After the lesson, Ss may- Talk about the environmental problems and take part in some particular activity to protect the environment II/ Language contents: - Grammar: Conditional sentenc
Trang 1After the lesson, Ss may
- Talk about the environmental problems and take part in some particular activity to protect the environment
II/ Language contents:
- Grammar: Conditional sentences type 1
- Vocabulary: Words relating to environmental problems and activities done to clean the beach
III/ Techniques:
- Brainstorming
- Questions – Answers
IV/ Teaching aids:
- Pictures (on page 47) and some other photographs
- Cassette recorder and tape
V/ Time: 45’
VI/ Procedures:
Getting Started – Page 47 (15’)
Warm- up - Showing six pictures, one after another, while asking
questions
Picture a:
What’s happening to the city?
Can you see the sight clearly? Why?
Picture b:
What can you see in the picture?
- Introducing the new word: spraying pesticides
Picture c:
What’s this? What do you think about it?
Introducing the new word: dump
Picture d:
How is the water here?
Picture e:
What about the forest?
- Introducing the new word: deforestation
Picture f:
How does this man catch fish?
- Introducing the new word: dynamite fishing
- Having Ss repeat the words in the box and matching
- Listening and answering
It’s full of dust and smoke No.
Guessing and answering
Garbage It’s very dirty.
It’s polluted.
Many trees are cut down.
Guessing and answering
Preparing day :
Teaching day :
Week:
Trang 2THCS LE NGOC HAN
them to the pictures
Listen And Read – Pages 47, 48 (25’)
Pre-reading
5’
- Introducing the context
“Our environment is destroying What’s happening to our health? To save our environment, we should take part in some particular activity on our holiday Now let’s study one of these activities in the context”
- Presenting the new words: divide (v), provide (v),
- Having Ss compare their answers to the partners
- Correcting the task
- Having Ss match the name in column A with the task incolumn B (p 48)
- Having Ss work in pairs
- Correcting
* Answers:
1-f, 2-e, 3-b, 4-a, 5-c, 6-d
- Having some Ss read the text aloud
- Having Ss ask and answer the questions on page 48 inpairs
- Checking some pairs and having some Ss write theanswers on the board (if necessary)
* Answers:
1/ The speaker is Mr Brown.
2/ The listeners are (members of) the volunteer conservationists.
3/ They are on the beach.
4/ They are going to clean the beach.
5/ If they work hard today, they will make the beach clean and beautiful again soon.
6/ I picked up trash and clean the streets in my neighborhood.
7/ If the pollution continues, our health will get worse
- Comparing their answers tothe partners
If clause Main clause
Present simple Future simple-Some examples
- Having Ss retell what he/ she did to reduce the pollution
of the city
-Answers
HOMEWORK:
Trang 3THCS LE NGOC HAN
- Write the answers on page 48 down in the exercise notebook
- Do exercise 8,9,10 (workbook/ p.45, 46)
- Prepare period 2: Speak (p 49)
UNIT 6: THE ENVIRONMENT
Period 2: Speak & Listen
I/ Objectives:
* After the lesson , students may :
- Develop speaking and listening skill
- Persuade someone to do something
II/ Language contents:
- Expressions used in persuade: I think you shouid…, Why don’t you…? Won’t you…?
IV/ Teaching aids:
- Pictures related to protect the environment
- Cassette recorder + tape
V/ Time: 45 minutes
VI/ Procedures:
1 Revision of the old lesson : - Students tell some environment problems
2 New lesson : ( speak + listen)
* Speak
Warm up
Presentation
- Asking Sts some ways to protect environment
- Showing pictures related to protect the environment andmake a survey interview to know which ways Sts usuallydo
- Answering
- Looking at thepictures and doing thetask
* Practice - Reviewing the expressions used in persuades someone to
do something (I think you should …, Won’t you …? Whydon’t you …?)
