Giáo án Tiếng Anh 9 - Week 1+2 - Năm học 2024-2025

Date of planning:06/09/2024 Period 4 : UNIT 1 : LOCAL COMMUNITY Date of teaching: 10/09/2024 Lesson 3 : A CLOSER LOOK 2 WEEK: 1 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items: 1. Knowledge: - To teach grammar notes: Question words before to-infinitive and the use of “phrasal verbs”. + Integrated skills: Listening, speaking, reading, writing. * Vocabulary: - Use the words related to the topic Local community; - Pronounce the vowel sounds /ỉ/, /a:/, and /e/ correctly in words and sentences; + Seek help and respond; * Grammar: - Use question words before to-infinitives and some phrasal verbs; 2. Competence: - Students will be able to practice listening , speaking, reading and writing skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. 3. Personal qualities: - Be friendlier and willing to help the local community; - Actively participate in community services; - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 9 text book; Projector / TV..... - Students : Text books, workbook - Computer connected to the Internet. - Hoclieu.vn * Remember! (Ghi nhớ!) - We use a question word such as who, what, where, when, or how before a to-infinitive to express an indirect question about what we should do. (Chúng ta sử dụng từ để hỏi như who, what, where, when hoặc how trước động từ nguyên thể cĩ "to" để diễn tả một câu hỏi gián tiếp về việc chúng ta nên làm gì.) - We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know before the question word + to-infinitive. (Chúng ta thường sử dụng các động từ như ask, wonder, (not) decide, (not) tell, hoặc (not) know trước từ để hỏi + to-V.) Example: a) We don't know what to do to help the community. (Chúng tơi khơng biết phải làm gì để giúp đỡ cộng đồng.) b) She asked how to get to the nearest shopping mall. (Cơ ấy hỏi làm thế nào để đến trung tâm mua sắm gần nhất.) III. PHRASAL VERBS (See below) Eg: + I think we will get on with them. + When we aren’t at home, our neighbour take care of our cats. * go out = leave your house to go to a social events. + pass down = give or teach something to your children. . ; cut down on; run out of III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Brainstorming - T_Ss. + Ask Ss the question: What do you do when you don't + Students (Ss) listen and learn how to do the tasks. know how to get to a place in your neighbourhood? Write the question on the board. + Invite some Ss to answer the question. Quickly write some of their answers on the board. + Draw Ss' attention to the question on the board. Underline don't know how to get to. + Tell them that today they are going to learn some question words before fo-infinitives and some phrasal verbs. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board. QUESTION WORDS BEFORE TO-INFINITIVES = Have Ss read the two examples in the Remember! box and pay attention to the bold words. - Then tell them to read the information in the box. Check their understanding by asking these questions: + What question words can we use before to-infinitives? + What does this grammatical structure express? + What are the verbs we can use? + Ask Ss to give some more examples. Comment on their - Open the book and write the tittle examples. of the lesson. ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: To help Ss practise question words before to-infinitives * Content: To teach grammar. Question words before to- infinitive. - Grammar explanation. * Expected outcomes: Students identify the structures and when to use Question words before to- infinitives. * Organisation : Teacher’s instructions. Teacher’s & Student’s activities Content A. Question words before to-infinitives - T_Ss - Have Ss read the two examples in the Remember! box – We use a question word such as and pay attention to the bold words. who, what, where, when, or how -Then tell them to read the information in the box. before a to-infinitive to express an - Check their understanding by asking some questions: indirect question about what we + What are the question words we can use before to- should do. infinitives? – We often use a verb such as ask, + What does this grammatical structure express? wonder, (not) decide, (not) tell, or + What are the verbs we can use? (not) know before the question word - Ask Ss to give some more examples. Comment on their + to-infinitive. examples. Example: + We don’t know what to do to help the community. - She asked how to get to the nearest shopping mall. ACTIVITY 2. PRACTICE ( 15’) * Objectives: To help Ss practise question words before to-infinitives + To help Ss practise Question words before to-infinitives and some phrasal verbs. * Content: - 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. * Expected outcomes: - Students understand how to use Question words before to-infinitives and some phrasal verbs. * Organisation : Teacher’s & Student’s activities Content TASK 1: Fill in each blank with a suitable question word. + Ask Ss to read the first sentence and think of the - T_Ss question word to fill in the gap. Invite Ss to give their * Answer key: answers. Confirm the correct one. 1. how + Have Ss do the exercise individually and then check 2. where their answers with a classmate. Invite some Ss to share 3. what their answers. Confirm the correct answers. 4. when 5. who TASK 2: Rewrite the sentences using question words + to-infinitives + Model the way to do the exercise with the first sentence. - T_ Ss * Answer key: Explain to Ss that they only need to replace the subject / 1. I don’t know how to get to the and the modal verb can with to. swimming pool. 1.1 don't know how I can get to the swimming pool. 2. They are wondering where to buy => I don't know how to get to the swimming pool. traditional handicrafts. 3. She asked what to give to her new + Have Ss do this exercise individually and then compare neighbour at his house-warming their answers with a partner. party. + Ask some Ss to write their answers on the board. Ask 4. I can’t decide who to ask for advice. other Ss to comment on their answers. Confirm the correct 5. Could you tell me when to pay the ones. water bill? B. Phrasal verbs - Write these sentences, which are taken from the dialogue in Getting Started, on the board: - I think we will get on with them. - That reminds me of the time our family moved to Viet Nam. - Ask them about the meaning of each phrasal verb (they learnt the meaning of these verbs in the Getting Started lesson). Tell them that these are examples of phrasal verbs. - Have Ss read the information in the grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning of these verbs. TASK 3: Match each phrasal verb with its meaning. + Have Ss do this exercise individually and then compare - T_ Ss. the answers with another classmate. Remind Ss that they - Work individually. can guess the meaning of each phrasal verb based on the * Answer key: meaning of the main verb. 1. b 2. d 3. e 4. c 5. a Check the answers with the whole class. Confirm the correct ones. TASK 4: Complete each sentence using the correct form of a phrasal verb in 3 + Have Ss work in pairs to do the exercise. Remind them * Answer key: to use the correct form of a phrasal verb in 3. 1. came back + Invite some pairs to share their answers. Confirm the 2. hand down 3. find out correct answers. 4. takes care of 5. looking around ACTIVITY 3. PRODUCTION/ FURTHER PRACTICE ( 8’) * Objectives: To give Ss further practice with phrasal verbs in a freer way. * Content: Ss practice playing GAME: Find some one who * Expected outcome: * Organisation : Teacher’s & Student’s activities Content TASK 5: GAME: Find some one who + Ask as many friends as you can the following questions. Then write their names in the table if they * Student’s outcomes say “yes”. + For this game, have Ss walk around the room and try to find classmates who answer Yes to each question on their game card. Explain to them that some of the questions have a phrasal verb in it. The winner is the student who fills in their game card first. + Set 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 game card. * Teacher gives corrections and feedbacks. 5. WRAP-UP & HOME WORK (2’) + Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson : COMMUNICATION. ============================================== Date of planning:06/09/2024 Period 5: UNIT 1 : LOCAL COMMUNITY Date of teaching:10/09/2024 Lesson 4 : COMMUNICATION WEEK: 2 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items: 1. Knowledge: - To introduce Everyday English. - Seeking help and responding. - To know some places of interest. * Vocabulary: - Use the words related to the topic Local community; - Pronounce the vowel sounds /ỉ/, /a:/, and /e/ correctly in words and sentences; * Grammar: - Use question words before to-infinitives and some phrasal verbs; 2. Competence: - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. 3. Personal qualities: - Be ready and confident in real life conversations; - Actively join in class activities. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 9 text book; Projector / TV..... - Students : Text books, workbook - Computer connected to the Internet. - Hoclieu.vn III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + To review some phrasal verbs. + Students (Ss) listen and learn how to do Game: Phrasal verbs revision the tasks. - Teacher divides the class into 2 teams. - Teacher shows pictures (PPT slides) of phrasal verbs, asks students to name them. Answer key: - The team that gives more correct names is the 1. find out winner. 2. take care of / look after 3. come back **T may introduce some warm-up activities to 4. look for create a friendly and relaxed atmosphere to inspire 5. take off Ss to warm up to the subject and new class 6. get over - T encourages Ss to talk in English as much as - Open the book and write the tittle of the possible lesson. ACTIVITY1: PRESENTATION/ NEW LESSON ( 12’- 15’) EVERYDAY ENGLISH Seeking help and respond * Objectives: 1 + 2 . To introduce ways of seeking help and responding; To help Ss practise seeking help and responding. * Content: - 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. * Expected outcomes : Students can use the structures to seek for help and respond. * Organisation : Teacher’s instructions. Teacher’s & Student’s activities Content TASK 1: Listen and read the conversations. Pay attention to the highlighted parts + Play the recording for Ss to listen and read the - T_Ss conversations at the same time. Ask Ss to pay attention to the highlighted parts. Tell them that these are two ways to seek help and respond. + Write the structures used to ask for help on the board: * Audio script _Track 4. + Do you mind + V-ing? 1. Mai: Do you mind carrying this + Could you show me...? suitcase for me? + Instruct them how to respond appropriately. + Have Ss practise the conversations in pairs. Call Tom: Not at all. on some pairs to practise the conversations in front 2. Ann: Could you show me how to open of the class. For a more able class, introduce some this gate, please? other ways to ask for help in English: + Could you help me...? Mr. Nam : Sure. + Could you give me a hand with... ? + Would you please? * Teacher checks students’ understanding by asking some checking questions. TASK 2: Work in pairs. Ask for help and respond in the following situations. + Ask Ss to work in pairs to make similar - T_Ss conversations, using the language they have learnt. - Work in pairs. For a less able class, model the first situation with a * Suggested answers: good student. 1. Do you mind lending me your pen? + Move around to observe and provide help. Call - Not at all.Here you are. on some pairs to practise in front of the class. 2. Could you tell the name of the new Comment on their performance. garbage collector? - Sure. His name's Nam. + For more able classes, encourage Ss to use 3. Could you tell me where to buy the best different ways to ask for help and respond. fruits and vegetables in our area? 1. You want your friend to lend you her pen. - Sure. There's a shop in Le Lai Street. 2. You want your neighbour to tell you the name of the new garbage collector. ACTIVITY 2: Places of interest Transition from Everyday English to Plates of interest + Ask Ss how they can ask their friend to show them where a place of interest is (e.g. the most beautiful park in town). Invite Ss to share their answers. + Ask Ss what places of interest they know. Ss may mention: park, cinema, cafe,... Tell Ss they are going to read what two students share about their favourite places of interest. Objectives: - To introduce some famous places of interest. - To provide Ss with information about the two places of interest and the activities to do there. * Content: - 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. * Expected outcomes : - Students get some information about some famous places of interest. - Students can ask and answer questions about famous places of interest. * Organisation : Teacher’s instructions. TASK 3: Do you know the place in each picture? - Ask Ss to look at each picture and say if they - T_ Ss. know anything about the place. Elicit answers and * Suggested answer: confirm the correct ones. Picture a: Nguyen Hue Pedestrian Street - If time allows, ask them in what city each place of (Phố đi bộ Nguyễn Huệ) is in Ho Chi Minh interest is located and if they know any other places City. Other places of interest in the city: n trung tâm), of interest in that city. Central Post Office (Bưu điệ Notre-Dame Cathedral (Nhà thờ Đức Bà), - Elicit answers from Ss. Provide Ss with some Independence Palace (Dinh Độc Lập), War places of interest in each city. Remnants Museum (B o tàng ch ng tích ả ứ chiến tranh), Ben Thanh Market (Chợ Bến Thành), etc. Picture b: Sydney Opera House is in Sydney, Australia. Some other places of interest in the city: Sydney Harbour Bridge, Taronga Zoo, Sydney Tower Eye, Darling Harbour, Sydney 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. + Tell Ss that they are going to listen to a student - T_ Ss. from Ho Chi Minh City and the other from Sydney * Key: talking about a place of interest in their community 1. one / 1 and what they do there. 2. weekend + Have them look at the table of information and 3. favourite books ask them to read it through quickly. 4. five / 5 - Play the recording for Ss to listen and fill in each 5. feeding blank with no more than two words and / ora 6. a drink number. + Audio script - Track 5: - Ask Ss to work in pairs to compare their answers. - Invite some pairs to share their answers. Confirm the correct ones ACTIVITY 3: PRODUCTION ( 8’) * Objectives: To provide Ss with a chance to ask and answer about their favourite places of interest in their community. * Content: Ask and answer about your partner’s favourite place of interest. * Expected outcomes: Students’ conversations . Tell the class about your partner’s favourite place of interest. * Organisation : Teacher’s & Student’s activities Content TASK 5: Work in pairs. Ask and answer about your favourite places of interest. Use the questions below. - Before having Ss do the activity, ask them the * Suggested answer: following questions: Lan's favourite place of interest is Tao Dan + What is Mira's favourite place of interest? Park. It's only one kilometre from her + How far is it from her house? house, so she goes there every weekend + How often does she go to that place? with her mother and sister. There they + What does she do there? walk, do some exercises, and enjoy the Have Ss work in pairs to ask and answer the four fresh air. Sometimes they also cycle around questions in the book. Have Ss in each pair note the park. down their friends'answers. - Ask some Ss to report their partner's answers to the class. - Comment on Ss' answers. 5. WRAP-UP & HOME WORK (2’) + Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: SKILLS_1. ======================================== Date of planning:06/09/2024 Period 6: UNIT 1 :LOCAL COMMUNITY Date of teaching: 15/09/2024 Lesson 5 : SKILLS 1/ Reading and speaking WEEK: 2 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items: 1. Knowledge: - Read for specific information about special products in some areas; - Give a short presentation about a speciality. + Integrated skills: Listening, speaking, reading, writing. * Vocabulary: - Use the words related to the topic Local community; * Grammar: - Use question words before to-infinitives and some phrasal verbs; 2. Competence: - Students will be able to practice listening , speaking, reading and writing skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. 3. Personal qualities: - Understand more about special products in Viet Nam and England; - Actively participate in community services; - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 9 text book;Projector / TV..... - Students : Text books, workbook - Computer connected to the Internet. - Hoclieu.vn III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Teacher (T) asks Ss some questions about the - T_Ss. previous lessons . T may introduce some warm-up + Students (Ss) listen and learn activities to create a friendly and relaxed atmosphere to how to do the tasks. inspire Ss to warm up to the subject and new class - T encourages Ss to talk in English as much as possible Game: Video watching - Teacher prepares a video of Bat Trang Pottery * Suggested answers: Village. Bat Trang Pottery Village - Students watch and tell the teacher the name of the More craft villages: craft village. Vong Village - Ask them to share any information they know about Tho Xuong Village the village (location, special products, ...). Dong Ho Village - Teacher asks Ss to give out more craft villages they know in Viet Nam. ** Ask Ss if they know of any traditional craft villages. Ask them to share any information they know about the village (location, special products,...). - Lead to the new lesson: Reading and Speaking about traditional villages and a speciality in their community or an area they know. - Open the book and write the tittle - Introduce the objectives of the lesson. Write the of the lesson. objectives in the left corner of the board. ACTIVITY 1: PRESENTATION/ NEW LESSON ( 12’- 15’) A. READING * Pre-reading * Objectives: To activate Ss' knowledge of the topic of the reading text. * Content: Learn some new words . Look at the pictures. Answer questions. * Expected outcomes: Knowing more new words. Answer the questions . - Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s & Student’s activities Content TASK 1: Work in pairs. Answer the questions. * Teach vocabulary: - T_Ss + Teacher uses different techniques to teach vocab *Vocabulary (situation, realia, translation.) 1. preserve (v) /prɪˈzɜːv/ bảo tồn + Teacher introduces the vocabulary by: 2. fragrance (n) /ˈfreɪɡrəns/ hương - providing the pictures thơm - eliciting the definition of the words + Teacher do the “Rub out and remember” checking Key: technique. Picture a: com (young sticky rice) - - Have Ss look at the pictures in the book or show the Vong Village, Ha Noi (another pictures on a slide. Ask Ss to answer the questions in place which makes com: Tu Le the book: Commune in Yen Bai Province) - What can you see in each picture? Picture b: pottery - Denby, England - Do you know any place(s) where people make the (In Viet Nam, there are some thing(s) in each picture? pottery villages like Bat Trang and - Tell Ss that they are going to read a text about two Phu Lang.) traditional villages, one in Viet Nam (Vong Village) Notes: and the other in England (Denby). -com Lang Vong = cốm Làng Vịng -Bat Trang = Bát Tràng; Phu Lang = Phù Lãng; Tu Le = Tú Lệ; Yen Bai =Yên Bái WHILE READING * Objectives: - To help Ss develop the skill of guessing the meaning of new words in context. - To help Ss develop the skill of reading for specific information (scanning). * Content: - Task 2: Read the brochure introducing different places with special products. Match each highlighted word with its definition. - Task 3: Read the brochure again. Decide which place each detail below belongs to. * Expected outcomes: Students identify some new words and how to use the target vocabulary. * Organisation : Teacher’s & Student’s activities Content TASK 2 : Read the brochure introducing different places with special products. Match each highlighted word with its definition - Tell Ss what they are going to do. Ask Ss to read - T_Ss around the highlighted words in the text to roughly * Answer key: understand the meaning of each word, and then match 1. b each word with its definition. 2. c 3. e - Have Ss check their answers in pairs. 4. a - Invite some Ss to share their answers. Confirm the 5. d correct answers. TASK 3 : Read the brochure again. Decide which place each detail below belongs to. - Ask Ss what they are going to do. - T_ Ss - Have Ss share how to do this exercise. If necessary, briefly tell them the steps: Read each sentence, underline the keywords in each sentence, locate the * Answer key: keywords in the text, and decide which place the Vong: 2, 3, 5 information belongs to. Ask Ss to repeat the steps if Denby: 1, 3, 4 necessary. - Ask Ss to do the exercise individually and then check their answers in pairs. Invite some Ss to share their answers. Have them explain their answers. Confirm the correct answers. EXTRA ACTIVITY Transition from Reading to Speaking - Have Ss choose one of the two products and answer these five questions: What speciality is it? What do people make it from? Do people make it in the traditional way? What can people do with it? Is it well-known in your country only or in the world? This short activity is a transition to the Speaking part and serves as an example for 4. ACTIVITY 2 : SPEAKING * Objectives: To help Ss prepare ideas to talk about a speciality in their neighbourhood, home town, or the area they know. * 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. - Task 5: Work in groups. Give a short presentation about the speciality you discussed in 4. * Expected outcomes: Students can give a short presentation about the speciality. * Organisation : Teacher’s & Student’s 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 + Tell Ss that they are going to work in pairs to answer - T_ Ss. the questions in the book. Model the answers to the - Ss- Ss questions yourself, if needed. - Have Ss work in pairs to ask and answer the questions in the book. Ask them to note down their answers. - Move around to observe and offer help if needed. - Spare Ss some time 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 + Have Ss work in groups and give a short talk about the - T _ Ss speciality Suggested answer: they have discussed. I live in Tay Ho Village, 12 - Ask other groups to listen and give comments. kilometres from Hue City. My - Comment on Ss' answers. village is famous for its conical hats. We make conical hats from goi leaves. We still follow 15 traditional steps to make a hat. A conical hat protects us from the sun and the rain as well as makes US more graceful. What is special about our conical hats is that each of them carries a poem. Tay Ho conical hats are not only famous in Hue but all over Viet Nam. * Teacher gives corrections and feedback Notes: Tay Ho = Tây Hồ; goi = gồi + EXTRA ACTIVITY + AskSs to work in pairs to take the quiz about famous products in different places in Viet Nam. They have to match the products with the places. Famous products Places 1. Pottery A. Ha Tĩnh Province 2. Green bean cakes B. Hoi An ancient Town 3. Cu Do candy C. Bat Trang Pottery Village, Ha Noi 4. Lantern D. Non Nuoc Stone Sculpture Village, Da Nang. 5. Stone Sculpture E. Hai Duong Province 4. WRAP-UP & HOME WORK (2’) - Ask Ss to summarise what they have learnt in the lesson. - Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 6 : A SKILLS _2. =========================== TỔ CHUYÊN MƠN DUYỆT Ngày 9 tháng 9 năm 2024 Tạ Thị Nhung