Stage
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Stage aim
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Procedure
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Interaction
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Time
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WARM-UP
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- To activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
- To lead into the new unit
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* T divides Ss into 2 teams. Each team will take turns to name an activity they can do to help the community. The team with more correct answers will be the winner.
** Ss listen to the instructions.
*** Ss work in 2 teams and take turns to give the answers.
**** T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly.
Suggested answer:
+ Read books for children in orphanages
+ Visit and play games with them or listen to their problems
+ Work at home of sick and old people
+ Volunteer to work in remote or mountainous areas
* T leads in the new lesson of Language.
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T-S
S-S
T-S
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5 mins
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PRONUNCIATION
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To help students recognize and understand the difference of stress in two-syllable words with the same spelling.
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TASK 1: LISTEN TO THE SENTENCES AND CIRCLE THE WORD WITH THE STRESS YOU HEAR (p.43)
* Teacher:
- introduces the difference of stress in two-syllable words with the same spelling.
- asks Ss to give some two-syllable words with the same spelling but different stress they know.
- plays the recording and asks Ss to listen.
** Ss do as instructed.
*** Other Ss correct if the previous answers are incorrect.
**** T checks as a class.
Key:
1. a 2. b 3. a 4. b 5. a 6. b
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T-S
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5 mins
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To help students practise saying sentences containing two-syllable words with the same spelling but different stress patterns.
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