Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 27/10/24 17:36
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Nguồn: Sách Student's book, workbook i-learn Smart World 9
Mô tả: School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 22 UNIT 3: LIVING ENVIRONMENT Lesson 1: Vocabulary and Reading (Pages 24 & 25) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - to learn and use vocab. related to Living environment. - to practice reading for gist and specific information. - present their ideas about technology and appliances they want to have in their house. - improve reading skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - improve knowledge about technology in future houses. 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 - Match words to the definitions. - Talk about technology and appliances students want to have in their houses. - Read the text and choose the best title. - Read the text and fill in the blanks. - Say what kinds of technology or appliances students think will be most popular in the future. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - 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 the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can talk about technological devices based on the title and the picture. d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the pictures. What do you think the devices in the pictures do? Would you like to have similar devices in your home? Why (not)? - Ask Ss to work in pairs, look at the title and 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 title and the picture and answer the questions. - Share/exchange the answers with the class. Answer Keys 1. It cuts vegetables automatically; it helps control the appliances in the house from a distance. 2. Yes. Because they make my life more convenient. Ss’ answers B. New Lesson (35’) 1. Pre-Reading (Vocabulary - 15’) a. Objectives: To help Ss improve their phrasal verbs/new words about the topic: technology and appliances in future houses. b. Content: tasks a and b. c. Expected outcomes: Ss can learn some new words to talk about technology in their home. d. Organization Teacher’s activities Students’ activities Task a: Match the words to the definitions. Listen and repeat. - Ask Ss to work by themselves and match the words (using the DCR/ PPTs slides). - Ask Ss to compare the answers with a partner. - Check Ss’ answers around the class. - Ask Ss to listen and repeat. - Match the words to the definitions. - Check the answers with a partner. - Listen and repeat. Answer Keys: 1. elevator 2. generate 3. furniture 4. appliance 5. system 6. voice assistant 7. sensor 8. monitor Task b: In pairs: Use the new words to talk about the technology and appliances they want to have in their home. - Explain and model the activity. - Ask Ss to work in pairs, sharing their ideas about the technology and appliances they want to have in their home. - Check Ss’ answers around the class. - Pick some Ss to talk about their partner. - Listen to the instructions. - Work in pairs, sharing the ideas. - Share the ideas with the whole class. Suggested answers: I'd want to have lots of appliances and a voice assistant. I'd like to have an elevator to take me from the kitchen to my bedroom. I'd enjoy having a speaker system around my house so I can listen to music anywhere. 2. While Reading (Reading – 15’) a. Objectives: To help Ss read for gist and details. b. Content: Tasks a, b, and c. c. Expected outcomes: Ss can read for the main idea and specific information and know some new technology in the future houses. d. Organization: Teacher’s activities Students’ activities Task a: Read the article about houses below. Which of the following is the best title for the passage? 1. What Houses Will Be Like in the Future 2. Houses of Tomorrow: They're Here - Ask Ss to read the passages and choose the correct answer. - 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 circle the correct answer. - Compare the answer with a partner and show the evidence to justify the answer. Answer Key: number 2 Evidence: If you're looking for a new house, you'll notice that houses are getting smarter. Here are a few examples of houses of the future. Task b: Now, read and complete the table. Peace Cube Apartments • have (1) _________ and ________ that let you control the house remotely • can (2) _________ if there's a fire Sunshine Place Houses • can (3) ________ and _______ your garden • come with (4) _________ which provide children with entertainment Smart Nest Apartments • (5) ________ create power for the whole building • have smart (6) _________ which pick out trash to recycle - Ask Ss to read the sentences and fill in the blanks. - 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 fill in the blanks. - Compare the answer with a partner. Answer Keys 1. smart appliances – sensors 2. call emergency services 3. monitor – water 4. voice assistants 5. solar panels 6. trash cans Task c: Listen and read. - Play the CD and ask Ss to listen and read along. - Pick three Ss to read the three types of accommodation aloud and correct their pronunciation if necessary. - Listen and read along. 3. Post-reading (5’) a. Objectives: To help Ss predict the most popular technology and appliances in the future. b. Content: three types of accommodation from the text. c. Expected outcomes: Ss can predict the most popular technology and appliances in the future and explain why. d. Organization Teacher’s activities Students’ activities Pair work: What kinds of technology or appliances do you think will be most popular in the future? Why? - 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’) - Vocabulary: 1. elevator 2. Generate 3. Furniture 4. appliance 5. system 6. voice assistant 7. Sensor 8. monitor - Review the new words to talk about houses of the future. - Make sentences using the new words in SB. - Prepare for the next lesson (Grammar - pages 25 & 26 - 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: 23 UNIT 3: LIVING ENVIRONMENT Lesson 2: Grammar (Pages 25 & 26) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - to learn and use the Defining relative clauses with relative pronouns who, whom, which, that, whose. - identify the difference between subject relative clause and object relative clause. - produce sentences using Defining relative clauses with relative pronouns who, whom, which, that, whose. - improve Grammar and Speaking. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - improve knowledge about technology in future houses... 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 about defining relative clauses with relative pronouns, then fill in the blank. - Listen, check, and repeat. - Circle the correct words. - Combine the sentences. - Share the ideas with the class. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - Observation. - Observation/feedback. - Observation/feedback. - Observation/feedback. - Observation/feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: To introduce the grammar point: defining relative clauses with relative pronouns. b. Content: complete the sentences. c. Expected outcomes: Ss can complete the sentences with the correct given relative clauses. d. Organization Teacher’s activities Students’ activities Competition time: o Ask Ss to form groups of 3. o Give Ss instructions and one example. o Give Ss some sentences and relative clauses to complete. a. that want to reduce their impact on the environment b. which can entertain your kids c. who love nature d. which generate electricity for the whole building e. that connects to a larger garden 1.People ……………will like this place. 2. Each house has an outdoor space ……… 3. The houses also have voice assistants ……. 4. These apartments have solar panels…… 5. The trash cans will be great for people … - Check Ss’ answers. - Form groups of 3. - Follow the instructions. - Complete the sentences in a team/group. Answer Keys 1. c. People who love nature will like this place. 2. e. Each house has an outdoor space that connects to a larger garden. 3. b. The houses also have voice assistants which can entertain your kids. 4. d. These apartments have solar panels which generate electricity for the whole building. 5. a. The trash cans will be great for people that want to reduce their impact on the environment. B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use defining relative clauses with relative pronouns who, whom, which, that, whose and identify the difference between subject relative clause and object relative clause. b. Content: Tasks a and b. c. Expected outcomes: Ss can make sentences using relative clauses with relative pronouns who, whom, which, that, whose. d. Organization Teacher’s activities Students’ activities Task a: Read about defining relative clauses with relative pronouns, then fill in the blank. - Ask Ss to work individually and complete the task (using the DCR/ PPTs slides). - Ask Ss to compare the answers with a partner. - Check Ss’ answers around the class. - Explain the use of defining relative clauses with relative pronouns (using the DCR/ PPTs slides) - Explain the use of different relative pronouns (using the DCR/ PPTs slides) -Explain the difference between subject relative clause and object relative clause. - Fill in the blanks. - Compare the answers with a partner. - Listen to the teacher’s instructions and take notes. - Listen to the teacher’s instructions and take notes. - Listen to the teacher’s instructions and take notes. Task b: Listen and check. Listen again and repeat. - Check Ss’ answers around the class. - Listen and check. Answer Keys: - Listen and repeat. 2. Practice (15’) a. Objectives: To help Ss practice the use of defining relative clauses with different relative pronouns. b. Content: Tasks c and d. c. Expected outcomes: Ss can practice the use of “separable and inseparable phrasal verbs” and when to use them. d. Organization: Teacher’s activities Students’ activities Task c: Circle who, whose, or which. - Ask Ss to complete the task individually. - Ask Ss to check the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Check and correct Ss’ answers. - Complete the task. - Compare the answers with a partner. - Read the sentences out loud. Answer Keys: 1. which 2. whose 3. Who 4. which 5. who 6. Which 7. Whose 8. who Task d: Combine the sentences using relative clauses. 1. We have a sofa. The sofa is also a bed. 2. Old people would love a house with a smart safety system. Old people live alone. 3. We have a smart elevator. The elevator sends you from your car to your front door. 4. People will love these smart apartments. People care about the environment. 5. Parents will love the smart safety system. Their kids are very active. 6. The apartment has a smart garden. The smart garden helps plants grow by watering them and giving them plant food. - Ask Ss to combine the sentences using relative clauses. - Ask Ss to compare the answers with a partner. - Set the time and monitor the class. - Check Ss’ answers (using the DCR). -Combine the sentences using relative clauses. -Check the answers with a partner. Answer Key 1. We have a sofa that/which is also a bed. 2. Old people that/who live alone would love a house with a smart safety system. 3. We have a smart elevator that/which sends you from your car to your front door. 4. People that/who care about the environment will love these smart apartments. 5. Parents whose kids are very active will love the smart safety system. 6. The apartment has a smart garden that/which helps plants grow by watering them and giving them plant food. 3. Production (5’) a. Objectives: To help Ss produce sentences using defining relative clauses with different relative pronouns. b. Content: smart appliances and furniture in the future. c. Expected outcomes: Ss can talk about smart appliances and furniture they think they will have in the future and who the products would be for, using defining relative clauses with different relative pronouns. d. Organization Teacher’s activities Students’ activities In pairs: Take turns saying what smart appliances and furniture you think we will have in the future and who the products would be for using the table below. - Ask Ss to say what smart appliances and furniture they think they will have in the future and who the products would be for using the prompts in the table. - Monitor the class and help them if necessary. - Ask some Ss to share their ideas. - say what smart appliances and furniture they think they will have in the future and who the products would be for using the prompts in the table. - Work in pairs to share the ideas/ sentences. - Share the ideas with the class. Suggested answers: 1. A: I think we'll have smart mirrors that let you try on clothes without wearing them. B: I think they'd be for people who love fashion. 2. A: I think we'll have refrigerators that can order food and drinks. B: I think they'd be for people who are busy. 3. A: I think we'll have television screens that show 3D videos and movies. B: I think they'd be for people who have kids. C. Consolidation and homework assignments (5’) - Writing: Write 5 sentences, using defining relative clauses with relative pronouns who, whom, which, that, whose.  Review defining relative clauses with relative pronouns who, whom, which, that, whose.  Make sentences using defining relative clauses with relative pronouns in SB.  Prepare for the next lesson (Pronunciation & Speaking - pages 26 & 27 - 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: 24 UNIT 3: LIVING ENVIRONMENT Lesson 1.3: Pronunciation & Speaking (Pages 26 & 27) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice ‘…that can...’ and ‘…that care…’ (Sound changes and Rhythm) - talk about a cool and smart house. - improve speaking skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - improve knowledge about technology in future houses. 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 underlined letters. - Listen and cross out the sentence that doesn’t follow the note. - Read the sentences with the sound change. - Take turns talking about the smart homes. (Pair work) - Take turns saying which groups of people would love the apartment and house previously mentioned. - Discuss and design a house with at least four smart features. (Pair work) - Join another pair and tell them about your house. - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ answers/presentation. - Ss’ answers/presentation. - Ss’ answers/presentation. - Observation. - Observation and feedback. - 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 the transcription of sentences. b. Content: Pronunciation game: sentence transcription. c. Expected outcomes: Ss can write sentences based on their transcription. d. Organization Teacher’s activities Students’ activities COMPETITION TIME:  Create groups/teams of 5 students.  You will be given the transcription of 10 sentences.  You have to write the 10 sentences.  The team(s) with the most correct answers win(s).  Time limit: 5 minutes 1. /haʊ əʊld ə jʊ/? 2. /ʃiː ɪz maɪ ˈsɪstə/ 3. /duː jʊ spiːk ˈɪŋglɪʃ/? 4. /maɪ dæd ˈwɔːtəd ðə plɑːnts/ 5. /kæn jʊ draɪv ə kɑː/? 6. /ðə ˈbeɪbɪ wəz stɪl ˈsliːpɪŋ/ 7. /maɪ ˈfeɪvərɪt ˈkʌlə ɪz bluː/ 8. /aɪ ˈɔːlwəz get ʌp ˈɜːlɪ/ 9. /maɪ mʌm ˈnevə ˈdɑːnsɪz/ 10. /ʃiː həz ɔːlˈredɪ əˈraɪvd/ - Listen to the instructions. - Work in groups and write the sentences. - Ss’ answers Answer Keys 1. How old are you? 2. She is my sister. 3. Do you speak English? 4. My dad watered the plants. 5. Can you drive a car? 6. The baby was still sleeping. 7. My favorite color is blue. 8. I always get up early. 9. My mom never dances. 10. She has already arrived. B. New Lesson (35’) 1. Pronunciation (15’) a. Objectives: To help Ss practice ‘...that can...’ and ‘…that care…’ (Sound changes and Rhythm). b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by changing sounds in sentences. d. Organization Teacher’s activities Students’ activities Task a: Notes: 1. '...that can...' often sounds like /ðækən/. 2. '...that care...' often sounds like /ðæker/. - Ask Ss to take notes. - Listen and take some notes. Task b: Listen to the sentences and focus on the underlined letters. People that_care about the environment should live here. Our house has walls that_can move. -Listen to the sentences and focus on the underlined words. Task c: Listen and cross out the sentence that doesn't follow the note in Task a. I have smart appliances that clean themselves. These apartments have safety systems that can call emergency services. -Listen and choose the correct answer. Answer: These apartments have safety systems that can call emergency services. Task d: Read the sentences with the sound change noted in Task a. to a partner. - Ask some students to read the sentences out loud. - Give some feedback or correction. - Practice saying the sentences with a partner. - Read the sentences out loud. 2. Practice (10’) a. Objectives: To help Ss practice changing sounds to discuss some smart houses. b. Content: Tasks a and b. c. Expected outcomes: Ss can discuss smart houses with changing sounds. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Take turns talking about the smart homes below. - Ask Ss to practice in pairs. - Ask Ss to share their ideas with the class. - Check SS’s answers and give feedback. - Practice in pairs - Share the ideas with the class. Sample answer: A: What do the Lake View Apartments have? B: They have sensors that control lights, temperature, and water to save energy. Task b: Take turns saying which groups of people would love the apartment and house in Task a - Ask Ss to work in pairs and share their ideas. - Check Ss’ answers and give feedback (using the DCR/ PPT slides). - Share the ideas with a partner. Sample answer: A: People who want to save money would love Lake View Apartments. B: People that care about the environment would also love the apartments. 3. Speaking (10’) a. Objectives: To help Ss further practice changing sounds to discuss how to design some smart houses. b. Content: Tasks a and b. c. Expected outcomes: Ss can design some smart houses with changing sounds. d. Organization Teacher’s activities Students’ activities Task a: You're designing a smart house for one of the types of people below. In pairs: Choose one, then discuss and design a house with at least four smart features for them. - Ask Ss to work in pairs and discuss and design a house with at least four smart features for different types of people. - 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. Sample answer: A: People that are very busy want a house with lots of smart appliances. B: Yeah. They want smart appliances which they can control remotely, so they can control them from everywhere. Task b: Join another pair and tell them about your house. - Ask Ss to work in pairs and talk about the house they have designed. - Monitor the class and help them if necessary. - Elicit answers from some students. -Discuss in pairs. -Share their ideas with the class. Sample answer: We designed a house for people that are very busy, live alone, and want a small house. It has smart appliances that they can control remotely, so they can control them from everywhere. It also has refrigerators that can order food and drinks for them. In addition, it has walls that can move to change the size/shape of rooms and kitchen robots that can make a whole meal and clean themselves C. Consolidation and homework assignments (5’) Practice saying these sentences by changing sounds. People that_care about the environment should live here. Our house has walls that_can move.  Practice saying sentences in the Pronunciation (SB) by changing sounds.  Prepare for the next lesson (Vocabulary & Listening - pages 28 & 29 - 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