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week: 20 Preparing date: Period: 55 Teaching date: UNIT 7: POLLUTION Lesson 1: Getting started I./ Objectives Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about a factory in Mi's home village for details and then some related exercises - use lexical items related to the topic ‘Pollution’ to talk about types of pollution Skills: Speaking, listening, reading, writing Attitude: - Positive about pollution - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure Ss and T’s activities 1.Warmer (5'): Shark attack - Teacher gives instruction ? Guess one by one letters - Teacher gets feedback Getting started: (10') Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary Content A project on pollution (-/ -/ / ) - poison - dump - aquatic - illustrate - thermal pollution - radioactive pollution - visual pollution (n/v): chất độc, làm nhiễm độc (v): vứt, bỏ (adj): nước (n): hạt chuỗi (n): ô nhiễm nhiệt (n): (n): nhiễm phóng xạ nhiễm ánh sáng - billboard (n): biển quảng cáo trời - Repeat in chorus and individually - Copy all the words * Checking vocab: Matching Key: (Activity P7) A.radioactive pollution B noise pollution C visual pollution D thermal pollution E water pollution F land/ soil pollution G light pollution H air pollution Listen and read - Answer the questions individually * Set the scenes: * Suggested answers Ask Ss to open their books and look - Nick and Mi at the picture Ask them some - They are near a factory questions: Who can you see in the picture? Where you think they are? What can you see in the picture? What you think the people in the picture are talking about? Ss answer the questions as a class - Play the recording twice ? Listen and read then check your answer for the last question - Accept all possible answers from Ss without any correction Doing (20'') 3.1 Find the words / phrases (1a P7) ? Share answers with your partner - Teacher gets feedback - I/We can see a factory dumping exhaust fume and poison into the lake - They are talking about pollution - Listen and read Key: dead aquatic dump poison polluted to come up with - Have Ss look at the Watch out! box and quickly read the information Ask them if they know This expression means you are very what I can’t believe my eyes means surprised at something you see 3.2 Answer the questions (1b P7) - Have Ss read the questions to make sure they understand them Ss read the conversation again to answer the questions Ss exchange Key: They are in Mi’s home village It’s almost black She’s surprised because she sees the fish are dead their answers with a classmate Call It’s dumping poison into the lake on some Ss to write their answers He’s sneezing so much because the air is on the board Check their answers not clean 3.3 Tick T, F or NI (1c P7) ? Read the sentences quickly ? Firstly to decide if the sentences are true, false or there is no information without reading the dialogue - Then have some Ss write their answers on the board ? Read the conversation again to check - Confirm the correct answers 3.5 Complete the sentences (3 P7) ? Work individually to the task then compare their answers with a partner T may teach some words which T thinks Ss not know such as communication Key: F ( It’s polluted by the factory) T NI T T Key: thermal pollution pollution radioactive pollution pollution Water pollution pollution Noise pollution pollution Air light Land/ soil visual Group work ? Work in groups of five or six - In five minutes, Ss write down the - discuss and write the pollution types their pollution types their neighbourhood neighbourhood faces and rank them in order of seriousness faces and rank them in order of seriousness They also have to give reasons for their order - Call group representatives to present their group’s order and - present reasons ? Vote for the group with the best reasons (If time does not allow, not have Ss this activity Instead just ask Ss to quickly review the pollution types.) Further practice (2') ? Make a list of types of pollution? - Answer individually Production(2') ? Learn by heart all the new words ? Do Ex B1,2 , P4 (Workbook) ? Prepare: Closer Look - Collect pictures, songs, clips talking about pollution - Take note -o0o week:20 Preparing date: Period:56 Teaching date: UNIT 7: POLLUTION Lesson 2: A Closer Look I./ Objectives Knowledge: By the end of the lesson, ss will be able to: - Learn more words about pollution - Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution - Pronounce the words ending in –ic and –al correctly in isolation and in context Skills: Speaking, listening,use of English Attitude: - Positive about pollution - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure Ss and T’s activities 1.Warmer (5'): Calling out Ask Ss to call out the types of pollution they learnt in the previous lesson -> You are going to learn different forms of some words as well as some words/ phrases Content Examples: thermal pollution radioactive pollution pollution Water pollution pollution Air pollution light Land/ soil to talk about the causes and effects of pollution Vocabulary (15') 2.1 Teaching vocabulary Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board 2.2 Complete the table (1 P8) Have Ss look at the table in the book Make sure that they understand what to ? Complete the exercise individually - Check their answers 2.3 Complete the sentences (2 P8) ? Read each sentence silently to have a general understanding and decide which word form should be put in each blank - For example, the word to be filled in the blank in sentence is an adjective ? Do the exercise and then compare - Call on one or two Ss to give out the answers before confirming the correct ones 2.4 Study the language box ? Look at the language box - Tell Ss that the words and phrases in the box express cause and effect relationships Ss have learnt so, because and because of Quickly go through the rest of words/phrases as follows: Noise pollution contam inate cause effect visual pollution (v) làm bẩn : (n/ nguyên nhân, gây v): (n: làm ảnh hưởng - Repeat in chorus and individually - Copy all the words Key: poison pollutant death Key: Poisonous Dead Damage contaminate polluted damaged Pollutants Contaminated Pollute - because/since and due to/because of are used to talk about the causes of something - Because and since are synonyms and they come before a clause - Other words and phrases in the box express the effects of something So comes before a clause To cause, to lead to and to result in are synonyms and come before a noun phrase To make sb/sth sth is another way to express the effects After somebody/something is an infinitive verb without to Have Ss read the example CAUSE EFFECT sentences and underline the because/ since + so + clause clause or noun phrase clause The water is polluted, E.g: Because/ Since so the fish are dead the water is polluted, the fish are dead due to/ because of + to cause sth/ to lead sth to sth/ to result in The fish are dead due sth to/ because of the The polluted water polluted water causes/ results in the dead of fish to make sb/ sth sth The polluted water make the fish die 2.5 Activity 3a Ask Ss to read to each pair of People throw litter on the ground …C… sentences and decide which Many animals eat the litter and become sick sentence is a clause and which …E… is an effect Ss compare their Ships spill oil in oceans and rivers … answers with a partner before C… Many aquatic animals and plants die … giving the answers to the E… teacher Confirm the correct Households dump waste into the river … answers C… It is polluted …E… Their children have birth defects …E… The parents were exposed to radiation…C… We can’t see the stars at night …E… There is too much light pollution …C… 2.6 Activity 3b ? Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants Households dump waste into the river so it is polluted Since the parents were exposed to radiation, their children have birth defects We can’t see the stars at night due to the light pollution Pronunciation (15'') Adding the suffix –ic changes the stress of a Stress in words ending in word Stress the syllable immediately before –ic and –al Ask Ss to look at the rules in the box and the examples Go through the rules with them For a more able class, have Ss give some examples 3.2 Listen and mark the stress (5 P9) Play the recording for Ss to stress the words Ask some Ss to say where the stress in each word is Confirm the correct answers Play the recording again for Ss to repeat the words Call on some Ss to read out the words 3.3 Activity p9 Have Ss the activity individually Play the recording for Ss to check their answers Then elicit the correct stress patterns from Ss Play the recording again Ss to repeat the sentences Ask some Ss to read out the sentences the suffix Example: ‘atom -> a’tomic Adding the suffix –al to a word does not change its stress Example: ‘music’ -> ‘musical Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable Example: E’conomy -> eco’nomic -> eco’nomical Key: ar’tistic ath’letic his’toric his’torical ‘logical ‘physical he’roic po’etic bo’tanic 10 Bo’tanical According to scientific research, tiny species may help clean radioactive pollution Water quality has become a national problem Many people have received medical treatment because of the disease Chemical waste can cause water pollution The reduction in air pollution was dramatic last year Key: scien’tific ‘national ‘medical ‘chemical dra’matic 3.4 Activity P8 - Divide the class into 12 groups Two groups work with the same pair of pictures in 2, or ? In three minutes, groups of Ss write down as many sentences based on the given picture pair Suggested answers: The soil is polluted, so plants can’t grow We won’t have fresh water to drink because of water pollution We plant trees, so we can have fresh air as possible on a sheet of paper - When time is up, the group with the most sentences is the winner Further practice (2') ? Make a list of words ending in - Answer teacher's questions -ic and -al Production(2') - Say out the words ? Learn by heart all the new words ? Do Ex A1, 2,3 P3 (wortkbook) - Take note ? Prepare: Unit 1: Closer Look - Collect pictures, songs, clips talking about pollution -o0o week: 20 Preparing date: Period: 57 Teaching date: UNIT 7: POLLUTION Lesson 3: A Closer Look I./ Objectives Knowledge: By the end of the lesson, students will be able to: - Use conditional sentences type and type correctly and appropriately to describe pollution Skills: Use of English Attitude: - Positive about pollution - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure Ss and T’s activities 1.Warmer (5'): Recall Conditional sentences type