Giáo án Tiếng Anh 9 Unit 4: Learning a foreign language

Giáo án Tiếng Anh 9
UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 1:

Section

- Listen and read (page 32-33)

Period 20:
Aim
Reading a dialogue for details about the questions in an exam.
Objective
By the end of the lesson, students will be able to produce the questions for
an oral examination.
Teaching aids
Text books
PRUCEDURE
Stage
Warm – up

Steps/ Activates
* Lucky numbers:
- Write 10 numbers on the board, from 1 to 10.
- Tell students each number is for questions but 4 of them are
lucky number, they do not need to answer any questions but
they get 2 points, and they can choose another number.
- Divide the class into teams. The teams take turn to choose
the numbers.
- Tell students that they have to make questions about
personal information when teacher gives them a word as a
cue.

Egg: Teacher: from

Word
arrangement
T-whole class


Students: where are you from?
1. Name
(What’s your name?)
2. Lucky number
3. Live
4. Live which
(Whom do you like with?)
5. Lucky number
6. Old
(How old are you?)
7. Lucky number
8. Learn English
(When did you start learning English?)
9. Lucky number
10. Hobbies
(What are your hobbies?)
I. Pre-teach vocabulary:
- Aspect (n): Lĩnh vực, mặt, khía cạnh.
Pre-reading

(translation)
- Examiner (n): giám khảo
(definition: a person who ask questions)

(Spoken or written) o find out how much a person know.)
- coming (adj): sắp đến
(translation)
- college (n): trường Cao đẳng hay Đại học.
(exeample)
Candidate (n): thí sinh
(definition: one who takes part in an cam)
-write examination / oral examination:

T-whole class


Cuộc thi viết ≠ cuộc thi vấn đáp
Checking vocabulary: what and where
- Write the new words on the board, each word in each circle.
Written exam

College

Examiner

Aspect

Candidate

Oral

Coming

- Ask students to repeat the words chorally.

- Rub out word by word but leave the circles.
- Go on until all the circles are empty
- Get students to go to the blackboard and write the words in
their correct circles.
II. Pre-questions:
- Set the scene: Lan is talking to Paola, a foreign student,
about the oral examination that she has just taken.
- Give students 2 questions
1. Were the questions in oral exam difficult or easy?
2. How many questions did the ask Lan?
- Have students work in park to answer them.
- Give feedback.
I. Reading and checking
- Ask student to read the dialogue between Lan and Paola on

Individuale


Page 32-33 ad check if their answer are correct or not.

work

* Answers:
1. They are difficult (according to Lan)
While
reading

2. About over 7 questions. Besides, she was asked to read a
passage.
II. True- False statements:

Individuate

- Get students to read to list of questions for the oral

work

examination of Royal English College.
- Get them to read to dialogue again and decide what
questions that the examiner asked Lan.
- Let the students do exercise individually then compare with
their partners.

Pair work

* Answer keys:
Royal English College
Examination in English as Foreign Language
Stage one: Oral examination
1. What is your name?
2. Where do you come from?
3. Where do you like?
4. Do you like with your parents?
5. When did you begin studding English?
6. Why are you learning English?
7. Do you speak any other languages?
8. How did you learn English in your country?
9. How will you use English in your country?
10. What aspect of learning English do you find












most difficult?
11. What are you doing to learn?
12. What are you hobbies?
13. Look at this picture. Describe it
14. Read this passage.







- Ask students to compare the direct questions and the
reported speech.
* Answer key:
1. What is your pet name?
 She asked me what my name was.
2. Where do you come from?
 She asks me where I came from.

3. Do you speak any other languages?
 She asks me if I spoke any other languages.
4. Why are you learning English?
 She asked me why I was learning English.
5. How did you learn English in your country?
 She asks me how I learned English in your country.
6. How will you use English in the future?
 She asks me how I would use English in the future.
7. What aspect of learning do you find most difficult?
 She asked me what aspect of learning English I found
most difficult.
8. Read this passage.
* Speaking/role play:
- Ask students to word in pairs to practice asking and
answering. One student plays the role of examiner and
another plays the role of Lan.
- Call on some pair to demonstrate before the class.
- Give feedback and correct.
- Have students play the role of Paola and Lan.
- Call on some pairs to play the roles of Paola and Lan before
the class.
Post –

- Correct their pronunciation / intonation.


reading

- Ask student to write the direct questions and their reported
speech in their notebooks.

Homework

Pair work


UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 2: Speak (45 min)
I. Objectives:
- Developing speaking skill to persuade others to do something.
- Students will be able to persuade their friends to attend the school they like.
II. Language content:
 Grammar: Expressions of opinion to persuade someone to do something.
 Key words: dormitory (N); reputation (N)
III. Teaching aids:
 Some advertisements of English language courses.
Steps
Warm-up

Teacher’s guiding activities
Showing some advertisements of English language courses, giving some
eliciting questions:

Pre-speaking 10’

1.

Do you know what there are?

2.

What are they about?

3.

What much you do if you want to attend the course?

4.

Which school would you like to choose if you passed the

exam? Why?
* Pre-teaching:
- Setting the scene
- Explaining some new words.
+ Asking students to scan the information of the 3 school ads and
pick out the new words.
+ Demonstrating the new words
(Using pictures/ situasitions/ Vietnamese explanations)
* Pre-activity:


- Asking students to give some expressions to express opinions in
order tp persuade others to do something.
- Getting students to write them into the board.
While-speaking
20’

- Giving more expressions if necessary.
- Calling on one student to read the instruction aloud.

- Asking sts to read the 3 ads. As well as the sample conversation to get
2 ads left.
- Having sts work in group of three to active. Using information from
the 2 ads left.
- Calling on 2 groups to demonstrate their conversation in front of class.
- Giving comments.

Post-speaking 10’ - Introducing some English language centers operating in VN at present
such at ILA, SEAMEO, British, Council…
- Having sts work in groups to discuss which English language school in
VN they will attend this summer.
- Calling on 2 groups to act out their conversation.
Homework

- Giving comments.
- Asking sts to write a letter, persuading his/her friend to attend the
English language center you like to learn at.


UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 3: Listen (45 min)
I. Objectives:
- At the end of lesson, students can realize the importance of learning a foreign
language, especially English.
- Students are able to develop their listening skill.
II. Language content:
III. Teaching aids:
Cassette recorder, tape, visual aids, colored chalk, students’ book.
IV. Time: 45 minutes
V. Teaching procedure:

Steps
Warm-up (5’)

Activities
- T shows sts brochures of studying abroad and asks them some questions:
1. – Are you interested in studying abroad?
2. – What should you prepare for your studying?
- T uses the sts’ answers to lead to the topic of the lesson

Pre-listening (7’)

- T puts some questions based on the tape script (yes – No question, or
questions).

While-listening

- Sts listen to the tape (1st time), the answer the teacher’s questions.

(20’)

- Sts listen to the tape (2nd time) and do the exercise (true/false) (pair
word)
- T checks their answer.
- Sts correct the false sentences (group work), then check their own ones
by listening to the tape (3rd time).


Post-listening

- Sts summarize the dialogue (group work)

(11’)
Homework (2’)

- Write the summary of the dialogue in your exercise books.
- What should you do to improve your English? Talk about it next time.


UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 4: Read (45 min)
I. Objectives:
By the end of this unit, students will know how to scan for specific information
from an advertisement.
II. Language content:
-

Grammar: Present and past simple tenses (review)

-

Key words: language level: beginner; intermediate, advanced.

III. Techniques:
Question – answer, scanning.
IV. Teaching aids:
Textbook, worksheet.
V. Time: 45 minutes
VI. Procedure:
Steps
Pre-reading (10’)

Activities
-Warm up: T has Ss answer some questions:
1. What did you do last summer?
2. Did anyone attend a summer class?
3. If you want to attend an English school, what should you do to know
that is a suitable language school for you?
- T has Ss have a look at the pieces of advertisement on p.36 then asks Ss:
1. What are they? ( piece of advertisement)
2. What are they about? ( foreign language school)
- T has Ss do TASK 1: exercise a/p.36.


While-reading
20’

* TASK 1: Ss read advertisements to complete the table on page 36.
- Silent reading, group work: T shows Ss the sheet (copied from the table
on p.36) and has Ss complete the table in 5 minutes. The fastest group will
go to the board to complete the sheet.
School

Class

time Language level Time to start

(morning

/ (beginner

/

afternoon

/ intermediate

/

evening…)

advanced)

Academy of
Language
Foreign
Language
Council
New
English
Institute
- T teacher some new words: language level; beginner, intermediate,
advanced.
Answer:
School

Class time

Language level

(morning /

(beginner /

afternoon /

intermediate /

Academy of

evening…)
Morning,

advanced)
Advanced

Language

afternoon,

Foreign
Language
Council
New
English
Institute

Beginner/

evening

intermediate

Afternoon,

Beginner

weekend

First week of
November

evening
Morning and

evening,

Time to start

3rd November

(today)


- Ss correct themselves
- T correct the Ss answer if necessary then has Ss do TASK 2
* TASK 2: Choose the suitable language school for Mr. Lam
- Pair work: T has Ss read the notes Mr. Lam made then have a look at the
advertisements and choose suitable language school for him in 3 minutes.
- Ss compare their answer with some others pairs to correct themselves.
- T asks some Ss to give their answer and the reason they have that

answer.
- T corrects Ss’ answer if necessary.
Post-reading 12’

- T has Ss work in groups of three to discuss which school in the
advertisements is suitable to each one and their reason.
- T has some Ss present their choices in front of the class.
- T corrects Ss’ answer if necessary

Homework (3’)

- You want to attend one of the three schools from the advertisements to
improve your English. Note down the ideas you need to put in the letter
for more information about it.


UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 4:

Section:

- Write (page 37)

Period 23:
Aim
Writing a letter of inquiry
* Objectives:
By the end of the lesson, students will be able to write a letter of inquiry to the
instruction requesting for more information about the courses and fees.
* Teaching aids:

Text books.
PROCEDURE
Stage

Steps/Activities

Word
arrangement

Warm-up

•

Jumbled words:

• Versetimadnet  advertisement
• Swine

 news

• Resetting

 interest

• Atmorfioinn

 information

• Eel

 fee

• Sasecenry

 necessary

• Pulpy

 supply.

- Divide the class into two teams.
- Ask students from 2 teams to go to the board and write the
correct words.
- The team which is faster with more corrects words will win


the game.
Pre-writing

I. Pre-teach vocabulary
- Request (n/v): đòi hỏi
(synonym: ask for)
- Detail (n): chi tiết
(definition: a small part of whole, particular fact)
- Look forward to (v): trông mong, trông chờ
(synonym: expect)
- Express (v): bày tỏ, biểu lộ
(definition: show or make known a meaning, idea or fleeing)
- Exactly (adv): một cách chính xác.
(translation)

- Edison (n): ấn bản
(translation)
* Checking vocabulary: Step the board
- Put the Vietnamese translation all over the board.

Bày tỏ

Thỉnh
cầu

Trông đợi

Chi tiết

Aán bản

- Call on two students from both sides of the class.
- Ask them to stand at an equal distance from the board.
- Call out the English word, the students run forward and
slap the Vietnamese word on the blackboard.
- The students slapping the right word first is the winner and
gets a point for his / her team.

T-whole class


- Continue until students have slapped all the words.
II. Reading comprehension:
- Have students read the letter written by John Robinson on
page 37.

