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Link take note video: https://docs.google.com/document/d/1i5SWQwVOcjuclrDdp-omaCtplpH7ESFUCd74b_p-jPM/edit?usp=sharing

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Teaching ESL/EFL writing to young learners

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Guided activities:

Slightly complicated

1. Filling-in activities

Adding missing words to a text, such as:

Missing words in songs and rhymes

Picture story

Completing a text

Dictating a half-sentence

1. Parallel writing

A model text is provided

Ss can create similar patterns (postcards, letters, invitations, emails, reports, …)

Nice activities for children to do + motivating + inspiring them because it is realistic

1. Dictation

Should present the words before the dictation

Use words that have occurred in a text that has been used recently

Use different sorts of words (N, V, Adj, Adv, pronouns, ...)

Read at an appropriate pace

Always present the words in context

Whole sentences can be divided into chunks

Challenge the children to get as many words correctly as possible

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1. Writing in school

2 different ways of writing

The creation of meaning through text

A tool for learning a language

Writing-for-learning: Help Ss learn + practise the language

Example: Write 3 sentences using “going to”

Writing-for-writing: Build Ss’ writing skills

Example:

How to develop good syntax, genre, knowledge

How to structure a text well

3 types of writing activities
Controlled activities:
Pupils cop words

1. Tracing: (the simplest form of a writing activity)

Make letters = using dotted lines

→ Ss easily write the words

→ Practise their orthographic skills

→ Motor skills how to physically write letters on paper

1.  Copying

More slightly complex writing activities

Write the letters themselves

Need model words/ texts

1. Visualised words

Referred to as visualized words

Visualise to write (Long with length, Arrow with an arrow)

Nice way of practising spelling skills + vocabulary

→ Help to remember what they are talking about

1. Matching text and picture

A very common task

The simple principle: Ss are asked to copy the words onto the right pictures

1. Weather report

Stick to the whiteboard

Write every day

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Free writing activities:

→ pupils express ideas and communicate with a reader

ppl need info about:

the function of the text (informative text or meant to entertain, …)

how to write a text (what kind of word/ phrase to use, how to make an outline, how to organize, do we need an intro)

ideas for how to write the text (kind of things should put in the text)

what kind of L to use: (in)formal

ie.

labelling: ie. picture of guitar, label dif part of the guitar (cutaway, nut, pickups…)

list

same story, different ending

factual texts

make one’s own book

digital storytelling (software program: photostory, imovie: let ss find some pictures and they tell stories)  => motivating

Writing strategies: a plan of action or policy to achieve a major or overall aim

ie.

know how and when to write a title (do we need a title in a factual text about hometown, do we need in a letter, text message?)

check spelling of unfamiliar words (after ss finish writing)

consider genre-specific vocab (what kind of genre: recipe, twitter message…)

think consciously about the purpose and audience of a text

compare and contrast differences bet English and Norwegian (what is the equivalent of ing-form, noticing dif in collocation, idiom)

The importance of systematicity

→ important point, considering evidence that focused and systematic learning enhances skills and knowledge

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6. 3 types of writing activities: controlled, guided, free

Controlled: copy words

1. Tracing: SS over write dotted lines → practice both their orthographic skills learning the letters + their motor skills how to physically write them on paper

1. Copying

1. Visualised words: nice way to practice not just the spelling skills but also vocabulary

1. Matching text and picture

1. Weather report: T can stick to the whiteboard and write every day and change it the next day

Guided

1. Filling-in

add missing words to a text:

missing ws in song and rhymes

picture story

complete a text

dictate a half-sentence

--> replace picture = words

1. Parallel writing

a model text (postcards, letters, invitations, email, reports) is provided, ss create similar patterns

→ usually motivating inspiring for ss because it can be very realistic

1. Dictation

Present ws b4 dictation or use ws that have occurred in a text that has been used recently

Use diff sorts of ws (n, v, adj,..)

Read at an appropriate pace

Always present ws in context

Whole sentences can be divided into chunks

Challenge the ss to get as many ws correctly as possible

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1. What is writing? Theoretical perspectives

A productive skill

2. Writing in the subject curriculum

Written communication

Writing:

express ideas and opinions

a tool for language learning

A basic skill → should not be neglected

3. Writing - a complex skill

Skill of forming letters (writing by hands)/ find the right letters on the keyboard

Skill of finding which words and phrases to use

Skill of spelling and using punctuation marks

Skill of putting words and phrases logically together

Skill of organizing ideas into a coherent whole, using appropriate titles etc.

4. Writing and literacy

The concept of literacy

Traditional definition: the ability to read and write

Now: more complex, located as it is in social context, increasingly in the online world

→ the creation and interpretation of multimodal texts

The concept of genre

Be bound up with literacy

Genre → the norms of different kinds of writing

5. Writing in school

Writing-for-learning: Ss learn and practice the language

eg: write 3 sentences using “going to”

Writing-for-writing: build ss’ writing skills

eg: how to develop good syntax, genre knowledge, how to structure a text well

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1. what is writing

to be more specific: writing is a tool for language learning which you can use to express ideas and opinions through words and linguistics structures.

1. Writing in the subject curriculum

productive skill

written communication

is regarded as a basic skill → shouldn’t be neglected

1. A complex skill

because it requires a number of sub skills in order to be master:

skills of forming letter (hand-writing)/ finding the right letters on keyboard

skill of finding which words/phrases to use → writers have certain vocabulary

skill of spelling and using punctuation marks

skill of putting the words/phrases logically together

skill of organizing ideas into a coherent whole, using appropriate titles

1. Writing and literacy

the concept of literacy

(traditional definition) ability to read & write

Now: more complex, located as it is in social contexts, and increasingly in the online world.

→ the creation and interpretation of the multimodal texts

the concept of genre

highly bound up with literacy

the norms of different kinds of writing: poem, fairy tales, folk tales, ...

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(?) Why writing

T reluctant to focus because it’s effort consuming

1. What is writing

Productive skills (vs. Speaking) # Receptive

2. Writing in the subject curriculum:

Written communication (vs. Writing) # Oral communication (Speaking vs Listening)

Being able to express oneself in writing = being able to express ideas and opinions in an understandable and purposeful manner using written Eng

Writing = tool for language learning

Writing = basic skill

3. Writing - a complex skill

Skill of forming letters/ finding the right letters on the keyboard

Skill of finding which words & phrases to use

Skill of spelling & using punctuation marks

Skill of putting the words & phrases logically together

Skill of organizing ideas into a coherent whole, using appropriate titles

4. Writing and literacy:

Literacy:

Tradition: Ability to read and write

Now: More complex, located (in social contexts, increasingly in the online world)

→ The creation and interpretation of multimodal texts

Genre:

the norms of different kinds of writings (tall tales, poems, fairy tales, fables, realistic fiction, non fiction, fun and games, references, etc.)

5. Writing in school:

Writing-for-learning:

Intended to help pupils learn and practice the language

eg. “Write three sentences using going to”

Writing-for-writing:

Intended to build the pupils’ writing skills.

eg. how to develop good syntax, genre knowledge, how to structure a text well, etc.

6. Three types of writing activities

- Controlled writing: Pupils copy the words

+ Tracing

+ Copying

+ Visualised words

+ Matching text & picture

+ Weather reports

- Guided writing:

+ Filling-in activities: add missing words to a text

+ Parallel writing: a model text is provided, the pupils create similar patterns (email, letters, postcards…)

+ Dictation:

Present the words before dictation

Use words that have occurred in a text recently

Read at appropriate pace (not too slow)

Divided sentences into chunks (The old dog/ loves to go swimming/ when it’s hot)

Challenge ss to get correct words

- Freewriting:

Pupils express ideas and communicate with a reader. Info considered:

the function of the text

how to write the text

ideas for how to write the text

what kind of language to use

Eg: Labelling, lists, same story different ending, factual texts, making one’s own book, digital storytelling (photostory, iMovie etc)

7. Writing strategies:

Know how and when to write a title

Check the spelling of unfamiliar words

Consider genre-specific vocab

think consciously about the purpose and audience of the text

Compare and contrast differences between English and the mother tongue

(what is the equivalent of the -ing form; noticing differences in collocations and idioms)

8. The importance of systematicity:

An important point, considering the evidence that focused and systematic learning enhances skills and knowledge

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1. Importance of teaching writing
According to Harmer, W is the one that teachers and learners seem most reluctant to focus on because it requires them to make special efforts. As a result, it sometimes tends to be neglected.

