Giáo án Tiếng Anh 9 - Week 32 - Năm học 2023-2024
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Date of planning: 7/4./2024 Date of teaching: ./4/2024 Week 32 – Period 78 UNIT 11: TRAVELLING IN THE FUTURE. Lesson 1: Getting started I hope we will have a hyperloop soon! I. OBJECTIVES: By the end of this lesson, students will be able to gain: 1. Knowledge - An overview about the topic TRAVELLING IN THE FUTURE. - Vocabulary to talk about future means of transport. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills, - Ss are more aware of means of transport in the future. II. MATERIALS Grade 7 textbook, Unit 11, Getting started Pictures, maps and CD player sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To set the context for the listening and reading text. To introduce the topic of the unit. * Content: Look at the picture and answer the Qs * Products: Ss‟ answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: * Chitchatting: * Teacher has Ss to look at the picture and talk about it by answering these questions. ** Ss work in pairs to do the task. *** Teacher calls on some Ss to give their ideas about it. + How do you people travel every day? **** Teacher listens, comments, then leads Ss to + What do you think about the traffic in the the new lesson. picture? Teacher says: “In the lesson today we are going to + How about traffic in the future? learn a new unit about “Travelling in the future”. People travel by different means of Let’s start to see and find out more information transport such as cars, motorbikes, bicycles, related to our new topic”. buses or on foot There's too much traffic on the road. This can easily cause traffic congestion ( traffic jam) I think there will be many modern means of transport that will save energy and protect the environment. Activity 2: Presentation (5’) Pre-teach Vocab * Aim: To introduce new vocabulary, To set the context for the introductory conversation; * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary * Vocabulary * Teacher use different techniques to teach 1. eco – friendly (a) /ˈiː.kəʊˌfrend.li/:thõn thiện vocab (pictures, situation, realia) với mụi trường ** Follow the seven steps of teaching vacab. 2. fume (n) /fjuːm/: khúi *** Repeat in chorus and individually 3. hyperloop (n) /ˈhaɪ.pərluːp/: hệ thống giao thụng tốc độ cao **** Copy all the words 4. teleporter (n) /ˈtel.ɪ.pɔː.tər/: phương tiện di * Checking vocab: < Rub out and chuyển tức thời remmember> 5. campsite (n) /ˈkổmp.saɪt/: địa điểm cắm trại SET THE SCENE: PRE- QUESTIONS * Teacher draws students‟ attention to the * PRE- QUESTIONS pictures in the textbook and asks them some + Who are they? questions about the pictures. Teacher don‟t + Where are they? confirm whether theirs are right or wrong. + Where are they going? ** Ss work out and answer questions in pairs. + What can you see outside the coach? + What can you see in the bubble? *** Ss share their answers as a whole class. + What could they be talking about? **** T asks them to read and listen to the * Suggested answers: conversation to check their answers. + They are Minh and Ann. + They are on a coach. + They are going to the campsite. + Outside the coach, we can see the crowded street. There is a traffic jam. + In the bubble, there is a system of tubes. Minh is thinking about means of transport. Activity 3: Practice: (20’) Task 1 +Task 2 * Aims: To practice the targeted language and the background knowledge * Content: Listen and read the conversation * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1 + 2 TASK 1: Listen and read. * Teacher plays the recording, asks students to ? What are Ann and Minh talking about? underline the words related to the topic. (Ex 1, 2, p. 114, 115) (Teacher may check the meaning of some words A. Travelling by teleporter if necessary.) B. Future modes of travel Teacher can play the recording more than once. C. Being in a traffic jam Students listen and read. *Answer key: 2B ** Teacher can invite some pairs of students to read aloud. *** Teacher refers to the questions previously asked. **** Then, teacher confirms the correct answer: “Ann and Minh are talking about future modes of travel. Task 3 * Aims: To help Ss read for specific information about Ann and Minh‟s conversation. * Content: Read the conversation again and tick T (True) or F (False). * Products: Students give the corect answers * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 2: Read the conversation again and tick * Teacher asks Ss to work in pairs to read the T (True) or F (False). (Ex 3, p. 115) conversation again and underline the key words in each sentence. ** Ss work in pairs to do the task. *** Ss answer and point out where in the conversation they find the information for their answers. **** Teacher checks the answers as a class. * Answer keys: 1. T 2. F 3. F 4. T 5. T Task 4 * Aims: To help Ss recognise the words / phrases used to describe means of transport; – To help Ss further understand the text. * Content: Find the words and phrases that describe the means of transport * Products: Ss write them in the correct columns. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4 : Find the words and phrases that * Teacher asks Ss to work in pairs to read the describe the means of transport in the conversation again and to underline the words / conversation and write them in the correct phrases that describe means of transport: columns. (Ex 4, p. 115) * Answer keys: hyperloop and teleporter. ** Ss work in pairs to pick out words / phrases they have found to write down in the correct column. *** Teacher asks some Ss to read out words / phrases they have found in the conversation to put into each column. **** Teacher checks the answers as a class Activity 4: Production:(5’) Task 5 * Aims: – To help Ss review vocabulary related to different means of transport; – To give Ss a chance to develop creative thinking; * Content: Quiz - What vehicle is this? * Products: Practise in pairs and give correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Quiz (Ex 5, p. 115) * Teacher asks Ss to work in pairs to discuss to What vehicle is this? find out the vehicles in these sentences. * Answer keys: ** Ss work in pairs to do the task 1. bicycle / bike *** Teacher reads out loud each question and 2. car the pairs answer. The pair who correctly 3. train completes its first wins 4. sailing boat **** Teacher confirms the answers. 5. rocket / spaceship --:>What do you think these vehicles will be like in 50 years? I think people will use some of these vehicles in * Then, teacher has Ss work in pairs again to 50 years. They will be innovated to save more discuss how the vehicles they have thought of energy and save the environment. will be like in 50 years. ** Ss work in pairs to do the task. *** Teacher calls SS give any description about future means of transport they can imagine. **** Teacher corrects grammar or pronunciation mistakes if needed. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content what students have learnt in the lesson. * Products: Some Ss say aloud in front of the class. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Some new words have learnt in the lesson. - Read and understand content of the - Ss work indepently conversation * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students‟ textbook and workbook. * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). *- Evaluation: . Date of planning: 7/4./2024 Date of teaching: ./4/2024 Week 32 – Period 79 UNIT 11: TRAVELLING IN THE FUTURE. Lesson 2: A closer look 1 I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge - Vocabulary: + use the lexical items related to the topic Travelling in the future. Pronunciation: say sentences with correct stress. 2. Core competence - Develop communication skills . - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. 3. Personal qualities - Be ready to know the words about future means of transport. - Develop self-study skills. II. MATERIALS Grade 7 textbook, Unit 11, A closer look 1 Computer connected to the internet TV/ Projector/ Pictures/ Cards sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: -To activate students‟ knowledge on the topic of the lesson - To introduce the new lesson. * Content: Make questions * Products: Students say the answer. * Organization of implementation: Teacher’s and Ss’activities Content - Give Ss a few minutes to play a game. Have * Matching : Match the pictures of some modes of Ss play in two teams. travel with sentences describing them. - Give the teams some pictures of some modes A: hyperloop of travel: hyperloop, flying car, train, and B: flying car sentences that describe these modes of travel: C: train -Ask Ss to write the sentence numbers under the correct pictures. Tell them that they can use 1. It has two wings. some sentences more than once. 2. It is a system of tubes. -The team with most correct answers or 3. It travels long distances in just minutes. finishes first is the winner. 4. It carries many passengers and runs on rails. 5. It makes noise. -Ask Ss to open their books to page 116. 6. It is eco-friendly. Teacher leads students into the lesson by 7. It is safe and it doesn't have fumes. telling them that “In today lesson, we are going 8. The driver can turn to fly mode when roads are to learn more words to talk about Future means congested. of transport and how to say sentences with * Key: correct stress.” - Picture of hyperloop: sentences 2, 3, 6,7 - Picture of flying car. sentences 1,6,7, 8 - Picture of train: sentences 4,5 Activity 2: Presentation (5’) Pre teach vocabulary * Aim: To enrich students‟ vocabulary to talk about the means of transport. * Content: Some new words related the the topic * Products: Read and understand the meaning of words . * Organization of implementation Teacher’s and Ss’activities Content * Teacher introduces the vocabulary by: I/ Vocabulary: Future means of transport + providing the synonym or antonym of the 1. bamboo - copter (n) /bổmˈbuːˈkɒp.tər/: chong words chúng tre + providing the pictures of the words 2. skyTran (n) /skaɪtrổn/: hệ thống tàu điện trờn - Teacher have students read the phrases aloud khụng and correct their pronunciation if needed. 3. solar- powered (a) /ˌsəʊ.lə -ˈpaʊər/: chạy bằng - Teacher asks students for the Vietnamese năng lượng mặt trời meanings of these phrases. 4. (to) sail/seɪl/: lướt buồm ** Ss say the words. *** Other Ss correct if the previous answers are incorrect. **** Teacher shows and says the words aloud and asks Ss to repeat them Checking techniques: “Rub out and remember” Activity 3: Practice (15’) Task 1: * Aims: To introduce some modes of future travel. * Content: Write the words or phrases under the correct pictures. * Products: Students‟ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1. Task 1 Write the words or phrases under the * Teacher asks students to choose the words correct pictures. Then listen, check, and repeat. and phrases in the box to write under the (Ex. 1, p. 116) correct pictures with their partners. * Answer keys: ** Ss work in pairs to do the task. 1. solar-powered ship *** Teacher calls on some students to read 2. flying car aloud the words and asks them why they think 3. bamboo-copter a word / phrase should go with a picture 4. hyperloop **** Teacher plays the recording for Ss to check their answers, has them to repeat chorally 5. skyTran and individually, corrects their pronunciation and explain the meaning of these words/ phrases if needed. Task 2: * Aims: To help Ss learn to use the right verbs for the appropriate mode of travel. * Content: Write words or phrases from 1 in the correct columns. * Products: Students write words on the board. * Organization of implementation : Teacher’s and Ss’activities Content Task 2 Task 2: Write words or phrases from 1 in the * Teacher asks students to look at Ex 2 to write correct columns. (Ex 2, p. 116) words and phrases in 1 in the correct columns * Answer keys: ** Ss work independently to do the task. *** Some Ss give their answers. **** Teacher checks students „answers as a class. * Suggested answers: * Then, teacher asks Ss work in pair to add more words to each column. ** Ss work in pairs to di the task. *** Teacher calls on some Ss to give their answers. **** Teacher confirms and corrects. Task 3: Complete the sentences, using the Task 3: words from the box. (Ex 3, p. 116) * Teacher has Ss look at the box, practice * Answer keys: saying the words, then work individually to 1. bamboo-copter complete the sentence. 2. fly ** Ss work individually to do the task. 3. ride *** Some Ss read aloud the complete sentences 4. hyperloop **** Teacher confirms the correct answers 5. eco-friendly Activity 4 * PRONUNCIATION * Aims: To help Ss be aware of which words in a sentence should be stressed, which are not; To help Ss say sentences with correct stress * Content: Watch the video to understand about sentence stress. * Products: Ss understand which words in a sentence should be stressed, which are not* * Organization of implementation: Teacher’s and Ss’activities Content * Teacher writes the words “Sentence stress” PRONUNCIATION: SENTENCE STRESS on the board and asks them “What is sentence + What are stressed words? stress?”. Then, teacher has Ss watch the video + What are unstressed words? to understand more about it. ** Ss work independently to do the task. *** Teacher calls some Ss to check their understanding. **** Teacher confirms, then asks them to read “Remember” in 1 minute. Task 4 * Aims: To help students practise pronouncing sentences with correct stress. * Content: Listen to the sentences and repeat. Pay attention to the bold syllables. * Products: Some students to read out the sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher has students read the sentences and Task 4: Listen to the sentences and repeat. Pay underline the stressed words. Then, ask them to attention to the bold syllables. (Ex 4, p. 116) listen to the recording once first and pay * Suggested answers: attention to the stressed syllables. ** SS do the task independently, try to listen and repeat sentences as many times as possible as a class, a group and individually *** Teacher calls some students to read out the sentences. **** Teacher corrects their pronunciation and stress if needed. PRODUCTION Task 5 * Aims: To help Ss be aware of the words they have to stress in a sentence To help Ss practise saying sentences with correct stress * Content: Listen to the sentences and repeat. How many stresses are there in each sentence? * Products: Some Ss read the sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Listen to the sentences and repeat. * Teacher plays the recording for Ss to listen How many stresses are there in each and repeat; then ask Ss to count the number of sentence? (Ex 5, p.116) stresses in each sentence. * Suggested answers: ** Ss do the task individually. *** Teacher calls on some Ss to read the sentences in front of the class. **** Teacher corrects their pronunciation if needed. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Ask students say what students have learnt in the lesson. * Products: Student say the main content in the lesson * Organization of implementation: Teacher’s and Ss’ activities Content Teacher asks students to talk about what they - Some vocabulary related to the topic “Traveling have learnt in the lesson. in the future” - How to stress in sentences. Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students‟ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Create a poem and read it with correct rhythm - Prepare lesson 3 ( A closer look 2).. *- Evaluation: Date of planning: 7/4./2024 Date of teaching: ./4/2024 Week 32 – Period 80 UNIT 11: TRAVELLING IN THE FUTURE Lesson 3: A closer look 2 I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge know how to recognize “The future simple: Will” a. We use will + V: + to talk about future activities Eg: We will buy an electric scooter soon. + to make predictions Eg: We will probably use electric cars because normal cars cause too much pollution. b. Possessive pronouns + to demonstrate ownership Eg: This is our house. It‟s ours. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be responsible and hard working II. MATERIALS Grade 7 textbook, Unit 11, A closer look 2 Computer connected to the internet TV/ Projector/Pictures, sets of word cards sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: To activate students‟ prior knowledge and vocabulary related to articles in lesson. * Content: * Game: pelmanism * Products: Ss answer questions and find the correct key. * Organization of implementation: Teacher’s and Ss’activities Content Warm up: * Game: Pelmanism: Future means of * Teacher divides the class into 2 teams. transport ** The game starts with all the cards face down and players take turns to turn over two cards. If team A choose 2 cards with the picture and the correct word . Team A will get 2 points. *** The team with more points is the winner. **** Teacher checks and gives feedback. Activity 2: Presentation (5’) GRAMMAR 1: THE FUTURE SIMPLE * Aim: To introduce students the form and the usage of the future simple. * Content: Grammar: The Future Simple * Products: Understand and know how to use the Future Simple * Organization of implementation: Teacher’s and Ss’activities Content * GRAMMAR 1: THE FUTURE SIMPLE * GRAMMAR 1: THE FUTURE SIMPLE * Teacher has Ss read “Remember box” in “Do we use The Future Simple to talk about some minutes. past, present or future activities?” ** Ss work independently to read. EX: People will go to school by solowheel in *** Teacher calls on some Ss to answer 2030” teacher‟s questions to make sure they can understand how to use and form The Future + Usage: to talk about future activities and to Simple well. make predictions. + Teacher writes on the board: In this situation, what do we use the future + Form: (+) S + will + V tense for? (-) S + will + not (won‟t)+ V (?) Will + S + V ? + “To make a negative form, do we say will not or not will?” (Just add NOT behind Will) + “For questions, where we can put Will?” (Before subjects) **** Teacher confirms, and corrects grammar if needed, then write on the board: Activity 3: Practice (20’) Task 1 + Task 2 * Aims: To help Ss use the right verb form to talk about future activities. To help Ss practise making full sentences about future activities using prompts. * Content: Fill each blank with a suitable article. * Products: Students to read their answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1 : Complete the sentences with will or * Teacher asks students to do the exercise won’t. individually and then compare their answers * Answer key: with a classmate. 1. won‟t 2. will ** Ss do the task individually. 3. will *** Some Ss explain their choices. 4. won‟t ****Teacher confirms the correct answers. 5. Will Task 2: * Teacher has students work individually to Task 2: Rearrange the words and phrases to rearrange the words to make sentences. make sentences. ** Ss do the task individually. * Answer key: *** Some Ss write their answer on the board. 1. We will have driverless cars in 2030. ****Teacher confirms the correct answers. 2. Cities won‟t allow cars in 2050. 3. Will electric cars be popular? 4. We will use solar-powered buses soon. Task 3: * Teacher asks Ss to work in pairs to complete 5. Will we have enough parking places in ten the conversation. years? ** Ss work in pairs to do the task. Task 3: Use the correct form of the verbs in *** Teacher calls on Ss to read aloud the brackets to complete the conversation. (Ex 3, complete conversation. p. 117) **** Teacher confirms the correct answers * Suggested answers: helps them to correct mistakes if needed. 1. will take 2. won‟t have 3. Will ... have 4. won‟t drive 5. won‟t be Activity 4: GRAMMAR 2 * Aims: To review possessive pronouns. * Content: Complete this table about possessive pronouns. * Products: Complete this table; Ss read aloud their answers on the board * Organization of implementation: Teacher’s and Ss’activities Content * GRAMMAR 2: REVIEW * GRAMMAR 2: REVIEW POSSESSIVE PRONOUNS POSSESSIVE PRONOUNS * Teacher writes on the board an example then Ex: THIS IS YOUR BICYCLE. asks Ss some questions to remind them. THAT BICYCLE IS HER BICYCLE. → + Do we use a possessive pronoun instead of a HERS phrase? (hers = her bicycle) + Does a possessive pronoun come before a Personal Possessive Possessive noun? pronouns adjectives pronouns + Let‟s complete this table I my mine You your yours ** Ss work individually to answer teacher‟s We our ours questions They their theirs *** Teacher calls on some Ss to give their He his his ideas. She her hers **** Teacher confirms and corrects. It its its Task 4: Task 4: Replace the underlined phrases with * Teacher asks Ss to do the task individually to possessive pronouns. (Ex 5, p. 118) replace the underlined phrases with the correct * Suggested answers: possessive pronouns. 1. theirs ** Ss do the task individually and compare 2. mine with their partners. 3. His 4. Yours *** Some Ss read aloud their answers on the 5. Ours board **** Teacher confirms the correct answers. Activity 5: Production Task 5 * Aims: To help Ss practise talking about some future means of transport To help Ss learn reasoning skills by giving reasons for their choice. * Content: * Products: Some pairs talk about their choices and reasons why they will / won‟t use those means of travelling. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Look at the pictures and tell your * Teacher asks Ss to work in pairs to describe partner if you will / won’t travel by these the picture. means of transport. Give reason(s). (Ex 4, p. ** SS work with their partners to do the task. 118) ***Some pairs talk about their choices and * Suggested answers: reasons why they will / won‟t use those means - In picture 1, I can see a / an (electric) bus / of coach. I can see many people on this bus / coach. travelling. I think I will go to school by electric coach **** Teacher listens to Ss to correct common because it has no fumes, and it can carry many errors after Ss finish speaking. people at the same time. - In picture 2, I can see a flying car. It is flying over a city. I think I will travel by flying car. It will be fun to fly in one. I will be able to see the city below (or I can fly it when the roads are congested). - In picture 3, I can see a ship. It has solar panels. I will travel on a solar-powered ship to visit some islands. It will be comfortable / fun to travel by solar- powered ship. - In picture 4, I can see a bamboo-copter. I will fly a bamboo-copter to work. It will be fun / fast. (or I won‟t use a bamboo-copter to travel from one place to another. It will be dangerous. You might get hurt when it is windy ). - In picture 5, I can see a car with a lot of smoke behind it. I won‟t go by car in the future. It pollutes the environment. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they + Grammar: 1. The future simple have learnt in the lesson. 2. The possessive pronouns. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook * Products: Students‟ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do EX in the Textbook. the new lesson. - Prepare lesson 4 ( communication) *- Evaluation: ..
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