LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words about the countries in Asia
3. write something or talk about Asian countries
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINI ITES)
For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
There are two readings for this lesson. Teach the first reading. The second reading is for students touse independently.
The readings present new vocabulary and review vocabulary the students have learned in previous lessons. The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
abroad, Japanese, town, village
Oral Vocabulary
Africa, Asia, India, Japan
Before you begin the reading, introduce the unit project. See "Teaching Techniques" at the back Of this teacher's guide for general information about introducing unit projects. Also see the Unit 7
introductory page in this teacher's guide. Instructions
for unit project 1 are in the student book.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way
to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask them if they know anything about countries in Asia, other than China, and including Japan and India.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Use your judgment to decide whether you want to spend some time on any of the new words. You might select one or two words from the vocabulary list and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 3: Ask for volunteers to take on the roles of Jenny, Brian and Danny and act out the reading in any way they choose.
Stop 4: Divide the class into small groups. Ask all the groups to have a discussion around one of the following topics. Remind students to use as much English as possible. Countries 1 would like to visit What I know about Asian countries Languages spoken in Asia
UNIT PROJECT: REGIONAL REPORT (15 MINUTES)
Begin unit project. This project covers four lessons. Students will prepare a report to present to the class. Divide the class into small groups. Have each group choose a region of the world. Working in their groups, students begin to collect facts about the region. Instruct them to refer to the student book and reader.
TEACHING TIP
Display centres are fun!
This would be a good project for the students to make display centres.
Each group could create a display about its region in a different area of the classroom, they can display maps, written information and any pictures or objects they have managed to find. On presentation day, one member of each group stays with the display as host to explain it. The rest of the students walk around the classroom to visit each centre, Students can take turns as host of their group's display centre.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
In the City, Part One
A woman goes to the city for the first time. She sees many cars, lights and tall buildings. She is seared of the cars. She has never seen so many cars! She walks into a big office building. It is quiet there. She looks around. She sees an old, old man with gray hair. He is standing in front of two doors. He pushes a button. The doors open. He walks inside and the two doors close.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book