Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 23:46 29/01/2023
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Mô tả: Date of planning 06/01/2023 Period: 39th UNIT 6: THE ENVIRONMENT LESSON 3:LISTEN I. Objectives: 1. Knowledge: By the end of the lesson, Ss will be able to listen to the detail the environments 2. Competence: Cooperation, persuading their partners to protect the environments . 3. Behaviour: Ss are aware of protecting the environments. II. Teaching aids: posters, book, cassette, projector… III. Procedure: Teacher’s activities Students’ activities 1. ACTIVITY 1 (WARM-UP) (5’) a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization: - Give some ideas on subboard and ask Ss to tick T or F (Subboard) Which actions to protect the environment? 2. ACTIVITY 2: PRESENTATION (15’) a. Aim: Students can memorize some new words b. Content: pre-reading (vocabulary, set the scene) c. Outcome: students can read and write the new words d. Organization: a.Pre-teach Vocab prevent (v): ngăn chặn, phòng chống (transl) /pri'vent/ (prevent O from Ving) reduce (v): giảm (example) /ri'du:s/ (recycle, reuse) wrap (v): bọc (mime) faucet (n): vòi nước (pictrure) /'fɔ:sət/ leaf (n) – leaves (pl): lá (realia) dissolve (v) : phân huỷ /dizɔ:lv/ do harm to : có hại tới keep O adj raw sewage (n): nước thải chưa qua xử lí pump(v):bơm, đổ drop (v): rơi xuống, bỏ oil spill (n): sự tràn dầu waste material (n): vật liệu phế thải * Checking: R . O .R b. Structure - Give a banana leave, a paper, a plastic bag and ask : ? Should I use paper to wrap food ? Should I use a banane leave? Why? - Give dialogue on subboard - Ask Ss to call out the expression of persuasion 3. ACTIVITY 3: PRACTICE (20’) a. Aim: - Helps students to speak and listen about enironment problem. b. Content: - answer the questions in the questionaire. - listen fill the note c. Outcome: ss can do the task correctly d. Organization: - Ask Ss to complete the expressions in the box with the idea cues given. .Eg: I think you should use banana leaves to wrap food instead of plastic or paper - Ask Ss to read out one of their sentences. - Get feedback Questionaire. - Let Ss work in pairs to answer the questions in the questionaire. - Give feedback, teacher can write some possible answers on the board so that weak Ss can follow. * Eg: a.How can we save paper? - I think we should recycle used paper, newspapers. - Control and correct - Ask Ss to listen to the CD twice or three times and check their predictions Answer key: 1 a, 2 b, 3 a, 4 c, 5 a Ask Ss to listen fill the note - Ask Ss to write the correct answers on board - Control and correct mistakes. 4. ACTIVITY 4: APPLICATION (5’) a. Aim: Stundents apply the knowledge about environmental protection they learnt in practice b. Content: Discussion c. Outcome: knowledge about environmental protection d. Organization: Discussion: - Divide the class into four groups - Have students discuss the question: “What do we do to protect ocean?” - Learn by heart vocabulary. - Write the answers to the questionaire in the notebook. - The student will answer the question: - Students pay attention to the teacher - Listen and repeat. - Copy the new words in their notebooks - Repeat all the words - Listen and repeat * Form. What/ how about + V- ing I think you should Won’t you It would be better if you + Can I persuade you to Why don’t you Why not * Use: Express persuasion - Individual work - Read aloud - Practise asking and answering. * Possible answers. b. Save plastic bags, clean and reuse them. c. Don’t throw waste and garbage into streams, lakes and even oceans. d. Discard/ throw garbage in waste bins. e.Use fewer private vehicles and don’t release pollutants into the air. f.Try to reuse and recycle things. -The secretary writes down the opinions in her/his group - After finishing, the Ss give it to the teacher Take note - Repeat in chorus - Repeat individually - Copy - Work individual to predict - Share with their partners - Listen and check individual - Share with their partners *Answer keys + Secondly: garbage is... + Thirdly:....come from ships at the sea. + Next: Waste materials come from factories. + Finally: Oil is washed from the land. Work in group *Evaluation: ****************************** Date of planning 06/01/2023 Period: 40th UNIT 6: THE ENVIRONMENT LESSON 4: READ I. Objectives: 1. Knowledge: By the end of the lesson, Ss will be able to understand a poem about the environment and memorize some new words in the poem. 2. Competence: Cooperation, understanding a poem about the environment. 