Kế hoạch bài dạy Tiếng Anh 9 - Tuần 8, Unit 3: Friends - Lesson 1.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Tuần 8, Unit 3: Friends - Lesson 1.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. LESSON PLAN 6: WEEK 8 Planning date: 29/10/2022 Period 22: UNIT 3: FRIENDS Lesson 1.3: Pronunciation and Speaking ( page 24) A. AIMS OF THE LESSON By the end of the lesson, sts will be able to: 1.Knowledge: - Use present simple and present continuous to describe someone’s personal appearance. - Know how to pronounce /bl/ sound 2. Ability: - Improve speaking skill. 3. Quality : - Have positive attitude in English language learning so that they actively participate in all classroom activities. B.TEACHING EQUIPMENT AND LEARNING MATERIALS. Lesson plan, Ss’ book , workbook, projector / T v C.PROCEDURES - I. Warm up: . Kim game - Watch a video: - Work in groups of 6. We’re going to watch a video. Then write all the words you can see from the video. - The team with more correct words will be the winner. Answer: Block; Blue; Blouse; Black; Blonde; Bless; Blink; Blow; Blimp; Blah - Teacher leads in new lesson. II. Pre-speaking. 1.Pronunciation: How to pronounce: /bl/
2. - Teacher lets Ss practice the sound /bl/ together. - Students listen and repeat - Practice reading the sentences with partners. III.While-speaking Reading – play role. - A pair of students play a role & reads aloud the conversation. - Teacher asks students to underline some words that can be replaced. - A pair of students replace the underlined words with words given as models. - Have students practice in pairs, role play the conversation. Example: A: I’m looking for my friend. B: Is your friend a boy or a girl? A: My friend is a girl B: What does she look like? A: She is tall and has black hair. B: Is she wearing glasses? A: No, she isn’t. B: Is it Mai? A: Yes, she is. - Another pair makes a conversation with their own ideas, then present in front of the class • Teacher corrects the student’s pronunciation I. Post-speaking What do they look like? - Have ss look at these pictures and describe their appearance
3. - - Have students work in pairs, share their ideas. - Some students present in front of the class. - Teacher checks, corrects or gives feedback. - Swap roles and do the same as the one before. V.Homework Write a short paragraph to describe your classmate’s appearance Planning date: 30/10/2022
4. Period 23 UNIT 3: FRIENDS Lesson 2.1: New words + Reading (P 25). A. AIMS OF THE LESSON By the end of this lesson, students will be able to : I. Knowledge - know more vocabularies that can go with “go”, “play”, “have”, “watch” and “make”. - invite someone to do an activity. 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 all classroom activities. - 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 - Give Ss 2 key words: “Play” and “Go” - Have Ss work in groups to find out as many as possible words that can go after “play” and “go” - Have Ss give answers
5. - T gives feedback. Suggested answers Play: badminton, soccer, football, volleyball, basketball, video games, chess, Go: shopping, fishing, dancing, hiking, -> T leads to new lesson. I. PRE- READING: 1. Activity 1: Vocabulary: - T presents vocaburary: + barbecue (n); (picture/ visual) + mall (n) ; ( picture/ visual) + pizza (n) (picture/ visual) - Have students listen and repeat each new word. (chorally individually) - Correct student’s pronunciation if necessary. 2. Activity 2: Fill in the tables: - Demonstrate the activity, using the example in the book. - Have Ss work in groups to fill in the table - Ss give the answers on the board - Play the audio (CD1 – Track 34) for Ss to listen and repeat. - T and Ss check the answers on the board. - Call some Ss to read the phrases again, correct their pronunciation and stress. - Have Ss add more words to the table ( T writes on the board) Suggested answers 1. Go: to school, to the movies, sailing, for a walk, 2. Play: ping-pong, tennis, chess, board games, 3. Have: a talk, a meeting, a headache, 4. Watch: a movie / a film, a football match, 5. Make: an appointment, breakfast, dinner, a mistake, 3. Activity 3: Gap fill: - Have Ss read the messages (P.25) and fill in the blanks using the correct form of verbs from New Words. (Remind Ss to use the Present Continuous) - Have Ss work in pairs to check answers with their partners - Have some Ss share their answers with the class - Give feedback. Answer keys: 1. Having 2. Going 3. Going 4. Playing . II. WHILE- READING: 1. Activity 1: Reading: - Ss work in pairs read the passage.