2. What is writing?
It belongs to the productive skills

3. Writing in the subject curriculum
+ W and R belong to written communication

+ Being able to express oneself in writing in E and being able to express ideas and opinions in an understandable and purposeful manner

+ W is a useful tool for language learning

+ W is a basic skill in the Subject curriculum and shouldn’t be neglected

4. Writing is a complex skill

It requires many sub-skills to master adequately : requires the skill of forming letter when writing by hand, or it can be finding letters on the keyboard

+ Requires finding of words and phrases to use à have a certain vocab to write well
+ Skills of spelling and using punctuation marks
+ Skills of putting the words and phrases logically
+ Skills of organizing ideas into a coherent whole, using appropriate titles/ transitions

Writing and literacy

+ The concept of literacy: significantly more complex, located as it is in social contexts, and increasingly in the online world à the creation of interpretation of multimodal texts like PPt slides, printed numbers, frames, pictures and so on

+ Also related to the concept of genre, which is highly pound up with literacy. Genre is the norms of different kinds of W: poems, tales, fairy tales à the genre will decide how a good text is and should be

5. Writing in school

Writing for learning

Help ss to learn and practice the language

Eg: T asks ss to write 3 sentences using “going to”

Writing for writing

Build the ss’ writing skills

Eg: How to develop good syntax, genre knowledge, how to structure a text well

6. Three types of writing activities

Controlled writing

Guided writing

Free writing

6.1. Controlled writing activities: ss copy words

6.1.1. Tracing

T provide dotted lines

ss over write the dotted lines

→ Ss can practice orthographic skills (learning the letters) and motor skills (physically write the words in paper)

6.1.2. Copying

More complex than tracing

ss have to write the letters themselves, but they still need a model word/ model text

6.1.3. Visualized words (write “short” in a short way, write “arrow” in an arrow icon,...)

6.1.4. Matching text and picture

6.1.5. Weather reports: stick on the board, T can write and change information every day

6.2. Guided writing activities

6.2.1. Filling-in activities: add missing words to a text

Missing words in songs and rhymes

Picture story

Completing a text

Dictating a half-sentence

6.2.2. Parallel writing

T provides a model, and then ss create similar patterns

(Model: postcards, letters, invitations, email, reports,..)

→ Inspiring for the ss as they are realistic

6.2.3 Dictation

Present the words before the dictation, or use words that have occurred in a text that has been used recently

Use different sorts of words (N, V, adj..)

Read at an appropriate rate

Always present the words in context

Divide long sentences into chunks

Challenge ss to get as many words correctly as possible

6.3 Free writing activities

Ss express ideas and communicate with a reader

Ss may need information abt:

The function of text

How to write the text

Ideas for how to write the text

What kinds of language to use

Example:

• Labelling

• Lists

• Same story, different ending

• Factual texts

• Making one's own book

• Digital storytelling (Photostory, iMovie etc.)

7. Writing strategies

Definition: a plan of action or policy designed to achieve a major or overall aim.

Examples of writing strategies

+  Knowing how and when to write a title

+  Checking the spelling of unfamiliar words

+ Considering genre-specific vocabulary

+ Thinking consciously about the purpose and the audience of a text

Comparing and contrasting differences between English and Norwegian

(e.g. what is the equivalent of the -ing form; noticing differences collocations and idioms, e.g. «a lot of»)

8. The importance of symentaticity

Munden & Myhre stress the importance of working systematically with writing from the very early stages.

