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: 26/10/2024 Period 29 UNIT 3: LIVING ENVIRONMENT Lesson 2.1: Grammar (Pages 25 & 26) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - to learn and use the Defining relative clauses with relative pronouns who, whom, which, that, whose. - identify the difference between subject relative clause and object relative clause. - produce sentences using Defining relative clauses with relative pronouns who, whom, which, that, whose. - improve Grammar and Speaking. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - improve knowledge about technology in future houses... 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 - Read about defining relative clauses with relative pronouns, then fill in the blank. - Listen, check, and repeat. - Circle the correct words. - Combine the sentences. - Share the ideas with the class. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - Observation. - Observation/feedback. - Observation/feedback. - Observation/feedback. - Observation/feedback. 4. Procedures -Organization (1’) Class Date of teaching Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: To introduce the grammar point: defining relative clauses with relative pronouns. b. Content: complete the sentences. c. Expected outcomes: Ss can complete the sentences with the correct given relative clauses. d. Organization Teacher’s activities Students’ activities Competition time: o Ask Ss to form groups of 3. o Give Ss instructions and one example. o Give Ss some sentences and relative clauses to complete. a. that want to reduce their impact on the environment b. which can entertain your kids c. who love nature d. which generate electricity for the whole building e. that connects to a larger garden 1.People ……………will like this place. 2. Each house has an outdoor space ……… 3. The houses also have voice assistants ……. 4. These apartments have solar panels…… 5. The trash cans will be great for people … - Check Ss’ answers. - Form groups of 3. - Follow the instructions. - Complete the sentences in a team/group. Answer Keys 1. c. People who love nature will like this place. 2. e. Each house has an outdoor space that connects to a larger garden. 3. b. The houses also have voice assistants which can entertain your kids. 4. d. These apartments have solar panels which generate electricity for the whole building. 5. a. The trash cans will be great for people that want to reduce their impact on the environment. B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use defining relative clauses with relative pronouns who, whom, which, that, whose and identify the difference between subject relative clause and object relative clause. b. Content: Tasks a and b. c. Expected outcomes: Ss can make sentences using relative clauses with relative pronouns who, whom, which, that, whose. d. Organization Teacher’s activities Students’ activities Task a: Read about defining relative clauses with relative pronouns, then fill in the blank. - Ask Ss to work individually and complete the task (using the DCR/ PPTs slides). - Ask Ss to compare the answers with a partner. - Check Ss’ answers around the class. - Explain the use of defining relative clauses with relative pronouns (using the DCR/ PPTs slides) - Explain the use of different relative pronouns (using the DCR/ PPTs slides) -Explain the difference between subject relative clause and object relative clause. - Fill in the blanks. - Compare the answers with a partner. - Listen to the teacher’s instructions and take notes. - Listen to the teacher’s instructions and take notes. - Listen to the teacher’s instructions and take notes. Task b: Listen and check. Listen again and repeat. - Check Ss’ answers around the class. - Listen and check. Answer Keys: - Listen and repeat. 2. Practice (15’) a. Objectives: To help Ss practice the use of defining relative clauses with different relative pronouns. b. Content: Tasks c and d. c. Expected outcomes: Ss can practice the use of “separable and inseparable phrasal verbs” and when to use them. d. Organization: Teacher’s activities Students’ activities Task c: Circle who, whose, or which. - Ask Ss to complete the task individually. - Ask Ss to check the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Check and correct Ss’ answers. - Complete the task. - Compare the answers with a partner. - Read the sentences out loud. Answer Keys: 1. which 2. whose 3. Who 4. which 5. who 6. Which 7. Whose 8. who Task d: Combine the sentences using relative clauses. 1. We have a sofa. The sofa is also a bed. 2. Old people would love a house with a smart safety system. Old people live alone. 3. We have a smart elevator. The elevator sends you from your car to your front door. 4. People will love these smart apartments. People care about the environment. 5. Parents will love the smart safety system. Their kids are very active. 6. The apartment has a smart garden. The smart garden helps plants grow by watering them and giving them plant food. - Ask Ss to combine the sentences using relative clauses. - Ask Ss to compare the answers with a partner. - Set the time and monitor the class. - Check Ss’ answers (using the DCR). -Combine the sentences using relative clauses. -Check the answers with a partner. Answer Key 1. We have a sofa that/which is also a bed. 2. Old people that/who live alone would love a house with a smart safety system. 