Kế hoạch bài dạy Tiếng Anh 9 - Tuần 20 - Unit 7: Recipes and eating habits - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Tuần 20 - Unit 7: Recipes and eating habits - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. LESSON PLAN 9. Week 20 Sunday, January 29th, 2023 Unit 7: RECIPES AND EATING HABITS Period 57. Lesson 3: A closer look 2 I. OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type 1 - Vocabulary: words related to dishes 1. Knowledge: conditional sentences type 1 with modal verbs 2. Skills: Practicing skills 3. Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1 - Positive about recipes and eating habits - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. 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: 1. Warmer: - Greeting. - Checking the old lesson. 2. New lesson: I. PRETATION *Activity 1: Fill in each blank with a/ an/ some/ any - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. - T and sts recall the use of them. - a: singular countable noun beginning with a consonant sound - an: singular countable noun beginning with a vowel sound. - some: uncountable and plural countable nouns in affirmative sentences.
2. - any: uncountable and plural countable nouns in negative and interrogative sentences. *Answer keys: 1. a 2. a 3. some 4. some 5. a 6. some 7. an 8. any 9. some *Activity 2: Match the food quantifiers with the nouns . - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. - T and sts recall the meanings of them. *Answer keys: 1. a/ g 2. a 3. f/ g 4. c 5. h 6. b/ d 7. e/ f 8. b - Have sts read “Look out!” to know more quantifiers. II. PRACTICE *Activity 3: Read the instructions to make a chicken salad. Fill in each blank With a word/ phrase in the box. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. 200 grams 2. an 3. tablespoon 4. teaspoon 5. teaspoon 6. some *Activity 4: Match the first half in A with the second one in B - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. If we have more money, we can eat out more often. 2. If she eats less fast food, she may lose weight. 3. He must wash the vegetable carefully if he wants to eat them raw. 4. If you cook for Hung, you should use less salt. 5. My mum may be surprised if my dad cooks dinner. 6. If you eat healthy food tonight, you can have a bar of chocolate tomorrow. - Have sts write the form of conditional sentence type 1. If + S + V.present , S + will/ won’t + V.bare Beside the standard form of will/ won’t, we can also use:
3. Can for permission/ ability Must for necessity Should for advice May/ might for possibility - Have sts do this exercise. 1. If you want to have good health, you (reduce) the amount of salt in your food. 2. If my brother is hungry, he (eat) three bowls of rice. 3. You (take) a cooking class if it is at the weekend. 4. If I eat this undercooked pork, I (have) a stomachache. 5. You (whisk) the eggs for 10 minutes if you want a lighter cake. III. Homework: - Learn by heart vocabulary. - Do exercise A 2. B 5, 6, 7 (P.5/ 6). - Prepare “ Communication”./. Week 20 Sunday, January 29th , 2023 Unit 7: RECIPES AND EATING HABITS Period. 58. Lesson 4: Communication I. OBJECTIVE: By the end of this Unit, students can: 1. Knowledge: - talk about the eating habits of Vietnamese people - listen for detailed and specific information about teenagers' eating habits - Vocabulary: words related to recipes and eating habits. - Grammar: quantifiers (review); modal verbs in conditional type 1. 2. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes 3. Attitude: - Positive about recipes and eating habits - 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: Warmer:
4. - Greeting. - Playing a guessing game. - T give sts some keys words and asks them to guess what dish it is. - pumpkin/ peanuts/ pea/ sticky rice/ sugar/ water A pumpkin soup I. Pre - listening 1. Activity 1: matching 1. (n/ v) puree’: a. hành khô 2. (n) cube: b. hình khối 3. (n) shallot: c. chất lỏng đặc sệt/ nghiền nhuyễn 4. (v) garnish: d. trang trí (món ăn) 5. (adj) tender: e. máy trộn 6. (adj) smooth: f. nhuyễn, mịn, mượt 7. (n) mixer: g. mềm 2. Activity 2: - Have Ss look at the picture and answer the questions. Quickly elicit their answers and write them on the board. Do not confirm the correct answers now. II. While – Listening. 1. Activity 1: Listen and fill in the blanks with a word/ phrase. - Have sts listen twice and fill in the blanks. - Have sts share with their friends. - Sts listen, fill then share. - T and sts check and correct. *Answer keys: 1. a kilo 2. two 3. two sticks 4. two tablespoons 5. two tablespoons 6. a pinch 7. peel 8. chop 9. peel 10. slice 11. leaves 2. Activity 2: Listen again and rearrange the sentences into the correct order. - Have sts read the sentences and guess the correct order. - Have sts listen again to check. *Answer keys: 1. b 2. e 3. f
