Giao an tieng anh 9 HKI 4 cot

Giáo án tiếng Anh 9 thí điểm HK1 full 4 cột, chương trình thí điểm bộ giáo dục. Đầy đủ các hoạt động, bài học..............................................................................................................................

Period 1:

Introduction

English 9 is the fourth of four – level English language textbook for Vietnamesestudents of Lower Secondary School learning English as a foreign language (EFL) Itfollows the systematic, cyclical, and theme-based syllabus /: approved by the Ministry ofEducation and Training in January 2012, which focuses on the use of language(pronunciation, vocabulary and grammar) to develop the four language skills (listening,speaking, reading and writing)

1.The Student’s book contains

* The book map: Introduction to the basics of each unit

* 12 topic – based Units, each covering seven sections to be taught in seven 45 -minutelessons

* Four reviews, each providing revision and further practice of the previous three units,

to be dealt with in two periods

* Glossary : Giving meaning and phonetic transcription of the new words in the units

Each unit has seven sections

Section 1 Getting started

It begins with a conversation followed by the activities which introduce the topic of theunit, it then presents the vocabulary and the grammar items to be learnt and practicedthrough the skills and activities of the unit

Section 2 A closer look 1

Presents and practices the vocabulary and pronunciation of the unit The activevocabulary of the unit is given in an interesting and illustrated way so that it is easy forstudents to memorize

- Two or three sounds, which frequently appear in the unit, are given and practiced inisolation and in context There are different exercises focusing on intensive practice ofvocabulary and pronunciation

- A grammar item may also be included in this section

Section 3 A closer look 2

This section deals with the main grammar point(s) of the unit The new language pointsare presented in a short text or talk/interview There are grammar tables and exerciseswhich are well illustrated to help Ss remember and use the grammar items effectively.The “Remember” boxes appear wherever necessary and help students to avoid commonerrors

Section 4 Communication

Help Ss use the functional language in everyday life contexts and consolidate whatthey have learnt in the previous sections Gives Ss opportunity to learn and apply thecultural aspects of the language learnt The communication section provides culturalinformation about Viet Nam and other countries in the world The vocabulary is clearlypresented in boxes wherever it is needed

Section 5 Skill 1

* Reading

This section aims to develop Students’ reading abilities In order to make the activityachievable, the reading text is often based on the vocabulary and structures that Ss havepreviously acquired The reading always links with the topic of the unit and is interestingand relevant to the students Important new vocabulary is introduced in the text andpracticed in a follow- up activity

* Speak

This section aims to provide further practice which supports Ss in their production ofspoken English The section users recently introduced items in combination withpreviously learnt language in new contexts

Section 6 Skill 2 is composed of listening skill (receptive skill) and writing (productive skill).

Section 7 Looking back and Project

- Looking back recycles the language from the previous sections and links it with unittopics Various activities and exercises are designed to help Ss consolidate and applywhat they have learnt in the unit Through the students’ performance in this section,teachers can evaluate their study results and provide further practice if necessary

The project helps Ss to improve their ability to work by themselves and in a team It

extends their imaginations in a field related to the unit subject The teacher can use this as

an extra-curricular activity (for group work) or as homework for students to doindividually

2 The workbook

Mirrors and reinforces the content of the Students’ book It offers:

- Further practice for the language and skill taught in class

- Four additional tests for Student’s self - assessment

Period 2:

UNIT 1: LOCAL ENVIRONMENT

Lesson 1: Getting started: A visit to a traditional craft village

(Activities 1- 4 page 6,7)

I Learning outcome: By the end of the lesson, the students will be able to:

- Use the lexical items related to traditional crafts and places of interest in an area

- Listen and read for general and specific information about a traditional craft village

* Practice the vocabulary and the grammar items to be learnt and through the skill and

activities of the unit 1

- Words: The lexical items related to the topic “Local Environment”

Structures:

- Complex sentences the uses of some common phrasal verbs

II Materials and references: Textbook, lesson plan, chalk, color chalk,

sub-board, handouts, students’ books, recording

* English grade 9 - Unit 1- Lesson 1: Getting started

III Anticipated problems: Students may not be familiar with many difficult

Helping Ss revise some words about traditional crafts and places of interest as well as warming

up the class and leading in the new lessonAsk Ss where they like going to visit in Ha Noi

Ask some questions:

1 Where would you like to visit when you are in Ha Noi?

2 Do you like making handicrafts? …

Brainstorming:

with the words:

Visiting some famous places of interest in Ha Noi

- Students in each group in turn write different places of interest asquickly as possible

- 2 marks for one correct answer

- Ask Ss What is Bat Trang called

in English?

“A traditional craft village”

- Explain the meaning of these words

- Present new words and

Ex: Visiting Uncle Ho Mausoleum, The temple of literature, The West lake, BatTrang,

Ss guess and make a short list

Work in 2teams

T and

structures (using pictures/ visuals)( Rub out and remember) * Words- an artisan: thợ thủ công

(picture)

- a conical hat: nón hình chop (realia)

Students

Whole class

LISTENING AND READING (12’)

Helping Students listen and read for general and specific information about the dialogue among

Nick, Phong and Mi

"Where are they?"

