Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 17:18 18/03/2025
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Nguồn: Sách Student's book, workbook i-learn Smart World 9
Mô tả: School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 79 UNIT 7: URBAN LIFE Lesson 1: Vocabulary and Reading (Pages 64 & 65) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use new words to discuss problems in a city and solutions to them. - practice reading for inference and details about creative solutions to pedestrian safety and littering. - present their ideas about possible solutions to dangerous streets and littering. - improve reading skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - foster empathy and social awareness among Ss and inspire them to become active and responsible citizens. 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 the underlined words to the definitions. - Talk about your hometown or yourself. - Read the text and choose the best answer. - Read the text and fill in the blanks. - Talk about some other possible solutions to dangerous streets and littering. - 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 describe what problems they see in the pictures and give some solutions to the problems. d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the pictures. What problems can you see? What are some solutions to these problems? - Have Ss work in pairs, look at the pictures, and answer the questions (using the DCR/ PPTs slides). - Invite some pairs to give their answers. - Give feedback. - Work in pairs, look at the pictures and answer the questions. - Share/exchange the answers with the class. Answer Keys Problems: 1. Lots of trash 2. Pollution 3. Traffic jam 4. No sidewalk Solutions: 1. Put trash in the right place or in the trash can 2. Use public transportation instead of cars 3. Widen roads, build new lanes 4. Create and maintain bike lanes and sidewalks Ss’ answers B. New Lesson (35’) 1. Pre-Reading (Vocabulary - 15’) a. Objectives: To prepare vocabulary for students to discuss problems and solutions in a city. b. Content: Tasks a and b. c. Expected outcomes: Ss can use vocabulary to talk about problems in their hometown or talk about themselves. d. Organization Teacher’s activities Students’ activities Task a: Match the underlined words to the definitions. Listen and repeat. - Have Ss work by themselves and match the words (using the DCR/ PPTs slides) to the definitions. - Have Ss check their answers with their partner. - Check Ss’ answers around the class. - Have Ss listen and repeat. - Match the words to the definitions. - Check the answers with their partner. - Listen and repeat. Answer Keys: 1. ban 2. encourage 3. traffic jam 4. accident 5. struggle 6. sidewalk 7. crosswalk 8. pedestrian Task b: In pairs: Use the new words to talk about your hometown or yourself. - Explain and model the activity. - Have Ss work individually. - Check Ss’ answers around the class and support in need. - Invite some Ss to share their ideas. - Listen to the instructions. - Work individually - Share the ideas with the whole class. Suggested answers: 1. I struggle with English speaking but am improving with practice. 2. The government should ban plastic bags to reduce pollution. 3. He was late for work this morning because he got stuck in the traffic jam. 4. Pedestrians should always use crosswalks when crossing the street. 5. The city center has wide sidewalks to accommodate pedestrians. 6. The city has built pedestrian bridges to improve safety at busy intersections. 7. There was a car accident yesterday, but fortunately, no one was injured. 8. Parents should encourage their children to participate in outdoor activities. 2. While Reading (Reading – 15’) a. Objectives: To help Ss read for inference and details. b. Content: Tasks a, b, and c. c. Expected outcomes: Ss can read for specific information and be aware of urban issues. d. Organization: Teacher’s activities Students’ activities Task a: Read Lisa’s blog post about two interesting solutions. What problems do they solve? 1. people not following traffic laws and pollution 2. Poor pedestrian safety and littering - Have Ss read the blog post and underline the key words for the problems they solve. Circle the correct answer. - Have Ss check the answer with a partner and show the evidence to justify the answer. - Check the answer as a whole class. - Read the blog post, underline the evidence, and circle the correct answer. - Check the answer with a partner and show the evidence to justify the answer. Answer Key: number 2 Evidence: I saw some tourists struggling to cross the street. People were driving fast, and those tourists were scared someone would hit them. This happens every day to tourists, kids, and old people. The city of Tuscon, Arizona, USA found that its streets were becoming more dangerous for pedestrians, and it had a creative solution. They were having problems with people littering. Task b: Now, read and fill in the blanks. - Have Ss read the blog again and fill in the blanks. - Set the time and monitor the class. - Have Ss check the answers with a partner. - Invite four students, each fills in the blank for one sentence and reads the sentence aloud (using the DCR). Extra practice: Read again and find the opposite words. - Have Ss read the blog again and find the opposite words. Be careful with the part of speech. - Invite Ss to give their answers and read the evidence aloud. - Support students by reading each sentence for Ss to find the word if they cannot. 1. I was walking home when I saw some tourists struggling to cross the street. 2. People were driving fast, and those tourists were scared someone would hit them. 3. The city of Tuscon, Arizona found that its streets were becoming more dangerous for pedestrians. 4. A study showed that this solution reduced accidents involving pedestrians by up to 50%. 5. They used clear trash cans with fun questions like "Which came first? Chicken or Egg?", and people answered by putting trash in the can with the answer they agreed with. - Read the text and fill in the blanks. - Check theỉr answers with a partner. - Fill in the blanks and read the sentences aloud. Answer Keys 1. tourists, kids, and old people struggle 2. pedestrians 3. (some) crosswalks and sidewalks 4. littering 5. clear trash cans - Read again and find the opposite words - Give the answers and read the evidence aloud. Answer Keys 1. succeeding 2. scared 3. dangerous 4. reduced 5. fun Task c: Listen and read. - Play the CD and have Ss listen and read along. - Listen and read along. 3. Post-reading (5’) a. Objectives: To provide students with an opportunity to reinforce comprehension and enhance their English fluency and communication skills. b. Content: Discussing some other possible solutions to dangerous streets and littering. c. Expected outcomes: Ss can suggest some other solutions to dangerous streets and littering. d. Organization Teacher’s activities Students’ activities Pair work: What are some other possible solutions to dangerous streets and littering? - Have Ss 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. ban 2. encourage 3. traffic jam 4. accident 5. struggle 6. sidewalk 7. crosswalk 8. pedestrian - Review new words to talk about urban’s issues. - Make sentences using new words in SB. - Do homework: New words and Reading – pages 38-39 in WB - Prepare for the next lesson (Grammar - pages 65 & 66 - 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: 80 UNIT 7: URBAN LIFE Lesson 2: Grammar (Pages 65 & 66) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use the Past Continuous in Speaking and Writing 1.2. Competences - improve Ss’ listening and communication, collaboration, analytical, critical thinking skills, and creativity. 1.3. Attributes - foster Ss’ patience and attention to detail for consistent practice and repetition to reinforce learning and build fluency. 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 sentences and highlight the past continuous and simple past. - Read again and match them to the statements. - Read about the Past Continuous, then fill in the blanks. Listen and check. - Fill in the blanks with the correct form of the verbs. - Write sentences using the prompts. - Use the prompts to make sentences using the Past Continuous. - Look at the pictures and talk about leisure activities. - Ss’ answers. - Ss’ answers - Ss’ answers. - Ss’ answers. - Ss’ answers - Ss’ answers. - Ss’ answers./presentation - Observation and feedback. - 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 grammar point: the Past Continuous. b. Content: Competition time: Unscramble the words to make sentences. c. Expected outcomes: Ss can unscramble the words to make sentences. d. Organization Teacher’s activities Students’ activities Competition time: o Have Ss form groups of 5. o Give Ss instructions and one example. o Give Ss some sentences to unscramble 1. Mary / when / cut herself. / was chopping / she / onions 2. tripped and fell / while / a bus / was getting off./ My father / he 3. he / the magician / a new magic trick / was practicing / While / himself. / hurt 4. at / he / 6 p.m. yesterday./ was snowboarding 5. surfing / while / the internet / their children / video games./ They were / were playing 6. performance / We / for / our / all yesterday afternoon./ were practicing o Check Ss’ answers. - Form groups of 5. - Follow the instructions. - Unscramble the sentences in a team/group. Answer Keys 1. Mary was chopping onions when she cut herself. 2. My father tripped and fell while he was getting off a bus. 3. While the magician was practicing a new magic trick, he hurt himself. 4. He was snowboarding at 6 p.m. yesterday. 5. They were surfing the internet while their children were playing video games. 6. We were practicing for our performance all yesterday afternoon. B. New Lesson (35’) 1. Presentation (Vocabulary - 15’) a. Objectives: To help Ss understand the form of the Past Continuous and how to use it correctly. b. Content: tasks a and b c. Expected outcomes: Ss can understand the form of the Past Continuous and how to use it correctly. d. Organization Teacher’s activities Students’ activities Task a: Read about the Past Continuous, then fill in the blanks. - Invite 4 Ss, each student looks at the grammar explanation box and reads one usage and its examples aloud. - Have Ss fill in the blanks. - Have Ss check their answers with their partner. - 4 Ss read the grammar explanation and examples aloud. - Fill the blanks. - Check their answers with a partner. Task b: Listen and check. Listen again and repeat. - Play the audio. Have Ss listen and check their answers. - Play the audio again. Have Ss listen and repeat. - Listen and repeat. Answer Keys: was having - heard 2. Practice (15’) a. Objectives: To help Ss practice the form and use of the Past Continuous. b. Content: Tasks c and d. c. Expected outcomes: Ss can remember the form and use of the Past Continuous. d. Organization: Teacher’s activities Students’ activities Task c: Fill in the blanks with the correct form of the verbs. - Demonstrate the activity using the example. - Have Ss work individually and fill in the blanks with the correct form of the verbs. - Remind Ss to be careful with ‘While’ and ‘When’ - Have Ss check the answer with a partner and explain. - Check the answers as a whole class. - Observe the example - complete the task. - check the answers with a partner. Answer Key: 1. was waiting 2. was travelling – saw 3. were crossing 4. was telling - was driving 5. was sitting – started Task d: Write sentences using the prompts. - Demonstrate the activity using the example. - Have Ss write sentences using the prompts. - Set the time and monitor the class. - Have Ss check the answers with a partner. - Invite four students, each goes to the board and writes the sentence (using the DCR). - Write sentences. - Check theỉr answers with a partner. - Write the answers on the board. Answer Keys 1. We were riding our bikes home when a car stopped in front of us. 2. Volunteers were picking up trash in the park all day yesterday. 3. They were working on the new apartment building while I was trying to sleep. 4. I was walking to school with my brother at 7 a.m. this morning. 5. The mayor was giving a speech when some noisy people interrupted him. 3. Production (5’) a. Objectives: To help Ss produce sentences using the Past Continuous correctly. b. Content: Using the prompts to make sentences using the Past Continuous. c. Expected outcomes: Ss can use the Past Continuous correctly. d. Organization Teacher’s activities Students’ activities In pairs: Use the prompts to make sentences using the Past Continuous. - Divide the class into pairs. - Demonstrate the activity using the example. - Have Ss to make sentences. - Have Ss demonstrate the activity in front of the class. - Work in pairs to share their ideas. - Present the answers Answer Keys 1. I was riding my bike to school when I had an accident. 2. My neighbor was singing so loudly at 11 p.m. last night. 3. A large group of noisy people was having a picnic while we were trying to relax in the park. 4. I was talking about soccer with my brother all night. C. Consolidation and homework assignments (5’) - Grammar: We can use the Past Continuous to describe: 1. one past action happening and another action in the Past Simple interrupted it. 2. an action happening at a specific time in the past. 3. an action happening for a period of time in the past. 4. two or more actions happening at the same time in the past. - Review the Past Continuous: Form and Usage - Make sentences using the Past Continuous. - Prepare for the next lesson (Pronunciation & Speaking - pages 66 & 67 - 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: 81 UNIT 7: URBAN LIFE Lesson 1.3: Pronunciation & Speaking (Pages 66 & 67) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - pronounce the /dʒ/ sound. - talk about problems in a city and solutions to them. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - foster Ss’ patience and attention to detail for consistent practice and repetition to reinforce learning and build fluency. 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 letters. - Listen and circle the words you hear. - Take turns saying the words. - Practice the conversation. Swap roles and repeat. - Make two more conversations using the provided ideas. - In pairs, talk about problems and solutions. - 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 the /dʒ/ sound in words. b. Content: Word guessing game. c. Expected outcomes: Ss can find out the target words. d. Organization Teacher’s activities Students’ activities COMPETITION TIME: WORD GUESSING GAME - Create groups of 5 students. - Instruct Ss to play the game. - Demonstrate the game using an example. - Check the group’s answers. Example: Teacher says: a thing/structure that connects two places over a gap, like a river, a valley. People or vehicles cross from one side to the other safely. 1. It's the sixth month of the year, usually when summer begins. 2. A place where people go to exercise and stay fit, often equipped with different equipment like weights. 3. Someone who listens to both sides of a story in a court and decides who is right or wrong. 4. A thick and sweet spread made from fruit, often eaten on bread or toast. 5. To give someone support or confidence to do something. 6. Crossing a busy road without looking is ………………….. 7. A person who serves in the military and protects their country. 8. To make something different or to replace one thing with another. 9. The part of a machine that uses fuel or electricity to produce power and make things move, like in cars or trains. 10. very large or big in size, like a giant elephant or a massive building. - Form groups of 5 - Listen to the instructions. - Work in groups and write the answers. - Write the answer: bridge Answer Keys 1. June 2. Gym 3. Judge 4. Jam 5. Encourage 6. Dangerous 7. Soldier 8. Change 9. Engine 10. Huge B. New Lesson (35’) 1. Pronunciation (15’) a. Objectives: To help Ss practice stressing content words in a sentence. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by stressing content words in sentences. d. Organization Teacher’s activities Students’ activities Task a: Focus on the /dʒ/ sound. - Explain the combination of the stop sound /d/ as in ‘dog’ and the fricative sound /ʒ/ as in ‘vision’ to make an affricate sound /dʒ/ as in ‘encourage’. - Explain what an affricate sound is. ‘An affricate sound is a sound made by stopping the airstream and releasing it with an audible friction.’ - Demonstrate how to pronounce the /dʒ/ sound. - Have Ss repeat the sound. - Listen and take notes. - Listen and repeat the sound. Task b: Listen to the words and focus on the underlined letters. - Play the audio. Have Ss listen and notice the /dʒ/ sound. - Have Ss listen and repeat the words. Encourage Traffic jam - Listen and focus on the underlined letters. - Listen and repeat the words. Task c: Listen and circle the words you hear. - Play the audio. Have Ss listen and circle the words they hear. - Play the audio again and check answers as a whole class. - Listen and choose the correct answer. Answers: 1. Jerrry 2. Choice 3. Joke Task d: Take turns saying the words in Task c. while your partner points to them. - Have some students read the words aloud. - Give some feedback or correction. - Practice saying the words with a partner. - Read the words aloud. 2. Practice (10’) a. Objectives: To help Ss practice some words with the /dʒ/ sound in the conversation. b. Content: Tasks a and b. c. Expected outcomes: Ss can pronounce some words with the /dʒ/ sound. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Practice the conversation Swap roles and repeat. - Have Ss practice the conversation in pairs and swap roles. - Have some pairs demonstrate the conversation in front of the class. - Give feedback or any correction on their pronunciation. - Practice the conversation with a partner and swap roles. - Perform in front of the class. Task b: Make two more conversations using the ideas on the right. - Have Ss make two more conversations with other partners. - Invite two pairs of Ss to perform in front of the class. - Give feedback or any correction on their pronunciation. - Make two more conversations with different partners. - Perform in front of the class. 3. Speaking (10’) a. Objectives: To help Ss further practice their pronunciation and speaking skills. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about problems and solutions in city life. d. Organization Teacher’s activities Students’ activities Task a: Choose an event below that you experienced. In pairs: Student A, tell your partner about it. Talk about the context and what happened, then say if it's a problem in your city and give solutions to it. Student B, listen and ask questions. - Have Ss work in pairs and choose an event to talk about. - Monitor the class and help them if necessary. - Invite some pairs to perform in front of the class. - Give feedback to encourage Ss. - Work in pairs to talk about an event. - Perform in front of the class. Suggested answers: A: You’ll never believe what happened to me today. B: Oh, really. What happened? A: I was walking to the grocery when there was a car accident at the intersection. B: Was anyone hurt? A: Luckily! no one injured. But there’s quite a bit damage to both cars. B: How did you feel? A: It’s scary. I think the city should do something about this intersection. B: You’re right. Maybe they should reduce the speed limit in this area. Task b: What other problems does your city have? How can the city fix them? - Have Ss work with a different partner and discuss other problems in the city and how to fix them. - Monitor the class and help them if necessary. - Elicit answers from some students. - Discuss in pairs. - Share their ideas with the class. Suggested answer: The pollution is bad. I think our city should plant more trees and build more parks. C. Consolidation and homework assignments (5’)  Practice the /dʒ/ sound. 1. Encourage 2. June 3. Gym 4. Judge 5. Dangerous 6. Soldier 7. Change 8. Engine 9. Huge 10. Traffic jam  Do the writing exercise on page 39 - WB  Prepare for the next lesson (Vocabulary & Listening - pages 68 & 69 - 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 DYỆT