Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 21:14 20/01/2019
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Nguồn: Soạn
Mô tả: Date of planning: 18/01/ 2019 Period: 41 UNIT: 6 THE ENVIRONMENT LESSON: 5 WRITE A.The objectives. 1. The aims By the end of the lesson, ss will be able to write a passage about the benefits of the Internet 2. Skills : + Writing skills : guided writing skills 3. Knowleges: + Standard : Write a complaint letter + Higher : write an other letter 4. Language contents: a.Vocabulary: fly(n), respond, truck, complain-> complaint, b.Structures : present simple, past simple, structures of a passage 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: -Asking and answering; Complete the cues, Brainstorming D. Procedures: I.Organization(1’) Class Date of teaching Absent students 9A 9B II. check the old lesson (5’) New words, exercises III.New lesson Teacher and students’ activities: -T. guides Ss how to play the games. -T.Gives them an A4 size paper, Asks them to write the main parts of a formal letter on the paper in good position. Ex: sender's address,... The team which has enough necessary details and finish in the shortest time is the-winner -T. lets Ss scane the letter and then choose the voc -Ss. Choose the voc. -Ss . Write voc on the board. -T. guides Ss how to pronounce the voc. -Ss. Practice. -T. corrects and reminds how to pronounce. -T. lets Ss play the games to check their voc. -Ss. Play the games -T. reminds Ss how to play the games. Get students to copy the words in their books and then ask them to close their books. Rub out the new words one at time. Each time you rub out the word in English, point to the Vietnamese translation and ask "what's this in English?". When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words. • (If there's time, get students to come to the board and write the English words again.) -T .Sets the scene -T. explains the parts of the format camplaint letter. -Ss. Listen and copy . -T. lets some good Ss translate the letter and the form. -Ss. Translate -Others crossing-check. -T. corrects and explains. -Ss. Listen and copy. Have Ss work in pairs and do the labeling and ordering. Call on some pairs (one after another) read the aloud the letter with the correct order. Each pair reads aloud one part. -T. lets Ss scane the complaint letter and translate the letter into Vietnamese. -T. corrects and remarks. .... Let students read the production 6b on page 53. Ask some questions to make sure the students know what they have to write. -Ask Ss to read the situation in the textbook Have Ss work individually, write a letter to the head of local authorities to complain about the way of catching fish in the lake behind your house. Follow SCRAP format. -Ask Ss to compare the writing. If time allowed, introduce peer correction. Ask students to write the letter individually. Get students to share with their partners and correct if possible. Ask Ss to read their writing aloud. Ask for comments from other students. Whole class and individual work -T. lets Ss do the exercises. -T. divides the class into groups. -T. lets Ss work in groups . -T . gives Ss . Exercises. -Ss. Do exercise. -Ss.go to the board and present their keys. -Ss. Crossing-check. -T. crrects and give them marks. -Ss. Consult and copy the keys. Content: 1. Warm up : (5’) What's in a formal letter? Divide class into small groups. . Answers: Sender's address Receiver's address Salutation Body Signature 2 / Pre- writing (10' ) Aims: know new words and identify the sections of a complaint letter. Vocabulary : Complain (v) —> complaint (n): express dissatisfaction Truck (n): strong lorry for heavy goods Refreshment (n): rest to make spirit freshed again Fly (n) (translation): two - winged insect Response (v): make an answer Break (n): pause or interval at work. Introduce the format of a complaint: Situation: states the reason for writing Complication: mentions the problem Resolution: makes a suggestion Action: talks about future action Politeness: ends the letter politely -> SCRAP * Checking vocabulary: Rub out and Remember Mr. Nhat wrote a complaint letter to the director of L&P Company in Ho Chi Minh City. The five sections of the letter are not in the right order. Label each section with the appropriate letter: S, C, R, A or P. Give feedback and answer key. Answer key: Dear Sir/Madam R:1 would suggest that your company should tell your drivers to clear up all the trash on the ground before leaving. S:I am writing to you about the short stop of your trucks around my house on their way to the north. A:I look forward to hearing from you and seeing good response from your company. C:When the truck of your company has a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refreshment. When the truck leave the place, the ground is covered with trash and a few minutes later there is smell and flies.way P:Faithfully, Tran VU Nhat 3. While- Writing : (15’) Aims: the way of writing a complaint letter. Implicit the writing task by asking questions: Are there any lakes be hind your house? What do people do in the take? Which problems remain * Questions: a. What do people do in the lake behind your house these days? (They begin to catch fish) b. What makes you worried? (They use electricity to catch fish.) c. To whom do you write the letter to ? (We write to the head of the local authorities) d. What suggestion do you want to make? (We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish. e. Any future plan you want to make? (We look forward to seeing the protection of environment from the local authorities). * Sample: Dear Mr. President. I am writing to you about the catching of fish of many people in the lake behind my house. I am very worried because they use Give feedback and suggested writing: Dear Mr. President, I am writing to you about the problem of fish catching in the lake behind my house. I am very worried because they don't use fishing rod or net but use electricity to catch fish. After a short time they leave the lake, a lot of small fish die and float on the water surface. Other animals such as frogs, toads, and even birds have also died from electric shock waves. I would suggest the local authorities should prohibit and find heavily anyone using this way of catching fish. I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authority. Sincerely. 4. Post-writing : (10’) Aims: This can be organized in form of a competition: Which is the most impressive reading? A. Read the following letter to a local newspaper. Dear Editor, * Marks ( 10 ms) I am sick and tired of the traffic in this city! It is so bad that I can never get anywhere on time. There are too many cars on the road, and most of them have only one person in them. Another problem is the buses. They are so old and slow that nobody wants to take them. They are noisy and very dirty. You can't even see out the windows! Also, the taxi drivers are rude. They never know where they are going, and they take a long time to get someplace. Taxis are expensive, too. And the subway is just too crowded and dangerous. What are we going to do George Grady Oakville B. Group work Suggest five ways to solve the transportation problems in Oakville. Example: Taxis drivers should take classes to learn how to be friendly. C. Class activity Tell your group's ideas to the class. Then decide which suggestions are best IV. Consolidation(2’) - Writing a complaint letter. V. Homework : (3’) -Learn by heart all the vocabularies. And the grammar points. Simple present and Present continuous tense : S + V (s or es ) Ex: He drives the truck. S + Be ( am , is , are ) + V-ing Ex: He is driving his truck. - Write a complaint letter about pollution in your home town. - Prepare next period Language focus. *Comments:………………………………………………………………………………………………………………………………………………………………… Date of planning: 18/01/ 2019 Period: 42 UNIT: 6 THE ENVIRONMENT LESSON: 6 LANGUAGE FOCUS A.The 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 9A 9B 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 - Set the scene to introduce the structure: adjective + that clause Ba: Dad! I got mark 9 on my test -Let Ss practice the structure by completing the dialogues in the book. Call on some Ss to read the completed dialogues aioud in class. Have Ss do exercise 4. Match each half -sentence in column A with a suitable one in Whole class and pair work 15' -Ask Ss to compare their answers with a friend -T. reminds the structures. -Ss . listen and copy . -T. reminds how to use the grammar point. -Ss. Base on the structures so Ss. Do some exrcises and the examples. -T. lets Ss crossing-check and correct. -T. gives the correct answer , Ss. Consult and copy. -Ask Ss to compare their answers with a friend -T. reminds the structures. -Ss . listen and copy . -T. reminds how to use the grammar point. -Ss. Base on the structures so Ss. Do some exrcises and the examples. -T. lets Ss crossing-check and correct. -T. gives the correct answer , Ss. Consult and copy - T. asks Ss when do people use conditional sentences. -Ss.answer. -T. gives the correct answer. Ss. copy and copy. 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 -Ask students to write 5 sentences using the structure adjective + that clause 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. 4. Activity 3 : (10’) PRESENTATION AND PRACTICE 3 Adjective + that clause Explicit the structure: S + be + adjective + that clause Ex: I'm pleased that you are working hard. Feedback and give correct Answers: b) Mrs. Quyen: When are you going on vacation with your family, Sally? Mrs. Robinson: Tomorrow. I'm excited that I can go to Da Lat this time. c) Lan: I'm sorry that I broke your bicycle yesterday. Tien: Don't worry. I can fix it. d) Liz: I forget to tell you I was going to Lan's place. Mr. Robinson: I'm disappointed that you did not phone me about it. e) Miss Lien: Congratulation! Nga: Thanks. I'm amazed that I could win the first price. Revision of conditional sentence type 1 If + main clause, subordinate clause (simple present tense) (will infinitive) column B. If it is OK, this activity can be done orally through the game Matching. . Feedback and give correct Answers: 1-e If we pollute the water, we will have no fresh water to use. 2-a If we cut down the trees in the forests, there will be big flood every year. 3-c If there is too much exhaust fume in the air, more and more people will cope with respiratory problems. 4-d If you can keep your neighborhood clean, you will have an ideal place to live. 5-b If people stop using dynamite for fishing, a lot of sea creatures will be well preserved. 5 . Activity 4 (10’) (If there is not enough time, this exercise can be assigned as homework) Answers: b) If we go on littering, the environment will become seriously polluted. c) If we plant more trees along the streets, we will have more shade and fresh air, d) If we use much pesticide on vegetables, the vegetables will become poisonous and inedible. If we keep our environment clean, we will live a happier and healthier life. Exercise 5 -Write 10 sentenses about If clause. -Write 10 sentenses about Adjective + that clause -Model sentence : I'm amazed that you win the game.- * Answer'keys: 1. I'm happy that I passed the exam. 2. I'm sorry that I broke the vase. 3. We are excited that we could go abroad. 4. He's pleased that his son is studying hard. 5. I'm amazed that they won the game. 6. I'm disappointed that you didn't tell me about that. 1. I'm sure that you like this film. 8. I'm surprised that they won the match. 9. We're delighted that the show was interesting. 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: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………