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Example
lesson 1
1. Guessing game: Select a map and give it to the
students (T may choose the map in the same unit).
Divide students into groups of four or five. One
student tells directions to a place that the others in
the groups have to guess. Students take turns to
give directions.
E.g. It's on Bright street. It's opposite a shoe shop.
2. Following from the game,
elicit different ways of
giving instructions. If necessary, teach & give minidrills
to such structures as Turn left/right, take the first/second turning
on the left/right, keep on, etc., and structures with adverbial
clauses of time beginning with When... & Until...E.g. When you come
to the shop, turn right. or Keep on until you come to the museum.
3. Set the context.
Tell students that a friend has decided to come to their place for a
holiday. Write him/her a letter giving directions to their house.
4. Elicit what they are going to include in such a
letter. Get students to agree that a letter like this
should have two paragraphs: the first one contains
the reason why the letter is written, and the second
one contains the directions.
5.
Elicit how to write the first
paragraph. Write
suggestions at the side of the board.
6.
Elicit how to write directions
by asking them to choose a place on the map and give directions
orally. Write their examples on the board.
7.
To provide more examples, ask
them to read the letter
in the textbook and find out more ways of giving directions. Add to
the list on the board.
8.
Get them to write the first
draft.
9.
When they finish, tell them to
exchange drafts,
read, giving feedback on language accuracy and unclear expression.
Then hand back
10. Tell students to edit own drafts - correcting and
adding if necessary.
11. Collect and redistribute letters. Students read and
find out about each other's exact house.
Based on Part D, Giving Directions, p.83, Unit 8, Tieng
Anh 10 (SGK Thi Diem. Bo sach thu nhat, NXB Giao duc,
2003).
Example
lesson 2
1.
Ask students to read the
advertisement in
the textbook. Ask them some
questions to check
comprehension. E.g. What is the course? How long is it? How much
does it cost? How many students does a class have at most? What is
the classroom like?...
2.
Set the context: Tell them that they have enrolled in
the course, and that everything has not been the
same as advertised. Ask them to imagine two or
three problems that they have had and write them
down.
3.
Put them into pairs. Ask them
to talk to each
other about their problems.
4. Tell them that they need to write a complaint letter.
Ask them what the letter needs to include. Get
them to agree that the letter should include three
parts: a) the reason why the letter is written; b) the
problems, and c) some suggestions.
5. Elicit how to write about the problems. Write their
suggestions at the side of the board. If necessary,
teach or give mini-drills for such structures as The
advert said...but..., e.g. The advert said a class was
air-conditioned and had at most 20 students but it
was very hot and crowded. Write all the language
suggestions on the board.
6.
Ask students to begin to
write the first draft.
7.
When they finish their first draft, get them to
swap their drafts
and read, give comments on language accuracy and the content. Then
they hand back
8.
Get students to edit their
own drafts-
correcting, deleting and adding information if necessary.
9.
Collect and redistribute the letters.
Students read and compare what they
have written. They
can give comments.
10. T can collect completed letters for marking.
Based on the material in Part D, A complaint letter,
pp.17-18, Unit 1, Tieng Anh 10 (SGK Thi Diem. Bo sach
thu nhat, NXB Giao duc, 2003).
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