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: 14.12.2024 Period 53 Review Unit 4, page 92 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - review the target language learnt in the unit - practice test taking skills *Students with disabilities review the target language learnt in the unit. 1.2. Competences - improve Ss’ communication, collaboration, analytical, critical thinking skills. 1.3. Attributes - know the dangers of natural disasters and how to keep safe. 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 a boy talking to his classmate about a disaster and complete questions. - Read an announcement about a wildfire and choose the correct answer (A, B, or C). - Ss’ answers. - Ss’ answers. - Observation. - Observation. 4. Procedures A. Warm up: 5’ a. Objectives: review the vocabulary related to disasters learnt in the unit. b. Content: miming games. c. Expected outcomes: Ss can name the activity mimed by their friends. d. Organization Teacher’s activities Students’ activities WORDSEARCH - Explain the game: T divides the class into 2 teams; 2 Ss from 2 teams go to the board, listen to the teacher’s definition, find the word in the wordsearch shown on the board and circle it; the faster will get a point for their team; the team with more correct guesses will win. - Get Ss to play in 2 teams. - Decide the winner. 1. EMERGENCY SERVICES 2. ESCAPE PLAN 3. SUPPLIES 4. FIRE EXTINGUISHER 5. BATTERIES 6. FIRST AID KIT 7. BOARD UP 8. STOCK UP B. New lesson 1. Listening: 15’ a. Objectives: to help Ss listen for details and understand the conversation. b. Content: listening task c. Expected outcomes: Ss can complete the questions correctly. d. Organization: Teacher’s activities Students’ activities Pre-listening You will hear a boy talking to his classmate about a disaster. Listen and complete questions 1–5. You will hear the conversation twice. - Ask Ss to read the questions carefully and guess the missing information: noun, adjective, verb, or number. - Pick some Ss to answer the questions. - Give feedback. While – listening - Ask Ss to listen and complete the questions. - Let Ss check answers with their partners after the first listening. - Check Ss’ answers after the second listening. - Read the questions carefully and guess the missing information. -Give answers. Possible answers: 1. Number (year) 2. Place 3. Number 4. Number 5. Number -Listen and complete the questions. - Check answers with their partners. - Check their answers. Answer Keys: 0. typhoon 1. 2003 2. North and South 3. 120 4. 5 5. 280 2. Reading: 20’ a. Objectives: to help Ss practice reading for gist and specific information. b. Content: reading task. c. Expected outcomes: Ss can read and choose the correct words to complete the sentences. d. Organization Teacher’s activities Students’ activities Pre-reading: - Ask Ss to work look at the title and guess what information they may find in the text. - Pick some Ss to answer the questions. - Give feedback. Vocabulary: - National Weather Service (n phr): /næʃənəl ˈweðər ˌsɜːvɪs/ dịch vụ thời tiết quốc gia - spread (n): / spred /: lan rộng - Ask Ss to read the text and underline the words above. - Get Ss to try to guess their meanings in the context first. - Explain the meanings of the words. - Ask Ss to listen and repeat chorally and individually. - Check Ss’ remembering. - Ask Ss to read the questions and underline key words. 0. The announcement is about __________. 1. The wildfire warning __________. 2. People should have __________. 3. People should __________. 4. People should follow __________ - Look at the title and guess what information they may find in the text. Possible answers: The name of the disaster, location, time, dangers, instructions to keep safe. - Read the text and underline the words. - Try to guess their meanings in the context. - Listen to the teacher and take notes the meanings of those words. - Listen and repeat chorally and individually - Answer the teacher. - Read the questions and underline key words. 0. The announcement is about __________. 1. The wildfire warning __________. 2. People should have __________. 3. People should __________. 4. People should follow __________ While-Reading Look and read. Choose the correct answer (A, B, or C) 0. The announcement is about __________. A. a flood B. wildfires C. an earthquake 1. The wildfire warning __________. A. is for the city of Riverview B. ends the next day C. ends the same day at 1 p.m. 2. People should have __________. A. lots of food B. lots of fresh water C. batteries 3. People should __________. A. stay in their homes B. turn off the electricity C. go to the store to buy what they need 4. People should follow __________. A. their neighbors B. their escape plans C. the smoke - Ask Ss to read the text messages; scan the key words and choose the correct answer - Monitor the class and help them if necessary. - Let Ss check the answers with their partners. - Pick some Ss to give their answers. - Give feedback. -Read the text messages and choose the correct answer. - Check the answers with their partners. - Give their answers. Answer keys: 0. B. wildfires (What: wildfires) 1. B. ends the next day (When: from 21:00 August 11th to 23:00 August 12th) 2. C. Batteries (Instructions: line 4: Have flash light and batteries.) 3. A. stay in their homes (Instructions: line 6: Stay inside your home, and …) 4. B. their escape plans (Instructions: line 8: … and follow your escape plan.) Post-reading In pairs: tell your partner what instruction you think is the most important and why. -Ask Ss to tell your partner what instruction they think is the most important and why. -Pick some Ss to share their ideas. - Give feedback. -Ask their partners tell your partner what instruction you think is the most important and why. -Share their ideas. C. Consolidation and homework assignments: 5 minutes - Vocabulary: National Weather Servive, spread. - Do exercises in workbook on page 53. - Prepare the next lesson: Review Unit 4, page 93. 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: 14.12.2024 Period 54 Review Unit 4, page 93 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - review the target language learnt in the unit. - practice test taking skills. *Students with disabilities review the target language learnt in the unit. 1.2. Competences - improve Ss’ collaboration, analytical, critical thinking skills. 1.3. Attributes - know the dangers of natural disasters and how to keep safe. 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 - Fill in the blanks with the words from the box. - Circle the correct preposition of place. - Underline the mistakes and write the correct words on the lines. - Circle the word that has the underlined part pronounced differently from the others. - Write an announcement about a disaster in the place where you live. Write 80 to 100 words. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation. - Observation. - Observation. - Observation. - Checking. 4. Procedures A. Warm up: 5’ a. Objective: review the vocabulary learnt in the unit. b. Content: guessing game c. Expected outcomes: Ss can say the words correctly. Teacher’s activities Students’ activities Guessing game Typhoon, earthquake, tsunami, flood, wildfire, blizzard, heat wave, drought, landslide, avalanche - Explain the game: T divides the class into 2 teams; T picks 2 Ss from to teams to go to the board; T gives them a natural disaster and ask them to draw for their team to guess; the faster team will get point; the team with more points at the end will win. - Get Ss to play in 2 teams. - Decide the winner. -Play the games in two teams. B. New lesson (35’) 1. Vocabulary: 10’ a. Objectives: to help Ss review the vocabulary learnt in the unit. b. Content: vocabulary task. c. Expected outcomes: Ss can understand the meanings of the vocabulary and labe the pictures with the correct words. d. Organization Teacher’s activities Students’ activities Fill in the blanks with the words from the box. - Ask Ss to look at the pictures carefully and write the correct word under each picture. - Give Ss time to do it. - Let them compare their answers with their partners. - Pick some Ss to give their answers. - Give feedback. . - Look at the pictures carefully and write the correct word under each picture. - Compare their answers with their partners. - Give their answers. Answer keys: 1. tsunami 2. first aid kit 3. flood 4. escape plan 5. earthquake 6. wildfire 7. batteries 8. typhoon 9. board up 10. blizzard 2. Grammar: 10’ a. Objectives: to help Ss review grammar learnt in the unit. b. Content: grammar task c. Expected outcomes: Ss can use prepositions of places and make Wh- questions correctly. d. Organization: Teacher’s activities Students’ activities Task a. Circle the correct preposition of place. 1. You should keep a fire extinguisher in/under your home. 2. In an earthquake, you should get into/under a table. 3. If there is a tsunami, you need to go inside/to higher ground. 4. During a flood, don't go into/outside the water because it's dangerous. 5. An escape plan can help you to get outside/inside in an emergency. - Use IWB to show the task. - Review the use of prepositions of place. - Ask Ss to circle the correct preposition of place. - Give Ss time to do the exercise. - Let them compare their answers with their partners. - Pick some Ss to give their answers. - Give feedback. Task b. Underline the mistakes and write the correct words on the lines. 