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Trang 1Week: …
Period …
Date of planning : …/… / … Date of teaching : …/… / ……
REVISION - INTRODUCTION
I OBJECTIVES: - By the end of the lesson students will be able to gain the following things:
1 Knowledge:
- To revise some grammar; introduce English textbook 9; student’s book and workbook
* Vocabulary: Use lexical items related to text book, and the some important gramar
structures
* Grammar: The past continuous tense, the reported speech,…
2 Competences: Students will be able to remember the grammar, know how to study
English effectively and how to use new textbooks 9 and know the methods to study
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3 Personal qualities: To teach Ss the love of English; the awareness about importance of
learning English; developing self-study skills
II MATERIALS
- Teacher: Grade 9 text book, smart TV/ pictures and cards; sach mem.vn and lesson planning
- Students’text books and studying equipment
- Work Arrangement: T-Ss; group work and individual
III PROCEDURES:
1 ACTIVITY 1: WARM UP (5 mins)
a Objectives: - To create a friendly and atmosphere in the class before the lesson; to
give Ss a chance to introduce themselves; to lead into the unit
b Content: Have a warm-up activity to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class
c Expected outcomes: Having a chance to speak English and focus on the topic of the
lesson
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Greets and checks the attendence
- Gives some questions to ask
+ How are you today ?
+ How is your summer vacation?
+ Where did you go/ visit in your summer
holiday?
+ What did you like the most?
- Leads to the first unit of the new school
year
- Writes the unit title on the board and ask Ss
guess what they are going to learn this
lesson
- Ask Ss to open their book and introduce
what they are going to study
Trang 22 ACTIVITY 2: PRESENTATION (13 mins)
a Objectives: - To introduce the textbook English 9; the topic of the unit, the vocabulary,
and the grammar points to be learned
- To remember some grammar structures
b Content: Some brief notes; introduce about the textbook 9 and remember the grammar
points
c Expecetd outcomes: Ss know how to learn English in grade 9 effectively; remember
the grammar points
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
A: New English 9 text book:
1 Textbook
- Uses the textbook to introduce the form by
using some questions
- Consolidates: English 9 focuses on the use of
Language (pronunciation, vocabulary, and
grammar)
to develop the four language skills: Listening,
speaking, reading and writing)
+ The book map: Introduction to the basics of
each unit
+ 12 topic-based Units: Each covering 8
sections to be taught in seven 45- minute
lessons
+ 4 reviews: Each providing revision and
further practice of the previos three units, to
be deal within two periods
+ Glossary: giving meaning and phonetic
transcription of the new words in the units
- Introduces the duties of each section
- Introduces the content of the workbook.
+ further practice for the languge and skills
+ What grammar do you need to revise?
* English 9 has 12 Units
+ How many units are there?
+ How many sections are there in one unit?
+ What are they?
- Each unit has 7 lessons
B Revision of English 8
1 The past continuous tense
a, Use: Thì quá khứ tiếp diễn diễn tả
hành động:
- Đang xảy ra tại một thời điểm cụ thể
Trang 3- Asks Ss to repeat the use, the form and the
signs of the past continuous tense.
- Ss say again and give some examples
- Consolidates the main point
2 Reported speech
a Statement in reported speech
- Asks Ss to repeat how to use the reported
speech
- Gives some examples
Ex:
+/ He said: “I’ve lost my pen this morning.”
+/ She said to him: “I will go with you
tomorrow.”
b Questions in reported speech
Ex:
+/ She said to me: “Do you like swimming?”
+/ Ba asked: “Is it far from here?
-> She asked me if I liked swimming.
-> Ba asked me if it was far from there
trong quá khứ (at this/ that time, then,
at + time)
- Đã xảy ra và kéo dài một thời gian ởquá khứ.(all the afternoon yesterday,from to )
- Đang xảy ra ở quá khứ thì hànhđộng khác xen vào.(while, when)
- Hai hành độngxảy ra song song cùng
một lúc
b, Form:
S + was/ were + V-ing
S + was/ were + V-ing
Was/ Were + S + V-ing ?
+/ Động từ tường thuật thường là
said + that/ said to + 0 + that hoặc told + O
+/ Bỏ dấu: và “” có thể thêm liên từ
that.
+/ Thay đổi ĐTNX, TTSH
- Ngôi thứ 1 thành ngôi như chủ từtrong mệnh đề chính
- Ngôi thứ 2 thành ngôi thứ của túc từ
- Ngôi thứ 3 giữ nguyên không đổi.+/ Lùi thì của V-
+/ Thay đổi một số trạng từ chỉ thờigian, nới chốn
b Yes/ No question
S + asked / told + if/ whether + S + wanted to know
V _ (one tense back)
3 ACTIVITY 3: PRACTICE (14mins)
a Objectives: - To help apply the grammar for doing exercise.
b Content: - Revise the reported speech.
c Expected outcomes: Ss remember the grammar to change the direct into the reported
speech
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
Trang 4* Change these sents into the pasive voice.
- Asks Ss to go the the board to write the
sents individually
- Corrects the mistakes
1 Nga said “People speak English in many
countries.”
2 Ba said: “My mother is a great woman.”
3 “The students of class 9A are
hard-working.” He said
4 My mother told me “ I will go to work
early tomorrow.”
5 “I amnot a student here.”, said Nam
6 Miss Hong said “I don’t like playing
computer games.”
7 “Will you spend our holiday in Nha Trang
next summer vacation?”, Van told his
friends
8 My father said “Did you buy this car an
hour ago.”
9 “Is she cooking now?”, he told me
10 “Is this book interesting?” Ba asked
8 My father asked me if I bought that car
4 ACTIVITY 4: PRODUCTION (8 mins)
a Objectives: - To help Ss to find out the way to learn effectively.
b Content: Dissing together to find out the way to learn effectively.
c Expected outcomes: Ss know the ways to learn effectively.
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Asks Ss to discuss in groups of 3 or 4
about "How to learn effectively?"
- Reminds Ss some ways.
- Guides Ss the way to improve English
- Listen to the teacher carefully, learn
English from many sources, always enrich
your vocabulary, do exercises carefully,
practice speaking, listening, writing, reading
everyday
- Ss should work hard everyday to improve
their English
“Hard work is the key to success.”
* Some ways to learn:
+ Prepare the lesson carefully before each period.
+ Learn by heart all the new words and structures
+ Translate the texts into Vietnamese + Make up sents with the new strucutres + Do exercises regularly.
+ Practice the four skills and listen the recording regularly
Trang 5- Prepare new lesson Unit 1: Local community - Getting started
I really love where I live now
I OBJECTIVES: - By the end of this unit, students will be able to gain the following things:
- Be friendlier and willing to help the local community; develop self-study skills
- Actively participate in community services
II MATERIALS
- Grade 9 textbook; laptop connected to the Internet; lesson planning and sachmem.vn or hoclieu.vn
III PROCEDURES
1 ACTIVITY 1: WARM-UP (5 mins)
a Objectives: - To activate students’ knowledge on the topic of the unit; enhance
students’ skills of cooperating with teammates
b Content: Brainstorming
c Expected outcomes: - Students can answer some questions of the teacher about
community services
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Divides the class into 2 teams
- Asks students to close the books, shows a
picture of a neighbourhood and asks them to
write down as many things they can see in
the picture in 1 minute The team who has
more correct answers is the winner
- Sets the context for the listening and
reading text
- Writes the title on the board I really love
where I live now.
- Students work in 2 teams and follow the
teacher's instruction to play the game
- Checks Ss’ answers and gives feedback
…
Trang 62 ACTIVITY 2: PRESENTATION (5 mins)
a Objectives: - To provide students with vocabulary;
- To help students be well-prepared for the listening and reading tasks
b Content: Vocabulary pre-teaching.
c Expected outcomes: - Ss can identify some new words about community services.
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Introduces the vocabulary
- Explains the meaning of the new
vocabulary by showing pictures or giving
explanations
- Students guess the meaning of words
- Checks students’ pronunciation and gives
feedback
Vocabulary pre-teaching New words:
+/ suburb (n): ngoại ô +/ facility (n): cơ sở vật chất
3 ACTIVITY 3: PRACTICE (20 mins)
a Objectives: - To help Ss understand the conversation.
b Content: - Ss can listen and read the conversation; fill in each blank with no more than
TWO words from the conversation; match each word or phrase with its definition and complete each sentence
c Expected outcomes:- Students understand the conversation and topic of the lesson and
can complete the tasks successfully
d Organisation: Teacher’s instructions.
Task 1: Listen and read
- Asks Ss to look at the pictures on pages 8 – 9 and
answer the questions
- Elicits the answers from Ss
- Introduces the two characters: Mi and Ann
- Explains that they are friends, and they meet each
other after a long time
- Students look at the pictures and answer the
questions
- Plays the recording twice for Ss to listen and read
along
- Asks Ss to underline the words that are related
to the unit topic while they are listening and
reading
- Students listen to the recording and read along
- Invites some pairs of Ss to read the conversation
aloud
- Calls Ss saying the words in the text that they
think are related to the topic Local community
- Quickly writes the words on one part of the board
Trang 7Task 2: Read the conversation again Fill in each blank with no more than two words from the conversation
- Tells students to read the conversation again and
work independently to find the answers
- Reminds students to underline the information
they can find in the conversation
- Ss work independently to do the activity
- Asks Ss to compare the answers in pairs
- Calls some students to give the answers
Task 3: Match each word or phrase with its definition
- Asks Ss to read the words and phrases in the first
column and locate them in the dialogue
- Asks them to read around each word or phrase to
guess its meaning For example, Ss can guess the
meaning of ‘suburb’ by reading the sentence where
the word appears in line 4 of the dialogue
- Models the skill with this word
- Asks Ss to work individually to match the words
and phrases with their definitions
- Reminds them to compare their answers with a
partner
- Invites some Ss to share their answers
- Confirms the correct answers
- Asks Ss to practise saying the words and phrases
- Ss practise saying the words and phrases
Task 4: Complete each sentence with a word or phrase from 3
- Asks Ss to work in pairs and fill in each blank with
a word or phrase from 3.
- Ss work in pairs and do the activity
- Asks for Ss’ answers and confirm the correct ones
- Asks Ss to work in groups with a more able class
Each group make sentences with the
words/phrases Then they read aloud these
sentences
- Ss give answers and check them
- Checks students’ answers and gives feedback
4 ACTIVITY 4: PRODUCTION (10 mins)
a Objectives: - To introduce to Ss some places of interest in a community
b Content: - Do the following quiz What is the place?
c Expected outcomes: - Students know some places of interest in a community
Trang 8d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 5: What is the place? Do the following quiz
- Sets time for Ss to do the quiz in pairs
- Ss work in pairs to do the quiz
- Invites some Ss to share their answers with
the class Confirm the correct answers
- Asks Ss to work in groups and brainstorm
all the places of interest in a community that
they know
After 3 minutes, they are invited to share
their answers with the whole class The
group with the most correct answers wins
- Teacher and other students listen to the
answers and comment
- Do exercises in the workbook
- Start preparing for the Project and prepare unit 1: A closer look 1
- Use the lexical items related to the topic Local community;
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
- Use question words before to-infinitives and some phrasal verbs.
2 Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources
3 Personal qualities
- Ss will be friendlier and willing to help their community; develop self-study skills
- Actively participate in community services
II MATERIALS
- Teacher: Grade 9 text book, smart TV/ pictures and cards; sach mem.vn and lesson planning
- Students’text books and studying equipment
- Work Arrangement: T-Ss; group work and individual
Trang 9III PROCEDURES:
1 ACTIVITY 1: WARM-UP (5 mins)
a Objectives: - To create an active atmosphere in the class before the lesson; to lead into
the new lesson
b Content: - Have a game: Hot seat
c Expected outcomes: - Students can recall some phrases about occupations.
d Organisation: Teacher’s guides.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Divides students into 2 teams Each team
has a member standing against the board
- Ss work in 2 teams and follow the teacher's
instruction to play the game
- Shows pictures of some community helpers
one by one and other members use body
language to let their team members guess the
names of the jobs
- The team with the most correct answers in
the fastest time is the winner
2 ACTIVITY 2: PRESENTATION (5 mins)
a Objectives: - To provide students with vocabulary.
b Content: - Ss know more words.
c Expected outcomes: - Ss can identify some new words about the community helpers
with their responsibilities
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
* Vocabulary pre-teaching
- Introduces the vocabulary by showing
pictures illustrating the word
- Students guess the meaning of words
- Invites some Ss to read the word aloud
- Corrects the Ss’ pronunciation
* New words:
+/ garbage collector (n) [explaination]
ˈɡɑːbɪdʒ kəlektə/: nhân viên dọn vệ sinh
+/ artisan (n) /ˌɑːtɪˈzæn/ [picture]: thợ
làm nghề thủ công
+/ police officer +/ firefighter
3 ACTIVITY 3: PRACTICE (15 mins)
a Objectives: - To introduce the names of the community helpers with their
responsibilities
b Content: - Ss can match the community helpers with their responsibilities; write a word
or phrase in the box under the correct picture and fill in each blank with a word or phrase from the box
c Expected outcomes: - Ss can do some tasks perfectly.
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 1: Match the community helpers with their responsibilities
Trang 10- Runs through the words
- Asks Ss to read aloud the word several
times and asks Ss to repeat
- Writes the word on the board and
highlight its phonological features (e.g
show the location of the main stress)
- Encourages Ss to give answers what each
community helper does
- Asks Ss to read the words/phrases in the
first column and match them with the
responsibilities in the second column
- Reminds them to pay attention to the
keywords in each statement (a – e)
- Asks Ss to work in pairs to compare their
answers before giving T the answers
- Checks and confirms the correct answers
- Asks Ss to share what other community
helpers they know of and their
responsibilities
- Takes this opportunity to quickly explain
the meaning of some words/phrases like:
put in, put out, obey the laws, solve crimes,
- Asks Ss to make complete sentences to
describe the responsibilities of the
community helpers for a more able class
Task 2: Write a word or phrase in the box under the correct picture
- Asks Ss to work in pairs to look at each
picture and say what they see
- Elicits the words/ phrases from Ss
- Asks Ss to write the word/phrase under
each picture individually
- Lets them share their answers in pairs
- Invites some Ss to give the answers and
confirms the correct ones
- Asks Ss to make sentences with some of
the words and phrases they have learnt
- Invites Ss to share their sentences This
activity can be carried out as a competitive
game
- Asks Ss to work in groups and make
sentences with the words/phrases The
fastest group with the most correct
sentences wins Other groups listen and
Trang 11Task 3: Fill in each blank with a word or phrase from the box
- Asks Ss to quickly read the words/phrases
and the given sentences
- Asks them to do the exercise individually
and then compare their answers with
another student
- Checks the answers as a class and
confirms the correct ones
- Observes and gives feedback
4 ACTIVITY 4: PRODUCTION: PRONUNCIATION (15 mins)
a Objectives: - Helps Ss to pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and
sentences correctly; use questions word before to-infinitives and some phrasal verbs.
b Content:
- Task 4: Listen and number the words you hear Then listen again and repeat
- Task 5: Listen and practise the sentences Underline the bold words with /æ/, circle the bold words with /ɑ:/, and tick the bold words with /e/
c Expected outcomes:
- Ss can pronounce the /æ/, /ɑ:/, and /e/ sounds in words and in sentences correctly
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 4: Listen and number the words you hear Then listen again and repeat
- Asks Ss to watch a video about how to
pronounce the three sounds
- Asks some to Ss read out the words first
Then plays the recording once or twice for
them to listen and number the words they
hear
- Plays the recording again for Ss to repeat
the words
- Asks Ss to work in pairs to practise saying
the words and compare their answers
- Checks the answers with the class and
confirms the correct ones
- Asks Ss to say which of these three vowels
each word contains
- Asks Ss to quickly read the sentences
- Plays the recording for Ss to listen to the
sentences
- Asks them to pay attention to the bold
words and underline the bold words with
Trang 12/æ/, circle the bold words with /ɑ:/, and tick
the bold words with /e/
- Invites some Ss to share their answers
- Plays the recording again for Ss to repeat
- Asks Ss to write a word which has the sound /æ/, /ɑ:/, or /e/ to complete each
of the following minimal pairs:
1 bag 2 hat 3 land 4 gas
5 bark 6 harm 7 park 8 cat
* Suggested answers:
1 beg 2 heart 3 lend 4 guess 5 back 6 ham 7 pack 8 cart
b Homework
- Do exercises in the workbook
- Prepare new lesson unit 1: A closer look 2
- Teacher: Grade 9 text book, smart TV; sach mem.vn or hoclieu.vn and lesson planning
- Students’text books and studying equipment
- Work Arrangement: T-Ss; group work and individual
III PROCEDURES:
1 ACTIVITY 1: WARM UP (5 mins)
a Objectives: - To create a friendly and atmosphere in the class before the lesson; to
give Ss a chance to introduce themselves; to lead into the unit
b Content: Have a warm-up activity to create a friendly and relaxed atmosphere to
Trang 13inspire Ss to warm up to the new class.
c Expected outcomes: Having a chance to speak English and focus on the topic of the
lesson
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Greets and checks the attendence
- Ask Ss the question Write the question on the
board
- Invites some Ss to answer the question
- Quickly writes some of their answers on the
board
- Draws Ss’ attention to the question on the
board - Underlines don’t know how to get to.
- Tells them that today they are going to learn
some questions words before to-infinitives and
some phrasal verbs
- Introduces the objectives of the lesson
- Writes the objectives in the left corner of the
board
- Students answer the teacher's questions
- Corrects for students (if needed)
* Brainstorming
+/ What do you do when you don’t know how to get to a place in your neighbourhood?
2 ACTIVITY 2: PRESENTATION (9 mins)
a Objectives: - Help students get to know about Question words before to-infinitives.
b Content: - Grammar explanation.
c Expected outcomes: - Students identify the structures and when to use Question words
before to-infinitives.
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
1 Question words before to-infinitives
- Asks Ss to read the two examples in the
Remember! box and pay attention to the
bold words
- Ss read the Remember! box carefully and
listen to the teacher
- Tells them to read the information in the
+ What are the verbs we can use?
1 Question words before to-infinitives
+/ We use a question word such as who, what, where, when, or how before a to-
infinitive to express an indirect questionabout what we should do
+/ We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know before the question word + to-
Trang 14- Asks Ss to give some more examples.
- Ss make some sentences using the
Question words before to-infinitives.
- Comments on their examples
2 Phrasal verbs
- Explains: What is a phrasal verb
- Asks Ss to read again the dialogue in
Getting Started to find out all the phrasal
verbs
- Asks them about the meaning of each
phrasal verb Tells them that these are
examples of phrasal verbs
- Asks Ss to read the information in the
grammar box
- Asks them to call out any phrasal verbs
they know and write them on the board
- Ss read the information in the grammar
box They call out any phrasal verbs they
+/ I think we will get on with them.
+/ That reminds me of the time our family moved to Viet Nam.
3 ACTIVITY 3: PRACTICE (19 mins)
a Objectives: - To help Ss practise Question words before to-infinitives and some phrasal
verbs
b Content: - Ss can do 5 tasks well.
- Task 1: Fill in each blank with a suitable question word
- Task 2: Rewrite the sentences using question words + to-infinitives.
- Task 3: Match each phrasal verb with its meaning
- Task 4: Complete each sentence using the correct form of a phrasal verb in 3.
c Expected outcomes:
- Students understand how to use Question words before to-infinitives and some phrasal
verbs
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 1: Fill in each blank with a suitable question word
- Asks Ss to read the first sentence and think of
the question word to fill in the gap
- Invites 1 Ss to give their answers
- Confirms the correct one
- Asks Ss to do the exercise individually and
then checks their answer with a classmate
Trang 15- Invites some Ss to share their answers
- Confirms the correct answers
Task 2: Rewrite the sentences using question words + to-infinitives.
- Models the way to do the exercise with the
first sentence
- Explains to Ss that they only need to replace
the subject ‘I’ and the modal ‘can’ with ‘to’
1 I don’t know how I can get to the swimming
pool -> I don’t know how to get to the
swimming pool.
- Asks Ss to do this exercise individually and
then compare their answers with a partner
- Asks some Ss to write their answers on the
board
- Ss come to the board to write the answers
- Asks other Ss to comment on their answers
- Confirms the correct ones
4 I can’t decide who to ask for advice
5 Could you tell me when to pay the water bill?
Task 3: Match each phrasal verb with its meaning.
- Asks Ss to do this exercise individually and
then compare the answers with another
classmate
- Reminds Ss that they can guess the meaning of
each phrasal verb based on the meaning of the
main verb
- Checks the answers with the whole class
- Confirms the correct ones
* Answer key:
1 b, 2 d, 3 e, 4 c,
5 a
Task 4: Complete each sentence using the correct form of a phrasal verb in 3
- Asks Ss to work in pairs to do the exercise
- Reminds them to use the correct form of a
phrasal verb in 3.
