Kế hoạch bài dạy Tiếng Anh 9 - Tuần 4, Unit 2: City in the countryside - Lesson 5 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Tuần 4, Unit 2: City in the countryside - Lesson 5 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan: 8 week 5 Planning date: 8/10/2022 Period 13 : UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 5 :Skill 1 A. OBJECTIVES 1. Knowledge: By the end of the lesson Ss will be able to: - Read for specific information about an unusual lifestyle in the countryside - Talk about what they likes or dislikes from a nomadic life to the countryside in Viet Nam. 2. Competence: - Self-learning, problem solving, cooperation capability. 3. Quality: responsibility, hard-working, honesty, love life. 4. Skills: - Reading, speaking and listening B. TEACHING AIDS: Computer, speaker, projector, posters. C. PROCEDURES: I. Warm up: T writes the phrase "Gobi Highlands" on the board and asks Ss if they know what and where it is. Then write the word Mongolia next to it. Ss brainstorm what they know about this country and its people. If possible, T shows Ss some pictures and asks Ss to pick the ones they think are Mongolia. II. Pre-reading 1. Activity 1. Match the description with the words/ phraseses Words/ Phrases Description 1. ger a. a life on the move 2. dairy products b. a circular tent in which Mongolian nomads live 3. cattle c. grasslands 4. nomadic life d. milk, goats, cheese 5. pastures e. cows, goats, buffaloes.. + Ask Ss to try to guess the meanings of these words, and match the description with the words/ phraseses. Answer key: 1.b 2.d 3.e 4.a 5.c III. While – reading. 1. Activity 1:Choose the most suitable heading A,B, or C for each paragraph. - Ask ss to read the heading and make sure they understand their meanings. They then read each part of the passage quickly and choose the correct heading for it.
2. - Ask Ss to underline the words / phrases which helps them make their decision. Ss exchange their answers. Allow them some time to explain to one another about their choice. T checks the answers as a class. Answer key: 1.The importance of cattle to the nomads 2. The nomads' home 3. Nomadic children's lives 2.Activity 2: Choose the best answer + Have Ss read the passages again and choose the best answer A, B, C,or D. + Ss may be able to remember the main information of the passage without having to reread it. Ask them to read the questions and do the exercises independently. T may guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given. Answer key: 1. A 2. C 3. A 4. B 5.B 6.D IV. Post – reading. 1. Activity 1: Interview - Have Ss work in pairs. Interwiew your partner to find out what he/she likes/ doesn’t like about the life of the nomads. A. What do you like about their nomadic life? B. Well, the children learn to ride a horse. A. And What don’t you like about it? B. They can’t live permanently in one place + Ss should individually refer to the passage and underline at least one thing they like about Mongolian nomadic life and one thing they don't like about it. - - one asks and one answers, based on the facts they have underlined. Encourage them to follow up and talk about as many different details as possible. - T can ask some pairs to report on their likes and dislikes. - T can make two lists of their likes and dislikes on the board and see which ideas are the most common. 2. Activity 2:Discussion ( work in pairs) - Ask Ss to discuss and find +two things you like about life in the countryside + two things you don’t like about life in the countryside - Ask Ss to report your findings to the class Ss move from talking about nomadic life to the countryside in Viet Nam. discussing which two things they both like and which two things they both dislike.They can make a list to report to the class later. ex: Both of us love picking fruit in the summer V. Homework:
3. - Learn vocabulary by heart - Do exercises part D - Prepare for Skills 2 Planning date: 9/10/2022 Period 14 UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 6: skill 2 A. OBJECTIVES I. Knowledge By the end of this lesson, students will be able to : - listen for specific information about changes in the countryside - write a short paragraph about changes in the countryside - develop skills : listening, speaking and writing. II. Ability : - Improve the lexical items related to the topic of life in the countryside - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students can show their kindness to their hometown, family, love for their country. B. PROCEDURES I. Warm up: chatting Do you live in the city or the countryside? Where do your grandparent live? Tell me some of the changes recently in the countryside? II. Pre listening 1. listen and tick Give Ss time to look at the changes (A-F). Ask question to make sure that Ss understand the meaning of the words/ phrases. T plays the recording and Ss tick the changes which are mentioned. A.______ The road in the village
4. B.___V__ Electrical appliances in the homes C.___V__ Means of transport D.______ Entertainment E.___V___ School F. ___V___ Visitors 2. T/F statements Give Ss time to read the sentences. Check if the know the word “earthen”. Ss listen to the recording again (as many times as needed or if time allows) and complete the exercise. T check their answers. Key: 1.F 2.T 3.F 4.T 5.T III . While listening 1. Listen and answer the questions. Ask Ss to read the questions first to see what kind of the information they need to find. Some Ss might be able to answer some questions without listening to the recording again. T plays the recording. Ss listen and decide what word/phrase to write down for the answer. They can compare their answers with a partner. T checks as a class. Note: Some Ss may not be familiar with short answers. T may allow them to answer the questions in full first and see what they can do shorten their answers with four words. Ask them to focus on the key words. 1. His parent 2. Life outside their village 3. Nearby/ near the village 4. The way of life Audio script: Teacher’s book 2. Writing First, remind Ss of the changes in the village from the listening passage. T can help by writing the changes if brief on the board as a guide for the writing exercise. For exercise: earthen house -> brick house Ss can use this information and the example given in 4 to write their opinions about the changes. Place Ss into groups of three or four Ss in each group work together to decide which rural area they will talk about. They then discuss and note down some changes they can find in this area. Ss use their notes about the changes in rural area to write a paragraph describing the changes. T can guide their writing by providing them with some key words/phrases like: “ The first change is...” or “The change we are the most interested in is...” If there is not enough time to write the paragraph in class, T can assign it as homework. IV. Post listening -Talk about the changes in a rural area .
5. IV. Homework: - Do exercises part E - Get ready for Looking back + Project Planning date: 10/10/2022 Period 15 UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 7: Looking back+ Project A. OBJECTIVES I. Knowledge By the end of this lesson, students will be able to : - revise the grammar points, vocabulary they have learnt and then practice doing exercise. - Write the activities they will do during the trip to the countryside and do the project in group. - Vocabulary: pasture, normal motorist, skillfully, depend on, rate... - Language skills: listening, writing II. Ability : - Review the previous lessons and be well-prepared for any assessment. - Improve the listening, reading, speaking and writing skills. - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students can show their kindness to their school, love for their their hometown, family, love for their country. - Teaching aids: - textbook, lesson plan, radio + CD B. PROCEDURES * Warm up: L O O K I N G B A C K Encourage Ss to complete Looking Back without referring to previous sections in the unit. Ss should use what they remember from the unit to complete this section. Ss should record their results for each exercise in the Looking Back section in order to complete the final “Finished! Now you can...” assessment and identify as areas for review I. Vocabulary: Activity 1: Ss complete this exercise independently. T checks the answers. Key: Picture a: peaceful, vast, quiet, pasture, paddy field
6. Picture b: quiet, colourful, paddy field, harvest time, rice Picture c: peaceful, vast, quiet, nomadic life, inconvenient, ger, pasture, cattle, horses Activity 2: Ss look at each picture, then at the verb that goes with it. Ss write the sentences in their full forms. T goes round while Ss are writing and helps them with any difficulties. When Ss have finished, T can choose some sentences and asks Ss to write them on the board. T gives feedback. If a sentence is in correct, ask Ss to correct it. Suggested answers.: 1. A boy is riding a horse. 2. A man is herding his cattle/ sheep 3. A girl is picking apples (from an apple tree) 4. A boy is flying a kite 5. The children are running around in the field/ countryside 6. A woman is collecting water from the river. II. Grammar Activity 3: Ss complete this task independently. They can then exchange their answers with a partner. T checks as a class. Key: 1. faster than 2.earlier than 3. better - than 4. more skillfully than 5. more beautifully - than Activity 4: Ask Ss to read the situations carefully and decide which two things are being compared. Ss may refer to the completed sentences in 3 as a guide for this sentence completion. Ss complete the exercise independently and then compare their answers with a partner. T checks as a class. Key: 1. ......faster than a camel 2. ......more happily than those in the city 3. ......more heavily on the weather than people in many other jobs. 4. ......worse than I do 4. Communication: Ss work in groups. They take turn to ask the question and note down the answer. The group then assigns group representative to report their findings to the class. 5. Project: This project aims to revise the vocabulary and recall the images of the countryside Ss have looked at so far. It also encourage Ss to create a rural place they dream of or would like to live in. Have them imagine the things they could do in such a place. T then divides Ss into groups and instructs them on what they have to do. T hands out two pieces of paper - one for brainstorm ideas and a large piece of paper for drawing the picture. Have them to think creatively and daringly. If ss have any difficulty with vocabulary. T moves around the groups and helps . The picture will probably have to be finished out of class hours as homework. Have Ss present their countryside pictures in next lesson . When all the groups have given their presentation , the whole class can vote for the best.
7. III. Homework : - Finish your project - finish your exercises in work book - Prepare for Getting Started Unit 3 Lesson plan 9: Week 5 Period 13 Planning date: 8/10/2022 UNIT 2: CITY LIFE Lesson 5: Skills 1: reading + speaking A. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about the features of cities. - Talk about important features of a city. 2. 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 .. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities. B. TEACHING AIDS - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. C. PROCEDURE * Warm up: - Greetings - Talk about the city you like best. I. Pre- reading: Activity 1: Vocabulary: - facility (n): cơ sở vật chất, điểu kiện thuận lợi - recreational (adj): (thuộc) sự giải trí, có tính chất giải trí - liveable (adj): (có thể) sống được - conflict (n): xung đột - urban sprawl (n): sự đô thị hóa - convenience (n): sự thuận tiện, sự tiện lợi - convenient (adj): thuận tiện, tiện lợi - tend (v): có khuynh hướng, nhắm tới, hướng tới * Checking vocab: Slap the board Activity 2: Put the the features in order of importance - Have Ss read through the given features. - Ask them what each feature means to them. - Ss work in pairs and put the factors in order of importance.
8. - Call on some Ss to present their order and give some explanations. II.While- Reading: Activity 1: Read and find the information - Ask Ss to individually read the passage quickly and find the information to fill the blanks. - Call on some Ss to read out their answers and where they can find the answers. - Confirm the correct ones. * Key: 1. The Economist Intelligence Unit (EIU) 2. 2014 3. - The best city: Melbourne - The worst cities: Dhaka, Tripoli, and Douala Activity 2: Answer the questions - Have Ss read the questions. Ss read the passage again and find answers to the questions. - Ss compare their answers in pairs. - Check and confirm the correct answers. * Key: 1. Climate, transport, education, safety, and recreational facilities for cities (are used). 2. Among the top twenty. 3. Because the living conditions there were the most difficult or dangerous. 4. Osaka was. 5. They are a city's green space, urban sprawl, natural features, cultural attractions, convenience, and pollution. * For stronger class: ask Ss to talk in groups, giving their opinion about the most "liveable" cities in Viet Nam. III. Speaking: Activity 1: Survey - As a class, Ss decide which town or city they are going to rank. - Divide, the class into groups of five or six. Ss take turns to ask each other the 10 questions and write the points that each student gives for each factor in the table. - Ss work out the final result of their group. - One student from each group presents the results to the class. - Invite and encourage comments about the results. Factors Points given Total points St A St B St C St D St E 1. safety 2. transport 3. education 4. climate
9. 5. culture 6. facilities 7. entertainment 8. natural features 9. urban sprawl 10. pollution control IV. Homework: - Learn by heart vocabulary. - Reread the passage and answer the questions again. - Do exercises part D in workbook. - Prepare ‘Skills 2’ for the following lesson. ================================================ Period 14 Planning date: 9/10/2022 UNIT 2: CITY LIFE Lesson 6: Skills 2: listening + writing A. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to: - Listen for specific information about some problems of city life - Write a paragraph about the disadvantages/drawbacks of city life 2. Ability: : - Students can improve their 2 skills (Main skills: Listening and writing; Sub-skill: Reading) - Students can develop the ability to cooperate with their partners, to self-study, to solve problems in real situation . - Students can present some places of interest in the city life. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “City life” conducted by the teacher. - Students can show their kindness to The city life B. TEACHING AIDS - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. C. PROCEDURE *. Warm up: - T gives out some drawbacks in a city: ( Listening 1- p 23) - Ss work in small groups thinking or recalling /imagining the nuisances/problems they have experienced in the city. I. Pre-listening: Activity 1: Vocabulary - drawback (n): điều trở ngại, mặt hạn chế - vehicle (n): xe cộ
10. - skytrain (n): tàu - metro (n): tàu điện ngầm - influence (on) (n): ảnh hưởng, tác dụng - cause (v): gây ra - affect (v): ảnh hưởng/ tác động đến ... - contribute (v): đóng góp, góp phần * Checking vocab: What and where Activity 2: Listen and write the missing words - T elicits from Ss the words “Bangkok – Thailand” , asks Ss to talk about this city. - Encourage them to share anything that they know about it, and ask them if they know any problems people have to deal with. - Ss guess the missing words in Listening 2- P 23 - Play the recording one or two times. Ask Ss to listen carefully and write down the words they hear in the passage. * Key: 1 cities 2. office 3. traffic 4. roads II. While- listening Activity 1: Listen and choose the best answer - Play the recording again. - Ss take notes / write down the key words as they listen. - Ss choose the correct answers as required. - Correct as a class. * Key: 1. C. Traffic jams 2. A. By car 3. A. Two hours 4. B. worse 5. B. There aren’t enough roads. * Audio script: Suzanne lives in Bangkok with her husband and two children. Her office is seven km away but it takes her two hours to get there by car every day. "Some cities have problems with pollution, crime, or bad weather - here we have traffic jams," she says. Before going to the office, she has to take her children to school - so she sets off at 5 am. The children sleep until they arrive at school. Then Suzanne begins her journey to the office. In the evening the traffic is even worse. Traffic moves in the city centre at half a kilometre an hour. In rainy weather it doesn't move at all. But why is it so bad? In the past, more people moved around Bangkok by boat. Now so many people have a car, and there aren't enough roads in the city. The Sky train and metro can help a bit, but they are limited in range and don't cover all parts of the city. III. Post Listening Writing: Activity 1: Read and complete the outline
11. - Ss read the sample paragraph carefully and complete the outline. - Tell them to pay attention to the connectors/markers: Firstly, Secondly, Thirdly. Outline: Topic sentence: Living in a city has a member of drawbacks. Problem 1: traffic jams and traffic accidents Problem 2: air pollution Problem 3: noise/noise pollution Conclusion: These factors contribute to making city life more difficult for its residents. Activity 2: Write a paragraph - Ss write the paragraph in about 100 words. Make sure that they use their outline, along with connectors first/firstly, second/secondly, and pay attention to spelling and punctuation. - Ss can use the passage in 4 to help them structure their paragraph. - T may collect some Ss' papers and mark them, then give comments to the class. IV. Homework: - Learn by heart vocabulary and make example using them. - Do exercises part E in workbook. - Prepare for ‘Looking back + project’. ================================================ Period 15 Planning date: 10/10/2022 UNIT 2: CITY LIFE Lesson 7: Looking back + project A. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to: - Review all things they have learnt in Unit 2: vocabulary, grammar, pronunciation - Present their project in front of the class or at home 2. Ability: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. SS develope their listening and writing skills 3. Quality: studious, responsible,and honest. B. TEACHING AIDS - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. I.Warm up: Chatting II. New lesson: 1. Vocabulary: Activity1: Complete the word webs
12. - Give Ss a few minutes to complete the word web. T may give some cues/ examples: - street - crowded - gallery - cosmopolitan - shopping mall - exciting Activity 2: Complete the passage - Ss read the passage and complete this exercise individually. - Some Ss read the passage aloud - sentence by sentence. - Check and confirm the correct answers. * Key: 1. fascinating 2. noisy 3. full 4. crowded 5. urban 6. fabulous 7. bored 2. Grammar: Activity 3: Complete the sentences - Ss can do the task by themselves or in pairs. Compare their answers with others. - Correct their answers as a class. * Key: 1. as interesting as/so interesting as 2. the fastest 3. the shortest/a shorter 4. less entertaining 5. more carefully Activity 4: Complete the sentences - Ss review the phrasal verbs they have learnt in units 1 and 2. - Ss do the task. - Correct their answers as a class. * Key: 1. (has) turned down 2. going on 3. get over 4. cheered up 5. turn back 6. found out Activity 5: Rewrite the sentences - This task helps Ss use structures with phrasal verbs to rewrite sentences. - Let other Ss give comments. Then check as a class. * Key: 1. Turn off the lights when you leave the classroom. 2. Mai grew up in a small town in the south. 3. Kathy looked up the restaurant on her mobile phone. 4. My grandmother has got over her operation. 5. We are looking forward to seeing you again. 3. Communication: Activity 6: - First, make sure Ss know the names of the cities in Viet Nam. - Divide the class into two teams to play the game. Encourage them to be as quick as possible, and try to call out famous man-made or natural attractions, or features
13. of different cities in the country. When time is up, stop the game and congratulate the winning team. REFERENCE: Five centrally controlled cities in Viet Nam: - Ha Noi - Ho Chi Minh City - Hai Phong - Da Nang - Can Tho 62 provincial cities: Mong Cai, Dien Bien, Vinh, Buon Ma Thuot, Ca Mau, Phan Thiet ... PROJECT - Ss present what they have written to the class. - The class gives comments. III. Homework: - Finish all exercises of unit 1 in the workbook. - Prepare for ‘Unit 3 – Getting started’. Lesson plan: 6 Week 5 Teaching date: 08/10/2022 Period 13 UNIT 2: SCHOOL Lesson 1.3: Pronuciation + Speaking ( p 16) I. OBJECTIVES By the end of the lesson, Ss will be able to : 1. Knowledge - Use intonation for lists goes up and down . I like it / It’s OK/ I dont like it. - Ask and answer about school clubs. - Practice speaking with subjects that students like / don’t like 2. Ability - improve speaking skills. 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School” conducted by the teacher. 4. attitude : students love their school , subjects , teachers , classmates, ... and take part in school activities.
14. II. 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 III. PROCEDURES A. Warm up: School subjects Game: Which one is about school subject or activities? - T prepares some mixed vocabulary of two topics. - T divides class into 2 groups, each pair will see the words, clap hands one time if it is about subject, 2 times if it is about school activity. ❖ Words: music, soccer club, art club, Math, English, Biology, Art and craft, Literature, Physics, indoor activity. B. PRONUNCIATION Activity 1: - Teacher shows example sentences to class, have students speak loudly. I like history, science, and history I like it / It’s OK/ I dont like it. - Teacher lets students listen and recognize the differences. (b/p. 16) - Teacher has students listen and repeat Activity 2: listen and cross one out (c/p. 16) - Students listen and repeat - Practice reading the sentences with partners Further practice: - Teacher gives some sentences for students to practice - Some students read loudly C-Practice Option 1: reading – play role - Teacher lets students choose their own subjects they like /don’t like  = like  = Don’t like - A pair of students play role & read aloud the conversation.
15. - Have students practice in pairs, role play the conversation. Example: - What subjects do you like? I like art, physics and math. - What subject don’t you like? I don’t like Literature and biology. - Another pair makes a conversation with their own ideas, then present in front of the class - Teacher corrects student’s pronunciation if necessary. Option 2: school subjects survey - Have students fill in the survey for themselves - Demonstrate the activity by asking and answering with a student. - Divides class into groups of four. - Have students take turns by asking and answering, then complete the survey. - Have some group share their findings with the class. D. SPEAKING  1. Pre-speaking.( School subjects) - Students choose the subjects they like ( mark  = like ) - The subjects they don’t like ( mark  = Don’t like ) - And the subjects they think . It’s Ok  2. While speaking: T : guides sts to practice with following mapped dialogue   What subject do you like ? I like.................... Do you like .........................? Yes/No, I................. What subject don’t you like ? I don’t like ............ 3. Post – speaking a. school subjects survey - Have students fill in the survey for themselves
16. - Demonstrate the activity by asking and answering with a student. - Divides class into groups of four. - Have students take turns by asking and answering, then complete the survey. - Have some group share their findings with the class. ( which subjects the students like draw faces  = like , if It is Ok draw  , And  = Don’t like b,Discussion “Which subjects are the most popular in your group?” - Teacher asks “which subjects are the most popular in your group?” - Have some students look at their answers and decide, share their findings. E. HOMEWORK - Practice using intonation - Review school subjects - Do exercises in WB - Prepare: Lesson 2 – New Words and Listening (page 20 – SB) Teaching date: 09/10/2022 Period 14 UNIT 2: SCHOOL Lesson 2.1: New words + Reading ( p 17) I. OBJECTIVES By the end of the lesson, Ss will be able to 1. Knowledge. -To understand and talk about some school activities -To read the text about school activities - Read for comprehension .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. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School” conducted by the teacher. - Students can show their kindness to their school activities, - love their school, take part in school activities, school clubs and be more active. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. III. PROCEDURES
17. A. Warm up: Game: Hangman - Teacher divides class into 4 groups, each group discusses and guesses the letters to find out the key word. - If students guess correct letter, they will get one mark, two marks for the key words - KEYWORD: SCHOOL ACTIVITY B.PRE - READING 1.Pre-teach vocabulary - Use a context to introduce new words, using the simple words and pictures - Indoor activity(n) - Outdoor activity(n) - Act (v) - Sign up (v) - Drama club (n) - Art and crafts (n) - Teacher uses pictures to illustrate the meanings - Have students listen to and repeat each new word. (individual) - Ask the meaning in mother tongue as a confirmation. - Have students repeat all the words together (chorally). Correct student’s pronunciation if necessary Checking new words: -Teacher lets pictures of subjects appear one by one. Students look and name these things. 2.Activity 1: Circle the correct definition for the underlined words (a /p. 17): - T demonstrates the activity, making model - T has students read the sentences and circles the correct definitions. - T has students work in pairs, discuss and share their answers. - T checks the answers with the whole class - T has students listen to the audio and repeat. Answers: 1. indoor activities 2. act 3. drama club
18. 4.sign up 5. outdoor activity 6. arts and drafts C.WHILE - READING 1.Activity 1: group works (a /p.17): -Teacher has students work in 4 groups, two groups about indoor activities, two groups about outdoor activities. Each group will list out as many words about their topic as possible. -Teacher has some group members share their answers with the class. 2.Activity 2: READING - group works (a /p.17): -Teacher shows a picture of Danliver High School, introduces briefly about this school. -T divides class into 4 groups. Each group has a piece of paper with their question. They will move to some locations around classroom to find out their answer. -In 5 minutes, groups must finish it and come back to their seats. -Teacher has some members share their answers. D .POST-READING - Teacher has students discuss in pairs, talk about the school activities they like Ex: I like soccer club. I usually play every weekend. - T makes a model to help the student be clear with what they will say, at least 2 sentences. - T has students take turns to speak aloud their sentences. - T corrects the pronunciation mistakes if possible. E. HOMEWORK:Write down 3 sentences about the school activities you like doing Teaching date: 10/10/2022 Period 15 UNIT 2: SCHOOL Lesson 2.2: Grammar ( p 18) I. AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to:- use “like + V-ing” to talk about hobbies and interests. - write V-ing with correct spelling.
19. - ask and answer about the school activities they like or don’t like. -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- Students can distinguish the difference activities - improve the use of English. 3. Quality: - - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School” conducted by the teacher: like + V-ing - Ways to add ING after some verbs - II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV, real object of cooking utensils. - Students’ aids: Student’s book, notebook, workbook. III. PROCEDURES A. Warm up: Game: Pelmanism - T shows the game with some boxes, explains the rules of the game - T divides the class into 2 groups, each group tries to guess 2 boxes that match correctly, one is name of club, and one is the picture of activity equivalently. - The group guesses more correct answers will be the winner. - - B.PRESENTATION
20. 1.Activity 1: pair works (a/ P. 18) - Teacher has students look at the picture, introduces 2 students - Teacher has students listen to the audio and read the speech bubbles. - Teacher has students practice reading aloud. Further practice: - Teacher has students replace their own information based on the game above. - T corrects the pronunciation if possible. Grammar : LIKE + V-ING Ex: Do you like reading books? - T explains like + V-ing to talk about things we like to do often. Noting ways to add ING After consonant e: remove e and Ex :make -> making replace with ing After consonant + vowel + Ex : swim -> consonant of one syllable verbs : swimming double the final consonant and add ING Do not double the final Ex : play -> playing consonant when the word ends in w, x, or y C.PRACTICE 1.Activity 1: Individual : Rewrite the verbs using ING - Teacher has students do individually, add ING to the verbs to make the ING form. - Teacher has students check in pairs - Teacher has some students share their answers with the class. 2.Activity 2: Pair work : Fill in the blanks - Teacher has students discuss in pair to fill in the blanks