review Content 1: Conditional sentences type The conditional sentence type Elicit the form and use of the conditional sentence type from Ss Ask Ss to give some example sentences describes a thing which is true or is likely to happen in the present or future If + subject + V (present simple), subject + will/can + V (bare infinitive) Grammar (15') Conditional sentences type - Teacher elicits the form, use of the conditional sentences type from students ? Give examples Conditional sentences type The conditional sentence type describes a thing which is not true or is unlikely to happen in the present or future If + subject + V (past simple), subject + would/could/might + V (bare infinitive) Example: If it wasn’t noisy in here, I could hear you clearly (But it’s very noisy in here) The conditional sentence type can be used to give advice Example: If I were you, I would see the doctor immediately Note: We can use both was and were with I/he/she/it in the if-clause Practice (15'') 3.1 Activity 1P9 Ss this exercise individually then compare their answers with a partner Have Ss read out their answers Confirm the correct ones 3.2 Activity P10 ? Read the pairs of sentences - Ask two Ss to write the new conditional sentences type on the board while other Ss write own sentences - Give feedback on these sentences and ask other Ss to correct them if necessary Key: recycle; will help won’t dump; fines travel; will be will save; don’t waste use; will have Key: Student will be more aware of protecting the environment if teachers teach environmental issues at school When light pollution happens, animals will change their behavior patterns The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources If the water temperature increases, some creatures will be unable to reproduce People will get more diseases if the water is contaminated 3.3 Activity P10 Ss this exercise individually, and then compare their answers with a classmate Check Ss’answers 3.4 Activity P10 Ss this exercise individually Invite two Ss to the board to write their answers Go through the answers with the class Have other Ss correct the answers if necessary 3.5 Activity P10 ? Quickly read the example - Ask Ss to comment on the example - the meaning of the orginal sentences was made opposite in the new conditional sentence (i.e positive into negative form for the first sentence and negative into positive for the second sentence) ? Do this exercise individually and then compare the answers with a classmate Ask one or two Ss to write their sentences on the board Chain game ? Work in groups of five or six ? Keep the chain going for as long as possible using type or conditional sentences - If a group hesitates for more than 10 seconds they are out - walk around the class listening to groups and monitoring the game Groups that are still going when the five minutes is up are the winners Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light Key: a b c d e Key: were; would…do exercised; would be had; would build tidied; wouldn’t be was/were; would grow Key: If there weren’t many billboards in our city, people could enjoy the view If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner She wouldn’t have a headache after work every day if she didn’t work in a noisy office Example A: If each person plant a tree, there will be a lot of trees B: If there are a lot of trees, the air will be cleaner A: If the air is cleaner, fewer people will be ill 10 Further practice (2') ? How we use conditional - Answer teacher's questions sentences type and 2? Production(2') ? Learn by heart all the new words - Take note and structures ? Do B4, B5, B6 P5 (Work book) ? Prepare: Unit 7: Communication - Collect pictures, songs, clips talking about pollution -o0o -Kiểm tra ngày tháng năm 2017 …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… week:21 Preparing date: Period:58 Teaching date: 11 UNIT 7(CONT) Lesson 4: Communication I./ Objectives Knowledge: By the end of the lesson, ss will be able to: - Read some articles on the 4T website for general and specific information about - Understand some abbreviations and talk how they spend their free time Skills: Speaking, listening, reading, writing Attitude: - Positive about pollution - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure Ss and T’s activities Content 1.Warmer (5'): Introduction - Have a student talk about a leisure activity (from you, your friends or Work individually someone you know) a bit unusual Answer individually ? Listen and give your opinions about Listen this activity: boring, interesting, strange, challenging, etc Communiction (15') 2.1 Teaching vocabulary - Teacher use different techniques to u thích gì(n): chơi ngắm đồ teach vocabulary (situation, realia) window shopping bày cửa hàng - Follow the seven steps of teaching - weird(v): (adj) kì cục vocabulary : * Checking vocabulary: What and - hook - addicted (adj) nghiện (thích) where : - hang out (v): chơi với bạn bè - imagination (n): tưởng tượng - Repeat in chorus and individually - Copy all the words 2.2 Open prediction * Set the scene: You are going to read about some Ss and T’s activities 12 teenagers in their spare time ? Cover the text and just look at the photos ( with name and country ) - Encourage Ss to guess what these students in the photos like doing as leisure Ss and T’s activities - Then set a reading time limit ? Close books and play a memory game in competing groups ? Tell how much information you can remember from the text - Motivate Ss by counting every detail they remember without any checking comprehension Communiction 3.1 Study the abbreviation - Ask Ss if they notice any other particular features of the text - drawing their attention to the form of the text (e.g its layout and the abbreviation) Explain that this is from a webpage and that these abbreviations are informal language that is used online and in texting messages - Introduce the first abbreviation ? Work in pairs to complete the task ? Add to the dictionary with any other abbreviations you know that are used online ? Work in pairs to create your own mini dictionary, then ask other pair to guess the meaning 3.2 Complete the table - Have Ss work in pairs or small groups to complete the table Allow Ss to read the text more closely to fill in the table - Guess - Read and play a memory game in competing groups - Work in groups - Listen - pair work Who? Emily Hang Linn 13 What activity is mentioned? -hanging out with friend ( window shopping) -working as a volunteer Cloud watching Going to community centre, painting, What does he/she thick of it? She loves it She adores it It’s easy She loves it dancing, doing drama Minh -playing football -helping his aunt in running cooking class Manue -Playing computer l games -doing judo He likes it He’s fun He’s addicted to it It’s Ok ? Work in pairs to put the leisure Ss - Pair work and T’s activities in the text in order from the most interesting to the most boring - Once they have their list, form a bigger group of four and each pair - Work in group shares their list with the other ? Discuss, give opinions, and negotiate with each other in order to agree on a mutual list Further practice (2') ? Sum up the main content of the - Answer teacher's questions lesson Production(2') ? Learn by heart all the new words - Take note and structures ? Do C1, 2, D1 P 6-7 (SBT) ? Prepare: Skill - Collect pictures, songs, clips talking about pollution -o0o -week:21 Preparing date: Period:59 Teaching date: UNIT 7(CONT) Lesson 5: Skills I./ Objectives Knowledge: By the end of the lesson, students will be able to: - Read for general and specific information about the positive and negative effects of using computer - Talk about the impacts of using the computer and find out the solution Skills: Speaking, reading, Attitude: - Positive about pollution - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… 14 II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure Ss and T’s activities Warmer (5'): Listing - Divide the class into two teams ? Discuss and make a list of benefits of using computer or mobile phone for leisure Ss and T’s activities ? Take turns to write on the board - Get feedback Content Benefits of using computer or mobile phone for leisure Ss and T’s activities E g: - means of e-mail or chatting - a source of information (news, articles, the weather forecast ) - a source of entertainment (music, movies, games ) ? What are the harmful things of using computer or mobile phone for leisure Ss and T’s activities? Answer individually Reading(15') 2.1 Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia, situation, explanation) - Follow the seven steps of teaching vocabulary * Checking vocab: Matching - virtual - effect (adj): (n): thực sự ảnh hưởng, hậu - mind (n): tâm trí, trí tuệ - exist (n): tồn tại, có - Repeat in chorus and individually - Copy all the words 2.2 Activity (Read and choose the correct answer) * Set the scene: ? Look at the title and the picture and predict what you are going to read - We are going to read about a student Study the picture and guess named Quang - Encourage Ss to develop their ideals by guessing what Quang’s story is about 15 ? Read the text and underline any words you don’t know Key: ? Work individually to choose the best B answer C 2.3 Activity (Write the questions) Key: ? Look at the keywords in the responses Is Quang’s garden real? in order to find out the questions What is the problem with using ? Work individually then compare their technology in your free time? answers with a partner What leisure Ss and T’s activities teenagers these days? What are the benefits of using the computer? Speaking (15'') 3.1 Activity (Exervise P12) ? Study the language in the Language Giving an opinion: notes box - I think that ? How you give an opinion? - In my opinion Ask for an opinion ? How you ask for an opinion? - What you think? - How you feel about that? Agreeing: I agree with you./ That's so true./ Exactly Disagreeing: I'm afraid I don't agree./ I don't think - Explain to Ss that these speech bubbles so are from Quang and his parents A: In my opinion, computer games ? Work in pairs and say why you think train your mind who says what, based on the information and your memory from the passage Go through the phrase B: That’s so true./ I’m afraid I don’t in the Language notes box with Ss agree - Then choose a speech bubble and combine it with the language in the Key: - Teacher's book: P12 Language notes box - Ask for volunteers to demonstrate their exchanges 3.2 Role play (task P12) - Arrange Ss into three groups: Speak in front of the class Group 1: plays Quang Group 2: plays Quang’s parents Group 3: plays his teacher ? Brainstorm how you are going to express your opinions 16 - When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang’s teacher - Tell Ss that they can use the language in for their role-play, and emphasise in the Study skill box should be used in their discussion - Call on two or three groups to repeat their role-play for the class Further practice (2') ? How you give and ask for an - Answer teacher's questions opinion? ? Recall the respond .5 Production(2') - Take note ? Learn by heart all the new words and structures ? Do D2 P (Workbook) ? Prepare: Skill - Collect pictures, songs, clips talking about pollution -o0o -week:21 Preparing date: Period:60 Teaching date: UNIT 7(CONT) Lesson 6: Skills I./ Objectives Knowledge: By the end of the lesson, students will be able to: - Listening for specific information about ways of spending time with friends - Write to discuss an opinion about leisure Ss and T’s activities Skills: Listening, writing Attitude: - Positive about pollution - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure 17 Ss and T’s activities Warmer (5'): Sharing ? Share some of the things you often enjoy doing with friends in your free time ? Then tell each other what you usually with your friends - Ask some pairs to volunteer to tell the class if they find each other’s answers interesting Listening(15') 2.1 Pre questions * Set the scene: You are going to a radio programme ? Run trough the questions in P13 and underline the key words ? Think of the answers first - Teacher gets Ss' prediction and write on the board ? Listen and check your prediction Content - work in pairs - Read the questions and think of the answers Key: The topic of this week’s programme is hanging out with your friends There are two main ways: hanging indoors or outdoors 2.2 Listen and complete the table - Play the recording as many times as Key: movies needed Ss work individually then cinema compare answers with their partner crafts sports physical health people ? Listen and choose the correct cultural centres answer Writing (20') 3.1 Complete the paragraph (Activity P13) ? Cover the box and write some of - Answer teacher's questions these words/phrases on the board ? Where in a paragraph they often see Key In my opinion/ I believe these words? Firstly ? What could be the purpose for using Secondly them Besides/also/in addition ? Work individually to complete the for these reasons/in short/as I task, and discuss their answers with a have noted partner - Remind Ss that for some gaps there is more than one correct answer 3.2 Activity P13 Sample: 18 ? Work in small groups where each chooses one question - Then agree on an opinion and work together to brainstorm the ideals to argue for your points - Each member will need to write his/her own piece ? Remember to use the connectors you have earlier in order to better organize your ideals - Let some students read their writing I believe the best leisure activity for teenagers is any group activity This could be playing a team sport or joining a hobby group or even volunteering Firstly, teenagers like to feet that they belong to a group Secondly, being part of a group helps teenagers make friends Friendships are very important to teenagers In addition, they will make friends with people who have the same interests as them For these reasons I think group Ss and T’s activities are best for teenagers Further practice (3') How to write a webpage about - Answer teacher's questions school? Production(2') ? Do E1,2, P (Workbook) - Take note ? Prepare: Looking back - Collect pictures, songs, clips talking about pollution -o0o -Kiểm tra ngày tháng năm 2017 …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… week:22 Preparing date: Period:61 Teaching date: 19 UNIT 7(CONT) Lesson 7: Looking back and project I./ Objectives Knowledge: By the end of the lesson, students will be able to: - Recycle the language from the previous sections and links with the topics - Practice doing some exercises to consolidate and apply what they have learnt in Unit Skills: Use of English Attitude: - Positive about pollution - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure Ss and T’s activities Content Vocabulary (10') 1.1 Activity ? Complete this exercise individually ? explain your answers - Accept different answers if Ss explain their decisions logically 1.2 Activity Key: ? Work individually Rearrange the letters socializing with friends to find the name of the Ss and T’s relaxing activities communicating with friends doing DIY meeting making crafts Grammar (20') 2.1 Activity - Ask students to refer to grammar point working learning/ on page and 10 to learn seeing ? How we use verbs of linking? doing meeting ? Work individually to complete the play exercise - If time allows, T may ask Ss to swap their work with each other for peer correction 20 2.2 Activity P14 Have Ss complete the sentences using their own ideas Remind them to use gerunds or to-infinitives Have some Ss read out their sentences Accept all answers as long as they make sense Work individually to give the correct form of verbs Key: don't walks come teaches play 2.3 Activity P14 ? Work individually then compare with a Key: Firstly partner Thirdly - T may explain to them that they can In short register as a user on the website www.thinkuknow.co.uk in order to be protected when they go online Communication (10') Read and match 3.1 Activity P14 Key: - Allow Ss plenty of time to this task b-g d-f For each activity they choose, they should h-c be able to give at least one reason that led them to the decision ? Then Ss work in pairs to exchange ideas Secondly In addition e-a 3.2 Finished! - T asks Ss to complete the self- Ask and answer in pairs assessment Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered Further practice (3') ? Sum up the main content of the lesson answer individually Production(2') ? Prepare your project - Take note ? Prepare: Unit 2: Getting started - Collect pictures, songs, clips talking about pollution -o0o -week:22 Preparing date: Period:62 Teaching date: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: Getting started I./ Objectives Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about Phong's summer camp in Singapore for details and then some related exercises 21 - use lexical items related to English speaking countries Skills: Speaking, listening, reading, writing Attitude: - Positive about English speaking countries - Students know how to learn English in right way Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./ Procedure Ss and T’s activities Content 1.Warmer (5'): - Write the title ‘English speaking ‘English speaking countries’ countries’ on the board E.g: Singapore - Singapore City ? Call out names of English speaking countries and their main cities ? Share any interesting facts you know about these places - Now start the lesson Getting- started (10') - absolutely (adv) tuyệt đối, 2.1 Vocabulary : chắn - Teacher use different techniques - official (adj): thống, to teach vocabulary (situation, thức realia) - accent (n): giọng điệu - Follow the seven steps of teaching - native (n): người xứ vocabulary speaker * Checking vocab: What and where - Repeat in chorus and individually - Copy all the words 2.2 Listen and read * Set the scenes: ? Look at the title of the - Answer the questions individually conversation and the picture * Suggested answers - Ask them some questions: - They are at the summer camp • Where are the children? • What you think they are - Students' answer doing? - Ss answer the questions as a class Play the recording and have Ss follow along 22 Doing(20'') 3.1 Find a word / an expression (1a P17) ? Find a word or an expression from the conversation which you use when you: think something is wonderful ? Share answers with your partner - Teacher gets feedback ? Add any other expressions which have the same meaning 3.2 Answer the questions (1b P17) ? Run through the questions ? Ss read the conversation again to answer the questions - Ss exchange their answers with a classmate - Call on some Ss to write their answers on the board Check their answers 3.3 Complete the sentences (2 P17) ? Underline these words/ phrases in the conversation - Make sure they understand their meanings ? Work independently to complete the sentences ? Share your answers in pairs - Confirm the correct answers Note: Your first language is often known as your mother tongue, and your second language may refer to a language used as an official language in your country, like English in Malaysia, Singapore, India, or it could simply mean the foreign language you learnt at school as part of the curriculum 3.4 Write the name of the countries (3 P17) Key: awesome absolutely It's hard to say perhaps Key: He’s at an international summer camp (in Singapore) They come from different countries/from all over the world He has made new friends, visited places, (and taken part in different Ss and T’s activities.) Because he uses English ever day with people from fidderent Ss and T’s activities.) Two boys from Australia and a girl from the USA After July 15th Key: summer camp native English speaking countries native speakers the USA accents official language Key: 23 Have Ss work in pairs/ groups to the USA The United Kingdom match the flags with the countries Singapore Australia T checks Canada New Zeland Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America It is also known as the US, or the United States, or even just the States In Canada, there are two official languages: English and French Game: where are they? ? Form groups of five or six - The first group to find all the Work in groups countries wins - If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board - Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check Further practice (2') ? Sum up the main content of the - Answer individually lesson Production(2') ? Learn by heart all the new words - Take note ? Do Ex B3, P13 (Workbook) ? Prepare: Closer Look - Collect pictures, songs, clips talking about English speaking countries 24 ... structures ? Do B4, B5, B6 P5 (Work book) ? Prepare: Unit 7: Communication - Collect pictures, songs, clips talking about pollution -o0o -Kiểm tra ngày tháng năm 2017 ……………………………………………………... about pollution -o0o -week:21 Preparing date: Period :59 Teaching date: UNIT 7(CONT) Lesson 5: Skills I./ Objectives Knowledge: By the end of the lesson, students will be... practising, discussion group, technical present… IV./ Procedure Ss and T’s activities 1.Warmer (5' ): Calling out Ask Ss to call out the types of pollution they learnt in the previous lesson ->
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