- Ask them work in pairs to answer some questions about the
While-

letter.

reading

* Questions:

Pair word

a. Where did Robinson see the school’s advertisement?
b. What language does he want to learn?
c. What aspect of Vietnamese does he want to improve?
d. What does Robinson want to know?
- Give feedback and correction.
* Answers:
a. He saw the school’s advertisement in today’s edition
of Vietnamese news.
b. He wants to learn Vietnamese.
c. He wants to learn to read and write Vietnamese
d. He wants to know some details of the courses and
fees.
III. Marching:
- Give students four parts of a letter of inquiry.
a. Introduction
b. Request
c. Further information.
d. Conclusion
- Ask students to divide the letter (written by Robinson) into

4 parts and match each paragraph with a suitable headline.
- Let students word in pairs compare their the answer.
* Answer keys:

Pair word


a. I saw your school’s advertisement in Introduction:
today’s edition of the Vietnamese News.
b. Request: I saw your school’s advertisement in today’s
edition of the Vietnamese News.
c. Request: I am interested in learning Vietnamese end’s I
like some information about your school.
d. Father information: I speak little Vietnamese, but I
want to learn read and write it. Could you please send
details of courses and feed? I can complete a spoke
Vietnamese test if necessary.
e. Conclusion: I look forward to hearing from you.
* Writing a letter:
- Have student read again the three advertisements on
page 36 and choose one of the schools they want to attend
to improve their English.
- Get students to write a letter of inquiry to the intuition -

Individuate

requesting for more information about the courses and work
fees. The exercise Matching above will help students
write their letters easily.
- After finishing the letter, students have to compare with

their partners and make some correction.
- Give feedback. Call on some students to read their letter
before class.
- Make some corrections.
* Suggested letter:
Dear Sir,
I saw your Instates advertisement on today’s TV program. I
am very interested in learning English and I would like some
more in formation about your Institute.

Pair word


I can speak a little English, but I read it very slowly and my
writing is bad. So want to improve my reading and writing.
Could you please provide more information about the length
of the courses and fees for beginners? I can supply my record T-whole class
of English study necessary.
I look forward to hearing from you soon.
Post writing

Your faithfully,
Lan
-

Choose three letters which were written to 3

schools.
-

Ask students to read aloud the letters.

-

Give feedback and correct.
Individuate
work

Home work

-

Ask student to write the letters in their

notebooks.


UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 6: Language focus (45 min)
I. Aims: Practice:
- Modal with IF
- Here and now words with reported speech.
- Direct and reported speech.
II. Procedures:
Steps
Warm up
Presentation

Activities
- Teacher comes in the class and whispers a sentence with one student. Then

this student tells one another.
- Teacher gives some direct sentences and asks students to change into
indirect sentences.
* I’m happy to see you.
 Aunt Xuân said she was happy to see you.
* “Do you like pop music”
 She asked me if/ whether I like pop music
* Where do you live?
 She asked me where I lived.
- Ss complete the table / p.38 in pairs.
- Ss compare their tables.

Practice

- T. corrects.
- One student read the instruction 3/p39
- Ss work in pairs.
- Some of pairs practice in front of the class
- T.corrects their mistakes.
- One student reads the instruction 4/p39
- Ss work in pairs.


- Some of pairs practice in front of the class.
Consolidation

- T. corrects their mistakes.
- Ss work in group (3 ss/a group) using reported speech and another asks the
last what did she / he say / talk – the last answers in reported speech)
- Some group practice in front of class.

- Teacher gives some picture and asks Ss to give some advices using model
verbs with if.
- Ex: Mrs. White is too fat. She wants to get thinner.
 If she wants to lose weight she should / must …
- Teacher asks some students to answer 1 / p.38

Homework

- Teacher corrects their mistakes.
- Do exercise 1/ p38
- Copy the table / p.38 in notebooks.