giao an tieng anh lop 9 tuan 25 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 25
NĂM HỌC 2019 - 2020
Period: 16

Week: 25
UNIT 9: ENGLISH IN THE WORLD
PERIOD 1: GETTING STARTED

I. OBJECTIVES: By the end of the lesson, Ss will be able to use the lexical items
related to languages and language use and learning.
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : words related to languages and language use and learning
Grammar : 2.Techniques : group work , pair work, communicative approach
3.teaching aids : Cassette, posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities

CONTENT

*Warm –up
review the previous unit by asking two Ss to

1. Getting started: chatting

go to the board, each writing we compound

2. Listen and read

nouns they have learnt/ known. Give

Vocabulary

comments and correct any mistakes if

Nouns are often formed by adding

needed.

suffixes to adjectives. Two suffixes
which are often added to adjectives to
form nouns are -ness and -ity.
Example: open → openness
similar → similarity

*Activity 1
a. Tell Ss to refer to the conversation to

Exercise 1

find the nouns of the adjectives simple and

a . Key: simplicity - flexibility

flexible. Ask them to pay attention to how to


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form the nouns from these adjectives.
b. Ask Ss to convert the adjectives given into Exercise b:
nouns. Remind them to use a dictionary to

Adjective

check.

sad

sadness

dark

darkness

stupid

stupidity

popular

popularity

happy

happiness

punctual

punctuality

c. First, have Ss work independently. Then

c.Key:

allow them to share answers before

1. B

2. C

Noun

3. A

4. C

5. B

discussing as a class. Call on some Ss to give
explanations for their answers.
*
Exercise c: Answer key:
Veronica wishes her parents could put
themselves in her situation to better
understand her.
Exercise 2: Ss work independently, and
then share their answers with one or more

Exercise 2:

partners. T may ask for translation of the

Key:

words/phrases in the table to check their

1. c 2. e 3. b 4. a 5. d

understanding. With a stronger class, T may
wish to ask Ss to find some examples in real
life with the words/phrases in the table.
Exercise 3: Have Ss work independently
and then share their answers with one or
more partners. T may help with the

Exercise 3: Key:


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words/phrases that Ss do not know the

Key:

meaning of in the sentences. If time allows,

1. f

have some Ss read out loud the sentences

d

2. c

3. a

4. b

5. e 6.

IV- CON SOLIDATION & HOMEWORK:
1.Consolidation :
Model this activity with a more able student. Then ask Ss to work in pairs. Go
around to provide help.Call on some pairs to practise in front of the class.
2.Homework :
Do exercise in exercise book.
Prepare A CLOSER LOOK 1
Period: 17

Week: 25
UNIT 9 :

ENGLISH IN THE WORLD

PERIOD 2 : A CLOSER LOOK 1
I.

OBJECTIVES:

By the end of the lesson, Ss will be able to identify the

correct tones for new and known information and say sentences with the correct
intonation
II. TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : bilingual , fluent, rusty, pick up a language, reasonably, get by in a
language
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids : Cassette, posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities
Vocabulary

CONTENTS
VOCABULARY:
Exercise 1:

1 . Ss work independently and then


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share their answers with a partner. T
may ask for translation of the words/

Key:
1. b 2. e 3. a 4. d 5. f 6. c

phrases in the first column to check
their understanding. With a stronger
class, T may wish to ask Ss to make
sentences with the expressions.
2 . a Ss do the exercise individually.
Check their answers as a class. Confirm Exercise 2:
the correct answers.
b . Ss write sentences with the phrases
from 2a. Ask some Ss to say their

Key:
2. at 3. by 4. in 5. of 6. bit 7. up

sentences in front of the class.
Other Ss give comments. If time allows,
call on two Ss to write their sentences
on the board. Other Ss give comments.
Confirm the correct sentences.

Exercise 3:
Key (suggested):

Exercise 3:

Key:

3 a First, have Ss work individually to

1. e 2. h 3. g 4. b 5. a 6. c 7. d 8. f

match the words/phrases. Then allow
them to share their answers before
checking with the whole class. T may
ask for translation of the phrases in the
box to check their understanding. With

Key:


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a stronger class, T may wish to ask Ss to 1. know 2. guess 3. look up 4. have
make some example sentences with the
words/phrases.

5. imitate 6. make 7. correct 8. translate

b Ss work independently to complete
the passage. Check the answers as a
class.
Pronunciation:

Pronunciation
Tones in new and known
information
4 Play the recording and ask Ss to listen
and repeat the sentences, paying
attention to whether the voice on the
underlined word in each sentence goes

up or down. T may play the recording as
many times as necessary. Explain the
rule in the REMEMBER! box and ask
some Ss to give some more examples.
5 Play the recording and ask Ss to listen
to the conversation, paying attention to
whether the voice of each second
sentence goes up or down. Ask some Ss
to give their answers and then play the
recording again for Ss to listen, check
and repeat. T may play the recording as

underlined word in each sentence
goes up or down


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many times as necessary.
6 First, ask Ss to work in pairs to
practise reading aloud the conversation
and identify whether the voice on the
underlined word in each sentence goes
up or down. Then play the recording. Ss
listen and draw suitable arrows. T may
pause after each sentence and ask them
to repeat chorally. Correct their
pronunciation if necessary.
IV- CON SOLIDATION & HOMEWORK:
1.Consolidation :

Sts practice the intonation of sentences
2.Homework :
Do exercise in workbook
Prepare A CLOSER LOOK 2
Period: 18

Week: 25
UNIT 9: ENGLISH IN THE WORLD
PERIOD 3: A CLOSER LOOK 2

I. OBJECTIVES :By the end of the lesson, Ss will be able to use conditional
sentences type 2 correctly and appropriately, use relative clauses correctly and
appropriately
II . TEACHER AND STUDENTS’ PREPARATION:
1.Language content
Vocabulary :
Grammar : conditional sentences type 2
relative clauses
2.Techniques : group work , pair work, communicative approach
3.teaching aids :, posters, pictures


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III. PROCEDURES:
T’s & Ss’ Activities

CONTENTS

1. Grammar

Grammar

Conditional sentences type 2: review

Exercise 1 :

1 a Ask Ss to study part of the

Key:

conversation. Draw Ss’ attention to how

Key:

conditional sentences type 2 are

1. No 2. Yes 3. No 4. No 5. No

formed and used by analysing the
underlined part of the sentence. Draw

Key:

Ss’ attention to the notes and the

1. My parents told me they would visit me

examples in the Look out! box. Then

that week.

ask some more able Ss to give some

2. Our teacher asked us what we were most

examples to illustrate.

worried about.

b

First, have Ss work independently,

3. Phuong told me she was so delighted

then ask them to share their answers

because she had just received a surprise

with one or more partners.

birthday present from her sister.

Ask some Ss to say their answers aloud.

4. Tom said Kate could keep calm even

Give comments, and make any

when she had lots of pressure.

correction if necessary.

5. She told her mother she had got a very
high score in her last test.
6. The doctor asked him if he slept at least
eight hours a day.

2 . Have Ss work independently to write

Exercise 2:

the sentences. If there isn’t much time

Key:

or Ss are not so strong,

1. If my English were/was good, I would

allocate one or two sentences per

feel con dent at interviews.

student. Then ask them to share their

2. If Minh had time, she would read many

answers with a partner.

English books.


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Ask some Ss to write their sentences on

3. If I were you, I would spend more time

the board and discuss as a class. Give

improving my pronunciation.

comments and make any

4. If Mai didn’t have some friends who

corrections.

were/are native speakers of English, she
wouldn’t be so good at the language.
5. If you could speak English, we would
offer you the job.

3 . Relative clauses

Exercise 3:

3 a Ask Ss to read part of the

conversation from GETTING
STARTED, paying attention to the
underlined clause. Then have Ss read
the REMEMBER! box and explain to Ss
the words that are used to introduce a
relative clause. Ask Ss to make some
examples to illustrate.
b Ask Ss to study the rules in the
grammar box. Draw Ss’ attention to the
use of relative clauses by analysing
the examples in the grammar box in 3b.
4 Ask Ss to do the exercise individually.

Exercise 4 :

Remind them to look back to the

Key:

REMEMBER! box and the grammar
box in 3b. Then have Ss compare their

1. who/that 2. where 3. whose 4.
when/that 5. whom/who

6. why

answers in pairs before checking with
the whole class.
6 Before allowing Ss to do Exercise 6,

6. Key:

ask them to study the rules in the Look

2. Parts of the palace where/in which the

out! box. Then have Ss work

queen lives are open to the public.


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independently. Ask them to share their

3. English has borrowed many words

answers with a partner. Ask some Ss to

which/that come from other languages.

say their answers aloud.
Give comments, and make any
corrections.

4. I moved to a new school where/in which
English is taught by native teachers.
5. There are several reasons why I don’t
like English.

6. The new girl in our class, whose name is
Mi, is reasonably good at English.

IV- CON SOLIDATION & HOMEWORK:
1.Consolidation : Have Ss work independently, writing true sentences about
themselves. Then ask them to share their sentences with one or more partners to
find out how many things they have in common.
2.Homework :
Do exercise in workbook.
Prepare COMMUNICATION
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