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

Week 24
Period 69
UNIT 9. ENGLISH IN THE WORLD
Lesson 1: Getting started
Writing date: 08/ 02/ 2016
Teaching date: 15/ 2/ 2016
A. Objectives:
	By the end of the lesson, students can:
	- know some information aboutEnglish language
	- Learn some more about a global language and experiences in learning and using English 
1. Language content
	- Vocabulary: lexical items related to English
	- Grammar: 
2. Skills:
- Practicing skills.
3.Attitudes:
- Ss are interested in English as a global language and experiences in learning and using English.
4.Competences:
- Co-operation
- Self- study
- Using language to talk about English as a global language and experiences in learning and using English.
B. Preparation:
	- Materials: Ss’ books, text books, Audio-visual aids
- Method: T- WC, group work, individual work
C. Procedures:
I. Warm up(5')
Before Ss open their books, review the previous unit by asking two Ss to go to the board, each writng 10 compound nouns they have learnt/known. Give comments and correct any mistakes if needed
Write the unit title on the board "English in the word". Elicit any information Ss know about the characteristics of the English language.
Let Ss open their books.
Ask Ss question about the pictures:
E.g. Where are Duong an Vy? Who is standing at the board? what are they talking about?
Ask Ss to guess what the topic of the conversation is and whrer it takes place. T may also ask Ss to tell about the English club they have taken part in:
 Do you take part in an English club?
 When is it? 
 What is special about it?
II. New lesson(38')
Teacher’s activities
Students’ activities
- Preteach vocab. 
- Pre- questions:
1. Is English the language which is most spoken by most people in the world?
2. Does English have the largest vocabulary?
3. Name some English words that can be a noun, a verb and also an adjectives?
4. What is the longest English word which has only one vowel?
5. What are some varieties of English?
a. Tell Ss to refer te conversation to find the nouns of the adjectives simple and flexible. Ask them to pay attention to how to from the nuons from these adjectives.
b. Ask Ss to convert the adjectives in the into nouns. Remind them to use a dictionary to check
- call 1 ss to the board and write the answers.
c. First, have Ss work independently. Then allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers.
2. Ss work independently, and then share their answers with one or more partnes. T may ask for translation of the words/phrases in the box to check their understanding. With a stronger class. T may wish to ask Ss to find some example in real life with the words/ phrases in box.
3. Have ss work indepently and share their answers with one or more partners. T may help with the words/phrases thet Ss do not know the meaning of in the sentences. If time allows, have some Ss read out loud the sentences.
4. First, model activity with a more able student. Then ask Ss to work in pairs. Go around to provide help. Call on some pairs to practise in front of the class.
* Vocabulary.
flexible (a) linh hoạt
accent(n) giọng điệu
dialect (n) tiếng địa phương
estimate (v) đánh giá
variety (n) thể loại 
contribute(v) đóng góp
1, Listen and read.
- ss answer the five questions
- ss listen and check.
a. Read the conversation again and find the nouns of the adjectives: simple and flexible.
Key: simple - simplicity
 Flexible- flexibility
b. Convert these adjectives into nouns.
Key:
adjective
Noun
sad
sadness
dark
darkness
stupid
stupidity
popular
popularity
happy
happiness
punctual
punctuality
c. Read the conversation again and choose the correct answer.
Key:
1. B 2. C 
 3. A 4.C 5. B
2. Match the words/ phrases in column Awith the definitions in column B
Key:
1. c 2.e 
 3. b 4. a 5.d
3. Match the beginning of each sentence(1-6) to its ending(a-f)
Key:
1.f 2.c 3. a 
 .4b 5. e 6.d
III. Consolidation:
 Relative clause
 Chinese is the language which is spoken by most people in the world.
 Relative clause
Which: relative pronoun
IV. Homework.
- Learn by heart the new words and structures.
- Find information about kinds of relative clauses.
Week 24
Period 70
UNIT 9. ENGLISH IN THE WORLD
Lesson 2: A closer look 1
Writing date: 08/ 02/ 2016
Teaching date:18/ 02/ 2016
A. Objectives:
	By the end of the lesson, students can:
- Use lexical items related to languages and language use and learning
- Identify the correct tones for new and known information and say sentences with the correct intonation
1. Language content
- Vocabulary: Languages and language use and learning
- Pronunciation: Tones in new and known information.
2. Skills:
- Practicing skills.
3.Attitudes:
- SS are encouraged to love the subject more and like to find information about English language. 
- Use right tones in speaking.
4.Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- Creativeness: talk about English language. 
- Using language to do exercises
B. Preparation:
	- Materials: Ss’ books, text books, audio-visual aidsids
	- Method: T- WC, group work, individual work
C. Procedures:
I. Warm up(5')
- 1 student goes to the board to write the new words.
The whole class play the game: Guessing worlds.
 T divides the class into two teams, each team chooses one representative 
The representatives have to stand back the board so that they can’t see the words on the board.
	The whole class try to explain the words for the representatives to guess.
The teams with more right answers wins the game.
Topic: Languages and language learning:
 Words on the board: Dialect, translate, accent, official language, mother tongue, variety, fluenttly.
II. New lesson.
Teacher’s activities
Students’ activities
Vocabulary
1. Ss work independently and them share their answers with a parther. T may ask for translation of the words/phrases in the first column to check their understanding. With a stronger clss. T may wush to ask Ss to make sentences with the expressions.
2a. Ss do the exercise individually. Check their answers as a class. Confirm the correct a answers.
b. Ss write sentences with the phrases from 2a. Ask some Ss to say their sentences in front of the class. Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss gve comments. Confirm the correct sentences.
3a. First, have Ss work individually to match the words/phrases. Then allow them to have their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. With a stronger class. T may wish to ask Ss to make some example sentences with the words/phrases.
b. Ss work independently to complete the passage. Check the answers as a lass.
Pronuncitation
Tone in new and known information
4. Play the recording and ask Ss to listen and repeat the sentences, playing attention to whether the voice on the underlined word in each sentence goes up tor down. T may play the recording as many times as necessary. Explain the ruke in the REMEMBER! box and ask some Ss to give some more examples.
5. Play the recording and ask Ss to the conversation, paying attention to whether the voice of each second sentence goes up or down. Ask some Ss to give their answers and then play the recording again for Ss to listen, check and' repeat. T may play the recording as many times as necessary.
6. First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause afer each sentence and ask them to repereat chorally. Correct their pronunciation if necessary.
1. Match the words/phrases in column A with the definitions in column B.
Key:
1.b 2.e 3. a 
 4. d 5. f 6. c
2. a. Choose the correct words in the following phrases about language learning.
Key:
2. at 3. by 4. in 
 5. of 6. bit 7. up
2b. Choose the phrases from 2a to make sentences about yourself or people you know. 
3a. Match the words/phrases in column A with the words/phrases in column Bto make expressions about language learning..
Key:
1.e 2. h 3. g 4. b 5. a 6. c 7. d 8.f
3b. Fill in the blanks with the verbs in the box.
Key:
1.know 2. guess 
 3. look up 4. have
5. initata 6. make 
7. correct 8. translate
4. Listen and repeat, paying attention to the tones of the underlined words in each conversation.
- listen and repeat the sentences
Remember:
In conversation, we often refer to something which has been mentioned before. This is known information, and the voice usually goes up at the end. We also tell the listener things we havenot mentioned before. This is new information and the voice usually goes down at the end.
5. Listen to the conversations. Do you tkink the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.
Ss work in pairs to mark the arrow
- listen, check and repeat
Look out: When we are referring to something in the conversation, we do not have to repeat exactly the same words. In this conversation, the voice goes up on the words/phrases that are replaced.
6. Read the conversation. Does the voice go upor down on the underlined words? Draw a suitable arrow at the end of each line. Then listen, check and repeat.
Ss work in pairs to mark the arrow
- listen, check and repeat
III. Consolidation.
- Have ss read the Remember and the Look out again.
 - Tone in new and known information.
IV. Homework.
- Practice the dialogues in the pronunciation at home
Week 24
Period 71
UNIT 9: ENGLISH IN THE WORLD
Lesson 3: A closer look 2
Writing date:08/ 02/ 2016
Teaching date: 19/ 02/ 2016
A.Objectives:
 By the end of the lesson, students will be able to use:
- Conditionals type 2: review
- Relative clauses correctly and appropriately
 1. Language content
- Grammar:Conditionals type 2, Relative clauses correctly and appropriately
- Vocabulary: words related to learning English
2. Skills:
- Practising skills.
3.Attitudes:
- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately
4. Competences
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language totalk about learning English
B.Preparation:
- Teacher: Textbook, workbook , teaching plan
- Students : Textbooks, workbooks, notebooks.
C. Procedure:
Teacher’s activitiesStudents’activiteis
I. Warm up :
- Check up old lesson
- Ss - T 
II. Grammar
Conditional sentences type2: review
1a. Ask Ss to study part of the conversation. Draw Ss' attention to how conditional sentences type 2 are formed and used by analyzing the underlined part of the sentence. Draw Ss' attention to the notes and the example s in the Lookout!box. Them ask some more able Ss to give some example to illustrate.
b. Firts, have Ss work independently, then ask them to share their answers with one or more partners.Ask some Ss to say their answers aloud. Give comments, and make any correction if necessary.
2. Have Ss work independently to write the sentences.If there isn't much time or Ss are not so strong, allocate one or two sentence per student. Then ask them to share their answers with a partner. Ask some Ss to write their sentences on the board and discuss as a class. Give comments and make any corrections
Relative clauses
3a. Ask Ss to read of the conversation from GETTING STARTED, playing attention to the underlined clause. Then have Ss read the REMEMBER!box and explain to Ss the words that are used to introduce a relative clause. Ask Ss to make some examples to illustrate.
b. Ask Ss to study the rules in the grammar box. Draw Ss' attention to the use of relative clauses by analyzing the examples in the grammar box in 3b. Then ask the more able Ss to give some further example.
4. Ask Ss to do the grammar exercise individually. Remind them to look back to the REMEMBER!box and the box in 3b. Then have Ss compare their answers in pairs be fore checking with the whole class.
5. Have Ss work independently, writing true sentences about themselves. Then ask them to share their sentences with one or more partners to find out how many things they have in common. Ask some Ss to say their sentences aloud. Give comments, and make any corrections if needed. If time allows., have some Ss write their sentences on the board before checking as a class.
6. Before allowing Ss to do exercise6 ask them to study the rulles in the look out!. Then have Sswork independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments and make any corrections.
- Listen and take notes
- Ss work independently, then ask them to share their answers with one or more partners.
Key:
1. No 2. Yes 3. No 4. No 5. No
- Ss work independently to write the sentences.
Key:
1. If my English were/was good, I would feel confident at interviews
2. If Minh had time, she would read a lot of English books
3. If I were you, Iwould spend more time improving my pronunciation
4. If Mai didn't have friends who were /are native speakers of English, she wouldn’t be so good at the language
5. If you could speak English, we would offer you the job.
- Listen and take notes
- Do as requested
- Ssdo the grammar exercise individually.
Key:1. Who/that 2. Where 3. Whose 4. When/that 
 5. Whom/who 6. Why
- Ss work independently, writing true sentences about themselves. Then share their sentences with one or more partners to find out how many things they have in common
- Ssstudy the rulles in the look out!. Then work independently and share their answers with a partner
Key:
2. Parts of the palace where/in which the queen lives are open to the public
3. English has borrowed many words which/that come from other languages
4. I moved to a new school where/in which English is taught by native
5. There are several reasons why I don't like English
6. The new girl in our class, whose name is Mi, is reasonably good at English
IV. Consolidation 
? Retell conditional type 2 and relative clause
.V. Homework 
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 9: Communication
- Answer teacher's questions.
- Take note
Week 25
Period 72
UNIT 7: RECIPES AND EATING HABITS
Lesson 4: Communication
Writing date: 16/ 02/ 2016
Teaching date: 22/ 02/ 2016
A/Objectives:
By the end of the lesson, Ss will be able to how to interview to build up an English learner profile
1. Language content
	 - Vocabulary: words related to languages and language use and learning.
- Grammar: Conditional sentence type 2: Review; Relative pronouns.
2. Skills:
- Practising skills.
3.Attitudes:
Ss are interested in learning English
4. Competences:
- Co-operation
- Self- study
- Using language to talk about learning English
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:
Before Ss open their books, ask them to work in groups to 
discuss the question "what do you think are the best ways top master English?" and " What are the things that you like and don't like about the English language?" elicit Ss' answer. Remember that this is afluency stage of the unit with a primary goat of communication. Do not focuts on accuracy at this time. Reward successful attempts at communication
II. New lesson: Introduction
Before Ss open their books, ask them to work in groups to 
discuss the question "what do you think are the best ways top master English?" and " What are the things that you like and don't like about the English language?" elicit Ss' answer. Remember that this is a fluency stage of the unit with a primary goat of communication. Do not focus on accuracy at this time. Reward successful attempts at communication
1. Give Ss about 10 minutes to work independently, making notes about themsevels by answering the questions in the table in 1
2. Now ask Ss to work in pairs, taking turns to ask and answer the questions in 1. Remind them to make notes on what their partners say in the table in1. Then ask each of them to identify how many things they have in common with their partners.
For a change, have Ss role-play. One student is a reporter, and the other is a student. The reporter is gathering information about learners of English. Ask for volunteer pairs to role-play in front of the calss. In this cave, Ssshould focus on only three of the questions from the survey. Make sure Ss don't simly read from their books - they should be in chracter. Give them lots of encouragement and pairse for their communcative efforts.
3. Now put two pairs together to work in groups of four, reporting on the things that they and their partners have in common. T moves around the class to the discussions and provide help only if necessary. If time allows, ask some groups to present their findingsin front of the class. This may lead to a natural, whole - class discussion. If this happens, encourage it
III. Homework 
1. Review this lesson
2. Do exercises . (Workbook).
3. Prepare lesson Skills 1
- Work in groups.
- Work individually.
- Work in pairs
- Work in groups.
- Work in pairs.
Do at home
Week 25
Period 73
Unit 9: ENGLISH IN THE WORLD
 Lesson 5: Skills 1
Writing date: 16/ 02/ 2016
Teaching date: 25/ 02/ 2016
A/Objectives:
- By the end of the lesson, ss will be able to:
- Read for geneal and specific information about English as a global language.
 Talk about learning English.
1. Language content
	 - Vocabulary: words related to languages and language use and learning.
- Grammar: Conditional sentence type 2: Review; Relative pronouns.
 2. Skills:
- Reading and speaking skills.
3.Attitudes:
Ss are interested in learning English
4. Competences:
- Co-operation
- Self- study
- Creativeness: talk about learning English
- Using language to talk about how to learn English well
B/Preparation:
- Materials: Ss’ books, text books, posters
- Method: T- WC, group work, individual work
C/ Procedures:
Teacher’s activities
Students’ activities
I. Warm-up
Before Ss open their books, ask them to work in groups to disscusseitheir of these questions:
1. Who owns English?
Ss may look somewhat confused by this question. If so, give them more guidance: 'Which countries Speark English around theworld?'."Does the English language belong to England? If not, whynot?'."Is the English language chaning? If so how?'
The aim is to get Ss to realize that english is global now and that there isn't one "correct" from of English anymore, but many varieties of English.
2. Does "Vietlish" exist?
If necessary, explain that this is a blend of Vietnamese ans English. Give some guidance:' Can you think of any words or phrases which blend the two languagea?'.'Is this increasing in Viet Nam? If so, why?',' Can you invent some new "Vietlish" words or expressions?'
II. Pre-reading
1. Now open the books and ask Ss to scan the text to find the words: settlenment, immersion, derivatives, establishment and dominant. T may help Ss work out the meanings of these words out of the context.
- settlement(n) = the process of people making their homes in a place
- immersion (n)= the language teaching methol in which people are put is situations where they have to use the new language for everything
- derivatives(n) = words that have been developed from other words
- establishment(n) = the act of starting or creating something that is meant to last for a long time
- dominant (adj)= more important, powerful or noticeable than other things
III. While-reading
2a. First, have Ss work independemtly, reading through the article and choosing a suitable heading