Giáo án Tiếng Anh 9 - Unit 9: English in the world - Lesson 2: A closer look 1 - Năm học 2020-2021 - Tăng Thị Giang

Week: 22 Planning:
Period: 70 Teaching : 
UNIT 9. ENGLISH IN THE WORLD 
Lesson 2. A closer look 1 
I. OBJECTIVES
1. Knowledge: By the end of this Unit, students will be able to 
- Use lexical items related to languages and language use and learning
- Identify the correct tones for new and known information and say sentences with the correct intonation
- Vocabulary: Languages and language use and learning
- Pronunciation: Tones in new and known information.
2. Competences: 
- Co-operation: work in pairs, groups
- Creativeness: talk about English language. 
- Using language to do exercises and talk about learning English
3. Quality: Make students be interested in learning English
II. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Text book.
III. PROCEDURE
1. Warm up: ( 5’)
Guessing words Topic: Languages :
a. Goal: Students review vocabulary and check pronunciation and lead in the right tones .
b. Content :
 - Guess the LETTER in the word: Languages .
c. Expected result: Topic: Languages 
- Students give Answer keys with the letters of learning language and T use it for introduce the lesson. T check SS’tone when they pronounce it and lead in.
d. Performance:
Teacher's & Ss' activities
Contents
-Teacher transfers the task. 
Teacher gives 9 boxes of tourist on board and asks Ss to guess the LETTER in each boxes.
- Students in the whole class think about the letters and raise their hands for the answer. 
- Teacher elicits as many ideas from them as possible
- T and other SS congratulate and give points.
The word: _ _ _ _ _ _ _ _ _
Languages
2. Presentation (15’)
a. Goal: Student can know the meaning of some vocabularies about language learning 
b. Content:
	1. Match each word/phrase with a definition.
	2. Choose the correct words in the following phrases about language learning.
	3. Match the words/phrases in column A with the words/phrases in column B to make expressions about language learning
c. Expected result: SS understand the meaning of the vocabulary about language learning 	
d. Performance: 
Teacher's & Ss' activities
Contents
1. Match the words in A with their description or definition in B.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
2a. Choose the correct words in the following phrases about language learning.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
1. Match the words in A with their description or definition in B.
1.b 2.e 3. a 
4. d 5. f 6. c
2a. Choose the correct words in the following phrases about language learning.
2. at 3. by 4. in 
5. of 6. bit 7. up
3. Practice (15’)
a. Goal: Student can use the vocabulary above to make make sentences about yourself or people you know complete the open passage. 
b. Content: 
- Make sentences about yourself or people you know using the words in 2a.
- Fill in the blanks with the verbs in the box.
c. Expected result: - Ss can write sentences with the phrases from 2a. 
 - SS can Fill in the blanks with the verbs in the box
d. Performance: 
Teacher's & Ss' activities
Contents
2b. Choose the phrases from 2a to make sentences about yourself or people you know. 
-Teacher transfers the task. Let Ss work individually to make make sentences about yourself or people you know
- Ss work individually then say their sentences in front of the class.
If time allows, call on two Ss to write their sentences on the board. Other Ss gve comments. 
- T checks their answers. Confirm the correct sentences.
3a. Match the words/phrases in column A with the words/phrases in column Bto make expressions about language learning.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
2b. Choose the phrases from 2a to make sentences about yourself or people you know. 
1.b 2.e 3. a 
4. d 5. f 6. c
3a. Match the words/phrases in column A with the words/phrases in column Bto make expressions about language learning.
1.e 2. h 3. g 4. b 5. a 6. c 7. d 8.f
4. Production (8’)
a. Goal: Students can tone in new and known information
b. Content: Tone in new and known information
c. Expected result: Ss can know and practice toning in the mew and kmown information
d. Performance: 
Teacher's & Ss' activities
Contents
4. Listen and repeat, paying attention to the tones of the underlined words in each conversation.
-Teacher transfers the task. 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. 
- Ss work in the whole then say their sentences in front of the class, pay attention to whether the voice on the underlined word goes up or down
- T may play the recording as many times as necessary. Explain the ruke in the REMEMBER! box and ask some Ss to give some more examples.
5. Listen to the conversations. Do you think the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.
-Teacher transfers the task. Play the recording and ask Ss to listen to the conversation, draw a suitable arrow at the end of each line 
- Ss work individually, then draw a suitable arrow at the end of each line whether the voice on the underlined word goes up or down
- T calls on some pairs to read aloud to the class. Do not correct their mistakes yet. Play the recording. Ss listen and check.
- Teacher controls and corrects mistakes
 4. Listen and repeat, paying attention to the tones of the underlined words in each conversation.
Tone in new and known information
In conversation, we often refer to something which has been mentioned before. This is known information, and the voice usually goes up at the end. We also tell the listener things we havenot mentioned before. This is new information and the voice usually goes down at the end.
5. Listen to the conversations. Do you tkink the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.
1. A: Tom found a watch on the street.
B: No. He found a wallet on the street .⤻
2. A: Where did Tom find this watch?
B: He found it on the street .↷
3. A: Let's have some coffee.
B: But I don't like coffee .⤻
4. A: Let's have a drink. What would you like?
B: I'd like some coffee .↷
5. A: This hat is nice.
B: I know it's nice, but it's expensive .↷
6. A: This bed is big.
B: I know it's big but that one's bigger. ⤻
* Homework. (2’)
- Practice the dialogues in the pronunciation at home
- Learn by heart the new words and structures.
- Prepare: Unit 9 : A closer look 2