Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Mô tả: Date of planning: 01.3.2025 Period 73 UNIT 6: NATURAL WONDERS Review: Listening. Reading & Vocabulary (Pages 103 & 104) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills  To practice and review the target language learned in the unit  To practice test-taking skills  Improve listening and reading skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes  Gain more information about natural wonders in Vietnam and around the world.  Foster a sense of preserving and protecting our nature. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Listen to 5 conversations and choose the correct answers. - Listen and practice 5 conversations in pairs. - Underline key words in questions - Read the article and choose the correct answers. - Read sentences and choose the correct words relating to natural wonders. - Ss’ answers/performance. - Ss’ answers/performance. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absentstudents 9A 9B A. Warm-up: 5 minutes a. Objectives: review vocabulary Ss studied about natural wonders. b. Content: Warm-up activity – Reveal pictures that show vocabulary Ss studied, which team says first, win the game. c. Expected outcomes: Ss can review words related to natural wonders that they studied in the Unit. d. Organization Teacher’s activities Students’ activities Task: Work in groups of 4. Look at pictures that were covered, and they will be revealed slowly in order if the group knows and says the answers first wins. - Ask Ss to work in groups of 4 to say aloud the words they know. - Give Ss some time to do the activity. - Check Ss’ answers. - Work in groups of 4 to do the activity. - Ask and answer the questions. Suggested answers 1. hunt 2. rangers 3. fine 4. government 5. cave 6. waterfall 7. island B. New Lesson (35’) 1. Listening (15’) a. Objectives: To help Ss improve testing skills in listening. b. Content: Tasks a, b and c. c. Expected outcomes: Ss can improve their testing skills in listening. d. Organization Teacher’s activities Students’ activities Task a: Look at questions and underline key words. - Ask Ss to underline key words in questions individually. - Give Ss some time to do the activity. - Ask Ss to compare answers with partners. - Elicit answers from some Ss. - Underline key words in questions alone. - Compare answers with partners. - Ss give answers. Suggested answers: Task b: Listen to conversations and choose the correct answers. - Ask Ss to listen and choose the correct answers individually. - Give Ss some time to do the activity. - Ask Ss to compare answers with partners. - Elicit answers from some Ss. - Do the activity alone. - Compare answers with partners. - Ss give answers. Answer Keys: Task c: Listen and practice conversations in pairs. - Ask Ss to practice conversations with partners in pairs. - Check Ss’ answers around the class. - Ask some Ss to practice conversations in front of the class. - Practice conversations in pairs. - Ss practice conversations in front of the class 2. Reading (15’) a. Objectives: To help Ss practice testing skills for reading. b. Content: Tasks a, and b. c. Expected outcomes: Ss can improve reading skills for testing. d. Organization: Teacher’s activities Students’ activities Task a: Look at questions and underline key words. - Ask Ss to read and underline key words in questions individually. - Give Ss some time to do the activity. - Ask Ss to compare answers with partners. - Elicit answers from Ss. - Complete the task. - Compare the answers with a partner. - Share answers in front of the class. Suggested answers: Task b: Read the article and choose the correct answers. - Ask Ss to read and choose the correct answers. - Set the time and monitor the class. - Ask Ss to compare the answers with a partner. - Pick some Ss to answer. - Check Ss’ answers (using the DCR). - Complete the task. - Compare the answers with a partner. - Share answers in front of the class. Answer Key 3. Vocabulary (5’) a. Objectives: To help Ss review and practice testing skills for vocabulary they have studied in the Unit. b. Content: Task vocabulary. c. Expected outcomes: Ss can review words in the Unit and improve testing skills. d. Organization Teacher’s activities Students’ activities Task: Read sentences and circle the correct answers. - Ask Ss to read and circle the correct answers. - Monitor the class and help them if necessary. - Ask Ss to compare their answers in pairs. - Elicit answers from Ss. 1. The water running through the cave created the rocky _________. A. outcrops B. summits B. C. rangers D. government 2. The biggest problem is that people ___________ in the park. There are plastic bottles everywhere. A. fine B. spoil C. create D. litter 3. I climbed all the way to the __________ of Mount Snowdon. There was a great view from the top. A. beach B. formation C. summit D. nature 4. Rangers