GIÁO ÁN TIẾNG ANH LỚP Period 60 : UNIT 10: RECYCLING Lesson 1: Getting Started + Listen & Read I.Aims and objectives: - Helping ss to understand information about the environment problems and know the uses of passive forms and Adj followed by an infinitive - Vocabulary: a presentative, to protect, natural resources, (to) recycle, (to) overpackage - Skill: + Target skill: Speaking + Other skills: Reading ,listening, writing - Main teaching points: +To help ss to understand information about the environment problems and know the uses of passive forms and Adj followed by an infinitive -By the end of the lesson, Ss will be able to something to protect the environment, save natural resourses and structures deeply and clearly II Teaching aids: -Teacher: Textbook, disc, poster… - Ss: textbook, schoolthings III Procedures: 1.Check up: (3’) Have ss write sentences using in oder to/so as to Lead in:(2’) Brainstorm: Elicit from ss Ways to reduce the amounts of the garbage - reuse plastic bags - use cloth bags - use tree leaves to wrap things - make garbage into fertilizer - make garbage matter into animal food New lesson: (36 minutes) Teacher’s & students’ activities 3.1 Presentation: (18’) Content of the lesson I Vocabulary: - Preteach vocabulary - a presentative : người đại diện + Techniques: translation, situation, -(to) protect : (to) keep something/ example, situation, translation somebody safe from sb/ sth + T elicits words from ss, asks ss to read in - the natural resources : nguồn tài chorus, individually and give meaning nguyên thiên nhiên + Check understanding: Ro + R - (to) recycle : to use again - Set the sence: Ask ss to look at the - (to) overpackage : đóng gói nhiều picture and elicit situations from ss.Who is lớp this? It’s Mr Black Who are they? They are her students.What are they talking about? II Dialogue: -Present the dialogue: *Answer key: (p90) Ask s to close their books & listen to the a.Reduce means not buying tape carefully products which are overpackaged Ask ss to open their books, listen to the b.We can reuse things like tape twice, find out the pronunciation & envelopes, old plasticand glass the content of the dialogue bottltes Ask ss to read the dialogue in pairs c.Recycle means not to throw things - Comprehension qs: Ask ss to read the away Try and find another use for dialogue silently & practice asking and them answering the qs (p 90) in pairs d.We can look for information on - Monitor, take notes & give the correct recyling things by contacting with answers an organization like Friends of the - Present new target item: Elicit sentence Earth, going to the local, or asking from ss our family and friends + What are these sentence into Vnamese? e.Because plastic bags are difficult - What comes after “difficult ”? to V to be destroyed, so the amount of What comes after “ are”? PII garbage increases + Elicit form & use from ss *New target iterm 3.2 Practice: (10’) - It is not difficult to remember Ask ss to complete sentences individually because all the three words begin - Monitor, take notes & give the correct with the letter R answers -Products are overpackaged 3.3 Prodution: ( 8’) Form: * It is (not) + adj + to Ask ss to write full sentences V ASk ss to make up sentences in pairs Present: ( active to passive) * S + is / are/ am + PII + ( by - Monitor, take notes & give the correct obj) answers III Practice a using word cues drill + easy / understand this lesson + hard/ believe her + dangerous/ go out at night + important/ wait for him + difficult/ follow this instruction Ex: It’s dangerous to go out at night b + She cleans the floor every day + Mai waters the flowers every morning Summary: ( 2’) Repeat the main structure again Homework: (2’) - Learn by heart the vocabulary & structures - Prepare Unit 10: Speak & Listen ******************************** Period 61 : UNIT 10: RECYCLING Lesson 2: Speak + Listen I.Aims and Objectives: - Helping ss practice in giving and responding to instructions and listening for a specific information about making compost - Vocabulary: fertilizer , (to) fertilize, the compose, fabric (n), the leather Skill: + Target skills: Listening & speaking + Other skills: Reading, writing -Main teaching points: Giving and responding to instructions and listening for a specific informationabout making compost - By the end of the lesson, ss will be able to give and respond to the instructions fluently & improve their listening & speaking skills II Teaching aids: - Teacher: Textbook, tape, radio, poster, pictures … - Ss: Textbook, schoolthings III Procedures: 1.Check up: (3’) Ask one ss to write vocabulary Ask one ss to write form: passive voice in present simple Lead in: (2’) Memory games.