- Giving a model by
- Using the given example
- Asking Sts to work in pairs
* Further practice :
- Asking Sts to do the task b (p.49) by working in pairs
- Asking some pairs to present before class
- Letting Sts discuss with a partner the best way to protectthe environment and take turns to persuade your partner into
Trang 4THCS LE NGOC HAN
doing things you think the most practical
- Giving a model (task c page 50)
- Answering the questions
listening - Having Sts listen to the tape and do the listening task(twice)
(If Sts have difficulty in writing the reasons, the teacher canpause the recording after the inportant information)
- Asking Sts to give the answers + correcting mistakes
- Listening and doing the task
* Post –
listeng
- Having Sts retell the report “Now , look at the report youhave heard You can start like this : There are some reasons
to cause the polluted occean Firstly ….”
- Asking Sts to write the report into their notebooks
- Doing the task
-Writing into Sts’ notebooks
* Home work:
- Write down the conversation when you and your parner discuss the best way to protect the Environment
- Write the report into notebooks
- Prepare Unit 6 The environment (Reading)
Trang 5* After the lesson students may:
- Develop reading skill
- Understand a poem in English
II/ Language contents:
* New words: (n) foam, junk yard, folk, hedge
IV/ Teaching aids:
- Game board (Network)
- OHP (task a, b)
V/ Time: 45 minutes
VI/ Procedures:
* New lesson: Read
* Warm up
/Pre-reading * Game: Network- Rule: Dividing class into 2 groups Sts of each group have
to think of the words the know related to the topic and writethem on network The winner is the group that has morethan words
Trang 6THCS LE NGOC HAN
- Asking Sts to look at the poem and explaining the new words
+ Foam (n): using picture + Junk yard (n): using picture + Folk (n): simple English + Hedge (n): drawing + Cover (v): using gesture
* Task 1: Having Sts scan the text and do the task a (p51) -Asking Sts to do the exercise 5/p 56
-Using OHP to correct the exercise
- Listening and writing down
- Scanning
* While –
reading
- Having Sts do task a
- Asking Sts to compare answers in pairs
- Giving the correct answers by using OHP
* Task 2 : Having Sts work in pairs and do task b (Answer the questions)
- Asking Sts to perform before class
- Giving the correct answer by using OHP
- Doing task a
- Doing task b in pairs
*
Post-reading
* Task3 : Role play
- Asking Sts to woak in pairs to make conversation between a mother and a son ,using the questions and answers in task b
- Some pairs perform before class
- Do the task Son : Mum , What will happen if the pollution
go on ? Mother : The world will end up like a second – hand junk – yard if the pollution goes on …
Son: … … … …
… … …
Mother: … … … …
… … … …
* Home work:
- Learn new words by heart
- Write the conversation into the notebooks
- Do exercise 9 ( in the workbook/46)
- Prepare unit 6 : The environment ( Write)
Trang 7By the end of the lesson, students will
- be able to write a complaint letter
- develop writing skill
II/ LANGUAGE CONTENTS:
1 Vocabulary:
- complain (v) complaint (n) complication (n)
- resolution (n) - float (v) - prohibit (v)
2 Grammar and structures:
- Use S C R A P format to write a letter of complaint
III/ TECHNIQUES:
- Group work – pair work
- Communicative approach
- Transferring information
IV/ TEACHING AIDS:
- Transparency sheets - Overhead projector
V/ PROCEDURES:
Warm up * GAME: (time allowed 2 minutes)
- Ask students to find out the verbs beginning with the letters that teacher gives
- Divide the class into four groups
- Give handouts - students have to find out the verbs beginning with the letters given
- The group which finishes first will win the game
Trang 8THCS LE NGOC HAN
Pre-writing
m n o p
meet nod open put
1 Pre - teach vocabulary
- complain (v) - complaint (n) - complication (n)
- resolution (n)
- float (v)
- prohibit (v)
* Checking vocabulary: Rub out and Remember
- Get students to copy the words and then ask them to close their books
- Rub out the new words Each time you rub out the word in English, point to theVietnamese translation and ask "what's this in English?" or “How do you say it inEnglish?”.When all the English words are rubbed out, go through the Vietnamese list andget students to call out the English words
(If there's time, get students to come to the board and write the English words again.)
