giao an tieng anh lop 9 tuan 26 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 26
NĂM HỌC 2019 - 2020
Period: 19

Week: 26
UNIT 9: ENGLISH IN THE WORLD
PERIOD 4:

COMMUNICATION

I. OBJECTIVES: By the end of the lesson, Ss will be able to discussing
experiences in learning and using English
II. TEACHER AND STUDENTS’ PREPARATION:
1.Language content
Vocabulary : knowledge English and the usage of it in the world.
Grammar :
2. Techniques: group work , pair work, communicative approach
3. Teaching aids: posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities
Before Ss open their books, ask
them to work in groups to discuss the
question ‘What do you think are the
best ways to master English?’ and
‘What are the things that you like and
don’t like about the English
language?’ Elicit Ss’ answers.
Remember that this is a fluency stage
of the unit with a primary goal of

communication. Do not focus on
accuracy at this time. Reward
successful attempts at
communication.

CONTENT
Warm up:
knowledge about the use of English


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1 Give Ss about 10 minutes to work

Exercise 1

independently, making notes about
themselves by answering the
questions in the table in 1.
2 Now ask Ss to work in pairs, taking Exercise 2 :
turns to ask and answer the questions
in 1. Remind them to make notes on
what their partners say in the table in
1. Then ask each of them to identify
how many things they have in
common with their partners.
For a change, have Ss role-play in
pairs. One student is a reporter, and
the other is a student.
The reporter is gathering information

about learners of English. Ask for
volunteer pairs to role-play in front
of the class. In this case, Ss should
focus on only three of the questions
from the survey. Make sure Ss don’t
simply read from their books – they
should be in character. Give them lots
of encouragement and praise for their
communicative efforts.
3 Now put two pairs together to work
in groups of four, reporting on the
things that they and their partners
have in common. T moves around the
class to listen to the discussions and

Exercise 3:


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provide help only if necessary.
If time allows, ask some groups to
present their findings in front of the
class. This may lead to a natural,
whole-class discussion. If this
happens, encourage it.
IV- CON SOLIDATION & HOMEWORK:
1.Consolidation :
Sts can tell some more about how to use English in everyday activities
2.Homework :

- Do exercise in workbook.
- Prepare SKILLS 1
Period: 20

Week: 26
UNIT 9: ENGLISH IN THE WORLD
PERIOD 5: SKILLS 1

I. OBJECTIVES: By the end of the lesson, Ss will be able to read for general and
specific information about English as a means of international communication.
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content :
Vocabulary :
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids : posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities
READING
Before Ss open their books, ask them to
work in groups to discuss either of these
questions:

CONTENT


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1. Who owns English?
Ss may look somewhat confused by this

question. If so, give them more
guidance: ‘Which countries speak
English around the world?’, ‘Does the
English language belong to England? If
not, why not?’, ‘Is the English language
changing? If so, how?’
2. Does ‘Vietlish’ exist?
If necessary, explain that this is a blend
of Vietnamese and English. Give some
guidance: ‘Can you think of any words
or phrases which blend the two
languages?’, ‘Is this increasing in Viet
Nam?
1 Now open the books and ask Ss to
scan the text to nd the words:

Explain

settlement, immersion, derivatives,

- settlement (n) = the process of people

establishment and dominant. T may help

making their homes in a place

Ss work out the meanings of these

- immersion (n) = the language teaching

words out of the context.

method in which people are put in situations
where they have
to use the new language for everything
- derivatives (n) = words that have been
developed from other words
- establishment (n) = the act of starting or
creating something that is meant to last for a
long time

2 a First, have Ss work independently,

- dominant (adj) = more important,


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reading through the text and choosing a

powerful or noticeable than other things

suitable heading for each paragraph.

2a.

b . T may set a longer time limit for Ss

Key:

1. b

2. c

3. a

to read the text again and answer the
questions. Ask Ss to note where they

Key: 1. It is the export of the English

found the information that helped them

language and the great growth of population

to answer the questions. Ss can compare

in the United States that has led to its

their answers in pairs before discussing

dominance in the world today.

them as a class.

2. Mass immigration.
3. They do all their school subjects and
everyday activities in English.
4. It is a blend of English and Hindi
words and phrases.

5. They are being invented every day all

SPEAKING

over the world due to the free admissions of

3 First, give Ss 5 minutes to put their

words from

own list in order of importance.

other languages and the easy creation of

Encourage Ss to think of the reasons

compounds and derivatives.

for their order. They may add other
methods they use that aren’t on the list.
4 Now in small groups, Ss compare their
lists and explain their order to group
members. Go around to provide help.
Call on some Ss to present their top
three methods and the reasons for it.
Other groups listen and give comments.
5 Ask Ss to work in pairs, taking one of
the ideas in 3 and discussing the way to
achieve it. Move around to provide help.

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Call on one pair to present their ideas.
Ask other pairs to add to the list.
IV- CON SOLIDATION & HOMEWORK:
1.Consolidation : T may organise a quick game. In 5 minutes, pairs write down as
many ways to achieve the goal as possible. When the time is up, call on the pair
with the most ideas to present their answers. Other pairs add to the list.
2.Homework :
- Do exercise in exercise book. Prepare SKILLS 2
Period: 21

Week: 26
UNIT 9 : ENGLISH IN THE WORLD
PERIOD 6 :

SKILLS 2

I.OBJECTIVES: By the end of the lesson, Ss will be able to
- listen for general and specific information about some students’ experiences in
learning
- and using languages write a paragraph about the uses of English in everyday life
I . TEACHER AND STUDENTS’ PREPARATION :
1.Language content :
Vocabulary : knowledge about the work of students’ experiences in learning and
using languages
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids : posters, pictures

III. PROCEDURES:
T’s & Ss’ Activities

CONTENT

Listening
1 Ask Ss to read the instruction

Key:

carefully. Have Ss read the summaries

Speaker 1: E

Speaker 2: A

and underline the key words in each.

Speaker 3: B

Speaker 4: D

Play the recording and ask Ss to match


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the summaries to the speakers. Then ask
two or three Ss to write their answers on
the board. Play the recording again for

Ss to check the answers.
2 First, ask Ss to work in pairs to answer
the questions from the information they

Key:

have heard in 1. Then play the recording

1. He went to Rome.

again and allow Ss to check if their
answers are correct.

2. She can have a conversation in Italian,
but it’s a bit rusty.
3. He used to be quite bad at English.
4. He picked up enough words and
phrases to get by.
5. She thinks that she has learned a lot
since she started an English course at an

Writing

English centre.

3 Ask Ss to work individually making

Sample writing:

notes of up to four uses of English in

I use English for different purposes in my

their daily life and giving an

everyday life.

explanation/example for each of them in

Firstly, English helps me communicate with

the given table. Remind them that they

people all over the world. I have made

do not have to write full sentences and

friends with some students from the UK and

they can use abbreviations and note-

Australia. I use English to chat with them

form. Then ask Ss to share their notes

about many things.

with their partners. T may ask some

Secondly, English helps me get information

more able Ss to read out their notes to

and improve my knowledge.

the whole class.

Because almost any information is available

4 a+b Set up the writing activity.

in English, it is easy for me to get access to

Brainstorm the language necessary for

all sources of

their writing with Ss: an introduction

information with my English. Finally,


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paragraph, organising ideas using

English is useful when I want to go abroad

connectors – Firstly, Secondly, Finally,

to study. A lot of schools and universities in

providing examples to illustrate the

different countries which provide

points.

scholarships and courses in English. I am

Ask Ss to write the draft first and then

learning English hard to get an IELTS score

swap their writing with a partner. Based

of 6.5 so that next year I can go to Australia

on the comments, have them write their

to study.

final version in class or at home. If they

In conclusion, English is useful for me in

write in class, they can also do it in

various ways.

pairs or groups on big pieces of paper. T
may display all or some of the leaflets
on the wall/notice board. Other Ss and
T give comments. Ss edit and revise
their writing as homework.
IV- CON SOLIDATION & HOMEWORK:
1.Consolidation:
Ss work individually first to write a short note then compare
2. Homework:
- Do exercise in exercise book.
- Prepare LOOKING BACK
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