Đang tải... (xem toàn văn)
- By the end of this lesson, Ss know how to use adjectives and adverbs, as, since, because, and review conditional sentence type 1.. - Vocabulary: Related to the environmentc[r]
(1)Period: 43
UNIT : THE ENVIRONMENT LANGUAGE FOCUS I Objectives
1 Knowledge, Skills, Attitude: a Knowledge:
- By the end of this lesson, Ss know how to use adjectives and adverbs, as, since, because, and review conditional sentence type
- Vocabulary: Related to the environment
- Grammar: Adjectives and adverbs, as, since, because, conditional sentence type b Skills: listening, speaking, reading and writing
c Attitude: (not available)
2 Capacity is formed and developed for students - Self-learning capability
- Communicative competence - Cooperation capacity
II Preparation
1 Teacher: lesson plane, book, color chalks 2 Students: books, notebooks, pen, ruler … III Students’ activities
1 Knowledge formation activities (41’)
Teacher’s and students’ activities Content
- T explains the requirement and helps Ss know the way to form adverbs from adjectives
- Ss pay attention to teacher - Ss complete the table
- T checks and corrects any mistakes if necessary - Ss copy down the correct answers
- T guides Ss exercises
- Ss complete the sentences and give the answers before the class
- T checks and corrects any mistakes if necessary - Ss copy down the correct answers
1 Change the adjectives in to adverbs Then use the adverbs to complete the sentences.
Adjective-ly -> adverb
* Ss remember and know how to use advers. Adjectives Adverbs
Extreme Extremely
Sad Sadly
Slow Slowly
Good Well
Happy Happily Answer keys :
b slowly d happily c sadly e well - T explains the usage of the Adverb clause of
reason with because, as, since and give example. - Ss use because, as, since to combine sentences - Ss compare the answers in pairs
- Ss give the answers before the class.
- T checks and corrects any mistakes if necessary - Ss copy down the correct answers
2 Join the pairs of sentences together Use because, since or as.
* Ss know the way to use because, as, since. Ex :
He is tired He stayed up late last night (the reason)
He is tired because he stayed up late last night Answer keys :
b Nam has a broken leg because he fell over while he was playing basket ball
c Lan’s going to late for school as the bus is late d Hoa broke the cup since she was careless e Mai wants to go home as she feels sick f Nga’s hungry as she hasn’t eaten all day - T introduces and explains the use of Adjective +
that clause and give example
- T has Ss complete the dialogues in pairs
3 Complete the dialogues Use the words in brackets.
(2)- Ss complete the dialogues in pairs - Ss play the role before the class
- T checks and corrects any mistakes if necessary - Ss copy down the correct answers in the
notebooks
* S + be + adjective + that – clause Answer keys:
b excited that I’ll go to Da Lat c sorry that I broke your bike
d disappointed that you didn’t phone me e amazed that I can win the prize
- T helps Ss remember the structure and the usage of conditional sentence type
- T explains the requirement and has Ss the exercises
- Ss the exercises and compare the answers in pairs
- Ss give the answers before the class.
- T checks and corrects any mistakes if necessary - Ss copy down the correct answers
4 Match each half-sentence in column A with a suitable one in column B.
* Ss remember and know how to use conditional Sentences Type 1.
If clause, main clause (present simple), (future simple) Answer keys :
1- e / – a / – c / – d / - b - T explains the requirement and has Ss the
exercises
- Ss the exercises and compare the answers in pairs
- Ss give the answers before the class.
- T checks and corrects any mistakes if necessary - Ss copy down the correct answers
5 Complete the sentences.
* Ss remember and know how to use conditional Sentences Type 1.
Ex: If the rice paddies are polluted,… (rice plants / die)
If the rice paddies are polluted, the rice plants will die
Answer keys :
b If we go on littering, the environment will become seriously polluted
c If we plant more trees along the streets, we will have more shade and fresh air
d If we use much pesticide on vegetables, the vegetables will become poisonous and inedible e If we keep our environmental clean, we will live a happier and healthier life
2 Consolidation 4’
T emphasizes the structures and the usages, Ss make more sentences using such structures IV Experience:
………
………
………
Period: 44
UNIT : SAVING ENERGY
GETTING STARTED + LISTEN AND READ I Objectives
1 Knowledge, Skills, Attitude: a Knowledge:
- By the end of this lesson, Ss recognize wasting energy and help Ss know how to save water
a Vocabulary: Related to saving energy. b Grammar: Making suggestion.
2 Skills: listening, speaking, reading and writing 3 Attitude: Ss will be educated about saving energy. 2 Capacity is formed and developed for students - Self-learning capability
- Communicative competence - Cooperation capacity
II Preparation
(3)2 Students: books, notebooks, pen, ruler … III Students’ activities
1 Warm up (5’)
Teacher’s and students’ activities Content
- T asks, Ss answer the questions
- T hangs the pictures and asks Ss to answer the questions
- Ss look at the pictures and answer the questions
1 Getting started.
Look at the pictures Work with a partner to make a list of the things the family could to save energy.
* Ss know saving the energy. * Questions:
- Is the faucet on? Is there anyone in the bathroom? - Is the TV on?
- Who is watching TV?
- Who is listening to the radio?
- So what should we to save energy? * Suggestions: - turn off the faucets.
- turn off TV, the radio./ - turn off the lights 2 Knowledge formation activities (32’)
- T sets the scene and asks Ss one question - T plays the tape
- Ss listen to the tape and then answer the question
- T introduces and explains new words, new structure
- Ss practices reading the new words - T calls some Ss to read new words before the class
- T corrects students’ pronunciation if necessary
- T plays the tape again - Ss listen to the tape
- Ss role play the tape in pairs
- T calls some pairs of Ss role play the dialogue before the class
- T corrects students’ pronunciation and intonation if necessary
- T explains the requirement and makes example for sentence
- Ss the rest
- Ss compare the answers in pairs - T calls some Ss to give the answers before the class
- T corrects any mistakes if necessary - Ss copy down the correct answers
2 Listen and read.
* Ss know saving the energy.
Mrs Mi is talking with her neighbor, Mrs Ha. Question:
- What are they talking about? *Vocabulary :
- recent (a) - bill (n) - enormous (a) - plumber (n)
- crack(n) - pipe (n) - drip (v) - faucet (n) * New structure :
- suggest + V-ing
a Practice the dialogue with a partner.
b True / False, Check (V) the boxes Then correct the false sentences.
1 T; T; T
3 F -> Mrs Ha will have the plumber check the pipes F -> Mrs Mi suggests getting the plumber to check cracks in the pipes
3 Consolidation (4’)
T helps Ss to summarize the dialogue by asking them some questions: -Who is worried about her water bill? Why?
-What does Mrs Mi suggest Mrs Ha doing? - Do you think these suggestions are suitable? 4 Its operations (4’)
- T asks, Ss answer the questions Questions
(4)- What should we to reduce the amount of water we use? IV Experience:
………
………
………
Signature of the Leader