Giáo án Tiếng Anh 9 - Week 3 - Năm học 2024-2025

Date of planning: 11/09/2024 Period 7: UNIT 1 : LOCAL COMMUNITY Date of teaching: 17/09/2024 Lesson 6 : SKILLS 2/ Listening and writing WEEK: 3 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items: 1. Knowledge: + To practice listening and writing. - Listen for specific information about a community helper; - Write a paragraph about a community helper. + 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: - Be friendlier and willing to help the 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 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 activities to create a + Students (Ss) listen and learn how to do friendly and relaxed atmosphere to inspire Ss to warm the tasks. up to the subject and new class - T encourages Ss to talk in English as much as + Ss’ answers possible - Have Ss say aloud the names of community helpers they know and have learnt. Ask them who is their favourite community helper and why. Encourage Ss to share their answers. - Lead into the new lesson: Listening and Writing - Open the book and write the tittle of the about favourite community helpers. lesson. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board. ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’) I. LISTENING * Pre-listening * Objectives: To prepare ss for the listening text. * Content: * Expected outcomes: Ss answer the two questions freely. * Organisation : Teacher’s instructions. Teacher’s & Student’s activities Content TASK 1: Work in pairs. Discuss the questions. * Teach vocabulary: - T_Ss + Choose to teach some keywords that appear in the listening text if necessary (reflective stripes, garbage cart, *Suggested answers: sorting,...). We can see garbage collectors. They are + Check Vocab. taking the garbage away. + Have Ss look at the pictures and answer the - Choose to teach some key words that questions in the book: appear in the listening text if necessary 1. Who can you see in the pictures? (reflective stripes, garbage cart, sorting, 2. What are they doing? ..) + Elicit answers from Ss. This is an open activity, so accept all answers provided they make sense. * WHILE LISTENING ( 15’) * Objectives: 2+3 . - To help Ss develop the skill of listening for specific information. - To help Ss develop the skill of listening for specific information. * Content: - 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). * Expected outcomes: Ss can listen for specific information to do the learning tasks. * Organisation : Teacher’s & Student’s activities Content TASK 2: Listen and fill in each blank with no more than two words. - Tell Ss that they are going to listen to a radio - T_Ss broadcast about a community helper. - Work individually. - Have Ss read the questions first and underline the * Key: keywords. 1. Community Helper - Have them identify the kind of information needed 2. garbage collector for each blank (e.g. blank 1: noun / name of the 3. slim contest; blank 2: noun / his job,...). 4. friendly - Play the recording and ask Ss to listen and fill in each blank with no more than two words. - Ss work in pairs to compare their answers. - Ask for Ss' answers and write them on the board without confirming whether they are right or wrong. TASK 3: Listen again and tick T (True) or F (False). - Tell Ss that they are going to listen to the broadcast - T_ Ss again and decide if each statement is true or false. - Ss to work individually. - Have Ss read the statements and underline the keywords. - Have Ss guess whether each statement is true or false based on their previous listening. - Invite some Ss to share their answers. * Key: - Write their answers on the board. 1. F 2. F 3. T 4. T - Play the recording and ask Ss to listen again and check their answers. Ss work in pairs to compare their answers with each other and with the answers on the board. - Play the recording once more for pairs to check their answers to both 2 and 3. - Refer to Ss' answers to 2. Confirm and tick the correct answers. Ask for Ss' answers to 3. - Write them on the board next to their guesses. Confirm the correct answers. EXTRA ACTIVITY : Transition from Listening to Writing + Have Ss answer these five questions about Mr Vinh: - What is his job? - What does he look like? - What is he like? - What does he do for the community? - How does Mi feel about him? + This activity is a natural transition to 4 and serves as a model for Ss'answers in 4. ACTIVITY 2: WRITING * Objectives: + To brainstorm ideas and make an outline for Ss' writing. + To help Ss practise writing a paragraph (about 100 words) about their favourite community helper * Content: - Task 4: Work in pairs. Choose a community helper you like and answer the following questions. - Task 5: Write a paragraph (about 100 words) about your favourite community helper. Use the answers to the questions in 4 to help you. * Expected outcomes: - Students can use learned vocabulary and grammar to write a paragraph about a community helper. * Organisation : Teacher’s & Student’s activities Content TASK 4: Work in pairs. Choose a community helper you like and answer the following questions. + Have Ss work in pairs to answer the questions in the - T_ Ss. book. Remind them to take notes of their answers. + Students’ own answers - Have some Ss present their answers or write their answers on the board. - Comment on their 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. - Have Ss write their paragraphs individually based on * Suggested answer: their answers in 4. My favourite community helper is Mr - Ask one student to write his / her paragraph on the Nam. He is a delivery person in my board. Other Ss and T comment on the writing on the neighbourhood. He is a friendly person. board. Whenever he delivers something to us, he smiles happily. He sometimes asks me about my study. In addition, he is hard- * Post writing working and responsible. He delivers - Then T collects some writings to correct at home. goods to my family and other families in Otherwise, ask Ss to revise and rewrite at home based the neighbourhood despite the weather. on the T's comments on their friend's writing. Have Sometimes he has to return twice to deliver them bring their new writing to class in the next us a parcel because we are not at home. I lesson. Collect some for marking. really appreciate his manner. In general, Mr Nam is a very dedicated community helper who makes our life easy and comfortable. 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 b oard at the beginning of the lesson and tick the objectives they have learnt * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 7 : LOOKING BACK. Date of planning: 11/09/2024 Period 8: UNIT 1 : LOCAL COMMUNITY Date of teaching: 20/09/2024 Lesson 7 : LOOKING BACK & PROJECT WEEK: 3 I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items: 1. Knowledge: - Review the vocabulary and grammar of Unit 1; Do exercises. - Apply what they have learnt (vocabulary and grammar) into practice through a project. + 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: - Be friendlier and willing to help the 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 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. Ss can list as community services as possible. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting .T_Ss. + Brainstorming + Brainstorming - Teacher divides the board, and divides the class + Students (Ss) listen and learn how to do into 2 teams. the tasks. - Members of each team take turns and write as * Suggested answers: many community services as possible in 2 minutes. cooking for homeless, picking up the - The group having more correct answers is the trash, teaching the orphans, planting trees, winner. - Open the book and write the tittle of the lesson. ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’) I. VOCABULARY * Objectives: 1. To help Ss revise the vocabulary items they have learnt in the unit. 2. To help Ss revise question words before to- infinitive. * Content: - Task 1: Write a word or phrase for each description below. - Task 2: Circle the correct word or phrase to complete each sentence. * Expected outcomes: Students can use the knowledge they have learnt in this unit to complete the tasks successfully. * Organisation : Teacher’s instructions. Teacher’s & Student’s activities Content TASK 1: Write a word or phrase for each description below. - Have Ss do this activity individually then compare - T_Ss their answers with their partners. - Ask for Ss' answers or ask one student to write his *Answer key: her answer on the board. 1. delivery person 2. firefighter - Confirm the correct answers. 3. tourist attraction 4. pottery 5. artisan TASK 2: Circle the correct word or phrase to complete each sentence + Have Ss do this exercise individually. - T_Ss - Ask them to share their answers with a classmate * Answer key: - Invite some Ss to share their answers. Confirm the 1. preserve 2. fragrance 3. police officers 4. speciality correct ones. 5. handicrafts ACTIVITY 2: GRAMMAR * Objectives: 3. To help ss revise the form of the verbs after verbs of liking / disliking. 4. To help ss revise the form of the verbs after verbs of liking I disliking. * Content: - Task 3: Choose the correct answer A, B, C, or D. - Task 4: Rewrite each sentence so that it contains the phrasal verb in brackets. You may have to change the form of the verb. * Expected outcomes: Recall the uses of question words before to-infinitives and some phrasal verbs. * Organasation: Teacher’s instructions. Teacher’s & Student’s activities Content TASK 3: Choose the correct answer A, B, C, or D. - Ask Ss about the verbs and the question words - T_ Ss that can be used in this kind of structure. * Answer key: - Have Ss do this exercise individually then 1. B 2. C compare their answers with a partner. Call on some 3. D Ss to give the answers. Confirm the correct 4. A answers. 5. C TASK 4: Rewrite each sentence so that it contains the phrasal verb in brackets. You may have to change the form of the verb. + Tell Ss that they are going to rewrite the given - T_ Ss. sentences using the phrasal verbs given in brackets. * Key: - Model with the first sentence. Underline the verb 1. In some villages, people cut down on "reduce" and write down the new sentence, using the number of steps to make the "cut down on" instead of "reduce". handicraft. + Remind Ss that they may need to change the form 2. My grandparents handed down the of the verb given. Ask them to read the example on skills to my parents. the board carefully. 3. In their community, the eldest child + Have Ss do this exercise individually then usually takes care of his or her parents. compare their sentences with a partner's. + Invite some Ss to write their sentences on the 4. Before we go to a new place, we always board. Give feedback. find out about it. 5. They get on with all neighbours. ACTIVITY 3. PRODUCTION/ PROJECT ( 8’) * Objectives: To provide an opportunity for Ss to develop their research and collaboration skills and to practise giving an oral presentation. * Content: Ss to work in groups to do the project. Ss’ presentations. * Expected outcomes: Students’ speaking. Students are able to give an oral presentation of survey results. * Organization: Teacher’s & Student’s activities Content ** T should assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), Ss to present their report to the class. ++ Ss display all the posters on the wall or bulletin board ; Each group presents the poster they prepare to the whole class. ***As 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. + Have Ss work in their groups. Give them a few minutes to prepare for the presentation. + Give Ss checklists for peer and self-assessment. Explain 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. + If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with them. + Invite two or three groups to give their presentations. Encourage the rest of the class to ask questions at the end. + Give praise and feedback after each presentation.! can summarise the feedback given by other Ss and add any other comments. T can also give Ss marks for their presentation as part of their continuous assessment. ** FEEDBACK FORM FOR SURVEY.(See teacher’s book) 5. WRAP-UP & HOME WORK (2’) * Ask one or two Ss to tell the class what they have learnt. - Summarise the main points of the lesson. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Unit 2: CITY LIFE. ======================================== Date of planning: 11/09/2024 Period 9: UNIT 2 : CITY LIFE Date of teaching: 21/09/2024 Lesson 1: GETTING STARTED WEEK: .3 HOW IS YOUR CITY I. OBJECTIVES: By the end of this lesson, Ss will be able to gain the following items: 1. Knowledge: - Gain an overview about the topic City life. - Use the words related to city life; - To practice listening and reading skills . + Integrated skills: Listening, speaking, reading, writing. * Vocabulary: - Gain vocabulary to talk about life in the city - pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə / correctly in words and sentences; * New words: traffic jam, get stuck, pick up , be packed with , underground, reliable, congestion, congested, construction site, feel stressed, attractive, shopping mall, pricey, itchy + offering help and responding; * Grammar: - Comparisons of adjectives (review). To teach “double comparatives”. - Recognise and use double comparatives 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 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: - Think! + 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: Students can answer some questions of the teacher about some cities. Having a chance to speak English. * Organization : Teacher’s instructions Teacher’s and Student’s activities + Content + Greeting + Greeting + Teacher (T) asks Ss some questions about the - T_Ss. previous lessons, + Students (Ss) listen and learn how to do - T may introduce some warm-up activities to create a the tasks. friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class - T encourages Ss to talk in English as much as possible * 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. Otherwise,! can: + Show pictures of famous cities in Viet Nam and in the world very quickly. + Hide the pictures and ask Ss to name the cities. Show all pictures again to check. Ask Ss if they have been to any of these listed cities and if they want to live there. + Tell Ss that this unit is about city life, and they will learn about both the 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 - Open the book and write the tittle of the displaying them on a projector. Alternatively, write lesson. the objectives in a corner of the board and leave them there and tick the objective off when the class finishes with them. ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: - To set the context for the introductory dialogue; - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt. * Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points * Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation. * Organisation : Teacher’s instructions. Teacher’s & Student’s activities Student’s activities ; Content 1. Listen and read :/ Page 18 * Teach vocabulary: - T_Ss + Teacher uses different techniques to teach vocab (situation, realia, translation.) *Vocabulary: + Teacher introduces the vocabulary by: 1. traffic jam (n) /ˈtrỉf.ɪk ˌdʒỉm/ kẹt xe - providing the pictures 2. congested (adj) /kənˈdʒes.tɪd/ tắc đường - eliciting the definition of the words 3. construction site (n) /kənˈstrʌk.ʃn saɪt/ + Teacher do the “Rub out and remember” checking cơng trường xây dựng technique. 4. grand (adj) /ɡrỉnd/ hồnh tráng - Ask Ss to look at the pictures on pages 18-19 and 5. pricey (adj) /ˈpraɪ.si/ đắt đỏ answer the questions below: 6. underground (n) /ˌʌndəˈɡraʊnd/ hệ thống 1. What do you see in each picture? tàu điện ngầm 2. Are the things in the pictures common in your home town? 7. unreliable (adj) /ˌʌn.rɪˈlaɪə.bəl/ khơng * Elicit the answers from Ss. Possible answers for đáng tin Question 1 are traffic jam / traffic congestion, a 8. itchy (adj) /ˈɪtʃi/ ngứa, gây ngứa construction site/some construction workers, the 9. downtown (n) /ˌdaʊnˈtaʊn/ khu trung cinema. tâm thành phố, thị trấn - Ask Ss to read the first part of the exchange in the introductory conversation. 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 conversation. Play the recording twice for Ss to listen and read along. The second 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. ACTIVITY 2. PRACTICE ( 15’) * Objectives: + To help Ss understand the conversation. + To introduce some vocabulary items related to the topic. + To remind Ss of some more words / phrases related to the topic. * Content: - 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 * Expected outcomes: Students understand the conversation and topic of the lesson and can complete the tasks successfully. * Organisation : Teacher’s & Student’s activities Content TASK 2: Read the conversation again and tick T (True) or F (False). - Ask Ss to read the statements and choose either - T_Ss True or False for what they remember after their - Work individually. listening and reading. - Students work independently to do the - Elicit the answers from Ss. Write their answers on activity. the board. * Key: 1. T 2. F 3. T 4. F 5. T - Tell them to read the conversation again to check their answers. - Confirm the correct answers. TASK 3: Match the words/phrases with their pictures. - Ask Ss to look at the pictures and guess the words - T_ Ss and phrases that describe them. - Ss to work individually. - Flave Ss work individually to match words and the phrases with the appropriate pictures. * Key: - Have them compare their answers with a partner. 1. b 2. c 3. a 4. e 5. d - Invite some Ss to go to the board and write their answers. - Confirm the correct answers. - Have some Ss practise saying the words and 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. Give comments. TASK 4: Choose the correct answer A, B, C, or D - Go over the choices for each question and make - T_ Ss. sure Ss understand them. - Work in pairs. - Ask Ss to complete the task with a partner. * Key: - Check answers as a class. Confirm the correct 1. A 2. C 3. B 4. C 5. D answers and explain (or ask Ss to explain) them. ACTIVITY 3 : PRODUCTION/ FURTHER PRACTICE ( 8’) * Objectives: - To help Ss identify some common differences between living in a city and in a village. * Content: Task 5: Complete a quiz to guess which type of life suits more, city life or village life. * Expected outcomes: Students can know which type of life suits them more, city life or village life. * Organisation :Teacher’s guide Teacher’s & Student’s activities Content TASK 5: Quiz: A lifestyle survey: City life or Village life? - Set a time limit of 3 - 4 minutes for Ss to do this - Students work in pairs to do the quiz. 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 more 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 * Key: talk about the differences between living in the city - Mostly A: City life suits you more. and living in the countryside. They may make comparison about accommodation, means of - Mostly B: Village life suits you more. transport, facilities, neighbourhood, and outdoor activities * What are some other places in a neighbourhood you know? * WRAP-UP - Ask one or two Ss to tell the class what they have learnt. Draw Ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. - Ask Ss to say aloud some words and phrases they remember from the lesson. - If there is a projector in the classroom, then show the conversation and highlight some words / phrases related to the topic. Highlight the words that contain the diphthong sounds /au/, /au/, and /ea/ such as slow, around, there and tell Ss to say them out loud. Alternatively, - T can open the interactive version of Unit 2 - Getting Started on hoclieu.vn and have these key language items highlighted on the screen. 5. HOME WORK (2’) - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 1 . =========================================== TỔ CHUYÊN MƠN DUYỆT Ngày 16 tháng 09 năm 2024 Tạ Thị Nhung