Kế hoạch bài dạy Tiếng Anh 8 - Tuần 21, Unit 7: Pollution - Lesson 6 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Tuần 21, Unit 7: Pollution - Lesson 6 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. English 8: Planning date: 5/2/2023 Period 60 UNIT 7: POLLUTION Lesson 6: Skill 2 I. AIMS OF THE LESSON 1. Knowledge By the end of the lesson, ss will be able to - Get specific information about the topic: Thermal pollution - Write a paragraph about causes and effects of a type of pollution 2. Ability: - Students can improve their 3 skills: Listening, Writing and Speaking - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can listen and write a paragraph about the causes and effects of one type pollution in their area 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Traffic” conducted by the teacher. - Sts must have good attitude towards protecting the environment. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts III. Procedure A. Warm up: 1. Warm up: - Chatting. What do you know about the thermal pollution? What can you see in the two pictures at page 13? - Have sts answer before class. - Sts describe the two pictures. B. Pre – Listening *Activity 1. Vocabulary: - (n) coastal seawater: nước biển ven bờ - (n) cooling tower: tháp làm mát - to cool down: làm mát, nguội - (n) power station: trạm điện - (n) environmentalist: nhà môi trường học - to discharge: thải - (n) reservoir: hồ chứa - to survive: sống sót - (n) algal bloom: sự nở hoa của tảo - (n) algae: tảo
2. *Activity 2 : Describe what you see in the pictures and talk about the relationship between them: - Have sts work in pairs. - Sts work in pairs, describe the pictures and the relationship between them. - Sts give their answers. - Sts listen to check. Answer keys:1. The first picture shows an algal bloom in coastal seawater. 2. The second picture shows the cooling towers from a power station. 3. They are both related to thermal pollution. - T asks sts : What do you know about thermal pollution? - Sts think and give their ideas. II. While - listening *Activity 1: Complete the diagram: - Have sts read the diagram quickly. - Have sts think about form of the word/ phrase to be filled in each blank. - Have sts listen and fill in the gaps. - T and sts check and correct. Answer keys: 1. hotter 2. cooler 3. cool 4. warm rivers 5. Warmer water 6. fish populations 7. Harmful 8. colour 9. poison 10. cool down C. Post- Listening *Activity 1: Discuss - Have sts work in pairs to discuss aboutthe causes and effects of one type of pollution in their area: - Sts discuss and make notes in the diagram. ________ pollution: Definition:_______ ________________ ___ Causes: Effects: ______________ __________________ ______________ __________________ *Activity 2: Writing an article: - Have sts work individually.
3. - Sts write their article. One about the causes and the other about the effects. - T reminds sts to use makers like: Firstly/ secondly/ / finally Suggested writing: Water pollution S1: Water pollution has a number of causes. Firstly, factories dump waste into lakes and rivers. Secondly, many families throw the rubbish into the water. Thirdly, people use too much pesticides to kill weeds. This leads to the water pollution, too. S2: Water pollution has some/dramatic effects. First of all, it can be make people sick or even die because of diseases from the dirty water they drink. Besides, water pollution can cause the death of many aquatic animals and plants. Moreover, water pollution has bad effects on the development of industry as well as agriculture of a nation. *Activity 3: Making a complete article: - Have sts put their writing together - Sts work in pairs to make a complete article. - Sts read their article.( add the beginning and the ending for their article.) - T and sts give comments. Homework: - Write another article about a type of pollution in your area. - Prepare “Looking back & project”./. Planning date: 5/2/2023 Period 61 UNIT 7: POLLUTION Lesson 7: Looking back+ Project. I. AIMS OF THE LESSON 1. Knowledge By the end of the lesson, ss will be able to - Review the lexical items related to the topic: pollution. - Review the grammar of the unit: Conditional sentence I and II. - Make questions and answers about the topic 2. Ability: - Students can improve their 2 skills : Writing and Speaking - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Sts must have good attitude towards doing exercises. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Pollution” conducted by the teacher. - Sts their love for the fresh environment.
4. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts III. Procedure Warm up : Matching - T hang a poster with some pollutions and causes on the board - Ss work in two groups to match the pollution with suitable causes POLLUTION CAUSES Noise pollution Eyes Water pollution Plant, tree, food Thermal pollution Earns, head, mind Light pollution Nose, eyes, mouth Soil pollution Eyes, nose, mouth, earns, skin Air pollution Earns A. Vocabulary: *Activity 1: Complete the sentences with the correct form of the words. - Have sts work individually. - T and sts check and correct. Answer keys: 1. Pollution 2. contaminated 3. death 4. Poisonous 5. pollutants *Activity 2: Write types of pollution in the word web. - T asks sts to work individually. - Sts write their answers on board. - T and sts check and correct. Answer keys: 1. radioactive pollution 2. noise pollution 3. visual pollution 4. thermal pollution 5. water pollution 6. land/soil pollution 7. light pollution 8. air pollution *Activity 3: Rewrite the sentences using the words in the brackets. - T asks sts to work individually. - Sts write their answers on board. - T and sts check and correct. Answer keys: 1. The residents of the street cannot sleep because of the loud noise from the music club. 2. Vy had a stomachache since she ate a big dinner. 3. The road in front of my house was flooded due to the heavy rain. 4. His mother is unhappy because his room is untidy. 5. Too much carbon dioxide (CO2) in the atmosphere causes global warming.
5. B. Grammar: *Activity 1: Put the verbs in brackets into the correct form. - Have sts work individually. - Sts write their answers on board. - T and sts check and correct. Answer keys: 1. won’t be; don’t take 2. continue; will be 3. were/was; would wear 4. do; will save 5. would travel; didn’t have 6. wouldn’t be; didn’t take care *Activity 2: Complete the sentences, using your own ideas. - Have sts do this exercise at home and T will check next period C. Communication: *Activity 1: Discuss what you would do or say in each situation: - Have sts work in groups. - T models. What would you do or say if your neighbours littered near your house? - Have some sts answer. - T writes on board. - Have sts report. - T and sts command. Homework: - Learn by heart vocabulary. - Do exercise E1,2 – P10 - WB - Prepare Unit 8. lesson 1./. Period 62 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: Getting Started: How’s your summer camp A. OBJECTIVES 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about Phong's summer camp in Singapore for details and then do some related exercises. - use lexical items related to English speaking countries 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language. B. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching
6. methods by visual, teaching methods by practising, discussion group, technical present . D. PROCEDURES *Warm up: - T. asks SS to match the names of the countries with their flags ( Ex3- p 17) - T. asks Ss if they know of a common thing among these countries. ( It’s English) - T. introduce the topic of the Unit Key: 1 the USA 2. the United Kingdom 3. Singapore 4. Australia 5. Canada 6. New Zealand Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It is also known as the US, or the United States, or even just the States. In Canada, there are two official languages: English and French.) - Vocabulary: + official language (n) : + accent (n) : + native speaker/ English speaking country/ summer camp I. Pre-reading 1. Pre teach vocabulary - absolutely (adv) tuyệt đối, chắc chắn - official (adj): chính thống, chính thức - accent (n): giọng điệu - native speaker (n): người bản xứ 2. Pre questions * Set the scenes: - Look at the title of the conversation and the picture. - Ask them some questions: • Where are the children? • What do you think they are doing? - Ss answer the questions as a class. Play the recording and have Ss follow along. II. While-reading 1. Act. 2: Expressions - Ss work independently. Guide Ss to look at the beginning of a reply/ a sentence for the answers. Allow Ss to share answers. Check their answers. Key: 1. Awesome, just awesome. 2. Any of the following: Absolutely/ Right. 3. It's hard to say/ 4. Perhaps
7. * T asks Ss to find some key words of the dialogue: - native speaker: - English speaking country: - accent: - official language: - summer camp: 2. Act. 3: Comprehension questions - Play the recording again without letting Ss read along. Ask Ss to try to answer as many questions as possible. Ss then read the conversation again to check their answers. Have some Ss read out their answers. Key: 1. He's at an international summer camp (in Singapore). 2. They come from different countries/ from all over the world. 3. He has made new friends, visited places, (and taken part in different activities.) 4. Because he uses English every day with people from different countries. 5. Two boys from Australia and a girl from the USA. 6. After July 15th. 3. Act. 4: Complete the sentences - Ss work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class. Key: 1. summer camp 2. native English speaking countries 3. native speakers 4. the USA 5. accents 6. official language III. Post-reading: Game (Act. 5) - Form groups of five or six. The first group to find all the countries wins. If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. IV. Homework: - Learn by heart all the new words. - Do Ex B3, 4 P13 (Workbook) - Prepare: Closer Look 1 - Collect pictures, songs, clips talking about English speaking countries. English 6: Planning date: 5/2/2023 UNIT 6: COMMUNITY SERVICES Period 59: LESSON 2.2: GRAMMAR I./. OBJECTIVE: By the end of this lesson, students will be able to use imperatives to give instructions, orders, or advice. 1. Knowledge: a. Vocabulary: review words of community services b. Grammar: imperative sentences 2. Skills: speaking, writing 3. Attitude: - Positive about their actions to the communities - Students know how to learn English in right way.
8. - Ss are interested in doing exercises. 4. Competences: - Co-operation - Self- study - Using language to talk about community services II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./.PROCEDURE: 1. Warm-up Option 1: Blog sharing Some volunteer students share their blog to the class. - Teacher and other students follow, make questions if necessary. - Teacher gives feedback and gives mark Option 2: Re-matching - Teacher shows a picture of types of reused together with the wrong words, and students have to rematch. - Display the flashcards of letters on the board. - Some students volunteer to stick a word that matches with the picture. - One plus mark for every student having a correct answer. Teacher gives feedback, then leads to the new lesson. New lesson - Ask students if they often do to recycle things at home. A-Grammar. (10’) Activity 1: Listen & repeat (exercise a/ p. 50) - Teacher asks students to list recycling that he / she does every day Suggested answer: - She should reuse old cans to grow trees in. - He shouldn’t throw away old bottles. - Teacher underlines the verbs, introduces and elicits the ways to use imperative sentences. - Students follow and answer teacher’s questions
9. - Teacher gives some more examples for students to change into imperatives (positive and negative form) Ex: You should recycle cans. → Recycle cans. We should not litter on the beach. → Don’t litter on the beach. Activity 2: fill in the blanks with positive or negative imperative statements. (exercise b/ p. 50) - Have students work in pairs; use the verbs given to fill in the blanks in the imperatives. - Teacher asks some pairs to show their answers. Answer 1. Don’t use 2. Reuse 3. Recycle 4. Pick up 5. Reuse 6. Don’t throw away Ask some students to check the answers. - Teacher checks again and gives feedback. Activity 3: Rewrite the imperative sentences. (exercise c/ p. 50) - Have students work in pairs, practice writing the whole sentences using the positive or negative imperative. Some students who finish quickly go to the board to write the answers. - Teacher checks and gives feedback. Answer: 1. Recycle plastic bags and jars. 2. Don’t throw away glass jars and old newspapers. 3. Pick up trash in the park. 4. Recycle plastic bottles and old magazines. 5. Reuse plastic bottles in your garden. 6. Don’t throw away old clothes. Suggested option - The answer may be put in the game “Who’s quicker? - Two students each turn put one hand on the shoulder, after teacher shows the picture, student who has a faster clap makes the sentence Wrap-up Option 1: Speaking. - Students work in groups. Use the same format of the letter in exercise d/ p. 50 to talk about the imperatives in the home. - Some students share the story to the class The winner will get 1 point for him / her. Option 2: watch an animation, list the types of recycle appear Homework Make your own blog; write about the environmental protection at your home
10. ================================================= Period 60 UNIT 6: COMMUNITY SERVICES Lesson 2.3 ( Part 3 )(Page 51) – Pronunciation and Speaking A. AIMS OF THE LESSON By the end of the lesson, student will be able to: 1. Knowledge - pronounce the /l/ sound correctly - learn and use words about the topic protecting/ saving the environment - know and use positive and negative imperatives in communication 2. Ability - improve pronunciation, speaking skill - develop the ability to communicate and cooperate with their partners, to self - study 3. Quality - students have awareness of protecting/ saving the environment B. TEACHING EQUIPMENT AND LEARNING MATERIALS. Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer , projector/ TV, speakers, DCR & DHA on EDUHOME, handouts C. PROCEDURES I. Warm up * Brainstorm - Divide the class into 3 groups to write down what they can do to save the environment, using imperatives Use the bicycle Don’t use the car Don’t use the car 2. save the environment Don’ * Possible t use answers: - Use the the bicycle - Don’t use the car car - Plant more trees - Walk to school - Reuse used plastic bags - Don’t litter II. Pre-speaking 1.Activity 1: Pronunciation a. Focus on the /l/ sound. - Demonstrate/ explain how to pronounce the /l/ sound correctly b. Listen to the words and focus on the underlined letters. Recycle , bottle - Play the audio (CD 2- Track 8) and draw attention to the focused sound c. Listen and repeat. - Play the audio again d. Read the words with the correct sound to a partner
11. language little family class slow - Listen and repeat with a focus on the sound. - Practice saying the words using the sound correctly. 2.Activity 2: Practice - Have Ss look at the instruction, the pictures . + Run through the words. - Check if Ss have any difficulties with any vocabulary given in the task - Demonstrate the activity using the example - Ask Ss to practice taking turns saying imperative sentences( pair work) - Check answer altogether - Have some Ss say the sentences in front of the class =>Give feedback and correct. * Answer keys. 2. Recycle plastic bags and jars. 3. Don't throw away glass jars. 4. Reuse the plastic bags. 5. Reuse plastic bottles in your garden. 6. Don't throw away old clothes. 7. Recycle old newspapers. 8. Pick up plastic bottles. III. While-speaking You want to write an article about how to protect the earth. Work in groups of six . Discuss and choose six tips to add to your notes. - Set the situation of the speaking task and give examples - Have Ss discuss in groups and choose six tips... - Give feedback and correct the answers * Possible answers: + Pick up trash + Recycle newspapers + save electricity + reuse bottles and plastic bags . IV. Post-speaking • Work in pairs Discuss and choose three things you can do in your home or school. Ex: S1: I think saving electricity is important S2: I agree S1: .. - Have a representative in some pairs to share their ideas to the class. - Give feedback and correct. V. Homework - Learn new word by heart. - Talk about how to protect the environment in your home or school. - Do homework: Grammar, writing in workbook (page 35) - Prepare the new lesson: Unit 6 - Social Studies -
12. Period 61: UNIT 6: COMMUNITY SERVICE LESSON 3.1: Listening + Speaking I. AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: - make use of the learnt words about the topic “Community service” and know how to ask and answer about environmental charities. - listen to a dialogue to develop listening skill on specific target . 2. Ability: - Students can improve their 4 skills (Main skills: Listening and Speaking; Sub- skill: Reading) - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can develop their conversation skills through some useful language used in the lesson. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Community Service” conducted by the teacher. - Students can show their responsibility to the environment, II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, E - book, personal computer (if any), projector/TV, speakers. III. PROCEDURES A. Warm up: - T asks sts to talk about what they should do/shouldn’t do to save the environment. B. PRE - SPEAKING I. Pre-teach vocabulary - T uses context to present the new words. - T gets students to look at the words underlined and bold (p52) in the book/on the screen. - T asks sts to circle the correct definitions of those words - T checks the meaning in Vietnamese if necessary - charity (n) - protect (v) - free (adj) - wildlife (n) - donate (v) - T has sts listen and repeat the words. + Checking understanding: Part b ( T asks the 2 questions to check whether sts know any charity in their neighborhood? - Do you know any charities? - I know about . - Who or what do they help? - They donate and collect food to support people living inside the quarantine areas.
13. II. Set the scene - T gets sts to look at the picture and sets the scene to get students familiar with the situation. - T makes some questions related to the content of the listening task: - Where is it? - What is happening in the picture? - Does it happen around your area? - T tells sts that they are going to listen to 2 people talking about a charity. - T points to the gap fill exercise on the screen. (or gets sts to look at the statements in the book). - T gets a student to run through the statements and checks the understanding. III. Listening activities 1. General listening. - T plays the record once for students to get the general idea by answering the question: - Does the charity work in one country or many countries? Yes/No 2. Detailed listening. -T plays the record the second time for students to complete the task: Gap fill - Sts listen and fill in the blanks - T gives feedback. 1. 2. 3. 4. 3. Comprehension questions - T asks sts to answer the questions. - Sts answer individually 1. What do Trash Free Seas do? - They clean up the beach, 2. Where do they work? - They work in the USA. 3. How do they help? - They pick up trash on the beach to protect the seas. - T provides sts conversation skill by guiding them how to ask for repetition - Sorry, could you repeat that? - Sorry, could you say that again? C. WHILE - SPEAKING 1. Controlled practice Role- play - T gets sts to play the role of student A and student B to talk about the environmental charities called “Help us save the world” and “Earthwatch” A: What does Eathwatch do? B. They plan cleanups and help recycle trash. A: Where do they work? B: They work in SouthEast Asia, Australia and Europe. A: How can I help? B: You can donate money or start a clean up. - T asks sts to swap the role, let student B ask student A about “Earthwatch” (p123) - T moves around and provide help if necessary.
14. D. POST SPEAKING 1. Making an environmental project. - T sets sts in groups of 4 or 5. - T asks them to set up a charity and find a name for it. - T asks sts to design an activity programme for their group in 2 seconds. Name: Keep us clean Place to work: Pho Chau town Work to do: pick up garbage/Sunday mornings encourage people to use fewer plastic bags donate and plant young trees. - T asks them to freely make a dialogue as presented in while task about their charity. 2. Public presentation - T gets a representative from each team to come and present their charity in front of the class. Suggested presentation: Our environmental charity’s name is “Keep us clean”. We work in areas around Pho Chau town. We pick up garbage on Sunday mornings and encourage residents to use fewer plastic bags. We also donate and plant young trees a long the roads in the town. Come and join us. F. HOMEWORK Guide students to do the tasks assigned. - Teacher guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. - Students : + learn new words, do exercises in workbook ( page 36) and practise talking about their charity + prepare for the new lesson. English 9: Week 21 Sunday, February 5th , 2023 Unit 7: RECIPES AND EATING HABITS Period 60. Lesson 6: Skills 2 I. OBJECTIVE: By the end of this Unit, students can: 1. Knowledge: - listen for specific information about a traditional dish - write the recipe for a traditional dish - Vocab: favourite dishes and recipes for dishes 2. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes - Listen about Teen's eating habits and write about eating habits of a classmate. 3. Quality: - Have good eating habits and lifestyle. - Positive about recipes and eating habits
15. - Students know how to learn English in right way. - Ss are interested in doing exercises. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: Warmer - Greeting. - Checking the old lesson. - Correcting. A. Listening: I. Pre - Listening Activity 1: Find out the differences between the two pictures. - Have sts work in pairs, one looks at picture A and the other looks at picture B. Ask each other questions to find out the differences between the two pictures. Example: - What can you see in your picture? What do the pictures tell you? Picture A: A boy is eating chocolate. On the table there are junk foods such as crisps, a hamburger, soft drinks and sweets. The boy looks fat. Picture B: A girl is having rice. On the table we can see soup, fish, vegetables, and watermelon. The girl looks slim and fit. - The two pictures show the contrast between healthy eating and unhealthy eating. II. While - listening Activity 1: 4teen radio is asking 2 students about their eating habits. Listen - to what they say and decide the statements are true or false. - Have sts read the statements. - Have sts listen twice. - Sts listen and check T/ F. - T and sts check and correct. *Answer keys: 1. T 2. F 3. T 4. F 5. T 6. F *Activity 2: Listen again and complete the table. Use no more than three words for each blank.
16. - Have sts listen again. - Sts listen and complete the table. - Sts share. - T and sts check and correct. *Answer keys: 1. biscuits 2. hamburger 3. crisps 4. fried beef 5. vegetables 6. cereal 7. a banana 8. slices of bread 9. boiled egg 10. steamed fish B. Writing: *Activity 1: - Have sts work in pairs, ask and answer questions about each other’s eating habits. Take notes of your partner’s answers in the table. - Have sts work in pairs, read their notes again to answer the questions provided. - T moves around to give comments because there may not be enough time for checking with the whole class. Name Breakfast Lunch Dinner Activity 5: Write it up. - Have sts write about their partner’s eating habits, using the information above. - Sts write themselves. - Sts share. - Some sts read aloud. - T and sts comment on their writing. III. Homework: - Learn by heart vocabulary. - Do exercise E 2 (P.10). - Prepare “ Project”./. Week 21 Sunday, February 5th , 2023 Unit 7: RECIPES AND EATING HABITS Period 61. Lesson 7: Looking back and project I. OBJECTIVE: By the end of this Unit, students can: 1. Knowledge: - remember and use what they have learnt during the unit to help them answer the questions so Ss can see how far they have progressed, and which areas they need further practice - complete LOOKING BACK without referring to the previous sections in the unit. Ss should se what they remember from the unit to complete this section.
