giao an tieng anh lop 9 tuan 12 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 12
NĂM HỌC 2019 - 2020
Period: 34

Week: 12
UNIT 5: WONDERS OF VIET NAM
LESSON 1: Getting started

I. OBJECTIVES: By the end of the lesson, Ss will be able to
 use lexical items to describe wonders of Viet Nam
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

Activity 1:
Play the recording. Ss listen and read along. T can *Vocabulary
play the recording more than once. Pause the - recommend(
recording at the appropriate places if Ss need help v)
with comprehension. Ask Ss questions about the - rickshaw(n)
picture:

- bother(v)

1-Have you ever visited a wonder of Viet Nam?

- complex (adj)

2-What is it? Where is it?

- be worth (+V- ing)

3-What is special about it?
-First, have Ss work independently. Then allow
them to share their answers before discussing as
a class.

a-Read the conservation again

-Tell Ss to refer to the conversation to fid the and fill in each gap (with no
expressions. Practise saying the expressions (play more than three words).
the recording again as a model if necessary). Pay 1-Hue City
attention to intonation when asking for, making, 2-three
or responding to recommendations.

3-go by air


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Activity 2:

4-beautiful sights

-Have Ss work independently. Then allow them 5-use rickshaw
to

share

their

answers

before

playing

the 6-the museums

recording for them to check. Play the recording b- Read the conversation again
for Ss to repeat the phrases. T may remind Ss to and
pay attention to the intonation.
-Ss

work independently to do the

find

the

expressions

Veronica and Mi use to ask for,
matching. make,

and

respond

to

Allow them to share their answers before giving recommendations.
comments, and make any corrections. Ask Ss to
work in pairs, practising the exchanges. T may go 2-a) Write the responses into the
around to provide help.

correct column

Activity 3:
-First, have Ss work in pairs to match the
names of the places of interest to the pictures.
Then check with the whole class. T may ask Ss
to say the names of these places of interest in
Vietnamese and where they are situated.
-Ss

do

the

exercise

individually

b)Match
and

sentences

then sentences

(a-d)

(1-4)
to

to

make

compare their answers with a partner. Check exchanges. Then practice the
the answers with the whole class.

exchanges with a partner.

Activity 4:

1-b; 2-c; 3-d; 4-a

Model this activity with a more able student.
Then ask Ss to work in pairs. T may go around 3)
to provide help. Note that weaker Ss can stick a- Write places of interest under
very closely to the model by substituting the the pictures.
names of different wonders in the conversation. 1-b; 2-c; 3-e; 4-a; 5-f; 6-d
However, it’s good to encourage more able Ss to
create their own versions of the conversation.
Call on some pairs to practise in front of the

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class, remembering that this is a fluency stage - T gets ss to put places of
and correction should be reserved for the end interest in the correct column.
and kept to a minimum so as not to deter Ss Natural
from taking risks with the language.

wonders:

Ha

Long,

Phong Nha Cave; Cuc Phuong
National Park
Man-made wonders: One Pillar
Pagoda, Sai Gon Notre-Dame
Cathedral,

Po

Nagar

Cham

Towers

IV. HOMEWORK:
-Write new words then learn them by heart.

-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 1
Period: 35

Week: 12
UNIT 5: WONDERS OF VIET NAM
LESSON 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, Ss will be able to
 identify in which situations to stress short words (a, of,…) in sentences and
say them correctly.
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities
Activity 1:

Content
-cavern(n)

-Ask Ss to do the exercise independently. Then have -fortress(n)


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them share their answers with one or more partners. -tomb(n)
T

-astounding(adj)

may ask for translation of the nouns in the box to -picturesque(adj)

check their understanding. With a stronger class, ask 1-Write the words with the correct
Ss to find some real-life example of the nouns in the pictures.
box.

1-B; 2-D; 3-A

Activity 2:

4-E; 5-C; 6-F

-Ss work independently and then share their answers 2-Fill each blank with a suitable
with one or more partners. T may ask for translation adj from the box.
of some adjectives to check their understanding.

1-located/situated

Activity 3:

2-picturesque

-Ss work in pairs to match the nouns to the 3-astounding
definitions. Allow them to share their answers 4-geological
before checking with the whole class. T may ask for 5-administrative
translation of the nouns in the box to check their
understanding.

3a-Match the nouns in A to the

With a stronger class, ask Ss to make some example definitions in B.
sentences with these words.

1-b; 2-d; 3-a

-Have Ss complete the sentences individually, using 4-e; 5-c
the phrases in 3a. Then have some of them read b-Use the nouns in 3a to complete
out their answers before checking as a class.

the sentences.

Activity 4:

1-structure

Play the recording and ask Ss to listen and repeat 2-measures
the sentences, paying attention to whether the words 3-setting
in red in each sentence are stressed or not. T may 4-complex
play the recording as many times as necessary.
-Read

through

and

explain

the

rule

in

5-recognition
the

REMEMBER! box and ask some Ss to give some
examples of the cases where the short words (a, of, 4-Listen

and

repeat,

paying


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the, etc.) are used in the strong form.

attention to the words in red in

Activity 5:

each pair of sentences.

-First, ask Ss to work in pairs to practise reading 1. A: This is a (S) solution, but not
aloud the mini-talks and decide in which sentences the

only

one.

the short words are stressed. Then play the B: Attempts to f nd a (W) solution
recording. Ss listen and underline the stressed have

failed.

words. T may pause after each sentence and ask 2. A: I’m fond of (W) bananas.
them to repeat chorally. Correct their pronunciation B: Bananas are what I’m fond of
if necessary.

(S).

Activity 6:

3. A: It’s not trick and (S) treat;

-Ss practise the mini-talks in pairs. T may go around it’s

trick

or

(S)

treat.

to provide help. Call on some pairs to practise the B: I need Peter and (W) Mary or
mini-talks in front of the class. Correct their (W) John and (W) Nick to help
pronunciation if necessary.

me.
4. A: It’s good but (W) expensive.
B: You shouldn’t put ‘ but’ (S) at
the end of the sentence.

5-Read

the

mini-talks

and

underline the short words using
the strong form.
1. A: Where are you from?
B: I’m from Ha Noi.
2. A: Can you come and check this
paragraph for me?
B: It’s OK but you shouldn’t use
‘and’ at the beginning of the
paragraph.


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3. A: Did you ask her to join our
group?
B: I’ve asked her several times but
she

doesn’t want to.
4. A: Is this letter from Peter?
B: No, the letter is to him, not
from him.
IV. HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 2
Period: 36

Week: 12
UNIT 5: WONDERS OF VIET NAM
LESSON 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, Ss will be able to
 use the impersonal passive and the verb suggest+ Ving/clause with should
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

Activity 1:
-First, ask Ss to study part of the conversation
from GETTING STARTED. Draw Ss’ attention 1.a-Read part of the conversation.
to how to form the impersonal passive by Pay attention to the underlined part.
analysing the underlined part and the rule. Then b-When do we use the impersonal
ask some more able Ss to give some examples to passive? Can you think of any rules?

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illustrate. Next, ask Ss to read the conversation It+ to be +P.P+ that + S+ V
in GETTING STARTED again and underline
another impersonal passive that they can find.
Ask them to share their findings with a partner 2-Complete the sentences using the
before checking with the whole class.

correct passive form of the verbs in

-First have Ss cover up the yellow box in 1b and brackets.
try to work out the usage themselves for this 1-It is known…
structure.

2-It is believed…

Accept all their ideas. Now uncover the box and 3-It is reported …
allow Ss to analyse the rule and the examples in 4-It is claimed…
the box. Then ask some Ss to give some more 5-It is understood…
examples to check understanding.

6-It is expected...

Activity 2:
-Ss complete the sentences independently. Ask 3-Here are some things we hear
them to share their answers with a partner. Ask about Po Nagar Cham Towers.Write
some Ss to say their answers aloud. Give sentences

about

comments and make any correction if necessary.

impersonal passive.

Activity 3:

1-It

is

claimed

it
that

using
Po

the
Nagar

-Ss write the sentences independently, then Towers ….Viet Nam.
compare them with one or more partners. Ask 2-It is said that The Cham people….
some Ss to say their sentences aloud. Give 3-It is believed that the Po Nagar …
comments, and make any correction if needed.

4-It is understood that Po Nagar

Activity 4:

Kalan…

-Ask Ss to read part of the conversation from 5-It is known that a sculpture…
GETTING STARTED, paying attention to the 6-It is thought that in the 17 th
underlined part. Then explain to Ss the structures century…
used with the verb suggest and ask them to make
some examples to illustrate.

4a-Read part of the conversation. Pay

-Ask Ss to study the rules in the box. Draw Ss’ attention to the underline part.


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attention to the use of the verb suggest by b-When do we use suggest+ Vanalysing

ing/clause with should? Can you

the examples in the box in 4b and the think of any rules?
REMEMBER! box. Then ask some able Ss to
give some more examples

5-Write answers to the following
questions using suggest+V-ing/clause

Activity 5:

with should and the prompts in

-Ask Ss to do the grammar exercise individually. brackets. Then practice them with
Remind them to refer to the box in 4b and the your partner. The first one has been
REMEMBER! box and use a dictionary if completed for you.
necessary. Then have Ss compare their answers 1-I suggest the government should
in pairs before checking with the whole class.

limit the number of visitors every
day.

Activity 6:

2-I

suggest

we

should

-First, model this activity with a more able control/controlling deforestation.
student. Then ask Ss to work in pairs. T may go 3-I suggest we should put/putting
around

to these valuable things in high security

provide help. Call some pairs to practise in front places.
of the class.

4-I suggest we should raise/raising
the money.

-Ask Ss to work in pairs, reporting their previous 5-I

suggest

we

should

partners’ ideas to the new ones. Then T may ask reduce/reducing smoke and exhaust
some Ss to report their previous partners’ ideas fumes.
to the whole class.
6a-Work in pairs. Tell your partners
what they should do in the following
situations,

using

suggest

+V-

ing/clause with should.
b-Now report your partner’s ideas to


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another partner.
IV. HOMEWORK:

-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare COMUNICATION
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