→ An important point, considering the evidence that focused and systematic learning enhances skills and knowledge (e.g. Hattie, 2009).

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- Writing: Productive skill & written communication
- Writing: a complex skill
- Writing and literacy
- Writing in school

Writing-for-learning: intended to help Ss learn and practice the lang

Writing-for-writing: intended to build the ss’ writing skills

- 3 types of writing activities:
+ Controlled activities: tracing, copying, visualized words, matching text and picture, weather report
+ Guided writing activities: Filling-in activities, Parallel writing (provide a model text, Ss create similar texts)

, Dictation.
+ Free writing activities: express ideas and communicate with a reader
Pupils (may) need information about:

the function of the text (informative texts means to inform, inquire questions )

how to write the text ( words and phrases used to outline)

ideas for how to write the text

what kinds of language to use ( formal or informal )

E.g: lists, Same story, different ending, factual texts, making one's own book, digital storytelling (Photo story, iMovie,..)

- Writing strategies:

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-Definition:  deliberate thinking about some aspect of the writing process
→  the pupils are conscious deliberate about their writing planning
-Examples of writing strategies
+Knowing how and when to write a title
+Checking the spelling of unfamiliar words → encourage pupils to do regularly when they have finished writing
+Considering new genre-specific vocabulary
+Thinking consciously about the purpose and the audience of a text
+Comparing and contrasting differences between English and L1

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1. What is writing

a productive skill

2. Writing in the subject curriculum

written communication

express ideas and opinions in an understandable and purposeful manner using written E

be tool for language learning

basic skill in the E subject curriculum

3. Writing- a complex skill

skill of forming letters/ finding the right letters on the keyboard

skill of finding which words and phrases to use

skill of spelling and using punctuation marks

skill of putting the words and phrases logically together

skill of organizing ideas into a coherent whole, using appropriate titles.

4. Writing and literacy

Literacy:

ability to read and write( traditional definition)

more complex, located as it in social contexts, and increasingly in the online world→ the creation and interpretation of multimodal texts ( Now)

Genre

The concept of genre is highly bound up with the literacy

Genre-> the norm of different kinds of writing

5. Writing in school:

Writing for learning -> intended to help pupils learn and practice the language

ex: write 3 sentences using “going to”

Writing for writing -> intended to build pupils’ writing skills

Ex: how to develop good syntax, genre knowledge, how to structure text well.

6. Three types of writing activities:

6.1. Controlled writing: Ss just copy the words

Tracing: How to physically write the words

Copying: Finish the words following the models

Visualised word

Matching text and picture

Weather reports

6.2. Guided writing

6.2.1. Filling-in activities: Adding missing words to a text such as : missing words in songs, rhymes/ picture story/ completing a text/ dictating a half sentence

6.2.2. Parallel writing: a model text is provided, pupils create similar patterns.

Ex: Postcards, letters,  invitations, email, reports.

6.2.3 Dictation:

Present the words BEFORE the dictation, or use words that have occured in a text that has been used recently

Use different sorts of words( nouns, verbs, adjectives, adverbs, pronounces)

Read at an appropriate pace( not too slow, though)

Always present the words in context

Whole sentences can be divided into chunks:

The old dog/ love to go swimming/ when it’s hot

Challenge the children to get as many words correctly as possible

6.3. Free writing activities

→ pupils (may) need information about:

the function of the text

how to write the text

ideas for how to write the text

what kind of language to use

Example:

Labelling

Lists

Same story, different ending

Factual text

Making one’s own book

Digital storytelling( photo story, iMovie,..)

