Activity 1 Individually + Undelining the - Focusing on conjunctions dependent clause Outcome: decide the name of each denpendent clause G: Ss are going to combine each pair of sentences [r]
Trang 1Week 2
Period 4
UNIT 1 LOCAL ENVIRONMENT Lesson 3: A Closer Look 2
A Objectives:
1 Knowledge:
By the end of the lesson, students will be able to write complex sentences using although, though, even though, so that, in order that, because, since, as, when, while, before, after, as soon as etc and some
phrasal verbs.
2 Skills: Writing
3
4 Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- Creativeness: use phrasal verbs
- Using language to do exercises
B Preparation:
- Materials: Students’ books, teacher’s book, laptop, speaker and projector.
- Method: T- WC, individual work, pair work and group work.
C Procedures:
I Organization:
9A: Date ……… - Absentee 9B: Date ……… - Absentee
Warm up
(5'):
Brainstormi
ng
G: Ss remember the conjunction words related to clauses of: concession, reason, time, purpose in groups.
Procedure: writing activity
In put: although, though, even though, so that,
in order that, because, since, as, when, while, after before, as soon as.
3 groups Outcome: they will remember the conjunctions of some kinds of complex sentences
Activity 1
G: Ss will recognize the dependent clause in each sentence P:
+ Reading the sentences + Undelining the dependent clause
- In put: sentences with clause of concession, reason, purpose and time.
Outcome: decide the name of each denpendent clause
Activity 2
G: Ss are going to combine each pair of sentences into one using suitable conjunction P: + reading the pairs of
sentences, + combining each pair of sentences into one.
Input: pairs of sentences and conjunctions individually
Out come:
Key: 1 The villagers are trying to learn English in order that they can communicate with foreign customers.
2 After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs.
3 Even though this hand-embroidered picture was expensive, we bought it.
4 This department store is an attraction in my city because the products are
of good quality.
5 This is called a Chuong conical hat since it was made Chuong village.
Students Teacher
Activity 3 G: Ss are going to learn some phrasal verbs: get up, find out, bring out, look through, keep
up with, look forward to, run out of.
P: Reading the part of the conversation,
Input:
- part of conversation
Whole class
Trang 2Answering the questions - phrasal verbs:
Outcome: can use some phrasal verbs to make sentences
Activity 4
Goal: Ss are going to dothe matching the phrasal verbs with their meanings P: matching the phrasal
verbs in column A with their meanings in column B
Input: 8 phrasal verbs and their meanings Individually
Out come: Ss can match correctly Key: 1c, 2g, 3f, 4a, 5h, 6b, 7e, 8d
Activity 5
G: Ss are going to complete the sentences with correct phrasal verbs P: Ss do Ex 5
Individually
Input: sentences with slots and phrasal verbs in 3, 4 Outcome: Ss can fill the correct phrasal verbs Key: 1 face up to 2 turned down 3 passed down
Activity 6
G: Ss are going to complete the second sentences P: Writing the second
Outcome:
1 Where did you find out about Disneyland Resort?
2 When did you get up this morning?
3 I’ll look through this leaflet to see what activities are organized at this attraction.
4 They’re going to bring out a guidebook to different beauty spots in Viet Nam.
5 I’m looking forward to the weekend!
IV Consolidation (2')
Call out at least 5 phrasal verbs
V Homework (2')
? Learn by heart 10 phrasal verbs
- Do exercises in B
? Prepare: Unit 1: Communication
- Answer teacher's questions.
- Listen and take notes the assignments
Journal:
Week 2
Period 5
UNIT 1 LOCAL ENVIRONMENT Lesson 4: Communication
A Objectives:
1 Knowledge:
Trang 3By the end of the lesson, Ss will be able to arrange a visit a place of interest in the region.
2 Skills: Talking
4 Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- Creativeness: talk about
- Using language to do exercises
B Preparation:
- Materials: Students’ books, teacher’s book, laptop, speaker and projector.
- Method: T- WC, individual work, pair work and group work.
C Procedures:
I Organization:
9A: Date ……… - Absentee
9B: Date ……… - Absentee
II Warm up: remembering 3 students write at least 5 phrasal verbs
III New lesson:
Brainstorming: outdoor activities
SS work individually, who has 5 outdoor acitivities
first wins the game:
Tug of war, blindman's bluff, going fishing, playing
football, playing volleyball, swimming
Communication
Extra vocabulary 6’
Go through the extra vocabulary with Ss If Ss do not
know any word in the box, quickly teach it To teach
the word team-building, ask Ss for the meaning of
each word Then ask them to guess the meaning of the
whole word and give examples of some team-building
activities For the other two phrasal verbs, give out the
definitions:
Ex 1: Don’t turn this task into a serious test of
information.
Set the scene:
Nick, Duong, and Mai are planning a day out to a
place of interest for their class.
- Ask Ss to guess and fill in the table.
- Play the disc twice, ask Ss to listen and fill in
the gaps from 1 to 10.
- skSs to share the answer with the partner.
- Get feedback
- Ask Ss to listen once more to check.
1 Discuss the plan for this day out (7m)
Ex 2: Imagine that your class is going to a place of
interest in your area Work in group to discuss the
plan for this day out Make note in the table.
turn up: arrive set up: begin a journey team-building:
2 Listen and complete the plan: (10m)
Ex 1: Nick, Duong, and Mai are planning a day out to a place of interest for their class Listen to the conversation and complete their plan by filling each blank with no more than three words.
Ss is expected to be able to answer questions
1, 2, 4.
- Guess and fill in the table.
- Answer key:
1, Green park 2 Bus 3.
8 a.m 4 Own lunch
5 Supermarket 6.Team-building 7 Quizzes 8 Painting village 9 Make
10 P.M
Trang 4- Ask Ss to work in groups of 5 or 6 to make note in
the table.
- Give groups.
Ask Ss to do the following things:
- choose a place of interest to visit
- decide what to do and make notes
- decide who will present what to the class
- rehearse what to say
Share the answer with the partner.
- Give answers to the teacher.
- Listen once more to check.
IV Consolidation:
Present the plan before class (12m)
- Ask Ss to present in groups before class.
- Ask other groups to give comment.
- Teacher gives comment and chooses the best
representation.
- Work in groups of 5 or 6.
- Present before class in groups
- Give comment to other groups.
V Homework: (2m)
- Redo all the ex.
- Do exercise … (Workbook)
- Prepare Unit 1 Skill 1
- Listen and take notes the assignments
Journal:
Week 2
Period 6
UNIT 1 LOCAL ENVIRONMENT
Lesson 5: Skills 1
A Objectives:
1 Knowledge:
By the end of the lesson, students will be able to read and get general and specific information about a traditional craft village, listen and get specific information about places of interest in an area.
2 Skills: reading and speaking
Trang 54 Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- Creativeness: talk about benefits and challenging traditional crafts
- Using language to do exercises
B Preparation:
- Materials: Students’ books, teacher’s book, laptop, speaker and projector.
- Method: T- WC, individual work, pair work and group work.
C Procedures:
I Organization:
9A: Date ……… - Absentee
9B: Date ……… - Absentee
II Warm up:
5 questions:
Students ask 5 questions about the conical hat
III New lesson
1 Pre-reading.
Ex 1: Ask Ss to work in pairs, one look at Picture
A, and the other look at picture B
- Ask each other questions to find out the similarities
and differences between two pictures.
I Reading
Suggested answers:
- Similarities: conical hat, string
- Differences: Picture A: light green, pictures between layers, blue string, look lighter
- Picture B: white, no decoration, pink string, look heavier.
2 While-reading
Ex 2: Mi visited Tay Ho village in Hue last month.
She has decided to present what she knows about
this place to the class.
- Ask Ss to read what Mi has prepare and match the
tittles with the paragraphs.
Ex 3: Read the text again and answer the questions.
- Ask Ss to work individually then share with the
partner
- Get feedback
- Help Ss to correct the answers.
-Work individually and match.
- Share with the partner.
Answer:
1 - C
2 - A
3 – B
- Work individually then share with the partner
- Answer;
1 Because it is the birthplace of the conical hat in Hue.
2 It’s 12 km from Hue city.
3 It’s going to the forest to collect leaves.
4 They’re very thin.
5 It has poems and paintings of Hue between the two layers.
6 Everybody can, young or old.
3 Post-Reading: Speaking
Ex 4: Read the following ideas Are they about the
traditional crafts (B) or challenges that artisans may
face (C) Write B or C
II Speaking
- Answer:
1 providing environment 1 B
2 losing authenticity 2 C
3 providing additional income 3 B
4 Relying too much on tourism 4 C
5 treating waste and pollution 5 C
Trang 66 preserving cultural heritage 6 B
Ex 5: Imagine that your group is responsible for promoting the traditional crafts in your area Propose an action plan to deal with the challenges -Ask Ss to work in groups to work out an action plan to deal with the challenges mentioned from other above It’s an open activity, so there is no right or wrong answer as long as Ss can explain their points - Set a time limit of about 10 minutes for this activity - More around to provide help and comments - Invite some groups to present their plan T and other Ss give feedback and ask any questions - Vote for the best plan - If the classroom has space, T may organize an exhibition of ideas Give each group a big piece of paper Ss discuss and write their action plan on the paper After 10 minutes, ask them to stick their plan on the wall around the classroom Ss visit at least two groups and listen to their presentations When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why - Work in groups of 5 or 6 - Make a plan to promote the traditional crafts in your area - Present their plan - Vote for the best plan IV Consolidation - What thing have you talked about? - Where is it made V Homework: 1 Review this lesson 2 Prepare lesson Skills 2 - Listen and take notes the assignments Journal:
2016
Vice Principal’s Approval