Kế hoạch bài dạy Tiếng Anh 9 - Tuần 4, Unit 2: City life - Lesson 2.3 - 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 life - Lesson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan: 9 week 4 Period 10 Planning date: 1/10/2022 UNIT 2: CITY LIFE Lesson 2: A closer look 1 A. OBJECTIVES: 1. Knowledge: By the end of the lesson students will be able to: - Use the lexical items related to cities and city life. - identify in which situations to stress pronouns in sentences and say these sentences correctly. 2. Ability: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Quality: - Students have positive attitude in English language learning to participate in all classroom activities with the topic “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: Brainstorming: Adjectives describing cities and city life: - exciting - unemployed - polluted I. Presentation. Activity 1: Complete the letter - Have Ss read through the letter so that they can understand the general idea. - Ask them what the purpose of the letter is (Jack is writing the letter to Oggy to tell about his trip to Hoi An) - Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. Ss work in pairs to do the task. - Have some Ss read their answers. Correct their pronunciation if needed and confirm the correct answers. * Key: 1. ancient/historic 2. warm 3. comfortable 4. helpful 5. fascinating 6. historic/ancient 7. local 8. delicious - Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers. * Key: fabulous, sunny, small, friendly, affordable, good Activity 2 Adjectives - Have Ss read through the given adjectives. - Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. + cosmopolitan: + downtown: + ..
2. - Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice. * Sample answer: stressful busy frightening cosmopolitan cheerful (x) exciting forbidden rural (x) unemployed (x) easy-going (x) delicious (x) exhausted (x) populous annoying downtown historic modern polluted pleased (x) fashionable Activity 3: Complete the sentences - Ss work individually, then compare their answers with a partner's. * Key: 1. fashionable 2. annoying 3. forbidden 4. cosmopolitan 5. modern 6. polluted II. Practice Activity 1. Pronunciation: Stress on pronounces in sentences Most pronouns have strong and weak forms. The strong form is used when we want to show a contrast or when the pronoun itself is especially important. A: That looks pretty easy. I think you can do it. (“you” is weak) B: Well, you do it then! (‘you” is strong) Activity 2: - Play the recording as many times as necessary. Correct their pronunciation, especially the stressed words. Have them circle the stressed pronouns. * Key: 1. A: Can you come and give me a hand? (me is weak) B: OK. Wait for me! (me is strong) 2. A: Did you come to the party last night? (you is weak) B: Yes. But I didn't see you. (you is strong) 3. A: Look - it's him! (him is strong) B: Where? I can't see him. (him is weak) 4. A: They told us to go this way. (us is weak) B: Well, they didn't tell us! (us is strong) III. Production. Activity 1: Listen and mark the underlined words - Have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). - Ask some Ss to give the answers and quickly write them on the board. - Play the recording for Ss to check their answers. * Key: 1. A: Is he (W) there? B: No. Everybody else is, but he's (S) gone home! 2. A: Do you know that woman? B: Her (S)? Er ... No. I don't recognise her (W). 3. A: I'm afraid we (W) can't stay any longer. B: What do you mean 'we' (S)? I've (S) got plenty of time.
3. 4. A: Look! Everybody's leaving. B: What about us (S)? Shall we (W) go, too? IV. Homework: - Learn by heart adjectives related to city life. - Do the exercises part A in workbook. - Prepare for ‘A closer look 2’ ================================================ Period 11 Planning date: 2/10/2022 UNIT 2: CITY LIFE Lesson 3: A closer look 2 A. OBJECTIVES: 1. Knowledge: By the end of the lesson students will be able to: - Use adjectives, and comparison of adjectives and adverbs correctly. - Use common phrasal verbs correctly and appropriately. - Review + comparison of adjectives and adverbs + much, a lot, a bit, a little, by far.. , the second.. in comparison. + phrasal verbs. 2. Ability: - Students can use adjectives, and comparison of adjectives and adverbs 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. 3. Quality:Ss will be more responsible for and be more aware of protecting and developing society B. TEACHING AIDS - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. C. PROCEDURE B. Procedure: * Warm up: Chatting I. Presentation: Activity 1. review comparison of adjectives and adverbs: - Ask ss to revise the comparison of adjectives and adverbs. - Beside the phrasal verbs in unit 1, introduce some other ones in ‘Getting started’ and some more. Activity 2: Matching - Have Ss work individually. - Check their answers as a class. * Key: 1. f 2. d 3. e 4. h 5. g 6. a 7. c 8. b - Help Ss study the REMEMBER! box. Give explanations if necessary. - Ss give more examples.
