Giao an tieng anh 9 HKI 4 cot

Giáo án tiếng Anh 9 thí điểm HK1 full 4 cột, chương trình thí điểm bộ giáo dục. Đầy đủ các hoạt động, bài học..............................................................................................................................

Period 1: Introduction English is the fourth of four – level English language textbook for Vietnamese students of Lower Secondary School learning English as a foreign language (EFL) It follows the systematic, cyclical, and theme-based syllabus /: approved by the Ministry of Education and Training in January 2012, which focuses on the use of language (pronunciation, vocabulary and grammar) to develop the four language skills (listening, speaking, reading and writing) 1.The Student’s book contains * The book map: Introduction to the basics of each unit * 12 topic – based Units, each covering seven sections to be taught in seven 45 -minute lessons * Four reviews, each providing revision and further practice of the previous three units, to be dealt with in two periods * Glossary : Giving meaning and phonetic transcription of the new words in the units Each unit has seven sections Section Getting started It begins with a conversation followed by the activities which introduce the topic of the unit, it then presents the vocabulary and the grammar items to be learnt and practiced through the skills and activities of the unit Section A closer look Presents and practices the vocabulary and pronunciation of the unit The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorize - Two or three sounds, which frequently appear in the unit, are given and practiced in isolation and in context There are different exercises focusing on intensive practice of vocabulary and pronunciation - A grammar item may also be included in this section Section A closer look This section deals with the main grammar point(s) of the unit The new language points are presented in a short text or talk/interview There are grammar tables and exercises which are well illustrated to help Ss remember and use the grammar items effectively The “Remember” boxes appear wherever necessary and help students to avoid common errors Section Communication Help Ss use the functional language in everyday life contexts and consolidate what they have learnt in the previous sections Gives Ss opportunity to learn and apply the cultural aspects of the language learnt The communication section provides cultural information about Viet Nam and other countries in the world The vocabulary is clearly presented in boxes wherever it is needed Section Skill * Reading This section aims to develop Students’ reading abilities In order to make the activity achievable, the reading text is often based on the vocabulary and structures that Ss have previously acquired The reading always links with the topic of the unit and is interesting and relevant to the students Important new vocabulary is introduced in the text and practiced in a follow- up activity * Speak This section aims to provide further practice which supports Ss in their production of spoken English The section users recently introduced items in combination with previously learnt language in new contexts Section Skill is composed of listening skill (receptive skill) and writing (productive skill) *Listening This listening section provides Ss with an opportunity to develop their listening skills This section trains them to listen for general and specific information * Writing This section focuses on developing Ss’ writing skills There is a writing tip or a guideline which is very useful to help them to write effectively The result of the writing section must be a complete piece of writing (which is ideally assessed by the group/class/teacher) Section Looking back and Project - Looking back recycles the language from the previous sections and links it with unit topics Various activities and exercises are designed to help Ss consolidate and apply what they have learnt in the unit Through the students’ performance in this section, teachers can evaluate their study results and provide further practice if necessary The project helps Ss to improve their ability to work by themselves and in a team It extends their imaginations in a field related to the unit subject The teacher can use this as an extra-curricular activity (for group work) or as homework for students to individually The workbook Mirrors and reinforces the content of the Students’ book It offers: - Further practice for the language and skill taught in class - Four additional tests for Student’s self - assessment Period 2: UNIT 1: LOCAL ENVIRONMENT Lesson 1: Getting started: A visit to a traditional craft village (Activities 1- page 6,7) I Learning outcome: By the end of the lesson, the students will be able to: - Use the lexical items related to traditional crafts and places of interest in an area - Listen and read for general and specific information about a traditional craft village * Practice the