Giáo án Tiếng Anh Lớp 9 - Tuần 23 - Năm học 2020-2021 (Mới)

Week 23- Period 67
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 8 : TOURISM
Lesson 6 : Skills 2 
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Listen for specific information about the benefits of tourism to an area/country.
- Write a paragraph about the negative effects of tourism on an area/country.
a. Vocabulary: related to tourism
	b. Grammar: review
c. Skills: discussing, listening and deciding the true or false, listening and choosing the answer, discussing and writing.
2. Competence development: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence.
	3. Behavior: Ss will be more responsible for protecting and preserving place which they travel.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’ and students’ activities
The main contents
1. Warm up- 4’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Chatting and discussing
c. Outcome: Ss can attract to the lesson and encourage them to think about the importance of tourism to Viet Nam.
d. Performance:
- Let Ss work in pairs. Encourage them to think about the importance of tourism to Viet Nam. Elicit as many ideas from them as possible.
*Chatting.
1. Work in pairs. Is tourism important to
Viet Nam? Give at least one reason.
2. Presentation-10’
a.Aim: Help Ss listen for specific information about the benefits of tourism to an area/country.
b. Content : Listening
+ Listen to the lecture and tick (√) true (T) or false (F).
+ Listen again and choose the correct answer.
c. Outcome: Ss can listen for specific information about the benefits of tourism to an area/country.
d. Performance:
- Play the recording one or two times. Clarify anything which is unclear or difficult. Ask Ss to listen carefully
and tick T/F as they hear answers in the lecture. For less able Ss, T may play the recording again, or as many times as needed.
- Play the recording again. Tell Ss to pay special attention to the last sentence of the lecture. Then they choose the correct answer as required. 
- T corrects as a class.
I. Listening
2. Listen to the lecture and tick (√) true (T) or false (F).
Key: 
1. T 2. T 3. F 4. T 5. T 6. F
3. Listen again and choose the correct answer
Key: C
3. Practice- 15’
a.Aim: Help Ss write a paragraph about the negative effects of tourism on an area/country.
b. Content : Writing: Choose one negative that you have discussed above and write a paragraph about it. Make sure you use the right connectors.
c. Outcome: Ss can write a paragraph about the negative effects of tourism on an area/country.
d. Performance:
- Have Ss work in groups and discuss the negative effects of tourism on their locality (if possible), or on our country. Tell them to study the prompts given, and give some more if possible.
- Tell Ss to recall any of their previous work about the negative effects/disadvantages of something. Let them choose one negative effect that they have discussed in 4 and write a paragraph of about 100-120
words about it. When they have finished, tell them to swap their writing and check each other’s work.
- T may collect some Ss’ writing papers and mark them, then give comments to the class in the next lesson.
- If time doesn’t allow, have Ss make an outline in class, and then write the full version as homework.
T checks in the next lesson.
II. Writing
 Choose one negative that you have discussed above and write a paragraph about it. Make sure you use the right connectors.
Sample writing:
One of the drawbacks of tourism is the damage to the environment of a country or area. In the first place, tourists use a lot of local resources such as water, food, energy, etc., and this puts pressure on the environment. Secondly, there is the problem of pollution. Many cities and towns become overcrowded with tourists, with all their vehicles causing traffic jams as well as air and noise pollution. Another bad effect of tourism is the destruction of the wildlife in some places. The habitat of wild plants and animals is lost because of the building of tourist resorts, and by visitors’ activities. In short, the development of tourism has bad effects on the environment.
4. Application -10’
a.Aim: Ss can talk about negative effects of tourism on a region or country
b. Content : Speaking: Talk about the negative effects of tourism on a region or country.
c. Outcome: Ss can talk about the negative effects of tourism on a region or country.
d. Performance:
T asks Ss to talk about the negative effects of tourism on an area/country.
Ss talk about the negative effects of tourism on an area/country.
T corrects and remarks
Talk about the negative effects of tourism on a region or country.
The following ideas may be helpful to you.
Eg:
Hi. I will talk about the negative effects of tourism on a region or country. 
3. Guides for homework.- 1’
- Revise the writing.
- Prepare next lesson: Looking back - Project.
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Week 23- Period 68
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 8 : TOURISM
Lesson 7 : Looking back and project 
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Practice vocabulary and grammar points they have learnt in this unit.
- Practice making communication, project.
a. Vocabulary: related to tourism
	b. Grammar: review
c. Skills: Completing the paragraph, sentences completion, making sentences, finding and correcting, rewriting the sentences, spoken interaction.
	3. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	4. Behavior: Ss will be more responsible for protecting and preserving place which they travel.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1.Vocabulary- 15’
a.Aim: Help Ss review some vocabularies related to topic tourism
b. Content : Review some vocabularies they have learnt.
+ Fill each gap with a word from the box to complete the passage. There are two extra words.
+ Form compound nouns from the following words, then fill the gaps to complete the sentences.
+ Form compound nouns from these words, then make sentences with them, and share with a partner.
c. Outcome: Ss can remind some vocabularies related to topic tourism and they can remind their use of words.
d. Performance:
- Let Ss read the words in the box first, then read the passage and complete the exercise individually.
- Tell them to pay attention to the common collocations related to the topic of the unit. After that, let some Ss read the passage aloud - sentence by sentence. 
- Correct as a class.
- Tell Ss to look at the 12 elements and try to form compound nouns from them. Then have them read the sentences and fill the gaps with the compound nouns formed. Tell them to change the elements if they do not fit the gaps and do it again. Less advanced classes can complete this exercise in pairs. 
- Check as a class.
- Ss do the task by themselves. T checks the compound nouns, then have Ss write sentences in their notebooks – at least one sentence with a compound noun, and share with a partner.
1. Fill each gap with a word from the box to complete the passage. There are two extra words.
Key:
1. safaris/expeditions 
2. expeditions/safaris 
3. Holidays 
4. touring 
5. travelers 
6. experience
2. Form compound nouns from the following words, then fill the gaps to complete the sentences.
Key:
1. jet lag 
2. checkout 
3. stopover
4. sunglasses 
5. holidaymaker 
6. take-offs
3. Form compound nouns from these words, then make sentences with them, and share with a partner.
Key: 
1. package tour, return ticket, software, round trip
2. Grammar-10’
a.Aim: Help Ss review the articles a, an, the and zero article Ss have learned
b. Content : Review some grammar ponits they have learnt in this unit:
+ Find and correct the mistakes in the sentences, using a/an, the or zero article.
+ Rewrite each sentence so that it has a similar meaning, using the word in CAPITALS.
c. Outcome: Ss can use the articles a, an, the and zero article to do exercises.
d. Performance:
- Quickly review the articles a, an, the and zero article Ss have learned. Then have them do the task and write down their answers in their notebooks. 
- Correct their answers as a class.
- This task helps Ss use the grammar and vocabulary they have learned in the unit to rewrite sentences.
- Have some Ss write sentences on the board. Let other Ss give comments. Then check as a class.
4. Find and correct the mistakes in the sentences, using a/an, the or zero article.
Key: 1. → the sun, the UK
2. → the brain works
3. → The bicycle
4. → an/the expedition, the interior
5. → a long trip
6. → in history, the history of
5. Rewrite each sentence so that it has a similar meaning, using the word in CAPITALS.
Key: 1. What a terrible journey (it was)!
2. We stayed at a lovely hotel by the sea.
3. The programme I watched yesterday was interesting.
4. My friend has just bought an old guitar.
5. She needs to go on a business trip to Kyoto.
3. Communication – 5’
a.Aim: Help Ss practice making communication
b. Content : Speaking: What would you like to do most on holiday? Share your ideas with a partner.
c. Outcome: Ss can make communicaton.
d. Performance:
- Have Ss read the things one can do on holiday, and tick (√) the three things they would most like to do, then share their ideas with a partner.
- Ss work in pairs. Tell them to read the example and think of the three things they do not like to do on holiday.
- Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary.
6 a. What would you like to do most
on holiday? Tick (√) three things.
Share your ideas with a partner.
b. Name three things you don’t like to do on holiday, and say why.
T may give prompts:
- Do homework
- Wash clothes
- Do the washing-up
- Be online
- Play sports
- Write postcards
4. Project- 14’
a.Aim: Help Ss practice making project
b. Content : Speaking: present their project.
c. Outcome: Ss can make and present their project
d. Performance:
- Have Ss read the advertisement for a holiday in Italy. Tell them to underline the features that may attract tourists and make them want to visit the country.
- Have Ss work independently, then exchange their work with a partner. Elicit Ss’ answers. Explain to Ss that in order to make a good impression on tourists, they have to introduce the characteristics of a landmark/ place in a brief but positive and enjoyable way.
- Tell Ss to think of a place in their locality or neighbouring area to introduce to tourists: it may be a museum, a craft village, a workshop, a temple, a church, an ancient house, a wood/forest, a lake, or simply a nice paddy field.
- Ask Ss to write their advertisement out of class. Tell them to refer to the advertisement in 1. They can also refer to exercise 1 in LOOKING BACK for a good way to write an advertisement. In the next lesson, have them present what they have written to the class. The class gives comments and praise.
An advertisement or a tourist attraction
1. Read the following advertisement for a
holiday in Italy.
2. What are good ways to write an
advertisement? Put a tick ( ).
Key: 1 , 2, 4, 6
3. Write a short advertisement for a tourist attraction in your area.
3. Guides for Homework. – 1’
- Complete the project.
- Prepare next lesson: Unit 9 – Getting started.
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Week 23- Period 69
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 9: ENGLISH IN THE WORLD
Lesson 1: GETTING STARTED
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to languages and language use and learning.
- Interact a conversation about English language.
a. Vocabulary: vocabulary related to languages and language use and learning.
	b. Grammar: Conditional sentences type 2, Relative clauses.
c. Skills: listening and reading, reading and finding nouns, converting adjectives, reading and choosing the best answers, matching words, matching sentences, spoken interaction.
	2. Competence development: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence.
	3. Attitude: Ss will be more responsible for studying English.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
Warm up- 5’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Chatting: T asks some questions about English.
c. Outcome: Ss can attract to the lesson and think about English.
d. Performance:
T asks some questions
Ss answer the questions
T introduces the lesson
*Chatting.
- Do you like English?
- Is English easy or difficult?
- How many English words do you know?
- Can you tell me some English words that can operate as a noun, a verb and an adjectives?
- What is the longest word in English which has only one vowel?
 ..
2. Presentation-15’
a.Aim: Help Ss use the lexical items related to languages, language use and learning and interact a conversation about English language
b. Content : Listen and read the conversation.
c. Outcome: Ss can use the lexical items related to languages, language use and learning and interact a conversation about English language.
d. Performance:
T asks some questions about picture
Ss answer the questions
T asks Ss to guess what the topic of the conversation is and where it takes place.
- Ask Ss to tell about the English club they have taken part in:
- Let Ss open their books.
- Play the recording and have Ss follow along.
- Explain the words that Ss don’t understand.
- Review Conditional sentences type 2.
- Explain Relative clauses.
 T asks Ss to read the conversation again and do exercise c.
Ss read do exercise individually.
- Tell Ss to refer to the conversation to find the nouns of the adjectives simple and  flexible. Ask them to pay attention to how to form the nouns from these adjectives.
- Ask Ss to convert the adjectives given into nouns. Remind them to use a dictionary to check.
1. Listen and read.
* Questions:
Where are Duong and Vy? 
Who is standing at the board? 
What are they talking about?
Do you take part in an English club?
When is it? Where is it?
What is special about it?
* Conditional sentences type 2.
- If there weren’t so many words, it would be easier for us to master it!
* Relative clauses.
- Is English the language which is spoken as a first language by most people in the world?
Ex c. Read the conversation again and choose the correct answers.
Key:
1. B 2. C 3. A 4. C 5. B
Ex a. Read the conversation again and find the nouns of the adjectives simple and  flexible.
Key: simplicity – exibility
Ex b. Convert these adjectives into nouns. You may use a dictionary.
Key:
Adjective
Noun
sad
sadness
dark
darkness
stupid
stupidity
popular
popularity
happy
happiness
punctual
punctuality
3. Practice- 15’
a.Aim: Help Ss practice some the words/phrases related to English in the world
b. Content : Practice:
+ Match the words/phrases in column A with the definitions in column B.
+ Match the beginning of each sentence (1-6) to its ending (a-f).
c. Outcome: Ss can remember some the words/phrases related to English in the world.
d. Performance:
- First, have Ss work independently. Then allow them to share answers before discussing as a class. 
- Call on some Ss to give explanations for their answers.
- Ss work independently, and then share their answers with one or more partners. 
- Ask for translation of the words/phrases in the table to check their understanding. 
- Have Ss work independently and then share their answers with one or more partners. T may help with the
words/phrases that Ss do not know the meaning of in the sentences. If time allows, have some Ss read out loud the sentences.
2. Match the words/phrases in column A with the definitions in column B.
Key:
1. C 2. E 3. B 4. A 5. D
3. Match the beginning of each sentence (1-6) to its ending (a-f).
Key:
1. F 2. C 3. A 4. B 5. E 6. D
4. Application- 9’
a.Aim: Ss can interact real situation.
b.Content:Ask and answer questions about the English language using the information from 3.
c. Outcome: Ss can use the vocabularies to interact real situation.
d. Performance:
- First, model this activity with a more able student. Then ask Ss to work in pairs. Go around to provide help.
- Call on some pairs to present in front of the class.
*Ask and answer questions about the English language using the information from3.
Eg: 
A: How many countries around the world use English as their first language?
B: At least 75 countries
3. Guides for homework. – 1’
- Find more information about the English language.
- Prepare: A closer look 1.
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Date of checking / ./2021
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Vũ Thị Đua