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Mô tả: Date of planning: 28/04/2023 Period 96 UNIT 10: CITIES AROUND THE WORLD Lesson 1 - Part 2 (Page 79) – Grammar I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - use the first Conditional sentences; 2. Ability - improve the grammar knowledge and use them in communicative situations; - develop communication and collaboration skills; 3. Quality - have positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player, handouts… III. PROCEDURES A. Activity 1: Warm up: (5’) a) Objective: To introduce a new lesson and to set the scene for students to acquire new language and to develop Ss’ collaboration, communication. b) Content: reviewing and introducing a new grammatical point c) Product: Students can understand and use well the first Conditional sentences in their English speaking. d) Competence: Collaboration and guessing e) Organization of the activity: Teacher’s activities Students’ activities - Have Ss look at the picture, and answer the question: Who are they? - Ask students to look at the conversation and guess what they are talking. - Play the audio and ask students to listen and repeat. - Ask students to find out the structure in their conversation. - Lead to the new lesson. - Look at the picture and answer the question – Who are they? Keys: - They are talking about where the girl is visiting. - Listen and read the speech bubbles. - Guess possible answers in pairs. - Exploit the structure conditional sentences. B. New lesson (35’)  Activity 1: Introduce and practice new language (25’) a) Objectives: - identify forms and the use of the first conditional sentence; - use the first conditional sentences in communicative contexts; - develop communication, collabaration, and critical thinking skills. b) Content: - Learning and using a new grammatical point (Section: Grammar on page 79); - Completing sentences; - Listening, thinking, reading, and practicing language skills. c) Products: Students can produce the English language using the first conditional sentences. d) Competence: Communication, collaboration, presentation, and imagination e) Organization of the activity: Teacher’s activities Students’ activities * GRAMMAR a. Presentation: - Have Ss read the grammar explanation. - Ask Ss look at the table with the different use of the first conditional sentences. - Have some Ss read the sentences aloud. - Have Ss give the form of the first Conditional sentence. + On the board: If clause, main clause Present simple, Will + bare Inf Main clause if clause Will + bare Inf Present simple - Ask Ss to write the new language in their notebooks. - Have Ss read the sentences aloud. - Look at the grammar explanation. - Look at the table with the different use of the first condition sentence. - Gain the structure of First Conditional Sentence. - Write in their notebooks. - Illustrate the task in pairs. b. Fill in the blanks with the correct forms of the verbs: (Controlled-Practice) * Option 1: - Delete the structure and ask Ss to retell something about First Conditional Sentence. - Have Ss do the exercise. - Demonstrate the activity using the example. * Option 2: + Have Ss fill in the blanks with the correct forms of the verbs - Get them to finish the exercise individually. - Ask them to check their works in pairs. - Have some Ss share their answers with the class. - Have Ss explain their answers. - Correct and give feedback. c. Look at Mary’s plan and write sentences. (Less controlled practice) * Option 1: + Help students know how to do the exercise in the contexts - demonstrate the activity using the example. - Ask one or two Ss to retell how to do the task. * Option 2: + Help Ss improve the understanding of the first conditional sentence. - Let them look at Mary’s plan and write sentences. - Have Ss check their works in pairs. - Invite some Ss to share their answers with the class. - Correct and give feedback. - Retell the forms and the different use of the first conditional sentence. - Listen to T’s demonstration and write the sentence in notebooks. - Write sentences using the prompts. - Work individually to complete the task. - Work in pairs (have peer correction). - Share their answers with the class. + Expected answer: - Listen to T’s explanation. - Listen to T’s demonstration and write the sentence in notebooks - Retell how to do the task. - Write sentences using the prompts. - Work in pairs (have peer correction). - Share their answers with the class. + Expected answer: - Check their answers and correct.  