5. 4. c 5. d *Activity 3: What are the health benefits of this dish? - Have sts listen again. - Sts listen and answer. - T and sts check and correct. *Answer key: - It is a source of fibre, minerals and vitamins especially vitamin A - Improve your eyesight and protect yourself from certain cancers. III. Sum up Group work - Have sts choose a dish they like, discuss its ingredients, how to prepare it and the steps to cook it. - Sts discuss in groups. - Sts write their ideas on paper. - Sts read aloud. - T and sts guess the dish. IV. Homework: - Learn by heart vocabulary. - Do exercise B 2, 3 (P.4/ 5). - Prepare “ Skills 1”./. Week 20 Sunday, January 29th , 2023 Unit 7: RECIPES AND EATING HABITS Period. 59. Lesson 5: Skills 1 I. OBJECTIVE: By the end of this Unit, students can: 1. Knowledge: • read for general and specific information about the eating habits of Japanese people • talk about the eating habits of Vietnamese people 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 3. Quality: - Positive about recipes and eating habits - Students know how to learn English in right way. - Ss are interested in doing exercises. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, TV
6. 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. - Chatting. - Have sts look at each picture and ask. - Sts answer. a. What can you see in this picture? b. Have you ever tried it? c. How did you find it? A. Pre- reading: 1. Vocabulary: - (n) pickles: dưa góp - (n) staple: lương thực chính - (adj) nutritious: bổ dưỡng, có chất dinh dưỡng - (n) portion: khẩu phần ăn - (n) flavour: mùi vị - (n) longevity: tuổi thọ - (n) component: thành phần 2. Activity 2: Read the article about Japanese eating habits. Match the headings with the paragraphs. - Have sts read and match. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1 + C 2 + B 3 + A II. While - reading 1. Activity 1: Read the article again and answer the questions. - Have sts read questions then the article again. - Sts work in pairs. - Sts ask and answer. - T and sts check and correct. *Answer keys: 1. They like raw food and do not use sauce with a strong flavour. 2. They cut fresh fish. 3. Both can be served with soy sauce. 4. There are four (rice, soup, main dish, pickles) 5. Rice is the stable food and is very nutritious.
7. 6. Because the dishes are presented in different bowls and plates and are arranged carefully according to a traditional pattern. III. Post Speaking: *Activity 1: Discuss the eating habits of Vietnamese people. - Have sts work in groups. - Sts discuss the eating habits of themselves, based on the questions as cues. 1. What is the most important feature of Vietnamese eating habits? 2. What are the typical components in a Vietnamese meal? 3. What is the staple of our country? 4. How are the dishes arranged? 5. Are there any other characteristics of our eating habits that you know? 6. In general, do Vietnamese people have healthy eating habits? - Have sts discuss. - T goes round and observes. - Sts represent their ideas. - T and sts comment. IV. Homework: - Learn by heart vocabulary. - Do exercise D 1, 2 (P.8). - Prepare “ Skills 2”./. LESSON PLAN 6. PLANNING DATE: 29/1/2023 Period 56 UNIT 6 : Community Services Lesson 1.2 – Grammar (p. 47) A. AIMS OF THE LESSON 1. Knowledge. By the end of the lesson, students will be able to: , - Students will be able to use definite and indefinite articles & prepositions of place. - Use a/an/ the and use of the learnt words to talk about the topic “ Community service” . 2. - Ability - Students can improve their 3 skills (Main skills: Writing and Speaking and Reading) - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems. - Students can develop skills through some useful language used in the lesson - Self learning capacity: + Do exercises.
