Giáo án Tiếng Anh 9 (Thí điểm) - Unit 4 - Năm học 2015-2016 - Đinh Thị Phương

Week 9
Period 26
UNIT 4: LIFE IN THE PAST
Lesson 1: Getting started
Writing date: 13/ 10/ 2015
Teaching date: 22/10/ 2015
A. Objectives: 
	By the end of the lesson, ss will be able to:
	- listen and read the conversation between Nguyen and his father for details.
	- learn some lexical items related to life in the past about Mai's stress.
1. Language content
	- Vocabulary: lexical items related to life in the past
	- Grammar: simple past
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested in doing exercises.
 4.Competences:
- Co-operation
- Self- study
- Using language to talk about emotions and feelings
B. Preparation
	- Materials: Ss’ books, text books, audio-visual aidsids 
	- Method: T- WC, group work, individual work
- Anticipated problems: Students may get difficulty in finding other ways for the expressions in 1d P17
C. Procedures:
Teacher and Students' activities
Content
* Warm up
- Prepare some photos or magazine cut-outs about some common activities in the past ( maybe twenty or thirty years ago) and at the present. Show them to Ss and let them group the pictures into the past or the present. Ask for an explanation of the groupings.
I. New words 
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Ordering
I. New words
- technological 
(adj):
thuộc công nghệ
- wealthy
(adj)
giàu sang, giàu có
- gap
(n):
sự khác biệt, khoảng trống
- loudspeaker
(n):
loa
- science fiction
(n):
khoa học viễn tưởng
- mobile movie team
(n):
đoàn chiếu phim lưu động
- funaral
(n):
đám tang, lễ tang
II. Listen and read
* Getting started
? Open the book on the GETTING STARTED page but with the text covered. 
- What do you think the people in the conversation are talking about?
- How do you understand the title ‘Preserving the past’?
- Ss answer the question as a class. Play the recording and have Ss follow along.
II. Listen and read
1.a. Answer the questions (1a P41)
Ss work independently. Encourage them to answer the questions without looking back at the conversation. Then allow Ss to share answers. Check their answers as a class.
1.a. Answer the questions
1. Fathers make kites for sons.
2. Once every two months.
3. They used to come early, trying to find a place near the screen.
4. Only wealthy households.
5. Yes, he does. He said:’Sometimes I wish I could go back to that time.”
1.b. Matching (1b P41)
? Find the expression in the conversation and read the context where they appear to make sure that they understand the meanings of the expressions correctly. 
? Do the matching.
 Correct the answers as a class. 
? Think of some more expressions with the same meaning.
1.b. Matching
1.C 
2. A 
3. D 
4. B
1.c. Complete the conversations (1c P41)
? Work independent to find the most suitable response to each items. 
? Exchange your answers. 
- T checks as a class and explains the answers where necessary.
1.c. Complete the conversations
1. sure. 
2. I can’t imagine that . 
3. How cool!
4. I wish I could go back to that time. 
5. Ho cool! 
6. I can’t imagine that.
III. Practice - 15'
1. Complete the sentences (2 P41) 
- Make sure Ss understand the meaning of the words in the box. 
? Give some examples to show that you understand the phrases ‘technological changes’. 
? Work independently to complete the sentences. 
? Share your answers in pairs. 
- Then elicit the answers from the whole class.
III. Practice
1. Complete the sentences 
1. A 
 2. D 
 3. C 
 4. B 
 5. E 
 6. F
2. Brainstorming (3P41)
? Work in small groups to come up with as many past events and practices as possible which were part of daily life in their area. 
- Give the groups a time limit, for example, five minutes. 
? Present the list they have made to the class. 
- As a whole class, decide if these practices were specific to their region or neighborhood or were also practiced elsewhere 
2. Brainstorming (3P41)
Example: women in Hue used to go swimming at the beach fully clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went out, to stay at home as housewives, to smoke
IV. Consolidation
? Sum up the main content of the lesson.
V. Homework
? Learn by heart new words
? Do exercises B1, 2, 3 P31-32 (workbook)
? Prepare: Unit 4: A closer look 1
IV. Homework
- Learn by heart new words
- Do exercises B1, 2, 3 P31-3(workbook)
- Prepare: Unit 4: A closer look 1
Week 9
Period 27
UNIT 4: LIFE IN THE PAST
Lesson 1: A closer look 1
Writing date: 14/ 10/ 2015
Teaching date: 23/ 10/ 2015
A. Objectives:
 By the end of the lesson, ss will be able to:
Use the lexical items related to life in the past
Identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly
1. Language content
- Grammar: 
- Vocabulary: words related to life in the past
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested in doing exercises.
 4.Competences:
- Co-operation
- Self- study
- Using language to do exercises
B. Preparation:
- Teacher: Textbook, workbook, teaching plan, CD.
- Students: Textbook, workbook.
C. Procedures:
Teacher’s activities
Students’activities
I- Warm up (5'): 
- Free talk
- Check up old lesson
T- Ss
II. Vocabulary (15')
1 Ask Ss to do the matching individually. Then allow them to share their answers with a partner. Check as a class.
Note: Ss might have difficultly with the meaning of ‘act out stories’, ‘go bare-footed’, and ‘dance to drum music’. To check comprehension, T can ask Ss to mine activities to ensure everyone has a thorough understanding of the phrases.
- Ss work individually to complete this exercise
Key:
1. f 2. g 3. b 4. a 
5. c 6. e 7. h 8. d
2 Ss work individually. Ask them to choose the correct answer for each sentence first. They then read the sentence carefully to determine the form and the tense of the verb. Check the answers as a class.
 3 Have Ss work individually. Then they can exchange their answers with a partner. Check as a class. Now ask for volunteers, or select Ss, to make new sentences using these words and phrases. Let the rest of the class decide whether the sentence makes sense or not. Try to give lots of Ss a go, not just the ones who are the most extrovert in the class.
 4 These words have similar meanings. Before Ss do the task, ask Ss to cover the REMEMBER!box and elicit the definitions if possible, then allow Ss to read the definitions before they ask Ss to do the task. Have Ss read each sentences. For example, sentence 1 needs a noun because this word stands sfter article ‘a’. they then complete all the sentences. Confirm the correct answers as a class.
- Individual work
Key:
1. kept a diary 2. Entertain themselves 
3. Preserve our traditions 4. Use your
 imagination
5. acting out stories 6. Collect the post
7. going bare-footed 8. Dance to drum music
- Ss work individually 
Key:
1. seniority 2. Illiterate 3. Street vendors
4. strict rules 5. Physical 6. Face to face
- Ss work individually to complete the task
Key:
1. habit 2. Behavior 3. Tradition
4. habit 5. Practice 6. Behavior
III. Pronunciation (15'')
Stress on auxiliary in sentences
5 Ask Ss to note all the auxiliaries they find in the sentences first. Discuss with them which ones they think will be stressed. Play the recording. Ss listen and underline the stressed auxiliaries. They then repeat the sentences with a focus on the stressed ones.
Since Ss often see auxiliaries as unstressed, it is a good idea to give Ss some initial guidance from the REMEMBER!box under exercise 5 before they actually do the exercise.
 6 Have Ss work individually to stress the auxiliaries. Ask them to refer to the REMEMBER!box as they do the exercise. Then play the recording. Ss listen, check, and say the sentences. Call on some Ss to say the sentences individually.
Audio script+ Key:
Life will be improved on those remote areas.
They can see the rain coming in from the west.
You did make me laugh!
He hasn’t handed in his assignment.
I don’t like the idea of going there at night.
Sam doesn’t like fast food but I do.
Note: This exercise focuses only on stressed/unstressed auxiliaries. Sentences 1 and 2 contain no stressed auxiliaries 
Audio script + Key:
- The men in my village used to catch fish with a spear.
- Could you do that?
- No, I couldn’t.
I have told many times not to leave the door open.
We’re going to visit Howick, a historical village.
- You aren’t going to the party? Is it because you can’t dance?
- I can dance. Look!
- I hope she doesn’t damage to the car.
- Don’t worried. She does know how to drive.
IV. Consolidation (2')
- Retell the whole lesson
.V. Homework (2')
? Learn by heart all the new words.
? Do Ex in workbook
? Prepare: Unit 4: Closer Look 2
- Answer teacher's questions.
- Say out the words 
- Take note
Week 10
Period 28
UNIT 4: LIFE IN THE PAST
Lesson 3: A closer look 2
Writing date: 15 10/ 2015
Teaching date: 23/ 10/ 2015
A.Objectives:
 By the end of the lesson, students will be able to :
Use used/didn’t use + to - infinitive to talk about past practices
Express wishes for the present
 1. Language content
- Grammar: used/didn’t use + to - infinitive 
- Vocabulary: words related to life in the past 
2. Skills:
- Practising skills.
3.Attitudes:
- Ss are interested in using used/didn’t use + to - infinitive to talk about past practices
4. Competences:
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about past practices
B.Preparation:
- Teacher: Textbook, workbook , teaching plan
- Students : Textbooks, workbooks, notebooks.
C. Procedure:
Teacher’s activities
Students’ activities
I. Warm up (5'): 
- Check up old leson
- Ss - T 
II. Grammar (15')
Used to: review
1 Have Ss underline the sentence containing used to/didn’t use to + infinitive in the conversation in GETTING STARTED. Ask them to choose the correct answer A, B, C. T may write the ruler on the board as remainder for Ss as they do exercise 2.
2 Have Ss work individually. Then ask them to exchange their answers. Correct them as a class.
Note: Dating back to the Middle Ages in many European countries, the ‘Barber Shop’, or the ‘Barker Sugeon’ not only cut and shaved hair but also performed teeth extraction and cupping.
3 Ask Ss to read the conversation in GETTING STARTED again and look for sentences containing wish. Ask them to underline the main verbs in the sentence and answer the questions.
Elicit the rule for the main verb in the wish sentence for the present. Then have them read the Look out!box. T may write the rule on the board. 
4 Have Ss to do this exercise individually. They may refer to the rule on the board. T checks the answers as a class. 
5 Have Ss look at the prompts first and decide whether the sentence is a wish for the present/future or for something happening right at the moment. They then choose the appropriate tense for each sentence. Once they have done this, ask them to write out the sentence is full. If time allows, let Ss share their work with their partner. T check as a class.
- Ss work individually to complete the task
Key: B
Ss work individually 
Key:
1. used to be 2. Didn’t use to transport 3. Used to dye
4. used to kill 5. Used to pull out 6. Didn’t use to spend
Look out!
We use the past simple then we make wishes for the present or future.
Example: I wish my friends spend less time playing computer games and more time outdoors.
We use the past continuous when we make wishes for something that we want to be happening write at this moment.
Example: My son wishes he was studying Makerting instead of hospitality.
Note: after wish, we can use either was or were with I/he/she/it.
Key:
1. for the present
2. the past simple and past continuous
Key:
Correct : 1 and 4
Incorrect: 2. Will -> would 3. Can -> could
 5. don’t -> didn’t 6. Is -> was/were
- Ss work individually to complete this exercise
Key:
I wish we could communicate with animals.
I wish no child was/were suffering from hunger.
I wish I was/were playing on the beach.
I wish there was/were no more family violence in the world.
I wish I was/were going bushwalking with my friends.
I wish there was four seasons in my area.
IV. Consolidation (2')
? Retell reported speech, question words before to -infinitive
.V. Homework (2')
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 4: Communication
- Answer teacher's questions.
- Take note
Week 10
Period 29:
TEST CORRECTION
Writing date: 21/ 10/ 2015
Teaching date: 29/ 10/ 2015
A. Aims :
	 Help ss find out their mistakes and correct them . Students can improve their knowledge of English 
B. Materials : 
	Test papers 
C. Procedures : 
I. Listen to people talking about cities. What is each city like? Circle the correct answer (1.6pts)
1. a. great 
2. a. crowded
3. c. crowded
4. b. great
5. a. small
6. c. lovely
7. c. safe 
8. b. large
II. Listen to the conversation. Are these sentences true or false?( 0.4pt)
T.1. Will arrived home very late
F 2. Will’s parents were cross because he missed the bus.
T 3. Will didn’t apologise because he wasn’t sorry.
T.4. Sally thinks Will should apologise for being late
B- LANGUAGE FOCUS: (2.5 pts):
I. Read these sentences. Put the underlined words into correct column according to whether they are stressed or unstressed (1.0 pt)
Stressed
Unstressed
1. It's a beautiful and famous place. 
2. We saw colourful lanterns in Hoi An.
3. What are the drawbacks of the city?
4.A: Do you know that boy?
 B: Him? Er... No. I don't recognise him 
5. A: Is she coming? 
 B: No. she isn't. 
 II. Choose the best answer to complete the sentences (1.5pts)
1. “I’m not sure what to do this weekend. Any ideas?” - “”
a. Why don’t we go to the concert?	b. You will go to the concert, perhaps?
c. Do you go to the concert, perhaps?	d. Why shouldn’t we go to the concert?
2. “What would you do in this situation?”- “ ”
a. Let’s ask your teacher for help.	
b. I think you should ask your teacher for help.
c. I thought you would ask your teacher for help.	
d. Please ask your teacher for help.
3. “Congratulations! That’s a great picture”	“”
 a. Yes, I think so	c. It’s very kind of you to say so
 b. Well done	d. Really?
4. “?” 	“Only 10 minutes’ walk”	
 a. How long is the beach?	c. Where is the beach?
 b. How far is the beach?	d. How can we go to the beach?
5. I was born in Scotland but I .in Northern Ireland.
	a. grew up	b. raised	c. brought up	d. rose
6. How do you start the computer?
	a. How does the computer turn on?	b. How do you turn on the computer?
	c. How do you turn the computer on?	d. Both B and C are correct
7. The weather is ..today than yesterday.
a. much better	b. very better	c. more good	d. not so good
8. This box is the . of the two ones.
a. heavy	b. heaviest	c. heavier	d. most heavy
9. This car is ............. as expensive as our car.
 a. double 	b. twice 	c. much 	d. a lot
10. He hasn't ............. up his mind yet.
a. found b. made c. gone d. stood
11. Try again. Don't give ............ hope.
a. out b. up c. on d. off
12. I ran quickly ..................... late.
a. in order to be not b. in order not to be c. not in order to be d. not to
13. Tom knows Alice Reed, _____?
	a. doesn't he	b. does he	 c. is he	d. isn’t he
14. I wonder ........... we shall catch the last bus.
a. what b. weather c. whether d. how
15. Your composition is ........ better than his.
a. far b. more c. very d. a lot of
C. READING (3.0 pts.)
I. Read the passage and answer the questions below (1.5pts).
	Almost a hundred thousand people were killed and half a million homes destroyed as a result of an earthquake in Tokyo in 1923. The earthquake began a minute before noon when the inhabitants of Tokyo were cooking their midday meals. Thousands of stoves were overturned as soon as the earth began to shake. As a result, small fires broke out everywhere and quickly spread. The fire engines were prevented from going to help because many of the roads had cracked open. It was impossible to use firefighting equipment as most of the water pipes had burst. Consequently, over ninety percent of the damage caused by the fire rather than by the collapse of the buildings. Most of those who died were not killed in the earthquake itself but in the fires which followed.
1. How many people were killed in the earthquake in Tokyo in 1923?
........................................................................................................................................................
2. When did the earthquake begin?
........................................................................................................................................................
3. Why were the fire engines prevented from going to help?
........................................................................................................................................................
4. Could they use firefighting equipment?
........................................................................................................................................................
5. How much percent of the damage cause by fire than by the collapse of the building?
.........................................................................................................................................................
II. Complete the passage with one suitable word from the list (1.5 pts): 
 metropolitan 	largest 	population 	 square 	took over 
New York City is located in the southeastern part of New York State just east of New Jersey. The city was found by the Dutch in 1624. At first is called Fort Amsterdam, and then New Amsterdam. In 1664, the English (1)...................................the city and renamed it New York. With the (2).........................................of more than 7 millions in the city and 19 million in the (3).....................................region, New York is the (4)....................................city in the United States. It is divided into five parts, which are Manhattan, the Bronx, Brooklyn, Queens, and Staten Island. The total area of these parts is 946 (5)...................kilometers. Visitors to New York are all attracted by places such as the Statue of Liberty, the Empire State Building, Wall Street, and Broadway theater district. New York is also where tourists can visit some world famous art galleries and museums.
D. WRITING (3.0 pts.)
I. Rewrite the following sentences, using the words given: (1.5 pts)
1. “I’m having a wonderful time here,” said Cousin Mai. (was)
=> Cousin Mai said .
2. The doctor told my father to stop smoking. (give up)
=> The.
3. We haven’t been to a concert for over a year.	
=> It’s over a year...
4. “Where can I find information about the course?”, She wondered (To- V)
=> She wondered.............................................................................................................................
5. Although the weather was bad, we went out for a picnic
=> Despite...................................................................................................................................
II. Use the following information to write a passage about Da Lat : (1.0 pts)
- known as the city of Eternal Spring
- waterfalls, lakes// railway// flower garden
- many hotel, but difficult to find accommodation at busy times
- flights to and from Ho Chi Minh City three times a week// buses and minibuses to Nha Trang and Ho Chi Minh City.
- friendly/ hospitable/ helpful
- local food/ delicious
Week 10
Period 
UNIT 4 LIFE IN THE PAST
Lesson 4: Communication
Writing date: 
Teaching date: 
A/Objectives: