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: 16.01.2025 Period 59 UNIT 5: HEALTHY LIVING Lesson 2.2: Grammar (Pages 49 & 50) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use adverbial clauses/ phrases of concession 1.2. Competences - improve Ss’ listening and communication, collaboration, analytical, critical thinking skills, and creativity. 1.3. Attributes - foster Ss’ attention to detail for consistent practice and repetition to reinforce learning and build fluency. 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 sentence. - Read about adverbial clauses/phrases of concession, then fill in the blanks. - Fill in the blanks. - Read and circle the sentences with the closest in meaning. - Complete the sentences and practice adverbial clauses/phrases of concession. - 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. 4. Procedures -Organization(1’) Class Date of teaching Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: to introduce the grammar points of adverbial clauses of concession. b. Content: Game. c. Expected outcomes: Ss can get to know the adverbial clauses of concession. d. Organization Teacher’s activities Students’ activities Matching game - Ask Ss to form groups of 4-5. - Give Ss instructions. - Give Ss some time to match sentence beginnings and endings. - Check Ss’ answers. - Work in groups - Match sentences Answer Keys 1. b 2. a 3. c 4. e 5. f6. d B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use adverbial clauses/phrases of concession. b. Content: Tasks a and b. c. Expected outcomes: Ss can understand how to use adverbial clauses/ phrases of concession in different contexts. d. Organization Teacher’s activities Students’ activities Task a: Read about adverbial clauses/ phrases of concession, then fill in the blanks. - Have Ss read and look at the highlighted words and complete structures. - Have Ss look at the grammar explanation box and read the examples. - Have some Ss read the examples aloud. - Explain the form and use of “adverbial clauses/phrases of concession” (using the DCR/ PPTs slides) - Have Ss work individually and complete the task (using the DCR/PPT slides). - Have Ss check the answers with a partner. - Check Ss’ answers around the class - Read the grammar explanation box. - Some Ss were invited to read the examples aloud. - Listen to the teacher’s instructions and take notes. - Fill in the blanks. - Check the answers with a partner. Task b: Listen and check. Listen again and repeat. - Play the audio. Have Ss listen again and check. - Check Ss’ answers around the class. - Have Ss listen again and repeat. - Invite some Ss to repeat. - Listen and check. Answer Keys: Although - Listen and repeat. - Some Ss were invited to read the sentence aloud. 2. Practice (15’) a. Objectives: To help Ss practice the use of the adverbial clauses/phrases of concession b. Content: Tasks c and d. c. Expected outcomes: Ss can remember and know how to use the adverbial clauses/phrases of concession. d. Organization: Teacher’s activities Students’ activities Task c: Fill in the blanks with although / though or despite/in spite of - Demonstrate the activity using the example. - Have Ss complete the task individually. - Have Ss check the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Check and correct Ss’ answers. - Listen to the instructions. - Complete the task. - Check the answers with a partner. - Read the sentences out loud. Answer Keys: 1. Although/Though 2. Although/Though 3. Despite/In spite of 4. despite/in spite of 5. Despite/In spite of 6. although/though 7. despite/in spite of Extra Practice – WB P29: Fill in the blanks with although / though or despite/in spite of - Demonstrate the activity using the example. - Have Ss complete the task individually. - Have Ss check the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Check and correct Ss’ answers. - Listen to the instructions. - Complete the task. - Check the answers with a partner. - Read the sentences out loud. Answer Keys: 1. Although/Though 2. Although/Though 3. Despite/In spite of 4. although/though 5. Despite/In spite of 6. despite/in spite of Task d: Choose the sentence that is closest in meaning to each of the following sentences. - Demonstrate the activity using the example. - Have students choose the sentence that is closest in meaning to the one above. - Have Ss check the answers with a partner. - Have some Ss read the answers aloud. - Check Ss’ answers (using the DCR). - Listen to the instructions. - Complete the task. - Read the sentences aloud. - Check the answers with a partner. Answer Keys 1. C 2. B 3. C 4. A 5. B 3. Production (5’) a. Objectives: To help Ss produce sentences using the adverbial clauses/phrases of concession. b. Content: Task e c. Expected outcomes: Ss can use the adverbial clauses/phrases of concession in writing and speaking. d. Organization Teacher’s activities Students’ activities Task e: In pairs: Complete the sentences with your own ideas and tell your partner. - Divide the class into pairs. - Have Ss complete the sentences with their own ideas and tell their partner. - Monitor the class and help them if necessary. - Have some Ss demonstrate the activity in front of the class. - Feedback on Ss’ answers. - Complete the task. - Share the ideas with the class. Suggested answers: 1. Although I don't like sports, I play badminton twice a week. 2. Though I like having snacks, I try to only have one a day. 3. I eat lots of vegetables although I don't really like them. 4. I'm trying to wake up at 5 a.m. every day though it's difficult to do. 5. I like watching horror movies in spite of my fear of ghosts. 