Kế hoạch bài dạy Tiếng Anh 9 - Tuần 31, Unit 12: Life on other planets - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Tuần 31, Unit 12: Life on other planets - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Planning date: 3/5/2023 UNIT 12: LIFE ON OTHER PLANETS Period 96: Lesson 3: A closer look 2 I/Objectives 1. aims - To use the lexical items related to the topic ‘ life on other planets ’ - To pronounce correctly the words ending in -ful or –less in isolation and in context - To know vocabulary 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : 3. Skills:Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Teacher’s activities Student’s Content activities A. Warm up B. Prsentation Acitity 1 GRAMMAR - Ask Ss to work individually May and might to fill the gaps . - Have Ss compare their 1.Use may /might to fill answer with apartener each of the blank and explain their answers. - T checks the answers as Key: aclass and ask Ss to Ss work in 1. may/ might 2. may / explainations pairs might 3. may / might - T asks Ss about the rules of 4. may 5. may / might changing staments from 6. may direct into reported 7. may / might 8. may speech that they learnt in
2. the previous unit. Tell them that in this lesson they are going to learn about repoted questions 3. Practice 2.Nick claimed that he Activity 2 had seen a UFO . Read . - Have Ss work in pairs and Key: do the exercise 1.What 2. had seen.; - Ss work in pairs and do the Ss work in Had landed 3. what exercise pairs 4. had been going 5. - Ask them to read out their had looked 6. had answers as class seen 7. had seen 8. Activity 3 had hidden - Let ss work individually and check their answers Ss work in 3.Circle the correct word with a classmate. pairs - Then check the answers a Key: s aclass 1. ask 2. if 3. before 4. Activity 4 different - Ask Ss to work individually to write questions in Ss to work 4.Read other questions by reported speech . individually the interviewer - Have one s write the Key: answers on the board and 1.the interviewer asked if get feedback from other he went for a walk ever Ss. Check the answers as a day. class 2.He asked how Nick had felt when he had seen the alien. Activity 5 3.He asked what the alien - Have Ss work in groups had looked like. for 5 to 10 minutes. T goes 4. He asked why Nick around to see if Ss need hadn’t taken a photo of help. Then ask Ss who the alien. plays nick’s role to report 5. The interviewer asked orally the questions he Ss work in how long the uFo had was asked. Get another S groups stayed there. in the groups report what 6. The interwiewer asked Nick answered if Nick had senn any UFOs 4: Wrap-up( 4ms) since then
3. -T repeat the rules of changing from direct into Ss: 5.Work in groups .. reported speech remember 3. Homeassignment(1ms.) - Do exercises B in page 44 in wokbook - Learn by heart new words - - Prepare unit 8: communication Planning date: 3/5/2023 UNIT 12: LIFE ON OTHER PLANETS Period 97: Lesson 4: Communication I/Objectives 1. aims - To use the lexical items related to the topic ‘ life on other planets ’ - to talk about what life may be on other planets 2. Knowledge and skills *General language knowledge - Vocabulary: - Grammatical structures : 3. Skills:Practice speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure 1. Class order: Greeting, checking attendance 2. Checking up: 3: Neww leson Teacher’s activities Students’ Content activities Warm up B. Presentation Activity 1 1.Five tenagers are - Have ss read the Ss work in discussing the possiblility comments. pairs of other life form sin our
4. - Ask Ss to do the reading as galaxy fast as possible and remember the edeas. 2. Work in group . - T moves around the class. Suggestions for Bring everyone together if disagreements there are ideas or words that - I diagree with Nhi need clrifying. because the C. Practice Ss to work inhebitants there may Activity 2 in groups be able to live in high - Have Ss to work in groups. temperature. They Tell Ss that they can look may have bodies back at bog and use the which can resist heat. example to discuss the five Or they may have ideas. aspecial machinew to - If Ss agree, ask them to add cool down the any details from their atmosphere of the imagination about the place where they live planet. - I disagree with Duc - Elicit the reasos why there because the may be inhabitants there, inhabitants may be what those inhabitants may able to extract liquid look like, how they can from underground to communicate , how they survive . Their bodies can travel may be adapted to the environment there. They may not need oxygen but hydrogen or nitrogen Activity 3 - Ss to breathe. - Put Ss in pairs. Make sure work - I disagree with anh. that work with anew in Any planet can be partner for a change. Ask pairs considered powerful. them to use the Any inhabitant is suggestions in the pictures proud of his / her own and example. planet - Encouurage them to add 3. Work inpairs imagine any items they may think Ss: you are going in to space. neccesary. Remind them to remember Decide together what you give a reason for each will take with you . You choice. Go aound to help Ss can add any item you
5. 4: Wrap-up( 4ms) think necessary. -T repeat the rules of changing Remember to give from direct into reported reasons. speech 5. Homeassignment(1ms.) - Prepare unit 8 Skills 2 +Look up the new word English 6; Planning date: 3/5/2023 Period 95. UNIT 10: LESSON 1.2: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - use the first Conditional sentences; 2. Ability - improve the grammar knowledge and use them in communicative situations; - develop communication and collaboration skills; 3. Quality - have positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Have students look at the picture, and answer the question: Who are they?
6. Keys: + They are talking about where the girl is visiting. + Listen and read the speech bubbles. - Ask students to look at the conversation and guess what they are talking. - Play the audio and ask students to listen and repeat. - Ask students to find out the structure in their conversation. - Lead to the new lesson. Lead to the new lesson. II. New lesson ❖ Activities 1: Introduce and practice new language (25’) a. Presentation: - Have students read the grammar explanation. - Ask students look at the table with the different use of the first conditional sentences. - Have students give the form of the first Conditional sentence. + On the board: If clause, main clause Present simple, Will + V0 Main clause if clause Will + V0 Present simple
7. - Ask students to write the new language in their notebooks. - Have students read the sentences aloud. b. Fill in the blanks with the correct forms of the verbs: (Controlled- Practice) * Option 1: - Delete the structure and ask students to retell something about First Conditional Sentence. - Have students do the exercise. - Demonstrate the activity using the example. If I have (have) time, I will go (go) to the opera house. * Option 2: + Have students fill in the blanks with the correct forms of the verbs - Get them to finish the exercise individually. - Ask them to check their works in pairs. - Have some students share their answers with the class. - Have students explain their answers. - Correct and give feedback. * Expected answer: 2. is - will watch 3. won’t go – is 4. have - will visit 5. is - will visit 6. don’t have - won’t go c. Look at Mary’s plan and write sentences. (Less controlled practice)
8. * Option 1: + Help students know how to do the exercise in the contexts - demonstrate the activity using the example. If it rains, Mary will go go the café. - Ask one or two students to retell how to do the task. * Option 2: + Help students improve the understanding of the first conditional sentence. - Let them look at Mary’s plan and write sentences. - Have students check their works in pairs. - Invite some students to share their answers with the class. - Correct and give feedback. * Expected answer: 2. If the museum is busy, Mary will go to the cathedral. 3. Mary will go to the tower if the opera house is closed. 4. If the palace is busy, Mary won’t go. 5. Mary will go to the old bridge if she has time. ❖ Activity 2: Speaking Skill (Free-Practice) (10’) d. Now, practice saying the sentences with your partner: * Option 1: + Help students enhance the use of targeted grammar. - Divide the class into pairs. - Have students practice saying the sentences. - Call on some pairs to demonstrate the activity in front of the class. * Option 2: + Help students improve the communicative competence. - Divide the class into pairs or groups. - Have students plan for their vacation to Vung Tau next weekend. + Contents: Where to visit What to do
9. - Encourage students to use the imperative and negative form of first conditional sentence. - Check some pairs/groups to support. - Call on some pairs/groups to share their plan with the class. III. Consolidation (2’) - Instruct students to have a look back on the lesson at home, do exercises on page 59 in workbook and get ready for the next lesson. - Grammar: First Conditional Sentence IV. Homework (2’) - Practice asking and answering with the First Conditional Sentence to talk about condition and result in the future correctly with a partner. - Prepare Lesson 1.3: Pronunciation and Speaking (page 80 – SB) ------------------------------------------------------------------------- Planning date: 3/5/2023 Period 96 UNIT 10: LESSON 1.3: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - Pronounce the sound - /ð/ and do this well in the test; - Use the sound exactly in their speaking; 2. Ability - improve the use of language (Main skills: Writing - Speaking); - develop the ability to communicate and cooperate with their partners, to self-study; 3. Quality - have positive attitude in English language learning and actively participate in all classroom activities related to using the sound and the grammatical point in their speaking. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Books closed, have students work in group of 4 and write down as many vocabulary items learnt on page 70 (the fastest is the winner).
10. - Have them call out all the words. II. Presentation: Pronunciation (07’) a. Focus on the /ð/ sound * Option 1: - Ask students to look at the sentences and say out loud them, notice the sound in the sentences. + For example: a) I think that the weather will be fine there. b) They believe this problem will be through. - Ask students to notice to the sound and read after T - Lead to the new lesson. * Option 2: - briefly explain the focus sound /ð/. - explain how to pronounce the sound - check students’ understanding b. Listen to the words and focus on the underlined letters. - Listen to the audio and focus on the underlined letters. the weather there - Play the audio and draw their attention to the focus sound. - Ask students to read the words several times. - Check and give them feedback. c. Listen and repeat. * Practice 1 - Play the audio and have students listen and repeat with a focus on the sound. - Check students’ answers. - Correct if necessary. * Practice 2 - Have students practice saying the examples using the sound correctly. + Examples: 1. a. thing b. thick c. through d. those 2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather d. that - Check some pairs, give comments, and correct. + Answer key: 1. a. thing b. thick c. through d. those 2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather d. that
11. III. Practice (10’): a) Practice the conversation. Swap roles and repeat. * Option 1: - Demonstrate the activity by using the role-play (Mary and Tom) with a student. - Demonstrate with another student. - Ask students to pay attention to the sound-/ð/ and the first conditional sentence. - Divide the class into pairs. - Have some pairs practice the conversation. - Have some pairs demonstrate the activity in front of the class. * Option 2: - Ask students to swap roles and repeat using the ideas on the right. Clues: - Have some pairs demonstrate the activity in front of the class. b. Practice with your own ideas. - Have students practice the conversation with their own ideas. Swap roles. + Clues: Where? What? What /weather/ like? What to do ? - Have some pairs demonstrate the activity in front of the class - Check some pairs, give comments, and correct. IV. Production - Speaking – Famous Landmarks in London
12. a. You’re going to London for a day and want to visit three places. Tick () three landmarks you would like to go, then ask three friends where they’re going to visit. * Option 1: - Lead to the task by showing students some pictures of landmarks in London, ask students to name them. - Have students tick three places they want to visit. - Get students to ask their partner which landmarks they would like to visit * Option 2: - Demonstrate the activity using the role-play with a student Model: + If I have a vacation to London, I will visit Hyde Park, Big Ben..., and you, where will you visit if you ? - Have students interview each other in pairs and fill in their notes. - Have some pairs demonstrate the activity in front of the class. - Check some pairs, give comments and correct. b. What will you do if you have more time or if it rains? Discuss and answer the question. - Divide the class into pairs. - Have pairs talk about what they will do if they have more time and what they will do if it rains. - Have some students share their ideas with the class. - Check some students, give comments, and correct. * Option 3: - have students talk about their plan in near future - have some students demonstrate the activity in front of the class
13. - check some students, give comments and correct V. Homework (2’) - Instruct students to have a look back on the lesson at home. - Review the grammar point: The First Conditional Sentence. - Practice asking and answering about a future plan using the first conditional sentence. - Prepare: Lesson 2.1: New Words and Reading (Page 81 – SB). ------------------------------------------------------------------------- Planning date: 3/5/2023 Period 97 UNIT 10: LESSON 2.1: A. Objectives: By the end of the lesson, students will be able to 1. Knowledge - compare features of cities around the world - describe cities around the world or their cities - get someone’s attention into reading passage and decide whether the information is true or false 2. Ability - improve the four-English skills (main skills: Listening and Speaking; sub- skills: Reading and Writing) - develop communication, collaboration, and self-study skills - describe and compare features of cities around the world 3. Quality - have positive attitude in English language learning and actively participate in all classroom activities related to the topic “Cities around the world” B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Give students some vocabularies in the lesson - Ask students to work in groups of 4 and choose suitable words and descriptive adjectives to describe cities. Expected answers: + Things: shop, shopping mall, supermarket, building, park,
14. + Descriptive adjectives: crowded, noisy, modern, peaceful, beautiful, exciting, - Ask students to find other words related to the topic - Lead to new topic - Unit 10. – Lesson 2.1: New words + Reading. II. New lesson: ❖ Activity 1: Vocabulary (08’) a. Fill in the blanks with “shopping mall”, “building” or “amusement park”. Listen and repeat. - Ask students to look at their books and fill in the blanks with shopping mall, building, amusement park. - Have students check their answers with their partners - Check answers as a whole. Answer key: 2. shopping mall 3. building b. Circle the correct definitions for the underlined words. Listen and repeat. - Have students circle the correct definitions of the underlined words in the sentences - Check answers as a whole Answer key: 1. A 2. A 3. B 4. B - Play audio and have students listen and repeat - Check some students. ❖ Activity 2: Speaking Skill (7’) c. Use the adjectives in Task b. to talk about where you live. (Describe cities and where they live).
15. + Option 1: A small game - Who is the quickest? - Ask students to exploit words relating to cities as much as possible - Divide the class into two groups - Ask students to check vocabularies and choose the winners. + Option 2: - Divide the class into pairs - Have pairs of students describe the cities they love or where they live - Have students use the adjectives in Task b to talk about where they live or cities - Encourage students to give more ideas/reasons - Have some pairs share their ideas with the class - Check some pairs, gives comments and corrects. ❖ Activity 2: Reading (15’). + Option 1: Read the article comparing Singapore and Kuala Lumpur and write “True” or “False”. - Ask students to read the article individually - Have read the article as a whole class - Have students answer the question by writing True or False - Check answer as a whole class - Ask students to present the reasons why their answer is Yes - Give feedback Answer key: 2. False 3. True 4. True
16. + Option 2: Talk about the city you like the most, Singapore or Kuala Lumpur? (Using the information in the article and add more reasons) - Divide the class into pairs. - Have pairs describe the cities they love. - Have students use the information in the article to talk. - Encourage students to give more ideas/reasons. - Have some pairs share their ideas with the class. - Check some pairs, gives comments and corrects. III. Homework (3’) - Learn new words about Cities around the world. (Lesson 2) - Write a short paragraph to describe where you live. - Do exercises A. New Words in the workbook - Prepare: Lesson 2.2 – Grammar (Page 82 – SB) ------------------------------------------------------------------------- English 9: Planning date: 3/5/2023 UNIT 12. MY FURTURE CAREER Period 96. Lesson 3: A closer look 2 I. OBJECTIVE: By the end of the lesson, students will be able to usethe structures Verb + to - infinitive / verb + V - ing correctly 1. Knowledge: - Grammar:Verb + to - infinitive / verb + V - ing - Vocabulary: words related to career - Skills: Practising skills. 2. Competences - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about career 3. Qualities: - Ss are interested in usingVerb + to - infinitive / verb + V - ing 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: T and Ss activities Content 1. Warm up : - Ss - T - Check up old lesson
17. 2. Grammar 1 Despite/In spite of: review Have Ss read the Remember! - Listen and take notes box, then ask one or two Ss summarise the rules. T can write the example sentences on the board. Ask Ss to give further - Ss work individually examples. Make it clear to Ss that these expressions can be used interchangeably. They both work Ss work individually, then with all the from: before a noun, a exchange their answers on the noun pharase, or an - ing form. board. 1. Ask Ss to work Key: a.loving maths 2. individually to fill in the gaps. studying hard 3. laziness 4. Check the answers as a class. being short 5. poor health - Ss read the bubble quoted from the GETTING STARTED conversation, then read the structures and example in the Verb + to - infinitive/Verb + V- ing grammar box carefully. Ask Ss to read the bubble quoted from the GETTING STARTED conversation, then have them read the structures and example in the - four Ss come to the board to grammar box carefully. Help them write the verbs mentioned in the with the meanings of the verbs if grammar box in the approptirte necessary. culumn. then give examples with Divide the board into four these verbs. colums. write Verb + to - infinitive/Verb + V - ing, Verb + to - infinitive, or + V - ing with no change in meaning in each column, and a comlumn for Verb + to - -Ss world individually. Then infinitive, or + V-ing with change share their answers with a partner. in meaning, Ask four Ss to come to the board to write the verbs Key: mentioned in the grammar box in 2 1. to give 2. to pass the approptirte culumn. Ask other 3. choosing 4. taking Ss to give examples with these 3 1.A 2.A 3.C 4.C verbs. 5.A&C 6.B 2 & 3. Have Ss world Key: individually. Allow Ss to share 1. to lock 2. meeting
18. their answers with a partner. Then 3. to contact 4. to send check their answers as a class. T 5. working 6. talking can remind Ss that in both these 7. posting 8.to exercises more than one of the answer options may be correct. - Ss work inpairsto describe what is happening in the pictures. Then 3. Grammar 2: attempt to complete the sentences Firstly, have Ss work in pairs using the ideas and actions from the to describe what is happening in pictures the pictures. Then Ss can attempt to complete the sentences using the Key: ideas and actions from the pictures. 1. The boy finally managed Check the answers as a class. to deal with his peers at the vocational school. 2. She attempted to cooperate Have Ss work individually to with the other in the team to finish finish the sentences. Allow them to the work. share their answer with a partner. 3. He wasn't promoted in Call on some Ss to write their spite of/despite his efforts. answers on the board. Correct their 4. The boss denied bullying answers if necessary. the new employee. . 5. Despite being qualified for the job, he wasn't accepted/Despice qualifying for the job, he wasn't accepted. 4. Further practice: ? Retell Verb + to - infinitive / verb - Answer teacher's questions. + V - ing 5. Production ? Learn by heart all the structures ? Do exercises in Work book - Take note ? Prepare: Unit 12: Communication UNIT 12. MY FURTURE CAREER Period 97. Lesson 4: Communication I. OBJECTIVE: By the end of the lesson, Ss will be able to 1. Knowledge: - use lexical items related to jobs and careers, use the structures Verb + to - infinitive / verb + V - ing correctly - Despite/inspite of: review
19. - Verb + to-infinitive/Verbs +V-ing - Skills: Practising skills. 2. Competences: - Co-operation - Self- study - Using language to talk about careers and jobs - Grammar:Verb + to - infinitive / verb + V – ing 3. Qualities: - Ss are interested in careers and jobs 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: Ss and teacher’s activities Content 1. Warm up: Discussion: WHAT JOB DO YOU WANT TO DO IN THE FUTURE? - Ask Ss to work in groups of 5 to answer the - Work in groups. questions. - Listen and discuss. 2. Communication 1: - Check if Ss understand the meaning of the words in Extra vocabulary box. Can’t stand +V-ing: Used to describe an activity or situation that you really don’t like, or find extremly unpleasant. - Work individually. Burn the midnight oil: Work very hard, work - Copy down. through the night. Make a bundle: Earn a lot of money. 1. Have Ss skim - read the posts individually and try to remember the reasons each teen gives for their choice of career. - Work individually. Sample comments on: Post from Tu: I agree that if Tu can sing, he Then, in pairs, Ss compare the reasons that should enroll in a school for each of them gives. Then Ss can read the posts performing arts. a second time more slowly for details. Tu is right. A singer can make a
20. bundle. I can't agree with Tu's reason. 3.Communication 2: Not every singer becomes famous. 2. Put Ss in groups of four. Tell them that they I don't think every singer can can look back at the posts and choose one post travel all over the world. to discuss. Remind them that they can use the Post from Anh: phrases to express agreeing or disagreeing in I totally agree with Anh that it the box. Move around to observe and provide is a meaningful job, because help. architects can help improve people's life. I can't agree with Anh that architects work flexitime. My dad is a) Have Ss work in pairs. Ask them to also an architect and he has to be at choose a couple of example careers, either work at 8 a.m. every day. from elsewhere in the unit or from ideas of Post from Duong: their own. Duong is absolutely right. If he - Ss should then figure out their own reasons is curious about the natural, world, why they do or do not want the chosen that job can satisfy him in many ways. careers. I'm sorry. I can't agree with - Set a time limit of ten minutes. Tell them Duong. He wants to becom a that they can also note down several key physicist because he is curious about words/phrases related to their reasons. the world, but can he be sure that he is able to do the job? Is he good at physics? Post from Dzung: Exactly. What Dzung says is 4. Further practice: true. Students doctors do have to burn b) Ask several pairs to report their decisions the midnight oil. They have to learn and reasons to the whole class. Have other Ss about everything related to their give comments. This is an open exercise and patients because their advice affects there are no wrong answers. the patients; lives. I totally agree with Dzung because it is very hard to work to in hospitals. All around you are patients waiting for your help. Hold on ...if everyone only thinks about the hard to work in hospitals. All around you are patiensts, then? - Work in groups of four 5. Production: - Work in pairs. 1. Review this lesson - Several pairs to report their 2. Do exercises . (Workbook). decisions and reasons to the whole