"What do you think the people

in the picture are talking about?"

If they mention 'Bat Trang', elicit what they know about this village

- T accept all possible answers from Ss and do not provide correction at this stage

- Play the recording and ask Ss

to follow along Then come back to the earlier questions and have Ss answer them (Do not give corrections at this stage)

Ss listen and remember Ss guess and make a short list

T and Students

work in groups

T and Students

PRACTICE (15’)

Helping Students practice asking and answering the questions from the dialogue Practice the

words relating the dialogue

Self- learning

Activity 1:

* Exercise aa/.Ss work independently to find the words with the given meanings in the dialogue

Allow Ss to share their answersbefore asking them to discuss

as a class Remember to ask Ss

to read out the lines in the dialogue that contain the words Quickly write the correct answers on the board

-Have Ss look at the Watch out!

T and Students

Exercise b:

b/.Have Ss read the questions

to make sure they understand them Ask them firstly to answer the questions without reading the dialogue again Ss exchange their answers with a classmate Now ask them to check their answers by reading the dialogue again Ask for Ss' answers

Activity 2: Find words/

phrases in the box to describe the photos:

Activity 2:

-Have Ss look at the pictures

Tell Ss that in the box are sometraditional handicrafts of different regions in Viet Nam

Ss match these handicrafts withthe pictures Ss compare their answers in pairs before giving their answers to T:

Activity 3:

-Tell Ss to complete the sentences with the words/phrases in The complete sentences will give Ss

information about the places where the handicrafts are made

Call on two Ss to write their answers on the board Confirm the correct answers

-If time allows, T may organize

a short activity to check Ss' short-term memory Have -Ss close their books Point at each

of Ss' answers on the board andquickly Ss have to call out the place where this handicraft is made Ss can also be asked to share any other places that produce these handicrafts

*Key 1b.

1.They are at Phong’s parents’ workshop in Bat Trang

grand-2 It’s about 700 years old

3 His great-grandmother did

4 buy things for their house and make pottery themselvesthere

FURTHER PRACTICE (12’)

Helping students sum up whole knowledge from the game

Collaboration Activity 4: a/Ss work in pairs to do the

quiz The pair which has the answers the fastest is invited to read out their answers Elicit feedback from other pairs

Confirm the correct answers

b/Ss work in groups to write a similar quiz about places of interest Set a time limit of about five to seven minutes

When time is up, ask the first group to read out a question in their quiz Ss from other groupsgive the answer The group confirms the correct answer

The second group then reads out a question in their quiz

This question should be different from the one of the first group Continue the activity until all the groups have read out all of their questions or when time is up

b Work in groups Write a similar quiz about places of interest ………

Whole class

OUTCOME AND HOMEWORK (1’)

Self- learning -Practice reading the dialogue

-Write new words then learn them by heart

-Copy the exercise into notebooks

-Prepare A CLOSER LOOK 1

Period 3:

UNIT 1: LOCAL ENVIRONMENT

Lesson 2: A closer look 1(Activities 1- 6 page 8, 9)

I Learning outcome: By the end of this Unit, students will be able to:

*/ Use the lexical items related to traditional crafts and places of interest in an area

- Listen and say sentences with correct stress on content words

- The lexical items related to the topic “Local Environment”

Structures:

- Complex sentences the uses of some common phrasal verbs

II Materials and references: Textbook, lesson plan, chalk, color chalk,

sub-board, handouts, students’ books, recording

* English grade 9 - Unit 1- Lesson 2: A closer look 1

III Anticipated problems: Students may have difficulty in distinguishing the

stressed words in stenteces

IV Proposed solutions: Teacher should download pronunciation power

https://www.thoughtco.com/practice-stress-and-intonationto help sts pronounce correctly

LESSON PROCEDURES

WARM UP (5’)

Helping Ss revise some words about traditional crafts as well as warming up the class and leading

in the new lesson

silk

Work in 2teams

T andStudents

Vocabulary AND PRESENTATION (11’)

Have Ss explain the meaning ofeach verb in English or Vietnamese

Correct Ss' explanations whenneeded The two verbs cast andmould are quite difficult, so make

Compare the answers with

a classmateExplain the meaning of each verb in English or Vietnamese

Look at theboard andcheck

traditiona

l crafts

sure that Ss understand them: - cast:

shape hot liquid metal, etc bypouring it into a container - mould:

shape a soft substance into aparticular form or object by pressing

it or by putting it into a mould Nowhave Ss look at their answers on theboard and say if these are correct

- cast: shape hot liquid

metal, etc by pouring it into a container

- mould: shape a soft

substance into a particular form or object by pressing

it or by putting it into a mould

Check the answers as a class If timeallows, have Ss make sentences

b/ This activity will help Ss tomanipulate the verbs as they are notall regular Have Ss do the activity,then call two Ss to write theiranswers on the board Elicitfeedback from other Ss Confirm thecorrect answers

-Draw Ss' attention to the Watch out!

box Ask Ss to give examplesentences with the verb to make

Act3

Organise a competition for thisactivity Ss work in groups of five orsix Set a time limit of five minutes

T may prepare some large pieces ofpaper for the groups to write theiranswers on Ss write down as manyplaces of interest in the word web aspossible The group with the mostplaces is the winner The winninggroup presents their words/phrases

Other groups tick the similarwords/phrases they have and addmore if they can If time allows, Tmay ask Ss to explain why they thinkthe places are entertaining, cultural,educational, or historical

Key Act 2:

A

1.b 2.d

3.e4.a5.f6.c

Cultural: opera house, museum…

Educational: library, museum…

Historical: temples, craft village…

Individually

work in smallgroups

FURTHER PRACTICE (9’)

Helping Students sum up whole knowledge from speaking

Collaboration

Act 4.

Ss individually do the exercise

Check their answers as a class andconfirm the correct ones

Do not confirm the correct answers

Now ask Ss to read the fourquestions and make sure theyunderstand them Ask Ss to listen tothe speaker read the sentences and atthe same time check whether theiranswers are correct Tell them thatthis is actually the first question andother questions can be answeredafter listening Ss discuss theiranswers to the four questions inpairs

b/Call some Ss to give the answersand give feedback Play therecording again for Ss to repeat thesentences

-Have Ss read the information in thebox to remember the content of thelesson

S1: craft, village, lies, river, bank

S2: painting, embroideredS3: what, region, famousS4: drums, aren’t, made, village

S5: famous, artisans, carved, table, beautifully

2 They are: nouns, verbs, adjectives, adverbs, WH-question words, and negative auxiliaries

4 They are: articles, prepositions, pronouns and possessive adjectives

work in pairs

PRACTICE 2 (3’)

self learning Activity 6:

a/Ss do this exercise individually andcompare their answers with aclassmate

b/Play the recording for Ss to check their answers and practice reading the sentences Call some Ss to give the answers and read the sentences

Give correction if needed

S1: Art, Museum, popular,place, interest, city

S2: cinema, attract, youngsters

S3: artisans, would, clay, make, traditional, potsS4: Where, like, going, weekends

S5: shouldn’t, destroy, historical, buildings

OUTCOME AND HOMEWORK (1’)

self learning -Write new words then learn them by

heart

-Copy the exercise into notebooks

-Prepare A CLOSER LOOK 2

write the homework down T - whole

class

Period 4:

UNIT 1: LOCAL ENVIRONMENT

Lesson 3: A closer look 2 (Activities 1- 6 page 9, 10)

I Learning outcome: By the end of this Unit, students will be able to:

- Use the lexical items related to traditional crafts and places of interest in an area

- Write complex sentences with different dependent clauses

Structures:

- Use some common phrasal verbs correctly and appropriately

II Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board,

handouts, students’ books, recording

* English grade 9 - Unit 1- Lesson 3: A closer look 2

III Anticipated problems: Students may have difficulty in using some common

FeedbackOne student from team A calls out a student from team B to make a sentence and vice versa

subordinator and points toone

- Underline the dependent

Work individually

1 The villagers are trying

to learn English in orderthat they can communicatewith foreign customers 2

After we had eaten lunch,

we went to Non Nuocmarble village to buysome souvenirs

3 Even though this embroidered picture wasexpensive, we bought it

hand-4.This department store is

an attraction in my citybecause the products are

of good quality

5.This is called a Chuong conical hat since it was made in Chuong village

Work individually

Practice (14’)

Helping Students practice using phrase verbs

self learning Activity 3:

-Ask Ss to read the sentences takenfrom the conversation in GETTINGSTARTED, paying attention to thetwo verb phrases Have them answerthe two questions orally as a class

-Have Ss read the information in theyellow grammar box Ask them tocall out any phrasal verbs they know

1 set up: start something (

Activity 4:

-Ss do this exercise individually, andthen compare their answers with aclassmate Check Ss' answers andconfirm the correct ones

Activity 5:

-Ss do this exercise individually

Elicit the answers and givecorrection

-To prepare for the next exercise Tmay organise a small game for Ss tohelp them remember the meaning ofthe phrasal verbs in the yellow box

and exercise 4 The class is divided

into two teams A and B Read out themeaning of one phrasal verb Thequickest student to raise their handwill be asked to say the verb outloud If the answer is correct, theteam gets one point Otherwise, callone student from the other team togive the answer Keep a record ofeach team's scores on the board

Remember to choose about eight toten verbs that you think are difficultfor Ss

why they are sometimes considered difficult

1 c 2 g 3 f 4.a 5 h 6 b

Listen

Write Compare answers Write on board Feedback

FURTHER PRACTICE (11’)

Helping Students write sentences that have the same meaning as the first after speaking and

practicing the phrases

Ss and T give feedback For a less able class, T may want to model the first sentence Ss may just focus on the next two sentences After two Ss write their sentences on the board, check them carefully If there is no time left, ask Ss to finish the remaining sentences as homework.

1 Where did you find outabout Disneyland Resort?

2 When did you get upthis morning?

3 I'll look through thisleaflet to see whatactivities are organized atthis attraction

4 They're going to bringout a guidebook todifferent beauty spots inViet Nam

5 I'm looking forward to the weekend!

Ss workindividuallyListen

Write Compare answers Write on board Feedback

OUTCOME AND HOMEWORK (1’)

self learning -Write new words then learn them by

Period 5:

UNIT 1: LOCAL ENVIRONMENT

Lesson 4: Communication (Activities 1- 4 page 11)

I Learning outcome: By the end of this Unit, students will be able to:

- Use the lexical items related to traditional crafts and places of interest in an area

- Plan a day out to a place of interest for their class

- Read for general and specific information about a traditional craft village

- Discuss local traditional crafts, their benefits and challenges

Structures:

* Teach the word team-building.

II Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board,

handouts, students’ books, recording

* English grade 8 - Unit 1- Lesson 4: Communication

III Anticipated problems: Students may have difficulty in finding the word

team-building

IV Proposed solutions: Teacher should encourage sts to add to the finding the word

team-building they know that are used online.

LESSON PROCEDURES

WARM UP (5’)

Helping Ss revise some words about leisure activities as well as warming up the class and

leading in the new lesson

1 What should we pay attention to a plan for a day out?

- Place

- Mean of transport

- Time to set off

- Food and drinks

T and Students

to planning a day out

Ss guess the meaning of the words

PRESENTATION (10’)

Help sts read through the table and write their answers quickly

Planning

a day out

self learning Act 1

-Ss read through the table Play the recording once or twice for Ss to complete the table Elicit the answersand quickly write them on the board

Play the recording one more time for

Ss to check their answers Confirm the correct ones

-Listen to the tape and answer:

*1 Ss read through the table

- Play the recording once or twice for Ss to complete the table

- Elicit the answers and quickly writethem on the board

- Play the recording one more time for SS to check their answers

- Confirm the correct ones

Ss work in groups to do this activity

- T prepares some big sheets of paperfor Ss to draw the table and make notes Set a time limit of about 15 minutes for this activity Ask Ss to

do the following things:

+ choose a place of interest to visit + decide what to do and make notes

+decide who will present what to the class

+ rehearse what to say -Move around to observe and give help if necessary Inform the groups that they will have only three

minutes to talk about their plan

Means of transport Time to set up Food Drinks Activities Time to come back

work in groups

work in pairs

FURTHER PRACTICE (INTERVIEW SURVEY) (9’)

Helping Students to sum up whole knowledge from speaking

Collaboration Act 3

2 Ss work in groups to do this activity

- It is a good idea if T can prepare

Draw and make notes

work in groups

some big sheets of paper for SS to draw the table and make notes.

- Set a time limit of about 15 minutesfor this activity Ask Ss to do the following things:

- choose a place of interest to visit

- decide what to do and make notes

- decide who will present what to theclass

- rehearse what to say

- Move around to observe and give help if necessary Inform the groups that they will have only three

minutes to talk about their plan

3 Groups present their plan to the class

- Keep watch of the time for each group

- Other groups and T give feedback

- Vote for the best plan

OUTCOME AND HOMEWORK (1’)

self learning -Write new words then learn them by

Lesson 5: SKILLS 1 (Activities 1- 5 page 12)

I Learning outcome: By the end of this Unit, students will be able to:

- Read for general and specific information about traditional craft village

- Discuss local traditional crafts, their benefits and challenges

II Materials and references: Textbook, lesson plan, chalk, color chalk,

sub-board, handouts, students’ books, recording

* English grade 8 - Unit 1- Lesson 5: Skills 1

III Anticipated problems: Students may have difficulty in talking about general

and specific information about the craft villages

IV Proposed solutions: Teacher should prepare the lesson carefully and give the

Ss clear instructions

LESSON PROCEDURES

WARM UP (4’)

Helping Ss tell about the differences between the two pictures as well as warming up the class

and leading in the new lesson

-Have Ss do this activity in pairs

One student looks at Picture A onpage 12 while the other looks atPicture Bon page 15 They ask eachother questions to find out thesimilarities and differences betweenthe two pictures They can focus onthe color and decoration of the hats

Similarities: conical hat, string

Differences:

Picture A: light green, pictures between layers, blue string, look lighterPicture B: white, no decoration, pink string, look heavier

PRE READING (3’) Leading sts to the new lesson by answering the pre - questions.

self learning Activity 2:

language

-Ask Ss to read the titles in the boxquickly Make sure they understandthe meaning of each title Now Ssread the paragraphs and match themwith the titles Ask them to comparetheir answers with a classmate Elicittheir answers

T whole class

- Read again

- Underline parts of the text

Compare answers Key:

1 Because it is the birthplace of the conical hat in Hue.

2 It's 12 km from Hue City

3 It's going to the forest

to collect leaves

4 They're very thin

5 It has poems and paintings of Hue between the two layers

6 Everybody can, young or old.

individually

work inpairs

PRE SPEAKING (3’)

Leading sts to the new lesson by focusing them on the speech bubbles from Quang.

as a class Ask Ss to add some morebenefits and challenges.

- Other benefits: creatingnational/regional pride, helpingdevelop tourism, helping improvelocal infrastructure and services,creating cohesion between craftfamilies and communities Otherchallenges: limited designs, naturalresources running out, andcompetition from other countries

Read

Listen

Give opinions Key: 1 B 2 C 3 B

- It's an open activity, so there is noright or wrong answer as long as Sscan explain their points Set a timelimit of about 10 minutes for thisactivity Move around to providehelp and comments Invite somegroups to present their plan T andother Ss give feedback and ask anyquestions Vote for the best plan

Other benefits: creating

national/ regional pride,helping develop tourism,helping improve localinfrastructure and servicescreating cohesion betweencraft families andcommunities

Other challenges: limited

designs, natural resourcesrunning out, competitionfrom other countries

work ingroups

POST READING AND SPEAKING (8’)

Helping sts feel comfortable to talk about their action plan on the

Collaboration - T organizes an exhibition of ideas

Give each group a big piece of paper

Ss discuss and write their action plan

on the paper After 10 minutes, ask them to stick their plan on the wall around the classroom Ss visit at least two groups and listen to their presentations When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why

- Discuss and write

- Stick their plan on the wall

- Report on what they have heard to the class and say which action plan they prefer and why

work ingroups

OUTCOME AND HOMEWORK (1’)

self learning -Write new words then learn them by

heart

-Copy the exercise into notebooks

-Prepare SKILLS 2

Write downand listen tothe T’sguide

Period 7:

UNIT 1: LOCAL ENVIRONMENT

Lesson 6: SKILLS 2 (Activities 1- 5 page13)

I Learning outcome: By the end of this Unit, students will be able to:

- Listen for specific information about places of interest in an area

- Write an email to give information about places of interest in an area and things to

do there

II Materials and references: Textbook, lesson plan, chalk, color chalk,

sub-board, handouts, students’ books, recording

* English grade 9 - Unit 1- Lesson 6: Skills 2

III Anticipated problems: Students may have difficulty in organizing the ideas

Helping Ss revise some words about specific information about places of interest in an area as

well as warming up the class and leading in the new lesson

PRE LISTENING (3’) Leading sts to the new lesson by listening to three students talking about their places of

- Elicit answers from different Ss

Ask them if they know the name of each place

- Quickly write these names on the board

- Play the recording for Ss to check their answers

Describe the picturesListen and check

Key:

A Ha Noi Botanical Garden

B BatTrang pottery village

C Viet Nam National Museum of History

T - wholeclass

WHILE LISTENING (15’)

Helping sts read the text and find out the question by looking the keywords in the responses

Audio script:

Tra: I love history, so my place of interest is Viet Nam National Museum of History There's an

extensive Collection of artifacts tracing Viet Nam's history They're arranged chronologically

from primitive life to modern time It’s also near Hoan Kiem lake and the Old Quarter, so youcan spend time looking round and exploring Vietnamese culture.

Nam: I'm fascinated by traditional handicrafts At weekends, I usually go to Bat Trang, a pottery

village not far from Ha Noi centre My friend’s relatives live there and they own a workshop.Every time I go there, they teach me how to make things such as pots, vases, or bowls I'mlearning to paint on ceramics now

Hoa: Ha Noi Botanical Garden is the place I like There are lots of trees from different

Countries, a lake, and a small hill I usually climb up the hill and read books at the top becausethere's a large lawn After that go down and feed the pigeons Sometimes I just sit on the bench,watching people dancing or playing sports It's a nice place for those who love nature andquietness

self learning

Activity 2:

-Play the recording again for Ss to decide if the sentences are true or false If they meet any difficulty doing this, play the recording one more time Have Ss compare their answers in pairs before giving T the answers Ask for Ss' answers and write them on the board Do not confirm the correct answers yet

Activity 3:

-Without listening to the recordingagain, Ss complete the table byfilling each blank with no more thanthree words Ss compare theiranswers with a classmate beforegiving T the answers Ask two Ss towrite their answers on the board

Play the recording one last time to

confirm the answers for both 2 and 3.

Key:

1 T

2 T

3 F(His friend’s relatives own it.)

4 F(They also come from other countries.)

5 T

1 artifacts

2 exploring Vietnamese culture

PRE WRITING (3’)

Leading sts to the new lesson by focusing them on discussing the places of interest in their

hometown/city

Ss or groups exchange their descriptions to spot any mistakes

Share them with the whole class T may collect some Ss' work to mark athome or ask them to rewrite the email as homework

Pair workDiscussGroup work: Write emailExchange their

descriptions

work inpairs

POST LISTENING AND WRITING (8’)

Helping sts feel comfortable to demontrate their work and self confident to correct their

handwritings themselves and for their friends

Collaboration Ss work in pairs and discuss the

places of interest in their hometown/city that can be visited

in one day and the activities that can be done there

- Remind Ss that these places of interest should be most typical and worth visiting

- T should move around to give comments as there may not be enough time for checking with the whole class.

Dear Mira, It's great to know thatyou're coming toVietNam What a pity youcan only spend one day in

Ha Noi

There are so manyinteresting places in thecity, but I think withinone day you should beable to visit threeplaces The first place Isuggest is Viet NamNational Museum ofHistory You like history,

so it's

a must-see place There's

Individually

work inpairs

T - wholeclass

an extensive collection ofartifacts tracing VietNam's history They'rearranged chronologicallyfrom primitive life tomodern times Thesecond place is HoanKiem Lake It's one

of the symbols of Ha Noi

There you can enjoy thebeautiful scenery andvisit Ngoc Son Temple

You can also have a look

at the Old Quarter

Wander around the oldstreets and some ancienthouses to explore

Look forward to seeingyou soon!

Best wishes, Thuc Anh

OUTCOME AND HOMEWORK (1’)

self learning -Write new words then learn them by

heart

-Copy the exercise into notebooks

-Prepare LOOKING BACK

write the homework down individually

Period 8:

UNIT 1: LOCAL ENVIRONMENT Lesson 7: LOOKING BACK AND PROJECT

(Activities 1- 6 page 14, 15)

I Learning outcome: By the end of this Unit, students will be able to:

- Use some vocabularies and structures to talk about traditional crafts and places

of interest in an area

II Materials and references: Textbook, lesson plan, chalk, color chalk,

sub-board, handouts, students’ books, recording

* English grade 9 - Unit 1- Lesson 7: Looking back and project

III Anticipated problems: Students are not confident to present and promote

their activities before the class

IV Proposed solutions: Teacher should prepare the lesson carefully and give the

Ss clear instructions and encourage students to be calm to take part in the project part

LESSON PROCEDURES

WARM UP (5’)

Helping Ss revise some words about leisure activities as well as warming up the class and

leading in the new lesson

communicative */ Brainstorm : Ss Take part in the game

T - wholeclass

VOCABULARY (10’) Leading sts to the new lesson by using the words in the warm - up part.

- Elicit the answers from Ss.

Activity 3:

-Ss do this exercise individually

Have some Ss read out their answers

Confirm the correct ones

Compare answers with partner

ts

-Ss write the sentences individually

Have two Ss write the sentences on the board Ask other Ss to give comments Correct the sentences if needed

1 I don't rememberexactly when my parentsset up this workshop

2 We have to try harder

so that our handicrafts cankeep up with theirs

3 What time will you setoff for Da Lat?

4 We arranged to meet infront of the lantern shop

at 8 o'clock, but she neverturned up

5 The artisans in my village can live on basketweaving

6 Ss work in groups to play the game One student is the group secretary Group members take turns to think of a place of interest

in their area Other SS ask Yes/No questions to guess the place The secretary writes down all the places of interest they have guessed Finally, the secretary reports on the places.

Finished!

Group work: Game One student is the group secretary Group

members take turns to think of a place of interest in their area

Other SS ask Yes/No questions to guess the place The secretary writes down all the places of interest they have guessed Finally, the secretary reports on the places.

Finished!

Complete the assessment

self-work inpairs

- Ss work in groups to do the project Ss follow the instructions

in the book Answer Ss' questions

if there are any Remember to have Ss present their findings in the next lesson and vote for the best.

Read

Follow the instructions

in the book to do the project

Vote for the best

work ingroups

OUTCOME AND HOMEWORK (1’)

self learning -Write new words then learn them by

heart

-Copy the exercise into notebooks

-Prepare GETTING STARTED - Unit 2

write the homework down

T - wholeclass

Period 9:

UNIT 2: UNIT 2: CITY LIFE Lesson 1: Getting started

I Learning outcome: By the end of the lesson, the students will be able to:

- use the lexical items related to city life

- listen and read Paul and Duong's conversation for specific information about the features of Sydney.

II Materials and references: Textbook, lesson plan, chalk, color chalk,

sub-board, handouts

* Tiếng Anh 9 - Unit 2- Lesson 1: Getting started

III Anticipated problems: Students may not be familiar with specific

information about the features of Sydney.

IV Proposed solutions: Teacher should prepare the lesson carefully and

give the Ss clear instructions

2 This kind of… hat is made inChuong village

3 In Hoi An you can seecolorful… hanging in thestreets

4 Some people… that a place

of interest should be a known site

well-5 The children can… the clayinto many shapes

6 The… of Ha Noi began over

a thousand years ago

7 This village is… for itswood-carving craft

8 A place of… is sometimessimply one that people likegoing to

- Write the unit title on the board T may ask Ss to name some cities and towns in Viet Nam, especially those in or neartheir region

I Warm up - puzzle

1 2

3 4 5

6 7 8

S

A Y

5

6 H

- Teacher use different techniques

to teach vocabulary (situation,realia)

- Follow the seven steps ofteaching vocabulary

* Checking vocab: jumbledwords

I New wordsjet lag (n): sựmệt mỏi

sau một chuyến bay dài light rail (n): Tàu điện

metropolitan (adj): (thuộc) thủ

phủ, đô thị

multicultural (adj) Đa văn hóa

- Individual work

LISTEN AND READ:

Helping Students listen and read about the dialogue

- Open your books to Unit 2

- Ask students some questions

- What can you see in the pictures?

- Do you know these two boys?

- Where are they now?

- What are they talking about?

- Ss answer the questions as aclass

- T may also ask Ss what theyknow about Sydney by askingthem some guiding questions:

- Where is it?

- Is it a capital city?

- What is it famous for?

1.a Complete the sentences (1aP17)

- Then play the recording andhave Ss follow along

- Read the conversation again and

do the exercise individually

- Check and write the correctanswers on the board

1.b Find words in the conversation (1bP17)

II Listen and read

1.a Complete the sentences

- Work in pairs to do the task

- Allow Ss to share answersbefore asking them to discuss as

- Run through the questions

- Work individually to answer thequestions

- Then compare the answers with

Helping Students know and tald about Sydney

Creative 1.d Find the phrases in the

conversation (1dP17)

- Find the phrases in theconversation and practice sayingthem together

- Explain the meaning to Ss, thenelicit other examples from Ss

2 Replace the words(2P17)

- Tell Ss that most of the wordsthey need to use are related tocities or city life

- Work in pairs to replace theword(s)

- Check their work, then let themread each word correctly Checkand correct their pronounciation

1 How are you? How arethings? How are you doing?

2 (Are you) recovering fromthe jet lag?

3 I slept quite well

4 That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure

2 Replace the words

pairs who can say which countrycities are in

- Congratulate the winners 5 C 6 B

PERFORMING:

Helping Students recall some typical features of Sydney

- Creative IV Consolidation - 3'

- Recall some typical features ofSydney

Period 10:

UNIT 2: CITY LIFELesson 2: A closer look 1

I Learning outcome: By the end of the lesson, the students will be able to:

- learn some more adjectives describing city life

- identify in which situations to stress pronouns in sentences and say these sentences correctly

II Materials and references: Textbook, lesson plan, chalk, color chalk,

sub-board, handouts

* Tiếng Anh 9 - Unit 2- Lesson 2: A closer look 1

III Anticipated problems:Students may not be familiar with using adjectives and

stress pronouns in sentences

IV Proposed solutions:Teacher should prepare the lesson carefully and give the

I Warm up: Brainstorming - 5'

- Explain to the Ss the normalposition of adjectives insentences

- Brainstorm all adjectivesconnected cities and city life youhave learnt

- Encourage them to call out asmany words as possible

- Write all adjectives connected cities and city life T - Whole class

VOCABULARY:

Helping Students to know the vocabulary in this lesson

- Teacher use different techniques

to teach vocabulary (situation,realia)

- Follow the seven steps ofteaching vocabulary

* Checking vocab: jumbledwords

2.a Gap fill (activity 1 P18)

- Read through the letter so thatyou can understand the generalidea

- What is the purpose of theletter?

(Jack is writing the letter to Oggy

to tell about his trip to Hoi An)

- Read the adjectives in the boxand quickly elicit the meaning ofeach adjective

- Work in pairs to do the task

2.b Underline the adjectives

- Read the letter again andunderline all the other adjectives

- Have them give the meanings ofthese adjectives in the context of the letter Correct their answers

3 Which adjectives describe city life? (activity 2 P18)

- Read through the givenadjective adjectives

- Have students read aloud all theadjectives to make sure theypronounce the adjectivescorrectly

- Work in groups and discusswhich adjectives describe, or arerelated to, city life

- Encourage them to talk about their choice

4 Put a suitable adjectives from

-

afforda

ble

(adj): (giácả) phảichăng

- forbidd

en

(adj): bịcấm

-

populou

s

(adj) đôngdân

-

cosmop olitan

(adj): (thuộc) toànth

-

easy-goinggi

ới

(adj): dễchịu, thoảimái

fabulous, sunny, small, friendly, affordable, good

2 Which adjectives describe city life?

* Sample answer: (Ss may have different answers providing that they can explain)

-Ss work individually, thencompare the answers with apartner’s.

- Ask some to write theiranswers on the board

- Check their answers as a class

frightening cosmopolitan cheerful

exciting forbidden rural unemployed easy- going

delicious exhausted populous annoying

downtown historic modern polluted pleased

- Explain to Ssthat pronouns ingeneral, and personal pronouns inparticular, are normallyunstressed (weak) in sentences,but when they are especiallyimportant, or when we want toshow a contrast, they are stressed(strong)

- Give some examples Have Ssread the yellow box in the book

to fully understand the rule

1 Listen and repeat (activity 4 P19)

- Listen and repeat

- Play the recording as manytimes as necessary

- Correct their pronunciation,especially the stressed words

- Circle the stressed pronouns

III Pronunciation

1 Listen and repeat (activity 4 P19)

1 A: Can you come and give

me a hand? (me is weak) B: Ok Wait for me! (me isstrong)

2 A: Did you come to theparty last night? (you isweak)

B: Yes But I didn’t seeyou (you is strong)

3 A: Look-it’s him! (him is

T and Students

Work in pairs

5 Listen and mark W (weak) or

(him is weak)

4 A: They told us to go thisway (us is weak)

B: Well, they didn’t tell

us (us is strong)

5 Listen and mark W (weak) or S (strong)

3 A: I’m afraid we (W)can’t stay any longer

B: What do you mean

‘we’ (S)? I’ve got plenty oftime

4 A: Look! Everybody’sleaving

- When are pronounces stressed

OUTCOME AND HOMEWORK:

- Prepare: Unit 2: A closer look 2

IV Homework

- Learn by heart new words

- Exercises B3, 4, 5 P13(workbook)

Prepare: Unit 2: A closer look 2

Individual

Period 11:

UNIT 2: CITY LIFELesson 3: A closer look 2

I Learning outcome: By the end of the lesson, the students will be able to:

- use adjectives, and comparison of adjectives and adverbs correctly

- use common phrasal verbs correctly and appropriately

II Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board,

handouts

* TiếngAnh9 - Unit 2- Lesson 3: A closer look 2

III Anticipated problems:Students may not be familiar with using common phrasal

- a bit, a little, a few, a lot,

- Recall the forms of comparison

of adjectives and adverbs

- Give examples

- Their sentences should stick tothe topic of this unit

I Comparison of adjectives and adverbs

T and Students

- Check their answers as a class.

- Help Ss study theREMEMBER! box

- What do we use to show howmuch the different is incomparative

- Which words do we use withthe superlative form of adjective?

- Do we use "by far" toemphasise superlative?

2 Complete the text

- Work individually After theyhave done the activity, ask some

Ss to write their answers on theboard Correct their mistakes

III Phrasal verbs - 15'

- Recall the phrasal verbs you have learnt in Unit 1:

1 Underline the correct participle (activity 4 P.20)

- Read and underline the correctparticle

- T may ask them to write downthe phrasal verbs in their copybooks

- Read out the answers

- Correct their mistakes Explain

to them the meaning of thesephrasal verbs in the sentences

2 Underline the phrasal verbs (activity 5 P.20)

- Read the sentences, underline

- a bit, a little, a lot,

much, + comparative adj

- second, third, by far

2 Complete the text

8 The most exciting

III Phrasal verbs

-To get over-To show someone around-To grow up

put sth on, turn sth/sb down

* The phrasal verbs which can never be separated: set off, look forward to, put up with

1 Underline the correct participle

- Language

the phrasal verbs and match them

to their meaning from the box

- Call on some Ss to read thesentences Correct their answers

- Tell them to study the context ofthese verbs and elicit theirmeaning

switch

2 turned it down: refuse

3 go over: examine

4 go on with: continue doing

5 take off: remove

6 Put it down: make a note

3 Find the phrasal verbs

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 ( a job )

8 cheer up: make someone fell happier

T and Students

PERFORMING:

Helping Students to recall some phrasal verbs

Creative - Recall some phrasal verbs

- Which one can be separated andwhich one can never beseparated?

- Prepare: Unit 2:

Communication

- Find out as much informationabout three cities in 3 P21 aspossible

IV Homework

- Learn by heart new words

- Exercises P6, 7 P14(workbook)

Prepare: Unit 2:

Communication

Period 12:

UNIT 2: CITY LIFE Lesson 4: Communication

I Learning outcome: By the end of the lesson, the students will be able to:

- read about Singapore city and talk about the feature about a city

- write and talk about the one of the city in 3 (P.21)

II Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board,

handouts

* TiếngAnh9 - Unit 2- Lesson 4: Communication

III Anticipated problems:Students may not be familiar with specific information about

the features about a city

IV Proposed solutions:Teacher should prepare the lesson carefully and give the Ss clear instructions.

- Compare answers as a group

- Encourage them to talk as much

as possible T may give some cues

2 Read and answer the questions

- You are going to read a short passage about Singapore

- Have you ever visited

2 Read and answer the questions

-The location of the city

- Find the three cities on a world map or globe.

Vung Tau Southeast

Viet Nam

- long beach

- mountains

- quiet and clean

- temples and pagodas

New York City

Northeaster

n USA

- fashion and financial

- Statue of Liberty

Melbourn e

Southeast Australia

- multicultur al

- Melbourne Museum

- Give Ss 10-15 minutes to write

Go around to provide help if necessary

- T and other Ss give comments

Helping Students to recall the lesson

- Creative IV Consolidation - 3'- Sum up the content of the

- Prepare: Unit 2: Skills 1:

IV Homework - 2'

- Learn by heart new words

- Do exercises C1,2 P15, D1 P16 (workbook)

- Prepare: Unit 2: Skills 1: