Giáo án môn Tiếng Anh Lớp 9 - Tiết 1 đến 7

ry
E. silk F. lacquerware
G. conical hats H. lanterns.
2. Getting - started
2.1. New words
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: R.O.R
I. New words
- take over
(v):
tiếp quản
- artisan
(n):
thợ làm nghề thủ công
- memorable
(adj):
đáng nhớ
- Repeat in chorus and individually
- Copy all the words
2.2. Getting started
* Set the scenes:
? Look at the picture on page 6
? Who and what can you see in the picture?
? Where are they?
? What do you know about Bat Trang? 
- Ss answer the questions as a class
- We are going to listen and read a dialogue about Nick, Phuc and Mi's visit to Bat Trang. 
- Play the recording twice.
 a. Find a word or phrase
? Listen and read then do 1a P7
? Work independently to find the words with the given meanings in the dialogue. 
? Read out the lines in the dialogue that contain the words. 
? Share the answers
- Quickly write the correct answers on the board.
? Study the Watch out box.
- "As far as I know" is an expression. It is used to say that you think you know something but you cannot be completely sure, especially because you do not know all the facts.
.b. Answer the questions
- Have Ss read the questions to make sure they understand them. 
? Answer the questions without reading the dialogue again. 
- Ss exchange their answers with a classmate. 
? Check your answers by reading the dialogue again. 
- Ask for Ss' answers..
- Answer the questions individually.
* Suggested answers
- Nick, Phong and Mi
- a lot of pieces of pottery
- in Bat Trang traditional craft village
II. Listen and read
1a. Find a word or phrase
Key:
1. craft 2. set up 3. take over 4. artisans
5. attraction 6. specific region 7. remind 8. look round
1.b. Answer the questions
Key:
1. They are at Phong's grandparents' workshop in Bat Trang.
2. It is about 700 years old.
3. His great-grandparents did.
4. Because people can buy things for their house and make pottery themselves there.
5. It's in Hue.
6. Because the handicrafts remind them of a specific region.
3. Doing(20'')
3.1. Complete the sentences ( 3 P7)
? Complete the sentences with the words/phrases in 2. 
- 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 organise a short activity to check Ss' short-term memory. Have Ss close their books. Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made. 
III. Practice (20'')
1. Complete the sentences (3 P7)
1. conical hat 2. lanterns 
3. silk 4. paintings
5. Pottery 6. marble sculptures
3.2. Quiz (4 P7)
a: Work in pairs to do the quiz
? 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 : Work in groups (If time allows)
? Ss work in groups to write a similar quiz about places of interest. 
2. Quiz (4 P7)
1. park 2. museum 
3. zoo 4. beach 
5. beauty spot
4. Further practice (3')
? Recall some information about Bat Trang traditional craft village. 
? Are there any craft villages in your neighbourhood?
? What products do the artisans make?
5. Production (2')
? Learn by heart all the new words.
? Do Ex B1,2 , 3, 4P4 (Workbook)
? Prepare: Closer Look 1
- Answer individually
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WEEK:1	 	 Preparing date: 
Period: 3 	 Teaching date: 
UNIT 1: LOCAL ENVIRONMENT
Lesson 2: A closer look 1
I./. OBJECTIVE: By the end of the lesson, ss will be able to:
- use the lexical items related to traditional crafts and places of interest in an area
- say sentences with correct stress on content words
1. Knowledge: - Grammar: present simple, verb form
- Vocabulary: traditional crafts
2. Skills: Practicing skills
3. Attitude: - Positive about local environment.
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises and are interested in making handicrafts
4. Competences:
- Co-operation
- Self- study
- Using language to talk about traditional craft villages
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
Teacher and students ‘ activities
Students’activities
1- Warm up (5'):
Ask Ss to call out some traditional crafts they remember from the previous lesson. Tell them that in this lesson they are going to learn some verbs that are used to talk about producing or creating a craft. These will help them use the language correctly when they talk about the making of traditional crafts in a specific region.
- Listen to the teacher
.
- Work in groups
- Write on the board.
2. Vocabulary (15')
2.1. Ss work individual to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss' explanations when needed. The two verbs cast and mould are quiet difficult, so make that Ss understand them:
Now have Ss look at their answers on the board 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 mould
cast
(v):
đúc
embroider
(v):
thêu
mould
(v):
Đổ khuôn, tạo khuôn
weave
(v):
Đan (rổ, rá), dệt
 Knit (v): đan (len)
Key:
A. cast	B. carve	C.embroider	
D.weave	E.mould	F. weave	G.knit
Repeat in chorus and individually
- Copy all the words
2.2. a. The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pair to do the exercise. Check the answers as a class. If time allows, haceSs make sentences.
b. This activity will help Ss to manipulate the verbs as they are not all regular.
Have Ss do the activity, then call two Ss to write their answers on the board. Elicit feedback from other Ss. Confirm the correct answers.
- Listen
- Pair work
Key: 1.b	2.d	3.e	4.a	5.f	6.c
Key:
2. cast; cast	3.wove; woven	4.embroidered; embroidered
5. knitted; knitted	6. moulded; moulded
2.3. Complete the table(2 P8)
Organise a competition for this activity. Ss works in groups of five or six. Set a time limit of five minutes. Ss in each group write down as many places of interest in the word web as possible. The group with the most places is the winner. The winning group presents their words. Others tick the similar words they have and add more if they can. It time allows, T may ask ss to explain why they think the places are entertaining, cultural, educational or historical
- Work in groups
Suggested answer:
- Entertaining: cinema, department store, restaurant, café, theater, opera house, club.
- Cultural: opera house, museum, craft village, historical building, theater, market.
- Educational: library, museum, theater.
- Historical: building, temple, shopping district, market, beauty spot.
2.4. Complete the passage
Ask Ss to do the exercise individually. Check their answer as a class and confirm the correct ones
- Do the task individually
Key:
1. historical 2. attraction 3. exercise
4. traditional 5. Culture 6.handicraft
3. Pronunciation (15'')
Stress on content words in sentences
Tell Ss that they are going to learn about sentence stress. Explain that in spoken English, we use sentence stress to show our listeners which parts of our sentences are the most important. These are the parts that carry the most meaning.
5 a Have Ss read the five sentences and underline the words they think are stressed. Elicit answers from Ss. Do not confirm the correct answers. Now ask Ss to read the four questions and make sure they understand them. Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct. Tell them that this is actually the first question and other questions can be answered after listening. Ss discuss their answers to the four questions in pairs.
b Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.
- Have Ss read the information in the box to remember the content of the lesson.
- Listen to the teacher
- the whole class
Audio script:
The craft villagelies on the river bank.
This painting is embroidered.
What is this region famous for?
Drums aren’t made in my village.
A famous artisan carved this table beautifully.
Key:
Sentence 1: craft, village, lies, river, bank
Sentence 2: painting, embroidered
Sentence 3: what, region, famous
Sentence 4: drums, aren’t , made, village
Sentence 5: famous, artisan, carved, table, beautifully
They are : nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries.
Sentence 1: the, on, the
Sentence 2: this, is
Sentence 3: is , this, for
Sentence 4: in, my
Sentence 5: a, this
They are: articles, prepositions, pronouns, and possessive adjectives.
6 aSs do this exercise individually and compare their answers with a classmate.
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.
Audio script and Key:
The Art Museum is a popular place of interest in my city.
This cinema attracts lots of youngsters.
The artisansmouldclay to maketraditionalpots.
Where do you like going at weekends?
We shouldn’t destroyhistorical buildings.
4. Further practice (2')
- Retell the whole lesson
5. Production(2')
? Learn by heart all the new words.
? Do Ex A1, 2,B1, 2 (workbook)
? Prepare: Unit 1: Closer Look 2
- Answer teacher's questions.
- Take note
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Kiểm tra ngày tháng năm 
.
..
..
WEEK:2	 	 Preparing date: 
Period: 4 	 Teaching date: 
UNIT 1: LOCAL ENVIRONMENT
Lesson 3: A closer look 2
I./. OBJECTIVE: By the end of the lesson, students will be able to :
- write complex sentences with different dependent clauses
- use some common phrasal verbs correctly and appropriately
1. Knowledge: - Grammar:complex sentences ,commonphrasalverbs
- Vocabulary related to traditional crafts.
2. Skills: Practicing skills
3. Attitude: - Positive about local environment.
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
-Ss are interested in using complex sentences ,common phrasal verbs in commmunication.
4. Competences: - Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Creativeness: Discuss about traditional crafts in Viet Nam.
- Using language to talk about traditional crafts in Viet Nam
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
Teacher and students ‘ activities
Contents
1.Warm up (5'):
Fre talk abouttraditional crafts
- T- Ss
- SS- SS
2. Grammar 1(15')
Complex sentences: review
- Elicit from Ss what they still remember about complex sentences. Have them make sentences with although, when, so that and because. Give feedback and quickly write the sentences on the board. Underline the dependent clause with these subordinators. Tell Ss that today they are going to focus on these dependent clauses.
Now ask Ss to read the information in the yellow box. When Ss have reading, ask them to name the dependent clauses on the board.
1.Ss do this exercise individually. Elicit Ss’ answers. Confirm the correct ones.
2Ss write the complex sentences individually and then compare them with a partner. Have two Ss write their sentences on the board. Each student writes two or three sentences. Ask other Ss to give feedback. Confirm the correct answers.
3. Grammar 2( (10’)
 Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases. Have them answer the two questions orally as a class.
- Mi: Wow! When did your grandparents set up this workshop?
- Phong: My great-grandparents started it, not my grandparents. Then my grandparents took over the business.
- T gives examples:
Get up ( get out of bed )
Find out ( get information )
Bring out ( publish/ launch )
Look through ( read )
- Note: a verb can go with two particles.
Example:
 ( stay equal with )
Look forward to ( be thinking with pleasure about something to come )
Run out of ( have no more of )
4Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confirm the correct ones.
5 Ss do this exercise individually. Elicit the answers and give correction.
6 Have Ss quickly read the provided sentences. Make sure they understand the meaning of each sentence. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board. Other Ss and T give feedback.
key: 
When people talk about traditional paintings -> DT
So that she could buy some bai tho conical hats -> DP
Although this museum is small -> DC
Because we have space to skate board -> DR
Before they make the drumheads -> DT
- Ss do this exercise individually
Key:
The villagers are trying to learn English in order that they can communicate with foreign customers.
After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs.
Even though this hand-embroidered picture was expensive, we bought it.
This department store is an attraction in my city because the products are of good quality.
This is called a Chuong conical hat since it was made Chuong village.
- Answer teacher’s question: A phrasal verb is a verb combined with a particle such as back, in, on, off, through, up,etc. When a particle is added to the verb, the phrasal verb usually has a special meaning.
- Ss explain the underlined words in the dialogue: Key:
Set up : start something ( a business, an organization, etc. )
Take over: take control of something ( a business, an organisation, etc. )
No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult.
- Have Ss read the information in the yellow grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning of these verbs.
Ss do this exercise individually, and then compare their answers with a classmate
Key:
c 2. g 3. f 4. a 5. h 
 6. b 7. e 8. d
Ss do this exercise individually.
Key:
Face up to 2. Turned down 3. Passed down
4. Live on 5. Close down 6. Didcome back
- Ss read the sentences and complete them individually, then compare their answers with a classmate.
Key:
Where did you find out about Disneyland Resort?
When did you get up this morning?
I’ll look through this leaflet to see what activities are organized at this attraction.
They’re going to bring out a guidebook to different beauty spots in Viet Nam.
I’m looking forward to the weekend!
4.Further practice (2')
? Retell complex sentences and phrasal verbs
.5. production (2')
? Learn by heart all the new words and structures
? Do B3, 4, 5, 6 (Work book)
? Prepare: Unit 1: Communication
- Answer teacher's questions.
- Take note
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WEEK:2	 	 Preparing date: 
Period: 5 	 Teaching date: 
UNIT 1: LOCAL ENVIRONMENT
Lesson 4: Communication
I./. OBJECTIVE: By the end of the lesson, Ss will be able to arrange a visit a place of interest in the region.
1. Knowledge: - Vocabulary: vocabulary related to visiting a place of interest like: team-building; set off, turn up, picnic food/ drink/ activities
	 - Grammar: planned future tenses 
2. Skills: Practicing skills
3. Attitude: - Positive about local environment.
- Ss are interested in making arrangements for a picnic
- Students know how to learn English in right way.
 - Ss are interested in doing exercises.
-Ss are interested in outdoor activities and places of interest
4. Competences: - Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about future plan for a picnic
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
Teacher and students ‘ activities
Contents
1. Warm up: check the old lesson in 5m
2.Communication
Extra vocabulary 6’
Go through the extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. To teach the word team-building, ask Ss for the meaning of each word. Then ask them to guess the meaning of the whole word and give examples of some team-building activities. For the other two phrasal verbs, give out the definitions:
-turn up: arrive
-set up: begin a journey
Listen and complete the plan: (10m)
Ex 1: Nick, Duong, and Mai are planning a day out to a place of interest for their class. Listen to the conversation and complete their plan by filling each blank with no more than three words.
Set the scene: 
Nick, Duong, and Mai are planning a day out to a place of interest for their class.
Ask Ss to guess and fill in the table.
Play the disc twice, ask Ss to listen and fill in the gaps from 1 to 10.
skSs to share the answer with the partner.
Get feedback 
Ask Ss to listen once more to check.
3.Communication 2:Discuss the plan for this day out. (7m)
Ex 2: Imagine that your class is going to a place of interest in your area. Work in group to discuss the plan for this day out. Make note in the table.
- Ask Ss to work in groups of 5 or 6 to make note in the table.
- Give groups.
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
4. FURTHER PRACTICE:Present the plan before class. (12m)
- Ask Ss to present in groups before class.
- Ask other groups to give comment.
- Teacher gives comment and choose the best representation.
5. PRODUCTION: (2m)
- Redo all the ex.
- Do exercise .. (Workbook)
- Prepare Unit 1 Skill 1
- Listen and repeat.
- Guess the meaning.
- Copy
Ex 1: Don’t turn this task into a serious test of information.
Ss is expected to be able to answer questions 1, 2, 4.
Guess and fill in the table.
- Answer key:
1, Green park 2. Bus 3. 8 a.m 4. Own lunch 
5. Supermarket 6.Team-building 7. Quizzes 8. Painting village 9. Make 10. P.M
Share the answer with the partner.
- Give answers to the teacher.
- Listen once more to check.
Work in groups of 5 or 6.
Present before class in groups
Give comment to other groups.
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WEEK:2	 	 Preparing date: 
Period: 6 	 Teaching date: 
UNIT 1: LOCAL ENVIRONMENT
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of the lesson, ss will be able to:
- Read and get