GIÁO ÁN MẪU ACCESS GR9

- practice and use the simple past and past progressive tenses to make the sentences.. - acquire some new words and phrases related to the topic « inventions » - read for general, specif

Date of preparing:

Date of teaching:

Class: C3-0

Period: 06 MODULE 2: INVENTIONS

Lesson 1: A place in history

I Objectives:

By the end of the lesson, Ss will be able to :

- get the general ideas and sepcific information about some inventors and their inventions in the world

- practice and use the simple past and past progressive tenses to make the sentences

- acquire some new words and phrases related to the topic « inventions »

- read for general, specific and detailed information about the topic « Animals in the air »

- give opinions and make discussions about the hot air- balloon in a hypothetical situation

II Time allowed: 60 minutes

III Method:

- Communicative approach: teacher and students, students and students, students and teacher

- Work in groups, work in individually, work in pairs

IV Teaching aids:

- Course book “Access grade 9”, posters, cards, chalks, board, pictures, CD, tape script, computer, projector, hand-outs

V Procedure:

1 Organisation:

- Ask Ss to sing a song before learning new lesson

Absent students’

Students’ marks:

2 New lesson:

1 Getting started (p.19): Vocabulary: Science

* Identifying inventions and inventors:

* New words:

- invent>> inventor; invention

- discover

- paint

- create

- English currency

Some great inventions:

- hot- air balloon

- radium

- penicillin

- gravity

2 Making sentences:

Structure:

Name (s) of inventor(s)+ Ved/V2

(invent-invented/ discover- discovered/ paint- painted/

create- created)+ Name of the suitable invention

3 Skills: Reading and listening (p.20)

Animals in the air!

* New words: (Task 3- page 21)

- laundry

- T asks Ss to look at the porjector and identify the inventions and inventors in the world

- T explains the new words if neccessary

- T asks Ss to read aloud the new words several times

- T asks Ss to copy the new words

on their notebooks

- T gives the example (in Ss’book) and explains the example by analysing the structure

- T asks Ss to make senetnces by using the fixed structure (Individualworks)

- T calls some Ss to make sentences

by using the provided structure

- T asks Ss to describe the picture

of a hot- air ballon by answering some suggested questions

- noticed

- float

- power

- come to the conclusion

- lift (v), (n)

- capture

- experiments (n)

- present (v,n)

- realise (ize)

- underneath

- safe and sound

- gather (v)

- permit (v)>> permission

- afterwards

- human passangers

* Reading comprehension:

Activity 2: Read the text and choose the correct

answer Give reasons:

Answer Key:

- 1 C – While in front of the fire with his laundry

drying he noticed one of his shirts float

upwards.

- 2 B – Joseph loved science and wanted to

become an inventor.

- 3 A – the heat helped the balloon to float.

- 4 C – A huge crowd gathered to watch the

balloon.

- 5 B – The brothers asked the king for

animals in the hot- air ballon and leads in the new lesson “Animals in the air”

- T calls a student to read the title and the short introduction paragraph (the headlines paragraph) (T may translate into the mother tongue to get the information easily)

- T introduces and gives some new words if neccessary (asks Ss to do the third task before the step of reading the text)

- T asks Ss to repeat the new words

in several times after the T

- T calls some Ss to repeat the words

- T asks Ss to look at the task and read the requirements of the task

- T explains the way to do the task

- T asks Ss to read the sentences and underline the key words in each sentence and find out the relating information in the reading text to answer and choose the best answer for the question

- T gives Ss an example

- T asks Ss to work in pairs to underline the key words and find

permission to send some men up in the

balloon.

4 Skills: Speaking (p.21)

* Activity 5: THINK! How would you feel about

traveling in a hot- air balloon? How do you

think it would compare to traveling in a car or

an air plane?

* Suggested answers:

I think it would be scared to travel in a hot- air

balloon because I would worry in case it crashed

or in case I fell out of the basket It would

probably be more exciting than traveling in a car

or an airplane because it would be amzing

experience

5 Grammar: Past simple- Past progressive:

Activity 6: Match the tenses in bold to their use

(a-e) Find examples in the text

out the information in the text to compare with the statements

- T goes around to help Ss if necessary

* Playing game “lucky animals”

- T divides the class into 2 groups

- T gives the rules of the game

“lucky animals”

- T asks Ss to play lucky animals game

- T gives the key after getting the answer from Ss

- T congratulates the winner with Ss

- T asks Ss to read the requirements

of the task

- T explains the way to do the task and asks Ss to think by themselves

in 1 minute

- T callls some S s give their opinions about this statements or the hypothetical situation in activity

5 (Giving, asking and responding)

- T asks Ss to revise the past simple and past progressive in groups by doing activity of table completion

- T gives the correct poster and

Number Past simple Past progressive

Form

Use

Advs

(Handouts: GR4-Module 2- Access Gr9)

Key:

1b, 2c, 3a, 4e, 5d

6 Prepositions:

Activity 7: Choose the correct preposition.

Check in the word list Then complete the

sentences about the Montgolfier:

Key:

(curious about, happend to, think of, experiment

on, made from, consist of)

7 Consolidation and homework:

* Consolidation:

- Revise the knowledge related to the topic

“animals in the air and inventors-inventions”

- Revise the skills and strategies of deductive

skills and productive ones

* Homework:

- Learn by heart the new words

- Do the “workbook module” tasks.

- Prepare the next lesson “Module

2-Inventions Lesson 2: 2b: Breakthrough”

check Ss’ ideas

- T explains the essential information if neccessary

- T asks Ss to copy the essential knowledge

- T asks Ss to move to part of preposition

- T shows the word list with the suitble preposition and explains its meaning if neccessary

(curious about, happend to, think

of, experiment on, made from, consist of)

- T asks Ss to read aloud the preposition phrases several times

- T asks Ss to copy on their notebooks

- T asks Ss to remind the new knowledge that they have just studied

- T instructs homework for the Ss

- Ss listen to the T’s instructions and take notes

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