3. We have a smart elevator that/which sends you from your car to your front door. 4. People that/who care about the environment will love these smart apartments. 5. Parents whose kids are very active will love the smart safety system. 6. The apartment has a smart garden that/which helps plants grow by watering them and giving them plant food. 3. Production (5’) a. Objectives: To help Ss produce sentences using defining relative clauses with different relative pronouns. b. Content: smart appliances and furniture in the future. c. Expected outcomes: Ss can talk about smart appliances and furniture they think they will have in the future and who the products would be for, using defining relative clauses with different relative pronouns. d. Organization Teacher’s activities Students’ activities In pairs: Take turns saying what smart appliances and furniture you think we will have in the future and who the products would be for using the table below. - Ask Ss to say what smart appliances and furniture they think they will have in the future and who the products would be for using the prompts in the table. - Monitor the class and help them if necessary. - Ask some Ss to share their ideas. - say what smart appliances and furniture they think they will have in the future and who the products would be for using the prompts in the table. - Work in pairs to share the ideas/ sentences. - Share the ideas with the class. Suggested answers: 1. A: I think we'll have smart mirrors that let you try on clothes without wearing them. B: I think they'd be for people who love fashion. 2. A: I think we'll have refrigerators that can order food and drinks. B: I think they'd be for people who are busy. 3. A: I think we'll have television screens that show 3D videos and movies. B: I think they'd be for people who have kids. C. Consolidation and homework assignments (4’) - Writing: Write 5 sentences, using defining relative clauses with relative pronouns who, whom, which, that, whose. -Review defining relative clauses with relative pronouns who, whom, which, that, whose. -Make sentences using defining relative clauses with relative pronouns in SB. -Prepare for the next lesson (Pronunciation & Speaking - pages 26 & 27 - 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: 26/10/2024 Period 30 UNIT 3: LIVING ENVIRONMENT Lesson 1.3: Pronunciation & Speaking (Pages 26 & 27) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice ‘…that can...’ and ‘…that care…’ (Sound changes and Rhythm) - talk about a cool and smart house. - improve speaking skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - improve knowledge about technology in future houses. 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 the sentences and focus on the underlined letters. - Listen and cross out the sentence that doesn’t follow the note. - Read the sentences with the sound change. - Take turns talking about the smart homes. (Pair work) - Take turns saying which groups of people would love the apartment and house previously mentioned. - Discuss and design a house with at least four smart features. (Pair work) - Join another pair and tell them about your house. - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ answers/presentation. - Ss’ answers/presentation. - Ss’ answers/presentation. - Observation. - 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 Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: to introduce the transcription of sentences. b. Content: Pronunciation game: sentence transcription. c. Expected outcomes: Ss can write sentences based on their transcription. d. Organization Teacher’s activities Students’ activities COMPETITION TIME: -Create groups/teams of 5 students. -You will be given the transcription of 10 sentences. -You have to write the 10 sentences. -The team(s) with the most correct answers win(s). -Time limit: 5 minutes 1. /haʊ əʊld ə jʊ/? 2. /ʃiː ɪz maɪ ˈsɪstə/ 3. /duː jʊ spiːk ˈɪŋglɪʃ/? 4. /maɪ dæd ˈwɔːtəd ðə plɑːnts/ 5. /kæn jʊ draɪv ə kɑː/? 6. /ðə ˈbeɪbɪ wəz stɪl ˈsliːpɪŋ/ 7. /maɪ ˈfeɪvərɪt ˈkʌlə ɪz bluː/ 8. /aɪ ˈɔːlwəz get ʌp ˈɜːlɪ/ 9. /maɪ mʌm ˈnevə ˈdɑːnsɪz/ 10. /ʃiː həz ɔːlˈredɪ əˈraɪvd/ - Listen to the instructions. - Work in groups and write the sentences. - Ss’ answers Answer Keys 1. How old are you? 2. She is my sister. 3. Do you speak English? 4. My dad watered the plants. 5. Can you drive a car? 6. The baby was still sleeping. 7. My favorite color is blue. 8. I always get up early. 9. My mom never dances. 10. She has already arrived. B. New Lesson (35’) 1. Pronunciation (15’) a. Objectives: To help Ss practice ‘...that can...’ and ‘…that care…’ (Sound changes and Rhythm). b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by changing sounds in sentences. d. Organization Teacher’s activities Students’ activities Task a: Notes: 1. '...that can...' often sounds like /ðækən/. 2. '...that care...' often sounds like /ðæker/. - Ask Ss to take notes. - Listen and take some notes. Task b: Listen to the sentences and focus on the underlined letters. People that_care about the environment should live here. Our house has walls that_can move. -Listen to the sentences and focus on the underlined words. Task c: Listen and cross out the sentence that doesn't follow the note in Task a. I have smart appliances that clean themselves. These apartments have safety systems that can call emergency services. -Listen and choose the correct answer. Answer: These apartments have safety systems that can call emergency services. Task d: Read the sentences with the sound change noted in Task a. to a partner. - Ask some students to read the sentences out loud. - Give some feedback or correction. - Practice saying the sentences with a partner. - Read the sentences out loud. 2. Practice (10’) a. Objectives: To help Ss practice changing sounds to discuss some smart houses. b. Content: Tasks a and b. c. Expected outcomes: Ss can discuss smart houses with changing sounds. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Take turns talking about the smart homes below. - Ask Ss to practice in pairs. - Ask Ss to share their ideas with the class. - Check SS’s answers and give feedback. - Practice in pairs - Share the ideas with the class. Sample answer: A: What do the Lake View Apartments have? B: They have sensors that control lights, temperature, and water to save energy. Task b: Take turns saying which groups of people would love the apartment and house in Task a - Ask Ss to work in pairs and share their ideas. - Check Ss’ answers and give feedback (using the DCR/ PPT slides). - Share the ideas with a partner. Sample answer: A: People who want to save money would love Lake View Apartments. B: People that care about the environment would also love the apartments. 3. Speaking (10’) a. Objectives: To help Ss further practice changing sounds to discuss how to design some smart houses. b. Content: Tasks a and b. c. Expected outcomes: Ss can design some smart houses with changing sounds. d. Organization Teacher’s activities Students’ activities Task a: You're designing a smart house for one of the types of people below. In pairs: Choose one, then discuss and design a house with at least four smart features for them. - Ask Ss to work in pairs and discuss and design a house with at least four smart features for different types of people. - 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. Sample answer: A: People that are very busy want a house with lots of smart appliances. B: Yeah. They want smart appliances which they can control remotely, so they can control them from everywhere. Task b: Join another pair and tell them about your house. - Ask Ss to work in pairs and talk about the house they have designed. - Monitor the class and help them if necessary. - Elicit answers from some students. -Discuss in pairs. -Share their ideas with the class. Sample answer: We designed a house for people that are very busy, live alone, and want a small house. It has smart appliances that they can control remotely, so they can control them from everywhere. It also has refrigerators that can order food and drinks for them. In addition, it has walls that can move to change the size/shape of rooms and kitchen robots that can make a whole meal and clean themselves C. Consolidation and homework assignments (4’) Practice saying these sentences by changing sounds. People that_care about the environment should live here. Our house has walls that_can move. -Practice saying sentences in the Pronunciation (SB) by changing sounds. -Prepare for the next lesson (Vocabulary & Listening - pages 28 & 29 - 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: 26/10/2024 Period 31 UNIT 3: LIVING ENVIRONMENT Lesson 2.1: Vocabulary and Listening (Pages 28 & 29) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn and use vocab. related to living environment. - practice listening for gist and specific information - practice functional English – Asking the same questions. - present their ideas about technology and appliances they want to have in their house. - improve listening skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - improve knowledge about technology in future houses. 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 - Read the definitions, then fill in the blanks with the new words. - Talk about things students already have in their home and what they want their room to have. - Listen and answer the question “Does Lisa like her home?”. - Listen and circle True or False. - Listen and repeat. - Listen and circle the phrase that you hear. - Discuss how similar or different your home is to Lisa's - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - 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 Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: to introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can talk about their living environment based on the title and the picture. d. Organization Teacher’s activities Students’ activities Work in pairs. Look at the pictures: What can you see? Do you think they are important things to have in or near your home? Why? - Ask Ss to work in pairs, look at the title and the picture, and answer the questions (using the DCR/ PPTs slides). - Call some pairs to give their answers. - Give feedback. - Work in pairs, look at the title and the picture and answer the questions. - Share/exchange the answers with the class. Suggested answer: 1. A park, a balcony, a convenience store and a living room. 2. Yes. Because they help me have a comfortable life. Ss’ answers B. New Lesson (35’) 1. Pre-Listening (Vocabulary - 15’) a. Objectives: To help Ss improve new words about the topic: living environment. b. Content: tasks a and b. c. Expected outcomes: Ss can learn some new words to talk about their house. d. Organization Teacher’s activities Students’ activities Task a: Read the definitions, then fill in the blanks with the new words. Listen and repeat. - Ask Ss to work by themselves and fill in the blanks with the new words (using the DCR/ PPTs slides). - Ask Ss to compare the answers with a partner. - Check Ss’ answers around the class. - Ask Ss to listen and repeat. - Fill in the blanks with the new words. - Check the answers with a partner. - Listen and repeat. Answer Keys: 1. spa 2. air conditioner 3. flat screen 4. bunk beds 5. nearby 6. game console 7. curtain 8. neighborhood Task b: In pairs: Use the new words to talk about things you already have in your home and what you want your room to have. - Explain and model the activity. - Ask Ss to work in pairs, and talk about things they already have in their home and what they want their room to have. - Check Ss’ answers around the class. - Pick some Ss to talk about their partner. - Listen to the instructions. - Work in pairs, sharing the ideas. - Share the ideas with the whole class. Suggested answers: I have bunk beds in my room. I want a game console. I have thin curtains in my living room. I would love it if I had a flat-screen TV in my room. I have an air conditioner in most rooms in my apartment. I want bunk beds in my room. 2. While Listening (Listening – 15’) a. Objectives: To help Ss listen for gist and details. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can listen for the main idea and specific information. d. Organization: Teacher’s activities Students’ activities Task a: Listen to Lisa talking to her friend about her home. How does Lisa feel about her home? - Ask Ss to listen and answer the question by circling the number. - Ask Ss to compare the answer with a partner and show the evidence to justify the answer. - Check Ss’ answers. - Listen and circle the correct number. - Compare the answer with a partner and show the evidence to justify the answer. Answer Key: number 4 (she likes it) Evidence: Jacob: What's your house like? Lisa: It's great. It's really big, and it has a lovely living room and kitchen. I wish we had a bath, but I still really like it without one. Task b: Now, listen and circle True or False. - Ask Ss to read the sentences and underline key words. - Ask Ss to listen and circle True or False. - Ask Ss to check the answers with a partner. - Check Ss’ answers (using the DCR). - Read the sentences and underline key words. - Listen and circle True or False - Compare the answer with a partner. Answer Keys 1. True Jacob: Hey, Lisa. Where do you live? Lisa: I live on King's Street. Jacob: What's your neighborhood like? Lisa: It's nice. There's a big park and a good supermarket. 2. True Jacob: That's good. Lisa: Yeah, but I wish there was more entertainment. I love going to the movie theater, but it's so far from my house. I wish I lived closer to it. 3. False Jacob: I understand. Who do you live with? Lisa: I live with my mom, dad, and older brother. 4. False Jacob: Yeah, maybe. What about your bedroom? Lisa: It's OK. I wish it was a bit bigger. I don't really have room for all my clothes and books 5. True Jacob: That's annoying. Lisa: Yeah. I also wish I had bunk beds. If I did, my friends could sleep over. Task c: Read the Conversation Skill box, then listen and repeat. - Present different ways to ask the same question. - Play the CD and ask Ss to listen and repeat. - Pick three Ss to read the three ways ask the same question aloud and correct their pronunciation if necessary. - Listen and take notes. - Listen and repeat. Task d: Now, listen to the conversation again and circle the phrase that you hear. What about yours? What's yours like? And you? - Give instructions. - Play the CD and ask Ss to listen and circle the phrase that they hear. - Ask Ss to check the answers with a partner. - Check Ss’ answers (using the DCR). - Listen and circle the phrase that they hear. - Check the answers with a partner. Answer key: And you? 3. Post-listening (5’) a. Objectives: To help Ss compare their house with Lisa’s. b. Content: task e. c. Expected outcomes: Ss can say the similarities and differences between their house and Lisa’s. d. Organization Teacher’s activities Students’ activities In pairs: Discuss how similar or different your home is to Lisa's. - Ask Ss to discuss how similar or different your home is to Lisa's 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 (5’) - Vocabulary: 1. Spa 2. air conditioner 3. flat screen 4. bunk beds 5. Nearby 6. game console 7. Curtain 8. neighborhood - Review the new words to talk about houses. - Make sentences using the new words in SB. - Prepare for the next lesson (Grammar - pages 29 & 30 - 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: ………………………………………………………………………………