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DAY 5

UNIT 8B – P 52, 53
Leaner outcomes:

 Students are able to tell about some more rules in life


Board work: none

Activity 1: (review – Do we have something in common?)

Material: none

Procedure:

 Tell students to write down 2 things they (have to do) and 2 things (don’t have to do), 2
things (they can do as permissions) and 2 things (can’t do).
 Tell them to go around the class and look for someone (at least 1 person) has the same
prohibition or permission as mentioned in their notes by asking questions
a. Do you have to ...?
b. Can you ...? and then take note their names if their answers are Yes.
 Report to the whole class who has the most in common with you?

Activity 2: (language in action – group work – movement)

Material: cut up each picture into pieces, an English song

Procedures:

 Cut the pictures into three to five pieces. For example, if teacher wants to group in groups of
four, cut the pictures in four.
 Stick those pieces on the wall, face down.
 Have students to stand in a circle. Play the music and ask them to go around. Explain that
when you stop the music, all needs to grab one piece of paper.
 Then, when they got the paper, they need to five their teammates.
 If they found their team successfully, they need to discuss and write down as many as
possible sentences using can, can’t, have to and don’t have to as possible.
 Notes: the activity becomes more challenging if teacher sets the time or let them bet their
sentences before checking.

Teacher Book – Day 5 Page 1


Activity 3: listening (Track 2.12)

Pre listening (prediction – pair work – book closed)

Material: pieces of paper

Procedures:

 Ask students to work in pairs and list down some rules in the college. Ask them to write each
rule in a piece of paper and they need to write in big size of letter.
 Ask them to stick their own sentences on the wall or anywhere in the classroom.

While listening

Task a (Deja Vu)

Material: none

Procedures:

 Have students listen and take notes the answer of the task a

 Explain that each turn, teacher will ask a question to a student. He doesn’t have to answer
that question. Next, teacher asks the second student another question and he has to answer
the first question. Continue with the third student listens to the third question and answer the
second question.

 This activity helps students focus on all the information they just listened.

Task b

Material: none

Procedures:

 Group students in groups of three to five. Number the students.

 Have students listen again

 Explain that teacher will pause at somewhere in the track and call a number. They need to
run and grab the correct sentences on the wall.

 One point for one correct answer. The group has most points is the winner.

Teacher Book – Day 5 Page 2


Post listening (group work – quiz your classmate)

Material: tape script for each group

Procedures:

- Teacher delivers text scripts and some post-it notes for groups of 3 or 4 students.
- Review different types of test questions, such as true or false, multiple choice, short answer,
and fill-in-the-blanks.
- Ask students to make up three quiz questions based on the listening track, and each question
should be formed in a different type of question.
- Students should write one quiz question on each post-it (without the answer).
- Also, they need to write their names at the bottom of the post-its.
- When everyone is finished writing, they need to circulate and give each post-it to a different
student.
Students then try to answer their classmates’ questions, and return to the test creator for a
grade.

Activity 4: speaking (self creativity)

Material: some sentences

Procedures:

- Explain that each turn, teacher will show students a sentence. Students can choose any
phrases in that sentence and students have to make another sentence with contains that
underlined words. For example,
I have to get up before seven in the morning.
 I have to finish my homework before 9 PM.
- The underline phrases can be various, so there will be a lot of versions for each sentence.
Question list
1. He has to walk to school every morning.
2. They have to have a revision before exam.
3. John can drive a car.
4. They can’t have a pet when they’re growing up.
5. We can’t run in the corridor.
6. He can’t live sleep alone at night.
Answer key

Teacher Book – Day 5 Page 3


Activity 3: listening (Track 2.12)

Part a

1 (He studies) political science

2 No, he didn’t

3 (He lives) in a dormitory

4 Yes, he does.

Part b

1 b,d,g 3a

2c 4 e,f

Audio script
Interviewer = I Henry = H
I: You're a student here, Henry, in Chicago?
H: Yes. It's my first year here. I study political science.
I: Political science? That sounds quite tough. Did you have to take an exam to get in?
H: No, I didn't. You need to get pretty good grades in high school, that's all.
I: I guess life here is different from life in high school, right?
H: Sure! You're very independent here. I have to attend classes, of course, but I have a lot of
freedom.
I: Do you live on campus?
H: No. I live in a dormitory nearby, with a lot of other students!
I: That's convenient.
H: Yes. I don't have to travel far to get to class. Things are fairly relaxed. I can stay out late at night
and things like that. But when there are exams, we can't play loud music because people want to study.
1: So, you enjoy living there?
H: Yes, it's fine. We have to keep the place clean, though! Every week I have to clean up the kitchen, for
example. I hate that!
I: What other rules are there?
H: Er ... Oh, we can't have pets. I'd love to have a pet dog, but ...
I: I see. Oh, and are you going to have any exams soon?
H: Yes! I have to pass to go into the second year.
I: Well, good luck, Henry! And thanks a lot for ...

Teacher Book – Day 5 Page 4


Appendix

Activity 2: (language in action – group work – movement)

Teacher Book – Day 5 Page 5


Teacher Book – Day 5 Page 6
Teacher Book – Day 5 Page 7

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