Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 10/04/22 18:01
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Mô tả: Date of planning 14/01/2022 Period: 39th UNIT 6: THE ENVIRONMENT LESSON 4: READ A. Objectives 1. The aims: By the end of the lesson, ss will be able to: - Read and understand the poem about the environment 2. Skills : + Reading: Reading comprehension skills about the environment, read the poem in correct voice 3. Knowleges: + Standard : Read and understand the poem about the environment + Higher : Read the poem in correct voice 4. Language contents: a.Vocabulary: end up, second hand, junk yard, treasure, litter, cover, foam, hedge, silly, folf , stream, woods... b.Structures : Conditional sentences type 1 5.Attitude: Educate ss to learn hard and do things to protect the environment B. Preparations 1. Teacher: lesson plan, English 9-book, pictures, extra board, flash cards 2. Students: review the grammar points and vocabulary of environment C.Techniques: chatting. , Guessing game D: Procedures: I.Organization(1’) Class Date of teaching Absent students 9C II. check the old lesson (5’) New words, exercises III.New lesson Teacher’s and Students’ activities : Have Ss work in pairs or groups, ask and answer the following questions about poetry: Group work or pair work -T. lets Ss go to the board and present their answers. -Ss. Crossing-check and copy the best answer intheir notebooks. SS may find it difficult to read and understand a poem. -T. lets Ss scan the Peom and guess the meaning of the difficut words. -Ss . Scane then give the meaning of the difficult voc. -T. lets Ss present the difficult words. -T. may use the pictures or real objects present the meaning. _T. lets Ss look at the pictures then give the meaning and listen to the Laptop imitate the pronounce of the voc. Have Ss work in groups and rearrange the letters in good order to make the right words. Group who get the highest score with the shortest time will be the winner Whole class and group work -T.Asks students to repeat the words chorally. Rub out the words one at a time. Each time you rub out an English word, point to the Vietnamese translation and ask "what's this in English?" (the whole class answer chorally.) When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent. If there's time, get students to come to the board and write the English words again - T. Gives students two questions and asks them to answer before reading the poem. -T. Has students work impairs to guess the answers. Ask students to practice asking and answering the questions in Pairs Have students practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B -T. corrects and gives them marks. -Ss. Consult and copy the keys. -T. reminds Ss the conditional sentences. Language Focus. Answering Question Ask Ss to read the poem more carefully and answer the questions. This task can be done in pairs. Call on some Ss to read their answers aloud in class. Call on some Ss to read the passage aloud in front of class. Check Ss' pronunciation and intonation. Group work Divide the class into two or four groups namely A, B, C, D. Each group gets 5 sentences with only if half. Content : *Warm up : (5’) -chatting Do you like poetry? Do you often read poetry? Who is your favorite poet? Have you ever read a poem in English? 1.PRE - READING (7’) Aims: guess the meaning of the difficut words. -Vocabulary End up (v): use up/finish Second - hand (a): used Junk - yard (n): a place to store rubbish and waste Treasure (n): valuable!precious things Stream (n): current or flow of water!small river Foam (n): mass of bubbles of air or gas Soda (n): a kind of soft drink Nonsense (n): meaningless words or ideas Folk (n): people Checking technique Jumbled words Write the new words in the wrong order: Maof: Lkfo: Rtamse: . Answers: Foam ;Folk ;Stream 2.While –Reading (15’) Aims; Read and understand the poem about the environment * Set the scene: - Two people are going on the picnic. They are talking about the pollution. Questions: a) Who are the people in the poem? b) Where-are they? Give feedback. Reading and checking Have students read the poem and check their answers. * Answer key: a) The mother and her son. b) They are in the park / woods. Answer keys: II. Matching: * Marks(10 ms) A | B / . junk - yard c ) a piece of land full of rubbish 2. end up g) reach a state of 3. treasure f) valuable or precious things 4 . foam e ) mass of bubbles of air or gas 5. stream d) a flow of wafer 6. hedge a) a row of things forming a fence 7. folk b) people Quick grammar presentation: Conditional sentence type 1 : If S + do , S+ will do. Example: If the pollution goes on, the world will end up like a second hand junk yard. If we throw trash into the street, it will pollute the environment. Note: Conditional sentence type 1 will be further dealt with in Give the correct Answers: 1. If the pollution goes on, the world will end up like a second hand junk yard. 2. The mother think other folk pollute (are responsible for the pollution of) the environment but not her and her son. 3. If the boy keeps on asking such questions, his mother will take him home right away. 4. No. because he is right: if he throws the bottles that will be polluting the woods. 5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution. 