Bai 11. English 10. speaking

Time: 45’
Group: A/3


Objectives: After the lesson, students will be able to:
use conditional sentences type 3 fluently to speak about excursion
practice speaking, writing, listening skills

Teaching aids: text book, handouts, picture…

Procedures:

Warm up: Brainstorming (7’); (group work)

Teacher sticks a large picture on the board and asks students:

“What does the picture remind you of? “ (A picnic; a camping trip; an excursion…→ an excursion). (Why not a picnic?)
Have you ever taken part in some activities like that?

Teacher draws 2 spider diagrams, which lack information (about what students prepare for their excursion), on the board.
Teacher divides class into 2 groups and asks students to work in group and complete the spider diagrams. can you carry out this in another way that saves time?
Then, students in 2 groups will go to the board and complete as much names as possible on their diagram. Which group has more suitable names will WIN what is the use of 2 diagrams later?












Suggested answers:



Food
Candles
Drinks






Umbrella
shoes

Tents





Raincoat

Drinks
Food


Tent pole Sleeping bags



Tents
Clothes
Guy line


Pre – speaking:

Activity 1: Matching (7’); (pair work) link?

Teacher gives students questions and asks them to work in group to answer:

“Did you have any problem in your excursion? If yes, what were your problems?

Teacher gives students handouts and asks them to combine the things in column A with the corresponding consequences in column B.
When students do, teacher goes around and helps students with vocabulary if they need some help.
Get lost : unable to find the way
Food poisoning: when you eat ?
Carsick: feeling sick on the car
Fine: the amount of money you have to pay for breaking the law.

Teacher asks students to read out the sentences and corrects the answers.

Suggested answers: 1 – f; 2 – e; 3 – h; 4 – g;
5 – b; 6 – c; 7 – a; 8 – d.

While – speaking: no link
Why not using the previous sentences in act 1

Activity 1: structure(5’)
For whole or pre – speaking?
Teacher gives students the situation by asking some questions;
What was the weather like two days ago? – (storm)
Did we go to school? – (no)

→ If the weather hadn’t been stormy, we could have gone to school.

Teacher asks students some questions to elicit grammar point.

When does the action happen?
Where is the If clause/ Main Clause?
What is the tense of verb in each clause?
When we use this conditional sentence type 3?
Think about more effective way to elicit the form of the structure!

IF CLAUSE
MAIN CLAUSE

S + HAD (NOT) + V(ed/v3)

WOULD
S + COULD (NOT) + HAVE + V3/ed
SHOULD
MIGHT




Usage: when we talk about actions or consequences that didn’t happen in the past. Is this the usage of conditional sentence typr 3


2Activity 2: expressing regrets (10’) (pair work)


Teacher asks students to use their handouts to talk about what Nga’s class wish they had or had not done by making conditional sentences type 3.

Ex: - If we had not gone by coach, we would not have got carsick.

Teacher asks students to work in pair to complete their task more effectively.
Teacher divides class into 2 groups. Group A will speak “If” clause and group B speak “Main” clause.
Teacher corrects the answers.


Suggested answers:

has been done
If we had brought enough food and drinks, we wouldn’t have spent a lot of money eating in expensive restaurants.
If some hadn’t had food poisoning, we would have enjoyed our visit.
If we had had raincoats, we wouldn’t have got wet and some got a cold.
If some hadn’t left their luggage on the coach when we arrived, we would have had clothes or money with us.
If some had been careful when walking in Huong Pagoda, we wouldn’t have got lost.
If some hadn’t thrown waste in the