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: 55 UNIT 5: HEALTHY LIVING Lesson 1: Vocabulary and Reading (Pages 44 & 45) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use new words to talk about health myths. - practice reading for inference and details. - improve reading skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - understand more about the human body and healthy lifestyle. 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 - Fill in the blanks. - Read the text and choose the best answer. - Read the text and circle True, False or Don’t say. - Talk about health myths. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures A. Warm-up (5’) a. Objectives: to introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can describe what they see in the picture and give opinions on what people are doing is healthy or unhealthy. d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the pictures. What are these people doing? Do you think what they’re doing is healthy or unhealthy? Why? - 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 the answers with the class. Suggested answers What are these people doing? 1. She is drinking orange juice. 2. He is taking vitamins. 3. He/she is having breakfast. Do you think what they’re doing is healthy or unhealthy? Why? I think what they’re doing is healthy because orange juice, vitamins, and nutrient breakfast are good for our health. Ss’ answers B. New Lesson (35’) 1. Vocabulary – 10’ a. Objectives: To prepare vocabulary about the human body. 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: Read the definitions, then fill in the blanks with the new words. - Have Ss read the definitions, then fill in the blanks with the new words (using the DCR/ PPTs slides) - Have Ss check their answers with their partner. - Check Ss’ answers around the class. - Have Ss listen and repeat. - Fill in the blanks. - Check the answers with their partner. - Listen and repeat. Answer Keys: 1. detox 2. chemical 3. calorie 4. nutrient 5. virus 6. bone 7. fat 8. organ Task b: In pairs: Use the new words to talk about what you know about the human body and healthy lifestyles. - Explain and model the activity. - Have Ss work in pairs, and talk about what they know about the human body and healthy lifestyles. - Check Ss’ answers around the class and support in need. - Invite some Ss to share their ideas. - Listen to the instructions. - Work in pairs - Share the ideas with the whole class. Suggested answers: 1. The skin is the largest organ in our body. We shouldn't eat too many calories or avoid exercise. 2. Eating too much fat is bad. 3. We should wash our hands regularly to prevent viruses. 2. Pre & While 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 health myths or facts. d. Organization: Teacher’s activities Students’ activities Task a: Read the article about health. Which of the following is the best title for the passage? - Have students read the article. - Have students choose the correct answer. - Check the answer as a whole class. - Read the article, 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 Task b: Now, read and circle True, False or Don’t say. - Have students read the questions. - Have students read the article again and circle True, False, or Doesn't say. - Have students check their answers with a partner. - Check answers as a whole class. - Read the text and circle True, False, or Doesn't say. - Check theỉr answers with a partner. Answer Keys 1. False 2. Doesn't say 3. False 4. Doesn't say 5. True Task c: Listen and read. - Play the CD and have Ss listen and read along. - Listen and read along. 3. Post-reading – 10’ a. Objectives: To provide Ss with an opportunity to reinforce comprehension and communication skills. b. Content: Task d c. Expected outcomes: Ss can talk about the health myths. d. Organization Teacher’s activities Students’ activities Task d: In pairs: Do you know anyone who believes in the myths in the article? Which of the myths were surprising to you? - Have Ss discuss 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: nutrient, calorie, fat, organ, bone, virus, chemical, detox, harmful, harmless - Do Vocabulary & Reading exercises in the workbook on pages 26 & 27. - Prepare the next lesson: Lesson 1.2 – Grammar, pages 45 & 46. 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: 56 UNIT 5: HEALTHY LIVING Lesson 1.2: Grammar (Pages 45 & 46) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice and use suggest + gerund (V-ing) to offer advice. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 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 - Fill in the blanks with the correct form of the verbs. - Write sentences, using the prompts. - Ss’ answers. - Ss’ answers. - Observation. - Observation. 4. Procedures A. Warm-up (5’) a. Objectives: to review the previous lesson. b. Content: Game. c. Expected outcomes: Ss can review vocabularies in the previous lesson through mini-games. d. Organization Teacher’s activities Students’ activities Game: Competition Time - Work in groups of 5 - Unscramble the words to make sentences. - Which team has the most correct answers will win - Give feedback. - Work in groups, and follow the game’s instruction B. New Lesson (35’) 1. Presentation – 10’ a. Objectives: to help Ss understand the usages of suggest + gerund & suggest + not + gerund. b. Content: tasks a, and b. c. Expected outcomes: Ss can understand how to use the grammar point d. Organization Teacher’s activities Students’ activities Task a: Read about suggest + gerund, then fill in the blanks. - Give 2 examples of suggest + gerund - Have Ss read the example aloud. - Ask Ss to underline the suggest + gerund in the sentences. - Ask Ss to look at the grammar explanation boxes. - Draw Ss’ attention to words in bold. - Have Ss look at the picture and fill in the blank. - Check Ss’ answers around the class. - Read the example aloud and underline suggest & gerund in the sentences. Answer Keys: suggest using Task b: Listen and check. Listen again and repeat. - Have Ss listen and check their answers. - Have Ss listen and repeat. - Check answers - Listen and repeat. 2. Practice – 15’ a. Objectives: to help Ss understand the formula of suggest + gerund & suggest + not + gerund. b. Content: tasks c, and d. c. Expected outcomes: Ss can understand and apply the formula to the exercises. d. Organization: Teacher’s activities Students’ activities Task c: Write sentences using the prompts. - Demonstrate the activity with an example. - Have Ss look and write sentences using the prompts. - Have pairs check each other's work. - Have some students share their answers with the class. Answer Keys: 1. Doctors suggest drinking milk and eating fish and green vegetables to have strong bones. 2. The WHO suggests eating a healthy diet to get all the nutrients you need. 3. Doctors suggest removing soda from your diet because it has lots of calories and sugar. 4. Why do doctors suggest washing your hands regularly? 5. Health experts suggest not eating too much salt every day. 6. What do health experts suggest drinking to keep your organs strong? 7. Doctors suggest finding out which chemicals are good and which are bad. Task d: Complete the passage with suggest and the correct form of the verbs in the box. - Ask Ss to read the text. - Have Ss complete the passage with suggest and the correct form of the verbs in the box. - Have pairs check each other's work. - Have some Ss share their answers with the class - Read and fill in the blanks. - Check answers. Answer Keys 1. suggest drinking 2. suggest only eating 3. suggest not eating 4. suggest following 5. suggest focusing on 6. suggest choosing. Extra Practice: WB – p27: Fill in the blanks with suggest and the correct form of the verbs in the box. - Ask Ss to read the sentences. - Have Ss complete the sentences with suggest and the correct form of the verbs in the box. - Have pairs check each other's work. - Have some Ss share their answers with the class - Read and fill in the blanks. - Check answers. Answer Keys 1. suggest getting 2. suggest not drinking 3. suggest washing 4. suggest eating 5. suggest reducing 6. suggest not sitting 3. Production – 10’ a. Objectives: to help Ss to use the language and information in the real situation. b. Content: task e c. Expected outcomes: Ss can use Suggest + (not) gerund correctly. d. Organization Teacher’s activities Students’ activities Task e: In pairs: Use the prompts to talk about healthy things your parents, teachers, or doctors suggest doing. - Ask Ss to work in pairs, - Have students take turns saying what healthy things their parents, teachers, or doctors suggest doing. - Have some students demonstrate the activity in front of the class - Work in pairs to share their ideas. Suggested answers: My dad suggests waking up early to exercise on the weekends. My mom suggests going to bed early so I don't get tired the next day. My doctor suggests washing my hands regularly. My doctor suggests not eating fast food. C. Consolidation and homework assignments: (5’) - Grammar Point: Suggest + gerund - Prepare the next lesson: Lesson 1.3 – Pronunciation & Speaking, pages 46 & 47. 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: 57 UNIT 5: HEALTHY LIVING Lesson 1.3: Pronunciation & Speaking (Pages 46 & 47) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - pronounce the /tr/ and /tʃ/ sound. - talk about what health experts say. - improve speaking skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - foster Ss’ understanding of the importance of healthy habits 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. - Practice the conversation. Swap roles and repeat. - Make two more conversations using the provided ideas. - In pairs, talk about health myths or facts - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ answers/presentation. - Ss’ answers/presentation. - Observation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to review and learn more words about health and the human body b. Content: Game c. Expected outcomes: Ss can find out the target words. d. Organization Teacher’s activities Students’ activities Who’s faster: - Divide the class into groups of 5 students. - Say 10 definitions (one at a time). - Have Ss listen and write the words on the board. - Support by giving the first letter of each word. - Which team(s) with most correct answers win(s). - Work in groups of 5. - Listen and answer. Answer Keys 1. teacher 2. diabetes 3. exercise 4. flexibility 5. physical 6. stress 7. convenience food 8. snack 9. addiction 10. obesity 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 /tr/ and /tʃ/ sound. - Explain the combination of the stop sound /t/ and /r/ to make an /tr/ sound - Repeat the same procedure with /tʃ/ sound - Demonstrate how to pronounce the /tr/ and /tʃ/ sound. - Have Ss repeat the sound. - Listen and take notes. - Listen and repeat. Task b: Listen to the words and focus on the underlined letters. - Play the audio. Have Ss listen and notice the /tr/ and /tʃ/sounds. - Have Ss listen and repeat the words. truth nutrient chooses teacher - 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. chip 2. true 3. train Task d: Take turns saying the words in Task c. while your partner points to them. - Have some Ss read the words out loud. - Give feedback or correction. - Practice saying the words with a partner. - Read the words out loud. 2. Pre & While-Speaking (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: Take turns asking and answering if the health tips are a myth or a fact, then ask and answer about what doctors suggest. - 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, using prompts and swap roles. - Perform in front of the class. Task b: Practice with your own ideas. - Have Ss make 2 – 3 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 2 – 3 more conversations with different partners. - Perform in front of the class. 3. Post - 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 health myths or facts. d. Organization Teacher’s activities Students’ activities Task a: In pairs: Discuss whether the sentences below are myths or facts, why you think so, and what doctors suggest on each topic. - Have Ss work in pairs and discuss whether the sentences are myths or facts, and why. - Have Ss discuss what doctors suggest on each topic. - 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: Drinking juice will detox your body. Is it a myth or a fact? B: I think it’s a myth. Your body has organs that help you detox. A: I think you’re right. So, what do doctors suggest? Task b: What other health myths do you know - Have Ss work with a different partner and discuss other health myths or facts. - Invite some Ss to share their ideas with the class. - Discuss in pairs. - Share their ideas with the class. Suggested answer: - Breakfast foods are full of nutrients. - Eggs are not healthy. - Coffee stunts your growth. - All fat is bad. - Sugar makes kids hyperactive. C. Consolidation and homework assignments (5’) - Practice saying the /tr/ and /tʃ/sounds. - Do the Writing exercise on page 27 - WB - Prepare for the next lesson (Vocabulary & Listening - pages 48 & 49 - SB). 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: 58 UNIT 5: HEALTHY LIVING Lesson 2.1: Vocabulary and Listening (Pages 48 & 49) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use new words to describe health problems. - listen for the main idea and specific information 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - foster Ss’ understanding of teens health problems. 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 - Look at the pictures and fill in the blanks. - Listen and circle the correct answer. - Listen and fill in the blanks. - Read the Conversation Skill box. Listen and repeat. - Listen to the conversation again and circle the phrase. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Ss’ 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 problems they see in the pictures. d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the pictures. What is the problem? Do you think it’s a common problem teens have? What other health problems do teens have? - 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 the answers with the class. Suggested answers: 1. She doesn’t get enough sleep and feels tired at school. 2. It’s a common problem teens have recently. 3. Other health problems that teens have: - Eating too much fast food or junk food - Addicting to online games - Sleeping late - Skipping meals Ss’ answers B. New Lesson (35’) 1. Vocabulary (15’) a. Objectives: To prepare vocabulary for students to discuss health problems. b. Content: tasks a and b. c. Expected outcomes: Ss can use vocabulary to talk about health problems. 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 check. - Have Ss listen and repeat. - Match the words to the definitions. - Check the answers with their partner. - Listen and repeat. Answer Keys: 1. obese 2. nourishing 3. cafeteria 4. risk 5. promote 6. addicted 7. access 8. maintain Task b: In pairs: Use the new words to talk about things that people are addicted to, what things people should have access to, and what things we should promote at school. - Explain and model the activity. - Have Ss work in pairs and talk about things people are addicted to, what things people should have access to, and what things we should promote at school. - Check Ss’ answers around the class and support in need. - Invite some Ss to share their ideas. - Work in pairs. - Share the ideas with the whole class. Suggested answers: People are often addicted to online games. People should have access to fresh food. We should promote sports at school. 2. Pre & While-listening (15’) a. Objectives: To help Ss listen for the main idea and specific information. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can listen for the main idea and specific information. d. Organization: Teacher’s activities Students’ activities Task a: Listen to people talking about teens' health problems. Who are the participants? - Have Ss work in groups and read the question. - Play audio, and have Ss listen and take notes - Have Ss circle the correct answer. - Check the answer as a whole class - Work in a group and read the question - Listen and take notes - Check answers Answer Key: number 1 Task b: Now, listen and fill in the blanks. - Have Ss read the sentences. - Have Ss listen and fill in the blanks. - Have Ss check the answers with a partner. - Check the answer as a whole class. - Read the sentences. - Listen and fill in the blanks. - Check theỉr answers with a partner. Answer Keys 1. six to seven 2. 11 p.m. 3. School 4. obese 5. sugar 6. nourishing lunches Task c: Read the Conversation Skill box, then listen and repeat. - Have Ss read the Conversation Skill box. - Explain and clarify the use of the Conversation Skill. - Play audio. - Have Ss listen and repeat. - Read the Conversation Skill box. - Listen to the explanation - Listen and repeat. Task d: Now, listen to the conversation again and circle the phrase that you hear - Have Ss listen to the audio again and circle the phrase they hear. - Check the answer. - Listen and circle Answer keys: That’s all for today. Thank you for your time. 3. Post-listening (5’) a. Objectives: To provide students with an opportunity to practice how to ask for clarification and discuss health problems. b. Content: Task e. c. Expected outcomes: Ss can know how to ask for more information to understand more about the problems and they can discuss health problems and what experts suggest. d. Organization Teacher’s activities Students’ activities Task e: In pairs: Do you have any of the problems Dr. Anderson talked about? What other health problems do you have? - Divide the class into pairs. - Have Ss discuss the questions. - Elicit answers from some Ss. - Work in pairs. - Discuss the questions. - Share the ideas with the class. Suggested answers Yes, I do. I usually don’t get enough sleep, so I always feel sleepy during the daytime. I do have a busy schedule every day so I keep skipping meals. I know this habit is harmful to my body and always makes me feel under the weather. C. Consolidation and homework assignments (5’) - Vocabulary: obese, nourishing, cafeteria, risk, promote, addicted, access, maintain - Do Vocabulary and Listening in WB pages 28 & 29 - Make sentences using the new words in SB - Prepare for the next lesson (Grammar - pages 49 & 50 - 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: 59 UNIT 5: HEALTHY LIVING Lesson 2.2: Grammar (Pages 49 & 50) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use adverbial clauses/ phrases of concession 1.2. Competences - improve Ss’ listening and communication, collaboration, analytical, critical thinking skills, and creativity. 1.3. Attributes - foster Ss’ 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 - Match sentence. - Read about adverbial clauses/phrases of concession, then fill in the blanks. - Fill in the blanks. - Read and circle the sentences with the closest in meaning. - Complete the sentences and practice adverbial clauses/phrases of concession. - Ss’ answers/performance. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - 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 points of adverbial clauses of concession. b. Content: Game. c. Expected outcomes: Ss can get to know the adverbial clauses of concession. d. Organization Teacher’s activities Students’ activities Matching game - Ask Ss to form groups of 4-5. - Give Ss instructions. - Give Ss some time to match sentence beginnings and endings. - Check Ss’ answers. - Work in groups - Match sentences Answer Keys 1. b 2. a 3. c 4. e 5. f6. d B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use adverbial clauses/phrases of concession. b. Content: Tasks a and b. c. Expected outcomes: Ss can understand how to use adverbial clauses/ phrases of concession in different contexts. d. Organization Teacher’s activities Students’ activities Task a: Read about adverbial clauses/ phrases of concession, then fill in the blanks. - Have Ss read and look at the highlighted words and complete structures. - Have Ss look at the grammar explanation box and read the examples. - Have some Ss read the examples aloud. - Explain the form and use of “adverbial clauses/phrases of concession” (using the DCR/ PPTs slides) - Have Ss work individually and complete the task (using the DCR/PPT slides). - Have Ss check the answers with a partner. - Check Ss’ answers around the class - Read the grammar explanation box. - Some Ss were invited to read the examples aloud. - Listen to the teacher’s instructions and take notes. - Fill in the blanks. - Check the answers with a partner. Task b: Listen and check. Listen again and repeat. - Play the audio. Have Ss listen again and check. - Check Ss’ answers around the class. - Have Ss listen again and repeat. - Invite some Ss to repeat. - Listen and check. Answer Keys: Although - Listen and repeat. - Some Ss were invited to read the sentence aloud. 2. Practice (15’) a. Objectives: To help Ss practice the use of the adverbial clauses/phrases of concession b. Content: Tasks c and d. c. Expected outcomes: Ss can remember and know how to use the adverbial clauses/phrases of concession. d. Organization: Teacher’s activities Students’ activities Task c: Fill in the blanks with although / though or despite/in spite of - Demonstrate the activity using the example. - Have Ss complete the task individually. - Have Ss check the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Check and correct Ss’ answers. - Listen to the instructions. - Complete the task. - Check the answers with a partner. - Read the sentences out loud. Answer Keys: 1. Although/Though 2. Although/Though 3. Despite/In spite of 4. despite/in spite of 5. Despite/In spite of 6. although/though 7. despite/in spite of Extra Practice – WB P29: Fill in the blanks with although / though or despite/in spite of - Demonstrate the activity using the example. - Have Ss complete the task individually. - Have Ss check the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Check and correct Ss’ answers. - Listen to the instructions. - Complete the task. - Check the answers with a partner. - Read the sentences out loud. Answer Keys: 1. Although/Though 2. Although/Though 3. Despite/In spite of 4. although/though 5. Despite/In spite of 6. despite/in spite of Task d: Choose the sentence that is closest in meaning to each of the following sentences. - Demonstrate the activity using the example. - Have students choose the sentence that is closest in meaning to the one above. - Have Ss check the answers with a partner. - Have some Ss read the answers aloud. - Check Ss’ answers (using the DCR). - Listen to the instructions. - Complete the task. - Read the sentences aloud. - Check the answers with a partner. Answer Keys 1. C 2. B 3. C 4. A 5. B 3. Production (5’) a. Objectives: To help Ss produce sentences using the adverbial clauses/phrases of concession. b. Content: Task e c. Expected outcomes: Ss can use the adverbial clauses/phrases of concession in writing and speaking. d. Organization Teacher’s activities Students’ activities Task e: In pairs: Complete the sentences with your own ideas and tell your partner. - Divide the class into pairs. - Have Ss complete the sentences with their own ideas and tell their partner. - Monitor the class and help them if necessary. - Have some Ss demonstrate the activity in front of the class. - Feedback on Ss’ answers. - Complete the task. - Share the ideas with the class. Suggested answers: 1. Although I don't like sports, I play badminton twice a week. 2. Though I like having snacks, I try to only have one a day. 3. I eat lots of vegetables although I don't really like them. 4. I'm trying to wake up at 5 a.m. every day though it's difficult to do. 5. I like watching horror movies in spite of my fear of ghosts. 6. I hate exercising despite knowing that it's great for my health. C. Consolidation and homework assignments (5’) - Grammar: Adverbial clauses/phrases of concession. - Do homework: Writing on page 29 – WB - Prepare for the next lesson (Pronunciation & Speaking - pages 50 & 51 - 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