3.POST – READING (10’) What...if? Aims; A read its half and B have to complete the sentence with the idea on the to protect our environment. Ex: A: If you throw rubbish into street,... B: it will pollute the environment. A. J. If I see somebody throwing an empty packet on the street, I will... 2. If I meet the Minister for the Environment, I will... 3. If I live on an island, I will... 4. If I live in a jungle, I will... 5. If I catch an injured species, I would B. 1. I will collect and put it in the trash bin. 2. I will plant some trees. WRAPPING Summarize main points. Assign homework. . IV. Consolidation(2’) T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -T. reminds Ss the voc and the structures. -Ss. Base on them and do the exercises V. Homework : (2’) - Learn by heart all the voc and grammar points If S + do , S+ will do Example: *Evaluation: ************************ Date of planning: 14/01/ 2022 Period: 40th UNIT: 6 THE ENVIRONMENT LESSON: 4 LANGUAGE FOCUS 1,2 A.Objectives 1. The aims: By the end of the lesson, ss will be able to use the adverbs correctly.Understanding the use of adjectives and adverbs, adverb of clause and the conditional sentence type 1.. Skills: Reading, speaking and writing 2. Skills : + Speaking , writing skill 3. Knowleges: + Standard : do exercises + Higher : make examples following the structures 4. Language contents: a.Vocabulary: Assignment (n): exercise; Sigh (n): long deep breath b.Structures : Conditional sentence type 1 : If S + do , S+ will do Example: If the pollution goes on, the world will end up like a second hand junk yard. : Adjective + that clauseS + be + adjective + that clause Ex: I'm pleased that you are working hard. 5. Attitude: Educate ss to learn hard, protect our invironment B. Preparations 1. Teacher: lesson plan, English 9-book, computer. 2. Students: review the grammar points and vocabulary, a sheet of white paper C.Techniques: chatting. , rub out and remember. Jumbled words D. Procedures: I.Organization(1’) Class Date of teaching Absent students 9C II. check the old lesson (5’) New words, exercises III.New lesson Teacher’s and students’ activities Write the words whose letters are not in good order on the board / or on the card. Ask Ss to work in groups and arrange the letters to make complete words. Groups with more correct words first will be the winner -T. asks Ss what is adverd,And what is adjective? -Ss. Listen and answer. -T. explains the different between Adjective and adverb. -Ss. Listen and copy the note -T. explains how to use adjective and adverb. -Ss. Listen and answer. -T. lets Ss give form - T give the correct keys. -Ss. Copy. -Ss . base on the parttern and do some examples. -T. gives the secret methods how to use adverbs and adjectives. -Ss. Listen and copy. - Ask students to use the adverbs provided in "Pelmanism game" to complete the sentences on Language Focus 1 on page 53. Get students to work in pairs. Give feedback. Have students do the Language Focus 2 exercise on page 54 — 55. Let students work in pairs and join the pairs of sentences together using Because, Since or As. Call on some students to read aloud their sentences. Correct if necessary. He failed the exams. He is too lazy. Ask Ss about the relation between two clauses. —>reason. Introduce the words expressing clauses of reason: Because = as = since Ask Ss to do exercise 2. Join the pairs of sentences together. Use because, as or since. -Whole class and individual work Content: 1.WARM – UP (5’) Jumbled words .1. Wols —» slow 2. Asd -____> sad 3. Dogo —> good 4. Pahapy -» happy 5. Termexe —> extreme 2. Activitiy : 1 ( 5’): Revision of adverbs Review the formation and the use of adverbs of manner through questions: How are adverbs formed? What do we use adverbs for? Formation: Adjective + ly - adverb Introduce the examples by asking Ss to do exercise 1 (part 1) in the book. Change the adjectives into adverbs: Adjective Adverb Extreme Extremely Good Well Happy happily Sad Sadly Slow Slowly We use adverbs of manner to modify the verb. It usually goes after the main verb. Ask Ss to go on with exercise 1". Use the adverbs to complete the sentences. Give feedback and correct Answers: a) Hoa wax extremely pleased that she got an A for her assignment. . Revision of adjectives and adverbs * Adj. + LY = Adverb of manner Adjectives can come in two places in a sentence. * Before a noun : a nice girl new shoes * After the verb be, look, appear, seem, feel, taste, sound, smell... These shoes are new. That soup smells good. Adverbs normally go after the direct object. I read the letter carefully. If there is no direct object, the adverb goes after the verb She walked slowly. * Answer key: b. The old man walked slowly to the park. c. Tuan sighed sadly when he heard that he failed the test. d. The baby laughed happily as she played with her toys. e. Mrs. Nga speak English quite well. 3. Activity 2 : (10’) PRESENTATION AND PRACTICE 2 Revision of adverb clauses of reason; Give out two clauses: Example: Ba is tired because I as /since he stayed up late watching TV. Have Ss compare the answers with a friend. Feedback and give the correct Answers: b) I have a broken leg because/as/since I fell over while I was playing basketball. c) I'm going to be late for school because/since/as the bus is late. d) I broke the cup because/since/as I was careless. e) I want to go home because/as/since I feel sick. f) I'm hungry beca use/as/since I haven't eaten all day. IV. Consolidation(2’) -T. reminds Ss the voc and the structures. V.Homework (3’) -Learn by heart all the structures and do the exrcises in the exercises books. *Evaluation: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………