3. Behaviour: Ss are interested in protecting the environment. II. Teaching aids: Pictures, posters, book, cassette, projector… III. Procedure: 1. Organization 1’ Class Date of teaching Absent students 9A 9B Teacher’s activities Students’ activities 1. ACTIVITY 1 (WARM-UP) (5’) a. Aim: Set the scene, lead students to the main part of the period. b. Content: Active words and structures c. Outcome: Ss’ understanding, ability of using the words and structures d. Organization: - T invites one student to stand up and answer some above questions - Explains the meaning of the word “poetry” if necessary. + Do you like poetry? + Which poetry do you like best? + Name some poems that are your favorite? + Do you think it is easy to understand a poem? + Have you ever read an English poem? + Do you understand it? + Do you like it? - Introduces the new lesson: Today we are going to read a poem about the environment. 2. ACTIVITY 2: PRESENTATION (15’) a. Aim: Students can memorize some new words b. Content: pre-reading (vocabulary, set the scene) c. Outcome: students can read and write the new words d. Organization: * Pre-reading a.Vocabulary: - Junk yard /jʌnk jʌd/ (n): bãi rác thải (explanation: a place where people store wastes) - treasure /'trezə/ (n): kho báu (translation) valuable things - hedge /hedʒ/ (n): hàng rào (visual) - nonsense /nʌnsens/ (n): vô nghĩa (translation) something silly or stupid - foam (n): bọt (picture) - Teacher writes each new word on the board then say aloud - Asks students to repeat, then explains the meaning of the words with the method of translation/ visual * Checking vocabulary: Rub out and remember b. Pre questions - Give students questions and ask them to answer before reading the poem. * 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) What are they talking about? - Have students work in pairs to guess the answers. 3. ACTIVITY 3: PRACTICE (20’) a. Aim: - Helps students understand the poem, do the exercise a & b - Aware of bad effects of pollution and raise awareness of environmental protection b. Content: a.Matching (Subboard) b.Comprehension questions c.Discussion c. Outcome: ss can do the task correctly d. Organization: * While- reading: - Have students read the poem and check their answers. Questions: a) Who are the people in the poem? b) What are they talking about? a. Matching (Subboard) - Have students practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B. A B 1. junk yard 2. end up 3. treasure 4. foam 5. stream 6. hedge 7. folk a. a row of things forming a fence. b. people c. a piece of land full of rubbish. d. a flow of water e. mass of bubbles of air gas f. valuable or precious things g. reaches of state of. b. Comprehension questions - Show 5 questions (from 1-6) on p51. - Get students to work in pairs to answer the questions. 1. According to the mother, what will happen of the pollution goes on? 2. Who does the mother think pollute the environment? 3. What will happen to the boy if he keeps on asking his mother such questions? 4. Do you think the boy’s question is silly (line 9-10)? Why not? 5. What does the poet want us to learn about keeping the environment unpolluted? c. Discussion: - Divide the class into four groups - Have students discuss the question: “What could you do in your school/ house to minimize pollution?” - Invites some students stand up and give their answers - Gives feedback 4. ACTIVITY 4: APPLICATION (5’) a. Aim: Stundents apply the knowledge about environmental protection they learnt in practice b. Content: - Apply in practice c. Outcome: knowledge about environmental protection d. Organization: - Writes the homework on the board IV. Consolidation: The environment and memorize some new words in the poem. V.Homework: Learn by heart vocab and write 5 things that they have to do to keep the environment unpolluted. - Asks students to do it at home by the 8th January - The student will answer the question: + Yes, I do/ No I don’t + I like…..best. + Some of my favorite poems are….. + I think it’s difficult/ easy to understand a poem. + Yes, I have. I have ever read the poem named…../ No, I haven’t. + Yes, I do/ No, I don’t. + Yes, I do/ No, I don’t. - Listen and open their books. - Students pay attention to the teacher - Listen and repeat. - Copy the new words in their notebooks - Repeat all the words - Come to board and write and pay attention when teacher gives feedback. - Listen to the teacher’s instruction - Guess the answers - Listen - Read and check * Answer key: a) The mother and her son. b) They are talking about the environment/ the pollution. - Ask students to practice asking and answering the questions in pairs. - Match - Students work individually - Try to memorize the new words * Answer key: 1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b - Work in pairs to answer 6 questions and write down in their notebooks. * Answer key: 1. If the pollution goes on, the world will end up like a second hand junk yard. 2.The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her or 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. Expected answers: - Always put the trash in the waste basket. - Carry the recycled bag to go shopping instead of plastic bags - Walk or go to school - Reuse bottles and cans or bring them to the recycling factories - Copy the homework in their notebooks *Evaluation: