Giáo án Tiếng Anh 9 (Thí điểm) - Unit 6 - Năm học 2015-2016 - Đinh Thị Phương

Week ......
Period ............
UNIT 6: VIET NAM: THEN AND NOW
Lesson 2: A closer look 1
Writing date: ..........
Teaching date: ............
A. Objectives:
 By the end of the lesson, ss will be able to:
Use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present.
Identify in which situations to stress all the words in sentences and say these sentences correctly
1. Language content
- Grammar: 
- Vocabulary: words related to Viet Nam in the past and at present
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested talking about Viet Nam in the past and at present.
 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
Introduction
Start the lesson by reviewing the previous lesson. Ask two pairs of Ss to come to the front to play a quick game. Ask them to write as many adjectives and describing degree and speed of change that they have learned (on the previous page) as possible. Set a time limit of two minutes. The pair with the most words wins.
 II. Vocabulary (15')
1 Now have Ss turn to the book and work in pairs to label the pictures. Then ask them to briefly describe those pictures. Check the answers as a class. Then ask Ss:
Have you ever tried one of these means of transport or road systems?
How do you feel about using each of these means of transport or road systems?
- Ss work in pairs to complete this exercise
Key:
1. tram 2. flyover 3. elevated walkway 
4. skytrain 5. underpass 6. tunnel
2 Have Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class.
3 Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class.
4 Have Ss work individually to complete the sentences. Have them compare their answers in pairs. Afterwards, check Ss’ answers as a class.
- pairwork
Key:
1. tunnel 2. elevated walkways 3. flyover 
4. skytrain 5. underpass 6.tram
Key:
1. f 2. b 3. e 4. d 5. c 6. a
Ask the class the questions and ask for a show of hands:
Who lives in an extended family?
Who lives in a nuclear family?
Now ask individual Ss
Can any of these adjectives be used to describe your father/mother/sister/brother?
Ask more able Ss to give a quick example the sentences. Have them compare their answers in pairs. Afterwards, check Ss’ answers as a class.
 - work individually 
Key:
1. extended family 2. Sympathetic 3. Obedient
4. tolerant 5. Nuclear family 6. Cooperative
III. Pronunciation (15'')
Stress on all the words in sentences
Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples.
Typically, a sentence has one word or syllable that is stressed more strongly than the rest of the stressed syllables on the content words. However, in some sentences used to show urgency or surprise, all the words are important. Therefore, we put stress on one syllable of each word. Sentences with all the words stressed may have the patterns below:
00 Watch out ! 0o0 Hurry up!
00o Say sorry! 000 Don’t come back!
5 Ss write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Play the recording for Ss to check their answers. Have the whole class repeat chorally after the recording or after the T.
6 This section can be done with some drama, so encourage Ss to exaggerate a little and have fun. They can also add hand gestures and facial expressions to increase the dramatic element. Have Ss work in pairs to describe the pictures quickly and to fill the bubbles with the utterances as in the example. Then ask some pairs to read out their utterances with the correct stress. Confirm the correct answers. Lastly, have the class read all the sentences chorally.
It time allows, have Ss work in groups and think of some other surprising or urgent situations. They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class.
- Do as requested
Key:
1. 00 - I know!, That long?, Don’t cry!
2. 0o0 - Go away!
3. 00o - Keep going!
4. 000 - Don’t turn left!
Audio script:
1. I know!, That long?, Don’t cry!
2. Go away!
3. Keep going!
4. Don’t turn left!
Suggested answers:
1. Be quiet! 00o Don’t talk! 00
2. Don’t turn right!
3. Wake up! 00
4. Smile please! 00 Say cheese! 00
5. Don’t worry! 00o Don’t cry! 00
6. Look out! 00 Look ahead! 0o0
IV. Consolidation (2')
- Retell the whole lesson
.V. Homework (2')
? Learn by heart all the new words.
? Do Ex in workbook
? Prepare: Unit 6: Closer Look 2
- Answer teacher's questions.
- Say out the words 
- Take note
Week ..........
Period .........
UNIT 6: VIET NAM: THEN AND NOW
 Lesson 3: A closer look 2
Writing date: ...........
Teaching date: ............
A.Objectives:
 By the end of the lesson, students will be able to :
Use the past perfect correctly
Use the structure adj+ to-infinitive and adj + that-clause correctly
 1. Language content
- Grammar: impersonal passive and the verb suggest + V-ing/clause with should
- Vocabulary: words related to Viet Nam in the past and at present 
2. Skills:
- Practising skills.
3.Attitudes:
- Ss are interested in using the past perfect, the structure adj+ to-infinitive and adj + that-clause 
4. Competences:
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about Viet Nam in the past and at present 
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 
Past perfect: review
Elicit from Ss when to use the past perfect tense. If necessary, remind Ss that the past perfect is used to describe an action before a started time in the past or an action that happened before another action in the past.
1 Ask Ss to work individually to fill in the gaps. Check the answers as a class.
 2 Have Ss work in pairs. Together they write the questions and answers. Have some Ss write their sentences and answers. Have some Ss write their sentences on the board. Each student may write one or two pairs of questions and answers to save time. Have other Ss give comments. Confirm the correct sentences.
Adjective + to-infinitive/ Adjective + that clause
Read this part of the conversation from GETTING STARTED. PAY attention to the underlined part.
Phuc: Wow, that long ago? The school looks and the walls were made of mud and straw and, look - trenches!
Duong: I think that was during the war so it was necessary to have the trenches right there.
1. It + be + adjective + to - infinitive is used to emphasise information by bringing it to the front of the clause. We can add for/of + noun/pronoun.
Example:
It is necessary (for you) to know about your country’s history.
2. Subject + be + adjective + to - infinitive is used to express emotions, confidence, or worriesAdjective can be happy, glad, pleased, relieved, sorry, certain, sure, confident, convinced, afraid, annoyed, astonished, aware, conscious.
Example:
I was happy to hear from you.
3. Subject + be + adjective + that - clause is used to express emotions )glad, pleased, relieved, sorry), confidence, or worries (certain, sure, confident, afraid, annoyed, astonished, aware, conscious).
Example:
I was glad that you gained the scholarship.
Ask Ss to read the speech bubbles from the conversation in GETTING STARTED, then have them read the structures and examples in the grammar box carefully. Help them with the meaning of the adjectives if necessary. Then ask some more able Ss to retell the rules and give examples. Correct their sentences if necessary.
3 Have Ss work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then check their answers as a class.
4 Have Ss work in pairs to do the gap-fill exercise. Allow pairs to share answers with other pairs. Then check their answers as a class, noting all the possible options.
5 Have Ss work in groups of about four and give each group and A3-size sheet. Ask them to write the sentences leaving a large space between each one. Then tell Ss to stick the sheets on the wall. Each group moves around clockwise to read the other group’s answers and, if necessary, correct the sentences by writing any corrections on a sticky note against each sentence. Check the answers as a class. Note that this kind of peer review is effective and can be used in many different teaching situations.
6 Ask Ss to work individually to finish the sentences. For some classes it may be better to have Ss choose just one or two sentences to focus on, rather than do them all. Allow them to share their ideas with a partner. Then ask some Ss to read out their sentences. Correct their answers if necessary.
Key:
1. had been 2. had played
3. had (you) used 4. had (only) seen
5. had had 6. had experienced
- work in pairs
 Key:
1. - What family groups had Vietnamese people lived in before 1990?
 - They had lived in extended families.
2. - How had people in Viet Nam travelled before the first motorbike was imported?
 - They had travelled by bicycle.
3. - How had Vietnamese people lived before the open-door policy in 1986?
 - They had had a harder life.
4. - Where had your family spent holidays before 2005?
 - We had spent our holidays only in Viet Nam before then.
5. - Who had ruled Viet Nam right before the Tran dynasty?
 - Ly Chieu Hoang had ruled the country before the Tran dynasty.
- Listen and copy
Key:
1. F 2. A 3. B 4. E 5. D 6. C
- work in pairs
Key:
1. glad/pleased 2. sorry 3. relieved/sorry/pleased
4. sure/certain 5. surprised/astonished 6. relieved/pleased
- work in groups 
Key:
We were relieved that we had done well in the exam.
I am sorry that our parents had very poor school facilities.
Everyone was glad that the government had decided to invest more in education.
Everyone is aware that it will be much safer to have elevated walkways and underpass systems for pedestrians.
All of us are delighted that life in the countryside had improved considerably
- work individually
Suggested answers:
to support the victims after the disaster.
be able to build the country into a powerful one.
Viet Nam has good potential for tourism.
there would be less land for agriculture in Viet Nam.
non-academic subjects are also significant.
learn that some of this students could not get scholarships.
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