vocabulary and the grammar items to be learnt and through the skill and activities of the unit - Words: The lexical items related to the topic “Local Environment” Structures: - Complex sentences the uses of some common phrasal verbs II Materials and references: Textbook, lesson plan, chalk, color chalk, subboard, handouts, students’ books, recording * English grade - Unit 1- Lesson 1: Getting started III Anticipated problems: Students may not be familiar with many difficult Environment activities IV Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions LESSON PROCEDURES Competence Learning activities contents Modes WARM UP (5’) Helping Ss revise some words about traditional crafts and places of interest as well as warming up the class and leading in the new lesson Ask Ss where they like going to visit in Ha Noi Ask some questions: Where would you like to visit when you are in Ha Noi? Do you like making handicrafts? … REVISION: - T summarize Ss’ answers and ask them what all of these comunicative activities are called Elicit the Work in word “handicrafts” from Ss and teams leading them to the game: Brainstorming: with the words: Visiting some famous places of Ex: Visiting Uncle Ho interest in Ha Noi Mausoleum, The temple of - Students in each group in turn literature, The West lake, Bat write different places of interest as Trang, quickly as possible - marks for one correct answer - Ask Ss What is Bat Trang called in English? Ss guess and make a short Problem-solving “A traditional craft village” list - Explain the meaning of these words language - Present new words and T and structures (using pictures/ visuals) ( Rub out and remember) * Words Students - an artisan: thợ thủ cơng (picture) - a conical hat: nón hình Whole chop (realia) class LISTENING AND READING (12’) Helping Students listen and read for general and specific information about the dialogue among Nick, Phong and Mi PRE - TASK - Teacher leads in Activity Activity ( page 6) Pre-question: -Ask Ss to look at the picture -Ss answer the questions as a T and and the phrase under class Students ProblemGETTING STARTED Ask Before you read, work in solving them some questions: groups and answer the work in "Who and what can you see in questions groups the picture?" "Where are they?" "What you think the people in the picture are talking about?" If they mention 'Bat Trang', elicit what they know about this village - T accept all possible answers from Ss and not provide Self- learning correction at this stage - Play the recording and ask Ss Ss listen and remember Ss T and to follow along Then come guess and make a short list Students back to the earlier questions and have Ss answer them (Do not give corrections at this stage) PRACTICE (15’) Helping Students practice asking and answering the questions from the dialogue Practice the words relating the dialogue Activity 1: Self- learning * Exercise a *Key 1a a/.Ss work independently to craft individually find the words with the given set up meanings in the dialogue take over Allow Ss to share their answers artisans before asking them to discuss attraction Work in as a class Remember to ask Ss specific region groups to read out the lines in the remind dialogue that contain the look round T and words Quickly write the Students correct answers on the board -Have Ss look at the Watch out! box and quickly read the information Tell them that there are some similar expressions such as 'as far as I can remember', 'as far as I can see', or 'as far as I can tell' Problem-solving Exercise b: b/.Have Ss read the questions to make sure they understand them Ask them firstly to answer the questions without reading the dialogue again Ss exchange their answers with a classmate Now ask them to check their answers by reading the dialogue again Ask for Ss' answers Activity 2: Find words/ phrases in the box to describe the photos: Activity 2: -Have Ss look at the pictures Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam Ss match these handicrafts with the pictures Ss compare their answers in pairs before giving their answers to T: Activity 3: -Tell Ss to complete the sentences with the words/phrases in 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 language the correct answers -If time allows, T may organize 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 language place where this handicraft is made Ss can also be asked to share any other places that produce these handicrafts *Key 1b 1.They are at Phong’s grand- individually parents’ workshop in Bat Trang It’s about 700 years old His great-grandmother did Whole class buy things for their house and make pottery themselves there It’s in Hue … the handicrafts remind them of a specific region Act2: A paintings B drums C marble sculptures D pottery E silk F lacquer ware G conical hats H lanterns individually individually Act 3: conical hat lanterns silk paintings Pottery marble sculptures Collaboration Self- learning FURTHER PRACTICE (12’) Helping students sum