2 Ordering
- Ask students to keep their books closed
- Provide students five sections of a complaint letter in random order
- Get them to put the sections in a correct order (pair work)
a Action: talks about future action,
b Situation: states the reason for writing.
c Politeness: ends the letter politely,
d Complication: mentions the problem,
e Resolution: makes a suggestion.
- Have ss open their books and check for the right order
* Answer key: (S C R A P)
1- b 2 - d 3 - e 4 -a 5 - c
- Help ss to understand what the letters S C R A P mean (abbreviation of : Situation Complication Resolution Action Politeness)
3 Reading and matching
- Have students read the letter on page 52
- Help ss to know how to do the task
a) Mr Nhat wrote a complaint letter to the director of L & P Company in Ho Chi MinhCity The five sections of the letter are not in the right order Label each section with theappropriate letter: S, C, R, A, P
- Ask students to work in pairs Give feedback: Call on some students to read aloud the letter(in the correct order) Teacher gives ideas if necessary
* Answer key:
Dear Sir / Madam
R I would suggest your company to tell your drivers to clear up all the trash on the ground
before leaving
S I am writing to you about the short
Trang 9THCS LE NGOC HAN
While-
writing
Post-writing
stop of your trucks around my house
on their way to the North
A I look forward to hearing from you
and seeing good response from yourcompany
C When the trucks of your company have a short break on the streets around my house,
the drivers have left lots of garbage on the ground after their refreshment When the
trucks leave the place, the ground is covered with trash and few minutes later there
is smell and flies
P Your faithfully,
Tran Vu Nhat
- Let students read the production 6b on page 53
- Ask some questions to make sure the students know what they have to write
* Questions:
a What do people do in the lake behind your house these days?
(They begin to catch fish)
b What makes you worried?
(They use electricity to catch fish.)
c Who do you write the letter to ? (We write to the head of the local authorities)
d What suggestion do you want to make?
(We suggest the local authorities should prohibit and fine heavily anyone usingelectricity to catch fish.)
e What do you look forward to seeing?
(We look forward to seeing the protection of environment from the local authorities)
- Have students use the answers that they’ve said to write the complete letter in group of4
- Get students to share with their partners and correct if possible
I would suggest the local authorities should prohibit and fine heavily anyone using thisway of catching fish I look forward to hearing from you and seeing the protection ofenvironment from the local authorities
Sincerely,
- Call on some students to read aloud their letter
Trang 10THCS LE NGOC HAN
* Homework:
- Give feedback, correct some letters before the class T can write the mistakes (spelling,grammar ) on the board
- Ask students to rewrite their letter in their notebooks
UNIT 6: THE ENVIRONMENT
Period 5: Language Focus
I Objectives:
* After the lesson students may:
- Use some grammar points related to unit 6
II Language contents:
* Grammar:
- Adjectives and adverbs
- Adverb clauses of reason
- Adjective + that clause
- Conditional sentences: type I
* Unit 6: Language focus.
1.Adjectives and adverbs
- Asking Sts to change the adjectives into adverbs:
Extreme Good
Trang 11THCS LE NGOC HAN
Happy Sad Slow
- Having Sts read aloud the adj and adv in the box
- Calling some Sts to check
- Asking Sts to complete the following sentences by using theadverbs (using OHP)
a/ Hoa was extremely pleased that she got an A for herassigment
b/ The old man walked ………to the park
c/ Tuan sighed………… when he heard that he failed the test
d/ The baby laughed…….as she played with her toys
e/ Mrs Nga speaks English quite …………
- Asking Sts to work in pairs and compare their answers
- Having Sts read aloud
- Reading
- Doing the exercise
- Working in pairs
- Reading
2 Adverb clause of reason
- Showing some pictures (in the textbook / P.54) and asking sts
to make sentences with as/because/since)
- Giving a model
+ Ba is tired because / as / since he stayed up late watchingTV
- Asking Sts to work in pairs
- Asking some Sts to perform before class
- Looking at the picture and making sentences
- Doing the same
- Working in pairs
3 Adjective + that clause
- Showing the dialogues (by using OHP) and asking Sts to work
in pairs, by using the words is brackets
- Giving a model
+ Student : I got mark 9 on my test ! + Teacher : That’s wonderful I’m pleased that you areworking hard
- Asking some pairs to perform before class
- Listening and working in pairs
- Performing before class
4 Conditional sentences : Type I
- Asking sts to match each half – sentence in column A with asuitable one in column B by using OHP
Trang 12- Giving the formation of conditional sentences.