shouldn't let people ___________ animals in the national park. A. fine B. hunt B. C. consider D. litter 5. The view from the top of the mountain is ____________. A. spectacular B. accessible C. tall D. close 6. So many animals live in the ___________. A. ranger B. Mount C. wildlife D. rainforest 7. If people ___________ the wildlife, it could have a bad effect. A. consider B. keep B. C. float D. disturb 8. I hate littering. Don't people know that it _________ the natural beauty here? A. explores B. reaches C. spoils D. climbs - Do the activity. - Share answers with partners. - Share answers in front of the class Answer keys: 1. A – outcrops 2. D – litter 3. C – summit 4. B – hunt 5. A – spectacular 6. D – rainforest 7. D – disturb 8. C – spoils C. Consolidation and homework assignments (4’)  Practice testing skills for listening and reading.  Review and practice testing skills in vocabulary in this Unit.  Prepare for the next lesson (Review - pages 104 & 105 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ******************** Date of planning: 01.3.2025 Period 74 UNIT 6: NATURAL WONDERS Review: Grammar, Pron., In the real world, Conversation, Speaking & Writing (p. 104 & 105) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills  To practice and review the target language and grammar points learned in the unit.  To practice test-taking skills.  Improve all 4 skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes  Gain more information about natural wonders in Vietnam and around the world.  Foster a sense of preserving and protecting our nature. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Use the correct form of the given word in each sentence. - Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Look at the signs and choose the correct answers. - Read the conversations and choose the correct answers. - Choose two natural wonders and in pairs compare them. - Read the information and write an article about natural wonder. Write 100 to 120 words. - Ss’ answers/performance. - Ss’ answers/performance. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absentstudents 9A 9B A. Warm-up: 5 minutes a. Objectives: to review grammar point Ss studied in the Unit. b. Content: Warm-up activity – Look at these grammar structures and complete the blanks to review what you have studied in Unit 6. c. Expected outcomes: Ss can review grammar points that they studied in the Unit for the next activities. d. Organization Teacher’s activities Students’ activities Task: Work in pairs. Look at these grammar structures. Try to complete the blanks to review what you have studied in Unit 6. - Ask Ss to work in pairs to do the activity. - Give Ss some time to do the activity. - Check Ss’ answers. - Work in pairs to do the activity. - Ask and answer the questions. Suggested answers 8. two things 9. before B. New Lesson (35’) 1. Grammar (5’) a. Objectives: To help Ss improve testing skills using grammar points in the Unit. b. Content: Grammar task. c. Expected outcomes: Ss can improve their testing skills using grammar points in the Unit. d. Organization Teacher’s activities Students’ activities Task: Use the correct form of the given word in each sentence. - Ask Ss to do the activity individually. - Give Ss some time to do the activity. - Ask Ss to compare answers with partners. - Elicit answers from some Ss. - Do the activity alone. - Compare answers with partners. - Ss give answers. Answer keys: 2. Pronunciation (5’) a. Objectives: To help Ss practice testing skills to choose the correct primary stress in words. b. Content: Task a & b. c. Expected outcomes: Ss can improve testing skills for choosing the correct primary stress in words. d. Organization: Teacher’s activities Students’ activities Task a: Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ask Ss to do the activity individually. - Give Ss some time to do the activity. - Ask Ss to compare answers with partners. - Elicit answers from Ss. - Complete the task. - Compare the answers with a partner. - Share answers in front of the class. Suggested answers: Task b: Circle the word that has the underlined part pronounced differently from the others - Ask Ss to do the activity individually. - Set the time and monitor the class. - Ask Ss to compare the answers with a partner. - Pick some Ss to answer. - Check Ss’ answers (using the DCR). - Complete the task. - Compare the answers with a partner. - Share answers in front of the class. Answer Key 3. In the real world (5’) a. Objectives: To help Ss review and choose vocabulary they have studied in the Unit related to natural wonders. b. Content: In the real-world task. c. Expected outcomes: Ss can use vocabulary in the Unit and improve testing skills. d. Organization Teacher’s activities Students’ activities Task: Look at the signs and choose the best answers. - Ask Ss to do the activity individually. - Monitor the class and help them if necessary. - Ask Ss to compare their answers in pairs. - Elicit answers from Ss. - Do the activity. - Share answers with partners. - Share answers in front of the class Answer keys: 4. Conversation (5’) a. Objectives: To help Ss review and choose vocabulary they have studied in the Unit in different contexts. b. Content: Conversation task. c. Expected outcomes: Ss can use vocabulary in the Unit in different contexts and improve testing skills. d. Organization Teacher’s activities Students’ activities Task: Read the conversations and choose the correct answers. - Ask Ss to do the activity individually. - Monitor the class and help them if necessary. - Ask Ss to compare their answers in pairs. - Elicit answers from Ss. - Do the activity. - Share answers with partners. - Share answers in front of the class Answer keys: 5. Speaking (10’) a. Objectives: To help Ss practice speaking. b. Content: Speaking task. c. Expected outcomes: Ss can improve speaking skills. d. Organization Teacher’s activities Students’ activities Task: In pairs – Choose 2 natural wonders in your country and compare them. - Ask Ss to do the activity in pairs. - Monitor the class and help them if necessary. - Ask some Ss to do the activity aloud. - Do the activity in pairs. - Ss do the activity in front of the class. Suggested answers: 6. Writing (10’) a. Objectives: To help Ss practice writing an article about a natural wonder. b. Content: Speaking task. c. Expected outcomes: Ss can improve writing skills. d. Organization Teacher’s activities Students’ activities Task: Read the information and write an article about natural wonder. Write 100 to 120 words. - Ask Ss to do the activity individually. - Monitor the class and help them if necessary. - Ask some Ss to compare articles and give feedback. - Do the activity alone. - Ss share and compare their articles with each other. Suggested answers: C. Consolidation and homework assignments (4’)  Practice testing skills for 4 skills.  Review and practice testing skills in conversation, pronunciation and in the real world.  Prepare for the mid-term test.  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ****************** Date of planning: 01.3.2025 Period 75 UNIT 7: URBAN LIFE Lesson 1: Vocabulary and Reading (Pages 64 & 65) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use new words to discuss problems in a city and solutions to them. - practice reading for inference and details about creative solutions to pedestrian safety and littering. - present their ideas about possible solutions to dangerous streets and littering. - improve reading skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - foster empathy and social awareness among Ss and inspire them to become active and responsible citizens. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Match the underlined words to the definitions. - Talk about your hometown or yourself. - Read the text and choose the best answer. - Read the text and fill in the blanks. - Talk about some other possible solutions to dangerous streets and littering. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absentstudents 9A 9B A. Warm-up: 5 minutes a. Objectives: to introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can describe what problems they see in the pictures and give some solutions to the problems. d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the pictures. What problems can you see? What are some solutions to these problems? - Have Ss work in pairs, look at the pictures, and answer the questions (using the DCR/ PPTs slides). - Invite some pairs to give their answers. - Give feedback. - Work in pairs, look at the pictures and answer the questions. - Share/exchange the answers with the class. Answer Keys Problems: 1. Lots of trash 2. Pollution 3. Traffic jam 4. No sidewalk Solutions: 1. Put trash in the right place or in the trash can 2. Use public transportation instead of cars 3. Widen roads, build new lanes 4. Create and maintain bike lanes and sidewalks Ss’ answers B. New Lesson (35’) 1. Pre-Reading (Vocabulary - 15’) a. Objectives: To prepare vocabulary for students to discuss problems and solutions in a city. b. Content: Tasks a and b. c. Expected outcomes: Ss can use vocabulary to talk about problems in their hometown or talk about themselves. d. Organization Teacher’s activities Students’ activities Task a: Match the underlined words to the definitions. Listen and repeat. - Have Ss work by themselves and match the words (using the DCR/ PPTs slides) to the definitions. - Have Ss check their answers with their partner. - Check Ss’ answers around the class. - Have Ss listen and repeat. - Match the words to the definitions. - Check the answers with their partner. - Listen and repeat. Answer Keys: 1. ban 2. encourage 3. traffic jam 4. accident 5. struggle 6. sidewalk 7. crosswalk 8. pedestrian Task b: In pairs: Use the new words to talk about your hometown or yourself. - Explain and model the activity. - Have Ss work individually. - Check Ss’ answers around the class and support in need. - Invite some Ss to share their ideas. - Listen to the instructions. - Work individually - Share the ideas with the whole class. Suggested answers: 1. I struggle with English speaking but am improving with practice. 2. The government should ban plastic bags to reduce pollution. 3. He was late for work this morning because he got stuck in the traffic jam. 4. Pedestrians should always use crosswalks when crossing the street. 5. The city center has wide sidewalks to accommodate pedestrians. 6. The city has built pedestrian bridges to improve safety at busy intersections. 7. There was a car accident yesterday, but fortunately, no one was injured. 8. Parents should encourage their children to participate in outdoor activities. 2. While Reading (Reading – 15’) a. Objectives: To help Ss read for inference and details. b. Content: Tasks a, b, and c. c. Expected outcomes: Ss can read for specific information and be aware of urban issues. d. Organization: Teacher’s activities Students’ activities Task a: Read Lisa’s blog post about two interesting solutions. What problems do they solve? 1. people not following traffic laws and pollution 2. Poor pedestrian safety and littering - Have Ss read the blog post and underline the key words for the problems they solve. Circle the correct answer. - Have Ss check the answer with a partner and show the evidence to justify the answer. - Check the answer as a whole class. - Read the blog post, underline the evidence, and circle the correct answer. - Check the answer with a partner and show the evidence to justify the answer. Answer Key: number 2 Evidence: I saw some tourists struggling to cross the street. People were driving fast, and those tourists were scared someone would hit them. This happens every day to tourists, kids, and old people. The city of Tuscon, Arizona, USA found that its streets were becoming more dangerous for pedestrians, and it had a creative solution. They were having problems with people littering. Task b: Now, read and fill in the blanks. - Have Ss read the blog again and fill in the blanks. - Set the time and monitor the class. - Have Ss check the answers with a partner. - Invite four students, each fills in the blank for one sentence and reads the sentence aloud (using the DCR). Extra practice: Read again and find the opposite words. - Have Ss read the blog again and find the opposite words. Be careful with the part of speech. - Invite Ss to give their answers and read the evidence aloud. - Support students by reading each sentence for Ss to find the word if they cannot. 1. I was walking home when I saw some tourists struggling to cross the street. 2. People were driving fast, and those tourists were scared someone would hit them. 3. The city of Tuscon, Arizona found that its streets were becoming more dangerous for pedestrians. 4. A study showed that this solution reduced accidents involving pedestrians by up to 50%. 5. They used clear trash cans with fun questions like "Which came first? Chicken or Egg?", and people answered by putting trash in the can with the answer they agreed with. - Read the text and fill in the blanks. - Check theỉr answers with a partner. - Fill in the blanks and read the sentences aloud. Answer Keys 1. tourists, kids, and old people struggle 2. pedestrians 3. (some) crosswalks and sidewalks 4. littering 5. clear trash cans - Read again and find the opposite words - Give the answers and read the evidence aloud. Answer Keys 1. succeeding 2. scared 3. dangerous 4. reduced 5. fun Task c: Listen and read. - Play the CD and have Ss listen and read along. - Listen and read along. 3. Post-reading (5’) a. Objectives: To provide students with an opportunity to reinforce comprehension and enhance their English fluency and communication skills. b. Content: Discussing some other possible solutions to dangerous streets and littering. c. Expected outcomes: Ss can suggest some other solutions to dangerous streets and littering. d. Organization Teacher’s activities Students’ activities Pair work: What are some other possible solutions to dangerous streets and littering? - Have Ss ask and answer the question in pairs. - Monitor the class and help them if necessary. - Elicit answers from some students. - Work in pairs to share their ideas. - Share their ideas with the class. C. Consolidation and homework assignments (4’) - Vocabulary: 1. ban 2. encourage 3. traffic jam 4. accident 5. struggle 6. sidewalk 7. crosswalk 8. pedestrian - Review new words to talk about urban’s issues. - Make sentences using new words in SB. - Do homework: New words and Reading – pages 38-39 in WB - Prepare for the next lesson (Grammar - pages 65 & 66 - SB). - Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………