8. 3. Quality - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “ Community Services” conducted by the teacher. - Students can show their knowledge and take part in activities in community services . 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: Option 1: Interviewing - Some students talk about their public services Teacher follows, checks and gives feedback B. Presentation: Activity 1: *Dialogue build. - T reads and students repeat - T gives out model sentences - T elicits using Articles and Prepositions of place . A . Is there .. train station near here? B. train station is on Queen’s Street. A . It’s between . police station and . hospital . B. It’s opposite .. post office. - T asks Ss fill in the Gaps and practice . - Answers: 1. a 2. the 3. The 4. The Teacher gives Usage of Articles : We use a/an in front of a singular noun when we talk about it for the first time. After that, we use the . We also use the when it is clear from the situation which one we are talking about . Prepositions of Place: We use prepositions of place to say where things are . - Teacher shows example sentences and elicits the way to use prepositions of place Formation Examples The ball is next to the next to box. They cat is between two betwee boxes. n
9. The tree is opposite the opposit cube. e - Teacher gives some sentences, students change prepositions. (individually) - Correct student’s answers if necessary. C -Practice. 1. Fill in with correct words - Teacher explains the way to do task b/p. 47 - Some volunteer students show the answers on the board. - Teacher checks and corrects. Answers: 1. a 2. the 3. opposite 4. a 5. the 6. between 2. Complete the sentences - Teacher shows the map, sets the scene of the dialogue. Have students practice filling the dialogue (pairs) - Have a pairs present in front of the class. - Teacher asks a student to use given clues to complete the conversation. Suggested answer: 1. the library 2. the movie theater 3. It 4. the train station 5. the bus station 6. the hospital - Teacher checks and corrects the answers. Student practice reading the dialogue in pairs D. Production: Option 1: Interviewing - Have students use the pictures to ask and answer about the objects using prepositions of place. - Some pairs present in front of the class. Option 2: • Students in groups
10. • Teacher shows some pictures of maps, one team chooses a map to describe, the others find the correct one. • Five students attend the game. A host student chooses a picture of a map, other students ask Yes / No questions to find out the place. The person finally finds out the map wins the game. E Homework: - Make a table of things that your public services have. - Teacher asks students learn by heart Prepositions of place - Ask then to do Ex 5, 6 (Work book). - Prepare for new lesson. Planning date: 29/1/2023 Period 57. UNIT 6: COMMUNITY SERVICES Lesson 1 - Part 3 (Page 48) – Pronunciation and Speaking I.AIMS OF THE LESSON. By the end of the lesson, Ss will be able to: 1. Knowledge - pronounce the /st/ sound correctly - talk about public services in their town 2. Ability - improve speaking and reading skills - develop the ability to communicate and cooperate with their partners, to self - study 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Community services” conducted by the teacher - have awareness of protecting/ saving 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. PROCEDURES A. Warm up: Game “BINGO” -T explains the rules of the game: - T gives each S / each pair a small piece of paper and get them to write seven words relating to community services. - Show word by word on the screen (randomly)
11. - Have Ss use a red pen to check whether the words on the screen are the same as those in their paper - The first student / pair to get all 5 words from the screen will say “BINGO” and be the winner of the game - Give a small gift to the winner - Lead to the new lesson. B. PRE - SPEAKING 1.Pronunciation: Focus the /st/ sound. - Briefly explain the pronunciation - Play the audio and draw attention to the pronunciation of the sound of the underlined letter (CD2 -04) - Play the audio again and ask Ss to listen and repeat the words given. - Correct the mistake if necessary. - Have students work in pairs taking turn saying the words. - Walk around and correct the mispronunciation if any. - Call some Ss to read in front of the class - Give feedback if necessary. 2.Set the scene - T gets sts to look at these pictures and sets the scene to get students familiar with the situation. - T makes some questions related to the content of the dialogue
12. - What is it? - Is there a park / a train station near your house ? - What is there in your neighborhood? - T tells sts that they are going to talk about public services. C. WHILE – SPEAKING. 1. Controlled practice 1: Dialogue build A B Excuse me, is there a train station near here? Yes, the train station is on King’s street. It’s opposite the school. Thanks. Oh, and is there a library near here? Yes, the library is on Queen’s Street. It’s next to the park. Great. Thank you. - Have Ss work in pairs. - Demonstrate the activity by practicing the role - play with a student. - Have students practice the conversation. - Ask students swap the role and repeat - Swap the role and repeat using the prompts/ cues on the right. (Closed pairs) - Have some pairs demonstrate the activity in front of the class - Give feedback if necessary. 2.Controlled practice 2: Speaking a.You’re visiting a new town. Work in pairs. Student A, stay on this page (page 48) and answer Student B’s questions about Maple Falls. Students B, go to page 122 (File 5) - Set Ss ready for the activity by checking if they really know what they are going to do. - Have Ss review the target language learnt earlier so that weaker Ss can catch up with the other Ss.