7. Writing strategies: conscious of their writing activities

Example of writing strategies

Knowing how and when to write a title

Checking the spelling of unfamiliar words

Considering genre-specific vocabulary

Thinking consciously about the purpose and the audience of a text

Comparing and contrasting differences between English and Norwegian (ex: what is the equivalent of the ing-form, noticing differences of the collocations and idioms)

8. Importance of systematicity

⇒ very important from a very early stages considering the evidence that focused and systematically learning enhance skills and knowledge

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1.1. Tracing:

T already made the letters by using dotted lines
→ Using these dotted lines, the pupils can very easily write the words,  just over  writing those dotted lines.
→ Practice both their orthographic skills (learning the letter) + motor skills (how to physically write them on paper).
→ The simplest form of writing activity.
1.2. Copying:
- Students write the letters themselves but they need model words/ model texts
1.3. Visualised words:
T visualizes the word that they are
Ex: “egg” visualized as an egg, the word “long” can be visualized as a long word, “short” as a short, an “arrow” can be visualized by drawing an arrow.
→ Practice spelling skills + vocabulary → help ss to remember.
1.4. Matching text and pictures:
Ss have to understand, have to copy to see which words which pictures or images do these words match with.
1.5. Weather reports:
Something T can stick to the whiteboard and write every day (ex: today's Wednesday, the weather is very hot) and can change to the next day.

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2.1 Filling-in activity (adding words into the text)
Picture story
Missing words in sóng, rymthes
Completing a text
Dictating a half sentence
2.2 Parallel writing (a model text is provided, Ss create similar patterns)
Postcards
Invitations
Letters
Report
2.3 Dictation
present the words before the dictation or use words that have occurred in a text that has been used recently so that the pupils are familiar with the words
Use different sorts different types of word classes (nouns adverbs adjectives adverbs pronouns)
read at an appropriate pace (not too slow not too fast)
present words in context not just single words
divide sentences or longer phrases into chunks

2. Guided:

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What is writing?

Writing belongs to productive skills, written communication

Express ideas and opinions in an understandable and purposeful manner using written English.

The development of writing proficiency in English involves orthography & repertoire of English words and linguistic features

It’s a basic skill → shouldn’t be neglected

Writing is a complex skill

Forming letters/ finding the right letters on the keyboard

Finding which words and phrases to use

Spelling and using punctuation marks

Putting words and phrases logically together

Organizing ideas into a coherent whole, using appropriate title

Writing and literacy

Using appropriate images, numbers, frames (not only words)

The concept of genre (different kinds of writing)

Writing in school

Writing for learning: practice and learn the language

Eg: write 3 sentences using going to

Writing for writing: build writing skills (syntax, genre knowledge, text structure)

Three types of writing activities

Controlled writing activities:

6.1.1. Tracing

6.1.2. Copying

6.1.3 Visualized words

6.1.4 Matching text and picture:

6.1.5 Weather reports

6.2 Guided activities

6.2.1 Filling-in activities

6.2.2 Parallel writing

6.2.3 Dictation

7. Writing strategy:

The pupils are conscious deliberate about their writing planning

Examples:

Knowing how and when to write a title

Checking the spelling of unfamiliar words

Considering genre-specific vocab

Think consciously about the purpose and the audience of a text

Compare and contrast difference between English and Norwegian (e.g what is the equivalent of the -ing form; noticing differences in collocations and idioms, e.g “a lot of”)

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1. Why writing: Writing is the one that teachers and students appear most hesitant to emphasize because it needs extra effort.

2. What is writing? Theoretical perspective

+ Productive: S - W

+ Receptive: L - R
3. Writing in the subject curriculum

+ Oral commu: S - L

Written commu: W-R

+Writing in E -> express ideas & opinions; tool for language learning, orthography (spelling) -> Basic skil
4. A complex skill

- Skill of forming letters/ finding the right letters on the keyboards

- Skill of finding which words & phrases to use

- Skill of spelling

- Skill of putting words/ phrases logically -> Discourse skills/ Writing coherent

- Skill of organizing ideas -> Transitions from 1 para
5. Writing & literacy skills

+ The concept of literacy: significantly more complex (social contexts - appropriate pictures, images, frames, colors…., increasingly in online world) -> The creation & interpretation of multimodal texts

+ The concept of genre -> Bound up with literacy, norms of different kinds of writing. Ss should be aware of types of genres: tales, poems