+ Type I : Real in present
If – clause
Simple present tense
Main – Clause
Will + V Can
- Asking Sts to do the exercise 5/ 56
- Using OHP to correct the exercise
- Listening
- Writing down
- Doing the exercise
* Home work:
- Do the exercises/ 55,56 in the notebooks
- Prepare Unit 7: Saving energy (Getting started + Listen and read)
UNIT 7: SAVING ENERGYPeriod 1: Getting Started, Listen and read
I/ Objectives:
- Introducing the new lesson topic: saving energy
- Talking about how to save energy
II/ Language Contents:
- Grammar: Suggest+ V_ing
- Vocabulary: (n) energy, bill, crack, faucet (a dripping faucet)
(v) turn on, turn off (adj) enormous
IV/ Teaching aids:
- Pictures (enlarged from textbook)
- Cassette recorder + tape
Trang 13THCS LE NGOC HAN
Warm- up * Questions- Answers
- Asking Students to look at two pictures (page57) and answering the questions:
a/ Is the any body in piture1?
b/ What can you see in picture1 ? c/ Is the the TV on in picture2 ? Who’s watching TV?
Who’s listening the radio?
- Teach the words: energy, faucet (a dippingfaucet), turn on, turn off
- Having students understand there are a lot ofthing wasteful in picture 1 and 2 Asking students
to make a list of things tha family could do tosave energy
- Answering the questions
Nobody
A lot of water on the floor …
Yes, it is
o Nobody
- Listening and repeating
- Working with a partner to make alist
Ex:_ Turn off the faucet _ Turn off the TV _ Turn off the lights…
2/ Listen and read / Presentation
a/ Electricity / water / telephoneb/200.000dong/500.000dong/300.000dong
water (200.000dong/ a month ) wasteful (a big amount of water the family uses )
- Teaching some new words (enormous, crack )
o Suggest + v_ing Ex: Mrs MI suggest talking showers instead of baths to save water
- Checking the new words
- Listening to the teacher
- Asking some pairs to perform the dialogue
- Having students do True-False exercise ( page 58 )
- Performing the dialogue
- Working in pairs and doing T/Fexercise
Trang 14- Asking students to make a similar dialogue (as Mrs
Mi and Mrs Ha ) about saving energy
- Asking studens list the cases which waste the energyand how to save it After that, having some pairsperform the dialogues in front of the class
- Discussing in groups of 4 andtaking notes
- Working in pairs and makingdialogues
- Performing in front of the class
HOMEWORK: (3 minutes)
- Learn new words
- Write 5 cases which waste the energy and how to solve these cases to save energy
Trang 15After the lesson, students may
- Develop speaking and listening skill
- Make suggestions about how to save energy
- Have more knowledge of solar energy
II/ Language contents
- Make suggestions : suggest + V-ing
suggest (that) S+ should
- Vocabulary: turn down (v.), store (v.),
resource (n.), source (n.), effective (a.), effectively (adv.), nuclear (a.)
1/ tiết kiệm năng lượng 3/ làm nứt 5/ tắt
2/ hóa đơn 4/ nhỏ giọt 6/ bật
-Write the suggestions:
7/ She/ suggest/ get/ tool/ check/ cracks/ the pipes
8/ She/ suggest/ take showers/ save water
Speak (skill development) (20 minutes)
Preparing day :
Teaching day :
Week:
Trang 16- Dividing the class into two groups
- Having students play “Chung Suc Game” to present thepictures
- The question: Tell about the cases of wasting energy in our
life.
- If necessary, teacher can explain new word: turn down (v.)
- Explaining to students the task (a.): “Look at the expression
in the tables (p 58) and pictures (p 59) Make suggestionsabout how to save energy
Ex.: A/ I think we should turn off the faucet.
I suggest fixing the faucet.
- Having students make suggestions before the class, then writesome suggestions on the board
- Correcting the mistakes if any
- Having students write on their notebooks
- The answer key:
B/ Why don’t we turn down the gas fire?
C/ I suggest turning off the fan.
D/ Shall we turn off the air – conditioner?
E/ I think we should turn off the lights and the television.
F/ Let’s turn off the faucets before going out.
G/ How about/ What about traveling by bikes instead of motorbikes?
H/ Why don’t we use the public transport instead of private one?
- Having students working in groups of four and work out anaction plan to save enrgy for the class,school, local,…
Ex: (Teacher and students)
T : I think we should take a shower instead of a bath to save energy.
S A : That’s a good idea.
S B : How about making posters on energy saving and hanging them around our school?
S C : Great ! Let’s do that.
- Asking some groups to perform before the class
- Playing (The group with themost points at the end
is the winner)
- Making suggestionsand writing them onthe board
- Writing down theirnotebooks
- Working in groups
Listen (skill development)(20 minutes)
Warm up
Pre-listening
Trang 17T.: Right She uses solar energy to cook instead
of coal, gas and oil.
- What do you know of solar energy?
- Is solar energy usefull in our life?
- Is it popular?
………
- Explaining to students new words of “Listen”:
effective (a.) resource (n.) effectively (adv.) source of power (n.) store (v.) nuclear power (n.)
- Checking new words (ask – answer)
- Explaining to students the task (a):
“Listen to the news on solar energy and decidewhether the statements are true or false Check () theboxes and correct the false statements.”
- Having students listen to the tape without pausing,then do the task (a)
- Having students exchange and check the answers oneanother in pairs
- Having students listen to the tape again Teacher canpause the recording after the important information
- Correcting the mistakes if any
- Giving the answer key:
Trang 185/ All buildings in Sweden will be heated by solar energy in 2015.
- Explaining to students the task (b);
“Listen again and fill in each blank with one word you here”
- Having students listen to the tape without pausing
- Having students fill the blanks by themselves
- Having students listen to the tape again to check theiranswers
- Having students read the complete sentences aloud
or write these sentences on the board
- Correcting and giving the answer key:
1/ effective 2/ pollution 3/ countries4/ store 5/ roof 6/ instead
-Having students work in groups to tell some moreabout solar energy
-Having some groups perform before the class
- Listening and doing as directed
-Working in groups
Homework:
- Do exercises 5 – 6 – 7 (Work book / p 49 – 50 – 51 )
- Learn by heart vocabulary & suggestion / response
- Rewrite the news on solar energy
Trang 19After the lesson, students may
- Develop reading skill
- Have more knowledge of saving energy
II/ Language contents:
- Vocabulary: electricity bill, energy efficiency, model, innovations, resources
III/ Techniques:
- Scanning
- Questions-Answers
IV/ Teaching aids:
- An Electricity bill, textbook (Tiếng Anh 9)
V/ Time: 45 minutes
VI/ Procedures
REVISION OF THE OLD LESSON (5 minutes)
Correct the homework
Trang 20- Show an electricity bill to convey the meaning
- Do your family pay much for electricity?
- Explain new wordsEnergy efficiency, model, innovations
- Giving task 1Scan the text and answer question a
- Students play game in 2 groups
- Listen and answer the questions
- Refrigerator, TV, computer…
- Listen & repeat
- YesListen and copy down the new words
While-reading
15’
Have students read and do task 1
- Ask students to compare answers in pairs
- Give correct answers
Task 2: Work in pairs, answer the questions (b)
in the textbook
- Have students do task 2
- Have Students answer and write the answers onthe board
- Correct the answers
Read silently and answer the question
a in the textbookAnswer:
Task 1: sentence 3 North American and European countries are interested
in saving money and natural resources
Representatives of groups express their opinions
Work in groups
Give opinions before class
Homework (5’)
- Write answers in your notebook
- Answer these questions
How many paragraphs does the text have ?
