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Giáo án Tiếng anh 9 Kỳ II đã được biên soạn theo công văn 5512 của Bộ GDĐT về tổ chức thực hiện kế hoạch giáo dục trong trường học. Giáo án được biên soạn kỹ càng, cẩn thận theo đúng chỉ đạo của Bộ GDĐT.
Date of preparation Date of teaching Clas s 9A 9B Absentees Period 55 UNIT 7: RECIPES AND EATING HABITS Lesson 1: GETTING STARTED I OBJECTIVES: Knowledge: a Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel b Grammar: review Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games Attitude: Ss will be more responsible for cooking for themselves and for their family Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks 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 and some verbs to prepare to cook the prawn salad Ss copy and repeat * The ingredients of prawn salad prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions * Preparing and cooking: wash, boil, combine, add, mix, chop, drain, peel T lets Ss listen to the tape 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 Key: Nick’s mum pairs without reading the dialogue Because it’s simple and delicious again In the summertime Ss answer the questions in pairs They are versatile, and you can use T calls some pairs read the answers lots of different ingredients in a salad And corrects and remarks 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 C steak pie the pictures, and then compare their D fajitas answers in pairs Play the audio for Ss E lasagne to check 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 - Have Ss work in pairs to discuss dish in2 what country in the box is associated Key: with each dish in Check and conA The USA firm the correct answers B Japan - 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 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 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 Hi every one! I am going to talk about prawn salad cooking prawn salad Ss talk how to cook how to prawn In order to cook prawn salad, we need salad the ingredients: prawns, salt, pepper, T corrects and remarks 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 Date of preparation 30.12.2019 Date of teaching Clas s 9A 9B Absentees Period 56 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A CLOSER LOOK I OBJECTIVES: Knowledge: a Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread b Grammar: Review c Pronunciation: Tones in statements used as questions Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation Attitude: Ss will be more responsible for cooking for themselves and for their family Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks 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 - Fruits which are red: from milk, fruits which are red, - Vegetables which are green: vegetables 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 Write a food preparation verb from verbs 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 correct form of the verbs in1 sentences and then compare their Key: answers with a classmate chop; Slice grates; sprinkles Ss work individually and then Marinate compare their answers with a whisk classmate Dip spread T has Ss explain the meaning of each verb in English or Vietnamese Correct Ss’explanations when needed Match each cooking verb in A with its - Have Ss this exercise definition in B individually and then compare their Key: answers with a partner Check and g f h c e a d B confirm the correct answers T asks Ss to look at the pictures and answer some questions Ss look at the pictures and answer 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 T asks Ss to complete the instructions below with the verbs in part and part Ss complete the instructions T corrects and remarks making about pizza? S: … b Complete the instructions below with the verbs in1 and3 One verb is used twice Key: Chop Grate Spread Sprinkle Spread Bake II Pronunciation Listen to the conversations Draw ↷ or ⤻ at the end of each line - Now have Ss read the information in Practise the conversations with a the REMEMBER! box Answer any partner questions from Ss, and ensure that Ss Key: understand the information A: What we need to make a pizza? B: A pizza base, some cheese, some - Ask Ss to read through the three bacon, an onion, and an apple ↷ conversations Play the recording for A: An apple ⤻? Ss to draw appropriate arrows to B: Yes, an apple ↷ indicate the intonation of each A: What’s for dinner ↷? sentence Have Ss compare their B: We’re eating out tonight ↷ answers in pairs A: We’re eating out ⤻? - Call on some pairs to read the B: Right ↷ conversations out loud A: I can’t eat this dish ↷ - Correct any mistakes 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 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 Practise the mini-dialogues using the correct intonation Guides for homework - Write their own mini-dialogues with statement questions - Practice vocabulary and pronunciation again - Prepare: A closer look - Review: Modal verbs in conditional sentences type - Review: Quantifiers: a, an, some, any Date of preparation 31.12.2019 Date of teaching Clas s 9A 9B Absentees Period 57 UNIT 7: RECIPES AND EATING HABITS Lesson 3: A CLOSER LOOK I OBJECTIVES: Knowledge: a Vocabulary: Review b Grammar: Conditional sentences type 1with modal verbs Skills: Sentences completion, matching words, completing the paragraph, matching two half sentences, answering, spoken interaction Attitude: Ss will be more responsible for cooking for themselves and for their family Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks 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 *Quantifiers: review down all quantifiers they know in two minutes The winner is the pair which has the most answers 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 Fill each blank with a, an, some, or individually and then compare their any answers in pairs Key: - Tell Ss that when talking about a recipes people usually use food a quantifiers and that the Look out! box some contains the most 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 some more 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 Match the food quantifiers with the - Have Ss work in pairs to read the nouns Some quantifiers can go with instructions to make a chicken salad more than one noun and to fill each blank with a Key: word/phrase from the box a, g a f, g c h b, d e, f - Check as a class b - Ask Ss to work in pairs, and think a Read the instructions to make a about a simple salad they know chicken salad Fill each blank with a Together Ss write the instructions to word/phrase in the box make it Call on some pairs to read Key: aloud their instructions Other Ss 200 grams listen, make comments, and vote an for the best salad tablespoons teaspoon teaspoon - 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 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 - Have Ss work in pairs to read the situations? Use suitable modal verbs situations and write appropriate ifwith conditional sentences type sentences - Call on some Ss to write Suggested answers: their sentences on the board If you want to have good health, you - Give necessary correction 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 10 - Prepare: A closer look Date of preparation Date of teaching Clas s 9A 9B Absentees Period 64 UNIT 8: TOURISM Lesson 3: A CLOSER LOOK I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Use the lexical items related to tourism - Use a, an, the and zero article correctly and appropriately a Vocabulary: vocabulary related to tourism and travelling b Grammar: Use a, an, the and zero article Skills: asking and answering the questions, sentences completion , making full sentences, practising talking sentences, presentation Attitude: Ss will be more responsible for protecting and preserving place which they travel Competence development: independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks 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 32 Questions (Ex2) T asks some questions related to the Which one is an imperial palace? topic of travelling and tourism Which river runs through London? T gives some places on the screen and Which one is the deepest lake in the asks: world? Which one is considered one of the Thames Forbidden City New Wonders of Nature? Lake Baikal Ha Long Bay Which one is the largest cave in the Statue of Liberty Son Doong Cave world? Which one is a tourist attraction in Ss answer the questions New York? Key: the Forbidden City the Thames Lake Baikal Ha Long Bay Son Doong Cave the Statue of Liberty Presentation Aim: Help Ss review Articles: a, an, the T asks Ss to retell the Articles a/an, the Ss retell the Articles a/an, the T asks Ss to read part : “Remember” Ss read and remember - Explain carefully the uses of a, an, the, and zero article in the REMEMBER! box Give more examples if need be 33 Articles a/an, the, or zero article (Φ) * A/An: Indefinite article - used before countable singular nouns - used to mean: (any, every) - used to talk about something that the listener or the reader doesn’t know about yet - 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 Practice Aim: Help Ss use a, an, the and zero article correctly and appropriately Exercises T has Ss work individually to Ex1 Complete the text with a/an, complete the task Then have them the, or zero article (Φ) compare their answers with a Key: partner’s Give the correct answers a the the and explain the use of a certain article the The Φ in some cases The Φ Φ 10 The 11 Φ 12 Φ 13 the 14 an Ex4 Make full sentences from the T has Ss work individually to make words/phrases, adding articles as sentences from the words/phrases, and needed Then mark them as true (T) write them down Tell Ss to pay or false (F) attention to the use of articles in their Key: sentences Then they work in pairs to The original name of Ha Noi was check each other’s work, and Phu Xuan F discuss which of the sentences are true, The most famous Egyptian and which are false pyramids are found at Giza in Cairo T There is a city called Kiev in America F My Son, a set of ruins from the ancient Cham Empire, is a UNESCO World Heritage Site T English is the first language in many countries outside the United Kingdom T Futher practice Aim: Ss can say about your hometown as a tourist attraction T asks Ss to say about your hometown as a tourist attraction Eg: I come from Na Hang distrist of 34 Ss say about your hometown as a tourist attraction T corrects and remarks Tuyen Quang city, it is about 100 km from the city It is a North moutainous district it has lots of hills, mountains and beautiful views such as power station, Pac Ta temple, Dream waterfall, lakes, stilts houses and … Guides for homework - Make sentences with the uses of a, an, the, and zero article - Review the uses of a, an, the, and zero article - Say about your hometown as a tourist attraction - Prepare: Communicatio Date of preparation Date of teaching Clas s 9A 9B Absentees Period 77: REVIEW (cont) I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Revise the skills they have practised in units 7, 8, - Practice making everyday English a Vocabulary: Review the vocabulary they have learnt in units 7, 8, b Grammar: conditional sentence type 1, type 2; relative clause Skills: marking the questions, marking sentences, sentences completion, finding and correcting, rewriting sentences, combining sentences, completing paragraph, spoken interaction Attitude: Ss will be more responsible for studying English Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks 35 III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Reading Aim: Help Ss read the email and exercise - Have Ss read the email and decide if Read Mi’s email to Nick and the statements are true or false Ask Ss the exercises that follow to compare their answers with a partner a Decide if the statements are true before giving T the answers Confirm (T) or false (F) the correct answers Ask Ss to explain Key: the false T statements F (Nam, their classmate, also joined the camp) F (they played the games before lunch) T F (they let all the fish go) - Have Ss these exercises b Answer the questions individually, check their answers with Key: a partner before giving the answers to They drew lots T Two Ss can write their answers on She comes from a school in the board if time allows Tokyo/from Tokyo They won the first prize It’s for non-native English speaking students It’s about his tips on how to learn English Speaking Aim: Help Ss give opinion to take part in an English speaking camp - Ask Ss to work in groups to discuss Work in groups and discuss the the questions Have Ss report their questions groups’ answers to the class Give comments and summarise Ss’ ideas Listening Aim: Help Ss listen to a presentation on his tips for learning English well and exercise - Have Ss read the notes carefully Listen to Hung giving a - Play the recording for the first time presentation on his tips for learning Ss listen and fill each blank with no English well Complete the listener’s more than three words Elicit the notes Use no more than THREE answers from Ss and write them on the words for each blank 36 board - Play the recording a second time for Ss to check their answers Confirm the correct answers Key: stories and books vocabulary correctly grammar books international project different cultures self-confident activities Writing Aim: help Ss write a paragraph about tips for learning English well - Have Ss choose one of the two topics Choose one of the topics and write and write a paragraph The audio script a paragraph about it in the Listening section can serve as a writing model It might be useful to study its structure with Ss before they attempt their own paragraphs - Ask Ss to write individually Ask two Ss to write their paragraph on the board Other Ss and T give comments Collect some paragraphs to correct at home Alternatively, have Ss revise and rewrite their paragraph as homework Guides for homework - Review all knowledge in unit 7, 8, - Prepare: The forty-five minute test 37 Date of preparation Date of teaching Clas s 9A 9B Absentees Period 70: REVIEW I OBJECTIVES: Knowledge: 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 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 Skills: Complete the sentences using the words in the box, choose the best answer, rewrite the sentences Attitude: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement Competence development: independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks 38 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 Topic: Unit 8: tourism T asks Ss to exercise 2,3,4,5,8 part B (Ex 2,3,4,5,8 part B in unit 8) 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 Topic: English in the word unit in exercise’s book T uses (Ex 1, 2,3part B in unit 9) computer 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 We use relative clauses to give extra relative clause information about something / someone Ss it or to identify which particular thing/ T gives the comment person 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) 39 T asks Ss to exercise part: Test 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 T corrects on the computer T asks Ss to retell the use of the article Ss retell the use of the article and give examples That (for people, things, animals and times) Eg: The book which I liked was the detective story Exercise 8/ part: Test yourself in exercise’s book II Articles: * A/An: Indefinite article - used before countable singular nouns - used to mean: (any, every) - used to talk about something that the listener or the reader doesn’t know about yet - 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 40 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 41 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 - Retell some vocabularies about eating habits, tourim, English in the world - Review the articles, conditional sentence 1,2, relative clause Guide the way to part reading and listening - Prepare for the 45 test Date of preparation Date of teaching Clas s 9A 9B Absentees Period 78 UNIT 10: SPACE TO TRAVEL Lesson 1: GETTING STARTED I OBJECTIVES: Knowledge: By the end of this lesson, students will be able to: - Use some vocabularies and structures to talk about space travel - Interact a conversation about English language a Vocabulary: vocabulary related to astronomy and space travel b Grammar: Past simple and past perfect(riview) Skills: listening and reading, matching the words with the definitions, answering the questions, matching the pictures with each description, playing game, creating a Binggo Attitude: Ss will be more responsible for and be more aware of discovering and developing space to travel Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence 42 II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Content Warm up Aim: To warm up the class and lead in new lesson - T asks Ss to tell the planets in the solar system - T asks: +Do you want to travel to one of the planets? + Can you tell some popular films about space? (Martian, Apollo 13, Gravity…) - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune - T leads in the topic of the unit Presentation Aim: Ss know some vocabulary related to astronomy and space travel -Where are Phuc and Nick? May be, In Phuc’s room What are they talking? About the space What can you see in the room? What you think Phuc is interested in? Why you think so? - their answers Ss answer as a class - T plays the recording -> Ss follow along - Ss compare their answers with the information in the dialogue * New words - astronaut (n) ['æstrənɔ:t] : phi hành gia (pic) - astronomy (n) [əs'trɔnəmi]: thiên văn học (trans) - spacewalk (n)['speiswɔ:k]: chuyến 43 khơng gian (trans) - satellite (n) ['sỉtəlait] : vệ tinh (pic) - rocket (n) ['rɔkit]: tên lửa (pic) - meteorite (n)['mi:tjərait] : thiên thạch (explanation) - habitable (adj)[hỉbitəbl]: có đủ điều kiện cho sống (explanation) - mission (n)['mi∫n]: chuyến đi, nhiệm vụ (trans) - microgravity(n) [maikrəugrỉvəti]: tình trạng khơng trọng lượng - parabolic flight (n) [pærə’ɔnik flait]: chuyến bay tạo môi trường không trọng lượng Practice Aim: Ss can understand the dialogue and exercises Activity 1: a/ Draw lines to match the words a/ Now tell Ss to look at the text of with the definitions the conversation Play the recording and have Ss follow along Have Ss Key: then work in pairs to the matching d exercise e f c b a b/ Have Ss continue to work in pairs and answer the questions Give feedback as a class Ask Ss to say where in the conversation they found the answers to the questions b/ Answer the questions Key: Phuc was crazy about space He had learnt about the universe and had collected lots of books about space To show that there are more things in the list but that it’s not necessary to list everything He wasn’t very impressed because he thought the meteorite was like an ordinary piece of rock By scuba diving in a flight suit and by taking a parabolic flight to experience microgravity He compares it to a ride on a 44 rollercoaster c/ Who is keener on space travel – c/ Have Ss discuss the questions: Phuc or Nick? Why? ‘Who is keener on space travel – Phuc Key: or Nick? Why you think so?’ Phuc seems keener on space travel Ask Ss to give as much information in than Nick He was crazy about space the text to support their answers as when he was young Phuc knows possible more about space and astronauts He says he’d love to experience microgravity, whereas Nick thinks microgravity sounds scary Activity 2: Have Ss work individually for this exercise Ask them to pay attention to the photos and the key words/ content words in the sentences Have Ss then compare their answers with a partner Activity 2: Find the words in the box to match the picture in each description Key: satellite telescope universe meteorite rocket spacecraft Further practice Aim: Ss can play game -Write the eight Voc words on small pieces of paper, shuffle the paper, and keep them face down Then one Activity 3: person turns over the pieces of paper Game: SPACE BINGO one by one, and call out either the actual words or the definitions -Players find the words in their grid as they are called, and mark them off When a player has marked three box down , cross or diagonally ( counting the “ free space), he or she calls out “Bingo” and win the round Guides for homework Question for the good students: How are Astronauts trained? Do you want to become an Astronaut? Question for the bad students: Have you ever seen a spaceship? - Practice reading the dialogue - Write new words then learn them by heart - Copy the exercise into notebooks 45 - Prepare A CLOSER LOOK CÁC BẠN MUỐN SỞ HỮU TRỌN BỘ GIÁO ÁN ĐẦY ĐỦ HỌC KÌ SOẠN MỚI THEO BƯỚC HOẠT ĐỘNG THÌ NHẮN ZALO CHO MÌNH NHÉ: 0383777225 HOẶC MAIL: hatham1983@gmail.com mail: minhtrangbong2015@gmail.com 46 ... 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... corrects and remarks Key: A B C Practice Aim: Ss can read for general and specific information about the eating habits of Japanese people and answer the questions Read the article again and answer... - Use a, an, the and zero article correctly and appropriately a Vocabulary: vocabulary related to tourism and travelling b Grammar: Use a, an, the and zero article Skills: asking and answering