, fairy tales, fictions…. -> Genres will decide the format of text
6. Writing in school: creation of meaning through text or tool for learning of language

+Writing for learning -> Learn & practice language (write 3 sentences: I’m going to…. )

+Writing for writing -> Build writing skills: develop good syntax, genre knowledge, text structure
7. Types of writing activities:

Controlled writing: Ss copy words

Tracing: using dotted lines, practice both the orthographic skills & motor skills (how to write in paper)

Copying: writing the letter themselve, model words/text

Visualised words: visualize the words they write (draw an egg for the word Egg) -> Practice spelling & vocab to remember what T is talking about.

Matching text & picture: Ss are asked to copy words to the right picture -> Words match the picture

Weather report: stick to the right board

Guided writing: more complicated

Filling-in: add missing words to a text: song/ rhymes/ picture/ complete a text/ dictate a half sentence/ replace images with the words

Parallel writing: T provides model text -> Ss create similar sentences: postcards/ letters/ invitations/ email/ reports…. -> Motivate & inspire Ss because of realistic situations

Dictation: worthwhile when writing extensively.

. Present the words BEFORE the dictation.

. Use different sorts of words

. Read at an appropriate pace

. Present words in context

. Whole sentence divide into chunks

. Challenge Ss to get as many words correctly as possible -> Ss should be intrigued to work persistently and get work right

Free writing: Express ideas/ commu with a reader

Ss need information: F

. Function of the text (informative text/ meant to entertain/ inquire information….)

. How to write a text (outline/ genre…)

. Ideas to write (kinds of thing to put in the text)

. What kind of language (formal/ informal)

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3. Writing - a complex skill
- Skill of forming letters/ finding the right letters on the keyboard
- Skill of finding which words & phrases to use
- Skill of spelling & using punctuation marks
- Skill of putting the words & phrases logically together
- Skill of organizing ideas into a coherent whole, using appropriate titles
4. Writing & Literacy:
-Writing = The creation & interpretation of multimodal texts

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3.1. Pupils express ideas to communicate with a reader. They are on their own in the writing and they may need information about:

The function of the text: informative, inquiring,...

How to write text: words, phrases to use, making and organizing outline, ..

Ideas for how to write a text

What kind of language: formal or informal

3.2. Examples of free writing activities

Labeling: see a picture and label the name of different things in the picture.

Lists

Same story, different ending

Factual texts

Making one’s own book

Digital storytelling

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1. PRE-READING (5p)
Show students two pictures and ask them prompt questions to help them describe the picture.

What is it? (village-house-flat)

Where is this house? => It is in… (Village/city)

What’s the house like? => It’s ……(big - modern - pretty/ small - old - quiet)

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Pre-reading:
- Play game to review vocabulary: street, district, flat, modern, city centre, view

T divides Ss into 2 teams

T shows the pictures, Ss say the vocab

The team has more scores → the winner

- Show a picture and ask ss: how many people ? guess where they live? what is the house in the picture like? etc

While reading
- Popcorn reading
- Y/ N exercise

Ss work individually

T check in whole class

- Comprehension question:

Where does Trung live?

Which floor does the family live on?

What is their flat like?

Post-reading
- Writing frame:

I live with _____ in _____

My address is ______ street, _____ District

My house/ flat is _____ and _______

I like my place/ house/ flat because ______

- Draw picture of the place

Ss draw pictures about their place, family and surrounding environment

Ss share pictures in group

T calls some Ss present their pictures using the learned frame.

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Review vocabulary:

T shows pictures related to words: “address, floor, tower, flat, modern, city center”

Ask Ss to guess the vocabulary

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Activity 1: Visualizing a scene

T shows picture and asks →  Ss answer

T: This is Trung

(T shows address) What is Trung’s address?

(Floor) Which floor does he live

(Flat) How is the flag?

Activity 2: Reading a text in pairs → Ask some students to read individually in front of the class.

Activity 3: Answering Yes/ No

+ T lets Ss reread the text and answer questions in 2 minutes.
+ T calls 5 students randomly to answer 5 questions respectively.