4. Activity 3: Completing - Ss work individually; compare their answers with a partner. - Correct their mistakes. *Key: 1. the largest 2. smaller 3. the most popular 4. wider 5. the dirtiest 6. cleaner 7. the best 8. the most exciting 2. Phrasal verbs: (cont) II. Practice. Activity 1: - Ask Ss to recall the phrasal verbs they have learnt in Unit 1: + to setup / to look forward to / to find out ... - Tell Ss to look at the conversation in GETTING STARTED again and find and underline the phrasal verbs. * Key: to get over / to show someone around / to grow up / to be set up - Have Ss study the REMEMBER! box. Let them recall some other phrasal verbs they may have learnt. Activity 2: Underline the correct particle - Ask Ss to do this task individually. Then compare with a partner. - Call on some Ss to read out their answers. Correct their mistakes. - Explain to them the meaning of these phrasal verbs in the sentences. * Key: 1. set up 2. gets on with 3. take your hat off 4. grown up 5. shown around 6. pull down III. Production Activity 1: - Ask Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box. - Call on some Ss to read the sentences. Correct their answers as a class. * Key: 1. turn it off: press the switch 2. turned it down: refuse 3. go over: examine 4. go on with: continue doing 5. take off: remove 6. put it down: make a note Activity 2: - Have Ss read the text, find eight phrasal verbs and match them with their definition from the box. - Tell Ss to study the context of these phrasal verbs and elicit their meaning. * Key: 1. dress up: put on smart clothes 2. turn up: arrive
5. 3. find out: discover 4. go on: continue 5. get on: make progress 6. think over: consider 7. apply for: ask for (a job) 8. cheer up: make someone feel happier IV. Homework: - Learn by heart grammar points. - Redo exercises in textbook + Do the exercises in workbook. - Prepare for ‘Communication’. ================================================ Period 12 Planning date: 3/10/2022 UNIT 2: CITY LIFE Lesson 4: Communication A. OBJECTIVES: 1. Knowledge: By the end of the lesson students will be able to: Talk about the features they like best about a city and write a short paragraph about the city they like. Vocabulary: vocabulary on cities and city life. 2. Ability: - Develop communicative and team-working skills through learning activities - Co-operation- Self- study. 3. Quality: - Raise motivations and interests in learning English as a foreign language - Be interested in outdoor activities and places of interest. B. TEACHING AIDS - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. C. PROCEDURE I. Warm up: Chatting + Have you ever been to abroad? + Which country did you visit? + What do you think about that city? II. New lesson: Activity 1: - Ss work individually. They read the sentences carefully and make their three choices. - Call on some Ss to say the three things they like best about a city.
6. - Ss work in groups of three to discuss their choices, and give reasons why. - Encourage them to talk as much as possible. T may give some cues. * Example: “ I like a busy and exciting city with good transport, so I can get around and see all the cultural attractions it has to offer ” Activity 2: Read the passage about Singapore - T shows the picture of Singapore ( P 21) Questions: + Have you visited this beautiful country? + When? + What did you do there? + What do you like about it? - Ask Ss to read the passage in the book. - Let them work in groups of three to ask and answer the questions. - Have representatives from some groups to share their answers. - Elicit answers from Ss. Summarise the main points of the passage: + the location of the city + its attractions + what is liked most about the city Activity 3: Read the information about the cities - Elicit as much information as possible about these three cities from Ss. Let them find the three cities on a world map or a globe. - Ss work in groups to talk about each city (giving full sentences based on the information given). Activity 4: Write a short paragraph about a city - Ss choose one of the three cities and write a short passage about it in 10-15 minutes Activity 5: Present in groups - Ss talk about the city of their choice in groups. - Have some Ss talk about the city they have chosen in front of the class. - T and other Ss give comments.
7. III. Homework: - Finish your writing about the city and write down in your notebook. - Do exercises part C in workbook. - Prepare ‘Skills 1’ for the following lesson. Lesson plan: 8 week 4 planning date: 1/10/2022 Period 10: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 2 : A closer look 1 A. OBJECTIVES I. Knowledge By the end of this lesson, students will be able to : - use the lexical items related to the topic of life in the countryside and pronounce correctly words containing the clusters /bl/ and /cl/. 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. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, flashcards, projector - Students’ aids: Student books, notebooks, workbooks. I. Warm up: revision Remind Ss of the vocabulary they learnt in Getting started before moving on to this lesson which focuses on words describing the countryside. II. Presentation 1.Vocabulary revision: Ss listen to the recording and repeat the words. Make sure that they pronounce the words with the correct stress patterns. Now check understanding of these words. Elicit ideas from the Ss. Say, for example, “Give me an example of something vast”. Go through all the words in this way to make sure everyone understands them. Key: 1. slow 2. colorful 3. friendly 4.hard 5.brave 6. boring 7. inconvenient 8. vast 9.peaceful 10.nomadic
8. 2. Ss work individually. Ss compare their answers with partner and then discuss as a class. There may be some variations in the answers. For a more able class, encourage Ss to explain why they choose the word for category. III. PRACTICE. 1. Matching Make sure Ss understand the meaning of the verbs first. There may be some confusion about the difference between “pick” and “pick up”. Explain that “pick” is the specific verb used for collecting fruit, vegetables of flowers though the action is the same as the more general term “pick up”. Ss then work independently or in pairs. When they have finished, let them exchanged their answers with a partner/ another. Then T elicits the correct answers. Key: ride: a horse, a camel put up: a tent, a pole collect: hay, water herd: the buffaloes, the cattle pick: wild flowers, apples 1. Gap fill. Ss use the vocabulary they have learnt in activities 1 and 3 to do this exercise. Ask Ss to look the sentences and decide if an adjective or verb is missing. This narrow down the area of words they need to refer. Ss then complete the sentences by themselves. Check the answers. Key: 1. picking 2. inconvenient, collect 3. Herd 4. ridden, brave 5. peaceful 6. nomadic 7. vast 8. put up, hard IV. PRODUCTION 1. Make sentences with the word given V. PRONUNCIATION: 1.listen and repeat Clusters /bl/ and /cl/ Ss listen and repeat. Pause the recording to drill difficult items. Have Ss say the words individually or in small groups. 2. listen and circle. Have Ss listen and circle the words. Have Ss do the activity in pairs and challenge each other to choose the correct words. Key:1. blame 2. blast 3. blue 4. clock 5. close Have Ss look at the sentences and underline the words with the clusters /bl/ and /cl/ first. Ss then listen and repeat.
9. IV. Homework + Learn vocabulary by heart + Do exercise part A + Get ready for A closer look 2 VI. HỌC SINH KHUYẾT TẬT: hs luyện viết :ride: a horse, a camel put up: a tent, a pole collect: hay, water herd: the buffaloes, the cattle pick: wild flowers, apples planning date: 2/10/2022 Period 11 : UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3 :A closer look 2 A. OBJECTIVES 1. Knowledge: By the end of the lesson Ss will be able to: - Use the lexical items related to the topic "Life in the countryside". - Revise comparative forms of adjectives - Use comparative forms of adverbs of manner then practise doing exercises. Vocabulary: vocabulary related to Life in the countryside. Grammar: comparative forms of adjectives and adverbs 2.Competence: - Self-learning, problem solving, cooperation capability. -Discover about life in the countryside 3. Quality: -Responsibility, hard-working, honesty, love life. 4. Skills: Listening, reading and speaking, writing B.TEACHING AIDS:Textbooks, computer accessed to the Internet, projector C. PROCEDURES: Adjs Adjective Adverbs of manner (comparative) good better well clear fast late friendly happy easy high tall
10. I. Warm up Ask ss to write comparative of these adjectives Ask ss to chage these adjs to adverbs of manner II. Presentation 1 . Comparative forms of adjectives: -T ask Ss to do exercises 1 - Have Ss exchange their answers. -T checks as a class and write the answers on the board with the full forms of comparisons. T keeps them for later reference when the comparative of adverbs is taught. Answer key: 1. higher 2. easier 3. better 4. more exciting 5. more convenient 6. happier 7. more friendly 8. fast 9. safer 10. best 2. Comparative forms of adverbs: - T first revises the different use of an adjective and an adverb. + Life in the city is slow/ slowly + He is moving slow/slowly - Ss choose the right words for each sentence. T then introduces the comparative form of adverbs by changing the second sentence to: + He is moving more slowly than before" - Elicit the form of comparative from Ss before letting them read number one in the table. T then introduces comparatives of irregular adverbs like : fast, hard. late, early, well, badly. Let Ss read number 2 and 3 in the table. Note: 1. more/ less + Adv + than (for almost all adverbs of manner endingin ly) 2. adverb + er + than ( the same form as adj) 3. some irregular forms of adverb of manner Well -> better Badly ->worse III: Practice: 1.Activity 1. Complete the sentences with suitable comparative forms of adverbs in the box. -Have Ss do the exercises individually. - T checks as a class.
11. Answer key : 1. more slowly 2. more soundly 3. less traditionally 4. more generously 5. more healthily 2.Activity 2: Complete the sentences with a suitable comparative form of hard, early,late... -Have Ss do the exercises individually. - T checks as a class. Answer key : 1. better 2. faster 3. later 4. harder 5. worse 6. Earlier IV. Production: 1.Activity 1:Circle the correct comparitive forms to Complete the sentences -Have Ss do the exercises individually. - T checks as a class. Answer key : 1. more optimistically 2. more popularly 3. less densely populated 4. more quickly 5. more easily 6. better 2.Activity 2: Discussion - Have Ss work in pairs to discuss and answer the questions in textbook (exercise 5). - Call some pairs to answer in front of the class.Other pairs give comment - Feedback and correction Answer key: 1. The countryside is more peaceful (than the city). 2. A computer works faster at calculus (than a human being). 3. Life in a remote area is harder (than that in a modern town). 4. Ho Chi Minh city is more expensive (than Hue). 5. A buffalo can plough better (than a horse). V. Homework: - Do exercises 3-7 part B - Prepare for Communication. VI. HỌC SINH KHUYẾT TẬT: 1.chuyển các tính từ sau sang so sánh hơn : a. tall-> b.short-> c. long -> planning date: 3/10/2022
12. Period 12: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: Communication A. AIMS: By the end of the lesson ,students will be able to : - read for specific information about an unusual lifestyle in the countryside through visitors’ eyes - practice by using them to do exercises A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - read for specific information about an unusual lifestyle in the countryside through visitors’ eyes - practice by using them to do exercises. - write down the replies to the posts II. Ability : - Communication, ability to use language - Self-learning capacity - Creative capacity III.Quality: hardworking, responsible and honest. IV. TEACHING AIDS: Ss’ books, textbook, projector, cards B. PROCEDURES I. Warm up: Chatting T? + What do children often do in the countryside after school? They often play sports, fly kite, go hiking, go swimming , go fishing, go camping . T shows some pictures of activities and asks Ss where those activities often take place => holiday in the countryside II.Pre Speaking: 1. vocabulary: Disturbing: interrupt or annoy Beehives: bee nest 2. Reading T explain that they are going to read some online posts from people all over the world. Elicit from the Ss where these people live. Establish that they all live in big cities. They are talking about their experiences of staying in the countryside. They all have very different opinions of the experience. Now ask Ss to read the posts Check that everybody understands the meaning of each post before moving on. III. While speaking 1. Tick the appropriate box . Ss do this exercise independently. Ask them to look for expressions which help them decide their answer. Then Ss can compare their answers with a partner and discuss any differences,
13. Then check the answers as a class. Positive Neutral Negative Dennis from London V Julie from Paris V Phirun from Phnompenh V Yumi from Seoul V Emi from Tokyo V Lan from Ha Noi V Bob from Hong Kong V 2 Writing: Put Ss into groups of between five and seven. Explain that now they have a chance to reply to each post with their own opinions. Hand out a piece of blank paper for each post. Have the groups write the name of each post and then passes the paper to the person on the left. They take the next paper from one person to the right. They read the reply and then add their own. Continue passing the papers around until everyone has replied to every post. Ss refer to the examples as a models for their answers. If time is short, Ss can do the replies to three of four posts. Encourages Ss to choose a variety of posts with different attitudes. Ss write down their replies. Then ask each group to read out one of their reply chains to post and discuss it as a class. IV. Post speaking Discuss and share their replies with the class by speaking their work . V. Homework: - Learn vocabulary by heart - Do exercises part C - Get ready for Skills 1 VI. HỌC SINH KHUYẾT TẬT:1. trả lời câu hỏi sau: a. what’s your name? My name is... b. how are you? Iam....... Lesson plan 6 : week 4 Planning date: 1/10/2022
14. Period 10 UNIT 1: HOME Lesson 4 - REVIEW (Page 86,87) A. AIMS OF THE LESSON I. Knowledge By the end of this lesson, students will be able to: - use words related to home, family members and housework; towns, cities and villages. - listen and read about family members and housework; towns, cities and villages around the world. - Use present simple to talk about homes II. Ability : - Developing communication skills and creativity - Demonstrating teamwork skills - Having responsibility for doing housework - Developing the love for family, community, country and the world III. Quality : - Students have positive attitude in English language learning to participate in all classroom activities with the topic “ Home ” - Build their love for family, homes and classmates B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE I. Warm up: Speaking - Teacher shows pictures, students look at pictures and give the word that matches the pictures. (house & housework) - Have the whole class listen and repeat the words. Key: make breakfast, do the shopping, village, do the dishes, do the laundry, apartment, garage, balcony
15. II. New lesson. A-Listening. Activity 1: Teaching new words. - Let students listen to the talk between Jack and his friends about his family. - Students listen and check the housework his family members do. Answer: 1. A 2. F 3. G 4. E 5. B - Teacher gets the answers, then teaches some new words. - Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary. Activity 2: Reporting - Students take turns to report the housework each family member in Jack’s family does Example: - Jack’s mother does the laundry - His father does the shopping - His sister B- Reading. read and choose the correct answer Activity 1: planning a geography presentation. - Teacher asks students to work in groups. Each group reads about one place (two groups have the same paragraph). - Groups show the answers on the board. Groups cross check the answers. - Teacher checks and corrects. C-Vocabulary. Activity 1: crossword - Teacher shows a crossword with guides, students take turn to complete the crossword. (answer: balcony, West, dishes, village, yard) - Have the whole class repeat the words. - Students use these words to fill in the blanks in the sentences Answer: 1.Balcony 2. West 3. Dishes 4. Village 5. Yard D-Grammar: find and correct the mistakes in each sentence - Have students work in groups, find and correct the mistakes in the sentences. - Which group has quicker and correct answer gets plus mark. - Teacher checks and gives feedback.
16. Answer: 1. Are – is 2. Have – has 3. Cleaning – clean 4. Do – does 5. Does – do 6. Making – make 7. Is – are E-Pronunciation. – circle the word that has the underlined part pronounced differently from the others - Teacher explains how to do the task. - Have students work in pairs, complete the exercise - Some pairs give the answers. - Teacher checks and corrects. Answer: 1. C 2A 3.B 4. D 5. A 6. A IV. Production. Activity 1: supply the correct verb form - Teacher gives example sentences to review present simple tense - Have students look and find the mistakes, then correct them. Example: - My dad work for Viet Tien company. Answer: work - works - He don’t drink coffee at night. Answer: don’t – doesn’t - Teacher gives some sentences for student to complete. (supply the correct form of the verbs) - Students show their answers to the class. - Teacher checks and gives feedback. Activity 2: Speaking - Have students watch an animation: Mr. Bean doing housework. ( answer the question: what household chores does Mr. Bean do? - Students volunteer to answer the question. - Teacher and other students follow and give feedback. Answer:
17. (clean the floor, clean the toilet, do the laundry, clean things, bake cake, clean the closet, vacuum the floor) III. Homework: - Review all words and grammar notes of the lesson. - Prepare for the next lesson. IV. HỌC SINH KHUYẾT TẬT: 1. Trả lời câu hỏi : a. do you play football? yes, I... No, I.... 2. does she play football? Yes, she.... No,she.... Planning date: 02/10/2022 Period 11: UNIT 2: SCHOOL Lesson 1.1: New words + Listening ( p 14) I. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - Get to know more , then listen to the school subjects that they like and dislike , practise talking about students’favourite subjects. - Listen to school subjects to develope listening skills 2. Ability: - Students can master their skills ( main skills : listenning and speaking ) - Students can raise motivations and interests in learning English as a foreign language - Students can Develop communicative and team-working skills through learning activities 3. Quality: - Students have good attitude in the English language so that they can take part in the lesson effectively with the topic “ School “ controled by the teacher. - Student can show their passion about the different subjects and school as well II. TEACHING EQUIPMENT AND LEARNING MATERIALS
18. Lesson plan,student’s book ,workbook ,teacher’s book, ebook ,speaker, projector/board/TV. III. PROCEDURES A.VOCABULARY ACTIVITY (WARM UP ) 1. Option 1 : gaming “ WORD CROSS” - T divides class into 6 groups, each group has to finish the crossword as quickly as possible. - T gives the groups the sheets of “crossword” then they try to find school subjects in it - T Controls , announces the best group. 2 .Option 2 : Number the pictures T. asks sts to look at the pictures in textbook carefully after ‘ Crossword” T. Show any pictures of school subjects and asks , sts realize T. Plays speaker twice. Have sts listen and repeat T. asks sts to number the pictures . T. Check answers as a whole class. Answer: 1. History – C 2. P.E 3.I.T 4.Music – B
19. 5.Geography –D 6. Literature 7. Physics 8.Biology b. Note 3 more subjects. Discuss if you like them  Option 1: - Have Ss note 3 more subjects they know (Ss can use words from the warmup activity – more than 3 answers: acceptable) - Let Ss practice in pairs, asking and answering: Do you like . (name of subject)? Yes, I do / No, I don’t - Encourage Ss to be creative, add more information to make their dialogue more interesting - Call some pairs to act out the dialogue in front of the class - Make comments on Ss’ presentation, give evaluation (marks) if necessary  Option 2: Survey - Ask Ss to list more subjects they know - Have Ss work in groups to ask, answer about the subjects they like or dislike and fill in the survey paper: B. LISTENING ACTIVITY.  Option 1: Follow the order of activity: a, b, c a. Listen to Adrian and Sarah talking about school subjects. Who likes more school subjects? - Have Ss look at the questions and underline key words - Play the audio twice. Have Ss listen and answer the question - Check answers as a whole class Answer key: Sarah b. Now, listen and fill in the blanks - Have Ss look at the uncompleted sentences in this task - Play the audio once. Have Ss listen and fill in the blanks - Check answers as a whole class Answer keys 1. art 2. P.E
20. 3. geography 4. P.E c. Conversation skill - Have Ss listen to the audio again and pay attention to the sentences / phrases that the speakers use to pass their turn - Call Ss to give answers - Give feedback, and provide more ways to pass turn How about you? What about you? And you? What do you think? - Ask Ss to use these sentences / phrases to make up simple dialogues about school and subjects - Have Ss present Option 2: Mapped dialogue. - What subjects do you like ? > I like .. - Do you like ........? > -......................... - Why do you like...? > - Because - What subjects don’t you like ? > I don’t .. C. CONSOLIDATION * School subjects: P.E, I.T, music, geography, physics, literature, biology, math, English, history, chemistry * Asking and answering about school subjects which students like / don’t like: Do you like . (Name of subject)? Yes, I do / No, I don’t * Ways to pass your turn in speaking: How about you? What about you? And you? What do you think? D. HOMEWORK - Learn by heart the vocabulary about subjects