Giáo án tiếng anh 9 theo công văn 5512

Period 55 UNIT 7: RECIPES AND EATING HABITS Lesson 1: GETTING STARTED I OBJECTIVES:By the end of the lesson, students can: - use the lexical items related to making a prawn salad - listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad - Learn some more famous dishes of some countries in the world Knowledge: a Vocabulary: lexical items related to making a prawn salad b Grammar: Giving instruction Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for cooking for themselves and for their family II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson *Chatting T asks Ss some questions - What did you eat yesterday? Ss answer the questions - What is your favourite food/ drink/ fruit? - Can you tell me some food and drink you know? T introduces the lesson Presentation Aim: Ss can know how to read some vocabulary words and its meaning about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad Listen and read T explains some vocabulary words about * The ingredients of prawn salad the ingredients of prawn salad and some prawns, salt, pepper, lemon juice, verbs to prepare to cook the prawn salad mayonnaise, celery, spring onions Ss copy and repeat * Preparing and cooking: wash, boil, combine, add, mix, chop, drain, T lets Ss listen to the tape peel Ss listen to the tape T asks Ss to read the conversation in pairs Ss read the conversation in pairs Practice Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad c Answer the questions T asks Ss to answer the questions in pairs Key: Nick’s mum without reading the dialogue again Because it’s simple and delicious Ss answer the questions in pairs In the summertime T calls some pairs read the answers They are versatile, and you can use lots And corrects and remarks of different ingredients in a salad Nick’s mum boils and drains the prawns Nick washes the celery, peels the prawns, and mixes the ingredients Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients Because he is finding it difficult to wait for one hour Write the name of each dish in the box under each picture - Have Ss look at the pictures Tell Ss Key: that in the box are some dishes from A Cobb salad different countries in the world B sushi - Ask Ss to write these dishes under the C steak pie pictures, and then compare their answers D fajitas in pairs Play the audio for Ss to check E lasagne and repeat the answers F mango sticky rice G beef noodle soup H curry a In pairs, discuss which country from the box is associated with each dish in2 - Have Ss work in pairs to discuss what Key: country in the box is associated with A The USA each dish in Check and confirm the B Japan correct answers C The UK D Mexico E Italy F Thailand G Viet Nam H India b Fill each blank with the name of a dish in - Tell Ss to complete the sentences with the names of the dishes in The complete sentences will give Ss information about these dishes Call on two Ss to write their answers on the board Key: Lasagne curry steak pie Fajitas sushi Further practice Aim: Ss can present how to cook how to prawn salad Eg: T guides Ss to talk about cooking prawn Hi every one! I am going to talk about salad cooking prawn salad Ss talk how to cook how to prawn salad In order to cook prawn salad, we need the T corrects and remarks ingredients: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions Now, I will teach you how to cook - wash the selery and spring onions - boil the prawn until they are pink - drain and peel them - chop the celery and spring onions - combine the prawn and celery in the bowl - Add two tablespoons of mayonnaise, half a pepper and some lemon juice - Mix all the ingredients well - Add the spring onion on top - cover the bowl and leave it in the fidge for an hour - serve them Guides for homework - Learn the vocabulary by heart - Talk how to cook how to prawn salad - Prepare: A closer look - Find Verbs for preparing and cooking foods - Find: kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green Period 56 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A CLOSER LOOK I OBJECTIVES: By the end of the lesson, students can: - learn some more words related cooking verbs - remember the instructions on how to make a pizza - Identify the tone in statements used as questions and say these sentences correctly Knowledge: a Vocabulary: words related to cooking verbs and making a pizza b Grammar: Imperative c Pronunciation: Tones in statements used as questions Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for cooking for themselves and for their family II TEACHING AIDS Materials: Textbooks, plan Equipments: computer, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson Find: + Groupwork: - Kind of meat: - Divide the class into groups - Foods which you have to peel: - Write kind of meat, foods which you - Foods which are made from milk: have to peel, foods which are made from - Fruits which are red: milk, fruits which are red, vegetables - Vegetables which are green: which are green - Time: minutes - The group which write more right words is the winner Presentation Aim: Ss can know how to read some food preparation verbs and know its meaning T uses images in computer to explain I Vocabulary some vocabulary words by writing verbs Write a food preparation verb from under the pictures (Ex1) the box under each picture Ss copy and repeat Key: A chop B slice C grate D marinate E whisk F dip G sprinkle H spread Practice Aim: Help Ss use the verbs correctly to talk about food preparation T asks Ss to work individually to use Complete the sentences with the words in part to complete the sentences correct form of the verbs in and then compare their answers with a Key: classmate chop; Slice grates; sprinkles Ss work individually and then compare Marinate their answers with a classmate whisk Dip T has Ss explain the meaning of each spread verb in English or Vietnamese Correct Ss’explanations when needed - Have Ss this exercise individually and then compare their answers with a partner Check and confirm the correct answers T asks Ss to look at the pictures and answer some questions Ss look at the pictures and answer T asks Ss to complete the instructions Match each cooking verb in A with its definition in B Key: g f h c e a d B a Look at the pictures and answer: T: What can you see in the pictures? S: tomato sauce, onion, cheese, apple, bacon, pizza base T: Do you know what dish these ingredients are used for? S: → pizza T: Have you ever eaten or made a pizza? S: Yes (no) T: Can you describe the process of making about pizza? S: … b Complete the instructions below with the verbs in1 and3 One verb is used twice below with the verbs in part and part Ss complete the instructions T corrects and remarks - Now have Ss read the information in the REMEMBER! box Answer any questions from Ss, and ensure that Ss understand the information - Ask Ss to read through the three conversations Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence Have Ss compare their answers in pairs - Call on some pairs to read the conversations out loud - Correct any mistakes Key: Chop Grate Spread Sprinkle Spread Bake II Pronunciation Listen to the conversations Draw ↷ or ⤻ at the end of each line Practise the conversations with a partner Key: A: What we need to make a pizza? B: A pizza base, some cheese, some bacon, an onion, and an apple ↷ A: An apple ⤻? B: Yes, an apple ↷ A: What’s for dinner ↷? B: We’re eating out tonight ↷ A: We’re eating out ⤻? B: Right ↷ A: I can’t eat this dish ↷ B: Why not ↷? A: I’m allergic to prawns ↷ B: Allergic to prawns ⤻? A: Yes, my skin turns red when I eat them ↷ Work in pairs Complete the minidialogues with suitable statement questions Suggested answer: You don’t like pasta?/Don’t like pasta? Add some salt? Further practice Aim: Ss can practise the mini-dialogues using the correct intonation - Ask Ss to work in pairs to complete the mini-dialogues with suitable statement questions Call on some pairs to write their answers on the board Give Practise the mini-dialogues using the correct intonation comments when needed - Have Ss practise the mini-dialogues and act them out in front of the class with the correct intonation - Ask other Ss to comment Guides for homework - Write their own mini-dialogues with statement questions - Practice vocabulary and pronunciation again - Prepare: A closer look Period 57 UNIT 7: RECIPES AND EATING HABITS Lesson 3: A CLOSER LOOK I OBJECTIVES: By the end of the lesson, students can: - know how to use quantifiers, modal verbs in conditional sentences type 1 Knowledge: a Vocabulary: Review b Grammar: - Quantifiers - Modal verbs in conditional sentences type Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for cooking for themselves and for their family II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson - Ask Ss to work in pairs to write down all quantifiers they know in two minutes The winner is the pair which has the most answers *Quantifiers: review Presentation Aim: Help Ss review the quantifiers and Help Ss use modal verbs in conditional sentences type T asks Ss to retell the way to use I Quantifiers: a, an, some, any quantifiers Ss retell the quantifiers and give examples - Ask Ss to retell the use and the form of conditional sentences type Ss retell the use and the form of conditional sentences type and give example II Modal verbs in conditional sentences type If + S + V (present simple), S + can/must/may/might/should + V (infinitive) Practice Aim: Ss can exercises about the quantifiers and Help Ss use modal verbs in conditional sentences type - Have Ss this exercise individually Fill each blank with a, an, some, or any and then compare their answers in pairs Key: - Tell Ss that when talking about recipes a people usually use food quantifiers and a that the Look out! box contains the most some common ones some/any - Have Ss read the information in the a Look out! box Explain any unclear some points an - Ask Ss to give examples with the any quantifiers Ss may also add some more some food quantifiers they know to the list - Have Ss the exercise individually and then compare their answers with a partner Remind them that some quantifiers can go with more than one noun - Check the answers as a class - Have Ss work in pairs to read the instructions to make a chicken salad and Match the food quantifiers with the to fill each blank with a word/phrase from the box - Check as a class - Ask Ss to work in pairs, and think about a simple salad they know Together Ss write the instructions to make it Call on some pairs to read aloud their instructions Other Ss listen, make comments, and vote for the best salad - Have Ss read the two given sentences and answer the questions Elicit their answers and confirm the correct ones - Ask them to give the standard form of conditional sentences type with modal verbs T may call on one student to write the form on the board Now have Ss read the information and examples in the grammar box Write the form of the examples on the board: - Have Ss the exercise individually and then compare their answers in pairs Ask some Ss to read out loud the complete sentences - Have Ss work in pairs to read the situations and write appropriate ifsentences - Call on some Ss to write their sentences on the board - Give necessary correction nouns Some quantifiers can go with more than one noun Key: a, g a f, g c h b, d e, f b a Read the instructions to make a chicken salad Fill each blank with a word/phrase in the box Key: 200 grams an tablespoons teaspoon teaspoon some b Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt Read and underlined part and answer the questions Key: ability advice Match the first half of the sentence in A with the second half in B Key: c e a b f d What will you say in these situations? Use suitable modal verbs with conditional sentences type Suggested answers: If you want to have good health, you must reduce the amount of salt in your food If my brother is hungry, he can eat three bowls of rice You can take a cooking class if it is at the weekend If I eat this undercooked pork, I may have a stomachache You should whisk the eggs for 10 minutes if you want a lighter cake Further practice Aim: Ss can practise more about the quantifiers and conditional sentences type T asks Ss to make sentences with the quantifiers and conditional sentences type Ss make sentences with the quantifiers and conditional sentences type T corrects Guides for homework - Make sentences about the quantifiers and conditional sentences type - Prepare: Communication Period 58 UNIT 7: RECIPES AND EATING HABITS Lesson 4: COMMUNICATION I OBJECTIVES: By the end of the lesson, students can: - talk about the eating habits of Vietnamese people - listen for detailed and specific information about teenagers' eating habits Knowledge: a Vocabulary: words related to recipes and eating habits b Grammar: quantifiers (review); modal verbs in conditional type Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for cooking for themselves and for their family II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson - T asks some questions * Chatting turns to come to the front to introduce themselves and repeat the three ‘facts’ The class will together decide which ‘facts’ are true, and which is untrue vegetables and you know a lot about cultivation But you don’t a nine-tofive job! - Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice Guides for homework Do the project: My future career path - The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to some more research about the factors they have to consider if they are going to follow that pathway This is a topic that is of immediate importance to the Ss’ futures Divide Ss into groups of four or five and instruct them on what they have to Encourage them to think of a real path they might want to follow Tell them to: • give reasons for the choice •consider factors like qualifications, skills, hobbies, personalities, practical issues, and even the employment market • think about who can give them good advice, and why - Ask Ss to draw a picture of their career path Have them present their posters in the next lesson When all the groups have given their presentations, let the whole class vote for the best one - Prepare: Review Period 100: REVIEW I OBJECTIVES: By the end of the lesson students will be able to: - Revise the language Ss have learnt in units 10, 11, 12 - Practice making everyday English Knowledge: a Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12 b Grammar: infinitive or -ing form; relative clause Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for and be more aware of studying hard to have a good job in the future II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities Warm up Aim: To warm up the class The main contents T lets Ss sing an English song Ss sing an English song Pronunciation Aim: Help Ss review the rule of tones - Review the rule of tones (high or rising tones to check information, to indicate items in a list, to disagree with someone or for emphasis and low or falling tones to indicate that a list is finished, to agree with someone, and with Wh-questions) with Ss Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones Play the recording Ss listen and check the answers Confirm their answers as a class Ss then listen again and repeat, in chorus and individually Draw rising or falling arrows to illustrate the correct tones, then listen and practice saying the sentences A: What the astronauts while they are aboard the ISS ↷? B: They keep the station in good condition ⤻, and science experiments ↷ A: Sounds hard ⤻! B: Not at all ↷! A: They don’t have ‘weekends’ ⤻? B: They ↷ A: What they during their ‘weekends’ ↷? - Have Ss work in pairs to draw rising or falling arrows to illustrate the correct tones Ask them to practice saying the conversation Play the recording for Ss to check their answers Check the answers as a class - Have some pairs practise saying the conversation in front of the class B: They various things like watching movies ⤻, playing music ⤻, reading books ⤻, and talking to their families ↷ Draw arrows to illustrate the feelings and opinions of A and B Then listen and repeat the conversation, paying attention to the tones A: In the near future, we will mostly learn online B: Incredible ↷! But we will still have actual classrooms, won’t we ⤻? A: Sure ↷ But teachers will no longer be knowledge providers ↷ B: Really ⤻? A: They will be guides ⤻, or facilitators ↷ B: Superb ↷! What about the students’ roles ↷? A: They’ll be more responsible for their own learning, I think B: Amazing ↷! And they will make their own decisions ⤻? A: Absolutely ↷ right ↷! Vocabulary Aim: Help Ss review some vocabularies they have learnt - Make sure Ss understand the Change the form of the verbs meanings of the verbs provided Then provided to complete the sentences have them complete the exercise Key: individually facilitators - Call on some Ss to write their development(s) answers on the board Confirm the training correct answers Launch experienced attendance evaluators Participants Complete each sentence with a phrase - Check if Ss remember the meaning of in the box the phrases Ensure all the phrases are Key: understood before moving work flexitime on Then have them work in pairs to sense of direction complete the sentences Check the make a bundle answers as a class burn the midnight oil once in a blue moon The sky’s the limit sense of responsibility mountains of work Grammar Aim: Help Ss review the infinitive or -ing form and a defining or non-defining relative clause - This exercise revises the use of V + Put the verbs in brackets into the to-infinitive and V + V-ing forms infinitive or -ing form Have a brief revision session with Ss if Key: necessary Then have Ss work eating individually Ss exchange their to play answers Finally, check the answers as to work/working a class to be doing to share floating checking Rewrite the pairs of sentences as one - Have Ss write the sentences sentence using a defining or non-deindividually on a piece of paper Ask fining relative clause Ss to swap their answers with a Suggested answers: partner My grandfather, who has been retired - Allow Ss time to discuss if there is for ten years now, used to be an astronaut any difierence between their answers The spacecraft which/that took Yuri - Check the sentences as a class Gagarin into space is called Vostok 3KA She likes the career which/that her father pursued all his life He admires the teacher who initiated building the school library I work for a man whose farm covers thousands of acres Students will have to make their own learning decisions, which will be hard for many of them * Everyday English Choose the most suitable expression a4 Everyday English to - Have Ss read the phrases and complete each of the short dialogues sentences carefully Check that Ss Key: understand the meaning of the phrases No worries before moving on Then Ss this I am not so sure about that exercise in pairs Correct their answers and ask some pairs to act out the short dialogues That’s not entirely true Cool Sounds interesting Guides for homework - Retell the main contents of the lesson - Review all knowledge you have learnt in English - Prepare: Review (Skills) Period 102: REVIEW (cont) I OBJECTIVES: By the end of the lesson students will be able to: - Revise the skills they have practised in units 10, 11, 12 - Practice skills Knowledge: a Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12 b Grammar: infinitive or -ing form; relative clause Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for and be more aware of studying hard to have a good job in the future II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class T asks Ss some questions Chatting Ss answer the questions Reading Aim: Help Ss read the passage and exercise - Have Ss work individually to skim-read a Read the text and match the the text to match the headings with the headings with the correct paragraphs correct paragraphs Key: C A D B They can compare their answers with a partner Check answers as a class b Read the text again and decide - Ask Ss to read the text again carefully whether the statements are true (T) or to decide whether the statements are true false (F) (T) or false (F) Key: T F F F T - Tell them that they can underline the sentences that have clues for their answers Have Ss compare their answers with a partner Check the answers as a class Ask Ss to explain the reasons why an answer is false Speaking Aim: Help Ss choose a job and give the reasons for the choice - This is an open speaking exercise Choose a dream job you would like to Allow Ss time to get some ideas from Say why you dream of doing the job Unit 10 to 12, or to come up with some ideas of their own Ss can work in groups Have some Ss/groups come to the front to present their own choice and their reasons for the choice Listening Aim: Help Ss listen to a conversation and exercises - Firstly, ask Ss to read the questions a Listen to the interview and answer carefully Then play the recording Ss the questions listen and answer the questions Key: - Ask some Ss to give their answers a hotel receptionist Write Ss’ answers on the board two weeks - Have Ss read the sentences carefully and try to complete them without listening to the recording again - Do not confirm any answers at this stage Tell Ss that they are going to listen a second time to check the answers for the questions Play the recording Ask b Listen again and complete the sentences Key: sociable dealing with telephone manner experience some Ss to give answers Let Ss listen a third time if necessary to check their answers Confirm the correct answers as a class night shifts Writing Aim: Help Ss know how to express their opinion - Have Ss work in pairs to discuss the Over time, the popularity of different question Ask the pairs to brainstorm an jobs may change In your opinion, what outline of the main reasons why they job will be the most popular in the next think their chosen job will be the most 10 years? popular Have pairs the writing Write a paragraph of about 120 words together T may read aloud one piece of to express your opinion Remember to writing and ask other Ss to comment T discuss why you think so may also collect some of the Ss’ Sample writing: paragraphs to correct at home I think one of the most popular jobs in the future can be astronaut, the ‘ driver’ of expensive spacecrafts The first reason is many people are dreaming of flying into the space and are willing to pay for such ‘ trips’ if the costs are not as high as they are now In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys This also means the demand for spacecraft drivers will be increasing Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth In short, because of the increasing demand for space travelling, the opportunities to earn money, and the interesting nature of the job, this job will likely be a favourite job for many people in very near future Guides for homework - Retell the main contents of the lesson - Review all knowledge you have learnt in English - Prepare: The second term test Period 86: REVISION FOR THE SECOND-TERM TEST I OBJECTIVES: By the end of the lesson, students can: Review the language they have studied and the skills they have practiced Knowledge: a Vocabulary: Review b Grammar: The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-ing Competences: independent working, linguistic competence, cooperative learning and communicative competence Qualities: Students will be more responsible for and more aware of studying harder II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class Home robots - Ask students to name some kinds of doctor robots, robots teaching robots, - What can robots in the future? space robots, worker robots Grammar Aim: Help Ss review structures they have learnt Past simple tense T asks Ss to retell the structure: the past simple tense Form: S + had + PP Ss retell the structure: The past simple Usage: The Past perfect is used to tense and give examples describe an action before a stated time in T corrects and remarks the past or an action that happened before another action in the past Relative clause T asks Ss to retell the relative clause (Where, when, who, which, that) Ss retell and give examples and Ex: Combine each pair of sentence to exercise: make a complete sentence using a relative pronoun Eg: A spacecraft is a vehicle It is used T corrects and remarks T asks Ss to retell the structure: Verb + to-infinitive/Verb + V-ing for travel into space → A spacecraft is a vehicle which is used for travel into space The International Space Station is a large spacecraft It was launched in 1988 → _ An astronomer is a scientist An astronomer studies the sun, the moon and other planets → A telescope is a piece of equipment Astronomers use it to observe stars → The place has a microgravity environment Astronauts live and conduct research here → Space tourism is becoming more and more popular It is space travel for recreational purposes → _ Key: The International Space Station is a large spacecraft which was launched in 1988 An astronomer is a scientist who studies the sun, the moon and other planets A telescope is a piece of equipment which astronomers use to observe stars The place where astronauts live and conduct research has a microgravity environment Space tourism which is space travel for recreational purposes is becoming more and more popular Verb + to-infinitive/Verb + V-ing There are types: Verb + to-infinitive, Verb + V-ing, Verb + to-infinitive/V-ing with no change in meaning in each column, and a column for Verb + to-infinitive/V-ing with Ss retell the structure: Verb + to-infinitive/Verb + V-ing T corrects and remarks Writing Aim: Help Ss review some writing topics T retells some writing topics and guides how to write Ss copy change in meaning Topic 1: Writing a short paragraph using advertising language Topic 2: Writing about the roles of teenagers in the future Topic 3: writing about the qualities one needs to be to a certain job Speaking Aim: Help Ss review some sentences to prepare for the oral test T asks Ss to prepare: Introduce about yourself Ss Introduce about yourself T remarks T gives some questions for each unit Ss listen and remember T gives some topics for students to talk and guides how to talk Ss copy Topic: talking about life on a space station describing the changing roles of schools talking about choosing future jobs and reasons for the choices talking about the eating habits of Vietnamese people Guides for homework - The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-ing - Prepare for the next lesson: Review for the second term test Period 103: REVIEW I OBJECTIVES: By the end of the lesson, Ss will be able to review the skills related to the topics that they have learnt among unit 10, 11 Knowledge: a Vocabulary: review vocabulary ralated to topic: eating habits, tourism, english in the world b Grammar: review: relative clause, article, conditional sentences type 1,2 Competences: independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities Contents Warm up Aim: To warm up the class T asks Ss to sing an English song Ss sing an English song Vocabulary Aim: Help students review some vocabularies ralated to topic: eating habits, tourism, english in the world 1-Vocabulary T asks Ss to exercise 3,4 page 5in Topic: Unit 7: eating habits, exercise’s book T uses computer to (Ex 3,4/ page 5) correct Ss exercise individually T asks Ss to exercise 2,3,4,5,8 part B in unit in exercise’s book T uses computer to correct Ss exercise individually T asks Ss to exercise 1,2,3, part B in unit in exercise’s book T uses computer Topic: Unit 8: tourism (Ex 2,3,4,5,8 part B in unit 8) Topic: English in the word (Ex 1, 2,3part B in unit 9) to correct Ss exercise individually Grammar Aim: Review: the relative clause, article, conditional sentences type 1,2 I Relative clauses T asks Ss to give the usage of the relative We use relative clauses to give extra clause information about something / someone or Ss it to identify which particular thing/ person T gives the comment we are talking about * Rules of using relative clauses - Which (for things and animals) - Who (for people) - Whom (for people as the object of the relative clause) - When (for time) - Where (for places) - Why (for reasons) - Whose (for possession) That (for people, things, animals and times) Eg: The book which I liked was the detective story Exercise 8/ part: Test yourself in T asks Ss to exercise part: Test exercise’s book yourself in exercise’s book individually, check their answers with a partner before giving the answers to Ss go to the board and write their answers if time allows II Articles: T corrects on the computer * A/An: Indefinite article - used before countable singular nouns - used to mean: (any, every) - used to talk about something that the T asks Ss to retell the use of the article listener or the reader doesn’t know about Ss retell the use of the article and give yet examples - used to describe what something or someone is - Whether we use “a”, “an” depends on the sound, not the spelling * The : definite article - When the listener or reader knows what the speaker or writer is talking about - When the speaker specifies what or who they are talking about - with things that are the only ones around us or that are unique - when we refer to the word around us or things that we all know about * Zero article - with plural or uncountable nouns when we are talking about things in general - with meals, months, days, and special times of the year - with most names of people and places (most countries, states, and cities) - with geographical areas, lakes, mountains and islands (Exercise 5/page in exercise’s book) T asks Ss to exercises 5/page in exercise’s book individually, check their answers with a partner before giving the answers to Ss go to the board and write their answers if time allows T asks Ss to retell the form of the conditional sentences type and type and give examples Ss retell the form of the conditional sentences type and type and give examples T asks Ss to exercise about conditional sentences Ss exercise T corrects on the computer III Conditional sentences * Type 1: If it rains tonight, I won’t go out * Type - If there weren’t so many words, it would be easier for us to master it! Exercise: Using the given information, make conditional sentences with IF They are poor, so they can’t help us → If they He doesn’t his homework He is always punished → If he He doesn’t have enough time He can’t help me → If he She doesn’t take any exercise, so she is overweight → If she He doesn’t have a bicycle, so he always goes to class late → He wouldn’t I am bad at English, so I can’t homework → I could He doesn’t practise speaking French, so he doesn’t speak it fluently → If he The meeting can be cancelled because it snows heavily → If it We don’t go because it will rain → If it 10 John is fat because he eats so many chips → If John * Keys If they weren’t poor, they could help us If he did his homework, he wouldn’t be punished If he had enough time, he could help me If she took some exercise, she wouldn’t be overweight He wouldn’t go to class late if he had a bicycle I could homework if I weren’t bad/ were good at English If he practised speaking French, he would speak it fluently If it didn’t snow heavily, the meeting couldn’t be cancelled If it didn’t rain, we would go 10 If John didn’t eat so many chips, he wouldn’t be fat Guides for homework - Review the articles, conditional sentence 1,2, relative clause Guide the way to part reading and listening - Prepare for the second-term test PERIOD 105: The second term test (Thi theo đề thi chung phòng giáo dục đào tạo) ... Guides for Homework - Complete the project - Prepare next lesson: Unit – Getting started Period 69 UNIT 9: ENGLISH IN THE WORLD Lesson 1: GETTING STARTED I OBJECTIVES: By the end of the lesson students... themselves and for family - Learn new words/ workbook: C Speaking - Prepare next lesson: Skills Period 59 UNIT 7: RECIPES AND EATING HABITS Lesson 5: SKILLS I OBJECTIVES: By the end of this Unit, students... homework - Find more information about the English language - Prepare: A closer look Period 70 UNIT 9: ENGLISH IN THE WORLD Lesson 2: A CLOSER LOOK I OBJECTIVES: By the end of the lesson students