Giáo án Tiếng Anh 9 (Global Success) - Revision - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Giáo án Tiếng Anh 9 (Global Success) - Revision - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

1. Preparing date: Teaching date: 28/8/2022 9A: 06/9/2022 9B:06/9/2022 9C: 06/9/2022 9D: 06/9/2022 Period: 1 REVISION I./. OBJECTIVE: - By the end of the lesson S will be able to remember main contents of English 8 and know how to learn English 9. 1. Knowledge 2. Skills: Practicing skills 3. Attitude: - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Competences: - Co-operation - Self- study - Using language to do exercises II./.PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./PROCEDURE: 1. Warm up: - free talk about summer activities 2. Revision: 2.1. Present perfect: a, Use: Thì hiện tại hoànthànhdiễn tả hành động: - bắt đầu từ quá khứ, kéo dài đến hiện tại và có thể tiếp tục ở tương lai. - đã xảy ra trong quá khứ nhưng không rõ thời gian. - vừamớixảy ra. - đã xảy ra và đã chấm dứt nhưng kết quả còn để lại hoặc liên quan đến hiện tại. - chưa bao giờ xảyra. - lặp lại nhiều lần trong quá khứ. - dùng trong câubìnhphẩm. b, Form: S + have/ has + P II............... S + have/ has + not+ P II............... Have/ has + S + P II.........? c, Sign: - since/ for/ just/ already/ recently= lately/ ever/ never...before/ not...yet/ once/ twice/ three times..../ so far= up to now= up to the present= until now/ first time/ second time.... 4. Present perfect progressive: a, Use:Thì hiện tại hoàn thành tiếp diễn diễn tả hành động: - bắt đầu từ quá khứ, kéo dài liêntục đến hiện tại. - vừa mới kết thúc nhưng kết quả còn để lại hoặc liên quan đến hiện tại. b, Form: S + have/ has + been + V-ing............... S + have/ has + not+ been + V-ing............... Have/ has + S + been + V-ing................? c, Sign: - since/ for/ 2.2. Past simple: a, Use:Thì quá khứ đơn diễn tả hành động: - đã xảy ra và đã chấm dứt biết rõ thời gian. b, Form: S + V-ed............... 1
2. S + did + not+ V............... Did + S + V.........? c, Sign: - yesterday - last + N - ago/ then 2.3. Past progressive: a, Use:Thì quá khứ tiếp diễn diễn tả hành động: - đang xảy ra tại một thời điểm cụ thể trong quá khứ. - đã xảy ra và kéo dài một thời gian ở quá khứ. - đang xảy ra ở quá khứ thì hành động khác xen vào. - hai hành độngxảy ra song song cùng một lúc b, Form: S + was/ were + V-ing............... S + was/ were + V-ing............... Was/ were + S + V-ing.................? c, Sign: - at that time, then - when - while........... 2.4. Past perfect: a, Use:Thì quá khứ hoàn thành diễn tả hành động: - xảy ra trước một thời gian quá khứ hoặc trước một hành động khác. b, Form: S + had + P II............... S + had not + P II............... Had + S + P II.................? 2.5. Past perfect progressive: a, Use:Thì quá khứ hoàn thành tiếp diễn diễn tả hành động: - xảy ra trong quá khứ và kéo dài liên tục cho đến khi hành động quá khứ thứ hai xảy ra, hành động nàycó khoảng thời gian đi kèm. Hành động thứ hai được chia ở thì quá khứ đơn. b, Form: S + had been + V-ing............... S + had + not + been + V-ing............... Had + S + been + V-ing.................? 3.Further practice: 4. Production: - Review all the knowledge in English 8 - Prepare:Unit 1: Getting started + listen and read. -------------------------------o0o------------------------------ 2
3. Preparing date: Teaching date: 28/8/2022 9A: 08/9/2022 9B:09/9/2022 9C: 09/9/2022 9D: 09/9/2022 Period: 2 UNIT 1: LOCAL ENVIRONMENT Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, students will be able to: - listen and read for specific information about Nick's, Phuc's and Mi's visit to Bat Trang traditional craft village - practice reading and doing some exercises with the lexical items related to traditional craft village 1. Knowledge: - Vocab: traditional crafts items 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Students know how to learn English in right way and are interested in doing exercises. - Ss are interested in and proud of the traditional crafts 4. Competences:- Co-operation- Self- study- Using language to talk about traditional craft villages II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may not be familiar with many difficult Environment activities. - Teacher should prepare the lesson carefully and give the Ss clear instructions. IV./.PROCEDURE: Teacher and students ‘ activities Contents 1. Warm up : Matching (5’-IW) - Teacher shows all the pictures in 2 p7. ? Look at the pictures. Key: - Tell Ss that in the box are some traditional A. paintings B. drums handicrafts of different regions in Vietnam. C. marble sculptures D. pottery ? Work in groups and match these handicrafts E. silk F. lacquerware with the pictures. G. conical hats H. lanterns. ? giving your answers to class I. BEFORE LISTEN AND READ I. New words 1. New words (5’-IW) - take over (v): tiếp quản - Teacher use different techniques to teach - artisan (n): thợ làm nghề thủ công vocabulary (situation, realia) - memorable (adj): đáng nhớ - Follow the seven steps of teaching vocabulary - Repeat in chorus and individually * Checking vocab: R.O.R - Copy all the words 2. Set the scenes:(3’-IW) - Answer the questions individually. ? Look at the picture on page 6 * Suggested answers ? Who and what can you see in the picture? - Nick, Phong and Mi ? Where are they? - a lot of pieces of pottery ? What do you know about Bat Trang? - in Bat Trang traditional craft village - Ss answer the questions as a class - We are going to listen and read a dialogue about Nick, Phuc and Mi's visit to Bat Trang. - Play the recording twice. II. WHILE READING II. Listen and read 1. Ex a/7: Find a word or phrase (5’-PW) 1a. Find a word or phrase ? Listen and read then do 1a P7 Key: ? Work independently to find the words with the 1. craft 2. set up given meanings in the dialogue. 3. take over 4. artisans 3
4. ? Read out the lines in the dialogue that contain 5. attraction 6. specific region the words. 7. remind 8. look round ? Share the answers - Quickly write the correct answers on the board. ? Study the Watch out box. - "As far as I know" is an expression. It is used to say that you think you know something but you cannot be completely sure, especially because you do not know all the facts. 1.b. Answer the questions 2. Ex b/7: Answer the questions (7’-PW) Key: - Have Ss read the questions to make sure they 1. They are at Phong's grandparents' workshop in understand them. Bat Trang. ? Answer the questions without reading the 2. It is about 700 years old. dialogue again. 3. His great-grandparents did. - Ss exchange their answers with a classmate. 4. Because people can buy things for their house ? Check your answers by reading the dialogue and make pottery themselves there. again. 5. It's in Hue. - Ask for Ss' answers.. 6. Because the handicrafts remind them of a specific region. 3. Ex 2: Find words/ phrases in the box to 2. Find words/ phrases in the box to describe describe the photos:(5’-IW) the photos: T: Now, look at the pictures. In the box are A. paintings B. drums some traditional handicrafts of different regions in Viet Nam. In pairs, you’ll match C. marble sculptures D. pottery these handicrafts with the pictures E. silk F. lacquer ware Pair work: G. conical hats H. lanterns Ss compare their answers in pairs before giving their answers to T III. AFTER READING III. Practice (20'') 1. Complete the sentences /3 P7 (5’-PW) 1. Complete the sentences (3 P7) ? Complete the sentences with the 1. conical hat 2. lanterns words/phrases in 2. 3. silk 4. paintings - The complete sentences will give Ss 5. Pottery 6. marble sculptures information about the places where the handicrafts are made. - Call on two Ss to write their answers on the board. Confirm the correct answers. 2. Quiz (4 P7) - If time allows, T may organise a short activity 1. park 2. museum to check Ss' short-term memory. Have Ss close 3. zoo 4. beach their books. Point at each of Ss' answers on the 5. beauty spot board and quickly, call out the place where this handicraft is made. 2. Quiz 4 P7 (5’-PW) ? Work in pairs to do the quiz. - The pair which has the answers the fastest is invited to read out their answers. - Elicit feedback from other pairs. Confirm the correct answers. b : Work in groups (If time allows) ? Ss work in groups to write a similar quiz about places of interest. IV. WRAPPING UP (3') - Answer individually 4
5. ? Recall some information about Bat Trang traditional craft village. ? Are there any craft villages in your neighbourhood? ? What products do the artisans make? V. HOME ASSIGNMENT (2') ? Write sentences with the new words. ? Do Ex B1,2 , 3, 4P4 (Workbook) FEEDBACK: _____________________________________________________________________ _______________________________________________________________________ 5
6. Preparing date: Teaching date: 28/8/2022 9A: 10/9/2022 9B:12/9/2022 9C: 09/9/2022 9D: 09/9/2022 Period: 3 UNIT 1: LOCAL ENVIRONMENT Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - use the lexical items related to traditional crafts and places of interest in an area - say sentences with correct stress on content words 1. Knowledge: - Grammar: present simple, verb form - Vocabulary: traditional crafts 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Students know how to learn English in right way. - Ss are interested in doing exercises and are interested in making handicrafts 4. Competences: - Co-operation- Self- study- Using language to talk about traditional craft villages II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in distinguishing the stressed words in sentences. - Teacher should download pronunciation power intonation to help Ss pronounce correctly. IV./.PROCEDURE: Teacher and students ‘ activities CONTENT AND BOARD DISPLAY I- Warm up (5'): Ask Ss to call out some traditional crafts they - Listen to the teacher remember from the previous lesson. Tell them that in this lesson they are going to learn some . verbs that are used to talk about producing or - Work in groups creating a craft. These will help them use the language