Kế hoạch bài dạy Tiếng Anh 8 - Tuần 2, Unit 1: Leisure activities - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Tuần 2, Unit 1: Leisure activities - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8: week 2 planning date: 17/9/2022 period: 4 UNIT 1: LEISURE ACTIVITIES Lesson 3: A closer look 2 A. Objectives 1. Knowledge: By the end of the lesson ,students will be able to : - understand new grammar : +Verbs of liking +gerunds +Verbs of liking +to –infinitive - practice by using them to do exercises 2. Skills: Drill listening , speaking and writing mainly. 3.Vocabulary: + adore + fancy + don’t mind + detest 3. Attitude: - Positive about indoor and outdoor activities. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language B. TEACHING AIDS: - Use of teacher and students’ books - Use + cassette and tape + pictures C. Procedure 1. Warm up: Brainstorming - Free talk Introduction Ss have already learned the future simple will do and the future continuous will be doing. Tell Ss that this is a review section. T may help Ss recall the form and uses of these two tenses. Also remind them of the uses of present simple and going to to express future actions. I. Presentation: 1. Activity 1. Future tense: review (1 P51) Have Ss work individually. Check their answers as a class. T may ask why a certain tense is used to check that Ss understand the rules. Key: 1. will have 2. will be doing 3. will she be 4. won’t pass 5. decide; will support 2. Activity 2: Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech. Focus them on the use of the verbs.
2. - Answer individually Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: II. Practice: 1. Activity 1 (Ex 4 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key: 1. Nick said that he came from a small town in England. 2. My friend said that Brazil would win the World Cup. 3. Olive told Chau that she was leaving Viet Nam the next day/the following day. 4. David told Catherine that he was unable to read her writing. 5. Minh said that he had overslept that morning. 2. Activity 2 (Ex 5 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key: 1. He said ( that ) he hadn’t said anything at the meeting the week before/the previous week. 2. She told me that letter had been opened. 3. Tom said that in 50 year’s time we would probably be living on Mars. 4. Mi said she hoped they would build a city out at sea. 5. Son told us that his wish was to become a young inventor. III. Production: 1.Activity 1: Speaking: This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class. This should help Ss to speak with fluency and accuracy, and as naturally as possible. Encourage them to give true sentences about themselves. Ideally, all ss should have a chance to talk before the class. Example: A: I am a student B: she said that she was a student 2. Sum up:
3. Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: IV. Homework - Do Exercises in work book - Prepare new lesson. planning date: 18/9/2022 period 5: UNIT 1: LEISURE ACTIVITIES Lesson 4: Communication A. OBJECTIVES: 1. Knowledge: By the end of the lesson ,students will be able to : - read and understand articals - practice by using them to do exercises 2. Skills: Drill lreading , speaking and writing mainly. 3. Vocabulary + hang out + protection + weird + addict + be hooked 4. Teaching aids - Use of teacher and students’ books - Use +cassette and tape +pictures B. Content: I. Warm up: Game: Building up - SS list the leisure activities they take part in in their free time one by one in two teams. Which team gets more activities is the winner. - Get ss to give their opinions about the activity they do. - Asks SS to find some activities a bit unusual and talk about them to the class then talk about what they think about them. II. Learning about the website on internet. 1. Extra vocabulary: window shopping(n): đi chơi ngắm đồ bày ở cửa hàng
4. forum(n): diễn đàn (to) sound weird: nghe có vẻ khác thường/kì quặc (to) be hooked on something: yêu thíc cái gì (to) be addicted to something: nghiện cái gì (to) hang out(with S.O): đi chơi (với bạn bè) - Gets SS to try to guess the meaning of the extra vocabularies(if they don’t know) 2. Read the article on the magazine 4teen website: - T: You are going to read about some activities teenagers do in their spare time . – Look at the photos of them(with name and country), Can you guess what each person likes doing as leisure activities? - Set the reading time limit(2mins) and have ss speed read text. - Memory game: SS close their books and tell how much information they can remember from the text(not check comprehension) in two competing groups. 3. Building net lingo dictionary: - Asks Ss if they notice any other particular features of the text. - Elicit Ss’ answers by drawing their attention to the form of the text(eg. Its layout and abbreviation), explain that this is from a webpage and abbreviation. - Get ss to underline and tell if they understand the abbreviation in the text. Then look at “net lingo” dictionary if necessary. - SS add more other abbreviations used for online chatting/texting they know or may create to their own dictionary in groups of 4 or 5, then ask other groups to guess the meaning * Example: ASSP= as soon as possible: càng sớm càng tốt B4 = before trước đây B4N= bye for now: bây giờ xin tạm biệt BBL = be back later : lát nữa trở lại nhé BRB= be right back: hãy trở lại ngay BTW =by the way: nhân đây CUL8R/CYL= see you later: hẹn gặp lại sau FYI= for your information: cho biết tin GG= Got to go/ G2G= got to go/ GTG= got to go: phải đi đây GL= good luck= chúc may mắn GR8= greet:= tuyệt vời GRRRR= I’m mad: tôi phát điên lên đây HB =hurry back: hãy trở lại nhanh nhé J/K= Just wondering: chỉ tự hỏi L8R= later: sau đó LUV= love: yêu MYOB= mind your own business: lo chuyện của anh đi N2M =not too much: không nhiều lắm NMN= ever mind:không sao/ đừng bận tâm NP= not problem: k có chi OIC= oh, I see: ồ,tôi hiểu RU =are you?: bạn đó hả THKS/THX= thanks: cám ơn
5. U=you: bạn TTYL= Talk To You Later: lần sau noi tiếp nhé WTG=way to go: hay lắm 4ever= forever: mãi mãi 4. Gap fill: - Fill information in the text to complete the table: Who? What activity is mentioned? What does he/she think? Emily -hanging out with friends(window shopping) she loves it -working as a volunteer Hang cloud watching she adores it. It’s easy Linn going to the community center, painting, she loves it dancing, doing drama Minh playing football, helping his aunt in running He likes it cooking class it’s fun Manuel playing computer games, doing judo He’s addicted to it. It’s ok - Ss do the task in pairs - Allow Ss to read the text more closely to fill in the table III. Discussion - Get ss to put the leisure activities in the text from the table above in order from the most interesting to the most boring in groups of 4 or 5 - Asks Ss to discuss, give opinions ,and negotiate with each other to agree on a mutual list. - T goes around to observe ss’ work IV. Homework: - Learn the vocabulary by heart - Do exercises part C - Prepare for Skill 1 Planning date: 19/9/2022 Period 6 Unit 1: LEISURE ACTIVITIES Lesson 5: Skills 1 I. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - Read for general and specific information about the possible effects of spending too much time on the computer - Talk about good and bad sides of leisure activities 2. Ability: - Students can improve their two skills Reading 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 know how to talk about the good and bad sides of leisure activities 3. Quality:
6. - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “leisure activities” conducted by the teacher. - Students can express their opinion about leisure activities 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: Chatting - Do you have a computer? - Do you like it ? - What are the benefits of using computers? B. Pre-speaking I. Present new vocab T uses the context, simple English, pictures to illustrate the meaning of the words: - mind (n) - rely (v) - ban (n) - gaming (n) - get out (v) - Have students listen to and repeat each word. (individual) - Ask the meaning in mother tongue language as a confirmation. - Have students read all together (chorally). - Correct student’s pronunciation if necessary. Checking new words: -T has students match the column A (English) with B (Vietnamese) II. Read the text and choose the correct answer -Let Ss work individually to choose the best answer. They need to be able to explain their choice as well. - Call some ss to give their answer and explain. Key: 1-B 2-C III. Write the questions for the answer based on information from the text - ss sit in groups, discuss and write questions - Call some ss to give their answer 1. Is Quang’s garden real? 2. What is problem with using technology in your free time? 3.What leisure activities do teenagers do these days? 4.What are the benefits of using the computer? IV. Language note - Explain how to give opinion, - Giving/Ask for an opinion and respond + I think that ..... + In my opinion...... - Asking for an opinion: + What do you think?
7. + How do you feel about that? - Agreeing: + I agree with you + That so true + Exactly - Disagreeing: +I’m afraid I don’t agree + I don’t think so C. While-speaking - Explain to Ss that these speech bubbles are from Quang and his friends. Ss may work in pairs or in groups but they will need to say why they think who says what, based on the information from the passage. Go through the phrases in the Language notes box with Ss. For one of the speech bubbles, demonstrate how you can use this language A: In my opinion, computer games train your mind and your memory B: That so true -In pairs, have Ss choose a speech bubble and combine it with the language in the Language notes box -Ask for volunteer to demonstrate their short exchanges Keys: Quang’s parents: Go on and play a sport .It’s good for you -Quang: I’ve made lots of friends from the game network -Quang: I think computer games train my mind and my memory -Quang’s parents: You see your real friends less and less -Quang: My English is much better because I surf the net Quang’s parents: Sitting for too long in front of the computer makes your eyes tired D. Post-speaking Role-play: WHAT’S THE SOLUTION? Quang, his parents, and his teacher are discussing the impacts of his using the computer. Play the following roles - Before the role-play starts, arrange Ss into 3 groups: the group that play Quang, The group that plays Quang’s parents and the group that plays his teacher - Ask each group to brainstorm how they are going to express their opinion. When they are ready, put Ss into new groups which contain Quang, Quang’s parents and Quang’s teacher -Tell Ss that they can use the language in 4 for their role-play and emphasise that the phrases in the Study skill box should be used in their discussion - If the time allows, call on 2 or 3 groups to repeat their role-play for the class E. Homework - Ask Ss learn by heart new words and grammar - Give examples with Language notes - Do D (p6,7,8) in workbook - Prepare Skills 2
8. Lesson plan 9: week 2 Period 4 Planning date: 17/9/2022 UNIT 1: Local Environment A closer look 2 A. AIMS OF THE LESSON I. Knowledge By the end of this lesson, students will be able to : - Review complex sentences and write complex sentences with different dependent clauses - Use some common phrasal verbs correctly and appropriately. - Make the use of vocabulary related to traditional crafts. II. Ability: - Students can use the complex sentences and some common phrasal verbs in speaking and writing. - Students can develop the ability to cooperate with their partners, to self-study. - Students know how to learn English in right way. III. Quality: - Raise motivations and interests in learning English as a foreign language - Ss are interested in and proud of the traditional crafts. - Positive about local environment. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE concession I. Warm-up: purpose Activity 1: Brainstorming: - Greetings. Dependent - Ask Ss to list all types of dependent clause they have clause of learnt. - Ask Ss the words begin with each clause and to give an time example sentence for each types. reason II. Review: Complex sentences. Activity 2: Underline the dependent clause in each sentence below. (Ex.1) - Have Ss read the task carefully to make sure all of them understand. - Pairs work. - The pairs compare with each other. - Ss give the answer. - Feedback. No Dependent clause type 1 When people talk about traditional paintings DT 2 So that she could buy some bai tho conical hats DP 3 Although this museum is small DC
9. 4 Because we have space to skateboard DR 5 Before they make the drumheads DT Activity 3: Make a complex sentence from each pair of sentences. (Ex.2) - Have Ss read the task carefully to make sure all of them understand. - Pairs work. - The pairs compare with each other. - Ss give the answer. - Feedback. 1. The villagers are trying to learn English in order that they can communicate with foreign customers. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs. 3. Even though this hand-embroidered picture was expensive, we bought it. 4.This department store is an attraction in my city because the products are of good quality. 5.This is called a Chuong conical hat since it was made in Chuong village. III. Presentation: Phrasal verbs Activity 4: Read the short conversation. - Set the sence. Look! This is a picture of my family’s workshop. Cool! Who set up it? My grandparents did. But now, My father takes over it. - Ss practice the dialogue. - Ask Ss to guess the meaning of the phrasal verbs “ set up” and “ take over”. -T: A phrasal verb is a verb combined with a particle such as bask, in, on, off etc. The phrasal verb usually has a special meaning. Eg: get up = get out of bed find out = get information IV. Practice: Activity 5: Match the phrasal verbs in A with their meaning in B. A B 1. Pass down A. Stop doing business 2. Live on B. Have a friendly relationship with someone 3. Deal with C. Transfer from one genration to the next 4. Close down D. Reject or refuse something 5. Face up to E. Return