6. I hate exercising despite knowing that it's great for my health. C. Consolidation and homework assignments (5’) - Grammar: Adverbial clauses/phrases of concession. - Do homework: Writing on page 29 – WB - Prepare for the next lesson (Pronunciation & Speaking - pages 50 & 51 - 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: 16.01.2025 Period 60 UNIT 5: HEALTHY LIVING Lesson 2.3: Pronunciation & Speaking (Pages 50 & 51) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - know to stress the word in adverbial clauses/phrases of concession. - talk about surprising health facts. - improve speaking skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, creativity, and critical thinking skills. 1.3. Attributes - foster Ss’ understanding of health problems. 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 stressed words. - Listen and cross out the sentence that doesn't follow the note in Task a. - Read the sentences with the sentence stress noted in Task a. to a partner. - Make 2 - 3 more conversations using the provided ideas. - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Observation. - 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 review adverbial clauses/phrases of concession and introduce sentence stress. b. Content: Matching game. c. Expected outcomes: Ss can write adverbial clauses/phrases of concession. d. Organization Teacher’s activities Students’ activities MAGIC SENTENCE MATCH - Divide the class into 2 teams. - Go over ground rules. - Randomly match the first and second halves of the sentences together and read them aloud. - Work in teams - Listen to the instructions. - Write half of adverbial clauses/phrases of concession. Students’ answers. B. New Lesson (35’) 1. Pronunciation (15’) a. Objectives: To help Ss practice stressing the word in adverbial clauses/phrases of concession. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their sentence stress. d. Organization Teacher’s activities Students’ activities Task a: Stress the adverbial conjunction in sentences with adverbial clauses/phrases of concession. - Explain that By stressing the adverbial conjunction in sentences with adverbial clauses/phrases of concession, speakers emphasize the statement of an event described in the clause. - Have Ss repeat the sentence. - Listen and take notes. - Listen and repeat the sentence. Task b: Listen. Notice the stress of the underlined words. - Play the audio. Have Ss listen and notice the stressed words. Though chocolate isn't good for us, it's the most popular snack in the world. He eats a lot of candy although he knows it's bad for him. - Listen and focus on the stressed words. Task c: Listen and cross out the sentence that doesn't follow the note in Task a. - Play the audio. Have Ss listen and cross out the sentence that doesn't follow the note in Task a. - Play the audio again and check answers as a whole class. - Listen and choose the correct answer. Answers: Although I know exercise is good for me, I'm just too lazy. Task d: Read the sentences with the sentence stress noted in Task a. to a partner. - Have Ss practice the sentences with a partner. - Have some students read the sentence aloud. - Give some feedback or correction. 1. Though chocolate isn't good for us, it's the most popular snack in the world. 2. He eats a lot of candy although he knows it's bad for him. 3. Although I know exercise is good for me, I'm just too lazy. 4. I like to eat chocolate cake though it's not good for me. - Practice saying the sentences with a partner. - Read the sentences aloud. 2. Practice (10’) a. Objectives: To help Ss practice sentence stress in the conversation. b. Content: Tasks a and b. c. Expected outcomes: Ss can improve their sentence stress in the conversation. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Take turns telling your partner about healthy living using the pictures and the information. End the discussion using the expressions in the Conversation Skill box. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have pairs take turns telling their partner about healthy living using the pictures and the information. - Have some pairs demonstrate the activity in front of the class. - Practice the conversation with a partner and swap roles. - Perform in front of the class. Task b: Practice with your own ideas. - Have Ss repeat the activity using their own ideas. - Invite two pairs of Ss to perform in front of the class. - Give feedback or any correction on their pronunciation. - Make 2 - 3 more conversations with different partners. - Perform in front of the class. 3. Speaking (10’) a. Objectives: To help Ss further practice their sentence stress and speaking skills. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about teens’ health problems using adverbial clauses/phrases of concession. d. Organization Teacher’s activities Students’ activities Task a: You're in a city council meeting about teenagers' health. In pairs: Discuss whether teens follow the health advice below and find solutions for each problem. - Have Ss work in pairs and discuss whether teens follow the health advice and find solutions for each problem. - Monitor the class and help them if necessary. - Invite some pairs to perform in front of the class. - Give feedback to encourage Ss. - Work in pairs. - Perform in front of the class. Suggested answers: A: Although doctors suggest teens get 8–10 hours of sleep a night, most teens only get 6–7 hours. B: Yeah, I agree. What should we do to improve it? A: I think school should start later and give students less homework. Task b: Join another pair. Discuss the three biggest problems and give solutions to them. - Have Ss work with a different partner and discuss the three biggest problems and give solutions for them. - Monitor the class and help them if necessary. - Elicit answers from some students. - Discuss in pairs. - Share their ideas with the class. Suggested answer: - 60 minutes of exercise a day  increase physical or outdoor activities - 400g of fruit and vegetables a day  tell teens the benefits of fruit & vegetables and include them in teens’ meal - Maintain a healthy weight  limit fast food/junk food C. Consolidation and homework assignments (4’) - Practice stressing the adverbial conjunction in sentences with adverbial clauses/phrases of concession. - Prepare for the next lesson (Reading - page 52 - 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: 16.01.2025 Period 61 UNIT 5: HEALTHY LIVING Lesson 3.1: Reading (Page 52) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice reading for the main idea and details for the main idea and details. - practice listening for the main idea and specific information - improve reading skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - Encourage students to be observant when searching for health information sources on social networks. 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 and choose the correct answers. - Read and summarise the main idea. - Read and circle the correct answers. - Listen and read. - Talk about your summary - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ performance. - 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 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 where they get health information d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the pictures. Where do these people get information about health? Where do you usually get health information from? - 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 the answers with the class. Suggested answers: They get information about health by - Talking to the experts - Searching for information on the Internet - Reading books I usually get health information from: - Doctors - Books - Magazine / Newspaper Ss’ answers B. New Lesson (35’) 1. Pre-Reading (15’) a. Objectives: To prepare vocabulary for students to understand the text. b. Content: Tasks a c. Expected outcomes: Ss can read and understand the text better. d. Organization Teacher’s activities Students’ activities Task a: Look at the Reading on page 45 and the Listening on page 49, then read the summary below. Why are the headings organized this way? - Have students read the two possible answers. - Have students look at the Reading on page 45 and the Listening on page 49. - Have students read the summary and answer the question. - Check the answer as a whole class. - read the possible answers - Read the Reading & Listening and take notes. - Check the answers with their partner. Answer Keys: 2 2. While Reading (15’) a. Objectives: To help Ss read for inference and details. b. Content: Tasks b, and c. c. Expected outcomes: Ss can read for specific information about health facts/myths. d. Organization: Teacher’s activities Students’ activities Task b: Now, read and choose the correct answers. - Have students read the questions. - Have students read the summary again and choose the correct answers. - Check answers as a whole class - Read and circle the correct answers. Answer Keys: 1. B 2. A 3. B 4. D 5. B Task c: Listen and read. - Play audio. - Have Ss listen and read. - Listen to the audio. - 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: Task d c. Expected outcomes: Ss can talk about the most interesting health information and explain. d. Organization Teacher’s activities Students’ activities Task d: In pairs: Discuss which piece of information you find most interesting and say why - Have Ss work in pairs and discuss the questions. - Elicit answers from some Ss. - Work in pairs to share their ideas. - Share their ideas with the class. Suggested answers: I’m interested in learning which chemicals are safe because it helps us understand the ratio of chemicals in food that we eat. Therefore, it’s easy for us to choose good food for our health. C. Consolidation and homework assignments (4’) - Do Listening & Reading in WB page 30 - Prepare for the next lesson (Writing & Speaking – page 53 - 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: 16.01.2025 Period 62 UNIT 5: HEALTHY LIVING Lesson 3.2: Writing & Speaking (Page 53) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - write a summary of a text. - talk about the main ideas of an article on health - improve writing and speaking skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, creativity, and critical thinking skills. 1.3. Attributes - nurture Ss’ critical thinking on health information. 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 and underline the main ideas. - Put ideas into groups. - Label the summary with the different problems. - Write a summary text. - Read and give feedback - Ss’ answers. - Ss’ answers. - Ss’ performance. - Ss’ answers/presentation. - Ss’ answers. - Observation. - 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 review vocabulary in lesson 2 b. Content: mini game c. Expected outcomes: Ss can complete activities. d. Organization Teacher’s activities Students’ activities INTERACTIVE GAME - Create 2 teams - Instruct Ss to play the game. - Which team has more correct answers wins. https://eduhome.com.vn/ (DHA phần mềm trò chơi tương tác) - Form 2 teams - Listen to the instructions. - Answer the questions. B. New Lesson (35’) 1. Writing (10’) a. Objectives: To help Ss know how to set a layout for summarizing a text b. Content: Tasks a and b. c. Expected outcomes: Ss can put information from different texts into groups. d. Organization Teacher’s activities Students’ activities Task a: Read about summarizing a text. Then, using the summary on the previous page to help you, underline the main ideas in the article (page 45) and the listening questions (page 49). Put the ideas into groups and give each group a letter (A–E). - Have students read the Writing Skill box and the summary again, then have students underline and group the main ideas in the article (page 45) and the listening questions (page 49). - Have students check their answers with a partner. - Check answers as a whole class - Read the Writing Skill box and underline the main ideas. - Group the main ideas. - Check the answers. Answers: Task b: Look at the example of a bad summary below. Label the summary with the different problems (A–E). - Have students read the bad summary and fill in the blanks with the letter A–E. - Have students check their answers with a partner. - Check answers as a whole class - Read and underline key words. - Complete the task. - Check answers with a partner. Answers: 1. E 2. D 3. B 4. C 5. A 2. Speaking (10’) a. Objectives: To help Ss further practice speaking skills. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about how to stay healthy. d. Organization Teacher’s activities Students’ activities Task a: In pairs: Look at p. 122 File 2 and underline the main ideas in the text. Then, group the ideas together by writing a letter (A–C) beside each part you underlined. - Have Ss work in pairs in 5 minutes. - Have SS discuss the main ideas and underline them - Monitor the class and help them if necessary. - Have some pairs to perform in front of the class. - Give feedback to encourage Ss. - Work in pairs. - Discuss the main ideas. - Perform in front of the class. Students’ answers. Task b: Complete the table below with your notes, then choose a title for each group of ideas. - Have Ss choose a title for each group of ideas. - Have Ss complete the table with the main ideas. - Monitor the class and help them if necessary. - Elicit answers from some students. - Discuss in pairs and complete the table. - Share their ideas with the class. Students’ answers. 3. While-writing (10’) a. Objectives: To help Ss practice writing a summary passage. b. Content: Let’s write. c. Expected outcomes: Ss can improve their writing skills. d. Organization: Teacher’s activities Students’ activities Now, summarize the main information from the text on page 122. Use the Writing Skill box, the reading model, and your speaking notes to help you. Write 100 to 120 words. - Draw Ss’ attention to the Feedback form. - Have Ss use their notes to write their summaries. - Give feedback or any corrections on their writing if possible. - Write a summary text. Suggested answers: The article discusses information about staying healthy. It also suggests asking a health expert for advice about staying healthy. 1. Air pollution at home Many people use cooking methods that pollute their homes. It's important for more people to understand which cooking methods are safe. 2. Check health regularly Even if you feel OK, you should check your health often. Only some people do this now. Technology makes it easier to check for health problems. 3. Children's rights to health care Every child should have the right to access health services. Many children in the world can't access health services. Every child under six years old should have access to health care. 4. Post-writing (5’) a. Objectives: To help Ss review and edit their passage. b. Content: Feedback form c. Expected outcomes: Ss can improve their paragraph writing skills. d. Organization: Teacher’s activities Students’ activities Now, reread and edit your passage using the feedback box below. Or in pairs: read each other’s passage and give feedback using the feedback box below. - Have Ss use the feedback box, read their partner’s passage and give feedback. - Monitor the class and help them if necessary. - Read a partner’spassage and give feedback. C. Consolidation and homework assignments (4’) - Do Writing on WB – page 31. - Prepare for the next lesson (Unit 5: Review: Listening & Reading, Vocabulary - pages 100 & 101 - 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: …………………………………………………………………………………………