6. - T gets some pairs to read out the messages. - T corrects Ss’ pronunciation (if necessary). 2. Activity 2: True/ False Statements: 1. Lisa is busy on Friday. 2. Brad is having a barbecue on the beach. 3. Lisa is going swimming with her sister at 6:00. 4. Brad is going shopping with his mother on Saturday morning. 5. Brad is playing badminton on Saturday afternoon. - Ss work individually - Ss share the answers with their partner. - Ss give the answer - T gives feedbacks. III. POST-READING : 1. Option 1 : Mapped dialogue Ba Nam - What are you doing on .? - I’m free, Why? - I’m . . Do you want to come? - Sure. What time? - At - I’m . at .. Can I come at ..? - Yeah, no problem. See you at .. - Thanks for inviting me. See you. - T models and asks Ss to work in pairs. Ba: What are you doing on Sunday? Nam: I’m free , Why? Ba: I’m having a birthday party . Do you want to come? Nam: Sure. What time? Ba: At 6:00
7. Nam: I’m watching a movie at 6:00. Can I come at 6:30? Ba: Yeah, no problem. See you at 6:30. Nam: Thanks for inviting me. See you. 2. Option 2 : Chain game - T gets 4 volunteered Ss to come to the board and in turns, saying one sentence what they are doing on weekend. S1: I’m going shopping S2: I’m going shopping and playing badminton. S3: I’m going shopping, playing badminton and making a pizza S4: I’m going shopping, playing badminton, making a pizza and watching a movie. IV. HOMEWORK: 1. learn vocab by heart 2. Do Ex (WB) 3. Prepare new lesson.
8. Planning date:1/11/2022 Period 24: UNIT 3: FRIENDS Lesson 2.2 – Grammar (P. 26) A. AIMS OF THE LESSON I. Knowledge By the end of this lesson, students will be able to : - Know how to use present Continuous tense. - Use present use the Present Continuous tense for fixed future plans. - Use present Continuous tense to talk about friends 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 “ Friends” - Build their love for family and friends. 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 : -T gives Ss a game. Brainstorming: + Play:........................ + Go: ......................... + Have: ......................... + Watch: .......................... + Make: . - Ss write the words.
9. - Give feedback. II. Presentation. * Dialogue build. - T reads and students repeat - T gives out model sentences - T elicits the form of present continious tense from students. Tuan Nam What are you doing tomorrow? I’m playing football with my friends  Model sentences : I’m playing football with my friends - Teacher explains that The Present Continuous tense to describe plans for the future. T points out contextual clues, such as use of adverbs of time.  Form : I + am He/ She/ It + is + V-ing We/ You/ They + are * Use: + We can use the present continuous to talk about future plans.
10. + Adverbs of time: this evening, tomorrow, tonight, ... III. Practice * Activity 1: Listen & repeat a/ p. 26 *Activity 2: Fill in the blanks, using the Present Continuous (b/p. 26) - T reminds Ss to pay attention to the “BE” verb and to the spelling of verbs ending in “e” such as “make”; “have”. - Have students work in pairs; fill in the blanks using the Present Continuous. - Teacher asks some pairs to show their answers. Answer is going are _doing am making Are _ having is going are playing Is _ watching - Ask some students to check the answers. - Teacher checks again and gives feedback. *Activity 3: Write full sentences using the given words and the Present Continuous (c/p. 26) - Teacher explains the exercise clearly. - Before starting the activity, put Ss into groups. Ask Ss to choose a member of group. - Some students who finish quickly go the board to write the answers.
11. - Teacher checks and gives feedback. Answer: He isn't having a picnic this Saturday. I am having a barbecue today. Emma and Jane are not watching a movie on Sunday. We are making a pizza this weekend. Is David playing badminton this evening? Is Maria watching TV with her sister tonight? IV. Production. 1. Option 1.Speaking (d/p. 26) - Write true sentences about yourself and then ask your partner. I tonight. I . this weekend. 2. Option 2. Interview. - Make sentences (ask and answer) with the structure “What are you doing?” Example: A: What are you doing this evening? B: I am doing my homework this evening. V.Homework -Write the sentences about your plan for next week. - Use the present continuous for future. - Learn structure and do exercises in work book. - Prepare new lesson.
12. LESSON PLAN 9 : WEEK 8 Planning date:30/10/2022 Period 22 UNIT 3: TEEN STRESS AND PRESSURE Lesson 7: Looking back and project A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Review the lexical items related to changes in adolescence and reported speech with confidence and question words before to-infinitive 2. Skills: Practicing skills 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: reported speech, question words before to-infinitive B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Brainstorming: Adjectives of feeling or emotion
13. - Ss write as many words as they can in teams, T keeps a score between 2 teams. II. Vocabulary Activity 1. Choose the TWO best words to describe your feeling in the following situations. - Ask Ss to complete the sentences by using the support from the pictures, the options provided, and the meaning of the sentences. - Ss work individually first and then compare with a partner. Feedback: Ss give the correct answers Key: 1. excited/delighted 2. frustrated/upset 3. tense/stressed 4. worried/tense 5. disappointed/frustrated 6. emotional/depressed Activity 2. Use the following prompts to say something to the student in 1. - Ask Ss to remember the meanings of these verbs: congratulate, empathize, encourage, assure, and advise. - Then Ss need to look at the situations in 1 to say appropriate sentences. Key (suggested): 1. 'Congratulations!'/'Well done! You did a really great job!' 2. 'You must have been really disappointed.'/'If I were you, I would talk to my parents.' 3. 'Stay calm. Everything will be all right.'/'It might be a good idea to have a break when you feel to stressed. 4. 'I understand how you feel.'/'It might help to consider talking about this to someone.'/'Have you thought about calling a counseling service
14. 5. 'I understand how you feel.'/'It might help to consider focusing on the good points of the presentation rather than only the weak points 6. 'You must have been really emotional.'/'I understand how you feel.' Activity 3. Give at least two examples for each of these sets of skills. Challenge Ss to complete this exercise without looking back at COMMUNICATION. – Ask them to write in similar skills, or add new skills as they wish. Key (suggested): 1. concentrate on doing something; organize your timetable 2. control feelings; know how to get over negative feelings 3. cooperate with others; communicate well 4. know how to act in emergencies; know when to stop taking risks 5. cook for oneself and others; manage a small budget III. Grammar Activity 4. Rewrite the following in reported speech. - Ask Ss to rewrite the following in reported speech. Feedback: Ss read aloud the correct answers Key: 1. She said she was really stressed out, and that she had had three sleepless nights thinking about her exam 2. He said he couldn't concentrate because it was too noisy in there. 3. She said she had been very upset at first but she was fine afterwards 4. He said he didn't think taking risks too often was a good idea 5. She said he would take a cooking class before he went to college - Ss work individually then in pair when they compare their answers with each other
15. 6. He said he really wished he could make informed decisions Activity 5. Rewrite the underlined phrases in the following text, using Wh +to V. - Ss work individually to complete this task, then compare with their partner. Feedback: Ss read aloud the correct answers Key: 1. Today I'm going to tell you what to do in case of fire. 2. Be sure you know where to find the nearest exit or stairway. 3. You should know how to activate the fire alarm. 4. You should know who to call. 5. You should also know how to reach them. IV. Communication Activity 6. Look at the notes of the two callers from 4, SKILLS 1 and give them some advice - Direct Ss to the two callers in 4, SKILLS 1. Using the notes they produced for that exercise, ask Ss to recall the details of the two calls: Who are the callers? Why are they calling the helpline? How do they feel? - Now Ss discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. Feedback: Call on five pairs to report the advice to the class. The class then vote their favorite piece of advice. V. Project: Teen support group (Optional) - Ss work in small groups to design the set up of a teen support group First, Ss choose an idea for the support group and find out more about that idea.
16. For example, one group chooses the idea 'study skills group'. Ask them to think about: - Which study skills do you think are necessary in your class/school? How can you find out more about this information? - How can the students improve these skills?(for this information you can ask your teacher, or use books, magazines, or the Internet) -What can a support group do to help them do that? Then Ss decide how to set up their support group. Ask them to consider: -What is the name of the support group? ,-What are the support activities it provides? -How does the support reach students? -How is the group organized? Who will do that? How can the teacher and the school help the operations of the group? The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realize some of these projects in their own class or school. VI. Homework: - Rewrite the exercises into your notebook - Finish all exercise of unit 3 in workbook - Learn grammar and vocabularies by heart
17. Date of preparing 31/10/2022 Period 23: REVIEW 1 I. Aims: By the end of the lesson, sts will be able to revise the vocabulary, grammar structures they have learnt from unit 1 to unit 3 then practice doing exercises correctly. - Teaching aids: Textbook/ poster - Ways of working: Individual/ pair/ group work II. Procedures: 1. Warmer: - Greeting. - Playing a game. - T asks sts to find a phrasal verb with words, beginning with letter Example: - L U - K U W - - Have sts check the meanings of these. 2. New lesson: *Activity 1: Complete the sentences with the correct form of a phrasal verb from the list. (Exercise 5) - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct.
18. *Answer keys: 1. set up 5. give up 2. deal with it 6. put up with 3. turned down 7. got over 4. look up 8. keep up with *Activity 2: Rewrite the following questions in reported speech, using question words before to – infinitive. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. Trang wondered what to wear to the fancy dress party. 2. She couldn’t decide whether to help Chau with the money her mum had given to her. 3. Nick wondered whether get those traditional handicraft. 4. Phuc had no idea who to turn to for help with his homework. 5. Hoa was not sure when to break the sad news to him. *Activity 3: Match the verbs with the words/ phrases. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: reduce pollution pull down an old building empathize with someone make a handicraft
19. set up a home business feel worried and frustrated have high expectations provide employment *Activity 4: Choose the suitable words/ phrases to complete the mini – talks. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. As far as I know 2. what to do 3. Cool 4. No worries 5. If I were in your shoes. *Activity 5: Fill each gap with a word from the box. - Have sts work individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: 1. giant 2. tallest 3. attraction 4. symbol 5. fascinating 6. excited 7. affordable 8. interest *Activity 6: Read the two letters and do the text. a. Underline the phrasal verbs.
20. b. Decide whether the statements are true or false. - Have sts read individually. - Sts work themselves. - Sts share. - T and sts check and correct. *Answer keys: - found out: got information - face up to: deal with - go on with: continue - keep away from: avoid 1. F 2. T 3. T 4. T 5. T III. Homework: - Revision. - Do again exercises. - Review for Test 1./.