10. 6. Get on with F. Take action to solve a problem 7. Come back G. Have enough money to live 8. Turn down H. Accept, deal with - Groups work. - Give the answer on the board. - Feedback. Keys: 1. C 2. G 3. F 4. A 5. H 6. B 7. E 8. D Activity 6: Complete each sentence using the correct form (Ex.5) - Have Ss read the task carefully. - Make sure all of Ss understand all the keys words in each sentences. - Pairs work. - The pairs compare with each other. - Ss give the answer. - Feedback. + Keys. 1. face up to 2. turned down 3. passed down 4. live on 5. close down 6. Did come back IV. Production. Activity 7: Option1: (For weak class) List all phrasal verbs in the lesson. - Pairs work. - Write on the board. Option2: (For good class) Complete the second sentence -Have Ss quickly read the provided sentences. - Make sure they understand all the keys words in each sentences. - Ss write the sentences individually and then compare their answers with a classmate. - Call out two Ss to write their sentences on the board. Other Ss and T give feedback. + Keys. 1. Where did you find out about Disneyland Resort? 2. When did you get up this morning? 3. I’ll look through this leaflet to see what activities are organised at this attraction. 4. They are going to bring out the guidebook to different beauty sports in VN. 5. I’m looking forward to the weekend! VI. Homework. - Learn by heart all phrasal verbs. - Do exercises in work book. - Prepare new lesson. ================================================ Period 5 Planning date: 18/9/2022 UNIT 1: Local Environment
11. Communication A. AIMS OF THE LESSON I. Knowledge By the end of this lesson, students will be able to : - Listen for specific information about planning a day out to a place of interest. - Arrange a visit a place of interest in the region. II. Ability: - Students can improve their 2 main skills ( Listening and Speaking) - Students can develop the ability to cooperate with their partners, to self-study, to solve problems in real situation. - Students know how to learn English in right way. III. Quality: - Raise motivations and interests in learning English as a foreign language - Be interested in outdoor activities and places of interest. - Positive about local environment. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE park I. Warm-up: school Brainstorming: library supermarket Interst - Ask Ss to give some places of interest in their area? places zoo + T can give some places as cues. town ground craft village cultural house II. Pre- Listening: Activity 1: Vocabulary. Team building (n) = the process of encouraging members of a group to work well together. Turn up (v) = appear Set off (v) = start on a trip Checking: Activity 2: Set the scence. - Ask Ss if they have any experience of preparing for a class trip. - Ask them to share their experience and what they should do to prepare for a class trip - Set the scene: Nick, Mi, Duong and Mai are planning a day out to a place of interest for their class. Listen to their conversation and complete their plan at Ex 1. Page11 by choosing the best word/ phrasepainting in the villagebox. make team- - T shows the box. building Green Park bus 5 p.m 8 a.m quizzes III. While- Listening: own lunch supermarket Activity 3: Complete the plan.
12. - Work individually. - Listen the recording and complete the plan. - Ss compare. - Listen again then give the answer. - Give feedback. + Keys: 1. Green Park 2. bus 3. 8 a.m 4. own lunch 5. Supermarket 6. team-building 7. quizzes 8. painting village 9. make 10. 5p.m - Listen for the third time. IV. Post- Listening: Where will we go? Activity 4: Imagine that your class (Ex.2) How will we get there? - Group work.( Each group has 5 or 6 members) What time will we set off? - Discuss the plan for a day out. Make note in What food and drink do we bring table page 11. along? - Give some questions as cues. What do we do there? (T shows the questions on the board) What time are we going to come Activity 5: Present the plan (Ex.3) back? - Each group appoints a member to present their group’s plan. * For weak class. We are going to a day out at ..We’ll get there by ..We’ll set off at . will bring food. ..will take drink. . V. Homework: Learn vocab. By heart. Do part C in workbook. Prepare new lesson. ================================================ Period 6 Planning date: 19/9/2022 UNIT 1: Local Environment Skill 1 A. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - Read for specific information about a traditional crarf village in Viet Nam. - Make the use of language to discuss local traditional crafts, their benefits, challenges and solution. II. Ability: - Students can improve their 2 skills (Main skills: Reading and Speaking; Sub- skill: listening) - Students can develop the ability to cooperate with their partners, to self-study, to solve problems in real situation . - Students can propose an action plan to deal with the challenges of traditional handicrafts. III. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Local Environment” conducted by the teacher.
