- By the end of the lesson, students will be able to listen to get specific information about the drawbacks of living in a city and write about the drawbacks of living in a city.. + Voc[r]
(1)Date of preparing: 1.10.2020 Period: 13 UNIT 2: CITY LIFE
LESSON 5: SKILLS (P 22) A OBJECTIVES:
- By the end of the lesson, students will be able to read for general and specific information about city life, then talk how they rank their town/ city
+ Vocabulary: + Grammar:
- Skills: develop and practise reading and speaking skills
- Political thought and moral sense: educate students to know more about city life and love the advantages in the city
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures and posters C METHODS:
- Chatting, ordering, presentation text, comprehension questions and discussion D CONTENTS:
I
Oganization: (1 minute)
II Revision/ Warmer: (5 minutes)
Greeting: Good morning How are you? What’s the weather like? III New lesson : (37 minutes)
* Reading (25 minutes)
Activity Ordering (Part 1/ p 22)
- T shows the poster which has the content of part 1/ p.22 then runs through
- T gives the instructions: Work in pairs What features are important to you in a city? Put the following in order 1-8 (1 is the most important)
- Have Ss read through the given features Ask them what each feature means to them - Ss work in pairs
- Call on some pairs to present their order and give some explanations Activity Gap - fill ( part 2/ p 22)
- T shows the picture and the content in part 2/p.22 on the board then runs through - T gives the instructions: Read the passage quickly and find the information to fill in the blanks
- T checks Ss’ understanding - Ss work individually
- Ss can underline parts of the text that help them with the answers then compare with their partners in about minutes
- T gets Ss’ answers then corrects
1 The Economist Intelligence Unit (EIU) 2014
3 The best city: Melbourne The best city: Melbourne
The worst cities: Dhaka, Tripoli, Douala
Activity Comprehension questions ( part 3/ p 12)
- T shows questions of part on the board then runs through
- T gives the instructions: Read the passage again and answer the questions - T checks Ss’ understanding
- Ss work individually
- Ss can underline parts of the text that help them with the answers, then compare with their partners
(2)1 Climate, transport, education, safety, and recreational facilities for cities Among the top twenty
3 Because the living conditions there were the most difficult or dangerous Osaka
5 They are a city’s green space, urban sprawl, natural features, cultural attractions, convenience, and pollution
6 They use herbicides to kill weeds * Speaking (12 minutes)
Activity Discussion( part 4/ p 22)
- T shows the poster which has the content of part 4/ p.22 then runs through
- T gives the instructions: Work in groups of five or six Conduct a survey to rank your own town Give from 10 points (the best) to point (the worst) to each factor
- T checks Ss’ understanding - Ss take turns to ask each other
- T goes around to give assistance if necessary - Ss work out the final result of their group
- One student from each group presents the results to the class - Other students give comments
IV Summary (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Do the exercises in part C in the workbook P 15 - Prepare the new lesson: Unit 2: Lesson 6: Skills E EVALUATION:
Date of preparing: 1.10.2020 Period: 14 UNIT 2: CITY LIFE
LESSON 6: SKILLS (P 23) A OBJECTIVES:
- By the end of the lesson, students will be able to listen to get specific information about the drawbacks of living in a city and write about the drawbacks of living in a city
+ Vocabulary: + Grammar:
- Skills: develop and practice listening and writing skills
- Political thought and moral sense: educate students to know more about the drawbacks of living in a city
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures, cassette and the CD record
C METHODS:
- Chatting, discussion, gap fill, multiple choice and write - it - up D CONTENTS:
I Organization: (1 minute)
II Revision / Warmmer: (5 minutes) * Brainstorming
(3)- T gives the instructions: write down as many drawbacks in a city as possible - T models the first one
noise - T checks Ss' understanding
- Ss think and prepare in about minute
- T divides the class into groups T gives the name -> checks
- One by one student from each group comes to the board and writes one answer - T corrects, then praises the winner
+ Possible answers:
Urban sprawl, overpopulation, noise, high cost of living, pollution, bad weather, crime… III New lesson : (37 minutes)
* Listening (22 minutes)
Activity 1: Discussion ( part 1/ p 23 )
- T shows pictures and the drawbacks of a city life in part on page 23
- Let Ss work in small groups Tell Ss to think the nuisances they have experienced in the city
Activity 2: Gap – fill ( Part p 23)
- T shows the poster which has the content of part 2/ p.23 then runs through - T gives the instructions: Listen and write the missing word in each gap - T plays the recording twice
- Ss individually then compare with their partners - T gets Ss’ answers then corrects
+ Answer key:
1 cities office traffic roads Activity 2: Multiple choice ( Part 3/ p 23)
- T shows the poster which has the content of part 3/ p.23 then runs through - T gives the instructions: Listen again and choose the correct answer - T plays the recording twice
- Ss with their partners
- T gets Ss’ answers then corrects + Answer key:
1 C A A B B * Writing (15 minutes)
Activity 4: Gap - fill ( part p.23 ).
- T hangs the poster which has the contents of part p.23 on the board then runs through - T gives the instructions: Read the passage and complete the outline Tell them pay attention to connectors/ markers: firstly, secondly, thirdly
- T models the first one Outline:
Topic sentence: Living in a city has a member of drawbacks - T checks Ss’ understanding
- Ss work with their partners in their tables in about minutes - T gets Ss’ answers, checks and corrects
+ Answer key: Outline:
Topic sentence: Living in a city has a member of drawbacks Problem 1: traffic jams and traffic accidents
Problem 2: air pollution Problem 1: noise pollution
(4)Conclusion: these factos contribute to making city life more difficult for its residents Activity 5: Write - it - up ( Part p 23)
- T asks Ss to write a paragraph in about 100 words Make sure that they use their outline, along with connectors firstly, secondly, thirdly and pay attention to spelling and
punctuation
- Ss can use the passage in part to help them structure their paragraph - T checks Ss’ understanding
- T goes around to see and helps Ss
- T collects some Ss’ paper and mark them, then give comments to the class IV Summary. (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Finish your writing
- Do the exercises: 1,2 in part E in the workbook
- Prepare the new lesson: Unit 2: Lesson 7: Looking back + project E EVALUATION:
Date of preparing: 1.10.2020 Period: 15 UNIT 2: CITY LIFE
LESSON 7: LOOKING BACK + PROJECT ( P.24-25) A OBJECTIVES:
- By the end of the lesson, students will be able to review some vocabulary and the use of comparison, phrasal verbs then practice speaking more in “Communication”
+ Vocabulary: + Grammar:
- Skills: develop and practice speaking and writing skills
- Political thought and moral sense: educate students to have good leisure activities and educate them to like learning English more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures and the projector
C METHODS:
- Word webs, gap-fill, write-it-up, discussion D CONTENTS:
I Organization: (1 minute)
II Revision / Warmer: (5 minutes) * Word webs (part 1/ p.24)
- T draws the nets on the board
- T gives the instructions: Complete the word webs with nouns and adjectives connected with the city
- T models the first one
skyscraper cosmopolitan - T checks Ss' understanding
- Ss think and prepare in about minute
- T divides the class into groups T gives the name -> checks
- One by one student from each group comes to the board and writes one answer
(5)- T corrects, then praises the winner + Possible answers:
Nouns: street, gallery, shopping mall…
Adjectives: crowded, cosmopolitan, exciting… III New lesson : (37 minutes)
* Vocabulary (10 minutes) Activity 1: Gap-fill( part 2/ p.24)
- T shows the poster which has the contents of part in the text book p.24, then T runs through
- T gives the instructions: Read the passage and complete the exercise individually - T models the first one
fascinating - T checks Ss’ understanding
- Ss individually then compare with their partners
- T gets Ss’ answers by dividing the class into groups One by one student from each group can write one answer
- T corrects, gives marks, praises the winner + Answer key:
1.fascinating noisy full
4 crowded urban fabulous bored * Grammar (20 minutes)
Activity 2: Write-it-up( part 3/ p.24)
- T shows the poster which has the contents of part in the text book p.24, then runs through
- T gives the instructions: Complete each sentence with the word given, using comparison Include any other necessary words
- T models the first one
socialising with friends - T checks Ss’ understanding
- Ss individually then compare with their partners
- T gets Ss’ answers by dividing the class into groups One by one student from each group can write one answer
- T corrects, gives marks, praises the winner + Answer key:
1 as interesting as/ so interesting as the fastest
3 the shortest/ a shorter less entertaining more carefully
Activity 3: Gap- fill (part 4/ p 24)
- T shows the poster which has the contents of part in the text book p.24, then runs through
- T gives the instructions: Complete each space with the a phrasal verb Change the form of the verb if necessary
- T models the first one
has turned down - T checks Ss’ understanding
- Ss individually then compare with their partners - T gets Ss’ answers then corrects
+ Answer key:
(6)4 cheered up 5 turn back found out Activity 4: Gap- fill (part 5/ p 24)
- T shows the poster which has the contents of part in the text book p.24, then runs through
- T gives the instructions: Rewrite each sentence so that it has a similar meaning and contains the word in capital
- T models the first one
Turn off the lights when you leave the classroom Mai grew up in a small town in the south
3 Kathy looked up the restaurant on her mobile phone My grandmother has got over her operation
5 We are looking forward to seeing you again - T checks Ss’ understanding
- Ss individually then compare with their partners
- T gets Ss’ answers by dividing the class into groups One by one student from each group can write one answer
- T corrects, gives marks, praises the winner + Answer key:
firstly secondly thirdly In addition5 In short * Communication (7 minutes)
- Make sure Ss know the names of the cities in Viet Nam
- Divide the class into two teams to play the game Encourage them to be as quick as possible, and try to call out famous man-made or natural attractions, or features of different cities in the country
When time is up, stop the game and congratulate the winning team Example:
Team 1: Hai Duong
Team 2: Well, it is famous for its green bean cakes Team 1: Da Nang City
Team 2: It has fabulous Ngu Hanh Son (marble Mountains)… IV Summary. (1 minute)
- T asks students to repeat the main contents of the lesson IV Homework: (1 minute)
- Learn the vocabulary by heart - Finish the project (p.15) at home
- Prepare the new lesson: Unit Lesson 1: Getting started E EVALUATION:
_