Giáo án tiếng anh 9 full trọn bộ cả năm mới nhất

II/ LANGUAGE CONTENTS -Vocabulary : City life -Grammar : Simple present tense, simple past tense Comparison of adjectives and adverbs Review Phrasal verbs -Topic of the lesson : City l

Period: 2

Unit 1:

GETTING STARTED - A visit to a traditional craft village

I/ OBJECTIVES: By the end of the lesson Ss can

Talk about traditional crafts

Understand a dialogue about traditional craft villages

II/ LANGUAGE CONTENTS

Vocabulary : Types of traditional crafts

Grammar : Complex sentences

III/ TEACHING AIDS :

( Use the exercise 2 on page 7 in

the stage to save the time )

Ss look at the picture in their

textbook ( page 6) and answer

the questions

1 Who are they? Where are

they? What are they talking

about? Do you know any

traditional craft villages in our

country?

-> T tells some value of

traditional crafts, handicrafts and

then presents new lesson

1.New lesson

A Presentation

*New words

* Checking vocabulary: ask Ss to tell

the meanings of the words above and

give some examples in English

1.( Listen and Read )T plays the

recording and asks Ss to listen and

act out the dialogue.

a Can you find a word / phrase

that means:

Ss read the conversation again and

in pairs find the meanings of the

words or phrases in the

conversation

T asks Ss to compare their answers

in groups , write the correct

answers on the board if necessary

B/ PRACTICE

b Answer the following questions

In pairs, Ss ask and answer the

questions then present their work

a Can you find a word / phrase that means: * Keys :

1. a handicraft – a thing which is skilfully made with your hand.

2. set up – start something ( a business, an

5. a place of interest – an interesting

or enjoyable place to go or thing to do

6. a specific region – a particular place.

7. memorable – make someone remember or thing about something

8. go outside and look around – walk

around a place to see what is there

2. It’s about 700 years old

3. Phong’s great-grandparents started hisfamily workshop

4.Bcause it’s one of the most famous traditional craft villages of Ha Noi

People can go there to buy or make pottery themselves in workshops

2 Complete the sentences with the

words / phrases to show where in

Viet Nam the handicrafts are

made.

C.PRODUCTION

3 Quiz: What is the place of

interest?

a Ss work in groups to do the quiz

They might think different answers

b Game:

Divide the class into 2 team In

turns ss of each team write a

similar quiz and ask another team

to answer the quiz

V HOMEWORK

Date of preparing:

Period: 3 Date of teaching:

UNIT 1 : A CLOSER LOOK 1 I/ OBJECTIVES: By the end of the lesson Ss can

Use the lexical items related to handicraft

Pronounce the right stress on content words in sentences

Talk about a place of interest

II/ LANGUAGE CONTENTS

Vocabulary : verbs used in handicraft

Review passive voice

III/ TEACHING AIDS :

Textbook , tape , pictures

IV/ PROCEDURES :

Teacher’s and activities

1 Warmer : Checking the

old lesson

2 New lesson

1 Activity 1: Vocabulary

T asks Ss to read the words in

the box and write them under

the pictures

T explains some new words

and guide Ss to describe the

pictures

2 Activity 2:

a Match the verbs in column

A with the groups of nouns in

3 ACTIVITY 3

a Complete the word

web Ss complete the

word web with some

places of interest

b Complete the passage by

filling each blank with a

suitable word from the box.

Ss complete the passage

then read it aloud

Ss tell some similar places

of interests in their town

4. Activity 4: Pronunciation

( stress on content words in

sentences)

a Listen to the speaker read

the following sentences and

3 to weave

4 toembroider

4.traditional 5 culture 6.handicrafts

4. Activity 4: Pronunciation ( stress on content words in sentences)

a Listen to the speaker read the following sentences and answer the questions.

In spoken English, main verbs, nouns,

answer the questions.

Ss listen to the speaker then

go to the board and underline

the louder and clearer words

that they can hear with a piece

of red chalk Other will

underline unstressed words

with yellow chalk

Ss listen again, repeat and T

gives feed back and explain

the rules of stress on content

words in sentences:

b 6a Underline the content

words in the sentences.

Ss look at the exercise 6a and

listen to the cd They listen to

it the second time and

underline the content words

Ss listen one more time and

repeat sentence by sentence

b 6a Underline the content words in the sentences.

**************

**************

*********

Date of preparin g:

Period: 4 Date of teaching:

UNIT 1 ( Cont ) A CLOSER LOOK 2

I/ OBJECTIVES: By the end of the lesson

Ss can master some different types of

dependent clause.and know about the phrasal verbs

II/ LANGUAGE

CONTENTS Grammar :

complex sentences ,

clauses III/ TEACHING

AIDS :Textbook , tape ,

pictures IV/

PROCEDURES

1. Warmer / check up

2. New lesson

Teacher’s and activities

Warm up:

Review types of dependent clause

A dependent clause of concessionDC/ purpose DP/ reason DR / time

DT begins with:

* Activity 1 :

a Underline the dependent clause

in each sentence below.

b Make a complex sentences

Ss make complex sentences frompairs of sentences then some of them

go to the board and write down Onestudent will write 1 complex sentence.Other stand up and read aloud

T give feedback

* Activity 2: Phrasal verbs

a Introduce a phrasal verb.

A phrasal verb is a verb combined with a particle such as back, in ,on ,off, up…etc.When a particle is added to the verb, the phrasal verb usually has a special

meaning

* Activity 3:

a Complete each sentence using the

correct form of a phrasal verb in 4.

Ss complete the sentences and read

them out aloud

b Make new sentences with similar

meanings to the first sentences

using the words given.

V/ HOMEWORK

- Do Ex A – B in workbook

- Prepare communication

********************************************** Period:5

I/ OBJECTIVES: - By the end of the lesson , students will be able to :

- talk about a plan of a day out to a place of interest

II/ LANGUAGE CONTENTS:

- Vocabulary: related to planning a day out

III/ TEACHING AIDS : Textbook ,sub- boards, pictures

IV/ PROCEDURES:

Teacher’s and activities

1/ Warm – up:

Do you like to plan a day out to a place

of interest for your class?

Where to go? How to go? What time?

What to bring? When to come back?

Who to prepare?

2/ New lesson

a Activity 1: Listen and complete the

table with no more than 3 words.

- Ss predict what Nick, Mi, Duong

and Mai are planning and try to

complete the blanks before listening

- Ss listen to the conversation and

correct their predictions

- T gives feedback.

- In pairs Ss practice asking

and answering the content of

the conversation

Ex: Where are they going to go?

Who to prepare? some kinds

of questions

Place

Mean

s oftransportTime

to setoffFood

Drinks

Activities

TimetocomebackKEY:

1. Green Park

2. bus

3. 8 a.m

b Activity 2: Imagine a similar plan

to a place of interest

- Ss work in groups They have to

imagine that their class is going to a

place of interest in their area They

discuss the plan and make notes in

the table

- Ss present their plans to the class

Which group has the best plan?

Lesson 5:

SKILLS 1

I/ OBJECTIVES: - By the end of the

lesson, students will be able to :

read and understand some passag

es about conicalhat talk about the benefit

s of traditional crafts

- Skills: reading, speaking.

II/ LANGUAGE CONTENTS:

- Vocabulary related to the topic

III/ TEACHING AIDS : Textbook ,pictures, sub- boards IV/ PROCEDURES:

Teacher’s and activities

1/ Warm up:

similarities and differences between

the 2 pictures of conical hats

2/ Pre – reading:

- T asks Ss to read the text and

underline any words they don’t

know

words from the passage

- Set the scene

3/ While- reading:

+ Part a:

-Ss read the passage independently

and match the titles with the

paragraphs

-T calls one student to give the

answers before the class, get the Ss’

agreement

1 Present status of the craft

+ Part b: Answer the questions:

-T asks Ss to read the text again and

answers the questions in pairs

- calls some pairs to ask and answers

to questions as a class

-T checks and confirms the correct

4/ Post – reading: *Speaking

* Part 4: Discussion:

Ss read the ideas given and in groups

they discuss if the ideas are about the

benefits of traditional crafts or

challenges the artisans may face

* Part 5 : Promoting traditional

crafts in your area.

Divide the class into groups They

have to imagine that their group is

responsible fotr promoting

traditional crafts in their area

Propose an action plan to deal with

the challenges

V/ Homework:

- Prepare U1- Skill 2

- Do Ex C in workbook

between the two layers

6.Not only skilful craftmen can makeconical hats but also everybody, young orold, can take part in the process

Ss present their group’s work

T tells some more benefits of traditionalcrafts and everyone can be rich if theylearn how to introduce Vietnamesetraditional handicrafts around the world

Part 5 can be done in class if we asked Ss

to prepare this part at home ashomework in the previous period

- Prepare U1- Skill 2

- Do Ex C in workbook

Date of preparing: Period: 7

Date of teaching:

UNIT 1: LOCAL ENVIRONMENT

Lesson 6: SKILLS 2

I/ OBJECTIVES: - By the end of the

lesson, students will be able to :

- listen to 4Teen radio’s interview

- write an email to give advice.

- Skills: listening, writing

II/ LANGUAGE CONTENTS:

- Vocabulary related to the topic “ place of interest”

III/ TEACHING AIDS : Textbook , pictures, CD, sub- boards IV/ PROCEDURES:

Teacher’s and activities

1/ Warm – up: Chatting

Part 1: Ss will describe the pictures in the

* Part 2: - T plays the recording for Ss to

listen through Play the recording again and

ask Ss to listen and tick true or false to the

statements

- Ss work in pairs to compare their

answers with each other

* Part 3: Listen and complete the table

Ss listen again and complete the table using

no more than 3 words for each blank

- T calls on some SS to give the

answers to the class Check and confirm the

listen and complete the sentences.

- Call on some Ss to give the answers to

the class and correct the mistakes where

and when necessary

Ask some Ss to say their work

b/ While – writing:

Ss imagine that their Australian pen

friend is coming to Viet Nam and will spend a

day in their hometown / city He / She has

asked for advice on the places of interest he /

she should go to and the things he /she can do

there

Ss write an email to give him / her

some information

c/ Post – writing:

- T gets feedback - corrects the

mistakes- asks some students to read aloud

I/ OBJECTIVES: - By the end of the lesson , students will be able to :

- Review what they have learnt in the unit 1

- Self – assessment to see how far they have progressed and which areas need further practice

- Skills: Listening, speaking, reading and writing

II/ LANGUAGE CONTENTS:

- Vocabulary and Grammar: Review

III/ TEACHING AIDS : Textbook , pictures, sub- boards

IV/ PROCEDURES:

T and ss’activities

1/ Warm – up: *Vocabulary

Activity 1:

* Part 1: Ss go to the board and write

some traditional handicrafts in the word

* Part 2: Complete the sentences:

Ss complete the second sentence in each

pair by putting the correct form of a

verb from the box into each blank

* Part 3: Complete the passage with

the words/ phrases from the box.

Ss read the passage and choose suitable

words / phrases to fill in the blanks

2/ Grammar:

* Part 4 – Complete the complex sentences with your own ideas.

-Ss complete this task individually (Weaker classes can complete it in pairs

or small groups )

Date of preparing:

UNIT TWO : CITY LIFE GETTING STARTED – DUONG’S FIRST VISIT TO SYDNEY

I/ OBJECTIVES

- To present the topic of the unit

- To present the vocabulary and some structures

- By the end of the lesson , Ss can

use the lexical items related to citylife

Talk and write about the life in the city

II/ LANGUAGE CONTENTS

-Vocabulary : City life

-Grammar : Simple present tense, simple past tense

Comparison of adjectives and adverbs ( Review ) Phrasal verbs

-Topic of the lesson : City life

III/ TEACHING AIDS

- Pictures, textbook, cassette

1. New lesson: UNIT 3: CITY LIFE

Teacher and students’activities

1 Warmer :

T asks Ss to do the puzzle below

Ss work in groups ( 2 groups )

T gets feedback

*

books and answer

Ss amswer the questions as a class

Ss work in pairs to do the task , share the

answers with a partner

T asks Ss to discuss as a class, asks them

to read the lines in the dialogue that

contain the words , checks and confirms

the correct answers

T asks Ss to locate the information in the

conversation, calls on some pairs to ask

and answer , confirms the correct answers

d/ Think of other ways to say these

expressions from the conversation

Ss read the conversation again and find the

phrases in it

T explains the meaning to Ss , elicits the

examples from Ss

C/ Production

2/ ( p 17 )Replace the word(s) in italics

with one of the words from the box

Crowded , international ,local , urban, neighbouring

Ss work in pairs , read each word correctly

T monitors, gets feedback and corrects

their pronunciation

3/ The quiz : City quiz

Ss work in pairs

T gives Ss a few minutes to do this

exercise , awards extra points for pairs

who can say which country these cities are

in, congratulates the winners

3. I slep pretty well : I slep quite well

4. No worries : That’s Ok / It’s no trouble It’s not a problem/ It’s my pleasure

Date of preparing:

Period: 10

Date of teaching:

UNIT 2 : CITY LIFE Lesson 2 : A CLOSER LOOK 1

I/ OBJECTIVES

By the end of the lesson Ss can

- use the adjectives in the right context

- identify in which situation to stress pronouns in sentences and say thesesentences correctly

II/ LANGUAGE CONTENTS

- Vocabulary connected with cities and city life / Adjectives

- Stress on pronouns in sentences

III/ TEACHING AIDS

- textboob, cassette

IV/ PROCEDURES

T asks Ss to name all the adjectives they modern

have learnt -> adjectives connected with

cities and city life

Ss call out as many words as possible Adjectives T explains to the ss

the normal position of

adjectives -> new lesson

A/ ACTIVITY 1 : VOCABULARY

* 1a Put one of the adjectives in the box in

each blank

T goes through all the adjectives , read aloud

Ss check the meaning

read through the letter to understand the

general idea

T asks them what the content of the letter is

( Jack is writing a letter to Oggy to tell about

his trip to Hoi An )

Ss work in pairs to do this exercise , read

aloud the answers

T corrects their pronunciation and confirm

the correct answers

*1b Underline all the other adjectives in

the message

T asks Ss to read the letter again and

underline all the other adjectives , asks them

to give the meanings of these adjectives in

the context of the letter, corrects their

answers

**2 Which of the following adjectives

describe city life ? Put a tick

T has Ss read through the given adjectives

and read aloud all the adjectives to make

sure they pronounce the adjectives correctly,

checks the meanings of the adjectives

Quickly , T teaches Ss the adjs they do not

know

Ss work in groups and discuss which adjs

describe or are related to city life ,

encourage them to talk about their choice

Ss may have different answers providing

that they can explain

*3/ Put a suitable adjective from 2 in each

blank

Ss work individually, compare their answers

with a partner’sT asks Ss to write their

answers on the board.,checks their answers

easy-going : thoải mái , dễ tính

Sample answers

stressful v forbidden vcosmopolitan v exciting v

historic v modern v

frightening v downtown vpopulous v polluted v

fashionable vKey

* Stress on pronounces in sentences

of pronouns

4/ Listen and repeat , paying attention to the difference in the underlined pronouns Circle the pronouns that sound strong

T plays the recording Ss repeat

T plays the recording as many times asnecessary,

especially the stressed words , has Ss circlethe stressed pronouns

5a/ Listen and mark the underlined words as

W ( weak )

SS work individually to mark first T getsfeedback ( right or wrong is Ok )

T plays the recording , Ss listen and check

Ss listen again and mark

T elicits

mistakes

5b/ Practise the exchanges above

Ss work in pairs to practise the mini-talks

above T goes around and gives support if

necessary

Encourage Ss to give new

examples including the weak and

strong form

V/ HOMEWORK

Practise reading 4, 5 at homeLearn by heart all theadjectives

Do exercise : A (1,,2,3), B (1)workbook –Unit two

By the end of the lesson ,Ss can

- use adjectivs and comparison of adjectives and adverbs correctly

- Use common phrasal werbs correctly and appropriately

II/ LANGUAGE CONTENTS

Vocabulary : Adjectives/ adverbs (revision)

Grammar : Comparison of adjectives and adverbs

Phrasal verbs

III/ TEACHING AIDS

- Pictures, textboob, workbook

IV/ PROCEDURES

Teacher and students’activities

1/ Warmer/ check up

T invites two Ss to make sentences in

which Ss have to use comparison ,using the

cues

Ss can use the right adjectives to write

T gets feedback , gives marks -> the new

lesson

2/ New lesson

A/ ACTIVITY 1 : Comparison of adjectives

and adverbs

T asks ss to remind of the comparison of

adj and adverbs ( comparative/ superlative

…) , asks Ss to do exeercise 1

1/ Match the beginings to the correct

endings

T goes through the meanings

Ss work individually T checks their

answers as a class

T helps Ss study the REMEMBER box ,

gives explanations .Ss give some more

examples

2/ Complete the text with the most suitable

form of the adjectives in brackets , add the

where necessary

Ss work individually

T asks Ss to write their answers on the

board, corrects thei mistakes

T invites one or two Ss to read the passage

aloud

B ACTIVITY 2 : Phrasal verbs

T asks SS to recall all the phrasal verbs they

have learnt in unit one

3/ Look at the conversation in Getting

started again , find and underline the phrasal

verbs

Ss read through the conversation , find and

underline the phrasal verbs

ExampleS1 : City life is more comfortable than country life

S2 : City life is busier than country life

key :

1 f 2.d

7.c

* Key

1 The largest 2 smaller

3 the most popular 4 wider

5 the dirtiest 6 cleaner

7 the best 8 the most exciting

To find out , to (be )set up , to take over, to grow up ……

To get over, ………

T asks Ss to recallsome other phrasal verbs

they may have learnt

Asks ss to study the rule in REMEMBER

box

4/ Underline the correct particle to complete

each phrasal verb

Ss do this exercise individually, read and

underline the correct particle, write down

the phrasal verbs -> read out their answers T

corrects the mistakes , explains the meaning

of these phrasal verbs in the sentences

5/ Underline the phrasal verbs in the

sentences and match them to their

meaning

T asks Ss to read the sentences, underline

the phrasal verbs and match them to their

meaning from the box, calls on some Ss to

read the sentences , corrects their answers as

a class

6/ Find eight phrasal verbs Match each of

them with a definition from the box

Consider , ask for ( a job), arrive, put on

smart clothes, discover, continue,

Make someone feel happier, make progress

T goes through the meaning of the words in

the box

Ss read the text find 8 phrasal verbs ,then

match them with the right words from the

box

Ss study the context of these phrasal verbs ,

elicit their meaning

* Key

1 set up 2 gets on with

3 take your hat off 4 grown up

5 shown around 6 pull down

Remove, examine, press the switch, refuse, make a note, continue doing

1. turn it off : press the switch

2. turned it down : refused

3. go over : examine

4. go on with : continue doing

5. take off : remove

6. put it down : make a note * key

1. dress up : put on smart clothes

2. turn up : arrive

3. find out : discover

4. go on : continue

5. get on : make progress

6. think over : consider

7. apply for : ask for

8. cheer up : make someone feel happier

V/ HOMEWORKLearn all the phrasal verbs by heart

Period: 12

I/ OBJECTIVES

By the end of the lesson Ss can

- discuss some some features of the city

- speak and write about one of the cities they like

related

city

life

III/ TEACHING AIDS

carefully and make their three choices

T gets feedback

1b/ Discuss their choices

Ss work in groups of three or four to discusstheir choices and gives reason why

T asks them to study the example , encouragesthem to talk as much as possible , gives somecues, moves around and gives help if needed

B/ WHILE SPEAKING

2/ Read the passage , answer the questions

T asks some questions to get ss’ interest

Have you ever gone abroad ? Which

country did you visit ?

Have you ever gone to Singapore ?

T can give some cues about Singapore if ss do

not know anything about this country

Ss read the passage ,work in groups to ask and

answer , share their answer with a partner T gets

feedback , gives the best answers

T asks Ss to read the passage again to find out

the points mentioned in the passage T elicits

the answers from ss, summarises the main

points of the passage

- The location of the city ( Southeast Asia

)

- Its attractions

- What is liked most about the city

3/ Read the information about these cities and

try to find them on a map

T elicits as much information as possible from

Ss

Ss find the three cities on a world map or a

globe

T checks Ss’ understanding

Ss work in groups to talk about each city

( giving full sentences )

T monitors and gives help if necessary

4/ Write a short passage about one of the cities

above

T asks ss to choose one of the three cities and

write a short passage about it , gives the time ,

Answers

1. According to the writer, the best attraction in Singapore is that it is multi cultural

2. Ss’ answers

Example : Vung Tau

- Vung Tau is a small coast city in ……

goes around to provide help

Ss work individually

C/ POST SPEAKING

5/ Talk about the city

T asks Ss to talk about the city they choose ,

listens and gets feedback

Invites some of excellent students to talk in

front of the class

T and other Ss give comments, gives marks if

Ss do well

V/ HOMEWORK

Write at home

Do exercise C –Speaking1,2,3, - workbook –page 15

Date of preparing:

UNIT TWO : CITY LIFE Lesson 5 : SKILLS 1

I/ OBJECTIVES

By the end of the lesson Ss can

-read for specific information about the features of cities

- talk about important features of a city

II/ LANGUAGE CONTENTS

- Vocabulary : related to the city

III/ TEACHING AIDS

- Pictures, textbook

IV/ PROCEDURES

Teacher

students’activities

1/ Warmer/ check up

S1 talks about one of the cities he/she likes ( five mains points )

T gets feedback and gives marks

T goes through the given features,asks Ss to read through-> readaloud

2/ Read the pasage quickly and find the information

individually

information to fill the blanks

answers and where they can findthe answers , confirms the correctanswer

T reminds Ss to locate the naswers

in the passage

Ss compare their answers in pairs

T checks and confirms the correct

answers

T invites four Ss to read 4

paragraphs ( if have time ) ,

corrects their pronunciation

C/ POST READING – Speaking

4a/ Conduct a survey to rank your

own city/ town or a town / city

you know .Give 10 points ( the

best ) to 1 point ( the worst) to

each factor

Ss decide which town or city they

are going to rank

T divides the class into groups of

two tables

Ss take turns to ask each other the

ten questions and write the points

that each student gives for each

factor in the table

T goes around to give help if

necessary

5.They are a city’s green space, urbansprawl,natural features, cultural attractions ,convenience,and pollution ving conditionsthere

V/ HOMEWORK

Learn the vocabulary by heart Give your opinion about one of themost “liveable ” cities in Viet Nam

Date of preparing: Period: 14

Date of teaching:

UNIT TWO : CITY LIFE Lesson 6 : SKILLS 2 I/ OBJECTIVES

By the end of the lesson Ss can

- listen for the specific information about some problems of the city.

- Write a paragraph about the disadvantages/

drawbacks of city life

II/ LANGUAGE CONTENTS