Activity 2: Speaking Skill (Free-Practice) (10’) a) Objectives: To use the targeted grammar to practise converastion skills and act out the dialogue in close pairs and then in open pairs; To practice skills in communication, cooperation, and cultural awareness. b) Content: asking and answering questions c) Products: Students can know how to use the targeted grammar in their speaking d) Competence: Collaboration, communication, and imagination e) Organization of the activity: Teacher’s activities Students’ activities d. Now, practice saying the sentences with your partner: * Option 1: + Help Ss enhance the use of targeted grammar. - Divide the class into pairs. - Have Ss practice saying the sentences. - Call on some pairs to demonstrate the activity in front of the class. * Option 2: + Help Ss improve the communicative competence. - Divide the class into pairs or groups. - Have Ss plan for their vacation to Vung Tau next weekend. + Contents: Where to visit What to do … - Encourage Ss to use the imperative and negative form of first conditional sentence. - Check some pairs/groups to support. - Call on some pairs/groups to share their plan with the class. - Work in pairs (open pairs). - Work in pairs (close pairs). - Work in pairs (their own conversations). - Work in pairs/groups (discuss and plan). - Present in front of the class. C. Homework (5’) - Instruct Ss to have a look back on the lesson at home, do exercises on page 59 in workbook and get ready for the next lesson. - Grammar: First Conditional Sentence - Practice asking and answering with the First Conditional Sentence to talk about condition and result in the future correctly with a partner. - Prepare for the new lesson – Pronunciation and Speaking on page 80 (SB). ****************** Date of planning: 28/04/2023 Period 97 UNIT 10: CITIES AROUND THE WORLD Lesson 1 - Part 3 (Page 80) – Pronunciation & Speaking I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - Pronounce the sound - /ð/ and do this well in the test; - Use the sound exactly in their speaking; 2. Ability - improve the use of language (Main skills: Writing - Speaking); - develop the ability to communicate and cooperate with their partners, to self-study; 3. Quality - have positive attitude in English language learning and actively participate in all classroom activities related to using the sound and the grammatical point in their speaking. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player, handouts… III. PROCEDURES A. New lesson (40’)  Activity 1: Pronunciation (10’) a) Objectives: - To introduce what need to learn in the lesson; - To develop Ss’ collaboration and communication skills. b) Content: reviewing and introducing a new phonetic item c) Product: Students can understand how to pronounce the sound - /ð/ and use the first conditional sentence exactly in their speaking. d) Competence: Communication, collaboration, and listening skills e) Organization of the activity: Teacher’s activities Students’ activities a) Focus on the /ð/ sound * Option 1: - Ask Ss to look at the sentences and say out loud them, notice the sound in the sentences. + For example: a) I think that the weather will be fine there. b) They believe this problem will be through. - Ask students to notice to the sound and read after T - Lead to the new lesson. * Option 2: - briefly explain the focus sound /ð/. - explain how to pronounce the sound - check Ss’ understanding b) Listen to the words and focus on the underlined letters. - Play the audio and draw their attention to the focus sound. - Ask Ss to read the words several times. - Check and give them feedback. c) Practice 1 - Play the audio and have Ss listen and repeat with a focus on the sound. - Check Ss’ answers. - Correct if necessary. d) Practice 2 - Have Ss practice saying the examples using the sound correctly. + Examples: 1. a. thing b. thick c. through d. those 2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather d. that - Check some pairs, give comments, and correct. - Look at the sentences and try to say out loud the sentences. - Listen to T and repeat. - Guess in pairs /ð/ and /θ/ of “th” - Listen to T and repeat. - Listen to the audio and focus on the underlined letters. the, weather, there - Read the words several times. - Read the words out loud with the class. - Listen and repeat with a focus on the sound - Read aloud the words individually. - Work in pairs. - Practice saying the examples using the sound correctly. + Examples: 1. a. thing b. thick c. through d. those 2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather d. that - Say out loud with the class.  Activity 2: Practice (15’) a) Objectives: - To review and exactly pronounce a new phonetic item; - To develop Ss’ collaboration and communication skills. b) Content: practicing the new phonetic item and first Conditional sentence in Ss’ speaking. c) Product: Students can produce the sound /ð/ and use the first conditional sentence in their speaking. d) Competence: Collaboration, communication, and imagination e) Organization of the activity: Teacher’s activities Students’ activities a) Practice the conversation. Swap roles and repeat. * Option 1: - Demonstrate the activity by using the role-play (Mary and Tom) with a student - Demonstrate with another student. - Ask Ss to pay attention to the sound-/ð/ and the first conditional sentence. - Divide the class