13. - Remind Ss that they should pay attention to their pronunciation and the conversation skills. - Demonstrate a role play activity with a faster S using the cues given in the book. - Have Ss practice speaking the conversations in pairs. - Go around the class and give support if any. - Have some pairs demonstrate the role- play in front of the class. b. Student A, look at the map of Fair View and ask about these places: post office, library and train station. Add them to the map. - Have Ss get ready for the task. - Have Ss practice the conversation. - Have some pairs role-play the conversation in front of the class. - Go around and give support if any. - Give feedback. 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 neighborhood. Ex: S1: I live in a house in Huong Son district. S2: I live in a house in Huong Son district. There is a bakery to the left of my house. S3: * Option 2: Self – home introduction - T gets sts to work in groups, freely talk about their neighborhood. Ex: I live in a house in Huong Son district. There is a bakery to the left of my house. - Go around and give support if any. -Have some Ss talk about their neighborhood in front of the class - Give feedback and evaluation. E. HOMEWORK - Practice pronouncing the /st/ sound. - Do exercises in workbook (page 32-33) . - Prepare for the new lesson Unit 6 – Lesson 2 New words + Reading. Planning date: 29/1/2023 Period 58 UNIT 6: COMMUNITY SERVICES Lesson 2.1: New words + Reading (P 49). A. AIMS OF THE LESSON By the end of this lesson, students will be able to : I. Knowledge - know more vocabularies and give tips about how to save the environment.
14. - Use positive and negative imperatives. II. Ability : - Improve the use of English , Reading skill and speaking skill. - Develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : - have positive attitude in English language learning so that they actively participate in how to save the environment - relax after hard working time at school. B. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts... C. PROCEDURE I. Warm up : Network of words - Have Ss work in groups to find out as many as possible words that belong to rubbish. RUBBISH - Have Ss give answers - T gives feedback. Suggested answers Rubbish: old books, newspaper, old pens, bottles, , old clothes -> T leads to new lesson. I. PRE- READING: 1. Activity 1: Vocabulary: - T presents vocaburary: + Can (n); (picture/ visual) + plastic bag (n) ; ( picture/ visual) + plastic bottle (n) (picture/ visual) + glass jar (n) (picture/ visual) - Have students listen and repeat each new word. (chorally individually) - Correct student’s pronunciation if necessary. 2. Activity 2: Matching the underlined words to definitions. - Have Ss work in groups to match - Ask each group to read out the answer. - Ss give the answers on the board. - Play the audio for Ss to listen and repeat. - T and Ss check the answers on the board. - Call some Ss to read again, correct their pronunciation and stress. II. WHILE- READING:
15. 1. Activity 1: Reading: - Ss work in pairs read the passage. - T gets some pairs to read out the passage - T corrects Ss’ pronunciation (if necessary). 2. Activity 2: True/ False Statements: 1. We should reuse glass bottles . 2. We shouldn’t throw glass jars away. 3. It’s difficult to recycle paper 4. We can make where we live look better. - Ss work individually - Ss share the answers with their partner. - Ss give the answer - T gives feedbacks. III. POST-READING : 1. Option 1 : T asks Ss what things we can reuse Ss work in pairs to practise speaking what things they can reuse S1: I can resuse plastic bottles S2. I can resuse and plastic bags T checks and corrects 2. Option 2: What should we do to protect the environment ? Ss work in group of 4 . Ss write out the answers I asks each group to present in front of the class. IV. HOMEWORK: 1. learn vocab by heart 2. Do Ex (WB) 3. Prepare new lesson. LESSON PLAN 8: PLANNING DATE: 29/1/2023 Period 57 UNIT 7: POLLUTION Lesson 3: A closer look 2 A. AIMS OF THE LESSON I. Knowledge By the end of the lesson, ss will be able to - Use the conditional sentences type I and type II II. Ability: - Students can improve their grammar in use. - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “ Pollution ”
16. - Build their responsibility for protecting the environment B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector - Students’ aids: Student books, notebooks, workbooks C. PROCEDURE I. Warm up: I. Warmer: - Greeting. - Asking the date, the weather. II. Presentation: *Vocabulary: - to be aware of: có ý thức - to increase > < giảm - to switch: thay - to be able to >< to be unable to: có thể/ không thể * Grammar A. Conditional sentences type I: - T reminds sts of the form and use of the conditional sentences type I. +. Form: If + S + V.simple present , S + Will/ can/ + V.bare - If I have free time, I will help you do this exercise. - If it rains, we won’t go camping. +Use: Used to express a real condition that may or may not happen in the present or future. - Have sts make some more examples. - Sts practise speaking. B. Conditional sentences type II: - T elicits by making examples. - If I were you, I would learn harder. - If he came here, we could ask him for help. + Form: If + S + V.past , S + would/ could/ might + V.bare + Use: To describe a thing that is not true or is unlikely to happen in the present or future. It can be used to give advice ,too. Note: We can use both “was/ were” with he/ she/ it in If clause. - Have sts make some more examples. - Sts practise speaking. - T and sts check and correct. III. Practice *Activity 1: Put the verbs in brackets into the correct form: - Have sts work individually. - Sts work themselves. - Sts share
17. - T and sts check and correct. Answer keys: 1. recycle/ will help 2. won’t dump/ fines 3. travel/ will be 4. will save/ don’t waste 5. use/ will have *Activity 2: Compine each pair of sentences to make a conditional sentence type 1: - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. Answer keys: 1. Students will be more aware of protecting the environment if the teachers teaches environmental issues at school. 2.When light pollution happens, animals will change their behavior patterns. 2. The level of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources. 3. If the water temperature increases, some aquatics creatures will be unable to reproduce. 4. People will get more diseases if the water is contaminated. - T and sts check and correct. *Activity 3: Match an If-clause in A with a suitable main clause in B: - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. Answer keys: 1.b 2.c 3.d 4.e 5.a *Activity 4: Put the verbs in the brackets into the correct form: - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. Answer keys: 1.were/ would do 2.exercised/ would be 3.had/ would build 4.tidied/ wouldn’t be 5.was (were)/ would grow III. Production *Activity 1: Writing sentences for each situation: - T models and asks sts to comment on the example. - Have sts work individually. - Sts work themselves. - Sts write on board. - T and sts check and correct.
18. Answer keys: 1. If there weren’t so many billboards in our city, people could enjoy the view. 2. If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly. 3. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month. 4. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner. 5. She wouldn’t have a headache after work every day if she didn’t work in a noisy office. *Activity 2: Chain game. - Have sts work in groups. - Sts make sentences. Homework:- Learn by heart form and use of the conditional sentences. - Do exercise part B4,5,6 – p5-WB Planning date: 29/1/2023 Period 58 UNIT 7: POLLUTION Lesson 4: Communication I. AIMS OF THE LESSON 1. Knowledge By the end of the lesson, ss will be able to - Understand more about noise pollution - Practice speaking about the ways to prevent noise pollution 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. - Students can talk about noise pollution 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 must have good attitude towards minimizing noise pollution II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, , handouts III. Procedure A. Warm up: Chatting - T and sts chatting to elicit “Noise pollution”. a. What type of pollution does your neighborhood face?
19. b. Is it good or bad for your health? c. How does it affect you? d. What have you done to minimize its effect? e. .? B. Pre-Speaking *Activity 1 : Pre-teach vocabulary: - Teacher use different techniques to teach vocab (situation, realia, explanation) - Follow the seven steps of teaching vocab. (adj) constant: không dứt (n) decibel: deciben (adj) permanent: vĩnh viễn (n) hearing loss: mất thính lực (n) blood pressure: huyết áp (n) symptom: triệu chứng to affect: làm ảnh hưởng (n) buzzing: tiếng rù rì (n) effect: kết quả (n) earplug: cái nút tai *. Checking: R- O – R *Activity 1: Questionaire - Have sts read questions, make sure they all understand. - T and sts explain some difficult points. - Have sts read and choose the correct answer -- Have sts report on their differences. - Have sts explain the reason for their choice. - T and sts check and correct. Answer keys: 1. B 2. C 3. A 4. B 5. C 6. A 7. A 8. C C. While- Speaking *Activity 1 : Listening - T gets Ss to listen to a short conversation about noise pollution - Ss listen to the tape 3 times and show how many correct answers they get - T asks them to compare their answers with their friends. - T checks and corrects. *Activity 2: Discussion. - T asks sts to work in groups of 4, discussing more ways to reduce/prevent noise pollution. - T asks sts to write their answers on posters then show them on the board.
20. - Have sts read aloud the solutions. (The groups with the most solutions will be the winner.) C. Post – Speaking Speaking - T models with an excellent student. - Have sts work in pairs. - T and sts comment. A: What should we do to reduce noise pollution? B: I think we should turn down the volume of the TV, radio and CD players. A: Yes, what else can we do? B: Homework: - Learn by heart vocabulary. - Do exercise part C1,2- P6 - WB - Prepare “Skills 1”./. Planning date: 29/1/2023 Period 59 UNIT 7: POLLUTION Lesson 5: Skill 1 I. AIMS OF THE LESSON 1. Knowledge By the end of the lesson, ss will be able to - Understand about water pollution. - Talk about the causes and effects of water pollution as well as ways to reduce it 2. Ability: - Students can improve their 2 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 talk about the water pollution definition, effects, causes and solutions 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. - Ss show their ability about how to use protect the fresh water source 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: Guessing game