Knowledge: - By the end of the lesson, students can listening for specific information about some problems of city life, and write a paragraph about disadvantages/drawbacks of city life.[r]
Trang 1Week 5
Period 13
UNIT 2 CITY LIFE Lesson 5: Skills 1
A Objectives:
1 Knowledge:
By the end of the lesson, students will be able to read for gist and details about some cities to find out: Which is the best city in the world to live in? And interact in groups: ranking the town or city.
2 Skills: Reading and speaking, interaction.
3 Attitude: good behaviour to the place where you would like to live in.
4 Competences:
- Co-operation: interaction, groups
- Self- study: work individually.
- Creativeness: Ranking the highest score city and give reasons.
- Using language to express their ideas.
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:
Brainstorming: Cities in the world
Give the city names in the world as many as they can e.e Singapore, Bangkok, Paris…
III New lesson
Ex1 Ranking.
What features are important
to you in a city? Put the following in order
1–8 (1 is the most important).
Work in pairs
education cost of living
Ex2 Reading for gist.
Ask students to read the passage quickly and
find the information to fill the blanks Some Ss
read out their answers and where they can find
the answers Confirm the correct ones.
Individually read
Key:
1 The Economist Intelligence Unit (EIU)
2 2014
3 The best city: Melbourne The worst cities: Dhaka, Tripoli, and Douala
3 Read the passage again and answer the
questions
Have Ss read the questions Ss read the
passage again and find answers to the
questions Remind them to locate the answers
in the passage Ss compare their answers in
pairs Check and confirm the correct answers.
(Where can yoy find the information? Which
part? Which line?)
Which city(ies) in Viet Nam is the most
liveable?
Key:
1 Climate, transport, education, safety, and recreational facilities in cities (are used).
2 Among the top 20.
3 Because the living conditions there were the most diffi cult or dangerous.
4 Osaka was.
5 They are a city’s green space, urban sprawl, natural features, cultural attractions, convenience, and
pollution.
4 a Ranking
- Which city are you going to rank?
- How many factors are you going to rank?
- What point can you give for the best?
- What point can you give for the worst?
- Decide the city to rank
- 10
- 10
- 1
Trang 2While Ss are talking, go around giving
assistance if necessary.
Ask each student in your group the question:
How many points do you give to factor 1 –
safety?
Give points to the factors.
Ss take turns to ask each other the 10 questions and write the points that each student gives for each factor
in the table
IV Consolidation
4 b Work out the final result of your group.
According to your group Which city(ies) in
the world and in Viet Nam is/are the most
liveable?
Then present it to the class Is your group’s
result the same or diff erent from that of other
groups?
b Work out the final result of your group.
Then present it to the class Is your group’s result the same or diff erent from that of other groups?
Students present in front of the class.
V Homework
- Read the ten factors to rank the city,
- Search information about the best city you
have ranked.
- Rank the second/third most liveable city in
the world and in Viet Nam (give reasons for
your choice)
- Do exercise D in workbook
- Prepare part Skills 2
- Listen and take notes the assignments
Teaching journal
Week 5
Period 14
UNIT 2 CITY LIFE Lesson 6: Skills 2
A Objectives:
Trang 31 Knowledge:
- By the end of the lesson, students can listening for specific information about some problems of city life, and write a paragraph about disadvantages/drawbacks of city life.
2 Skills: listening and writing, interaction.
3 Attitude: maintain the advantages and reduce disadvabtages of city life.
4 Competences:
- Co-operation: interaction, groups.
- Self- study: work individually.
- Creativeness: Write a message with connectors: firstly, Secondaly…next In conclution…
- Using language to express their ideas.
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’)
Talk about the city that is the worst liveable
(last period)
Which city is that?
Why is it the worst liveable?
Students answer
III New lesson
Picture describing Drawbacks of city life
Ex 1 (p23) (3’)
- What can you see in the picture?
- Write on the board those problems.
Students take turn to write as many disadvantages of city life as possible:
e.g
- urban sprawl - air pollution
- high cost of living - crime
- traffic jams - overcrowding
…
2 Listen and write the missing word in each
gap (10’)
- How many sentences are there in exercise 2?
- How many spaces?
- Play the recording
- 4
- 4
- Listen carefully and write down the words they hear
in the passage.
Key:
1 cities 2 office 3 traffic 4 roads
3 Listen again and choose the correct
answer.
- How many sentences are there in exercise 3?
- How many options are there in each
sentence?
- Play the recording
5 3 Listen and circle the correct answer.
Some Ss give their answers in front of the class
Key:
1 C 2 A 3 A 4 B 5 B
4 Read the paragraph and complete the
outline.
How many topic sentences are usually there in
Read the text about drawbacks in a city.
Trang 4a paragraph? - One
Complete the outline.
Outline:
Topic sentence: Living in a city has a number of drawbacks.
Problem 1: traffic jams and traffic accidents Problem 2: air pollution
Problem 3: noise/noise pollution Conclusion: These factors contribute to making city life more difficult for its residents.
5 Choose one item from the list in Writing
tip
Remember to organise your ideas to make
your paragraph clearer:
- Firstly …
- Secondly … /Next …
- Thirdly … /Lastly … /Finally …
- In conclusion … /To conclude …
Give help if necessary.
Remind them what a paragraph like.
1 Make an outline, and then write a paragraph on one of the topics.
Students write the paragraph.
sample:
There are many disadvantages of city life Firstly, the traffic is heavy so accidents happen every day The increase in population and the increasing number of vehicles have caused regullar traffic jams Secondly, air pollution negatively affects people’s health, and it also has a bad influence on the environment More and more city dwellers suffer from coughing or breathing problems Thirdly, the city is noisy, even at night Noise pollution comes from the traffic and from construction sites Buildings are always being
knocked down and rebuilt In conclusion, city life has many drawbacks.
IV Consolidation
Ask two students to read their writing before
the class
- What are the drawbacks of city life?
- What drawback is the most serious?
Give comments.
Two students read their writing before the class;
- air pollution - traffic jams
- high cost of living - crime
- …
V Homework
- Finish the writing;
- Do exercise E in workbook.
- Prepare for Looking back and Project.
- Listen and take notes the assignments
Teaching Journal
Week 5
Period 15
UNIT 2 CITY LIFE Lesson 7: Looking back and Project
A Objectives:
1 Knowledge:
- By the end of the lesson, students can revise the vocabulary and grammar points in unit 2 and use some phrasal verbs to rewrite the sentences in other ways Students will also be able to write a notice.
2 Skills: the four skills and interaction.
Trang 53 Attitude: serious to write notice.
4 Competences:
- Co-operation: interaction, groups.
- Self- study: work individually.
- Creativeness: Write a notice for specific situation
- Using language to express their ideas.
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’)
What are the drawbacks/advantages of city
life?
Two groups do the task Write at least 5 drawbacks/5 advantages
- high cost of living - plenty of jobs
…
III New lesson
Vocabulary:
1 Complete the word webs with nouns and
adjectives connected with the city.
Give task to students,
Call some to write on the board,
Check then give comments
Students do the task individually.
Some students write on the board.
2 Put one word from the box in each gap.
What is the text about?
How many spaces are there?
Students do the task individually.
Some students give their answers before the class Key:
1 fascinating 2 noisy 3 full 4 crowded
5 urban 6 fabulous 7 bored
3 Complete each sentence with the word
given, using comparison Include any other
necessary words.
Students do the task individually.
Some students give their answers before the class.
Key:
1 as interesting as/so interesting as 2 the fastest
3 the shortest/a shorter 4 less entertaining
5 more carefully
4 Complete each space with a phrasal verb
from the list Change the form of the verb
if necessary.
Run through the phrasal verbs:
Students do the task individually.
Some students give their answers before the class.
Key:
1 (has) turned down 2 going on 3 get over
4 cheered up 5 turn back 6 found out
5 Rewrite each sentence so that it has
a similar
meaning and contains the word in
capitals.
Some students write their answers on the board.
Key:
1 Turn off the lights when you leave the classroom.
2 Mai grew up in a small town in the south.
3 Kathy looked up the restaurant on her mobile phone.
Trang 64 My grandmother has got over her operation.
5 We are looking forward to seeing you again.
Communication
6 Work in two teams The fi rst team gives
the name of a city or town in Viet Nam
The other team says any man-made or
natural attractions that it is famous for
Then switch.
The team with the most items wins.
Students do the task in groups/teams
1 Put the items in these scrambled notices
in
the correct order, starting with the heading
in capitals.
2 Delete the words which are unnecessary
in these notices, and make change(s) where
appropriate.
3 In 20 – 30 words, write a notice for one of
the situations in the Student book.
IV Consolidation
Ask some groups to write their notices Two students write their notices before the class;
V Homework
- Finish the writing notices.
- Look through all exercises in unit 2.
- Do all exercises in workbook left.
- Prepare for Unit 3 Getting started.
- Listen and take notes the assignments
Teaching Journal
_ 2016
Vice Principal’s Approval