Giáo án tiếng anh 9 soạn cv 5512 (kì 2)

Week: Period: 37 Planning: Teaching: UNIT 6: THE ENVIRONMENT Lesson 1: GETTING STARTED + LISTEN AND READ I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to -know more about the environmental problems and solutions to them in the world, practise skills -protect the environment Competences: Develop communicative competence, discovery, cooperation compentence and thinhking compentence Quality: Know the environmental problems II TEACHNG AIDS - T: textbook, cassette, pictures - Ss: book, exercisebook III PROCEDURE Warm up (5’) - Organization: 9A: 9B: 9C: ………………… a Goal: help ss know the environmental problems b Content: think of the environmental problems and match them with pictures c Expected result: match the envirmental problems to pictures d Performance: Teacher's & Ss' activities Contents - Ask Ss to think of the environment problems in their city/villages a b c d e f - Ask Ss to look at the pictures in Getting started and go to the board to match the pictures with environment problems Air pollution Spraying pesticides Garbage dump Water pollution Deforestation Dynamite fishing - Give feedback and correct Presentation (15’) a Goal: help ss know some new words and the content of the text between Mr Brown and volunteer conservationists b Content: new words, some information about the text c Expected result: know and understand some new wordsand some informaion of the text Environmental problems d Performance: Teacher's & Ss' activities Contents Pre –teach( vocab) I Vocab Introduce some new words and guide - deforestation (n) explanation : tàn ss to read phá rừng * Checking: What and where - garbage dump (picture ) đống rác - Ask Ss to read the statements - dynamite fishing (picture) việc đánh carefully then predict the result of the bắt cá thuốc nổ matching by completing the table: - spraying pesticides (n) picture: việc phun thuốc diệt sâu bọ I guess I listen/read - disappointed (synonym) thất vọng Group - sewage (n) nước thải Group * Matching Group Mr Jones Mrs Smiths Mr Brown Practice (17’) a Goal: help ss understand the content of the dialogue and match the names in column A with the tasks in column B, answer the questions b Content: match the names in column A with the tasks in column Band answer the questions c Expected result: ss know the tasks of each group and answer the questions d Performance: Teacher's & Ss' activities Contents - Ask Ss to look at the part a page 48 II Practice and listen to the tape to match the a Match names in column A with the Tasks in Group –f walk along the shore column B Group - e check the sand - check their guessing Group – b Check among the rock Mr Jones –a collect all the bags and - Open the tape times take them to the garbage dump - Give feedback and correct Mrs Smith –c provide picnic lunch for * Comprehension everyone - Ask Ss to read the text individually Mr Brown-d Give out the bags - Give ss some questions and ask them to work in pairs to find out b Answer answers The speaker is Mr Brown Who is the speaker? The listener are members of the Who are the listeners? volunteer conservationists Where are they? They are on the beach What are they going to do? They are going to clean the beach What will they achieve if they If they work hard today, they will work hard today? make the beach clean and beautiful Have you ever polluted the again soon environment? Yes, I have * practice text - Let Ss practise the dialogue Production (8’) a Goal: help ss know the effects of polluting the environmentand the way of using the conditional type b Content: say the effects of polluting the environment and the way of using the conditional type c Expected result: say the effects of the polluting the environment and use the conditional type d Performance: Teacher's & Ss' activities Contents * Speaking: Disscussion - Ask the ss to discuss with questions III Grammar: 7.P48 “If you can’t find your place, I will If the pollution continues, what might help you get there with this map.” happen?  Conditional type I (a real action, Get some ss to come to the board and may happen) answer If + Present simple, S + Will + V(bare Introduce new struture: conditional inf.)… type +Ex: “If you are at home, I will come Ask ss to make some sentences using to visit you” the conditional type *Homework: Ask Ss to learn new words - Prepare for “Speak and Listen” - Do Ex1p58 in workbook Week: Period: 38 Planning: Teaching: UNIT 6: THE ENVIRONMENT Lesson 2: Speak + Listen I OBJECTIVES Knowledge By the end of the lesson, students will be able to persuade their friends to protect the environment and listen for details about the pollution Competences - Co – operation: Work in pair, group, team - Self study:Work in individually - Creactiveness: Talk about the environmental problems and the sollutions 3.Quality - Student know how to protect the environment - Ss be responsible for keeping the environment clean and beautiful II TEACHNG AIDS T: Text-book, lesson plan, picture , radio, SS: Text-books, notebooks, pen, exercise book III PROCEDURE 1.Warm up (5’) - Organization 9A: 9B: 9C:………………… a Goal: ask Ss some vocabulary about the environmental problems b Content: Ss can play game c Expected result:Ss can review vocabulary d Performance: Teacher and students’ activities Contents - Guides Sts to play the game “Jumble words” with the words - Play the game follow the teacher’s guide T: guides sts to put the letters in the correct order to make good words Sts : write T: comments, give the feedback onpitlulo  pollution mpud  pump ira  air sptesecidi  pesticides ands  sand Presentation (15’) a Goal:Ss persuade their friends to protect the environment b Content:model sentences and grammar about express the persuasion c Expected result: Ss can persuade their friends to protect the environment d Performance: Teacher and students’ activities Contents I Speaking * Pre-teach vocabulary: Vocabulary - T elicits the vocabulary from Ss - prevent (v-translation ): ngăn chặn - T asks Ss to repeat in chorus then - reduce (v-translation): giảm individually - wrap (v-mime): gói, bọc * Checking the vocab: - faucet (n-picture): vòi nước What and Where - leaf-leaves (n-realia): * Expressions Grammar - Ask students to persuade the partner * Express the persuasion: to the following things to protect the I think you should environment (p.49) Won't you .? - Call on some students to give the It would be better if you answers Can I persuade you to ? - Give feedback Why don't you/Why not ? What about /How about + V-ing… Practice (15’) a Goal: Use the expressions to persuade the partner to the following things to protect the environment b Content: - Persuade their friends to protect the environment - Work out an ACTION PLAN to protect the environment c Expected result:SS can present before the class d Performance: Teacher and students’ activities Contents Practice speaking * Suggested ideas: - Ask students to call out one of their S1: I think you should use banana sentences until all the sentences are leaves to wrap food finished after running through S2: Won't you use banana leaves to examples, suggestions wrap food? S3: Why don't you turn off the light before going out? S4: It would be better if you go to school or go to work by bike S5: Can I persuade you to check all the faucets before going out? S6 : Why not put garbage bins around the schoolyard? Questionnaire - Let students answer the questions in the questionnaire (pair work) - Give feedback, teacher can write some possible answers on the board so that weaker students can follow - Ask students to practice asking and answering the questions - Call on some pairs to practice in front of the class - Correct the mistakes if necessary * Questionnaire # How can we save paper? I think you should recycle used paper , newspapers …… # How can we use fewer plastic bags? How about cleaning and reusing them? Why not use paper bags instead of plastic … * Find possible answers to the questionnaire: How can we save paper ? - I think we should recycle used paper, write on both sides of the paper, use tree leaves for wrapping How can we use fewer plastic bags ? - We can use used plastic bags, then clean and reuse them How can we reduce the amount of garbage we produce ? - I think we should try to reuse or recycle things * Discuss the best way to protect the environment Production: Listening (10’) a Goal:SS can control some new words and listen and complete the notes b Content:Ss listen to the tape times and complete the notes c Expected result:listen to the tape again and complete the notes d Performance: Teacher and students’ activities Contents Pre - listening : II Listening * Set the scene: " You are going to Vocabulary listen to the talk about the causes of - raw sewage:( n ) : untreated oceans' pollution." wastewater - Run through the table (p.50) - Ask students to complete the notes about the reasons why oceans are polluted by listening to the tape - Let students listen to the tape times - Ask students to share with the partner - Call on some students to give their answers - Let students listen to the tape again to check their answers While - listening : T shows the notes then play the tape and get sts listen and compete it Sts : listen and their task T : calls some sts to read their answer aloud Gives the correct answer Post - listening: T: guide ss to speak the general ideas about the listening Sts : as directed T: comment and give marks if - oil spill : the release of oil into the natural environment, usually the ocean - regulation ( n ) = rule Answerkey How the ocean is polluted Firstly: Raw sewage is pumped directly into the sea Secondly: Garbage is dropped into the sea Thirdly: Oil spills come from ships at sea Next: Waste materials come from factories Finally: Oil is washed from the land * Homework - Do homework - Review the lesson, make sentences with these structures above - Prepare “Read” Planning: 1.2021 Teaching : 1.2021 PERIOD 39 UNIT : THE ENVIRONMENT LESSON 3: READ I Objectives: Knowledge: By the end of the lesson, the ss will be able to +Use the lexical items related to the topic ‘The Environment’ +Understand the poem about the pollution Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence + Use the lexical items related to “The Environment” + Practice reading skill Quality: - Love nature - Be interested in protecting the environment II TEACHING AIDS: Teacher: Textbook, workbook, projector Students: Textbook, workbook III TEACHING PROCEDURE Warm up (5') * Organization 9A: 9B: a.Goal: - Motivate ss to interest in the topic of the lesson, lead in the lesson b Contents: game “Shark attack” c Expected result:Ss can find out the word d Performance Teacher's &Ss' activities Contents * Shark attack (4’) * Shark attack - Prepare a shark and a boy - Draw some steps on the board, and the sea around the steps - Stick the boy on the top of the steps, the shark in the sea - Draw gaps for the word poem - Students guess the letters, if their guess is right, they will get mark - Explain the meaning of the key word Presentation: Pre teach Vocabulary (10’) a Goal: Provide ss necessary vocabulary related to the topic to help Ss understand the content of the poem and the tasks effectively b Content : vocabulary of the poem c Expected result: understand using and meaning of the vocabularies d Performance: Teacher's &Ss' activities * Pre-teach vocab - T elicits the vocabulary from Ss - T asks Ss to repeat in chorus then individually * Checking Matching Contents I Vocab - junk yard (n-picture): bãi rác - foam (n-picture): bọt - hedge (n-synonym = fence): hàng rào - stream ( n-picture): suối - treasure (n-picture): kho báu - folk (n-synonym= people): người * Set the scene: " Two people are going Who are the people in the poem? on a picnic " What are they talking about? - Give the students two pre questions - Have students guess the answer - Call on some students for their guessing - Take notes While (17’) a Goal: SS understand the poem through doing exercises b Content: matching the word to meaning and answer the questions c Expected result:Ss cando the exercises effectively d Performance: Teacher's &Ss' activities Contents Reading and checking II Answers - Get students to read the poem and The mother and her son check their prediction They are talking about the - Ask students to share the answer with pollution/ polluted environment the partner - Call on some students to give the answers - Give feedback Matching Matching - Have students work in pairs, guess 1- c 2- g 3- f 4- e 5- d the meaning of the words by matching 6- a 7- b each word in column A with an appropriate explanation in column B - Call on some students for their guessing - Take notes - Ask students to read again the poem and check - Call on some students to give the answers - Give feedback: Comprehension questions - Run through all the questions (p.51) - Ask students to read again the text Comprehension questions and answer the questions - Ask students to share with the partner - Divide the class into groups: A , B a LN LN c d b - Let Ss to play “ Lucky Numbers * Answers: game” a If the pollution goes on, the world - Give feedback will end up like a second hand junk yard b The mothers think other folk pollute the environment but not her or her son c His mother will take him home right away d No Because he is right If he throws the bottles that will be polluting the woods Post (13’) a Goal: Help Ss have critical thinking about protecting environment b Content :the solution of protecting environment c Expected result:Ss canmemorize the learnt words and brainstorm how toprotectthe school environment d Performance: Teacher's &Ss' activities Contents * Discussion - Discussion - Divide the class into groups What does the poet want us to - Have students discuss the question learn ? - Move around and help them "What should you to protect your - Call on some SS to talk about their school environment? answers - Correct common mistakes - Ask ss work in groups at home to * list the actions of protecting environment present the solution of projecting environment * Homework - Ask ss work in groups at home to find out the solution of protecting environment - Prepare the next lesson 10 - Creactiveness: ability to think creatively, the use of grammar Quality: Love the subject, like to study English Pronounce L/N correctly Study harder II TEACHNG AIDS Teacher: Text-book, lesson plan, picture , Students: Text-books, notebooks, pen, exercise book - Anticipated prolems: Students may the task well III PROCEDURE Warm up (5’) - Organization: 9A …………… 9B ………………….9C…………… a Goal:Shows Ss those pictures and asks them some questions b Content : ss can answer the questions c Expected result: ss can tell the pictures of spaceship or of the first travel of man to the moon d Performance: Teacher’s and student’s activities Contents *Chatting 1.Do you want to travel ? - Prepares some pictures of spaceship or of the first travel of man to the moon - Shows Ss those pictures and asks them some questions - Ss answer the questions 2.Have you ever traveled in your country or aboard ? 3.Have you ever dreamed of a trip to space ? 4.Do you want to be an astronaut ? 5.Do you think traveling into space takes a lot of money ? Practice (40’) 1: The past simple with “wish” (7’) a Goal: Revision of the past simple with “wish” b Content: Ss can understand the past simple with “wish” better c Expected result: Ss can use the past simple with “wish” to complete the sentences exactly d Performance Teacher’s and student’s activities Contents T: asks Ss to remark examples and to The past simple with “wish”: remind “wish clause” * Examples: Ss: remark and tell I wish I were a doctor T: remarks/ explains again Lan wishes she could swim T: gives Ss exercise and guide Ss to I wish I had a new bike write * Form: Wish + past simple Ss: write individually T: calls some Ss to check and corrects * Use: To express an unreal wish in the - Give feedback present 95 - They have complete the sentences by using the past simple with “wish” * Asnwer keys * Exercise: write sentences beginning I wish I knew many English words with “I wish…” I wish my friend could stay with me 1.I not know many English words longer (I need more words to talk with my I wish I wanted to send / sent an efriends.) card to one of my friends on her My friend can’t stay with me longer birthday You want to send an e-card to one of I wish I had time to take my friend your friends on her birthday to many beauty sports in my city You don’t have time to take your friend to many beauty sports in your city 2.2: The passive (13’) a Goal: Revision of the passive b Content: Ss can understand the passive and know form of them better c Expected result: Ss can use the passiveto complete the sentences exactly d Performance Teacher’s and student’s activities Contents T: asks Ss to change the examples into The passive: the passive * Examples: Ss: change She gave me a book yesterday T: remarks or corrects g I was given a book by her yesterday You should invite Lan to the party T: asks Ss to remind how to change g Lan should be invited to the party into the passive * How to change into the passive: T: remarks/ explains again T: gives Ss exercise Ss: work in groups T: calls some Ss to check and corrects * Asnwer keys - Give feedback 1.The flight had to be canceled to Hue - They have complete the sentences by because of the bad weather using the passive 2.The project must be finished on * Exercise: Change into the passive: time They had to cancel the flight to Hue 3.A cure for cancer can be found in the because of the bad weather near future 2.We must finish the project on time 4.The piano can be played well by people can find a cure for cancer in Lan the near future 4.Lan can play the piano well 2.3:Adverb clause of result (7’) a Goal: help ss review Adverb clause of result b Content : ss can understand Adverb clause of result better c Expected result:ss can use Adverb clause of result exactly 96 d Performance: Teacher’s and student’s activities Contents T: gives Ss an example Adverb clause of result: Ss: remark its use * Example: T: remarks and gives Ss the note - Linh was out when we came We T: gives Ss exercise left a message Ss: work in groups g Linh was out when we came, so we T: calls some Ss to check left a message - Give feedback * Note: used to combine two sentences - They have complete the sentences by into one using Adverb clause of result *Exercise: Combine each pair of * Asnwer keys sentences into one It is raining heavily We take our It is raining heavily, so we take our umbrellas umbrellas people wanted to see the opening of People wanted to see the opening of the ceremony They started leaving the ceremony, so they started leaving home very early in the morning home very early in the morning They didn’t want to get home late They didn’t want to get home late, They hired a minibus so they hired a minibus Most of tourists didn’t bring their Most of tourists didn’t bring their meals with them They ate at the food meals with them, so they ate at the stalls along the roads food stalls along the roads 2.4: Reported speech (13’) a Goal: help ss review Reported speech b Content : ss can understand Reported speech better c Expected result:ss can use Reported speech exactly d Performance: Teacher’s and student’s activities Contents T: reminds Ss how to change all kinds Reported speech: of sentences into the reported speech Command: T: gives Ss commands * Ex: Ss: change and tell I asked Nam: “Come here early.” T: corrects/give Ss the note g I asked Nam to come here early T: gives Ss a statement She asked Lan: “Don’t stay up Ss: change and tell late.” T: corrects and give Ss the note g She asked Lan not to stay up late T: gives Ss examples (one Yes/No * Note: S + asked/ told + O + To Inf/ question and one WH question) not to Inf Ss: change and remind how to change Statement: *Ex: Peter said: “I live here with my T: corrects/ gives Ss the note parents.” T: gives Ss exercise g Peter said (that) he lived there with 97 Ss: practice changing T: calls some Ss to check - Give feedback - They have complete the sentences by using Reported speech * Exercise: Change into reported speech Nam said: “He wants to go picnic.” He said to me: “They come from Japan and they are tourists.” She asked her mother: “What can I to help you?” Teacher asked: “Don’t make noise in the class.” She asked me: “ Are you going now?” his parents.” * Note: S + said (that) + S + … Questions: a) Yes/ No questions: *Ex: She asked me: “Are you a teacher?” g She asked me if I was a teacher * Note: S + asked + O + If/ whether + S … b) WH Questions: *Ex: “Where you work?” Mr Smith asked g Mr Smith asked me where I worked * Note: S + asked + O + WH + S + … * Asnwer keys Nam said (that) he wanted to go picnic He said to me ( that) they came from Japan and they were tourists She asked her mother what she could to help her Teacher asked us not to make noise in the class She asked me If I was going then * Homework: - Review all the grammar - Do all the exercises again 98 Week : 34 Period: 67 Planning: - -2021 Teaching : …-…2021 REVISON ( 3) I OBJECTIVES Knowledge - By the end of the lesson, Students will be able to use conditional sentences type 1,2 Review all the lessons they have learnt and some more exercises Competences - Co – operation: Work in pair, group, team - Self study:Work in individually: - Creactiveness: ability to think creatively, the use of grammar Quality: Love the subject, like to study English Pronounce L/N correctly Study harder II TEACHNG AIDS Teacher: Text-book, lesson plan, picture , radio, Students: Text-books, notebooks, pen, exercise book - Anticipated prolems: Students may the task well III PROCEDURE Warm up (5’) - Organization: 9A …………… 9B ………………….9C…………… a Goal:asks them some questions b Content : ss can answer the questions c Expected result: ss can use “ if clause” well d Performance: Teacher’s and student’s activities T: asks Ss some questions Ss: answer Ss: discuss and give their opinions T: remarks and review “ if clause” Contents * Questions: 1/ Do you study well? 2/ How you study English? 3/ Do you wish your English were good? 4/ What will you to improve if your English is not very good? g I/ We will , if our English is bad Practice (40’) 99 1: Conditional sentences (type ) (13’) a Goal: Revision of the conditional sentences (type 1) b Content: Ss can understand the the grammar of conditional sentences (type 1) better c Expected result: Ss can use theconditional sentences (type 1) to complete the sentences exactly d Performance Teacher’s and student’s activities Contents T: rewrites some examples 1.Conditional sentences (type ) Ss: remark and remind * Examples: - I’ll many exercises to improve my English if it is not good - We’ll practice our English more, if it T: remarks and gives them the notes is not good *For Main If clause m clause Future Present simple T: tells Ss the request simple Ss: + read and *Uses:to express a condition + exchange the result with their happening in the present and the friends future T: calls some Ss to check - Give feedback * Exercise 1: Put the verbs in these sentences with the correct form If we study hard, We…… (pass) the exam Lan .(go) to the library, if she has * Asnwer keys free time They…… (get) the champion prize, if they (win) this game 1.’ll pass He … (visit) me, if he … (come) goes back to Vietnam ’ll get/ win She ……(call) me when she… will visit / comes (have) hand phone will call / has If we …….(not/ study) English now, don’t study/ will be we ……(be) difficult to get a good job in the future * Exercise 2: Choose the correct form of the verbs If I miss / I’ll miss the bus, I’ll get a taxi instead We’ll have to go without John if he * Answer keys: 100 doesn’t arrive / won’t arrive soon miss visit If I had more money, will / would 2.doesn’t arrive weren’t you marry me? 3.would will you cut They won’t refund / didn’t refund 4.won’t refund I told your money if you haven’t kept your 5.would you get 10.don’t receipt complain How did you feel / would you feel if you were in my position? Will you send me a postcard if you visit/ will visit Mexico? You’d have a lot of friends if you aren’t/ weren’t so mean If I make some coffee, you cut / will you cut the cake? They would be upset if I’ve told / I told them what happened? 10 If you don’t complain / didn’t complain so much, you might be more popular 2.2: Conditional sentences (type ) (15’) a.Goal: Revision of the conditional sentences (type 2) b.Content: Ss can understand the the grammar of conditional sentences (type 2) better c Expected result: Ss can use theconditional sentences (type 2) to complete the sentences exactly d Performance Teacher’s and student’s activities Contents * Revision Conditional sentences( type 2) - Ask SS to recall the grammar rules * Examples: T: rewrites some examples - If you saw a UFO, what would you Ss: remark and remind do? - I would tell him the truth if I were you * Form: T: remarks and gives them the notes Main clause : would could + Verb ( bare infinitive) might T: tells Ss the request If clause : past simple tense/ past Ss: + read and subjunctive +exchange the result with their * Use : We use this structure to talk friends about unreal or unlikely present or T: calls some Ss to check future situations - Give feedback We often use " If I were you " to give 101 * Exercise : Comment on these sentences Use type conditional or type conditional Andrew is such a boring person because he works all the time You should take exercise regularly because that’s the way to get fit You can’t look the word up because you haven’t got a dictionary It’s important to protect wildlife now or there will be nothing left for future generations If David has so many accidents because he’s so clumsy I’m so busy, so I don’t write to my friends regularly Sandra may arrive a bit early She can help you get things ready Road travel is cheaper than rail travel in this country As a result we have lots of traffic jams The office may be closed, so Mark won’t be able to get in 10 People don’t realise how important it is to conserve energy, so they nothing about it advice * Answer keys: 1. If Andrew didn’t work all the time, he wouldn’t be such a boring person 2. If you take exercise regularly, you will get fit 3. If I had a dictionary, I would look the world up 4. If we don’t protect wildlife now, there will be nothing left for future generations 5. If David weren’t / wasn’t clumsy, he wouldn’t have so many accidents 6. If I I wasn’t/ weren’t so busy, I would write to my friends regularly 7. If Sandra arrives a bit early, she can help you get things ready 8. If road travel wasn’t/ weren’t cheaper than rail travel, we wouldn’t have lots of traffic jams 9. If the office is closed, Mark won’t be able to get in 10. If people realised how important it is to converse energy, they would something about it 2.3: Relative clauses (12’) a.Goal: Revision of Relative clauses and Relative pronouns: who, that, which … b.Content: Ss can understand Relative clausesand Relative pronouns: who, that, which … c Expected result: Ss can use Relative clauses and Relative pronouns: who, that, which… to complete the sentences exactly d Performance Teacher’s and student’s activities Contents Relative pronouns: "who, which" Who - Which : replace a pronoun or a - Ask SS to recall the grammar rules noun - Give som examples  "Who" is used for man T: calls some Ss to check  "Which" is used for things - Give feedback Eg: Auld Lang Syne is a song which is sung on New Year's Eve Eg: Alexandre Bell was the man who 102 * Exercise : Choose the correct Relative pronoun to complete the following sentences 1.The man…………… your mother is talking to is my English teacher (which, whom, when, whose) 2.Tet is a Vietnamese festival……………takes place in late January or early February (which, who, when, whom) 3.The little girl…………………is wearing the red dress sings beautifully (which, who, when, whom) 4.Thu enjoyed her trip to Dalat……………her grandparents live long ago (which, where, when, that) 5.Lan’s parents came back to Hanoi………………they visited last year (which, where, when, that) 6.They like Asian food……………………is sold in that market (who, which, where, whom) 7.Their aunt is the old lady………………you met in front of her house (whom, which, when, whose) 8.The beach…………………the students are cleaning up the trash is a beautiful one (where, which, who, whom) 9.The parrot………….can speak some words belongs to my close friend (who, which, whom, where) 10.This is the best movie……………………….I have seen (that, which, who, whom) * Homework: - Review all the grammar - Do all the exercises again invented the telephone * Answer keys: 1.whom 2.which 3.who 4.where 5.where 6.which 7.whom 8.where 9.which 10.which 103 Week : 34 Period: 68 Planning: - -2021 Teaching : …-…2021 THE SECOND SEMESTER TEST Week : 35 Period: 69 Planning: - -2021 Teaching : …-…2021 UNIT 10: LIFE ON OTHER PLANETS Lesson 5: Language Focus I OBJECTIVES Knowledge: By the end of the lesson, students will be able to further practice in “ might, may”, the conditional type and use the conditional type 2 Competencies: Co-operation, self-study, using language Quality: Ss are interested in lesson 104 II TEACHNG AIDS Teacher: Sub board, realias Students: Book ,notebook III PROCEDURE Warm up (5') - Organization: 9A …………… 9B ………………….9C…………… a Goal: Check the lesson, lead in the new lesson b Contents: Answer the questions c Expected result: students' answers d Performance: Teacher’s and student’s activities Contents * Check- up - Greetings - Who is absent today? - What is the date today? - Check Ss’homework Presentation (12’) a Goal: help ss to memorize some grammar problems b Contents: Revision of modal verbs , Revision of conditional sentences type c Expected result: Ss can apply to the exercises d Performance: Teacher’s and student’s activities Contents I Revision of modal verbs: may and I Language focus May, might might * Form : May/Might + infinitive * Drill: (without to) - Have students look at the pictures on * Use: page 89-90 to exercise in Language * May/Might is used to talk about Focus present or future possibility - Get students to work in pairs They * Might is normal a little less sure have to practice asking and answering than May a Ex: S1: What may it be? * Exercise S2: It may be a book or it might b It may be a box of crayons or it be a game might be a box of paints b What may it be? c It may be a football or it might bad c What may it be? a basketball d What may it be? d It may be a boat or it might be a e What may it be? train f What may it be? e It may be a flying saucer or it might * Guessing game: be a meteor - Prepare some things such as : a key, a f It may be an evening star or it doll, a book, a pair of glasses, a comb… might be a spacecraft - Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has 105 the correct guess will get good marks or get a present - The game goes on until the time is over II Revision of conditional sentences type - Ask ss to say again the form and use of the conditional sentences type II The conditional sentences type * Form: If clause: simple present tense main clause: simple future (will + verb (infinitive)) * Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present Practice (18’) a Aims: helps Ss to practice some grammar problems b Contents:do the exercises c Expected result: Ss’answers d Performance: Teacher’s and student’s activities Contents - Have students work in pair to the exercise in Language Focus on page 90 - Ask students fives sentences, using conditional sentences type * Exercise - Call on some students to read their b Lan will miss the bus if she does sentences before the class not hurry - Give feedback and correct c If Ha is not careful, he’ll drop the cup d Mrs Nga will join us if she finishes her work early e If Mrs Binh writes a shopping list, she won’t forget what to buy III The conditional sentences type III Conditional sentences type - Set the scene: Ba is not rich so he can’t travel around the word - Ask students to complete the sentences: * If Ba ………………………rich, he …………………………………… around ………………… 106 * Form : Main Clause: would/ could/ might + verb If Clause: past simple tense/ past subjunctive * Use: We use this structure to talk about unreal or unlikely present of future situations We often use “If I were you” to give * Answer keys:  If Ba were rich, he would travel around the world - Ask students to Language Focus exercise on page 91 They have to work with a partner and make conditional sentences type - Give an example first (3a) - Let students work in pairs - Give feedback and correct Production (10') a Goal: futher practice b Contents: write the topic c Expected result: Ss’answers d Preformance: Teacher’s and student’s activities Writing - Give the topic and ask students to discuss in groups before writing “What would you if you met an alien from outer space?” - Give an example first - Have each student write things he/she would like to - Get students to share with their partners - Call on some students to call out their sentences before class - Give feedback and correct - Get students to write some more sentences they get from their friends in class advice ( = You’d better) * Exercise a If Mr Loc had a car, he would drive to work b If Lan lived in Ho Chi Minh City, she would visit SaiGon Water Park c If Nam had an alarm clock, he would arrive at school on time d If Hoa lived in Hue, she would see her parents every day e If Nga owned a piano, she would play it very well f If Tuan studied harder, he would get better grades g If Na had enough money, she would buy a new computer (Na would buy a new computer if she had enough money) Contents IV Writing Ex: If I meet an alien from outer space, I would invite him/her to my home and talk to him/her * Homework Do all exercises in WB Theory : Revise conditional sentence type 1, connectives, suggest structure 107 Week : 35 Period: 70 Planning: - -2021 Teaching : …-…2021 CORRECTION OF THE SECOND SEMESTER TEST 108 a Goal: futher practice b Contents: write the topic c Expected result: Ss’answers d Preformance: Teacher’s and student’s activities Writing - Give the topic and ask students to discuss in groups before writing “What would you if you met an alien from outer space?” - Give an example first - Have each student write things he/she would like to - Get students to share with their partners - Call on some students to call out their sentences before class - Give feedback and correct - Get students to write some more sentences they get from their friends in class Contents IV Writing Ex: If I meet an alien from outer space, I would invite him/her to my home and talk to him/her * Homework Do all exercises in WB Theory : Revise conditional sentence type 1, connectives, suggest structure Week : 35 Planning: - -2021 Period: 70 Teaching : …-…2021 CORRECTION OF THE SECOND SEMESTER TEST 109 ... SS: Text-books, notebooks, pen, exercise book III PROCEDURE 1.Warm up (5’) - Organization 9A: 9B: 9C:………………… a Goal: ask Ss some vocabulary about the environmental problems b Content: Ss... pictures (p.57) …… SS: textbook, exercise book III Procedures Warm up (5’) * Organization 9A: 9B: 9C:…………………… a Goal: ask Ss some questions about the types of energy b Content: Ss can tell... lesson plan, English 9- book, extra boards, flash cards, posters,picture (Unit 7) Ss: Text-books, notebooks, pen, exercise book III PROCEDURE Warm up (7’) - Organization 9A …………………… 9B …………………….… a.Goal: