Giáo án Tiếng Anh 9 năm 2009

..../200
Date of teaching:
..../..../200
Unit 5: the media 
Lesson 2: Speak and listen.
I) The aims:
1) Objectives: 
- Helps students know some vocabulary about the media. 
- By the end of the lesson, students will be able to use the structure for practice and listen for details.
- They have a chance to listen and speak with their friends.
2) Teaching points: 	Tag question; listen for details.
3) Preparation: 	 	Teacher’s: Lesson plan, English book, cassette, tape, poster.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (5-7'):
Questions
Answers
Answer the questions:
What kind of magazines and newspaper do you read?
What’s your favorite types of media? Why?
* Warmer: Jumbled word: 
Ewnsaerpp = newspaper.
Iamde = media.
Iodar = radio.
3) New lesson (30-35'):
Teacher’s activities
T
Sts’ activities
* Pre-teach:
- violent ['vaiələnt] (adj):b¹o lùc (Explanation).
- opposite ['ɔpəzit] (adj): ®èi diƯn (Translation).
- informative [in'fɔ:mətiv] (adj): cã nhiỊu tin tøc (Explanation).
- (to) prefer [pri'fə:(r)]: thÝch (Synonym).
- documentary [,dɔkju'mentəri] (adj): thuéc vỊ tµi liƯu (n) phim tµi liƯu (Translation).
- journalism ['dʒə:nəlizm] (n): nghỊ b¸o (Explanation).
- force [fɔ:s] (n): søc m¹nh (Explanation).
- telegraph ['teligrɑ:f] (n): ®iƯn b¸o (Explanation).
- news-reel (n): phim thêi sù (Translation).
* Check vocabulary: Rubout and remember.
* Model sentence:
Lan: You like watching sport, don’t you? 
Hoa: You don’t like foreign film, do you?
Form: S + V + O, don’t/ doesn’t + S?
 S + don’t/ doesn’t + V(inf), do/ does + S?
Meaning: Ph¶i kh«ng…
Use: NhÊn m¹nh sù hái ®o¸n.
* Practice: Word cues:
Cues: football; TV; radio; badminton; music; book; newspapers.
Eg: S1: You like football, don’t you?
 S2: Yes, I do/ No, I don’t.
* Further practice: Answer the following questions: 
What do you like/ love doing?
What don’t you like/ love doing?
You like + Ving…, don’t you?
 don’t like do you?
- Asks students to make up the similar dialogue about what you like and dislike.
* Pre-listening:
- Hangs the poster and asks students to read the information in the table and guess the missing information.
* While-listening:
- Asks students to listen to cassette and check their predictions.
- Gives the correct answers.
* Post-listening:
- Asks students to play a role of Chau and Chau’s father.
07’
05’
05’
05’
08’
- Listen.
- Listen and repeat.
- Read in choral and individually.
- Copy down.
- Listen.
- Copy down.
- Work individually.
- Work in pair.
- Work in pair.
- Work individually.
- Guess.
- Listen 2-3 times.
- Play a role.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Answer the questions above in their notebooks. Write about the inventions.
- Prepare for new lesson.
Date of making:
..../..../200
Date of teaching:
..../..../200
Unit 5: the media 
Lesson 3: Read.
I) The aims:
1) Objectives: 
- Helps students know some vocabulary about the media. 
- By the end of the lesson, students will be able to read a media Internet.
- They have a chance to read for details.
2) Teaching points: 	Read the passage about the forum
3) Preparation: 	 	Teacher’s: Lesson plan, English book, cassette, tape, poster.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (5-7'):
Questions
Answers
* Warm up:
- Talk about the inventions of the media in last period.
- Hangman: 8 letters: INTERNET.
3) New lesson (30-35'):
Teacher’s activities
T
Sts’ activities
* Pre-teach:
- internet (n): m¹ng m¸y tÝnh toµn cÇu (Explanation).
- (to) surf [sə:f] :l­ít sang, l­ít m¹ng (Explanation).
- explore [iks'plɔ:] (n): th¸m hiĨm (Explanation).
- (to) post [poust]: gưi th­ (Explanation).
- time-consuming ['taim kən'sju:miη] (adj): mÊt nhiỊu thêi gian (Situation).
* Check vocabulary: What and Where.
* Pre-reading: T/F statements prediction:
The internet has been developing quickly.
The internet is very fast and convenient.
The internet is available not only in cities but also in the countryside.
The internet is very expensive.
The internet is dangerous.
- Gets feedback from students. 
* While-reading:
- Asks students to listen the cassette 2 times.
- Checks their predictions.
+ Comprehension: Lucky number.
(3, 5, 8 are Lucky numbers).
* Post-reading: (Write it up):
- Asks students to write own ideas about the internet.
- Let students share and compare.
07’
05’
10’
08’
- Listen.
- Listen and repeat.
- Read in choral and individually.
- Copy down.
- Work individually.
1.T; 2.T; 3.F; 4.T; 5.T.
- Listen.
- Play Lucky number.
- Work individually.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Complete their writing about Internet.
- Prepare for new lesson.
Date of making:
..../..../200
Date of teaching:
..../..../200
Tr¶ vµ ch÷a bµi kiĨm tra
I) The aims:
1) Objectives: 
- Helps students know his/ her mark.
- By the end of the lesson, students will be able to know how mark they have and what they need to do in the future.
2) Teaching points: 	Recite students’ test paper.
3) Preparation: 	 	Teacher’s: Lesson plan, test papers, keys.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (15'):
Test 45 minutes
I) Read the passage and then tick T for true sentence and F for false sentences:
Well I like living in Glasgow, mainly because I live right in the center. If I want to go to the theater, I can leave my house about 15 minutes before the show starts and walk there. I can do the same with a cinema. On Sundays I often go to the park with my friends or visit a museum or art gallery. Or I sometimes I go to the countryside with my parents and brother.
T/F
He lives in London.
He lives far from the city center.
He can walk to the nearest cinema.
He often goes to the park with his friends everyday.
He sometimes goes to the countryside with his parents.
II) Change the sentences into reported speech:
“What’s your favorite sport?” She asked me.
She said: “I liked the classical music”.
 “How old are you?” Lan asked me.
My father said to me “I will give you a present for your birthday”
3) New lesson (15'):
Teacher’s activities
T
Sts’ activities
Keys: 02001:
I) Mçi c©u ®ĩng ®­ỵc 0,5 ®iĨm:
1. were	2. was	3. cook	4. have read
II) Mçi c©u ®ĩng ®­ỵc 0,5 ®iĨm:
1. The teacher asked me what I was going to learn.
2. The teacher asked me how I would use English in the future.
3. The man asked me where I lived.
4. She asked me if I was a farmer.
5. She asked me if I had a party.
III) Mçi c©u ®ĩng ®­ỵc 0,5 ®iĨm:
1.B; 2.D; 3.A; 4.C; 5.E.
IV) Mçi c©u ®ĩng ®­ỵc 0,5 ®iĨm:
1. D; 2. B; 3. B; 4. A; 5. A; 6. A
15’
- Listen.
- Give the right answers.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Prepare for new lesson.
Date of making:
..../..../200
Date of teaching:
..../..../200
Unit 5: the media 
Lesson 4: Write.
I) The aims:
1) Objectives: 
- Helps students know some vocabulary about the media. 
- By the end of the lesson, students will be able to write a passage on the benefits of the Internet.
- They have a chance to read for details.
2) Teaching points: 	How to write a passage on the benefits of the Internet.
3) Preparation: 	 	Teacher’s: Lesson plan, English book, poster and overhead.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (5-7'):
Questions
Answers
* Warmer: Barnstorming:
- Advantages of the Internet: 
- watch good film.
- Communicate with friends.
…………………
3) New lesson (30-35'):
Teacher’s activities
T
Sts’ activities
* Pre-teach:
- source (n): (Explanation).
- on-line (adj): (Translation).
- means of education (n): (Translation).
- self-study (n)-(adj): (Explanation).
* Check vocabulary: Rubout and remember.
* Writing:
+ Pre-writing: 
- Asks students to work in 3 teams.
Team 1: Discuss the Internet as a source of information (news, activities, weather forecast, …).
Team 2: Discuss the Internet as a source of entertainment (music, movies, games, etc…).
Team 3: Discuss the Internet as a means of education (online school, online lesson, etc…).
+ While-writing:
- Asks students to work in group of four to write their own ideas about the benefits of the Internet.
- Asks students to use conjunction “firstly, secondary, thirdly, finally and however” to write.
+ Post-writing:
- Asks students to share and compare.
05’
07’
10’
08’
- Listen.
- Listen and repeat.
- Read in choral and individually.
- Copy down.
- Work in groups.
- Work in group of 4.
- Compare.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Write the advantages and disadvantages of TV.
- Prepare for new lesson.
Date of making:
..../..../200
Date of teaching:
..../..../200
Unit 5: the media 
Lesson 5: Language focus.
I) The aims:
1) Objectives: 
- Helps students know some vocabulary about the media. 
- By the end of the lesson, students will be able to apply the structures to do exercises.
- They have a chance to do these exercises.
2) Teaching points: 	Tag questions; Gerund after some verbs.
3) Preparation: 	 	Teacher’s: Lesson plan, English book, poster and overhead.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (5-7'):
Questions
Answers
* Warmer: Jumbled words:
- esnw = news.
- simuc = music.
- rilacte = article.
- oismve = movies.
- eagms = games.
3) New lesson (30-35'):
Teacher’s activities
T
Sts’ activities
I) Grammar:
1. Tag questions:
Eg: You like listening to music, don’t you?
You don’t like pop music, do you?
Yes, I do/ No, I don’t.
Note: Affirmative clause, negative tag question.
 Affirmative clause, positive tag question.
2. Gerunds after some verbs:
(to) love, like, enjoy, dislike, hate + Ving.
- Asks students to give examples.
II) Exercises:
1. Exercise 1: Complete the dialogue with the correct tag:
Keys: b) didn’t he; c) wasn’t it; d) do you, e) aren’t you.
2. Exercise 2: 
- Asks students to look at poster (table P45). Work in pairs to ask and answer questions about television programs these people like or dislike use tag question.
3. Exercise 3: 
- Asks students to work in pairs, look at the table, look at example, asks and answers the questions.
4. Exercise 4:
- Asks students to look at the words in the 3 boxes. Look at the examples. Use the words to write True sentences about your parents. Siblings, relatives and yourself.
Eg: My father like watching sports.
………………
05’
05’
05’
05’
05’
05’
- Give the form.
- Listen and copy down.
- Work individually.
- Work in pairs.
- Work in pairs.
- Work individually.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Prepare for new lesson.
Date of making:
..../..../200
Date of teaching:
..../..../200...
Revision 
I) The aims:
1) Objectives: 
- By the end of the lesson, students will be able to apply what they have learnt to do different exercises.
- They have a chance to review all the structures in the first term.
2) Teaching points: 	The structures in the first term.
3) Preparation: 	 	Teacher’s: Lesson plan, English book, reference books.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (0'):
3) New lesson (35-40'):
Teacher’s activities
T
Sts’ activities
I) Grammar:
- Asks students to remember all the grammar structures they have studied in the first term (from Unit 1 to Unit 5).
1. The simple past tense (form and use).
2. The present perfect (form and use).
3. Wish clause.
4. Passive voice.
5. Reported speech.
6. Tag questions.
7. Gerund after verbs.
- Asks students to retell all the form and use of these model sentences.
II) Exercises:
- Asks students to retell some kinds of exercises that contain in the test.
1. Choose the best answer (A, B, C or D).
2. Put the verbs in brackets in the correct form.
3. Read the text then do the task follows.
4. Rewrite/ complete the passage with the words given.
5. Listening: Listen then decide T/F/ Listen then answer the questions.
6. Ordering the word to make meaningful sentences.
- Asks students to open their workbook to do some kinds of exercises in this for these.
10’
30’
- Work individually to remember all the structures.
- Open the book to do some exercises.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Prepare for the last first term exam.
Week:
18.
Date of making:
..../..../2008
Period:
36.
Date of teaching:
..../..../200...
KiĨm tra häc kú I
(§Ị cđa Së Gi¸o dơc vµ §µo t¹o B¾c Giang)
I) The aims:
1) Objectives: 
- By the end of the lesson, students will be able to apply the structures to do exercises.
- They have a chance to do the test and check how they have learned in the first term.
2) Teaching points: 	Do the test.
3) Preparation: 	 	Teacher’s: The test paper for students.
 	Students': Review all what they have learn in the first term.
II) Procedures:
1) Organization: (1') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up:
3) New lesson:
4) Consolidation:
5) Homework:
Teaching plan
Grade 9 (course II)
School year: 2007-2008.
Week:
.
Date of making:
 /01/2009
Period:
37.
Date of teaching:
Unit 6: the environment.
Lesson 1: Getting started, listen and read.
I) The aims:
1) Objectives: 
- Helps students know some vocabulary about the environment.
- By the end of the lesson, students will be able to know the structure (adj + that clause) and the condition type 1. They know how to keep our environment clean and beautiful.
- They have a chance to listen and read the text. 
2) Teaching points: 	Adj + that clause.
3) Preparation: 	 	Teacher’s: Lesson plan, textbook, pictures, tape and cassette.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (5-7'):
Questions
Answers
3) New lesson (30-35'):
Teacher’s activities
T
Sts’ activities
* Pre-teach:
- deforestation [di,fɔris'tei∫n](n): sù ph¸ rõng (Explanation).
- garbage dump ['gɑ:bidʒ] ['dʌmp](n): b·i ®ỉ r¸c th¶i (Visual).
- environment [in'vaiərənmənt] (n): m«i tr­êng (Explanation).
- disappointed [,disə'pɔint] (adj): thÊt väng (Antonym).
- dynamite fishing ['dainəmait] ['fi∫iη](n): ®¸nh b¾t c¸ b»ng thuèc nỉ (Translation).
- spraying pesticides [sprei-iη] ['pestisaid](n): sù phun thuèc trõ s©u (Translation).
* Check vocabulary: Rubout and remember. 
* Model sentences:
1. Adj + that clause: (TÝnh tõ chØ c¶m gi¸c) §Õn nçi mµ.
Eg: We’re glad that everyone came back home safely.
2. Conditional type 1:
If you work hard, we’ll make this beach a clean place again.
Form: If clause (Simple present) + Main clause (present of model verb).
Use: DiƠn t¶ sù kiƯn cã thĨ x¶y ra ë t­¬ng lai.
* Practice: Word cues:
1. whole area is clean/ eat a picnic lunch.
2. not find your place/ help you get there.
3. keep the beach clean/ make it a beautiful beach.
4. work hard/ pass the exam.
* Listen and read:
- Asks students to listen to the tape and do the exercises.
- Asks students to read the passage and do the exercises 1: Matching.
Keys: 1.F; 2.E; 3.B; 4.A; 5.C; 6.D.
Exercise 2: Answer the questions: (Lucky number)
1; 3; 5 are lucky number.
07’
05’
07’
05’
05’
- Listen.
- Listen and repeat.
- Read in choral and individually.
- Copy down.
- Listen.
- Copy down.
- Listen.
- Give the example.
- Copy down.
- Work individually.
- Listen.
- Work individually.
- Work in group.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Ask students to learn by heart the lesson.
- Do the exercises in exercise book.
- Prepare new lesson.
Week:
.
Date of making:
Period:
38.
Date of teaching:
Unit 6: the environment.
Lesson 2: Speak and listen.
I) The aims:
1) Objectives: 
- Helps students know some vocabulary about the environment.
- By the end of the lesson, students will be able to talk about the ocean pollution and know how to protect the environment.
- They have a chance to listen and speak with their friends. 
2) Teaching points: 	Speak and listen the way to protect the environment.
3) Preparation: 	 	Teacher’s: Lesson plan, textbook, pictures, tape and cassette.
 	Students': Textbook, notebook, and reference book.
II) Procedures:
1) Organization: (1-2') 	 - Good morning! Sit down, please!
 - What’s the date today?
 - Who’s absent today?
 - How are you today?
2) Checking up and warm up (5-7'):
Questions
Answers
3) New lesson (30-35'):
Teacher’s activities
T
Sts’ activities
- (to) persuade [pə'sweid]: thuyÕt phơc (Explanation).
- faucet ['fɔ:sit] (n): vßi (Visual).
- (to) reduce [ri'dju:s]: gi¶m (Antonym).
- (to) wrap [rỉp]: bäc (Mine).
- (to) litter ['litə]: x¶ r¸c (Explanation).
- oil spills [spil] (n): sù trµn dÇu (Translation).
- sewage ['su:idʒ](n): n­íc th¶i, n­íc cèng (Translation).
- (to) pump [pʌmp]: b¬m, ®ỉ (Translation).
- (to) drop [drɔp]: r¬i (Mine).
- materials [mə'tiəriəl](n): nguyªn liƯu (Translation).
* Check vocabulary: What and where.
- Goes through the expressions in the yellow box and the pink one and the egs in section (poster).
Model sentence:
I think you should use public buses instead of …
What about using public buses instead of …
* While-speaking:
- Asks students to work individually then compare with the partner.
- Gets feedback from students.
- Asks students to work in pairs to try persuade each other to protect the environment following the given dialogue.
- Asks students to work in pair to find the possible answers to the questionnaire. Use the idea in section a.
Eg: How can we save paper?
We reuse used paper and recycle waste paper.
* Post-speaking (Discussion).
- Asks students to work in groups of four to discuss to find the best way to protect the environment.
* Listening: Open prediction:
- Asks students to predict the reasons for why the ocean is polluted.
Waste materials; chemicals; sewage; dynamite fishing….
- Gets feedback.
* While-listening:
- Asks students to listen 2-3 times to the report on how our oceans are polluted then complete the notes.
Answer keys: (Poster)
Secondly: Garbage is …
Thirdly: …come from ships at sea.
Next: Waste materials come from factories.
Finally: Oil is wasted from the land.
* Post-listening: (Write it up)
- Write a paragraph about how our oceans are polluted.
05’
04’
05’
04’
04’
04’
04’
- Listen.
- Listen and repeat.
- Read in choral and individually.
- Copy down.
- Look at the poster and listen.
- Work individually.
- Work in pair.
- Work in pair.
- Answer.
- Work in group.
- Work individually.
- Listen.
- Answer.
- Work individually.
4) Consolidation (2-3'):
5) Homework (1-2'):
- Ask students to learn by heart the vocabulary.
- Asks students to write paragraph to protect environment.
- Prepare new lesson.
Week:
.
Date of making:
Period:
39.
Date of teaching:
Unit 6: the environment.
Le