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2. While-reading: (15’)

Oops: Teacher reads each sentence. Teacher changes 1-2 nouns and says “Oops”. Students figure out what is changed.

Ss read the passage and do the Yes - No exercise individually

Ss check the answers as the whole class

3. Post-reading: (10’)

Ss choose the correct picture which describes Trung’s house. Maybe there’s 3 pictures with just small differences in details.

Ss work in groups, draw a picture of your dream house and write at least three sentences to describe it. => gallery walk.

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Engage students in a variety of vocabulary activities to review vocabulary:
1. Fill in the blank:
+ gr_n_p_r_ents (grandparents)
+ city center
+ fourth floor
2. Slap the board
Divide the class into 2 groups, stick the pictures of learnt vocabulary on the board. (city center, village, floor, tower,...)

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- Class reads aloud
- T asks to check Ss' comprehension:
+ Where does Trung live?
+ Who does he live with?
+ Does he live in a flat or in a house?
+ Does he like his place?
- T divides class into 5 groups to complete the questions
- T asks Ss to share the answers and point out the errors (if the answer is No)

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+ Discuss with their friends about their own family (who do you live with? Where do you live?...)
+ Draw a picture of the family, and the house
+ Teacher invites some students to present in the class

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- Review words (using picture A: ask some questions to revise some words: address, district, city centre, flat,...)

--> make the reading digestible

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- Ss work in groups of 3, each member has a small part of the text
--> After reading, ss share in groups

- Each group visualize the text
(Fill the picture A with some information gained from the text)

- Instruct the ss to do Y/N exercise

- Ask the ss to find the mistake and correct the "No" sentences

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- Ask Ss to write some sentences based on the ideas from the reading to introduce about their house/ the place they live

- Then Ss work in groups to share with each other

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- Review new words in the text by showing pictures.
- Predict the content of text by showing pictures and ask questions:
+ Do you think who does he lives with?
+ He lives in house or flat or towel?

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- T divides the class into 6 groups.
- Each group will read aloud each sentence respectively
- Top-down activities:
+ T asks comprehension questions ( who does he live with? which floor does his family live? Does he like his place)
- Ss do exercise in pairs
- T calls some pairs to present answers
- Sound replacements: T read the passage but replace some words: flat, family, view  with an action/ a sound → Ss have to focus on individual words and find out which word has been replaced.

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- Writing frame: Ss work individually to describe their own house (suggested questions:
Who do you live with?
What is your address?
What does your house look like? color,shape,..
- Ss can draw the picture to demonstate if they want
- Divide class into groups. Group member takes turn to present their house description.

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1. Pre-reading
- Review vocab
- Ask Ss to circle preposition -> review preposition
2. While-reading
- Read the text + Note the main ideas of reading text
- Depend on the note to do the task individually
- Compare the answer with classmates
- T calls some Ss to share their answer
- read the text again + ask some comprehension questions
- T gives the correct answers + corrects the wrong sentences
3. Post-reading
- Ss can draw a picture about an ideal house, then practice speaking about their accommodation in the future based on the text
- T calls some Ss to share with the whole class

# data[].attributes.body
Pre reading:

T reviews/ activates priority knowledge about the vocabulary using: images, sidebars, flashcards.

T asks Ss to predict about the topic today => tick the right answer

While reading

T asks one S to read aloud the passage

T gives instructions for the task

Ss do the task

T ask Ss to share the answers with their partners

T asks some Ss to give answer for the questions

T corrects the answer

Post reading:

T asks Ss to draw the place that they live

T asks Ss to work in pair to compare and contrast about the two pictures

# data[].attributes.body
Arranging words in sentence strips ( on WordWall)

1. grandparents/ Trung/ with/ lives/ his/Hanoi/in.

2. big/ Their/ modern/flat/big/ is/ and.

3. is/ city/ centre/ It/in.

4. The family/ on/ the/ fourth/ floor/ lives/ of/ Hanoi.