- Invites some pairs to share their answers
- Confirms the correct answers
4 ACTIVITY 4: PRODUCTION (7 mins)
a Objectives: - To help Ss to play a game “Find someone who”
b Content: - Playing a game.
c Expected outcomes: - Ss can ask as many friends as you can the following questions
Then write their names in the table if they say “yes” (Task 5)
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
Trang 16room and try to find classmates who answer
Yes to each question on their game card
- Explains to them that each question has a
phrasal verb in it The winner is the student
who fills in their game card first
- Sets a time limit of about 5-7 minutes
After this time, if Ss are stuck, the winner is
the student with the most names on his/her
- Shows this request: Choose the correct answer A, B, C, or D.
1 It’s so smoky in here I’m just for some fresh air
A passing down B going out C coming back D finding out
2 I came back to my home town to more about my grandparents
A hand down B look around C find out D go out
3 My brother is overweight He’s fatty foods
A finding out B taking care of C running out of D cutting down on
4 I liked the village immediately because it me my home village
A reminded of B came back C went out D found out
5 How are you with your classmates?
A taking care B getting on C running out D looking around
Answer key:
1 B 2 C 3 D 4 A 5 B
- Summarises the main points of the lesson
b Homework
- Do exercises in the Workbook
- Find out all the phrasal verbs you know Make 5 sentences using phrasal verbs
- Prepare new lesson unit 1: Communication
- Know how to seek for help and respond;
- Know some places of interest
2 Competences
- Ss can develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork
3 Personal qualities
- Ss will be ready and confident in real life conversations; actively join in class activities
Trang 17II MATERIALS
- Grade 9 textbook; laptop connected to the Internet; lesson planning and sachmem.vn or hoclieu.vn
III PROCEDURES
1 ACTIVITY 1: WARM-UP (5 mins)
a Objectives: - To help Ss to review some phrasal verbs.
b Content: - Having a game to revise the phrasal verbs.
c Expected outcomes: - Ss can use what they have learnt in the previous lesson to find
out some phrasal verbs
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Divides the class into 2 teams
- Shows pictures of phrasal verbs, asks
students to name them
- Students work in 2 teams and follow the
teacher's instruction to play the game
- The team that gives more correct names is
2 ACTIVITY 2: PRESENTATION: EVERYDAY ENGLISH (15 mins)
a Objectives: - To introduce how to seek for help and respond; help Ss practise how to
seek for help and respond
b Content: - Ss can do 2 tasks perfectly.
- Task 1: Listen and read the conversations Pay attention to the highlighted parts.
- Task 2: Work in pairs Ask for help and respond in the following situations
c Expected outcomes:
- Students can use the structures to seek for help and respond
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 1: Listen and read the conversations Pay attention to the highlighted parts
- Plays the recording for Ss to listen and read
the dialogues at the same time
- Asks Ss to pay attention to the highlighted
parts
- Tells them that these are two ways to seek
help and respond
- Writes the structures used to ask for help
on the board:
- Instructs them how to respond
appropriately
- Asks Ss to practise the dialogues in pairs
- Calsl on some pairs to practise the
dialogues in front of the class
+/ Do you mind + V-ing?
+/ Could you …?
Trang 18- Introduces some other ways to ask for help
in English for a more able class
+ Could you help me ?
+ Could you give me a hand with ?
+ Would you …… please?
Task 2: Work in pairs Ask for help and respond in the following situations
- Asks Ss to work in pairs to make similar
dialogues, using the language they have
learnt
- Models the first situation with a good
student
- Moves around to observe and provide help
- Calls on some pairs to practise in front of
the class
- Comments on their performance
- Encourages Ss to use different ways to ask
for help and respond for more able classes
- Checks students’ understanding by asking
some checking-questions
* Suggested answers:
1 Do you mind lending me your pen?
- Not at all Here you are
2 Could you tell the name of the newgarbage collector?
- Sure His name’s Nam
3 Could you tell me where to buy thebest fruits and vegetables in our area?
- Sure There’s a shop in Le Lai Street
3 ACTIVITY 3: PRACTICE: PLACES OF INTEREST (12 mins)
a Objectives: - To introduce some famous places of interest
b Content: - Ss can do all the tasks well.
- Task 3: Do you know the place in each picture?
- Task 4: Listen to Binh and Mira talking about a place of interest in their community Fill
in each blank with no more than TWO words and / or a number
c Expected outcomes: - Ss can get some information about some famous places of
interest
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 3: Do you know the place in each picture?
- Asks Ss to look at each picture and say if
they know anything about the place
- Elicits answers and confirms the correct
ones If time allows, asks them in what city
each place of interest is located and if they
know any other places of interest in that city
- Elicits answers from Ss
- Provides Ss with some places of interest in
each city
Suggested answer:
- Picture 1: Nguyen Hue Pedestrian Street(Phố đi bộ Nguyễn Huệ) is in Ho ChiMinh City Other places of interest in thecity: Central Post Office (Bưu điện trungtâm), the Notre-Dame Cathedral (Nhà thờĐức Bà), Independence Palace (DinhĐộc Lập), War Remnant Museum (Bảotàng chứng tích chiến tranh), Ben ThanhMarket (Chợ Bến Thành), etc
- Picture 2: Sydney Opera House is inSydney, Australia Some other places of
Trang 19interest in the city: Sydney HarbourBridge, Taronga Zoo, Sydney TowerEye, Darling Harbour, Sydey Aquarium,Royal Botanic Garden, etc.
Task 4: Listen to Binh and Mira talking about a place of interest in their community Fill in each blank with no more than TWO words and/ or a number.
- Tells Ss that they are going to listen to a
student from Ho Chi Minh City and the
other from Sydney talking about a place of
interest in their community and what they do
there
- Asks them to look at the table of
information and ask them to read it through
quickly
- Plays the recording for Ss to listen and fill
in each blank with no more than two words
- Asks Ss to work in pairs to compare their
answers
- Invites some pairs to share their answers
- Confirms the correct ones
- Shows the right answers
4 ACTIVITY 4: PRODUCTION (8 mins)
a Objectives: - To improve speaking skill by asking and answering about your favourite
places of interest
b Content: Ss work in pairs to ask and answer about your favourite places of interest.
c Expected outcomes: - Ss ask and answer questions about famous places of interest.
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
Task 5: Work in pairs Ask and answer about your favourite places of interest Use the questions below
- Gives some questions to ask Ss
- Asks Ss to work in pairs to ask and answer
the four questions in the book
- Ss work in pairs to do and note down their
friends’ answers
- Ask some Ss to report their partner’s
answers to the class
- Comment on Ss’ answers
+ What is Mira’s favourite place of interest?
+ How far is it from her house?
+ How often does she go to that place? + What does she do there?
* Suggested answer:
Lan’s favourite place of interest is Tao Dan Park It’s only one kilometre from her house, so she goes there every weekend with her mother and sister There they walk, do some exercises and enjoy the fresh air Sometimes they also cycle around the park.
Trang 205 CONSOLIDATION (5 mins)
a Wrap-up
- Asks Ss to discuss the following situation: “You have an Australian friend Her family is going to our village What place will you suggest her family should visit? Why?”
- Calls 1-2 Ss presenting their answers to the class
- Sum up the main content of the lesson
b Homework
- Do exercises in the workbook
- Prepare new lesson unit 1: Skills 1
- Read for specific information about special products in some areas;
- Give a short presentation about a speciality
- To help Ss understand and activate their knowledge of the topic.
b Content: - Video watching
c Expected outcomes:
- Students gain knowledge about Bat Trang Pottery Village
d Organisation: Teacher’s control.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
- Prepares a video of Bat Trang Pottery Village
- Ss watch and tell the teacher the name of the
craft village
- Asks them to share any information they know
about the village (location, special products, )
* Game: Video watching
Suggested questions:
Bat Trang Pottery Village
More craft villages:
Vong Village
Trang 21- Asks Ss to give out more craft villages they
know in Viet Nam
b Content: - Ss widen the vocabulary; work in pairs to answer the questions.
- Task 2: Read the brochure introducing different places with special products Match eachhighlighted word with its definition
- Task 3: Read the brochure again Decide which place each detail below belongs to
c Expected outcomes: - Students identify some new words and how to use the target
vocabulary
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 1: Work in pairs Answer the questions
- Asks Ss to look at the pictures in the book
to answer the questions
1 What can you see in each picture?
2 Do you know any place(s) which makes
the thing(s) in the pictures?
- Tells Ss that they are going to read a text
about two traditional villages, one in Viet
Nam (Vong Village) and the other in
Picture a: com (young sticky rice) - Vong
Village, Ha Noi (another place which
makes com: Tu Le Commune in Yen Bai
Province)Picture b: pottery – Denby, England (inViet Nam there are some pottery villageslike Bat Trang and Phu Lang)
* New words:
+/ preserve (v): bảo tồn+/ fragrance (n): hương thơm
3 ACTIVITY 3: PRACTICE (WHILE-READING) (15 mins)
a Objectives:
- To help Ss to read the brochure introducing different places with special products and remember the information to complete some tasks
b Content: - Ss read the brochure and do the tasks well.
- Task 2: Read the brochure introducing different places with special products Match eachhighlighted word with its definition
- Task 3: Read the brochure again Decide which place each detail below belongs to
c Expected outcomes: - Ss read and understand the main content the brochure.
d Organisation: Teacher’s instructions.
Task 2: Read the brochure introducing different places with special products
Match each highlighted word with its definition
- Tells Ss what they are going to do
- Asks Ss to read around the highlighted words in
* Answer key:
1 b
Trang 22the text to roughly undertand the meaning of each
word, and then match each word with its
definition
- Reminds Ss to check their answers in pairs
- Invites some Ss to share their answers
- Confirms the correct answers
2 c
3 e
4 a
5 d
Task 3: Read the brochure again Decide which place each detail below belongs to
- Asks Ss what they are going to do
- Tells them the steps: Read each sentence,
underline the keywords in each sentence, locate
the keywords in the text and decide which place
the information belongs to
- Asks Ss to do the exercise individually and then
checks their answers in pairs
- Invites some Ss to share their answers and
explain their answers
- Confirms the correct answers
- Asks Ss to choose one of the two products and
answer these five questions
1 What speciality is it?
2 What do people make it from?
3 Do people make it in the traditional way?
4 What can people do with it?
5 Is it well-known in only your country or in the
world?
- Checks students’ understanding
* Answer key:
Vong: 2, 3, 5 Denby: 1, 3, 4
4 ACTIVITY 4: PRODUCTION (POST-READING: SPEAKING) (15 mins)
a Objectives:
- To help students use what they have learnt so far to talk about the speciality; provide Ss with an opportunity to revise and use vocabulary related to the topic of the unit
b Content: - Ss can improve speaking skill.
- Task 4: Work in pairs Ask and answer about a speciality in your neighbourhood, your home town, or the area you know Use the questions below
- Task 5: Work in groups Give a short presentation about the speciality you discussed in
4.
c Expected outcomes:
- Students can give a short presentation about the speciality.
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
Task 4: Work in pairs Ask and answer about a speciality in your neighbourhood, your home town, or the area you know Use the questions below
- Tells Ss that they are going to work in pairs
to answer the questions
* Students’ answers.
Trang 23- Asks them to note down their answers
- Moves around to observe and offers help if
needed
- Asks them to prepare for a short talk about
the speciality they have chosen, using their
answers to the questions
Task 5: Work in groups Give a short presentation about the speciality you discussed in 4
- Asks Ss to work in groups and give a short
talk about the speciality they have discussed
- Asks them to read the example first
- Invites some Ss to give their presentation
to the class
- Students give presentation to the class
- Asks other groups to listen and give
from goi leaves We still follow 15
traditional steps to make a hat A conicalhat protects us from the sun and the rain
as well as makes us more graceful What
is special about our conical hats is thateach of them carries a poem Tay Hoconical hats are not only famous in Huebut all over Viet Nam
- Do exercises in the workbook
- Write down a speciality in their notebooks
- Prepare new lesson unit 1: Skills 2
======================================
Week: …
Trang 241 ACTIVITY 1: WARM-UP (5 mins)
a Objectives: - To create an active atmosphere in the class before the lesson; lead into the
new lesson
b Content: - Brainstorming
c Expected outcomes:
- Students can answer the questions related to community services
d Organisation: Teacher’s instructions.
- Asks Ss to say aloud the names of community
helpers they know and have learnt
- Asks them who is their favourite community
helper and why
- Encourages Ss to share their answers
- Leads into the new lesson: Listening and Writing
about favourite community helpers
- Introduces the objectives of the lesson
- Writes the objectives in the left corner of the
board
=> Student’s answers
2 ACTIVITY 2: PRESENTATION( PRE-LISTENING) (5 mins)
a Objectives: - To help Ss to discuss the questions.
b Content: - Ss work in pairs to discuss the questions.
c Expected outcomes: - Ss can answer the questions.
d Organisation: Teacher’s instructions.
Task 1: Work in pairs Discuss the questions.
- Asks Ss to look at the pictures and answer the
questions in the book
+/ Who can you see in the pictures?
Suggested answers:
We can see garbage collectors.They are taking the garbage away
Trang 25+/ What are they doing?
- Students work in pairs to discuss the questions
- Elicits answers from Ss This is an open activity,
so accept all answers provided they make sense
- Chooses to teach some key words that appear in
the listening text if necessary
+/ reflective stripes, +/ garbage cart, +/ sorting,
3 ACTIVITY 3: PRACTICE (WHILE-LISTENING) (15 mins)
a Objectives:
- To help Ss develop their skill of listening for specific information about community service
b Content: - Ss can do some tasks well.
- Task 2: Listen and fill in each blank with no more than TWO words
- Task 3: Listen again and tick T (True) or F (False)
c Expected outcomes:
- Ss can listen for specific information to do the learning tasks
d Organisation: Teacher’s instructions.
Task 2: Listen and fill in each blank with no more than two words.
- Tells Ss that they are going to listen to a radio
broadcast about a community helper
- Asks Ss to read the questions first and underline
the keywords
- Reminds them indentify the kind of information
needed for each blank (e.g blank 1: noun/ name of
the contest; blank 2: noun/ his job )
- Plays the recording and asks Ss to listen and fill in
each blank with no more than two words Ss work
in pairs to compare their answers
- Asks for Ss’ answers and write them on the board
without confirming whether they are right or wrong
- Plays the recording the last time to check the
Task 3: Listen again and tick T (True) or F (False).
- Tells Ss that they are going to listen to the
broadcast again and decide if each statement is true
or false
- Asks Ss to read the statements and underline the
keywords, then guess whether each statement is true
or false based on their previous listening
- Invites some Ss to share their answers
- Writes their answers on the board
- Plays the recording and asks Ss to listen again and
check their answers
- Ss work in pairs to compare their answers with
Key:
1 F, 2 F, 3 T, 4 T
Trang 26each other and with the answers on the board
- Plays the recording once more for pairs to check
their answers to both activities 2 and 3.
- Asks for Ss’ answers to Activity 2
- Confirms and ticks the correct answers
- Gives these five questions about Mr Vinh
+/ What is his job?
+/ What does he look like?
+/ What is he like?
+/ What does he do to the community?
+/ How does Mi feel about him?
- Checks students’ answers as a whole class
- Leads into Activity 4
4 ACTIVITY 4: PRODUCTION (POST-LISTENING: WRITING) (15 mins)
- Task 5: Write a paragraph (about 100 words) about your favourite community helper
Use the answers to the questions in 4 to help you.
c Expected outcomes:
- Students can answer the questions and use learned vocabulary and grammar to write a
paragraph about a community helper
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT
Task 4: Work in pairs Choose a community helper you like and answer the following questions.
- Asks Ss to work in pairs to answer the
questions in the book
- Reminds them to take notes of their
answers
- Calls some Ss present their answers or
write their answers on the board
- Comments on their answers
Students’ own answers
Task 5: Write a paragraph (about 100 words) about your favourite community helper Use the answers to the questions in 4 to help you.
- Asks Ss to write their paragraphs
individually based on their answers in
Trang 27- Asks one student to write his or her
paragraph on the board Other Ss and T
comment on the writing on the board
- Shows the model writing, asks Ss to read
to get the main ideas
- Collects some writings to correct at home
- Gives corrections and feedback
smiles happily He sometimes asks me about my study In addition, he is hard- working and responsible He delivers goods to my family and other families in the neighbourhood despite the weather Sometimes he has to return twice to deliver us a parcel because we are not at home I really appreciate his manner In general, Mr Nam is a very dedicated community helper who makes our life easy and comfortable.
5 CONSOLIDATION (5 mins)
a Wrap-up
- Summarises the main points of the lesson
b Homework
- Rewrite the paragraph in the notebookscarefully at home
- Do exercises in the workbook
- Prepare new lesson unit 1: Looking back and project
=================================
Week: …
Period …
Date of planning : …/… / … Date of teaching : …/… / ……
UNIT 1: LOCAL COMMUNITY Lesson 7: LOOKING BACK & PROJECT
I OBJECTIVES: - By the end of this unit, students will be able to gain the following things:
1 Knowledge
- Review the vocabulary and grammar of unit 1;
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2 Competences
- SS can develop communication skills and creativity; develop presentation skill; and be collaborative and supportive in pair work and teamwork
3 Personal qualities
- Be encouraged to attend community services;
- Actively join in class activities
II MATERIALS
- Teacher: Grade 9 text book, smart TV; sach mem.vn or hoclieu.vn and lesson planning
- Students’text books and studying equipment
- Work Arrangement: T-Ss; group work and individual
III PROCEDURES:
1 ACTIVITY 1: WARM-UP (5 mins)
a Objectives: - To create an active atmosphere in the class before the lesson.
b Content: - Brainstorming
c Expected outcomes: - Ss can list as community services as possible
d Organisation: Teacher’s instructions.
Trang 28- Divides the class into 2 teams
- Sáy the rules: Members of each team take
turns and write as many community services as
possible in 2 minutes The group having more
correct answers is the winner
- Ss work in 2 teams and listen to the teacher’s
instructions to play the game
- Corrects Ss’ mistakes if necessary
Brainstorming
* Suggested answers:
+/ cooking for homeless, +/ picking up the trash, +/ teaching the orphans, +/ planting trees, …
2 ACTIVITY 2: PRESENTATION: VOCABULARY (10 mins)
a Objectives: - To help Ss review the vocabulary of Unit 1.
b Content:
- Task 1: Write a word or phrase for each description below
- Task 2: Circle the correct word or phrase to complete each sentence
c Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 1: Write a word or phrase for each description below.
- Asks Ss to do this activity individually then
compare their answers with their partners
- Asks for Ss’ answers or ask one student to
write his/ her answer on the board
- Confirms the correct answers
Task 2: Circle the correct word or phrase to complete each sentence
- Asks Ss to do this exercise individually
- Students do the task independently
- Asks them to share their answers with a
classmate
- Students exchange their textbooks to check the
answers
- Invite ssome Ss to share their answers
- Confirms the correct ones and shows the right
- To help Ss revise question words before to-infinitives;
- To help Ss revise the phrasal verbs they have learnt
b Content:
- Task 3: Choose the correct answer A, B, C, or D
Trang 29- Task 4: Rewrite each sentence so that it contains the phrasal verb in brackets You mayhave to change the form of the verb.
c Expected outcomes:
- Recall the uses of question words before to-infinitives and some phrasal verbs.
d Organisation: Teacher’s instructions.
TEACHER’S AND STUDENTS’
ACTIVITIES
CONTENT Task 3: Choose the correct answer A, B, C, or D
- Asks Ss about the verbs and the question
words that can be used in this kind of structure
- Asks Ss to do this exercise individually then
compare their answers with a partner
- Calls on some Ss to give the answers
- Confirms the correct answers.)
- Tells Ss that they are going to rewrite the
given sentences using the phrasal verbs given in
brackets
- Models with the first sentence
- Underlines the verb ‘reduce’ and writse down
the new sentence, using ‘cut down on’ instead
of ‘reduce’
- Reminds Ss that they may need to change the
form of the verb given
- Asks them to read the example on the board
carefully
- Asks Ss to do this exercise individually then
compare their sentences with a partner
- Invites some Ss to write their sentences on the
board
- Gives feedback
*Answer key:
1 In some villages, people cut down
on the number of steps to make the handicraft.
2 My grandparents handed down the skills to my parents
3 In their community, the eldest child usually takes care of his or her parents
4 Before we go to a new place, we always find out about it
5 They get on with all neighbours.
4 ACTIVITY 4: PRODUCTION (PROJECT) (18 mins)
- Students are able to give an oral presentation of survey results.
d Organisation: Teacher’s instructions.
- Asks Ss have prepared for the project throughout the
unit, the focus of this lesson should be on the final
product, which is an oral presentation of the survey
results
Suggested outcome:
=>Students’ presentations
Trang 30- Asks Ss to work in their groups
- Gives them a few minutes to prepare for the
presentation
- Gives Ss checklists for peer and self-assessment
- Explains that they will have to tick appropriate items
while listening to their classmates’ presentations and
write comments if they have any The presenters
should complete their self-assessment checklists after
completing their presentation
- Invites two or three groups to give their
presentations
- Encourages the rest of the class to ask questions
- Gives feedback after each presentation
- Gives Ss marks for their presentation
5 CONSOLIDATION (5 mins)
a Wrap-up
- Summarises the main points of the lesson
b Homework
- Revise all the vocabulary and grammar of unit 1
- Prepare for the next lesson unit 2: Getting started
Week: …
Period …
Date of planning : …/… / … Date of teaching : …/… / ……
UNIT 2: CITY LIFE Lesson 1: Getting started – How is your city?
I OBJECTIVES
By the end of this lesson, Ss will be able to:
1 Knowledge
- Gain an overview about the topic City life
- Gain vocabulary to talk about life in the city
2 Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3 Personal qualities
- Actively participate in class
- Develop self-study skills
II MATERIALS
- Grade 9 textbook, Unit 2, Getting started
- Computer connected to the Internet
- To activate students’ knowledge on the topic of the unit
- To lead into the unit
Trang 31- Before Ss open their books, ask Ss to name some big cities
in Viet Nam and in the world Ask some of them to tell the
class what they know about those cities (population, traffic,
tourist attractions, etc.) Ask them if they want to live there
Write their ideas on the board
- If Ss are living in a town or city, ask them to describe it
(population, traffic, tourist attractions, etc.) Ask them if
they like or dislike living there
- Tell Ss that this unit is about city life, and in this unit, they
will learn about both pros and cons of living in a city Write
the unit title on the board Ask Ss to open their books and
start the lesson
- Share with Ss the objectives of the lesson by showing them
on a projector Alternatively, write the objectives in a corner
of the board and leave them there and tick the objective off
when the class finishes with them
- Teacher sets the context for the listening and reading text:
Write the title on the board A special day Explain the
meaning of special and ask students to guess what the
conversation might be about
- Listen and follow the instructions
- Answer the questions
Questions:
1/ Can you name some bigcities in Viet Nam and inthe world?
2/ Can you describesomething you knowabout these cities?
(population, traffic, tourist attractions, ….)
3/ Do you want to livethere?
4/ Can you describe whereyou live? Is it a city ortown?
5/ Do you like livingthere?
Suggested answers:
Students’ own answers
Option 2: City Debate
- Divide the class into Advantages team and Disadvantages
team
- Give them time (2 minutes) to research and prepare
arguments supporting their assigned stance before engaging
in a structured debate
- They have two minutes to debate After that, T gives
feedback and leads into the new lesson: City Life
- Listen and follow directions
- Debate about city
disadvantages
2 ACTIVITY 2: PRESENTATION (5 mins)
a Objectives:
- To provide students with vocabulary;
- To help students be well-prepared for the listening and reading tasks
Trang 32- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by
showing pictures or giving explanations
- Students guess the meaning of words
- To help Ss read for specific information about How is your city?;
- To help Ss learn words and phrases related to How is your city?;
- To help Ss use the words in context
b Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and tick T (True) or F (False)
- Task 3: Match the words/ phrases with their pictures
- Task 4: Choose the correct answer A, B, C, or D
Task 1: Listen and read (7 mins)
- Ask Ss to look at the pictures on page 18 and answer the
questions below:
- Elicit answers from Ss
- Ask Ss to read the first exchange in the introductory
dialogue Elicit from Ss that Trang and Ben are living in
different cities, and Ben is in London
- Tell Ss that they will listen to and read the dialogue Play
the recording twice for Ss to listen and read along The
Possible answers:
traffic jam / traffic
Trang 33second time, have Ss underline the words that are related to
the topic of the unit
- Invite some pairs of Ss to read the conversation aloud
- Have Ss say the words in the text that they think are related
to the topic City life.
- Quickly write the words on one part of the board
Comment on Ss’ answers
- Look at the pictures and answer the questions
- Listen to the recording
- Underline the words that are related to the topic
- Read the conversation aloud
- Find the words in the text that are related to the topic
congestion, …
The dialogue on page 19
Task 2: Read the conversation again and tick T (True) or F (False) (7 mins)
- Tell Ss to read the conversation again and work
independently to find the answers Remind Ss to underline
the information and correct the false statements
- Have Ss compare their answers in pairs before checking as
the whole class
- Call on some Ss to give the answers
- Work independently to do the activity
- Compare the answers in pairs
Task 3: Match the words/phrases with their pictures (7 mins)
- Ask Ss to look at the pictures and guess the words and
phrases that describe them
- Have Ss work individually to match the phrases with the
appropriate pictures
- Have them compare their answers with a partner
- Invite some Ss to go to the board and write their answers
- Confirm the correct answers
- Have some Ss practise saying the phrases again
- For a stronger class, have Ss work in groups Each group
makes sentences with the words/phrases Then they read
aloud these sentences
- Look at the pictures and guess
- Work individually to do exercise
- Compare the answers in pairs
- Write the answers on the board
- Check the answers
- Practise saying the words and phrases
- Make sentences with the words/ phrases
Trang 34- Go over the choices in each question and make sure Ss
understand them
- Ask Ss to complete the task with a partner
- Check answers as a class Confirm the correct answers
Explain or ask Ss to explain the correct choices
- Complete the task in pairs
- Check the answers
- To help Ss identify some common differences between living in a city and in a village;
- To check students’ vocabulary and improve group work skills
Task 5: Quiz: A lifestyle survey: City life or Village life? (10 mins)
- Set a time limit (3-4 minutes) for Ss to do this activity
individually
- Have Ss compare their choices with their friends They can
ask each other to guess which type of life suits them more,
city life or village life
- Tell Ss that in general, options A in all sentences describe
common things in a city while options B are more often
related to life in a village
- Take a show of hands to see which option is most popular
- Draw a table with City life in one column and Village life
in the other column Ask Ss to add more ideas to each
column
- For a stronger class, ask Ss to work in groups and talk
about the differences between living in the city and living in
the countryside They may make comparisons about
accommodation, means of transport, facilities,
neighbourhood and outdoor activities.
- Do the activity individually
- Compare their choices in pairs
- Listen
- Listen and raise hands
- Add ideas about City life and Village life.
- Talk about the differences between living in the city and
living in the countryside by making comparisons about
accommodation, means of transport, facilities,
− Mostly A: City life suits you more
− Mostly B: Village life suits you more
Students’ own answers
Trang 35neighbourhood and outdoor activities.
5 CONSOLIDATION
a Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson
b Homework
- Do exercises in the workbook
- Start preparing for the Project of the unit:
- Prepare the next lesson: Unit 2 A closer look 1
========================================
Trang 36- Use the lexical items related to the topic City life
- Pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/ in words and sentences correctly
2 Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3 Personal qualities
- Actively participate in class and school activities
- Develop self-study skills
II MATERIALS
- Grade 9 textbook, Unit 2, A closer look 1
- Computer connected to the Internet
- To activate students’ prior knowledge and vocabulary related to the topic
- To enhance students’ skills of cooperating with teammates
b Content:
- Game: Jumble words
- Game: Emoji quiz
Game: Jumble words
- Jumble the letters in some words about the city that Ss
learnt in Getting started
- Have Ss compete in teams to unscramble them Lead into
the lesson
- Share with Ss the objectives of the lesson by showing them
on a projector Alternatively, write the objectives in a corner
of the board and leave them there and tick the objectives off
as the class finishes with them
- Work in teams and follow the teacher's instructions to play
5 traffic jam
6 construction site
Trang 37Option 2:
Game: Emoji Quiz
- Divide class into teams.
- Each round, one student from each team stands up
- You will show some emojis one by one
- Their goal is to try to guess the secret word from the
emojis and make a sentence using that word
- Once a student answers correctly, he /she gets a point for
their team
- The team with the most points at the end of the game wins
- Work in teams and follow the teacher's instruction to play
- To provide Ss new vocabulary;
- To revise some vocabulary related to City life.
Vocabulary pre-teaching (5 mins)
- Introduce the vocabulary by:
+ providing explanations of the words
+ showing pictures illustrating the words
- Guess the meaning of words
- To provide students new vocabulary;
- To revise some vocabulary related to City Life
b Content:
- Vocabulary pre-teaching
- Task 1: Match the words / phrases with their explanations
- Task 2: Choose the correct answer A, B, C, or D to complete each sentence
- Task 3: Complete the texts, using the words and phrases from the box
c Expected outcomes:
Trang 38- Students can identify some vocabulary about City life and use them in different
Task 1: Match the words / phrases with their explanations (5 mins)
- Tell Ss to work in pairs and match the words / phrases with
their explanations
- Check and confirm the correct answers
- Have the whole class read aloud the words/phrases again
EXTRA ACTIVITY:
Put Ss in teams and let each team choose 4 members to join
the game The members of each team stand in a line As
soon as they hear a word / phrase, they need to run quickly
to the board and write that word / phrase on the board The
team with the most number of correct answers will be the
winner
- Work in pairs to do task 1 p.20
- Listen and check the answers
- Work in teams to play games
Task 2: Choose the correct answer A, B, C, or D to complete each sentence (5 mins)
- Go over the four adjectives under each sentence with Ss
Elicit their meanings
- Tell Ss to do this exercise individually Tell them to read
all the sentences carefully to make sure they understand the
sentences and choose the correct option
- Have them compare their answers with a partner
- Invite some Ss to give the answers and confirm the correct
ones Explain the options that might be challenging to Ss
Task 3: Complete the texts, using the words and phrases from the box (5 mins)
- Ask Ss to say the meaning of the words / phrases in the
box
- Tell them to work in pairs and choose the appropriate
words to complete the texts
- Invite two Ss to write their answers on the board
- Confirm the correct answers Ask Ss to explain their
choices For example, blank 1 should be metro because the
sentence mentions public transport, and metro, like bus, is a
type of public transport
- Ask Ss who they agree with, John or Jenny, and explain
+ I agree with John I think that life in the city is
Trang 39- Check and give feedback
- With a stronger class, ask Ss to choose one or two words /
phrases and make sentences with them
- Say the meaning of the words / phrases
- Work in pairs to do the exercise
- Write answers on the board
- Listen and follow instructions
great There are many good public amenities The public transport system is convenient, too + I agree with Jenny City life is terrible Cities are often too crowded They don’t have much green space They are not liveable.)
4 ACTIVITY 4: PRODUCTION (PRONUNCIATION) (15 mins)
a Objectives:
- To help students identify how to pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/;
- To help students practise pronouncing these sounds correctly in words and in sentences
b Content:
- Task 4: Put the words in the correct column Then listen and check
- Task 5: Read, then listen, check, and practise the sentences with /aʊ/, /əʊ/, and /eə/
Task 4: Put the words in the correct column Then listen and check (7 mins)
- Review the diphthong sounds /aʊ/, /əʊ/, and /eə/ to
students
- Draw a table with three columns: /aʊ/, /əʊ/, /eə/ on the
board
- Have Ss read out the given words in the textbook in
silence Write down the first word in the list with the sound
/aʊ/, /əʊ/, and /eə/ in the appropriate column
- Tell Ss to do the same with the other words Then play the
recording for them to listen and check
- Have Ss read aloud the words by column Correct
pronunciation mistakes if any
- Remind Ss of the common spelling for each sound (e.g
“ow” is often pronounced /aʊ/) Also, notice them that there
are exceptions
- Have the class say the words again in chorus, and then
invite some Ss to say them
- Invite some Ss to say some words they know that have
diphthong sounds /aʊ/, /əʊ/, and /eə/
Script: Listen and check
Key
Trang 40- Listen and follow the instruction.
- Read out the given words
- Write down the first word in the right column
- Listen and do exercise 4
- Read aloud the words
- Listen
- Say the words
- Give some words that have diphthong sounds /aʊ/, /əʊ/,
and /eə/
Task 5: Read the sentences Circle the words with /aʊ/, underline those with /əʊ/, and put a tick (√) next to those with /eə/ Then listen, check, and practise the sentences (7 mins)
- Write the sentences on the board or show them on a
projector screen
- Tell Ss that they need to circle the words with /aʊ/,
underline those with /əʊ/, and put a tick next to those with /
eə/ Do sentence 1 with the whole class as an example
- Set a time limit for Ss to do this exercise individually
Then, they compare their answers in pairs
- Play the recording for Ss to check Show them the correct
answers
- Have Ss practise the sentences in pairs Invite some pairs
to read the sentences aloud Comment on their
pronunciation of the sounds
- Listen and follow instructions
- Do exercise individually
- Compare their answers in pairs
- Listen and check
- Practise
Key:
1 They go shoppingdowntown
2 The chairman (√) comesfrom a coastal city
3 Buses in the old dayswere not as crowded asthey are now
4 She gets around the cityeasily thanks to the apps
on her phone
5 I hope we arrive at thecity square (√) in time forthe fashion show
5 CONSOLIDATION (5 mins)
a Wrap-up
- Ask one or two students to tell the class what they have learnt Draw students’ attention
to the objectives on the board or show them the slide with the objectives Tick theobjectives that have been learnt
b Homework
- Do exercises in the workbook
- Find three more words that have the diphthong sounds /aʊ/, /əʊ/, and /eə/
- Prepare the next lesson: Unit 2 A closer look 2
Week: …
Period …
Date of planning : …/… / … Date of teaching : …/… / ……
UNIT 2: CITY LIFE Lesson 3: A closer look 2
I OBJECTIVES