( Kimg Games.) - Stick the picture in page 91 and then put it away - Divide class into two teams at the same time go to the board to write as many show things in the picture as possible - Which team has more right words is the winner ♦Answer keys: used paper, old new paper, books, card board, boxes, bottles,glasses, jars, plastic bags, food cans, drinking tins, vegetable matter, clothes, school bags New lesson: ( 36’) Teacher’s & students’ activities 3.1 Pre- speaking activities: (5’) Content of the lesson I Vocabulary: - Pre-teach vocabulary: - fertilizer (n) : phân bón -> to fertilize + Techniques: translation, explanation, -compose (n) : phân xanh synonym, example -fabric (n) = clothes + T elicits words from ss, asks ss to read in -leather (n) : da thuộc chorus, individually and give meaning + Check understanding: Ro + R - Set the sence: What they with the garbage? -> We recycle them II Speak: What they next before they recycle ? -> We should them into group -T asks SS to practice the dialogue -SS work in pairs ♦Structuers -Some pairs of SS practice aloud in front of -Which group clothes belong to ?-> put the class them in fabric - Monitor, take notes & give the correct -What can we with those clothes?-> answers We can recycle them and make them into 3.2 While – speaking activities: (12’) paper or shopping bags -T guides: Now you work in pairs Use the structures you have learned and the situations in the book to make up new conversations Practice: -SS practice in pairs ♦ Drill Use the items in the box p 91 and -Each pair practices one situation dicide which group each item belong to -SS change the rolls -Some pairs of SS practice aloud before class –T monitors, takes notes & Group corrects the mistakes if necessary 3.3 Post – speaking activities: (5’) Now you work in pairs, think of a situation and make up a new dialogue - Elicit the exchanges from students Items Used paper (old newspaper, book Paper Glass Plastic Metal Fabric cardboard boxes) Bottles, glasses, jars Plastic bags, plastic bottles Food cans, drinking tins Clothes (cloth bags, material) Leather (shoes, sandals, schoolbags) Vegetables Fruit peels (vegetables, ) Mapped Dialogue: - Model the exchanges -SS practice in pairs - T monitors, takes notes & corrects the mistakes if necessary 3.4 Pre- listening activities: (4’) Prediction: - Have ss read the multiple choice questions on page 91 and predict the correct answers - Which group Put in Belong to? - What can we - We can With ? - Are .? That's right What shall we - We make With ( ) Listen to the tape carefully for the first time 3.5 While – listening activities: (6’) - Ask ss to listen to the tape carefully & get general idea Then check their predictions (Ss listen to the tape for three times) T plays the tape the last time to check III Listening Keys - T monitors, takes notes & give the correct a.A answers b.B 3.6 Post – listening activities: (4’) c.A -T devises the SS in group of six d.B - Ask ss to express their opinions / ideas on How to protect our environment? this topic T monitors, takes notes & give the correct answers Summary: (2’) Repeat how to give and respond to instructions Homework: (2’) - Learn structures by heart - Prepare Unit 10: Read *************************** Period 62 : UNIT 10: RECYCLING Lesson 3: Read I.Aims and objectives: - Helping ss read for details about how things are recycled - Vocabulary: a car tire, a pipe, a floor covering,(to) refill, (to) break up, a deposit - Skill + Target skill: Reading + Other skills: Listening, speaking, writing - Main teaching points: Reading for details about how things are recycled - By the end of the lesson ,Ss will be able to understand the vocabulary, the content of the text, know some recycling facts and things are recycled II Teaching aids: - Teacher: Textbook, poster, pictures … - Ss: Textbook, schoolthings III Procedures: 1.Check up: (3’) - Ask one ss to write vocabulary - Ask ss to practice giving and respond to instructions Lead in: (2’) Elicit from ss: Recycling facts: -> cars tires, bottles Let’s come to our lesson today New lesson:(36 minutes) Teacher & students’ activities 3.1 Pre-reading activities: (10’) Content of the lesson I Vocabulary: - Pre-teach vocabulary: - a car tire: lốp xe ô tô + Techniques: Explanation,picture, realia, - a pipe: ống nước translation, mime, translation - a floor covering: thảm trải sàn nhà + T elicits words from ss, asks ss to read in - (to) refill: làm đầy lại, chorus, individually and give meaning - (to) break up: đập vụn + Check understanding: Ro + R - a deposit: tiền đặt cọc - Set the sence: ASk ss to look at the picture & elicit situations from ss What are they? They are glass, drink cans, milk bottles How can they be recycled? - Predition: Ask ss to think and guess some II the text: recycling facts to protect the environment * 3.2 While-reading activities: (18’) Make a list of recycled things - Ask ss to open the text book, read silently and check their predictions - Grid: Ask some ss to go to the board and add the missing information T monitors, takes notes & give the correct answers - Comprehensions questions: Ask ss to practice asking and answering the questions (page 93) T monitors, takes notes & give the correct answers 3.3 Post- reading activities: (8’) - Ask ss to work in group of five and retell recycling facts then ask the tutor to retell in front of the class - T monitors, takes notes & give the correct Car tires Shoes , sandals, floor Milk botles Glass Drink cans Household and coverings… Reused 30 times, pipes… New glass ware… Reused , recyled… Made compost garden waste * Keys: a) They collect, clean and refill them b) There It is broken up, melted and made into new glassware c) They said thet there must be a deposit on all drink cans d) It is made from household and garden waste e) Tell the class and all friends to answers Summary: (2’) Sum up the recycling facts Homework: (2’) - Learn vocabulary by heart - Do test of unit 10 - Prepare Unit 10: write * * * * * * * * * * * * * * * * * * * * * ** Period 63 : UNIT 10: RECYCLING Lesson 4: Write I.Aims and objectives: - Helping ss know how to write a set of instructions on how to recycle used things - Vocabulary: (to) soak, (to) mix, a bucket, a wire mesh, (to) scatter, a tray, (to) mash - Skill + Target skill: Writing + Other skills: Listening, speaking, reading - Main teaching points: To introduce to ss how to write a set of instructions on how to recycle used things - By the end of the lesson, Ss will be able to understand the vocabulary, how to write write a set of instructions on how to recycle used things, using the sequencing fluently & correctly & develpoe their writing skill II Teaching aids: - Teacher: Textbook, poster, pictures … - Ss: Textbook, schoolthings III Procedures: 1.Check up: (3’) Ask one ss to write vocabulary Ask one ss to retell recycling facts Lead in: (2’) Have you ever recycled used things? How did you do? Can you share the class? Let’s come to our lesson today New lesson:(36 minutes) Teacher & students’ activities 3.1 Pre-writing activities: (10’) Content of the lesson I Vocabulary: - Pre-teach vocabulary: - (to) soak: ngâm + Techniques:translation, mime Ïexample, translation, - (to) mash: nghiền situation, realia - a bucket: thùng, sô + T elicits words from ss, asks ss to read in chorus, - a wire mesh: lưới sắt individually and give meaning to) scatter: rải,tung + Check understanding: Ro + R a tray: khay - Set the scence: - Ask Ss to look at exercise (page 93) and give the correct form of the verbs in brackets - Monitor, take notes and give the correct answers - T asks Ss to write the procedure of the works: II Write * (p93) - T presents: In some areas people burn dry tea leaves – soak to keep mosquitoes away – use 2- mix - T asks: Have you ever used dry tea leaves to keep – Place mosquitoes away? Wrap Do you know how to that? – Wait – press 5– – dry - Ss look at the picture, make instructions on how to prepare the dry tea leaves, using the given words in the box (in group of four) Ss write the instructions, then exchange their writing * First, … Then, … Next, … Then, … with a partner to compare 3.2 While-writing activities: (18’) Ask ss to write to make the instructions on how to prepare the tea leaves, using the given words (in Finally, … + bare V group of five) * Answer keys: (part 2-p 94) - T moves around, helps weak ss & takes notes a) First, take used tea leaves 3.3 Post- writing activities: (8’) from the tea pot - Ask some tutors to write the instructions on the b) Next, scatter the tea leaves board, the others observe and give their remarks on a tray T monitors, takes notes & give the correct answers c) Then dry the tea leaves in If there is enough time, ask ss to reorder the pictures the sun how to recycle glass.(p 95) d) Finally, put the dry leaves T monitors, takes notes & give the correct answers in a pot for future use ` Summary: (2’) Retell how to write the instructions on how to make things Homework: (2’) - Learn vocabulary by heart,complete writing (p95), test of unit 10 - Prepare Unit 10: Language focus ********************************** PERIOD 64: UNIT 10: RECYCLING Lesson 5: Language focus I.Aims and objectives: - Giving ss further practice in the passive voice and in expessing their feelings, using the adjectives and recycle instructions - Vocabulary: Skill Revision + Target skill: speaking + Other skills: Reading , listening, writing -Main teaching points: The passive voice and in expessing their feelings, using the adjectives and recycle instructions - By the end of the lesson, Ss will be able to improve their knowledge, know the use of the structures above clearly & skills of doing exercises in the real situations II Teaching aids: Teacher:Textbook, poster SS: textbook, schoolthings III Procedures: Warm up: (2’) Elicit from ss: Ask ss to give structures they have learnt in unit 10 New lesson:(39’) Teacher’s & students’ Content of the lesson activities 2.1 Revision 1:(20’) I Passive voice: * Passive voice: Examples: - Elicit form from ss -Elicit use from ss a They broke the glass into small pieces - Ask ss to look at part  The glass is broken into small pieces and reoder the picture + Form: Passive Form in the (p 95) - Ask ss to look at part ( 96) and practice in pairs - T monitors, takes notes & gives the correct answers Present Simple Subject + is/ am/ are + p.p + Use: it is used when the subject is affected by the action of the verb + How to change an active sentence to a passive one Active: S V Passive: S be + p.p O 2.2 Revision 2:(19’) * Adj followed by an infinitive - Elicit form from ss by O Ex: 1(page 95) b. > The glass is washed with detergent liquid -Elicit use from ss c  The glass pieces are dried completely - Ask ss to look at part …………………………………… (p96) and practice in Ex ; page 96 pairs will be shown - Monitor, take notes & will be built give the correct will be finished answers will be made * Adj followed by a II Adjective noun clause * Adj followed by an infinitive - Elicit form from ss -Elicit use from ss - Ask ss to look at part (p 97) and practice Set the scene: Ba gives Nam a lot of directions at a time so Nam finds it difficult to follow Ba's directions what does he say to Nam? Model sentences: in individually Form: It + be + adj + to infinitive - Monitor, take notes & Ex Pge 96 give the correct 1- It is easy for me to understand answers 2- It’s hard to believe 3- It’s dangerous to go near the stove 4- It’s important to wait for minutes * Adj followed by a noun clause Model sentence: Form: S + be + adj + that/ noun clause Ex page 97 1.was happy am relieved 3.is afraid Are you sure am certain Summary: (2’) Retell how to use “ in order to / so as to “, simple future, modal will to make requests, offers, and promises Homework: (2’) - Learn grammar by heart -Do exercises of unit 10 -Prepare unit 11: Getting started + listen and read ********************************** [...]...answers 4 Summary: (2’) Sum up the recycling facts 5 Homework: (2’) - Learn vocabulary by heart - Do test 1 of unit 10 - Prepare Unit 10: write * * * * * * * * * * * * * * * * * * * * * ** Period 63 : UNIT 10: RECYCLING Lesson 4: Write I.Aims and objectives: - Helping ss know how to write a set of instructions on how to recycle... Summary: (2’) Retell how to write the instructions on how to make things 5 Homework: (2’) - Learn vocabulary by heart,complete writing (p95), do test 2 of unit 10 - Prepare Unit 10: Language focus ********************************** PERIOD 64: UNIT 10: RECYCLING Lesson 5: Language focus I.Aims and objectives: - Giving ss further practice in the passive voice and in expessing their feelings, using the adjectives... Then, … with a partner to compare 3.2 While-writing activities: ( 18 ) Ask ss to write to make the instructions on how to prepare the tea leaves, using the given words (in Finally, … + bare V group of five) * Answer keys: (part 2-p 94) - T moves around, helps weak ss & takes notes a) First, take used tea leaves 3.3 Post- writing activities: (8 ) from the tea pot - Ask some tutors to write the instructions... certain 4 Summary: (2’) Retell how to use “ in order to / so as to “, simple future, modal will to make requests, offers, and promises 5 Homework: (2’) - Learn grammar by heart -Do exercises of unit 10 -Prepare unit 11: Getting started + listen and read ********************************** ... doing exercises in the real situations II Teaching aids: Teacher:Textbook, poster SS: textbook, schoolthings III Procedures: 1 Warm up: (2’) Elicit from ss: Ask ss to give structures they have learnt in unit 10 2 New lesson:(39’) Teacher’s & students’ Content of the lesson activities 2.1 Revision 1:(20’) I Passive voice: * Passive voice: Examples: - Elicit form from ss -Elicit use from ss a They broke... develpoe their writing skill II Teaching aids: - Teacher: Textbook, poster, pictures … - Ss: Textbook, schoolthings III Procedures: 1.Check up: (3’) Ask one ss to write vocabulary Ask one ss to retell recycling facts 2 Lead in: (2’) Have you ever recycled used things? How did you do? Can you share the class? Let’s come to our lesson today 3 New lesson:(36 minutes) Teacher & students’ activities 3.1