Period: 39
UNIT 6 : THE ENVIRONMENT LESSON 3 :
Read
A. Objective: By the end of the lesson, students will be able to understand a poem about the
environment
B. Teaching aids:Textbooks, posters, pictutes.
C. Methods: Chatting, Pre questions, Matching, Comprehension questions, Discussion.
D. Contents :
I. ORGANIZATION
(1 minute)
Date of teaching : 9B... Absent students:...
Steps/ Activities Content
II. WARM UP
(5 minutes)
Chatting:- Ask students some questions about poetry.
+ Do you like poetry?
+ Which poet do you like best?
+ Name some poems that are your favorite?
+ Do you think it is easy to understand a poem?
+ Have you ever read an English poem? Do you understand it? Do you like it?
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III. NEW LESSON
(35minutes)
Step 1. Pre Reading :1. Vocabulary :
1. ( explanation: a place where people store wastes ) 2. ( translation )
3. ( visual ) 4. ( translation ) 5. ( picture ) Sts : - listen.
- listen and repeat (chorally then individually).
- copy.
* Checking vocabulary: Rub out and Remember - Get students to copy the words in their books.
- Ask students to repeat the words chorally.
- Rub out the words one at a time. Each time you rub out an English word, point to the Vietnamese translation and ask “what’s this in English?” ( the whole class answer chorally).
1. Vocabulary :
- junk yard ( n ): bãi phế thải - treasure ( n ): kho báu - hedge ( n ): hàng rào - nonsense ( n ):
điều vô nghĩa, dại dột - foam ( n ): bọt
- When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent.
- If there’s time, get students to come to the board and write the English words again.
2. Pre questions
- Give students two questions and ask them to answer before reading the poem.
- Set the scene: Two people are going on the picnic. They are talking about the pollution.
- Have students work in pairs to guess the answers.
- Give feedback.
Step 2. While Reading : 1. Reading and checking
- Have students read the poem and check their answers.
- Ask students to practice asking and answering the questions in pairs.
2. Matching
- Have students practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B.
3. Comprehension questions
- Show 5 questions ( from 1 - 5 ) on page 51.
- Get students to work in pairs to answer the questions.
* Answer keys:
1. If the pollution goes on, the world will end up like a second hand junk yard.
2. The mother thinks other folk pollute ( are
responsible for the pollution of ) the environment but not her or her son.
3. His mother will take him home right away.
4. No. Because he is right; if he throws the bottles that will be polluting the woods.
5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution.
Step 3. Post Reading : Discussion:
- Divide the class into four groups.
- Have students discuss the questions...
- Give feedback .
IV. SUMMARY
(2 minutes)
-
Reading a poem about the environment2. Read : a. Questions:
- Who are the people in the poem?
- Where are they?
Answer keys:
- The mother and her son.
- They are in the park/ woods.
b. Matching Answer keys:
1 - c ; 2 - g ; 3 - f ; 4 - e 5 - d ; 6 - a ; 7 - b.
c. Questions :
3. Discussion :
What could you do in your school/ house to minimize pollution ?
4. Homework :
V. HOMEWORK
(2 minutes)
- Ask students to write 5 things that they have to do to keep the environment unpolluted.
E. Evaluation :
...
...
...
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Period: 40
Date of preparing: ...UNIT 6 : THE ENVIRONMENT
LESSON 5 :
Language Focus 1 , 3 ( page 53 - 55 )A. Objective : By the end of the lesson, students will be able to use adjectives and adverbs to
make sentences with adjective + that clause.
B. Teaching aids :Textbooks, pictutes.
C. Methods : Pelmanism, Noughts and Crosses.
D. Contents :
I. ORGANIZATION (1 minute)
Date of teaching : 9A :... Absent students:...
9B :... ...
Steps/ Activities Content
II. WARM UP
(5 minutes)
Pelmanism:- Prepare 12 cards with numbers on one side and the
extreme fast
happy well
adjectives ( 6 cards ), adverbs ( 6 cards ) on the other side.
- Make sure the adjectivies and adverbs are mixed up.
- Stick the cards on the board so students can only see the number.
- Divide the students into two teams and ask them to choose two numbers.
- Turn the cards over and see if they match.
E.g: happy - happily, give them one mark. If not, turn the cards over again and ask the next team to choose number.
- Continue until all the cards are finished.
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III. NEW LESSON
(35minutes)
I. Presentation :1. Vocabulary : 1. ( mime ) 2. ( synonym) 3. ( visual ) Sts : - listen.
- listen and repeat (chorally then individually).
- copy.
* Checking vocabulary: Slap the board 2. Revision of adjectives and adverbs
II. Pr
actice
:Language Focus 1 (page 53).
- Ask students to use the adverbs provided in “Pelmanism game” to complete the sentences on Language Focus 1 on page 53.
- Get students to work in pairs.
- Give feedback.
* Answer key:
b. The old man walked slowly to the park.
c. Tuan sighed sadly when he heard that he failed the test.
d. The baby laughed happily as she played with her toys.
e. Mrs. Nga speak English quite well.
II. Presentation :
sad slowly
good extremely
slow sadly
fast happily
1. Vocabulary : - sigh ( v ): thở dài
- amazed ( adj ): ngạc nhiên - disappointed ( adj ): thất vọng
2. Adjectives and adverbs
Adj. + LY = Adverb of manner
* Adjectives can come in two places in a sentence.
- Before anoun : a nice girl, new shoes ...
- After the verb : be, look, appear, seem, feel, taste, sound, smell...
These shoes are new.
That soup smell good.
* Adverbs normally go after the direct object :
I read the letter carefully.
* If there is no direct object, the adverb goes after the verb
She walked slowly.
* Language Focus 1
Set the scene to introduce the structure:
adjective + that clause
III. Pr
actice
:Language Focus 3 (page 55).
- Ask students to do the exercise in Language Focus 3 on page 55.
- Let students work in pairs to complete the dialogues.
- Give feedback.
* Answer keys:
b. I’m excited that I can go to Dalat this time.
c. I’m sorry that I broke your bicycle yesterday.
d. I’m disappointed that you did not phone me about it.
e. I’m amazed that I could win first prize.
- Call on some students to practice the dialogues.
- Let all students work in pairs.
IV. Production : Noughts and Crosses
- Divide the class into teams. One team is Noughts ( O ) and the other is Crosses ( X ).
- Two teams choose the words in the boxes in turns and make sentence with the structure. If the sentence is correct, they’ll get one mark.
- The team which has 3 noughts or 3 crosses on a line will win the game.
- Draw this chart on the board and the games begins.
Model sentence: I’m amazed that you win the game.
* Answer keys:
1. I’m happy that I passed the exam.
2. I’m sorry that I broke the vase.
3. We are excited that we could go abroad.
4. He’s pleased that his his son is studying hard 5. I’m amazed that they won the game.
6. I’m disappointed that you didn’t tell me about that.
7. I’m sure that you like this film.
8. I’m surprised that they won the match.
9. We’re delighted that the show was interesting.
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3. Adjective + that clause Eg:
Ba: Dad! I got mark 9 on my test.
Father: That’s wonderful. I’m pleased that you are working hard.
* Form:
S + be + adjective + that clause.
(complement)
* Language Focus 3 :
( 1 ) happy/
pass exam
( 2 ) sorry/
break the vase
( 3 ) excited/
go abroad ( 4 )
pleased / study hard
( 5 ) amazed / win the game
( 6 )
disappoint ed
/ not tell about that ( 7 )
sure/
like this film
( 8 ) surprise d/ win the match
( 9 )
delighted/
show/
interesting
IV. SUMMARY
(2 minutes)
-
Use adjectives and adverbs to make sentences with adjective + that clause.V. HOMEWORK
(2 minutes)
- Ask students to write 5 sentences using the structure adjective + that clause.
4. Homework : E. Evaluation :