into pairs. - Have some pairs practice the conversation. - Have some pairs demonstrate the activity in front of the class. * Option 2: - Ask Ss to swap roles and repeat using the ideas on the right. Clues: - Have some pairs demonstrate the activity in front of the class. b) Practice with your own ideas. - Have Ss practice the conversation with their own ideas. Swap roles. + Clues: Where / What? What / weather/ like? What to do … - Have some pairs demonstrate the activity in front of the class - Check some pairs, give comments, and correct. - Demonstrate the activity with T. - Practice the conversation in pairs. - Demonstrate the activity in front of the class. - Practice the conversation in pairs. - Demonstrate the activity in front of the class - Practice the conversation with their own ideas and swap roles. - Demonstrate the activity in front of the class.  Activity 3: Speaking (15’) a) Objective: - To help students know how to make a short conversation about their plan in near future; - To develop Ss’ collaboration and communication skills. b) Content: using the first conditional sentence to talk about a plan c) Product: Students can talk about a plan using the first conditional sentence. d) Competence: Collaboration, communication, and imagination e) Organization of the activity: Teacher’s activities Students’ activities a) You’re going to London for a day and want to visit three places. Tick three landmarks … * Option 1: - Lead to the task by showing Ss some pictures of landmarks in London, ask Ss to name them. - Have Ss tick three places they want to visit. - Get Ss to ask their partner which landmarks they would like to visit * Option 2: - Demonstrate the activity using the role-play with a student Mode: + If I have a vacation to London, I will visit Hyde Park, Big Ben..., and you, where will you visit if you …? - Have Ss interview each other in pairs and fill in their notes. - Have some pairs demonstrate the activity in front of the class. - Check some pairs, give comments and correct. b) Discuss and answer the question. - Divide the class into pairs. - Have pairs talk about what they will do if they have more time and what they will do if it rains. - Have some Ss share their ideas with the class. - Check some Ss, give comments, and correct. * Option 3: - have Ss talk about their plan in near future - have some Ss demonstrate the activity in front of the class - check some Ss, give comments and correct - Name those landmarks. - Tick three places they want to visit. - Prepare the questions to ask their partner which landmarks they would like to visit. - Demonstrates the activity with T. - Interview each other in pairs and fill in their notes. - Demonstrate the activity in front of the class. - Talk about what they will do if they have more time and what they will do if it rains. - Demonstrate the activity in front of the class. - Talk about their plan in near future. - Demonstrate the activity in front of the class. F. Homework (5’) - Instruct Ss to have a look back on the lesson at home. - Review the grammar point: The First Conditional Sentence. - Practice asking and answering about a future plan using the first conditional sentence. - Prepare for the new lessons – Vocabulary and Reading on page 81 (SB). Date of planning: 28/04/2023 Period 98 UNIT 10: CITIES AROUND THE WORLD Lesson 2 - Part 1 (Page 81) – Vocabulary and Reading I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - compare features of cities around the world - describe cities around the world or their cities - get someone’s attention into reading passage and decide whether the information is true or false 2. Ability - improve the four-English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing) - develop communication, collaboration, and self-study skills - describe and compare features of cities around the world 3. Quality - have positive attitude in English language learning and actively participate in all classroom activities related to the topic “Cities around the world” II. TEACHING AIDS AND LEARNING MATERIALS. Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on Eduhome, CD player, handouts… III. PROCEDURES A. Warm up: (5’) a) Objective: To review and introduce what needs to learn in the lesson To develop Ss’ collaboration and communication skills b) Content: introduce new words about the topic “Cities around the world” c) Product: understand and compare features of cities around the world in their speaking d) Competence: Collaboration, guessing e) Organization of the activity: Teacher’s activities Students’ activities - give Ss some vocabularies in the lesson - ask Ss to work in groups of 4 and choose suitable words and descriptive adjectives to describe cities - ask Ss to find other words related to the topic - lead to the new topic - Unit 10: Cities around the world. – Lesson 2. - work in groups of 4 to choose the suitable words and descriptive adjectives describe cities Expected answers: + Things: shop, shopping mall, supermarket, building, park, … + descriptive adjectives: crowded, noisy, modern, peaceful, beautiful, exciting, … - find other words relating the topic B. New lesson (30’)  Activities 1: Introduce new language (8’) a) Objective: To identify and use the vocabulary in real-life contexts To develop their critical thinking skills (guessing/ reasoning) b) Content: - Learn and use language materials (Section: New words page 81) - Numbering: Listening exercise depends on the definitions c) Products: describe and compare features of cities around the world d) Competence: Communication, collaboration, presentation, and imagination e) Organization of the activity: Teacher’s activities Students’ activities a) Fill in the blanks. Listen and repeat. - ask Ss to look at their books and fill in the blanks with shopping mall, building, amusement park. - have Ss check their answers with their partners - check answers as a whole. - T plays audio and has Ss listen and repeat. - Check some Ss. b) Circle the correct definitions for the underlined words. Listen and repeat. - have Ss circle the correct definitions of the underlined words in the sentences - Check answers as a whole - play audio and have Ss listen and repeat - Check some Ss. - look at their books and fill in the blanks with shopping mall, building, amusement park. - share their answers with partners. Expected answers: - listen to audio and repeat - say out loud the words/phrases. - circle the correct definitions of the underlined words in the sentences - share their answers with partners Expected answers: 1. A, 2.A, 3.B, 4.B - listen and repeat the words - say out loud the words  Activity 2: Speaking Skill (7’) a) Objective: To use the new vocabulary items in communicative situations and develop communication. b) Content: Listen, think, read and practice new language in the situations. c) Products: describe cities and where they live. d) Competence: Collaboration, communication, and imagination e) Organization of the activity: Teacher's activities Students' activities - Describe cities and where they live. + Option 1: - A small game- Who is the quickest? - ask Ss to exploit words relating to cities as much as possible - divide the class into two groups - ask Ss to check vocabularies and choose the winners. + Option 2: - divide the class into pairs - have pairs of students describe the cities they love or where they live - have Ss use the adjectives in Task b to talk about where they live or cities - encourage students to give more ideas/reasons - have some pairs share their ideas with the class - check some pairs, gives comments and corrects - exploit words relating to cities as much as possible - write on the board, the students have many words in the shortest time are the winners - check vocabularies and choose the winners - work in pairs - look at T and listen carefully as an example - share their ideas with the class - present in front of the class  Activity 3: Reading Skill (15’) a) Objective: To improve their reading skills with the kind of questions – True or False To develop critical thinking skills and communication b) Content: discuss and perform well with the questions, make sentences/ dialogues practice reading comprehension c) Products: improve the reading skills (reading for main and specific ideas) d) Competence: Collaboration, and communication e) Organization of the activity: Teacher's activities Students' activities Reading: + Option 1: Read the article comparing Singapore and Kuala Lumpur and decide whether the statements are true or false. - ask Ss to read the article individually - have read the article as a whole class - have Ss answer the question by writing True or False - check answer as a whole class - ask Ss to present the reasons why their answer is Yes - give feedback + Option 2: Talk about the city you like the most, Singapore or Kuala Lumpur? (Using the information in the article and add more reasons) - divide the class into pairs - have pairs describe the cities they love - have Ss use the information in the article to talk - encourage Ss to give more ideas/reasons - have some pairs share their ideas with the class - check some pairs, gives comments and corrects a. Read the article about homes in the future. Is Professor Rendall excited about the future? - read the text individually - read the text as a whole class. - share their answer with the partner - check answers as a whole class Expected answer: Talk about the city you like the most, Singapore or Kuala Lumpur? (Using the information in the article and add more reasons) - work in pairs, - look at T and listen carefully as an example - share their ideas with the class - present in front of the class Homework (5’) - Learn new words about Cities around the world. (Lesson 2) - Write a short paragraph to describe where you live. - Do exercises A. New Words in the workbook - Prepare for the new lesson – Grammar * Evaluation: