Giáo án Tiếng Anh 9 (Thí điểm) - Unit 5 - Năm học 2015-2016 - Đinh Thị Phương

Week 12
Period 34
UNIT 5: WONDERS OF VIET NAM
Lesson 1: Getting started
Writing date: 02/ 11/ 2015
Teaching date: 09/11/ 2015
A. Objectives: 
	By the end of the lesson, ss can listen and read the conversation between Mi and Veronica for specific information about a trip to Hue City.
1. Language content
	- Vocabulary: words related to wonders of Viet Nam
	- Grammar: 
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested in talking about wonders of VN.
 4.Competences:
- Co-operation
- Self- study
- Using language to talk about wonders of VN
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’s activities
Students' activities
* Warm up: Matching (3a P51)
? Teacher shows the six pictures of places of interest in Viet Nam.
? Match the words given with the correct pictures.correct columns
? Put them in the
? Can you tell where they are situated.
? Have you ever visited a wonder of Viet Nam?
? What is it?. Where is it?
? What is special about it?
Matching (3a P51)
1. b 2. c 3. e
4. a 5. f 6. d
Natural wonders
Man-made wonders
- Ha Long Bay
- Phong Nha Cave
- Cuc Phuong National Park
- Po Nagar Cham Towers
- One pillar Pagoda
- Saigon Notre-Dame Cathedral
I. New words
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: jumbled words
I. New words
- recommend
(v):
giới thiệu, khuyên
- recommendation
(n)
sự giới thiệu, lời khuyên
- complex
(n):
khu liên hợp, quần thể
- rickshaw
(n):
xích lô, xe kéo
II. Listen and read 
* Getting started
? Open the book on the GETTING STARTED page but with the text covered. 
? Where are Mi and Veronica? 
? What may they be talking about?
- T may ask Ss to guess what the bridge in the picture is and where it is. 
II. Listen and read
1.a. Fill in the gap with no more than three words (1a P51)
? Uncover the text. Play the recording again. 
? Work individually, then in pairs, to find the words/phrases. 
? Fill in the gap with no more than three words. 
- Check and write the correct answers on the board.
1.a. Fill in the gap with no more than three words (1a P51)
1. Hue City 2. Three
3. go by air 4. Beautiful
5. use rickshaws 6. The museums
1.b. Find the expressions (1b P51)
? Refer to the conversation to find the phrases. 
? Practice saying the phrases (play the recording again as a model if necessary). Pay attention to intonation when asking for, making, or responding to recommendations
1.b. Find the expressions (1b P51)
Asking for recommendations
Making recommendations
Responding to recommendations
- And do you know any good places to stay in Hue City?
- What’s the best way to get around?
- So what are the things we shouldn’t miss-any good museums?
- So what else is worth seeing?
- I suggest going by train
- I’d recommend The Romance Hotel.
- It’s probably best to use rickshaws.
- Er no, don’t bother going to the museums.
- You should definitely see the Royal Citadel.
- That sounds better.
- Hmm, that’s good to know
Yes, that’s what I’ve heard.
2. a. Write the responses into the correct columns. (2.a P51)
? Work independently. 
- Then allow them to share their answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. T may remind Ss to pay attention to the intonation.
2. a. Write the responses into the correct columns. (2.a P51)
Asking for recommendations
Making recommendations
Responding to recommendations
Recommending things
Not recoomending things
- What about places outside Hue City?
Have you got any other tips?
- It’s well worth seeing.
- It’s probably best to go by train.
You really must go to Agra.
- Don’t drink the water.
- I wouldn’t eat anything that’s sold in the street.
It isn’t really worth seeing.
- Thanks, that’s really useful.
2.b. Matching (2b. P51)
? Work independently to do the matching. - Allow them to share their answers before giving comments, and make any corrections. 
? Work in pairs, practicing the exchanges. T may go around to provide help.
2.b. Matching (2b. P51)
1. b 
2. c 
3. d 
4. a
III. Practice 
Ask and ansnswer questions about some wonders of Viet Nam (4 P51) 
- Model this activity with a more able student. 
? Work in pairs. T may go around to provide help. 
- Note that weaker Ss can stick very closely to the model by substituting the names of different wonders in the conversation. However, it’s good to encourage more able Ss to create their own versions of the conversation. 
? Practice in front of the class.
- Remembering that this is a fluency stage and correction should be reserved for the end and kept to a minimum so as not to deter Ss from taking risks with the language.
III. Practice
Ask and ansnswer questions about some wonders of Viet Nam (4 P51) 
IV. Consolidation
? Sum up the main content of the lesson
V. Homework
? Learn by heart new words
? Do exercises B2, 3 P40 (workbook)
? Prepare: Unit 5: A closer look 1
IV. Homework
- Learn by heart new words
- Do exercises B2, 3 P40 (workbook)
- Prepare: Unit 5: A closer look 1
Week 12
Period 35
Unit 5:WONDERS OF VIET NAM
Lesson 2: A closer look 1
Writing date: 03/ 11/ 2015
Teaching date: 10/ 11/ 2015
A. Objectives:
 By the end of the lesson, ss will be able to:
Use the lexical items to describe wonders of Viet Nam
Identify in which situations to stress short words (a, of, or, etc.) in sentences and say these sentences correctly
1. Language content
- Grammar: 
- Vocabulary: words related to wonders of Viet Nam
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 independently. Then have them share their answers with one or more partners. T may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to find some real-life examples of the nouns in the box.
- Ss work individually to complete this exercise
Key:
1. B 2. D 3. A 4. E 5. C 6. F 
2 Ss work independently and then share their answers with one or more partners. T may ask for translation of some adjectives to check their understanding.
 3 a Ss work in pairs to match the nouns to the definitions. Allow them to share their answers before checking with the whole class. T may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to make some example sentences with these words.
 b Have Ss complete the sentences individually, using the phrases in 3a. then have some of them read out their answer before checking as a class.
- Individual work
Key:
1. located/situated 2. Picturesque 3. Astounding
4. geological 5. Administrative
- Ss work in pairs
Key:
 1. b 2. d 3. a 4. e 5. c
- Ss work individually to complete the task
Key:
1. structure 2. Measures 3. Setting 4. Complex 5. Recognition
III. Pronunciation (15'')
Stress on short words in sentences
4 Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the words in red in each sentences are stressed or not. T may play the recording as many times as necessary.
- Read through and explain the rule in the REMEMBER!box and ask some Ss to give examples of the cases where the short words (a, of, the, etc.) are used in the strong form.
 REMEMBER!
- Short words like articles (a, an, the), conjunctions (and, or), and prepositions (at, of, to) are usually unstressed or in the weak form. However, we use these short words in the strong form in the following cases:
When the short words are used at the end 
5 First, ask Ss to work in pairs to practice reading aloud the mini-talks and decide in which sentences the short words are stressed. Then play the recording. Ss listen and underline the stressed words. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary.
of sentences.
 6 Ss practice the mini-talks in pairs. T may go around to provide help. Call on some pairs to practice the mini-talks in front of the class. Correct their pronunciation if necessary.
Audio script:
A: This is a (S) solution, but not the only one.
B: Attempts to find a (W) solution have failed.
A: I’m fond of (W) bananas.
B: Bananas are what I’m fond of (S)
A: it’s not trick and (S) treat; it’s trick or (S) treat.
B: I need Peter and (W) Mary or (W) John and (W) Nick to help me.
A: It’s good but (W) expensive.
B: You shouldn’t put ‘but’ (S) at the end of the sentence.
Example:
What are you playing at?
Mary is the person I’m looking for.
When the short words are used for emphasis and contrast.
Example:
This is the place to eat.
It’s not a solution, but the solution.
When the short words are used for citation. 
Example:
You shouldn’t put ‘and’ at the end of the sentence.
- Do as requested
IV. Consolidation (2')
- Retell the whole lesson
.V. Homework (2')
? Learn by heart all the new words.
? Do Ex in workbook
? Prepare: Unit 5: Closer Look 2
- Answer teacher's questions.
- Say out the words 
- Take note
Week 12
Period 36
Unit 5:WONDERS OF VIET NAM
Lesson 3: A closer look 2
Writing date: 05/ 11/ 2015
Teaching date: 13/ 11/ 2015
A.Objectives:
 By the end of the lesson, students will be able to use the impersonal passive and the verb suggest + V-ing/clause with should
 1. Language content
- Grammar: impersonal passive and the verb suggest + V-ing/clause with should
- Vocabulary: words related to wonders of VN 
2. Skills:
- Practising skills.
3.Attitudes:
- Ss are interested in using impersonal passive and the verb suggest + V-ing/clause with should
4. Competences:
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about wonders of VN
B.Preparation:
- Teacher: Textbook, workbook , teaching plan
- Students : Textbooks, workbooks, notebooks.
C. Procedure:
Teacher’s activities
Students’ activities
I. Warm up : 
- Check up old lesson
- Ss - T 
II. Grammar 
The impersonal passive
1 a First, ask Ss to study part of the conversation from GETTING STARTED. Draw Ss’ attention to how to form the impersonal passive by analyzing the underlined part and the rule. Then ask some more able Ss to give some examples to illustrate. Next, ask Ss to read the conversation in GETTING STARTED again and underline another impersonal passive that they can find. Ask them to share their findings with a partner before checking with the whole class.
 b First have Ss cover up the yellow box in 1b and try to work out the usage themselves for this structure. Accept all their ideas. Now uncover the box and allow Ss to analyse the rule and the examples in the box. Then ask some Ss to give some more examples to check understanding.
We use the impersonal passive to express other people’s opinions. It can be used with reporting verbs, including say, think, believe, know, hope, expect, report, understand, claim, etc.
2 Ss complete the sentences independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments and make any correction if necessary.
3. Ss write the sentences independently, then compare them with one or more partners. Ask some Ss to say their sentences aloud. Give comments, and make any correct if need.
Suggest + V-ing/clause with should
4 a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then explain to Ss the structures used with the verb suggest and ask them to make some examples to illustrate.
b Ask Ss to study the rules in the box. Draw Ss’ attention to the use of the verb suggest by analyzing the examples in the box in 4b and the REMEMBER!box. Then ask some able Ss to give some more examples
5 Ask Ss to do the grammar exercise individually. Remind them to refer to the box in 4b and the REMEMBER!box and use a dictionary if necessary. Then have Ss compare their answers in pairs before checking with the whole class.
6 a First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Call some pairs to practice in front of the class.
 b Ask Ss to work in pairs, recording their previous partners’ ideas to the new ones. Then T may ask some Ss to report their previous partner’s ideas to the whole class.
- Read and find
Key: It’s said that this complex of monuments is one of the wonders of Viet Nam.
Example:
Active
Passive
People think he is a great teacher
It is though that he is a great teacher
People say she works 16 hours a day
It is said that she works 16 hours a day
They reported that two people had been injured in the accident
It was reported that two people had been injured in the accident.
- Ss work independently, then pair work
Key:
2. It is believed that the best time to visit the complex of Hue Monuments in April.
3. It is reported that thousands of visitors come to enjoy breathtaking views of Ha Long Bay every year.
4. It is claimed that Phong Nha - Ke Bang can be compared to a huge geological museum.
5. It is understood that Binh Dai Fortress was designed to control movement on the Perfumed River.
6. It is expected the government will have measures to protect and preserve our man-made wonders.
Key:
It is claimed that Po Nagar Cham Towers were built in the 8th century by the Cham people in central Viet Nam.
It is said that the Cham people built Po Nagar Cham temple complex to honour Yang Ino Po Nagar, mother of the kingdom.
It is believed that the Po Nagar Cham Towers were built on the site of an earlier wooden temple, which was burned by the Javanese in A.D. 774.
It is understood that the Po Nagar Kalan is the main tower, which is one of the tallest Cham structures.
It is known that a sculpture of the goddess Mahishasuramardini maybe found above the entrance to the main temple.
It is thought that in the 17th century, the Viet people took over the temple tower, calling it Thien Y Thanh Mau Tower.
Veronical: My father suggests we should go by air.
Mi:That’s too expensive! I suggest going by train.
After the verb suggest, we can use V-ing or a clause with should:
S + suggest + V-ing
S + suggest + (that) + S + (should) +bare infinitive
- Ss do as requested
REMEMBER!
We can also use suggest + V-ing/clause with should to report someone’s ideas about what someone else should do, or what they should do themselves.
Example:
Her mother suggested going to see the doctor.
The government suggested closing a number of primary schools.
The professor suggested that the students should read a number of books before the exam.
Key:
2. I suggest the government should limit/limiting the number of visitors ever day.
3. I suggest we should control/controlling the deforestation.
4. I suggest we should put/putting these valuable things in high-security place.
5. I suggest we should raise/raising some money.
6. I suggest we should reduce/reducing smoke and exhaust fumes
- Do as requested
IV. Consolidation 
? Retell reported speech, question words before to -infinitive
.V. Homework 
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 5: Communication
- Answer teacher's questions.
- Take note
Week 13
Period 37 
UNIT 4 LIFE IN THE PAST
Lesson 4: Communication
Writing date: 08/ 11/ 2015
Teaching date: 16/ 11/ 2015
A/Objectives: 
By the end of the lesson, Ss will be able to describe past practice.
1. Language content
	- Vocabulary: vocabulary related to the past.
- Grammar: Used to/ didn’t use to - infinitive to talk about past practices
 Express Wish for the present
2. Skills:
- Practising skills.
3.Attitudes:
 Ss are interested in talking about past practices
4. Competences:
- Co-operation
- Self- study
- Using language to talk about past practices
B/ Preparation:
- Materials: text books, posters, computer, projector
- Method: T- WC, group work, individual work
C/ Procedures:
Teacher’s activities
Students’ activities
I. Warm up: 3m and check the old lesson in 5m
II. New lesson: ( minutes)
1 a T can start this session by writing ‘Looking back’ on the board and leading Ss through the discussion of the questions. Encourage Ss to give any or all ideas, there are no wrong answers at this stage.
1. Extra vocabulary: (5m)
- downtown: in, towards or typical of the centre of a city, especially its main business area Khu vực thành phố
- remote (adj): far away from places where other people live – xa xôi, hẻo lánh
- igloo (N): a small round house or shelter built from blocks of hard snow by the Inuit people of northern N America: lều tuyết
- domed (adj): hình vòm/ mái vòm
- arctic (Adj):related to or happening in the regions around the North Pole: thuộc Bắc cực/ phương Bắc
2 have Ss read the definitions and look for the words in each story. They may do this individually or in pairs.
3 This task encourages Ss to use their critical thinking skills to find explanations for the questions. Ss will consequently gain a deeper understanding of what life was like for these people.
Have Ss work in groups. Encourage them to use their imagination and background knowledge to explain some information from the stories. Ss then share their opinions with the class. T acts as a facilitator.
4 Have Ss work in group to match the respond with the stories. Ask them to underline the key words in the responds which help them do the matching.
5 Ask Ss to work in small groups and work out a story of their own. Make sure Ss include the necessary information in the story suggested in the task. Each group then presents the story to the class. The rest of the class can ask questions about the topic.
III. Homework (2minutes)
1. Review this lesson
2. Do exercises . (Workbook)
3. Prepare lesson Skills 2
- Listen to the teacher’s explain
- Copy
- Work individually or in pairs to complete the task.
Key:
1. illiterate 2. Pass on 
3. Treat(someone) 4. Block 
5. Survive 6. Dogsled
- Work in small groups.
Suggested answers:
1. It was difficult to reach the villagers on the mountain./ There was no other means of transport available.
2. There was no school in the villages./ The nearest school might be too far away.
3, There were no other material available in that deserted land./ There was no easy means to transport materials from other places to the island.
4, It was impossible to build a big house with serveral rooms in the ice and snow./ People felt safer living in communal group.
- Work in small groups.
Key:
Story 1: 2,4
Story 2 : 1,3,5
Ask Ss to work in small groups and work out a story of their own.
Week 10
Period 
UNIT 4 LIFE IN THE PAST
Lesson 5: Skills 1
Writing date: 
Teaching date: 
A/Objectives: 
By the end of the lesson, ss will be able to:
- Read specific information about children’s pastimes in the past.
- making comments on or expressing opinions about facts in the past.
1. Language content
	- Vocabulary: vocabulary related to the past.
- Grammar: Used to/ didn’t use to - infinitive to talk about past practices
 Express Wish for the present
2. Skills:
- Reading and speaking skills.
3.Attitudes:
 Ss are interested in past practices
4. Competences:
- Co-operation
- Self- study
- Creativeness: talk about past practices
- Using language to talk about past practices
B/ Preparation:
- Materials: Ss’ books, text books, posters, tape