13. - Students can show their kindness to the handicrafts, love for traditional craft villages. B. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. C. PROCEDURES I. Warm up: Bat trang pottery village Brainstorming. Dong Ho village Ask Ss about some famous traditional handicraft village in Viet Nam. Tay Ho conical hat village Reading: II. Pre- reading: .. 1. Vocabulary Present (v) = to provide, or make something known clearly. Artisan (n) = someone who does skilled work with their hands. Stage (n) = a part of an activity or a period of development. Layer (n) = a level of material that is different from the material above or below it. Challenge (n) = the situation of being faced with. Propose (v) = suggest a possible plan or action for other people to consider. Checking: ROR 2. Set the scene. - Show some pictures about conical hats. + Ask Ss Where the conical hats come from. + Ask Ss about the birthplace of the conical hat in Hue. - T: Mi visited Tay Ho village in Hue last month. She has decided to present what she knows about this place to the class. II. While- reading: 1. Matching: (Ex.2) - Work individually. + Read the passage. + Match the titles with the paragraphs. + Compare with partners. + Give answer. + Check. Keys: 1. C 2. A 3. B 2. Comprehension questions: (Ex.3) - Pair works. + Read the passage again. + Discuss to answer the questions. Games: Lucky number. Number Answers
14. 1- Q.1 Because it is the birthplace of the conical hat in Hue 2- LN 3- Q.4 They are very thin. 4- Q.6 Every can, young or old. 5- Q.2 It’s 12 km from Hue City. 6- Q.3 It’s going to the forest to collect leaves. 7- LN 8- Q.5 It has poems and paintings of Hue between the two layers. Speaking: III. Pre- speaking: * Put the following phrases about the challenges and proposals of traditional craft village in to the correct column. cause pollution hold traditional craft skill competitions and handicraft exhibitions lack of raw materials for production find input and output for products products that are difficult to consume find the way to reuse and recycle waste promote products to tourists Challenge Propose - Group work. + Explains the task and make sure Ss understand all the above phrase. + Ss discuss. + Give the answers. - Feed back. Keys Challenge Propose - cause pollution - hold traditional craft skill competitions - lack of raw materials for production and handicraft exhibitions. - products that are difficult to consume - find input and output for products - find the way to reuse and recycle waste. - promote products to tourists IV. While- speaking: * Propose an action plan to deal with the challenges. (Ex. 5) - Group work. - Explain Ss what to do. - Ss discuss and then practice speaking. - Call out some Ss speaking loudly in front of class. V. Post- speaking: * Watching video: - Ask Ss listen a talk about benefits, challenges and sollution for traditional craft villages in Viet Nam:
15. VI. Homework: - Learn vocab. By heart. - Do part D in workbook. - Prepare new lesson. Lesson plan 6: week 2 Teaching date: 18/9/2022 Period 4 UNIT 1: HOME Lesson 1.3: Pronuciation + Speaking (p8) I. AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: - know how to use Yes/ No questions with right intonation to ask and answer about their home. - talk about your home using the words : the types of house, things in a house 2. Ability: - Students can improve their 2 skills: Listening and Speaking - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Home” conducted by the teacher. - Students can show their love toward their home and their responsibility for them. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. III. PROCEDURES A. Warm up: Chatting T asks sts to answer the question: - What is this ? - Is this house big/ modern? - How many rooms are their in this house? - Does this house have a garden / a balcony? - T leads to the lesson. B.PRE - SPEAKING 1.Pronunciation. - Play the recording (CD1, track 06) - Ask Ss to listen and pay attention to the intonation - Call Ss to make their comments on the intonation of the Yes/No question they’ve just listened to - Give feedback, explain the pronunciation feature: intonation for Yes/No question goes up - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature
16. - Play the recording (CD 1 – Track 07), have Ss listen and cross out the option that doesn’t use the correct intonation - Call Ss to give answers - Play the recording again and check answers as a whole class - Then have Ss practice saying the sentences with a partner, using the correct intonation, encourage Ss to use their own idea - Call some pairs to read in front of the class - Give feedback if necessary. 2.Set the scene - T gets sts to look at the picture of a house and sets the scene to get students familiar with the situation. - T makes some questions related to the content of the dialouge - What is it? - Is this house modern ? - Does this house have a swimming pool? - T tells sts that they are going to talk about the houses C. WHILE – SPEAKING. 1. Controlled practice 1: Option 1 : Making questions and answers.( Practice – Page 8)
17. Picture A Picture B Picture C Picture D - T asks Ss to look at the pictures ,work in pairs, make Yes/ No questions and answers. - T demonstrates the activity by asking and answering with a student - Have Ss work in pairs, point to the pictures, ask and answer - Have some pairs demonstrate the activity in front of the class - Give feedback if necessary. 2.Controlled practice 2 Dialogue build A B Where do you live ? I live in Huong Son district Do you live in an apartment? No, I don’t. Do you live in a house ? Yes, I do. How many rooms does your house have My house has four rooms Is there a garden in your house ? Yes, there is. ............................................ - T has sts talk about their own house in pairs or in groups, using as much information as possible about their own house. - T provides more knowledge related if being asked from sts. D. POST- SPEAKING. * Option 1: Chain game - T gets 4 volunteered sts to come to the board and in turns, saying one sentence about their home Ex: S1: I live in an apartment in Huong Son district. S2: I live in an apartment in Huong Son district. It has five rooms: a living room, three bedrooms and a dining room.
18. S3: I live in an apartment in Huong Son district . It has five rooms: a living room, three bedrooms and a dinning room.There is a table and six chairs in the living room. S4: .. * Option 2: Self – home introduction - T gets sts to work in groups, freely talk about their home. Ex: I live in an apartment in Huong Son district. It has five rooms: a living room, three bedrooms and a dinning room.There is a table and six chairs in the living room . Option 3: Survey - Demonstrate the activity by practicing role-play with a student - Have Ss fill complete the table with information about their home - Have Ss work in groups to ask their friends about their home - Observe, give help if necessary - Have Ss report to the class about their group, follow this example: - Give feedback and evaluation. E. 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 : + Pratice making Yes/ No questions, do exercises in workbook (page 8) and practise talking about their home. + prepare for the new lesson. Teaching date: 19/9/2022 Period 5 UNIT 1: HOME Lesson 2.1: New words + Reading (p9) I. AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: - talk about what housework they do at home using the new words in the book and some related words in the same topic.
19. - Read Ken’s blog post about his family to develop reading skill on specific target . 2. Ability: - Students can improve their 4 skills (Main skill: Reading) - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Home” conducted by the teacher. - Students can show their kindness to their hometown, love for people around. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. III. PROCEDURES: A. Warm-up 1. Option 1: Brainstorm. The housework T asks Ss to list what belong to the housework. T asks Ss to write on the board T checks and corrects 2. Option 2: What is in the picture? - Divide the class into two groups, A & B. - Teacher shows chain of pictures. After watching, groups receive flashcard of the housework they have just seen, pick out the ones they saw. - The winner is the group which has more correct pictures. B. Pre – reading: - Teacher shows pictures of places again to lead in the new lesson. - Ask students if they have ever done any of them. I. Pre-teach vocabulary: - Use real things and pictures to introduce the new words: New words: ➢ Laundry (n) ➢ dinner (n) ➢ bed (n) ➢ shopping (n) ➢ dishes (n) ➢ kitchen (n) - Ask students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary. Activity 1. (Checking new word) - Have students look at the pictures, and fill in the blanks with words given. (exercise a/p. 9) - Listen again to check the answers. Answer:
20. 1. Laundry 2. Kitchen 3. Dinner 4. Bed 5. Dishes 6. shopping Activity 2 (optional): Speaking - Teacher makes example sentences with new words. - Ask students to work in pairs, talk about what housework they do at home, using new words. (exercise b/p. 9) - Some pairs present in front of the class. - Teacher checks and corrects. Example. S1: What housework do you do at home? S2: I make the bed and do the laundry. What about you ? S1: I clean the kitchen and sometimes I do the shopping . II. Set the scene - T gets sts to look at the picture of Ken and sets the scene to get students familiar with the situation. - T makes some questions related to the content of the listening task: - Who is he? How old is he? What does he like? What does he wan to talk about today? - T tells sts that they are going to read Ken’s blog post about his family. - T points to the part “ circle the correct answers” on the screen. (or gets sts to look at them in the book). III. Reading activities 1. General reading. - T asks Ss to read the blog to get the gereral idea. 2. Detailed listening. - T asks Ss to read the blog carefully and choose the correct answers. - Sts read and choose the correct answers - T gives feedback. 1. Ken’s family 2.Ken’s mom 3.Ken’s dad 4. Ken’s dad 5. Ken’s dad IV. Comprehension questions: - T asks sts to answer the questions. - Sts answer individually 1. What does Ken do everyday? 2. What does his mother do ? 3. What does his mother do everyday? 4. Does he have a sister ? 5. Does his sister do the housework everyday? 6. What does his father do? 7. Does his father work hard everyday ? T corrects the answers of the students. V. Post reading: T asks Ss to work in pairs to talk about the housework in their family.