1. What was the big typhoon? 2. How tall be the tsunami? 3. When wide was the typhoon? 4. How much people died in the flood? 5. How many damage did the fire cause? - Review the meaning and structures of different Wh- questions. - Ask Ss to underline the mistakes and write the correct words on the lines - Give Ss time to do the exercise. - Let them compare their answers with their partners. - Pick some Ss to give their answers and explain. - Give feedback. - Circle the correct prepositions. - Compare their answers with their partners. - Give their answers. Answer keys: 1. in 2. Under 3. To 4. Into 5. outside - Underline the mistakes and write the correct words on the lines. - Compare their answers with their partners. - Give their answers. Answer keys: 1. big –> biggest 2. be –> was 3. When –> How 4. much –> many 5. many –> much 3. Pronunciation: 5’ a. Objectives: to help Ss pronounce the words correctly. b. Content: pronunciation task c. Expected outcomes: Ss can pronounce the words correctly. d. Organization Teacher’s activities Students’ activities Circle the word that has the underlined part pronounced differently from the others. -Ask Ss to say the words. -Get them choose the word that has the underlined part pronounced differently from the others. -Show them the pronunciation of the words (using PPT slides) and confirm the answers. - Say the words. - Choose the word that has the underlined part pronounced differently from the others. Answer keys: 1. C 2. A 3. D 4. Writing: 15’ a. Objectives: to help Ss write an announcement about a disaster. b. Content: writing task c. Expected outcomes: Ss can write an announcement about a disaster in the place where they live. d. Organization Teacher’s activities Students’ activities Write an announcement about a disaster in the place where you live. Write 80 to 100 words. -Ask Ss to brainstorm for information about the disaster where you live, including what, where, when, possible damage, and some instructions to keep safe. - Give Ss some time to write. - Go around to help if necessary. - Pick some Ss to show their writing. - Give feedback. - Brainstorm for information about the disaster where you live, including what, where, when, possible damage, and some instructions to keep safe. - Write their passage. - Show their writing. Sample: Sent: 8:00 May 15 What: Typhoon Where: Newtown When: From 10:00 May 15 to 6:00 May 16 Heavy rains and strong winds will cause damage to our town. The wind could knock down trees. The water could flood the streets. We expect damage to buildings, houses, and cars. Instructions: • Have emergency items ready to go. • Stay in the highest part of your home. • Move food and important things to the highest part of your home. • Do not walk or drive into the flood water. • Board up your lower windows. C. Consolidation and homework assignments: 5’ - Prepare the next lesson: Unit 5, page 44. - Do the exercises in WB (page 53). 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: 14.12.2024 Period 46 REVISION FOR THE FIRST TERM TEST I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review vocabulary about protecting the environment (clean up, electricity, health, land, waste, reduce, save, recycle, wildlife, diseases, …). - review grammar: First conditional sentences, compound and complex sentences. - pronoun /t/ sounds correctly and second-syllable word stress. *Students with disabilities review vocabulary about protecting the environment (clean up, electricity, health, land, waste, reduce, save, recycle, wildlife, diseases, …). 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1. 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for next unit. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. PROCEDURES A. Warm up: (5’) a) Objective: Review the lesson and set the scene for Ss to recap previous knowledge; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review vocabulary, grammar, pronunciation and writing. c) Expected outcomes: Ss are ready for the revision of unit 3. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES • Sound - choice game - Play audio of some word of voiced and unvoiced /t/ sound. - Have ss stand up for voiced /t/ sound and sit down for unvoiced /t/ sound. - Give feedback and evaluation. * Suggested words: time, listen, rest, guitar, castle, night, doctor, whistle, often (can be pronounced in 2 ways with /t/ or /silent t/ Lead to the new lesson. - Listen and say the words you can hear. - Make sentences. - Listen and do action (stand up or sit down) - Listen to teacher’s explanation about “often”. B. New lesson (35’) • Activity 1: Vocabulary (5’) a) Objective: Help Ss review vocabulary they have learnt. b) Content: - Read the clues and complete the sentences c) Expected outcomes: Ss can recall all previous vocabulary they have learnt and write the words correctly. They are able to get familiar with the test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Read the clues and complete the sentences. - Use DCR to show the task. - Have Ss read the clues and write the correct word in pairs. - Have Ss check answers with pairs and then give answers. - Check answers as a whole class. Read the clues and complete the sentences health, land, waste, reduce, clean up, electricity 1. There's so much trash in our rivers. We should our rivers. 