Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Nguồn: Sách Student's book, workbook i-learn Smart World 9
Mô tả: School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 70 UNIT 6: NATURAL WONDERS Lesson 2.3: Pronunciation & Speaking (Pages 60 & 61) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice intonation for contrasting sentences. - discuss how to preserve and protect our natural wonders. - improve speaking and problem-solving skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate an awareness of preserving and protecting natural wonders. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Listen to the sentences and focus on the intonation falls, then rises and falls again. - Listen and cross out the intonation that doesn’t follow the note. - Read the sentences focusing on the intonations. - Take turns asking and answering about how to preserve and protect natural wonders. (Pair work) - Practice with your own ideas. - Join another group and tell them about your ideas. - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ answers/presentation. - Ss’ answers/presentation. - Observation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce how to make contrasting sentences. b. Content: Sentence completion game. c. Expected outcomes: Ss can understand and give contrasting ideas to complete sentences. d. Organization Teacher’s activities Students’ activities COMPETITION TIME:  Create groups/teams of 5 students.  You will be given incomplete sentences.  You have to complete the sentences with your ideas.  The team(s) with the most similar correct answers win(s).  Time limit: 5 minutes 1. I like you a lot, but ………. 2. People know that plastic bags can harm the environment, but ……….. 3. People know that they shouldn’t disturb animals, but ............. 4. It’s a great idea, but ………… 5. Smoking is not good for people’s health, but …… 6. 6. Cheating is not a good thing, but ……… 7. 7. The government put more trash cans in national parks, but …………………. 8. 8. It’s a good idea to fine people who litter in public places, but ……. - Listen to the instructions. - Work in groups and give contrasting ideas to complete sentences. - Ss’ answers Suggested answers: 1. I like you a lot, but I don’t love you. 2. People know that plastic bags can harm the environment, but they still use them daily. 3. People know that they shouldn’t disturb animals, but they still feed them. 4. It’s a great idea, but not many people like it. 5. Smoking is not good for people’s health, but a lot of people still smoke. 6. Cheating is not a good thing, but many students often do it. 7. The government put more trash cans in national parks, but people still litter. 8. It’s a good idea to fine people who litter in national parks, but rangers are too busy to do it. B. New Lesson (35’) 1. Pronunciation (15’) a. Objectives: To help Ss understand the rules of intonation in contrasting sentences. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by saying contrasting sentences with correct intonation. d. Organization Teacher’s activities Students’ activities Task a: Notes: - Ask Ss to take notes. - Listen and take some notes. Task b: Listen to the sentences and notice how the intonation falls, then rises and falls again. - Ask Ss to listen and focus on the intonations. - Listen to the sentences and focus on the intonation in contrasting sentences. Answer: Task c: Read the sentences with the correct intonation to a partner. - Ask Ss to read the sentences with the correct intonation to a partner. - Read and practice saying the sentences in pairs. Task d: Practice saying the sentences with correct intonation in the “warm up” activity. - Ask Ss to practice saying the sentences out loud in pairs. - Monitor the class and help them if necessary. - Ask some Ss to say sentences out loud and give some feedback to correct the intonation. 1. I like you a lot, but I don’t love you. 2. People know that plastic bags can harm the environment, but they still use them daily. 3. People know that they shouldn’t disturb animals, but they still feed them. 4. It’s a great idea, but not many people like it. 5. Smoking is not good for people’s health, but a lot of people still smoke. 6. Cheating is not a good thing, but many students often do it. 7. The government put more trash cans in national parks, but people still litter. 8. It’s a good idea to fine people who litter in national parks, but rangers are too busy to do it. - Practice saying the sentences with a partner. - Read the sentences out loud. 2. Practice (10’) a. Objectives: To help Ss practice saying sentences with correct intonation to talk about how they feel about the actions and suggest solutions, then politely disagree and give the next solution. b. Content: Task a c. Expected outcomes: Ss can share how they feel about the actions and suggest solutions, then politely disagree and give the next solution with the correct intonation. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Take turns asking and answering about how you feel about the actions and suggesting solutions, then politely disagree and give the next solution. - Ask Ss to work in pairs and share their ideas. - Ask Ss to share their ideas with the class. - Check some SS’s answers and give feedback. - Get and share ideas with a partner. - Share the ideas with the class. - Share ideas in front of the class. Suggested answers: 3. Speaking (10’) a. Objectives: To help Ss further practice intonation to discuss how to preserve and protect natural wonders. b. Content: Tasks and b. c. Expected outcomes: Ss can discuss how to preserve and protect natural wonders. d. Organization Teacher’s activities Students’ activities Task a: In pairs: Asking and answering this question “What problems might these wonders have? - Ask Ss to work in in pairs and discuss the problems might these wonders have. - Monitor the class and help them if necessary. - Elicit answers from some students. - Work in pairs to share their ideas. - Share their ideas with the class. Suggested answers: Task b: In pairs: Discuss your feelings about the actions, any potential problems they could cause, and solutions to them. - Ask Ss to work in pairs. - Monitor the class and help them if necessary. - Work in pairs. Task c: Join another pair. Tell them how you feel about each of the actions, then share the solutions you discussed. - Ask Ss to join other pairs to share ideas. - Monitor the class and help them if necessary. - Elicit some ideas from some Ss. - Work in pairs to share their ideas. - Share their ideas with the class. Suggested answer: C. Consolidation and homework assignments (5’)  Practice saying the contrasting sentences with correct intonation in the Pronunciation (SB) and in the “warm-up” activity.  Practice speaking about how to preserve and protect our natural wonders.  Prepare for the next lesson (Reading - page 62 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 71 UNIT 6: NATURAL WONDERS Lesson 3.1: Reading (Page 62) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - To review and use vocab. related to Natural Wonders. - To practice reading for main ideas and specific information 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate more information about natural wonders. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Predict what Ss are going to read about a natural wonder. - Read the text and choose the best heading. - Read the text and answer questions about a natural wonder. - Share what information Ss find the most interesting in the reading and if Ss want to visit it and why. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce the topic. b. Content: Look at the picture and share ideas. c. Expected outcomes: Ss can talk about about a natural place and some information they would like to know about it. d. Organization Teacher’s activities Students’ activities 1. Let’s talk: What kind of place does the picture show? Why do you think some people like to visit places like that? - Ask Ss to work in pairs, look at the picture, and answer the questions (using the DCR/ PPTs slides). - Call some pairs to give their answers. - Give feedback. - Work in pairs, look at the picture and answer the questions. - Share/exchange the answers with the class. Suggested answers B. New Lesson (35’) 1. Pre-Reading (Vocabulary - 15’) a. Objectives: To help Ss improve reading for main ideas and review vocabulary about natural wonders. b. Content: task a c. Expected outcomes: Ss can read for main ideas about natural wonders. d. Organization Teacher’s activities Students’ activities Task a: Look at the headings, what do you think you are going to read about in each one? - Ask Ss to work by themselves. - Ask Ss to compare and share the answers with a partner. - Check Ss’ answers around the class. - Think and note down ideas. - Check the answers with a partner. Suggested answers: 2. While Reading (Reading – 15’) a. Objectives: To help Ss read for details. b. Content: Tasks b, c, d and e. c. Expected outcomes: Ss can read for specific information and know more about a natural wonder. d. Organization: Teacher’s activities Students’ activities Task b: Read the article and choose the best heading. - Ask Ss to read the passages and choose the best heading. - Ask Ss to compare the answer with a partner and show the evidence to justify the answer. - Check Ss’ answers. - Read the passages, underline the evidence, and choose the correct answer. - Compare the answer with a partner and show the evidence to justify the answer. - Ss answer. Answer Key: Task c: Read and underline key words in the questions. - Ask Ss to read the questions and underline key words - Set the time and monitor the class. - Ask Ss to check the answers with a partner. - Check Ss’ answers (using the DCR). - Read the text and underline key words. - Compare the answer with a partner. - Ss answer. Answer Keys 1. How deep is the deepest part of the cave? 2. The word runs is closest in meaning to _____________. 3. When was the cave first discovered? 4. According to the text, when can you NOT visit Sơn Đoòng Cave? 5. Which of the following can you infer from the text? Task d - Read and choose the correct answers. - Ask Ss to read the sentences and choose the correct answers. - Set the time and monitor the class. - Ask Ss to check the answers with a partner. - Check Ss’ answers (using the DCR). - Read the text and choose. - Compare the answer with a partner. - Ss answer. Answer Keys Task d: Listen and read. - Play the CD and ask Ss to listen and read aloud. - Pick three Ss to read about the cave aloud and correct their pronunciation if necessary. - Listen and read along. - Ss read the text. 3. Post-reading (5’) a. Objectives: To help Ss use the vocabulary they have studied to talk about natural wonders. b. Content: Would you like to visit Sơn Đoòng Cave? Why? What information did you find the most interesting in the article? c. Expected outcomes: Ss can use the words they studied to ask and answer information about natural wonders. d. Organization Teacher’s activities Students’ activities Pair work: Would you like to visit Sơn Đoòng Cave? Why? What information did you find the most interesting in the article? - Ask Ss to ask and answer the question in pairs. - Monitor the class and help them if necessary. - Elicit answers from some students. - Work in pairs to share their ideas. - Share their ideas with the class. C. Consolidation and homework assignments (5’) - Review words about natural wonders - Share and talk about the topic “Natural Wonders”. - Prepare for the next lesson (Speaking & Writing - page 63 - SB). - Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 72 UNIT 6: NATURAL WONDERS Lesson 3.2: Speaking & Writing (Page 63) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Practice using non-defining relative clauses to write informative sentences. - Practice talking about amazing places around the world. - Write an article about Mount Everest. - Improve speaking and writing skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for a natural wonder, Mount Everest. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read the article and underline non-defining relative clauses. - Rewrite sentences using non-defining relative clauses and the given relative pronouns or adverbs. - Do research for an article about Mount Everest in pairs. - Write an article about Mount Everest with information Ss have found. - Share articles, give and take feedback. - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance. - Observation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce and let Ss get to know and understand the use of non-defining relative clauses. b. Content: Combine 2 sentences and answer some questions about non-defining relative clauses. c. Expected outcomes: Ss can know the use of non-defining relative clauses. d. Organization Teacher’s activities Students’ activities Combine these two sentences about this man, then compare them with your partner. - Ask Ss to combine and answer some questions about the use of non-defining relative clauses individually - Monitor the class and help them if necessary. - Ask Ss to compare with partners. - Elicit answers from some students. - Combine sentences and answer some questions alone. - Compare answers with partners - Ss’ answers Answer Keys B. New Lesson (35’) 1. Writing skills (15’) a. Objectives: To help Ss understand and use non-defining relative clauses. b. Content: Tasks a, b, and c. c. Expected outcomes: Ss can understand and use non-defining relative clauses in writing. d. Organization Teacher’s activities Students’ activities Task a &b: Read about using non-defining relative clauses, then read the article about Sơn Đoòng again. Underline the non-defining relative clauses. - Ask Ss to read the use of non-defining relative clauses and underline them individually. - Monitor the class and help them if necessary. - Ask Ss to compare with partners. - Elicit answers from some students. Using non-defining relative clauses to write informative sentences  We can add additional information about a subject using non-defining relative clauses.  The relative pronouns/adverbs who, which, when, and where introduce non-defining relative clauses. The clauses are separated from the sentence with commas. We can't use the relative pronoun “that” with non-defining relative clauses.  Relative adverbs “when” and “where” tell us about the time or place. Relative pronouns “who” and “which” refer to the people or things. e.g. Kami Rita Sherpa, who is 52 years old, has climbed Mount Everest more than anyone else. - Read and underline the non-defining relative clauses in the article alone. - Compare answers with partners - Ss’ answers Answer keys: 1. An underground river, which runs through the cave, created the cave's shape millions of years ago. 2. Mr. Hồ Khanh, who is a local man, discovered the cave in 1991. 3. After August, heavy rains, which cause flooding, make it very difficult to get in and out of the cave. 4. There is a special five-day tour, which has cave experts and tour guides. 5. It's a challenging but unique experience, which you should try when you visit this cave. Task c: Rewrite the sentences using non-defining relative clauses and the given relative pronouns or adverbs. - Ask Ss to do the activity individually. - Monitor the class and help them if necessary. - Ask Ss to compare with partners. - Elicit answers from some students. 2. Victoria Falls is 1.7 km wide. It is also known as "The Smoke That Thunders" in the local language. (which) 3. The Great Barrier Reef is over 2,600 km long. 10% of all fish species live there. (where) 4. Guanabara Bay is 31 km long and 28 km wide. It is in Rio de Janeiro, Brazil. (which) 5. Between August and April is the best time to see the Northern Lights. The sky is the clearest then. (when) - Do the activity alone. - Compare answers with partners - Ss’ answers Answer keys: 2. Victoria Falls, which is also known as "The Smoke That Thunders" in the local language, is 1.7 km wide. 3. The Great Barrier Reef, where 10% of all fish species live, is over 2,600 km long. 4. Guanabara Bay, which is in Rio de Janeiro, Brazil, is 31 km long and 28 km wide. 5. Between August and April, when the sky is clearest, is the best time to see the Northern Lights. 2. Speaking (10’) a. Objectives: To help Ss do research for an article about Mount Everest with a friend. b. Content: Speaking task. c. Expected outcomes: Ss can discuss and do research about Mount Everest. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Do research for an article about Mount Everest with a friend. - Ask Ss to exchange their information they have with another partner. Monitor the class and help them if necessary. - Check SS’s answers and give feedback. - Ask and share information about Mount Everest with partners. - Share the ideas with the class. Suggested answers: 3. Writing (10’) a. Objectives: To help Ss write an article about Mount Everest from their research in speaking tasks. b. Content: Writing task. c. Expected outcomes: Ss can write an article about a natural wonder they have researched. d. Organization Teacher’s activities Students’ activities Task: Write an article about Mount Everest. Use the Writing Skill box, the reading model, and your speaking notes to help you. Write 100 to 120 words. - Ask Ss to write an article using the research they had. - Monitor the class and help them if necessary. - Ask Ss to compare their writing with each other. - Write an article. - Share writing with others and use the Writing Skill box to give feedback and check your writing. Suggested answers: C. Consolidation and homework assignments (5’)  Practice using non-defining relative clauses to write informative sentences.  Practice talking about amazing places around the world.  Write an article about Mount Everest.  Prepare for the next lesson (Listening, Reading & Voc. - pages 103 & 104 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… TỔ DUYỆT