correctly when they talk about the - Write on the board. making of traditional crafts in a specific region. II. NEW LESON 1. Vocabulary 1. Vocabulary (IW- 5') * New word Cast (v): đúc - Teacher use different techniques to teach embroider (v): thêu vocabulary (situation, realia) mould (v): Đổ khuôn, tạo khuôn - Follow the seven steps of teaching vocabulary weave (v): Đan (rổ, rá), dệt - cast: shape hot liquid metal, etc. by pouring it Knit (v): đan (len) into a container. - mould: shape a soft substance into a particular form or object by pressing it or by putting it into mould * Checking vocab: R.O.R Key: a) Write the verbs in the box under the picture. A. cast One of them should be used twice(IW- 5’) B. carve - Ss work individual to do this exercise and then C.embroider compare their answers with a classmate. Elicit the D.weave answers from Ss and quickly write them on the E. mould board. Do not confirm the correct answers at this F. weave stage. Have Ss explain the meaning of each verb G.knit 6
7. in English or Vietnamese. Correct Ss' Repeat in chorus and individually explanations when needed. The two verbs cast - Copy all the words and mould are quiet difficult, so make that Ss understand them: Now have Ss look at their answers on the board and say if these are correct. b) Match the verb in column A with the groups of noun in column B (PW- 5’) Key: 1.b 2.d 3.e 4.a 5.f a. The purpose of this exercise is to help Ss 6.c understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pair to do the exercise. Check the answers as a class. If time allows, haceSs make sentences. Key: b. This activity will help Ss to manipulate the 2. cast; cast 3.wove; woven verbs as they are not all regular. 4.embroidered; embroidered Have Ss do the activity, then call two Ss to write 5. knitted; knitted 6. moulded; moulded their answers on the board. Elicit feedback from other Ss. Confirm the correct answers. c) Complete the table(2 P8) (GW- 5’) Suggested answer: Organise a competition for this activity: - Entertaining: cinema, department store, - Ss works in groups of five or six. Set a time limit restaurant, café, theater, opera house, of five minutes. Ss in each group write down as club . many places of interest in the word web as - Cultural: opera house, museum, craft possible. The group with the most places is the village, historical building, theater, winner. market . - The winning group presents their words. Others - Educational: library, museum, theater . tick the similar words they have and add more if - Historical: building, temple, shopping they can. (It time allows, T may ask ss to explain district, market, beauty spot . why they think the places are entertaining, cultural, educational or historical) d) Complete the passage (IV- 5’) - Do the task individually Ask Ss to do the exercise individually. Check Key: their answer as a class and confirm the correct 1. historical 2. attraction 3. exercise ones 4. traditional 5. Culture 6.handicraft 2. Pronunciation (10'') Audio script: Stress on content words in sentences (IW/ 1. The craft villagelies on the river WC) bank. Tell Ss that they are going to learn about 2. This painting is embroidered. sentence stress. Explain that in spoken English, 3. What is this region famous for? we use sentence stress to show our listeners which parts of our sentences are the most 4. Drums aren’t made in my village. important. These are the parts that carry the 5. A famous artisan carved this table most meaning. beautifully. 5 a Have Ss read the five sentences and Key: underline the words they think are stressed. 1. Sentence 1: craft, village, lies, river, bank Elicit answers from Ss. Do not confirm the Sentence 2: painting, embroidered correct answers. Now ask Ss to read the four Sentence 3: what, region, famous questions and make sure they understand them. Sentence 4: drums, aren’t , made, village Ask Ss to listen to the speaker read the sentences and at the same time check whether Sentence 5: famous, artisan, carved, table, their answers are correct. Tell them that this is beautifully actually the first question and other questions 2. They are : nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries. 7
8. can be answered after listening. Ss discuss their3. Sentence 1: the, on, the answers to the four questions in pairs. Sentence 2: this, is b Call some Ss to give the answers and give Sentence 3: is , this, for feedback. Play the recording again for Ss to Sentence 4: in, my repeat the sentences. - Have Ss read the information in the box to Sentence 5: a, this remember the content of the lesson. 4. They are: articles, prepositions, pronouns, and possessive adjectives. 6 aSs do this exercise individually and compare Audio script and Key: their answers with a classmate. 1. The Art Museum is a popular place b Play the recording for Ss to check their of interest in my city. answers and practice reading the sentences. Call 2. This cinema attracts lots of some Ss to give the answers and read the youngsters. sentences. Give correction if needed. 3. The artisansmouldclay to maketraditionalpots. 4. Where do you like going at weekends? 5. We shouldn’t destroyhistorical buildings. III. WRAPPING UP (IW-3') - Answer teacher's questions. - Retell the whole lesson IV. HOME ASSIGNMENT(2') ? Write sentences with the new words. ? Do Ex A1, 2,B1, 2 (workbook) ● FEEDBACK: _____________________________________________________________________ _______________________________________________________________________ KIỂM TRA KẾ HOẠCH BÀI DẠY TUẦN 1 Người duyệt Ngày duyệt Nhận xét Phản hồi của Chưa duyệt Duyệt GV Preparing date: Teaching date: 28/8/2022 9A: 13/9/2022 9B:13/9/2022 9C: 13/9/2022 9D: 13/9/2022 8
9. Period: 4 UNIT 1: LOCAL ENVIRONMENT Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to : - write complex sentences with different dependent clauses - use some common phrasal verbs correctly and appropriately 1. Knowledge: - Grammar:complex sentences ,common phrasalverbs - Vocabulary related to traditional crafts. 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Students know how to learn English in right way. - Ss are interested in doing exercises. -Ss are interested in using complex sentences ,common phrasal verbs in commmunication. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Creativeness: Discuss about traditional crafts in Viet Nam. - Using language to talk about traditional crafts in Viet Nam II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in using some common phrasal verbs. - Teacher should prepare the lesson carefully and give the Ss clear instructions. IV./.PROCEDURE: Teacher and students ‘ activities Contents I.Warm up (IW/ 5'): Fre talk abouttraditional crafts UNIT 1: LOCAL ENVIRONMENT Lesson 3: CLOSER LOOK 2 (P. 11) II. Grammar 1 I. Grammar 1. Complex sentences: 1. Complex sentences: review a) Review (IW/PW15') Ex 1/9 : underline the dependent... - Elicit from Ss what they still remember about key: complex sentences. 1. When people talk about traditional - Have them make sentences with although, when, paintings -> DT so that and because. 2. So that she could buy some bai tho - Give feedback and quickly write the sentences conical hats -> DP on the board. Underline the dependent clause with these subordinators. Tell Ss that today they are 3. Although this museum is small going to focus on these dependent clauses. -> DC Now ask Ss to read the information in the yellow 4. Because we have space to skate board box. When Ss have reading, ask them to name the -> DR dependent clauses on the board. 5. Before they make the drumheads - Ss do individually as teacher requires -> DT b). Ss do this exercise individually. Elicit Ss’ answers. Confirm the correct ones. - Ss write the complex sentences individually Ex 2/10 and then compare them with a partner. Key: - Have two Ss write their sentences on the board. 1. The villagers are trying to learn English in Each student writes two or three sentences. Ask other Ss to give feedback. Confirm the correct order that they can communicate with answers. foreign customers. 9
10. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs. 3. Even though this hand-embroidered picture was expensive, we bought it. 4. This department store is an attraction in my city because the products are of good quality. 5. This is called a Chuong conical hat since it was made Chuong village. 2. Phrase verb (IW/PW/20’) 2. Phrase verb a) set the scene A phrasal verb is a verb combined with a - T asks Ss to read the sentences taken from the particle such as back, in, on, off, through, conversation in GETTING STARTED, paying up,etc. When a particle is added to the verb, the attention to the two verb phrases. Have them phrasal verb usually has a special meaning answer the two questions orally as a class. Examples: - Ss explain the underlined words in the - Get up ( get out of bed ) dialogue - Find out ( get information ) Key: - Bring out ( publish/ launch ) - Look through ( read ) - Set up : start something ( a business, an - Note: a verb can go with two particles. organization, etc. ) - Look forward to ( be thinking with pleasure - Take over: take control of something ( a about something to come ) business, an organisation, etc. ) - Run out of ( have no more of ) No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult. - Have Ss read the information in the yellow grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning of these verbs. - Ss do this exercise individually, and then compare their answers with a classmate a) Ex4/10 b) Ex4/10Match the phrasal verbs with their Key: 1.c 2. g 3. f 4. a 5. h meaning 6. b 7. e 8. d - Ss do this exercise individually, and then c) Ex5/10 compare their answers with a classmate. Check Key: 1. Face up to 2. Turned down Ss’ answers and confirm the correct ones. 3. Passed down 4. Live on 5. Close down c) Ex5/10 Complete each sentences using the 6. Did come back correct form of a phrasal verbs in 4. You don't d) Ex6 /10 need to use all the verbs Key: 1. Where did you find out about Disneyland - T elicits the answers and give correction. Resort? - Ss read the sentences and complete them individually, then compare their answers with a 2. When did you get up this morning? classmate. 3. I’ll look through this leaflet to see what d) Ex6 /10Complete the 2nd sentence so that it activities are organized at this attraction. has a similar meaning to the first sentence, 4. They’re going to bring out a guidebook to using the words given. different beauty spots in Viet Nam. Have Ss quickly read the provided sentences. 5. I’m looking forward to the weekend! Make sure they understand the meaning of each sentence. Tell Ss that all the phrasal verbs used 10
11. in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board. Other Ss and T give feedback. III. Wrapping up (IW-3') 1. Thanks television people can get the 1.Ex 1: Choose the best answer latest information. - Answer teacher's questions. A. to B. with C. by D. for 2. I have been looking .................. my dog for two days but I haven't found it yet. - Take note A. into B. after C. for D. at ? Retell complex sentences and phrasal verbs 3. There’s nothing good on TV. Why don’t you turn it _________? A. off B. down C. at D. on 4. The final examination will be held _____ July 10th. A. in B. on C. at D. to 5. Her parents saw her ____ at the railway station. A. up B. for C. in D. off IV. Home assignment (2') ? Learn by heart all the new words and structures ? Do B3, 4, 5, 6 (Work book) FEEDBACK:_____________________________________________________________ _______________________________________________________________________ Preparing date: Teaching date: 28/8/2022 9A: 16/9/2022 9B:14/9/2022 9C: 15/9/2022 9D: 15/9/2022 Period: 5 UNIT 1: LOCAL ENVIRONMENT Lesson 4: Communication 11
12. I./. OBJECTIVE: By the end of the lesson, Ss will be able to arrange a visit a place of interest in the region. 1. Knowledge: - Vocabulary: vocabulary related to visiting a place of interest like: team-building; set off, turn up, picnic food/ drink/ activities - Grammar: planned future tenses 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Ss are interested in making arrangements for a picnic - Students know how to learn English in right way. - Ss are interested in doing exercises. -Ss are interested in outdoor activities and places of interest 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about future plan for a picnic II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in finding the word team-building. - Teacher should encourage sts to add to the finding the word team-building they know that are used online. IV./.PROCEDURE: Teacher and students ‘ activities Contents I. WARM UP: (IW/WC -7’) * Brainstorming: Brainstorming: The whole class - Tell Ss that in this lesson they will have the Planning opportunity to organize a day trip to a place of interest and ask some questions: a day out ? What should we pay attention to a plan for a day out? - Place - Mean of transport - Time to set off - Food and drinks - Activities - Time to come back. UNIT 1: LOCAL ENVIRONMENT Lesson 4: Communication (P. 11) II. NEW LESSON I. Vocabulary I. Vocabulary (IW/5’) - team- building(adj): xây dựng đội - Refer Ss to any words in the “Extra vocabulary” - turn up(ph.v) : xuất hiện that Ss don’t yet know and ask Ss to try to guess - set off(ph.v): khởi hành what the meaning is, and how that may relate to planning a day out. 1. Ex 1: (IW/10’) II. PRACTICE ● Set the scene: 1. Ex 1: Nick, Duong, and Mai are planning Nick, Duong, and Mai are planning a day out to a a day out to a place of interest for their place of interest for their class. class. Listen to the conversation and - Ask Ss to guess and fill in the table. complete their plan by filling each blank - Play the disc twice, ask Ss to listen and fill in the with no more than three words. gaps from 1 to 10. - Answer key: - ss share the answer with the partner. 1, Green park 2. Bus 3. - Get feedback 8 a.m 4. Own lunch - Ask Ss to listen once more to check. 12
13. 5. Supermarket 6.Team-building 7. Quizzes 8. Painting village 9. Make 10. P.M 2. Ex 2/11 (GW/PW - 10’) 2. Ex 2/11 Discuss the plan for this day out. Imagine that your class is going to a place - Ask Ss to work in groups of 5 or 6 to make note in of interest in your area. Work in group to the table. discuss the plan for this day out. Make - Give groups. note in the table. Ask Ss to do the following things: Details Who to - choose a place of interest to visit prepare - decide what to do and make notes Place - decide who will present what to the class Means of - rehearse what to say transport Time to set up Share the answer with the partner. Food - Give answers to the teacher. Drinks - Listen once more to check. Activities - Present before class in groups Time to come Give comment to other groups back III. WRAPPING UP:(IW/GW-10’)_ 1. Present the plan to class. - Ask Ss to present in groups before class. - Ask other groups to give comment. - Teacher gives comment and choose the best representation. IV. Home assigment: (3m) - Redo all the ex. - Do exercise .. (Workbook) -------------------------------o0o------------------------------ Preparing date: Teaching date: 28/8/2022 9A: 17/9/2022 9B:15/9/2022 9C: 16/9/2022 9D: 16/9/2022 Period: 6 UNIT 1: LOCAL ENVIRONMENT 13
14. Lesson 5: Skills 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Read and get general and specific information about a traditional craft village. - Listen and get specific information about places of interest in an area. 1. Knowledge: - Vocab: vocabulary related to local traditional crafts like: paintings, pottery, drumb, silk, lanterns, conical hats 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Students know how to learn English in right way. - Ss are interested in doing exercises. - Be proud of and love the traditional crafts and local places of interest 4. Competences: - Co-operation: work in pairs, groups, teams - Self- study: work individually. - Creativeness: talk about benefits and challenges of traditional craft villages - Using language to talk about traditional craft villages II./.PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III./. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in talking about general and specific information about the craft villages. - Teacher should prepare the lesson carefully and give the Ss clear instructions. IV./.PROCEDURE: Teacher and students ‘ activities Contents I. WARM UP (IW/5’) UNIT 1: LOCAL ENVIRONMENT Chatting: Lesson 5: Skills 1 (P. 11) Have you ever been to traditional craft village? Can you name some traditional craft village in Vietnam? Is there traditional craft village in your city? What is your craft village ? II. NEW LESSON I. Vocabulary I/. Vocabulary (IW-7’) take part in (ph.v): tham gia - T elicits vocabulary poem (n)-poet(n)-poetic (adj): bài thơ, nhà thơ, tính - S guess the meaning thơ ca authenticity(n): thật process(n): quy trình, quá trình rely on (ph.v): dựa vào layer(n): lớp, tầng- Work in pairs. II. Reading II. Reading 1. Ex 1: Look at pictures then give 1. Ex 1: Look at pictures then give similarities similarities and differences: (PW/5’) and differences: - Ask Ss to work in pairs, one look at Picture Suggested answers: A, and the other look at picture B. - Similarities: conical hat, string - Ask each other questions to find out the - Differences: similarities and differences between two Picture A: light green, pictures between layers, blue pictures. string, look lighter - Ss work in pair to find out the differences, Picture B: white, no decoration, pink string, look and similarities heavier. 14
15. 2. Ex 2: Mi visited Tay Ho village in Hue last 2. Ex 2: Mi visited Tay Ho village in Hue last month. She has decided to present what she month. She has decided to present what she knows knows about this place to the class. about this place to the class. Read and match the titles with the Read and match the titles with the paragraphs. paragraphs.(IW/PW 5’) - Ask Ss to read what Mi has prepare and match Answer: the tittles with the paragraphs. 1 - C -Work individually and match. 2 - A - Share with the partner. 3 – B 3. Ex 3: Read the text again and answer the 3. Ex 3: Read the text again and answer the questions. (PW- 8’) questions. - Ask Ss to work individually then share with the 1. Because it is the birthplace of the conical hat in partner Hue. - Work individually then share with the partner 2. It’s 12 km from Hue city. - Answer; 3. It’s going to the forest to collect leaves. - Get feedback 4. They’re very thin. - Help Ss to correct the answers. 5. It has poems and paintings of Hue between the two layers. 6. Everybody can, young or old. III. SPEAKING (PW/GW- 8’) Ex 4: Read the following ideas. Are they about 1. Ex 4: Read the following ideas. Are they the traditional crafts (B) or challenges that about the traditional crafts (B) or challenges artisans may face (C). Write B or C that artisans may face (C). Write B or C - Answer: 1. providing environment 1. B - Ss Work individually then share with the 2. losing authenticity 2. C partner. 3. providing additional income 3. B - T Gets feedback 4. Relying too much on tourism 4. C - Help Ss to correct the answers. 5. treating waste and pollution 5. C 6. preserving cultural heritage. 6. B 2. Ex 5: Imagine that your group is Ex 5: Imagine that your group is responsible for responsible for promoting the traditional promoting the traditional crafts in your area. crafts in your area. Propose an action plan - Make a plan to promote the traditional crafts in your to deal with the challenges. (GW) area. -Ask Ss to work in groups to work out an action plan to deal with the challenges mentioned from other above. It’s an open activity, so there is no right or wrong answer as long as Ss can explain their points. - Set a time limit of about 10 minutes for this activity. - More around to provide help and comments. - Invite some groups to present their plan. T and other Ss give feedback and ask any questions. III. WRAPPING UP (GW-5’) 1. Vote for the best plan. - If the classroom has space, T may organize an exhibition of ideas. Give each group a big piece of paper. Ss discuss and write their action plan on the paper. After 10 minutes, ask them to stick their plan on the wall around the classroom. Ss visit at least two groups and listen to their presentations. When the time is up, ask some Ss 15
16. to report on what they have heard to the class and say which action plan they prefer and why. IV. HOME ASSIGNMENT (2’) 1. Review this lesson 2. Do exercises . (Workbook) FEEDBACK: _____________________________________________________________________ _______________________________________________________________________ KIỂM TRA KẾ HOẠCH BÀI DẠY Tuần 2 Người duyệt Ngày duyệt Nhận xét Phản hồi của Chưa duyệt Duyệt GV Preparing date: Teaching date: 06/9/2022 9A: 20/9/2022 9B:19/9/2022 9C: 20/9/2022 9D: 20/9/2022 Period: 7 UNIT 1: LOCAL ENVIRONMENT Lesson 6: Skills 2 16
17. I./. OBJECTIVE: By the end of the lesson, Ss will be able to listen for specific information and write an email to give information about places of interest in an area and things to do there. 1. Knowledge: vocabulary to describing a place of interest - Grammar: present simple 2. Skills: Practicing skills 3. Attitude: - Love and protect places of interest- Positive about local environment. - Students know how to learn English in right way & to be interested in doing exercises. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Creativeness: write an email to give information about places of interest in an area and things to do there. - Using language to write an email II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. ANTICIPATED PROBLEMS AND SOLUTIONS: -Students may have difficulty in organizing the ideas to write an email. -Teacher should prepare the lesson carefully and give the Ss clear instructions. IV./.PROCEDURE: Teacher and students ‘ activities Contents I. WARM UP: (GW- 5’) 5 ss come to the board and play the game. Face to face: famous places of interest in Ha Noi UNIT 1: LOCAL ENVIRONMENT S1. Hoan Kiem lake Lesson 6: Skills 2 (P. 13) S2. Ho Chi Minh’s Mausoleum S3. Thu Le Park S4. Bat Trang pottery village ........................... II. NEW LESSON 1. Describe what you can see in each I. listening picture. 1. Describe what you can see in each Key: picture.(IW/5’) A. Ha Noi Botanical Garden T: Before listening, please look at the pictures and B. BatTrang pottery village describe what you can see in each of them. C. Viet Nam National Museum of History - Elicit answers from different Ss. - Ask them if they know the name of each place. - Quickly write these names on the board. Play the recording for Ss to check their answers. 2. Listen and decide if the statements True or 2. Listen and decide if the statements False: (IW-5’) True or False: - Play the recording again for Ss to decide if the 1.T sentences are true or false. 2.T - Play the recording one more time. 3.F (His friend’s relatives own it.) - Have Ss compare their answers in pairs before 4.F (They also come from other giving T the answers. countries.) - Ask for Ss' answers and write them on the board. 5.T 3. Listen and comlpetethe table(IW/5’) 3. Listen and complete the table. - T Play the recording - Ss Listen to the recording 1. artifacts again, Ss complete the table giving. 2. exploring Vietnamese culture Ask two Ss to write their answers on the board. 3. make things - Have Ss compare their answers with other pairs 4. paint on ceramics before giving T the answers. 5. the hill 6. books 7. pigeons II. Writing II. Writing 17
18. In this writing part, Ss are asked to write an email to 1. Ex 4: If a visitor has a day to spend in give an Australian pen friend some information your city. Where/ What can the go/ do about the places of interest in their hometown/city there? and the activities they can do there. 1. Ex 4: If a visitor has a day to spend in your city. Where/ What can the go/ do there? (GW/5’) Places Activities -Ss work in pairs and discuss the places of interest in Place 1 their hometown/city that can be visited in one day Place 2 and the activities that can be done there. Remind Ss Place 3 that these places of interest should be most typical and worth visiting. - T moves around to give comments as there may not be enough time for checking with the whole class 2. Ex 5: Imagine that your Australian pen friend 2. Ex 5: Imagine that your Australian is coming to Vietnam and will spend a day in your pen friend is coming to Vietnam and will city. She has asked for your advice on the places spend a day in your city. She has asked of interest they should go to and the thing they for your advice on the places of interest can do there. they should go to and the thing they can Write an email to give him/her some information do there. about the trip to your home city. (GW/10’) Write an email to give him/her some -Ss write the email, using the notes they have made. information about the trip to your home Ss may also write this in groups on big pieces of city. paper. Ss or groups exchange their descriptions to spot any mistakes. Share them with the whole class. III. WRAPPING UP (IW/7’) Sample writing: - T may collect some Ss’work to mark or correct Dear Mira, grammar mistake It’s great to know that you’re coming to Viet Nam. What a pity you can only spend one day in Ha Noi. There are so many interesting places in the city, but I think within one day you should be able to visit three places. The first place I suggest is Viet Nam National Museum of History. You like history, so it’s a must-see place. There’s an extensive collection of artefacts tracing Viet Nam’s history. They’re arranged chronologically from primitive life to modern times. The second place is Hoan Kiem Lake. It’s one of the symbols of Ha Noi. There you can enjoy the beautiful scenery and visit Ngoc Son Temple. You can also have a look at the Old Quarter. Wander around the old streets and some ancient housed to explore Vietnamese culture. Conveniently, these places are close to one another, so we can walk around easily. Tell me when you’re coming, so I can show you around these places. Look forward to seeing you soon! Best wishes, Thuc Anh IV. HOME ASSIGNMENT (IW/3’) - Complete the writing - Do exercises in the workbook. FEEDBACK: _____________________________________________________________________ Preparing date: Teaching date: 06/9/2022 9A: 23/9/2022 9B:20/9/2022 9C: 22/9/2022 9D: 22/9/2022 Period: 8 UNIT 1: LOCAL ENVIRONMENT Lesson 7: Looking back and project 18
19. I./. OBJECTIVE: By the end of the lesson, Ss will be able to revise the vocab. , grammar they've learnt in Unit 1 make the presentation about their places of interest or a local product confidently 1. Knowledge; - Vocabulary: vocabulary relating to places of interest... - Grammar: complex sentences, phrasalverbs 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: -Students are not confident to present and promote their activities before the class. -Teacher should prepare the lesson carefully and give the Ss clear instructions and encourage students to be calm to take part in the project part. IV./.PROCEDURE: T's and Ss’ activities Contents I. WARM UP: (GW-5’) Write some traditional handicrafts in the Brainstorming: word web below. Divide the class into 2 groups to play the games. -- ss works in groups to write all handicrafts handi they know into a piece of paper.(2 minutes) craft - go to the board and write the group with more correct words wins the game. 1 1. paintings 2. Pottery 3. Drums 4. Silk 5. lanterns 6. Conical 7. Lacquerware 8. Marble sculptures ..... II. NEW LESSON I. Vocabulary. I. Vocabulary. 1. Ex 2/14: Complete the second sentence in 1. Complete the second sentence in ech pair ech pair by putting the correct form of a verb by putting the correct form of a verb from the from the box into each blank. box into each blank.(IW- 7’) Key: - Ss do this exercise individually, then 1. cast 2. Embroidering 3. compare their answers with a partner. Wove - T Elicits the answers from Ss. 4. knitted 5. Carved 6. Moulded 2. Ex 3:Complete the passage wth the words/ 3. Complete the passage wth the words/ phrases from the box.(IW- 7’) phrases from the box. - Ss do this exercise individually. Have some Key: Ss read out their answers. 1. zoo 2. Looking forward to 3. - T Confirms the correct ones. Looked 4. Team-building 5. lunch 6. Museum 7. Craft 8. Interest II. Grammar II. Grammar. 1. Ex 4 (IW- 7’) 1. Complete the complex sentences with your - Ss complete the sentences with their own own ideas. ideas. 1. there aren’t many people know how to weave. 19
20. - T Calls on two Ss to write their answers on 2. .. it’s wide and fresh. They can relax the board. Other Ss give feedback. there. Check their answers. 3. . The crafts remind people a specific region. 4. .. the spring is coming. 5. we can see a great film. 2. Rewrite each sentence so that it contains 2. Ex5: (IW- 7’) the phrasal verb in brackets. Ss write the sentences individually. Have two Key: Ss write the sentences on the board. Ask other 1. I don’t remember exactly when my Ss to give comments. parents set up this workshop. 2. We have to try harder so that our Correct the sentences if needed. handicrafts can keep up with theirs. 3. What time will you set off for Da Lat? 4. We arranged to meet in front of the lantern shop at 8 o’clock, but she never turned up. 5. The artisans in my village can live on basket weaving. III.Communication (3’) - Have Ss work in groups to play the game. One student is the group secretary. Group members take turns to think of a place of interest in their area. Other SS ask Yes/No questions to guess the place. The secretary writes down all the places of interest they have guessed. Finally, the secretary reports on the places. Finished! III. WRAPPING UP IV. Project presentation. 1.Project: (GW/7’) What make you proud of your area? Talking: What make you proud of your -give the presentation to the class in the group. area? - the others vote for the best. IV. HOME ASSIGNMENT (IW-2’) Complete the Looking back into the notebook. FEEDBACK: _____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _________________________________________ 20