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: 16 UNIT 2: Life in the past Lesson 2.2: Grammar (Pages 19 & 20) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn and use “used to”. - produce sentences using “used to” - improve Grammar and Speaking. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 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 - Unscramble the sentences. - Ss’ answers. - Observation/feedback. - Read about used to, and fill in the blanks. - Ss’ answers. - Observation. - Listen, check, and repeat. - Ss’ answers. - Observation/feedback. - Identify the mistakes - Ss’ answers. - Observation/feedback. - Write complete sentences. - Ss’ answers. - Observation/feedback. - In pairs: Talk about things students used to do when they were younger, then use would to give additional information. - Ss’ answers/ presentations. - Observation/feedback. - Share the ideas with the class. - Ss’ answers. - Observation/feedback 4. Procedures A. Warm-up: 5 minutes a. Objectives: To introduce the grammar point: “used to”. b. Content: Share the ideas with the class. c. Expected outcomes: Ss can unscramble the sentences with “used to”. d. Organization Teacher’s activities Students’ activities Warm-up activities: Competition time: - Ask Ss to form groups of 5. - Form groups of 5. - Give Ss instructions and one example. - Follow the instructions. - Give Ss some sentences to unscramble. - Unscramble the sentences in a team/group. - Check the answers. - Check the answers. Unscramble sentences: 1. very long. /short hair now, / Liz has got /but it used to be 2. she was a child./Helen / a piano / used to have /when / 3. When /I didn't use to/I was younger, /like tomatoes. 4. I used to eat/ I was a kid./broccoli /when 5. I don't read / read a lot of books, /but /much these days./ I used to Suggested answers 1. Liz has got short hair now, but it used to be very long. 2. Helen used to have a piano when she was a child. 3. When I was younger, I didn't use to like tomatoes. 4. I used to eat broccoli when I was a kid. 5. I used to read a lot of books, but I don't read much these days. B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use “used to”. b. Content: Tasks a and b. c. Expected outcomes: Ss can make sentences using “used to”. d. Organization Teacher’s activities Students’ activities Task a: Read about used to, then fill in the blanks. - Ask Ss to work individually and complete the task (using the DCR/ PPTs slides). - Fill in the blanks. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner. - Check Ss’ answers around the class. - Check the answers - Explain the use of “used to” (using the DCR/ PPTs slides. - Listen to the teacher’s instructions and take notes. Task b: Listen and check. Listen again and repeat. - Play audio. Ask students to listen and check their answers. - Listen and check. Answer Keys: - Play audio again. Ask students to listen again and repeat. - Listen and repeat. 2. Practice (15’) a. Objectives: To help Ss practice the use of “used to”. b. Content: Tasks c and d. c. Expected outcomes: Ss can practice the use of “used to” and when to use them. d. Organization: Teacher’s activities Students’ activities Task c: Underline the mistakes and write the correct words on the lines - Demonstrate the activity using the example. - Listen to the instructions - Ask Ss to underline the mistakes and write the correct words on the lines. - Complete the task. - Have pairs check each other's work. - Compare the answers with a partner. - Pick some Ss to share their answers with the class. - Read the sentences out loud. - Check and correct Ss’ answers. - Correct the answers Answer Keys: 1. to used -> used to 2. used -> use 3. traveled -> travel 4. used -> used to 5. went -> go 6. use to loved -> used to love Task d: Write sentences using the information in the table with either used to (if there's no past time phrase) or would (if there's a past time phrase). - Demonstrate the activity using the example. - Listen to the instructions. - Ask Ss to write sentences using the table - Complete the exercise and write full sentences. - Have pairs check each other's work. - Check the answers with a partner. - Ask some Ss to share their answers with the class. - Read the sentences out loud. - Check Ss’ answers. - Correct the answers. Answer Keys: 1. I used to live in Tokyo. 2. My sister used to work in a market stall. 3. I would do arts and crafts in the yard when I was little. 4. I used to have a dog called Twiglet. 5. My brother would travel to the beach every summer back then. 3. Production (5’) a. Objectives: To help Ss produce sentences using “would”. b. Content: Different methods to study English. c. Expected outcomes: Ss can compare and contrast their study methods with other students, using “would” for repeated past actions. d. Organization Teacher’s activities Students’ activities Task e. In pairs: Ask and answer questions about things you used to do after school, on the weekends, and during holidays when you were younger, then use would to give additional information. - Divide the class into pairs. - Work in pairs. - Have students ask and answer questions about things they used to do and give additional information... - Ask and answer questions. - Have some students demonstrate the activity in front of the class. - Watch the demonstration. - Monitor the class and help them if necessary. - Work in pairs to share the ideas/ sentences. - Ask some Ss to share their ideas. - Share the ideas with the class. Suggested answers: 1. What did you use to do after school when you were younger? I often used to walk around the park with my mom. I would play on the playgrounds too. 2. What did you use to do on the weekends when you were younger? I used to stay at my grandma's. She would sometimes buy me ice cream. 3. What did you use to do during holidays when you were younger? I used to go on trips with my cousins. We would sing and play games. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner, using “used to” What did you use to eat on your birthday when you were younger? Suggested answers: When I was younger, I used to eat chocolate cupcakes on my birthday.  Review “used to”  Make sentences using “used to” in SB.  Prepare for the next lesson (Pronunciation & Speaking - pages 20 & 21 - 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: 17 UNIT 2: Life in the past Lesson 2.3: Pronunciation & Speaking (Pages 20 & 21) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice intonation for exclamations. - practice talking about a memorable day, using used to express past situations. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 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 words and focus on the underlined words. - Ss’ answers. - Observation/feedback. -Listen and cross out the option. - Ss’ answers. - Observation/feedback. -Practice the conversations using the pictures and texts. (Pair work) - Ss’ answers. - Observation/feedback. -Practice with your own ideas. - Ss’ answers. - Observation/feedback. -Share the ideas with the class. - Ss’ answers. - Observation/feedback -Talk about memorable things you did using the photos and your own ideas. (Pair work) - Ss’ answers. - Observation/feedback. -Tell your partner about memorable things you used to do. - Ss’ answers. - Observation/feedback 4. Procedures A. Warm-up: 5 minutes a. Objectives: to arouse the students’ interest in the topic “a memorable day”. b. Content: practice talking about a memorable day. c. Expected outcomes: Ss can practice talking about a memorable day. d. Organization Teacher’s activities Students’ activities Warm-up activities: Work in pairs and answer these questions. - Divide Ss into pairs. - Work in pairs. - Give Ss instructions and one example. - Follow the instructions. - Show questions for Ss to discuss. - Discuss the questions. - Call some pairs to give their answers. - Read the sentences out loud. - Give feedback. - Listen to some answers. Questions: 1. What activities did you use to do to make a day memorable in the past? 2. Who did you use to spend your memorable days with in the past? 3. Where did you use to go to create memorable experiences in the past? 4. What kind of food or meals did you use to enjoy on memorable days in the past? Suggested answers 1. I used to go on outdoor adventures like hiking or picnicking to make a day memorable in the past. 2. I used to spend my memorable days with my family members in the past. 3. I used to go to amusement parks or scenic spots to create memorable experiences in the past. 4. I used to enjoy homemade barbecue or pizza on memorable days in the past. B. New Lesson (35’) 1. Presentation (Pronunciation) (10’) a. Objectives: To help Ss practice intonation for exclamations. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by saying the /ɪ/ and /iː/ sounds. d. Organization Teacher’s activities Students’ activities Task a: Intonation for exclamations -Ask Ss to look at the picture and find the exclamatory sentence. Student A: I used to spend summers at my grandparents' farm, helping out with chores and playing with the animals. Student B: Wow, that sounds awesome! I always wanted to experience life on a farm. - Look at the pictures and the conversation Suggested answer: Exclamatory sentence: Wow, that sounds awesome! -Point out the exclamatory sentence “Wow, that sounds awesome!” and ask Ss to take notes. - Listen and take some notes. Intonation for exclamations usually falls Notes: Task b: Listen. Notice the sounds of the underlined letters. CD1-Track 23 - Ask students to listen and notice the pronunciation feature. - Notice the pronunciation feature. - Play audio and draw attention to the pronunciation feature. -Listen to the audio and repeat. SCRIPT CD1-Track 23 Lucky you! I'd love to hear about it! Task c: Listen and cross out the sentence that doesn't follow the note in Task a CD1-Track 24 -Play audio. Have students listen and cross out the option that doesn't follow the note in Task a. -Listen and cross out the option that doesn't follow the note in Task a. - Play audio again and check answers as a whole class -Listen to the audio and repeat. SCRIPT CD1-Track 24 M: That's really great! M: I just can't believe it! Answer key: That's really great! Task d: Read the sentences with the intonation noted in Task a. to a partner. -Have students practice saying the examples with a partner using the pronunciation feature. - Say the examples with a partner -Ask some students to read the sentences out loud - Read the sentences out loud. -Give some feedback or correction. - Listen to feedback. 2. Practice (15’) a. Objectives: To help Ss practice talking about photos of a memorable day, using used to express past situations. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about photos of a memorable day, using used to express past situations. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Practice the conversations using the pictures and texts. Swap roles and repeat. -Demonstrate the activity by practicing with a student. -Watch the demonstration -Divide the class into pairs. - Work in pairs. -Have them practice the conversations using the pictures and texts, then swap roles and repeat. - Practice the conversations. -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or correction. - Listen to feedback. PICTURE 1: A: What's this photo? B: That's a cottage we used to go to in the summer. A: Lucky you. What did you use to do there? B: We used to make delicious food. I would make pizza, and the children would play board games. PICTURE 2: A: What's this photo? B: That's a market I used to go to near my old house. A: Oh, I'd love to hear more about it. What did people use to sell there? B: They used to sell clothes and jewelry. I would go with my niece and nephew. We used to have so much fun. Task b: Practice again with your own ideas for the information in blue. -Have pairs take turns practice the conversations using their own ideas. - Take turns to practice the conversations using their own ideas. -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or correction. - Listen to feedback. Suggested answer: PICTURE 1: A: What's this photo? B: That's a park we used to go to in the spring. A: Lucky you. What did you use to do there? B: We used to have picnics. I would prepare sandwiches, and the kids would fly kites. PICTURE 2: A: What's this photo? B: That's a spring fair I used to go to near my grandparents' house. A: Oh, I'd love to hear more about it. What did customers use to buy there? B: They used to buy fresh fruits and vegetables. I would go with my grandmother. We used to pick out our favorite apples. 3. Production (Speaking) (10’) a. Objectives: To help Ss practice talking about photos of a memorable day, using used to express past situations. b. Content: Tasks a, b and c. c. Expected outcomes: Ss can talk about a memorable day, using used to express past situations. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Student A, you're the grandparent. Talk about memorable things you did using the photos and your own ideas. Student B, you're the grandchild. Listen and ask questions. -Demonstrate the activity by practicing with a student. -Watch the demonstration. -Divide the class into pairs. - Work in pairs. -Ask student A to tell student B about memorable things using the photos and their own ideas. - Student A tells student B about memorable things using the photos and their own ideas. - Ask Student B to listen and ask questions. - Student B listens and asks questions -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or correction. - Listen to feedback. Suggested answer: Picture 1: Student A: I used to fly a kite in the park when I was a child. Student B: Who did you use to fly a kite with in the park? Student A: I used to fly a kite with my father in the park. Picture 2: Student A: My father used to hold me high when I was a baby. Student B: Where did your father use to hold you high? Student A: He used to hold me high in the kitchen. Picture 3: Student A: I used to travel around on a tuk-tuk when I was younger. Student B: Who did you use to travel with? Student A: I used to travel with my sister. Task b: Swap roles and repeat. Student A, you're the grandchild. Student B, you're the grandparent. - Have pairs swap roles and repeat. - Swap roles and repeat. -Ask some students to share their ideas with the class. - Share the ideas with the class. -Give some feedback or correction. - Listen to feedback. Suggested answer: Picture 1: Student A: Back then, I used to eat ice cream with my parents. Student B: Where did you use to eat ice cream? Student A: I used to eat ice cream at the amusement park. Picture 2: Student A: I used to go for a picnic with my parents and my sister when I was a child. Student B: Where did you use to go for a picnic? Student A: I used to go for a picnic in front of my old house. Picture 3: Student A: Back then, I used to watch movies outdoors. Student B: Who did you use to watch movies with? Student A: I used to watch movies with my friends Task c: What about you? Tell your partner about memorable things you used to do. - Have pairs take turns telling their partners about memorable things that they used to do. -take turns telling their partners about memorable things that they used to do. -Ask some students to share their ideas with the class. - Share the ideas with the class. -Give some feedback or correction - Listen to feedback. Suggested answer: Well, when I was younger, I used to play outside a lot with my friends. We would ride bikes around the neighborhood. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner about a memorable day What did you use to do with your family during holidays when you were younger? Suggested answers: When I was younger, my family and I used to go on road trips to explore new places during holidays.  Practice intonation for exclamations.  Prepare for the next lesson (Reading - page 22 - 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: 18 UNIT 2: Life in the past Lesson 3.1: Reading (Page 22) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn vocabulary related to the life of a family member. - practice reading for main ideas and specific information/details. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 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 and choose the correct answers. - Ss’ answers. - Observation/feedback. - Talk about your grandparents' childhoods - Ss’ answers. - Observation/feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can talk about lessons from grandparents d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the title of the unit and the picture. Answer these questions: 1. What are the people doing? 2. Do you have any similar childhood memories with your family? - Ask Ss to work in pairs, look at the title and the picture, and answer the questions (using the DCR/ PPTs slides). - Work in pairs, look at the title and the picture and answer the questions - Call some pairs to give their answers. - Read the answers out loud. - Give feedback. - Share/exchange the answers with the class. Suggested answers 1. What are the people doing? In picture 1, children are building sandcastles with their parents. In picture 2, a girl is cooking with her father. 2. Do you have any similar childhood memories with your family? My childhood memories with my family include going to the beach, visiting amusement parks, and having picnics in the park. B. New Lesson (35’) 1. Pre-reading (Vocabulary - 10’) a. Objectives: To help Ss improve their collocations/ new words related to life in the past. b. Content: new words from the text c. Expected outcomes: Ss can learn some new collocations/ new words related to life in the past. d. Organization Teacher’s activities Students’ activities Task: In pairs: Use the new words to talk about childhood memories you know. - Ask Ss to look at the new words on the slides. - Look at the new words on the slides. - Explain and model the activity. - Listen to the instructions. - Ask Ss to work in pairs, sharing their ideas about childhood memories - Work in pairs, sharing the ideas. - Check Ss’ answers around the class. - Listen to feedback. -Pick some Ss to share their ideas. - Share the ideas with the whole class. New words: 1. afterward (adv) 2. childhood (n) 3. eventually (adv) 4. fall in love (idm) 5. meanwhile (adv) 6. overcome (v) 7. thankful (adj) Suggested answers: 1. We had tea. Afterwards, we sat in the garden to share stories about our childhood adventures. 2. During my childhood, I would often go swimming with my friends. 3. My parents eventually let me go to the party when I was in high school. 4. Falling in love with nature was a significant part of my childhood experience. 5. Meanwhile, I would often explore the woods behind our house with my friends during my childhood. 6. Despite facing challenges, we were able to overcome them together during our childhood years. 7. I am thankful for the love and support my family provided during my childhood. 2. While - reading (Reading- 20) a. Objectives: To help Ss practice reading for details. b. Content: Tasks a, b, and c. c. Expected outcomes: Ss can read for specific information and know about family life in the past. d. Organization: Teacher’s activities Students’ activities Task a: Read the passage about Lan's grandmother. What lesson does Lan get from her grandmother's stories? 1. We should work hard to overcome difficulties. 2. We should keep our hope in difficult times. - Ask Ss to read the questions and underline the key words - Read the questions and underline the key words. - Ask Ss to read the text and choose the correct answer. - Read the text, underline the evidence, and circle the correct answer. - Ask Ss to compare the answer with a partner and show the evidence to justify the answer. - Compare the answer with a partner and show the evidence to justify the answer. -Check the answers. -Correct the answers. Answer Key: 1. We should work hard to overcome difficulties. Evidence: I sometimes think about the stories my grandmother told me and feel thankful for her and my grandfather. Whenever I have a difficult problem, I think about those stories and tell myself to continue to work hard. Task b: Now, read and choose the correct answers. - Ask Ss to read the questions and underline the key words - Read the questions and underline the key words. -Ask students to read and choose the correct answers. - Read and choose the correct answers. - Ask Ss to check the answers with a partner. - Compare the answer with a partner and show the evidence to justify the answer. - Check Ss’ answers -Correct the answers. Answer Keys 1. C 2. A 3. A 4. D 5. C ANSWERS EVIDENCE 1. What does the word them in paragraph 1 refer to? A. Lan's stories B. Lan's school days C. Lan's grandmother's stories D. Lan's family members When I was a kid, I used to stay with my grandmother after school. She'd often tell me stories about her life in the past, and I found them very interesting. 2. What was Lan's grandmother's childhood like? A. It was difficult. B. There were many adventures. C. It was fun. D. There were many parties. Her childhood was different from mine. She grew up in a large, extended family. Her family was poor, and she only finished elementary school. When she was thirteen, she started working. Her uncle cooked for wedding parties, and she'd go with him to those parties to help him. 3. What was her grandmother's first job? A. helping at wedding parties B. selling groceries C. making pottery D. cooking at a restaurant When she was thirteen, she started working. Her uncle cooked for wedding parties, and she'd go with him to those parties to help him. 4. Where did Lan's grandmother meet her grandfather? A. at a party B. at school C. at the market D. at work Afterwards, she worked at a pottery place. She was good at making pottery and proud of the things she made. My grandfather also started working there. They fell in love and got married two years later. 5. Which of the following is NOT true about Lan's grandmother? A. She didn't go to high school. B. She liked making pottery. C. She went to work after having her first child. D. She started working from a young age. My grandparents worked hard to build a family together. After they had their first child, my grandfather continued to work at the pottery place. Meanwhile, my grandmother sold groceries at home. They eventually saved enough money to buy a house of their own and raised three children. Teacher’s activities Students’ activities Task c: Listen and read. CD1- Track 25 - Play the CD and ask Ss to listen and read along. - Listen and read along. - Pick two students to read the reading passage and correct their pronunciation if necessary. - Practice reading the passage. 3. Post-reading (5’) a. Objectives: To help Ss practice talking about grandparents' childhoods. b. Content: Tasks d c. Expected outcomes: Ss can talk about grandparents' childhoods. d. Organization Teacher’s activities Students’ activities Task d: In pairs: What do you know about your grandparents' childhoods? How is your life different or similar? - Divide the class into pairs. - Work in pairs. - Ask Ss to discuss the questions. - Discuss the questions. - Check Ss’ answers and give feedback. - Listen to feedback. Suggested answer: 1. A: What do you know about your grandparents' childhoods? B: I know that my grandparents had a simpler childhood compared to mine. They would often play outdoors and help their parents with chores. 2. A: How is your life different or similar? B: My life is different from my grandparents' life. I often play video games in my room. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner about childhood memories. Where did you use to go for family vacations when you were a child? Suggested answers: We used to go to the beach for family vacations when I was a child. - Vocabulary: 1. afterwards 2. childhood 3. eventually 4. fall in love 5. Meanwhile 6. overcome 7. thankful HOMEWORK:  Learn vocabulary related to the life of a family member.  Make sentences using vocabularies in SB.  Prepare for the next lesson (Speaking & Writing - Page 23 - 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