up whole knowledge from the game Activity 4: b Work in groups Write a a/Ss work in pairs to the similar quiz about places of Whole class quiz The pair which has the interest ……… answers the fastest is invited to read out their answers Elicit feedback from other pairs Confirm the correct answers b/Ss work in groups to write a similar quiz about places of interest Set a time limit of about five to seven minutes When time is up, ask the first group to read out a question in their quiz Ss from other groups give the answer The group confirms the correct answer The second group then reads out a question in their quiz This question should be different from the one of the first group Continue the activity until all the groups have read out all of their questions or when time is up OUTCOME AND HOMEWORK (1’) -Practice reading the dialogue Write down Whole class -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare A CLOSER LOOK Period 3: UNIT 1: LOCAL ENVIRONMENT Lesson 2: A closer look (Activities 1- page 8, 9) I Learning outcome: By the end of this Unit, students will be able to: */ Use the lexical items related to traditional crafts and places of interest in an area - Listen and say sentences with correct stress on content words - The lexical items related to the topic “Local Environment” Structures: - Complex sentences the uses of some common phrasal verbs II Materials and references: Textbook, lesson plan, chalk, color chalk, subboard, handouts, students’ books, recording * English grade - Unit 1- Lesson 2: A closer look III Anticipated problems: Students may have difficulty in distinguishing the stressed words in stenteces IV Proposed solutions: Teacher should download pronunciation power https://www.thoughtco.com/practice-stress-and-intonation to help sts pronounce correctly Competence LESSON PROCEDURES Learning activities contents Modes WARM UP (5’) Helping Ss revise some words about traditional crafts as well as warming up the class and leading in the new lesson REVISION: - Have Ss play - Brainstorm silk - Give comment Work in comunicative Tell them that in this lesson they teams traditiona l crafts are going to learn some verbs that ear used to talk about producing or Problemcreating a craft These will help T and solving them use the language correctly Students when they talk about the making of tradition crafts in a specific region Vocabulary AND PRESENTATION (11’) Problemsolving Presentation: Activity 1: -Ss work individually to 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 quite difficult, so make Compare the answers with a classmate Explain the meaning of each verb in English or Vietnamese *Key A cast B carve C embroider D weave E mould F weave G knit Work individually Look at the board and check sure that Ss understand them: - cast: - cast: shape hot liquid shape hot liquid metal, etc by metal, etc by pouring it pouring it into a container - mould: into a container shape a soft substance into a - mould: shape a soft particular form or object by pressing substance into a particular it or by putting it into a mould Now form or object by pressing have Ss look at their answers on the it or by putting it into a board and say if these are correct mould Practice (12’) Helping Students practice using the verbs correctly to talk about producing and creating crafts Self learning problem solving Practice Act Activity 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 pairs to the exercise Check the answers as a class If time allows, have Ss make sentences b/ This activity will help Ss to manipulate the verbs as they are not all regular Have Ss the activity, then call two Ss to write their answers on the board Elicit feedback from other Ss Confirm the correct answers -Draw Ss' attention to the Watch out! box Ask Ss to give example sentences with the verb to make Act3 Organise a competition for this activity Ss work in groups of five or six Set a time limit of five minutes T may prepare some large pieces of paper for the groups to write their answers on Ss 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/phrases Other groups tick the similar words/phrases they have and add more if they can If time allows, T may ask Ss to explain why they think the places are entertaining, cultural, educational, or historical Key Act 2: A 1.b 2.d 3.e 4.a 5.f 6.c B cast; cast wove; woven embroidered; embroidered knitted; knitted moulded; moulded Key Act 3: Entertaining: cinema, theatre… Cultural: opera house, museum… Educational: library, museum… Historical: temples, craft village… Individually work in small groups Collaboration self learning language self learning self learning self learning FURTHER PRACTICE (9’) Helping Students sum up whole knowledge from speaking Act Key Act 4: Ss individually the exercise historical Check their answers as a class and attraction confirm the correct ones exercise traditional culture handicrafts PRONUNCIATION (4’) Presentation Activity 5: a/Have Ss read the five sentences S1: craft, village, lies, and underline the words they think river, bank are stressed Elicit answers from Ss S2: painting, embroidered Do not confirm the correct answers S3: what, region, famous Now ask Ss to read the four S4: drums, aren’t, made, questions and make sure they village understand them Ask Ss to listen to S5: famous, artisans, the speaker read the sentences and at carved, table, the same time check whether their beautifully answers are correct Tell them that this is actually the first question and They are: nouns, verbs, other questions can be answered adjectives, adverbs, WHafter listening Ss discuss their question words, and answers to the four questions in negative auxiliaries pairs They are: articles, b/Call some Ss to give the answers prepositions, pronouns and give feedback Play the and possessive adjectives recording again for Ss to repeat the sentences -Have Ss read the information in the box to remember the content of the lesson PRACTICE (3’) Activity 6: S1: Art, Museum, popular, a/Ss this exercise individually and place, interest, city compare their answers with a S2: cinema, attract, classmate youngsters b/Play the recording for Ss to check S3: artisans, would, clay, their answers and practice reading make, traditional, pots the sentences Call some Ss to give S4: Where, like, going, the answers and read the sentences weekends Give correction if needed S5: shouldn’t, destroy, historical, buildings OUTCOME AND HOMEWORK (1’) -Write new words then learn them by write the homework down heart -Copy the exercise into notebooks -Prepare A CLOSER LOOK Period 4: work in small groups work in pairs T - whole class UNIT 1: LOCAL ENVIRONMENT Lesson 3: A closer look (Activities 1- page 9, 10) I Learning outcome: By the end of this Unit, students will be able to: - Use the lexical items related to traditional crafts and places of interest in an area - Write complex sentences with different dependent clauses Structures: - Use some common phrasal verbs correctly and appropriately II Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts, students’ books, recording * English grade - Unit 1- Lesson 3: A closer look III Anticipated problems: Students may have difficulty in using some common phrasal verbs IV Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions LESSON PROCEDURES Competence Learning activities contents Modes WARM UP (5’) Helping Ss revise complex sentences as well as warming up the class and leading in the new lesson REVISION: comunicative Complex sentences: review Act 1: - Elicit from Ss what they still remember about complex sentences - Have them make sentences with although, when, so that, and because - Give feed back and quickly write sentences on the board - Underline the dependent clause with these subordinators - Tell Ss that today they are going to focus on these dependent causes Make sentences Compare Write on board Feedback One student from team A calls out a student from team B to make a sentence and vice versa subordinator and points to one - Underline the dependent clause with these 10 Work individually I Learning outcome: By the end of this lesson, students will able to + Help Ss to use to express changes in Viet Nam then and now + Discuss and share information with friends + Read rhe post on “Vet Nam Travel Forum” II Materials and references: text book, lesson plan, chalk, su-board, handouts, flash cards, pictures… III Anticipated problems: Students may have difficulties in words and information IV Proposed solutions: teacher should prepare the lesson carefully and encourage Ss to give confidently their ideas LESSON PROCEDURES Competence Learning activities contents Models WARM UP (4’) Helping Ss to revise some information in the previous lesson -T divides class into teams and asks Ss to give ideas Communative Recent changes supporting for topic in Vietnam -After minutes, T asks Ss to write ideas on the board in turns and leader of each group will present in front of class - If the group has many right ideas, the group will be winner Brain-storming: Work in groups + transport + pollution + work labor… PRE-READING(5’) Discussion Leading Ss to the new lesson by answering the pre-questions Activity 1: Work in pairs to -T asks Ss to look at the two answer the questions + What are the things in the picture? pictures and discuss the Work in pairs questions + When and Where can you see them? + How different are they? -Elicit the answers from Ss -) suggested answers: -Give Ss two minutes to skim + The first picture shows an old the article and compare their tram answers with the information The second picture shows a modern in the article tram + The tram would have been seen in a town or city These trains can be seen nowadays in big, modern cities -They are different in many ways: 159 + The first has fewer compartments than the second + The first runs much more slowly + The first is not air-conditioned while the second is + The first runs along tracks on the grounds at street level, while the second runs on elevated tracks + The first is powered by overhead electricity wires, while the second runs on electromagnetics WHILE READING (13’) Solving -problem Self -learning Helps Ss read the text and find out the answers -T divides class into groups Activity 2: Now read the article Work in from a travel magazine then to play game “lucky groups answer the questions that follow numbers” Game: Lucky number -T explains the game’s rule and set time Suggested answer: -Ask Ss to read article in 1.in the 20th century minutes and after that play It was a major means of transport the game for Hanoians -T checks and confirms the In 1990 winner 4.The population has increased dramatically New rail systems including a skytrain and a subway are under way (student’s own opinion) -T asks Ss to work individually Remind them to pay attention to key words in each statement -Allow Ss to share answers before checking as a class -Asks Ss to explain why some statements are false Activity 3: Decide if the following Individually statements are true (T) or false(F) Key: 1.F 2.T 3.F 4.T 5.F PRE-SPEAKING(5’) Help Ss to generate ideas to support for their speaking Communicative Activity 4:List different types of traditional and modern transport systems in Viet Nam -T divides the class into groups Members of each group take turns to come to the board to add the list of different types of transport systems in Viet Nam Suggested answers: Past 160 Present Work in groups Road types: -Set time limit of a few minute -The group with more words/phrases wins Road types: Path, earthenroad Trench, tunnel, system brick alley, road, tram Underpass, flyover, skytrainsystem, skywalk system, cable car, tunnel, alley Vehicles: Vehicles: Bicycle, rickshaw, coach, train, tram… Motorbike, bicycle, coach, car, train, tram, plane WHILE-SPEAKING(15’) Help Ss to discuss and present the changes in transport in your neighborhood Communicative -Ask Ss to work in pairs to discussion -T tells Ss that they can use the information in activity and the examples in activity in student book -Ask some pairs to present their ideas to the whole class Activity 5: Work in pairs Discuss the changes in transport in your neighborhood -Is there anything that you prefer about the traditional /modern transport systems where you live OUT COME AND HOMEWORK(2’) Self – learning -Ask Ss some exercises in the work book ( Unit 6) -Prepare for next lesson -T calls student to read aloud the requests for next lesson Period 50: UNIT 6: VIET NAM: THEN AND NOW Lesson 6: Skill (Listening& Writing) 161 I Learning outcome: By the end of this lesson, students will able to +Listening for general and specific information about life in an extended family +Writing about some qualities as a person need to get along in an extended family II Materials and references: text book, lesson plan, chalk, su-board, handouts, flash cards, pictures… III Anticipated problems: Students may have difficulties in organizing the ideas to write a paragraph IV Proposed solutions: teacher should prepare the lesson carefully and encourage Ss to give confidently their ideas LESSON PROCEDURES Competence Learning activities contents Models WARM UP (5’) Chatting about the lesson’s topic to lead in -T asks Ss to say if they are -Chatting to lead in the lesson living in small families with their parents and siblings only Communicati or in big families with grandparents and other relatives ve -Ask Ss if they find any difficulties living in their family group or if they want to have anything changed T-whole class PRE-LISTENING: Leading Ss to the new lesson by answering the pre-questions(5’) Discussion -T asks Ss to work in pairs to describe the pictures and answer the question -Ask a pair to share their ideas with the class Activity 1: Describe what you see in each picture What are the similarities or differences between them Work in pairs WHILE – LISTENING (15’) Helping Ss to listen for general and specific information about life in an extended family Self – learning -T tells Ss that they are going to listen to a talk between Nick and Mrs Ha, Duong’ mother, about her family in the past -T asks Ss to read the information the table carefully and try to predict the answers 162 Activity 2: Nick is talking to Mrs Ha, Duong’s mother about her family in the past Listen to the conversation and fill in the blank 1.extended family Individually Self-learning -Tell Ss to decide the part of speech of the words they will need to fill in the blanks, then listen carefully to fill the words from the recording -Play record twice Have two Ss write their answers on the board -T confirms the correct answers three generations shared their day their work things happening to be tolerant talk listen 10 compromise -T asks Ss to work individually to underline the key words in the statements -Have Ss exercise without listening to recording -T calls some Ss to write their answers on the board -T plays the recording again for Ss to check -T may pause at the sentences that include the information Ss need for their answers Activity 3: Listen again and decide if the following statements are True ( T ) or False(F) 1.T 2.T 3.F 4.F 5.T 6.T Individually PRE-WRITING(5’) Solving problems -T checks that all Ss understand the means of all the adjectives in the box -Set a time limit for pairs to brainstorm ideas and the discussion -T moves around and helps Ss if necessary -Asks Ss to refer back to the listening and 3, and the example for useful language and ideas -Ask some pairs to present their ideas to the whole class -T confirms that they should give examples to support their main poins Activity Work in group Discuss three of the following qualities would be necessary for people living in extended family -) Qualities: +hard working, helpful + patient, obedient + sympathetic, ready to share + being a good listener + tolerant + cooperative + caring + esy-going Work in pairs WHILE –WRITING (10’) Helping students write their opinions about the three most important qualities you think a person needs to be able to get along with other members in an extended family 163 Self -learning Act 5: -Ss have talked about the topic -Ss write a paragraph individually in Activity It is time they -suggested: wrote about it -T asks Ss work individually to get their ideas down on paper and check the accuracy of what they have written -T gives Ss about 10 minutes to write and edit their work -Ss should pass their work to someone who wasn’t in their pair for them to peer review and add their comments and corrections( it may help to give Ss ideas of comments they can write on their classmates ‘work) -If time allows, give feedback on a few Ss’ work (If not, ask Ss to write the second draft for homework.) -T reminds Ss to refer to peers’ comments and feedback Individually POST LISTENING AND WRITING (13’) Help Ss feel comfortable to demonstrate their work and self-confident to correct their handwritings themselves and for their friends Collaboration -Ask students to demonstrate -Go to the board and show their T-whole class their words on the board and work around the class -Correct mistakes if having -Call some students to read out their writing Teacher and other students correct mistakes OUTCOME AND HOMEWORK(2’) Self – learning -T calls student to read aloud the requests for next lesson -Ask Ss some exercises in the work book ( Unit 6) -Prepare for next lesson Period 51: UNIT 6: VIET NAM: THEN AND NOW Lesson 7: Looking Back and Project 164 -T calls student to read aloud the requests for next lesson Ask Ss some exercises in the work book ( Unit 6) -Prepare for next lesson I Learning outcome: By the end of this lesson, students will able to: +Recycle the language from the previous section and links with the topic: Viet Nam – then and now +Practice role-play about Vietnamese people’s holiday trends before and after 2000 + Do project: present photo exhibition about school life in Viet Nam: Then and Now Structures: + Word: transport systems in Viet Nam, qualities of people in extended family + Grammar: Adjective + to – infinitive/ Adjective + that – clause II Materials and references: text book, lesson plan, chalk, su-board, handouts, flash cards, pictures… III Anticipated problems: Students are not confident to present and promote their activities before the class IV Proposed solutions: teacher should prepare the lesson carefully and encourage Ss to give confidently their ideas LESSON PROCEDURES Competence Learning activities contents Models WARM UP (5’) Helping Ss to revise some words about people’s qualities in the extended family as well as warming up the class and leading in the new lesson Communicative T divides class into teams and read out each word Each member of groups will write on the board If the team is the fastest and give many corrects -T checks and confirm T-whole class + Hard working + tolerant + sympathetic + easy-going + obedient + cooperative + caring + patient VOCABULARY(10’) Sel-learning -Have Ss work individually to list all the words on a piece of paper Transport Then and -T sets a time limit of three Now minutes and haveSs combine Solivng to work in groups problem -Asks Ss to note down as many words they have just listed as possible on a large of paper -Set a new time limit When 165 Activity 1: individually work in groups Then: earthen road, path, trench, brick road, tunnel, alley, tram system Now: concrete road, underpass, the time is up, groups stick their pieces of paper on the board The group with the highest number of words/phrases wins flyover, sky train, system, skywalk system, cable car, tunnel, alley Self - learning -T asks Ss to work individually, then compare their answers with a partner -Asks Ss to write their answers on the board -T confirms and corrects answers Activity 2:Fill each blank with one word/ phrase 1.extended family nuclear family facilities rubber sandals trenches Individually Language -Have Ss work in pairs Tell them that they should pay attention to the cues in the passage for their answers Activity 3: Read the passage and fill in each balnk suitable word from the box 1.extended nuclear disobedient sympathetic/ understanding understanding / sympathetic tolerant caring share Work in pairs -Elicit the correct answers GRAMMAR(10’) -Ask Ss to work individually first Self -learning -Have Ss check their answers with partner before having them discuss as a class -Reminds Ss to keep a record of their original answers so that they can use that information in their selfassessment 166 Activity 4: Complete the sentneces with appropriate 1.necessary/important certain/ sure/ hopeful certain/sure/confident sory/sure 5.sorry convinced/ certain/sure -Acitivity 5: Correct the italised where necessary 1.no change take – could take no change let -) to let no change no change no change be - was Individually COMMUNICATION(10’) Collaboration -Ask Ss to role –play in pairs They can then switch partners and roles and role-play again -Ask for volunteer pairs to perform in front of the class, praise their efforts at fluency and ability to communicate rather than the accuracy of their language Activity 6: Role-play interview a travel agent about Vietnamese people’s holiday trends before and after 2000 Use the cues in the table for your interview You may use the example to get you started Work in pairs PROJECT(10’) Collaboration Activity 7: -Ask Ss to work in groups to ask and answer the questions -Ss follow the instructions in Topic : school life in Viet Nam then the book to research and and Now prepare a photo exhibition of their own -If resources are available, this would be best done as a computer slide show -T answers Ss’ questions if there any -Have Ss present their work in the next session then ask the whole class to vote for the best exhibition/show OUTCOME AND HOMEWORK(2’) Self – learning -Ask Ss some exercises in the work book ( Unit 6) -Prepare for next lesson -T calls student to read aloud the requests for next lesson 167 Work in groups Period 52: REVISION FOR THE 1ST SEMESTER – ENGLISH GRADE A VOCABULARY: - Unit 1: Local Environment - Unit 2: City Life - Unit 3: Teen Stress and Pressure - Unit 4: Life in the Past - Unit 5: Wonders of Vietnam - Unit 6: Vietnam: Then and Now B GRAMMAR: - Complex Sentence - Comparison of adjs and adverbs - Reported Speech - Used to V - Tenses - Adj + to V – Adjs + that clause Period 53: ENGLISH – GRADE Full name: THE FIRST-SEMESTER TEST Class: Time: 45 minutes I LISTENING (2.5pts) Listen to a conversation between Long and his mother about her school days Fill each of the gaps in the notes with NO MORE THAN THREE words and/or a number You will listen TWICE (1.25pts) Mum's School Time - In school (1) from to _ - School: close to a (2) ; one-story building; large yard - Subjects: no (3) _ class; started learning English in Grade - Meals: no (4) _ at school - After school: not much (5) _; did housework to help family Listen to a conversation between two friends about a neighbourhood Fill each of the gaps with ONE word You will listen TWICE (1.25pts) Jollyland is a (1) neighbourhood in the heart of the city The streets are picturesque, full of (2) old shops in gorgeous buildings As there’s so much to 168 within (3) distance, you won’t need to use a car very often There’s the usual variety of bars, restaurants, (4) and so on that you’d expect in a city For families, there are great parks, an excellent (5) library and good schools close by In Jollyland, there’s a real sense of (6) The locals, a mix of original residents and new arrivals, say it’s almost like living in a village II READING (2.5pts) Read the following passage and answer the questions Circle A, B or C (1.25pts) Promotion of learning and respect for teachers are among the traditional values of the Vietnamese people In the old days, it was commonly believed that a teacher's position was higher than parents' and only lower than the king's In many communes and villages, rich people invited teachers to stay in their houses to teach their own children and those from other families To become a mandarin, a candidate had to have excellent learning achievements and gained high marks in competitive exams The first such exam for civil administrators was conducted in 1075 For nearly one thousand years, Vietnamese people learnt Chinese characters and used them for writing, but pronounced them in a different, Vietnamese way Besides the use of Chinese characters, the Vietnamese people adapted such characters to invent an ancient Vietnamese script for writing and expressions Many valuable works of literature and history were kept for the future generations thanks to the script This development and preservation strengthened an awareness of national independence and ensured that the Chinese did not assimilate the Vietnamese people 1.What is the passage mainly about? A Educational values of Vietnamese people B Vietnamese education in the past C Scripts in Viet Nam's education history 2.According to the passage, which of the following is NOT true about teachers? A They were highly respected in the society B They used to live in the students' homes C They would become civil administrators 3.What can the word "conducted" be best replaced by? A organized B managed C taken 4.What does the word "them" in paragraph two refer to? A years B people C characters 5.Which of the following is said about the ancient Vietnamese script? A Its characters were totally different from the Chinese characters B All Vietnamese valuable literary works were written in this script C It promoted a sense of national independence among Vietnamese Match each statement (1 5) to one the sign/notice (A - F) There is one extra sign/notice you not need to use Write the letters in the space provided at the end of each statement (1.25pts) 169 A B You cannot cross the street here You cannot enter Don't walk on the rail lines Slow down Be careful not to hurt your head _ _ _ _ _ C D E F III WRITING (2.5pts) Write a paragraph (100 - 120 words) about the recent changes in your neighborhood or city (1.25pts) You should write about: - The changes - Things that caused them - The effects of the changes on you 170 Complete each of the following sentences using the cues given You can use other words in addition to the cues to complete the sentences (1.25pts) Here is an example Ngoc/usually/play/badminton/Sunday Answer: Ngoc usually plays badminton on Sundays People/know/Ha Long Bay/recognise/UNESCO Temple of Literature/be/first/destination/schedule They/think/visit/Mai Chau/this/time/year/be/best People/believe/visit/Huong Pagoda/bring/luck People/believe/Phong Nha/be/biggest/cave/Viet Nam IV SPEAKING (2.5pts) Now I’m going to ask you FOUR questions about your friends Are you ready? (1.25pts) What is your favourite place of interest in your town/city? Who you want to go there with? What can you there? Why you like it? Each of you will now receive a pair of cards On one card there is a short notice and on the other card there are clues for five questions You should use the clues to make questions and ask your friend Your friend will answer the questions based on the notice he/she has Here are your cards You will have 30 seconds to prepare You can make notes on the paper (1.25pts) 171 The end Period 54: CORRECTION – THE FIRST-SEMESTER TEST I LISTENING (2.5pts) Listen to a conversation between Long and his mother about her school days Fill each of the gaps in the notes with NO MORE THAN THREE words and/or a number You will listen TWICE (1.25pts) from 1980 to 1992 172 paddy field computer (skills) lunch homework Listen to a conversation between two friends about a neighbourhood Fill each of the gaps with ONE word You will listen TWICE (1.25pts) historic fascinating walking gyms public community II READING (2.5pts) Read the following passage and answer the questions Circle A, B or C (1.25pts) B C A C C Match each statement (1 5) to one the sign/notice (A - F) There is one extra sign/notice you not need to use Write the letters in the space provided at the end of each statement (1.25pts) C D F B A III WRITING (2.5pts) Write a paragraph (100 - 120 words) about the recent changes in your neighborhood or city (1.25pts) Sample writing: There have been several changes in my neighborhood It has got much more crowded in recent years More and more people have been moving here to work Therefore, the traffic has become busier and there are often traffic jams during rush hours Also, more high buildings have been built to meet the demand for accommodation However, there is less green space in my neighborhood now It also has gotten noisier These changes have influenced my life greatly Now it takes more time for me to get to school, and I don’t have anywhere to go for some fresh air after school I also don’t sleep very well because of all the noise The smoke from all the traffic and factories pollutes the air and makes travelling during rush hours terrible Complete each of the following sentences using the cues given You can use other words in addition to the cues to complete the sentences (1.25pts) People know that Ha Long Bay is recognised by UNESCO Temple of Literature is the first destination in my schedule They think that visiting Mai Chau at this time of the year is the best People believe that visiting Huong Pagoda will bring them luck People believe that Phong Nha is the biggest cave in Viet Nam IV SPEAKING (2.5pts) 173 ... fully understand the rule Listen and repeat (activity Listen and repeat P 19) (activity P 19) Work in pairs - Listen and repeat A: Can you come and give - Play the recording as many me a hand? (me... cities - Rank and talk about your town/ city II Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts * TiếngAnh9 - Unit 2- Lesson 5: Skills III Anticipated... cities - Rank and talk about your town/ city II Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts * TiếngAnh9 - Unit 2- Lesson 6: Skills III Anticipated