giao an tieng anh lop 9 tuan 2 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 2
NĂM HỌC 2019 - 2020
Period: 4

Week: 2
Unit 1: LOCAL ENVIRONMENT
Lesson 3 - A CLOSER LOOK 2

I. OBJECTIVES:


By the end of this Unit, students will be able to:

Write complex sentences with different dependent clauses

 Use some common phrasal verbs correctly and appropriately
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:

Teacher’s and students’ activities

Content

Activity 1:
-Ss do thís exercise individually. Elicit Ss’ answers. 1. DT
Confirm the correct ones.

2. DP

3.

DC

Activity 2:

4. DR

5. DT

-Ss write the complex sentences individually and
then compare them with a partner. Have two Ss 1. The villagers are trying to learn
write their sentences on the board. Each student English in order that they can
writes two or three sentences. Ask other Ss to give communicate

with

foreign

feedback. Confirm the correct answers. For a customers. 2. After we had eaten
stronger class, organise a quick game. One side is lunch, we went to Non Nuoc marble
team A, and the other is team B. One student from village to buy some souvenirs.
team A calls out a sub-ordinator and points to one 3.

Even

though

this

hand-

student from team B to make a sentence and vice embroidered picture was expensive,


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versa. Set a time limit and keep a record of the we bought it.
scores for the teams on the board.

4.This

department

store

is

an

Activity 3:

attraction in my city because the

-Ask Ss to read the sentences taken from the products are of good quality.
conversation

in

GETTING

STARTED,

paying 5.This is called a Chuong conical

attention to the two verb phrases. Have them answer hat since it was made in Chuong
the two questions orally as a class.

village.

-Have Ss read the information in the yellow
grammar box. Ask them to call out any phrasal 1. set up: start something ( a
verbs they know and write them on the board. Have business...
them explain the meaning of these verbs.
Activity 4:

take

over:

take

control

of

something

-Ss do this exercise individually, and then compare 2. No, the individual words in the
their answers with a classmate. Check Ss' answers verb phrase do not help with

and confirm the correct ones.

comprehension. This is why they

Activity 5:

are sometimes considered difficult.

-Ss do this exercise individually. Elicit the answers 1. c

2. g

3. f

4.a

and give correction.

6. b

7. e

8. d

5. h

-To prepare for the next exercise T may organise a
small game for Ss to help them remember the 1. face up down

2. turned down

meaning of the phrasal verbs in the yellow box and 3. passed down

4. live on

exercise 4. The class is divided into two teams A 5. close down

6. did - come

and B. Read out the meaning of one phrasal verb. back
The quickest student to raise their hand will be
asked to say the verb out loud. If the answer is
correct, the team gets one point. Otherwise, call one
student from the other team to give the answer.
Keep a record of each team's scores on the board.
Remember to choose about eight to ten verbs that


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you think are difficult for Ss.
Activity 6:
-Have Ss quickly read the provided sentences. Make
sure they understand the meaning of each sentence.
Tell Ss that all the phrasal verbs used in this
exercise have been presented in this lesson. Ss write
the sentences individually and then compare their 1. Where did you find out about
answers with a classmate. Call on two Ss to write Disneyland Resort?
their sentences on the board. Other Ss and T give 2. When did you get up this
feedback. For a less able class, T may want to model morning?

the first sentence. Ss may just focus on the next two 3. I'll look through this leaflet to see
sentences. After two Ss write their sentences on the what activities are organised at this
board, check them carefully. If there is no time left, attraction.
ask Ss to finish the remaining sentences as 4. They're going to bring out a
homework.

guidebook to different beauty spots
in Viet Nam.
5.

I'm

looking

weekend!
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare COMMUNICATION
Period: 5

Week: 2
Unit 1: LOCAL ENVIRONMENT
Lesson 4 - COMMUNICATION

I. OBJECTIVES:

By the end of this Unit, students will be able to:

forward

to

the


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

Plan a day out to a place of interest for their class

II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:

Teacher’s and students’ activities

Content

Activity 1:
-Ss read through the table. Play the recording once 1. Green Park

2. bus

or twice for Ss to complete the table. Elicit the 3. 8 a.m.

4. own lunch

answers and quickly write them on the board. Play 5. supermarket

6. team-building

the recording one more time for Ss to check their 7. quizzes

8. painting

answers. Confirm the correct ones.

village
9. make

10. 5 p.m.

Activity 2:
Ss work in groups to do this activity. It is a good

A DAY OUT

idea if T can prepare some big sheets of paper for Ss

Detail

Who

to draw the table and make notes. Set a time limit of

s

to

about 15 minutes for this activity. Ask Ss to do the

prepar

following things:

e

+ choose a place of interest to visit

Place

+decide what to do and make notes

Means of

+decide who will present what to the class

transport

+ rehearse what to say

Time to set up

-Move around to observe and give help if necessary.

Food

Inform the groups that they will have only three

Drinks

minutes to talk about their plan.

Activities
Time to come

Activity 3:
- Groups present their plan to the class. Keep watch
of the time for each group. Other groups and T give

back


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feedback. Vote for the best plan.

IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare SKILLS 1
Period: 6

Week: 2
Unit 1: LOCAL ENVIRONMENT
Lesson 5- SKILLS 1

I. OBJECTIVES:


By the end of this Unit, students will be able to:

Read for general and specific information about traditional craft village

 Discuss local traditional crafts, their benefits and challenges
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

Activity 1:
-Have Ss do this activity in pairs. One student looks Similarities: conical hat, string
at Picture A on page 12 while the other looks at Differences:
Picture Bon page 15. They ask each other questions Picture A: light green, pictures
to find out the similarities and differences between between layers, blue string, look
the two pictures. They can focus on the colour and lighter
decoration of the hats.

Picture B: white, no decoration,

Activity 2:

pink string, look heavier

-Ask Ss to read the titles in the box quickly. Make


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sure they understand the meaning of each title. Now

1. C

Ss read the paragraphs and match them with the

2. A

titles. Ask them to compare their answers with a

3. B

classmate. Elicit their answers.
Activity 3:

1. Because it is a birthplace of the

-Ss read the passage again to answer the questions. conical hat in Hue.
Ss can underline parts of the text that help them 2. It’s 12 km from Hue City.
with the answers. Ss compare their answers before 3. It’s going to the forest to collect
giving the answers to T. Ask them to give evidence leaves.
when giving the answers.

4. They’re very thin.

Speaking

5. It has poems and paintings of

Activity 4:

Hue between the two layers.

-Ask Ss to read the ideas. Explain any points they 6. Everybody can, young or old.
are not sure about. T may also have to give Ss the 1. B
meaning of some words such as authenticity (the 2. C
quality of being real or true) or preserve (protect). 3. B
Elicit Ss' opinions as a class. Ask Ss to add some 4. C
more benefits and challenges.

5. C

-Other benefits: creating national/regional pride, 6. B
helping develop tourism, helping improve local
infrastructure

and

services,

creating

cohesion

between craft families and communities Other Other benefits: creating national/
challenges:

limited

designs,

natural

resources regional

running out, competition from other countries.

tourism,

pride,
helping

helping

develop

improve

local

infrastructure and services creating
Activity 5:

cohesion between craft families and

-Ss work in groups to work out an action plan to communities
deal with the challenges mentioned above.

Other challenges: limited designs,

-It's an open activity, so there is no right or wrong natural resources

running out,


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answer as long as Ss can explain their points. Set a competition from other countries
time limit of about 10 minutes for this activity.
Move around to provide help and comments. Invite
some groups to present their plan. T and other Ss
give feedback and ask any questions. Vote for the
best plan.
-If the classroom has space, T may organise an
exhibition of ideas. Give each group a big piece of
paper. Ss discuss and write their action plan on the
paper. After 10 minutes, ask them to stick their plan
on the wall around the classroom. Ss visit at least
two groups and listen to their presentations. When
the time is up, ask some Ss to report on what they
have heard to the class and say which action plan
they prefer and why
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare SKILLS 2
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