2. We can use many energy sources to make . 3. Pollution harms many people's . 4. Tourism can cause a lot of pollution because tourists often use plastic bags and bottles. 5. You shouldn't electricity. Always turn off lights when not in use. B. Unscramble the words. - Do the ex - Give answers. key 1. clean up 2. electricity 3. health 4. land 5. waste 1. clean up (dọn dẹp) There's so much trash in our rivers. We should clean up our rivers. (Có quá nhiều rác trong các dòng sông của chúng ta. Chúng ta nên làm sạch các dòng sông của chúng ta.) 2. electricity (điện) We can use many energy sources to make electricity. (Chúng ta có thể sử dụng nhiều nguồn năng lượng để tạo ra điện.) 3. health (sức khỏe) Pollution harms many people’s health. (Ô nhiễm gây hại cho sức khỏe của nhiều người.) 4. land (đất đai) Tourism can cause a lot of land pollution because tourists often use plastic bags and bottles. (Du lịch có thể gây ra nhiều ô nhiễm đất vì khách du lịch thường sử dụng túi nhựa và chai lọ.) 5. waste (lãng phí) You shouldn't waste electricity. Always turn off lights when not in use. (Bạn không nên lãng phí điện. Luôn tắt đèn khi không sử dụng.) KEY 1. disease (bệnh tật) 2. wildlife (động vật hoang dã) 3. pollute (gây ô nhiễm) 4. tourism (du lịch) 5. affect (ảnh hưởng) 6. damage (thiệt hại) 7. cause (nguyên nhân) 8. environment (môi trường) • Activity 2: Grammar (10’) a) Objective: Students can use First Conditional sentences in speaking and writing skills. b) Content: - Write First Conditional sentences using the prompts. - Combine two sentences into one using and or so (that). - Underline the mistakes c) Expected outcomes: Ss are able to use First Conditional sentences with if or unless correctly and get familiar with the test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES I. First Conditional sentences Khái niệm: Câu điều kiện loại 1 thường dùng để đặt ra một điều kiện có thể có thật (ở hiện tại hoặc tương lai) với kết quả có thể xảy ra. Cấu trúc: If + S + V(s/es), S + will/can/shall + V (nguyên mẫu) Ví dụ: If I get up early in the morning, I will go to school on time. Cách dùng • Dùng để chỉ sự việc có thể xảy ra ở hiện tại hoặc tương lai • Dùng để đề nghị và gợi ý • Dùng để cảnh báo hoặc đe dọa Ngoài ra, ta có thể dùng: Unless thay cho If not Ví dụ: If you don't study hard, you will fail the exam. = Unless you study hard, you will fail the exam. Ex. Underline the mistakes and write the correct words on the lines. - Use DCR to show the task. - Demonstrate the activity by using the example. - Have Ss read and write the sentences. - Call Ss to give answers, explain. - Give feedback and evaluation. II. Compound sentences with ‘and’ and complex sentences with ‘so that’ - Have Ss look at the grammar explanation (using DCR). Ex. Circle the correct answers. - Have Ss read and write the sentences. - Call Ss to give answers, explain. - Give feedback and evaluation. 1. We should walk to school, and / so we shouldn’t throw trash on the ground. 2. We should recycle at home so that / and we can reduce land pollution. 3. We should turn off air conditioners when we leave a room, so / and we should ride bicycles. 4. We should reuse plastic bags and / so that we don’t need to throw so many in the trash. 5. We shouldn’t throw trash in the sea, and / so that we should help clean up beaches. 6. We should ride our bikes to school, so / and we shouldn’t waste electricity. 7. We should have cheap public transportation so / and we can reduce air pollution. 8. We should use the bus, so that / and we can walk sometimes. Ex Complete the sentences using your own ideas. 1. We should have cheap public transportation so that ___________________. 2. We shouldn’t waste electricity, and we _________________________________ 3. We _____________________ so that _________________________________ 4. We ______________________, and _____________________________. - Observe and listen. - Work individually. - Give answers. Answer keys 1. If there be too much pollution, it will affect the wildlife. Lỗi: be => is Sửa lỗi: If there is too much pollution, it will affect the wildlife. (Nếu có quá nhiều ô nhiễm, nó sẽ ảnh hưởng đến động vật hoang dã.) 2. There will be fewer fish in the sea if we keeps polluting it. Lỗi: keeps => keep Sửa lỗi: There will be fewer fish in the sea if we keep polluting it. (Sẽ có ít cá hơn ở biển nếu chúng ta tiếp tục gây ô nhiễm.) 3. We don’t stop air pollution if we keep using cars and motorbikes. Lỗi: don’t => won’t Sửa lỗi: We won’t stop air pollution if we keep using cars and motorbikes. (Chúng ta sẽ không ngăn được ô nhiễm không khí nếu chúng ta tiếp tục sử dụng ô tô và xe máy.) 4. Will we don’t take care of our beaches, it will affect tourism. Lỗi: Will => If Sửa lỗi: If we don’t take care of our beaches, it will affect tourism. (Nếu chúng ta không chăm sóc các bãi biển của mình, nó sẽ ảnh hưởng đến du lịch.) 5. Who will happen if we keep polluting the land? Lỗi: Who => What Sửa lỗi: What will happen if we keep polluting the land? (Điều gì sẽ xảy ra nếu chúng ta tiếp tục gây ô nhiễm đất?) 6. If people keep throwing trash in the park, it will affecting the wildlife. Lỗi: affecting => affect Sửa lỗi: If people keep throwing trash in the park, it will affect the wildlife. (Nếu mọi người tiếp tục vứt rác trong công viên, nó sẽ ảnh hưởng đến động vật hoang dã.) 7. Animals will lost their homes if we cut down the forest. Lỗi: lost => lose Sửa lỗi: Animals will lose their homes if we cut down the forest. (Động vật sẽ mất nhà nếu chúng ta chặt phá rừng.) 8. Noise pollution will affect people’s health if it increase. Lỗi: increase => increases Sửa lỗi: Noise pollution will affect people’s health if it increases. (Ô nhiễm tiếng ồn sẽ ảnh hưởng đến sức khỏe của người dân nếu nó tăng lên.) - Work individually. - Give answers. Answer keys 1. We should walk to school, and we shouldn’t throw trash on the ground. (Chúng ta nên đi bộ đến trường và không nên vứt rác xuống đất.) 2. We should recycle at home so that we can reduce land pollution. (Chúng ta nên tái chế tại nhà để có thể giảm ô nhiễm đất.) 3. We should turn off air conditioners when we leave a room, and we should ride bicycles. (Chúng ta nên tắt điều hòa khi ra khỏi phòng và nên đi xe đạp.) 4. We should reuse plastic bags so that we don’t need to throw so many in the trash. (Chúng ta nên tái sử dụng túi ni lông để không phải vứt quá nhiều vào thùng rác.) 5. We shouldn’t throw trash in the sea, and we should help clean up beaches. (Chúng ta không nên vứt rác xuống biển và chúng ta nên giúp làm sạch các bãi biển.) 6. We should ride our bikes to school, so we shouldn’t waste electricity. (Chúng ta nên đi xe đạp đến trường, vì vậy chúng ta không nên lãng phí điện.) 7. We should have cheap public transportation so we can reduce air pollution. (Chúng ta nên có phương tiện giao thông công cộng giá rẻ để giảm ô nhiễm không khí.) 8. We should use the bus, and we can walk sometimes. (Chúng ta nên sử dụng xe buýt, và đôi khi chúng ta có thể đi bộ.) Key 1. We should have cheap public transportation so that more people use it. (Chúng ta nên có phương tiện giao thông công cộng giá rẻ để nhiều người sử dụng hơn.) 2. We shouldn’t waste electricity, and we should cycle to school. (Chúng ta không nên lãng phí điện, và chúng ta nên đạp xe đến trường.) 3. We should recycle so that we can reduce land pollution. (Chúng ta nên tái chế để có thể giảm ô nhiễm đất.) 4. We shouldn’t throw trash in the sea, and we should pick up trash from the beach. (Chúng ta không nên vứt rác xuống biển, và chúng ta nên nhặt rác trên bãi biển.) - Observe and listen. - Work individually. - Give answers. Answer keys • Activity 3: Writing (12’) a) Objective: Ss can write a passage about how to help the environment and why. b) Content: - Write about how and why we should help the environment. c) Expected outcomes: Ss produce the new language successfully, and they can use the vocabulary as well as the grammar points in writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Write about how we should help the environment, and why. - Have ss brainstorm the ideas with helping the environment. They can get the ideas from task a and b in grammar task. - Instruct them to write the layout of passage: main idea, supported ideas. - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures. + the understandability. + the coherence and cohesion. - Work individually. - Work individually. - Give answers. C. Consolidation and homework assignments (5’) * Consolidation: * Vocabulary of Unit 3-4: Vocabulary about protecting environment. * Grammar of Unit 3-4: the First Conditional sentences, compound and complex sentences. * Homework: - Review vocabulary, grammar of unit 3-4. V. 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: ……………………………………………………………………………