17. - record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now you can... assessment and identify areas for review. - Vocab: favourite dishes and recipes for dishes 2. Quality: - Positive about recipes and eating habits - Students know how to learn English in right way. - Ss are interested in doing exercises. 3. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: Warm up + Review: - Ss correct the exercises - Chatting with students II. Presentation 1. Vocabulary: - Ask ss to repeat all the words they have learned lelating to dishes and ways of preparing and cooking food - Repeat all the words in choral - Ask them to work individually to finish activity 1 Activity 1: 1. d 2. e 3. g 4. b 5. a 6. c 7. h 8. f Activity 2: - Ask them to complete it individually and then compare with their partners’ - Give the correction: A. steam B. deep-fry C. stir fry D. bake E. roast F. grill G. simmer H. stew Activity 3: - Ss work in pairs to complete the task - Check the understanding about paragraph
18. - Give the correction 1. hamburger 2. sushi 3. deep-fry 4. steam 5. stew II. Grammar: Activitt 4: Circle the correct answer - Ss workk individually - Compare with their partner’s - Give the correction 1. slice 2. sticks 3. any 4. bag 5. clove 6. bunch Activity 5: Complete the sentences with you own ideas - Work individually - Read out their sentences - Give some comment to their sentences - Give sample answers if necessary II. Practice 1. Communication Activity 6: - Ss work in group to discuss the order of the conversation - Call ss to write the order of the conversation on the board - Give the correction 1.B 2. E 3. F 4. I 5. A 6. H 7. J 8. C 9. G 10. D IV. Sum up - Prepare some steps in class (Ss work in groups with the questions provided and take note of the answers ) - Direct ss to complete it at home - Repeat the main ideas of the lesson IV. Homework: Finish the project Week 21 Sunday, February 5th , 2023 Unit 8: UNIT 8.TOURISM Period 62. Lesson 1: Getting started I. OBJECTIVE: By the end of the lesson, students can: 1. Knowledge: - Articles: other uses - Words related to tourism - Compound nouns. - talk about choices of holiday. - read for general and specific information about a tourist attraction. - Listening, reading 2. Quality: - Raising the awareness of loving and preserving natural sceneries 3. Competences: - talk about choices of holiday. - read for general and specific information about a tourist attraction.
19. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . V. Procedures: Warmer: - Greeting. - Chatting. - T asks. - Sts answer. a. What are Nick and Chau talking about? b. Which city may they be mentioning? c. What do you know about this city? I. Presentation - Have sts check by listening twice. - Sts listen. - Have sts read the dialogue again. - Sts read themselves. - T explains some new words. 1. Vocabulary: - (v/ adj) narrow (down): thu hẹp lại - (n) package tour: chuyến du lịch trọn gói - to make one’s mind = to decide = to make a dicision: quyết định - to explore: khám phá - to picture: hình dung, tưởng tượng ra - (n) snail: ốc sên - to fade out: làm mờ, nói nhỏ lại, giảm tiếng 2. Activity 1: Find a word or phrase in the conversation that means: - Have sts work themselves. - Sts work individually. - Sts share. - T and sts check and correct. *Answer keys: 1. made up your mind 2. narrow it down 3. a package tour 4. explore 5. not my cup of tea - T asks sts to explain some more phrases: to be into something = like it very much to picture something = to imagine sth
20. Lucky you = to be lucky because he/ she has sth or is able to do sth. II. Practice 1. Activity 2: Tick T or F - Have sts work themselves. - Sts work individually. - Sts share. - T and sts check and correct. *Answer keys: 1. F 2. T 3.T 4. F 5. F 2. Activity 3: Answer the following questions. - Have sts work in pairs. - T observes & helps. - T and sts check and correct. *Answer keys: 1. It means Nick’s parents are relaxed and open – minded. 2. It’s quite warm 3. Visit the Alps and Mont Blanc, explore Paris, and go sightseeing in Versailles. 4. Eat frogs’ legs and snail. 5. She says “lucky you” when Nick says he can make his own decisions. 3. Activity 4: Fill each blank with a word/ phrase from the list. - Have sts work themselves. - Sts work individually. - Sts share. - T and sts check and correct. *Answer keys: 1. seaside resort 2. souvenirs 3. destination 4. in advance 5. delayed 6. luggage 7. accommodation 8. price III. Homework: - Learn by heart vocabulary. - Do exercise B 1, 5, 6. - Prepare “ A Closer Look 1”./.