What is the last paragraph used for ?
Trang 21After the lesson, students may
- Develop writing skill
- Have more knowledge of the basic format of a speech
- Write a simple speech based on suggested ideas
II/ Language contents
- Review phrasal verbs: turn on, turn off
REVISION OF THE OLD LESSON (5’)
Game: Hidden word
Trang 22THCS LE NGOC HAN
1 _ and water are not luxuries but necessities
2 Washing machine, refrigerator are household _
3 Energy-saving bulbs should be used to save _
4 These innovations will save _
5 The label tells the how much energy efficiency each model have
6 In Europe, there is a labeling _ for refrigerators
- How many parts does a letter have?
- How about a speech? (Have students look at the table(a))
- Use simple English to explain the new words: sum
up, get one’s attention (Good morning lady andgentleman), detail
- Have students match column A to column B
- Correct the answer by using questions:
What is the function of the introduction? / What does the introduction do?
- Have students look at b and put the sections in thecorrect place
- Have students exchange their works
- Correct their works
- Have students choose one of the three topics toprepare a speech
- 5 parts
- 3 parts
Answers
1 Introduction + A getting people’s attention and telling them what you are going to talk about
2 Body + C giving details in easy-to-understand language
Trang 23- Find some other two-word verbs
- Choose one another topic to make your own speech
UNIT 7: SAVING ENERGY Period 5: Language Focus
I/ Objectives :
After the lesson, students may
- use some connectives
- use some phrasal verbs
- make suggestions
II/ Language Contents
- Connectives : and, but, because, or, so, therefore, however
- Phrasal verbs : turn off, turn on, look after, go on, look for
- Make suggestions : suggest + V - ing
suggest + (that) S + should
- New words : war invalid (n.), chore (n.)
Trang 24THCS LE NGOC HAN
V/ Procedures
A/ Review (5’)
- Having two students answer and write on the board
1/ What should you do to save energy in the class/ the school ?
The answer key :
- I suggest we should turn off all the lights and fans in the class before we going out.)
- I suggest we should rementber to turn off the faucet after using.
2/ What should you do to save energy in the kitchen ?
B/ New lesson (40’) : (skill development)
Warm - up - Having students listen to a piece of music of a game
show on TV and guess its name
- Asking :
Would like to play The Pyramid Game?
- Let’s play
- Deviding the class into 2 groups
- Explaining The Pyramid Game
Each group choose one of two topics (1/ 2
- Listening and guessing( The Pyramid Game)
- If group A chooses topic 1 (Connectives: and, but, because, or, therefore, however)
- A student of group A tries to define these connectives
Phrasal verbs : turn off turn on, look for, look after, go on
Trang 25- Explaining to students the task : Complete the sentences.
Use the correct connectives.(page 62 – 63)
- Having students read carefully from sentence a/ tosentence
b/ then do the task by themseloves
- Having students exchange the answers in pairs or groups
- Having students read the complete sentences
- Correcting the mistakes if there are any
- Giving the answer key
a/ and b/ but c/ because d/ therefore e/ or f/ so g/ and h/ however
- Having students read the right complete sentences
- Having some students make sentences with connectives
Trang 26- If group B chooses topic 2 :
Phrasal Verbs : turn off, turn on, look for, look after, go on.
-A students of group B tries to describe or to ask simplequestions so that the others can guess the phrasal verbs
Ex:
SB :What do you do with the light when it is dark ?
SS : Turn on the light
SB : Delete last two words
What is she doing?
Ss : She is looking after her little sister
………
- Explaining to students the task : Complete the sentences
Use the right tense form of the phrasal verlbs in the boxand the pictures
- Describing
-Listening and answering
Trang 27THCS LE NGOC HAN
Trang 28- Having students do the task by themselves in pairs.
- Having students exchange the answers with other pairs
- Checking some pairs’ answers
- Correcting the mistakes or explaining if necessary
- Giving the answer key:
a/ look after b/ go on c/ turn on d/ looked for e/ turn off
- Having students read the complete sentences aloud
- Having some students make some sentences with phrasal verbs
- At last, the group with the most points is the winner and this group go on second round (topic 3)
- Explaining to students the task:
a/ Your class wants to help the poor in the neighborhood of your school The following ideas may help you
Ex: I suggest collecting some money collect unused clothes
• organize a show to raise money
• give lessons to poor children
• help elderly people and war invalids with their chores
- Explaining new words :
• war invalid (n)
• chore (n.)
- Having students give some more ideas (each idea 10 points)
• look after their childrent while they are out for work
- Having students make suggestions before the class
- Having students discuss in groups to choose the most effective idea, then write it on the board
Ex: I suggest collecting some money and unused clothes.
- Correcting and giving the answer key
- I suggest collecting unused clothes
- I suggest organizing a show to raise money
- I suggest giving lessons to poor children
- I suggest helping elderly people and war invalids with theirchores
- I suggest looking after their children while they are out for work
- Having students note the usage of the structure:
Trang 29b/ Explaining to students the task:
Your friend wants to improve his/ her English The following ideas may help you
Ex: I suggest (that) you should work harder on your pronunci ation.
• write sentences with new words
• speak English in class
• buy a good dictionary
• do some reading every day
- Having studens practice in the same way as task a/
- Explaining clearly the structure
- Having students work in groups of 4 to make any dialogue (Use connectives, phrsal verbs, suggestions)
- Having some groups perform their dialogues before the class
- Working in groups
Home work:
- Rewriting the tasks and the dialogue on your notebooks
- Learning by heart vocabulary and structures
suggest that S + should + V
Trang 30THCS LE NGOC HAN
UNIT 8: CELEBRATIONSPeriod 1 : Getting started & Listen and Read
I/ Objectives:
- Introducing the new lesson topic : Celebrations
- Talking about some of the celebrations in Vietnam as well as in the world
II/ Language contents:
- Grammar : Relative clauses with “who & which” ( as subjects)
- Vocabulary: words relating to celebrations
III/ Techniques:
- Brainstorming
- Questions & answers
IV/ Teaching aids:
- Pictures ( 6 pictures in the textbook – P.65)
- Cassette recorder & tape
V/ Time : 45 minutes
VI/ Procedures
1.
Getting started / Warm - up (15 minutes)
Warm - up - Showing the picture of Christmas and asking: “What
celebration do you think of?”
- sticking the 6 pictures on the board and saying: “Today we’lltalk about celebrations.”
- Showing 6 word cards with the celebration names on them, oneafter another, while having students read the words
- Having students work in groups to match the word cards withthe pictures
- Checking students’ answers; then asking question: “Whichcelebration do you like best?”
(expected) I like ………best
- Aswering(expected)Christmas
- Listen & read aloud
- Group work(expected)
1 Easter2.Wedding3.birthday 4.Christmas
5 Mid –Fall Festival
6 Lunar New Year
2.
Listen and Read / Presentation
Preparing day :
Teaching day :
Week:
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Warm- up/
Presentation
5’
- Having students quickly write more celebrations they know
on the board; introducing “ Passover” and its meaning (expected)Teachers’ Day,
Mothers’Day, Fathers’ Day, Valentines’ Day,Independence Day…Practice
- Correcting the task ( books opened)
- Presenting the meanings of the new words : (v) decorate, (n) sticky rice cake, parade, freedom, slavery ; (a) Jewish, ancient(using pictures)
- Having sts listen to the tape again; then asking them to do thetask in textbook (P.66)
T may ask: “Where is Tet? What do people do at Tet? What food do they eat? In which country is Tet celebated?
- Having the groups crosscheck while correcting the answers
- Having sts read the new words on the word map & checking their meanings
- Having some sts read the text aloud
- Having some sts fill in the word map with other celebration information they know (group work)
- ( books closed)Listen to the tape and make ticks - (expected)
Easter, Lunar New Year, Passover
- Briefly explaining the use of relative clauses with “ who /
which” modify the noun antecedent
- Exercise: Fill in the blanks with “ who or which?”
1 Do you know the man is standing by the tree?
2 This is the book _is on wild animals
3 The girl _ is very lovely
? +V…
(expected)-Tet is a festival which occurs in late January
lovely
Homework:
- Learn all the new words by heart
- Write 2 examples with “who, which”
- Find some information about one or more celebrations ( The ones who can do it will get 10 marks)
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UNIT 8: CELEBRATIONS
Period 2: − Speak
I/ Objective:
By the end of the lesson, students will be able to
- develop speaking skill
- give and respond to compliments
II/ Language contents:
- Expressions to give and respond to compliments
- Vocabulary : nominate (v) , charity (n)
IV/ Teaching aids:
- Textbook, cassette tape + recorder, work cards , pictures
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Warm up &
Presentation
- Have Ss one of the students sing a song
- T asks,“ How does she / he sing? “(She/He sings well.)
- T says, “How well she / He sings!.”
- T asks, “Which sentence do I use to give a compliment?
( It’s an exclamatory sentence )
Oh, That’s right In addition, we can express this situation bysaying “Well done.”
This is a way to give a compliment That’s the content of thelesson today
- Introduce and explain some expressions used to give andrespond to complinents
+ Give compliments /Respond to compliments_Well done _ Thanks
_ That’s a great / an excellent… _ It’s nice of you to say so_ Let me congratulation on … _ That’s very kind of you
_ Congratulations on …
+ New Words : (v) nominate = choose / select (n) charity : helping those in need
Singing a songListening & answering the questions
Listening & repreating
- Giving Vietnamese meaning
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Practice I/ Controlled practice:
- T shows the pictures and introduces the situations Then T
makes the model
Ex: a/ Trang has just won the first prize in the English speaking contest
Mai : Well done, Trang
Trang : Thanks
II/ Further practice
- Have Ss give and respond to appropriate compliments
- Have some pairs perform before the class
- CorrectionAnswer key :
b Mother : Well done, Huyen
Huyen : Thanks , Mom
c Friends : Let me congratulate you on this occasion , Tuan
Tuan : That’s very kind of you
d You : That’s an excellent drawing Hoa Hoa : It’s nice of you to say so
- Practicing thedialogue in pairs
Production /
Consolidation
- Have Ss work in pairs or groups to make their own dialogues
“ Now think of situations in which you can compliment your friends and get responses from him / her / them For example, your friends get good marks , make a toy , cook a delicious meal……)
– Make your own dialogue about giving and responding to a compliment
– Prepare for “Listen “
Trang 35After the lesson, students may:
- develop listening skill
- listen to the song and fill in the missing words
II/ Language contents
- The song “ Auld Lang Syne”
III/ Techniques
- Gap filling
IV/ Teaching aids
- Cassette recorder + tape
V/ Time: 35 minutes + 10 minutes for checking the old lesson and more exercises.
VI/ Procedures
Listen (skill development) (35 minutes)
Pre-listening - Introducing the new lesson
“ Today we will listen the song ‘Auld Lang Syne’ It’sone of the best known songs in English – speakingcountries”
- Explaining how to do the exercise : listening the song andfilling in the missing words
- Presenting the meaning of some difficult words andexpressions :
Auld lang syne (n) : the time gone past; the good olddays
In Scots: Auld: old Lang: long Syne: since(exp) : Should auld acquaintance be forgot ?
- Listening to theteacher’s introduction
- Listening and writing
While-listening
10’
- Having students listen to the tape the first time
- Having students listen to the tape the second time and fill
in the missing words
- Asking students to listen to the tape the last time and check
- Listening and doing thetask