recording again, pausing at the parts where they can get the correct information. 1. A 2. B 3. A 4. B 5. B ACTIVITY 3: LISTEN AGAIN AND GIVE SHORT ANSWERS TO THE FOLLOWING QUESTIONS. Objectives: To help Ss practise listening for specific information. Content: a talk about Valentina Tereshkova, the first woman in space. Output: Ss give short answer to the questions Process: - T gives Ss some time to read through the questions and underline key words to help them work out the answers.
18. - T focuses Ss’ attention on the instruction ‘give short answers’, and elicits from Ss what information they have to listen for (mostly a number). - Game: Fast and furious - The class plays in two teams. - Before playing the recording for each question, T calls two Ss to the board to prepare and write their answer. The one writing the correct answer faster wins one point for their team. - T plays the recording, pausing at the parts where Ss can hear the answers. Ss discuss the answer and give points to the winners. - T checks the answer as a class. If time allows, T asks more questions such as Where was Tereshkova born? What talent did she have as a young girl? How many women joined the first Soviet space program? Key: 1. 1937 2. 16 3. 1962 4. 26 5. Three days / 3 days ACTIVITY 4: WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTIONS: Objectives: To give Ss an opportunity to give their opinions about the cosmonaut’s job and give reason(s). Content: questions to discuss Output: Ss express their ideas about whether they want to be a cosmonaut and give reason(s) for their answers Process: - T has Ss work in groups. - Ss decide if they want to be a cosmonaut and give reason(s) for their answers. - Ss discuss in groups of four and note down their partners’ ideas. - T invites some Ss from each group to present a summary of their discussions to the class. Do you want to be a cosmonaut? Why or why not? III. CONSOLIDATION WRAP-UP Teacher asks: What have you learnt today? - Activities and the reasons why we should or shouldn’t do to live green. IV. HOMEWORK - Exercises in the workbook - Prepare for Listening lesson V. TEACHING EXPERIENCE