Giáo án Tiếng Anh Lớp 9 - Tuần 24 - Năm học 2020-2021 (Mới)

Week 24- Period 70
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 9: ENGLISH IN THE WORLD
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to languages and learning languages.
- Identify the correct tones for new and known information and say sentences with the correct intonation.
a. Vocabulary: related to languages
	b. Grammar: Conditional sentences type 2, Relative clauses.
	c. Pronunciation: Tones in new and known information.
d. Skills: matching words, choosing the correct words, making sentences, completing the paragraph, listening and repeating.
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Behavior: SS are encouraged to love the subject more and like to find information about English language. Ss know how to use right tones in speaking.
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- 7’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Ask and answer some questions about learing English.
c. Outcome: Ss can attract to the topic .
d. Performance:
T asks some questions
Ss answer the questions
*Chatting.
- Can you speak English?
- Where do you learn English?
- How many English words do you know?
- How do you feel about English?
- Is English easy or difficult?
- What do you do if you don’t know what a word means?
 ...
2. Presentation- 10’
a.Aim: Help Ss use the lexical items related to languages and learning language
b. Content : Learn some vocabularies
c. Outcome: Ss can know how to use the lexical items related to languages and learning language.
d. Performance:
T uses exercise 1 to explain the vocabulary.
Vocabulary
Bilingual
Fluent
Rusty
Pick up a language:
Reasonably:
Get by in a language: 
(Key:Ex1
1. b 2. E 3. A 4. D 5. F 6. C)
3. Practice – 20’
a.Aim: Help Ss do exercises and identify the correct tones for new and known information and say sentences with the correct intonation
b. Content : Practice using vocabulary and pronunciation.
+ Choose the correct words in the following phrases about language learning.
+ Match the words/phrases in column A with the words/phrases in column B to make expressions about language learning.
+ Pronunciation
c. Outcome: Ss can use learnt vocabularies to do exercises and identify the correct tones for new and known information and say sentences with the correct intonation.
d. Performance:
- Ss do the exercise individually. Check their answers as a class. 
Confirm the correct answers.
- First, have Ss work individually to match the words/phrases. Then allow them to share their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. 
- Ss work independently to complete the passage. 
- Check the answers as a class.
- 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. T may play the recording as many times as
necessary. 
- Explain the rule in the REMEMBER! Box and ask some Ss to give some more examples.
- Play the recording and ask Ss to listen to the conversation, paying attention to whether the voice of each second sentence goes up or down. Ask some Ss to give their answers and then play the recording again
for Ss to listen, check and repeat. T may play the recording as many times as necessary.
- First, ask Ss to work in pairs to practice reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause after each sentence and ask them to repeat chorally. 
- Correct their pronunciation if necessary.
Ex2. Choose the correct words in the following phrases about language learning.
Key: 
2. at 3. By 4. In 5. Of 6. Bit 7. Up
Ex3 a. Match the words/phrases in column A with the words/phrases in column B to make expressions about language learning.
Key: 
1. E 2. H 3. G 4. B 
5. a 6. C 7. D 8. F
b. Fill the blanks with the verbs in the box.
Key: 
1. know 
2. guess 
3. look up 
4. have
5. Imitate 
6. make 
7. correct 
8. translate
2. Pronunciation
Tones in new and known information
4. Listen and repeat, paying attention to
the tones of the underlined words.
1. A: I’d like some oranges, please.
B: But we don’t have any oranges ⤻.
2. A: What would you like, sir?
B: I’d like some oranges ↷.
3. A: I’ll come here tomorrow.
B: But our shop is closed tomorrow ⤻.
4. A: When is your shop closed?
B: It is closed tomorrow ↷.
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.
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 ⤻.
6. Read the conversation. Does the voice go up or down on the underlined words? Draw a suitable arrow.
A: What make of TV shall we buy?
B: Let’s get the Samsung ↷.
A: I think we should get the Sony. It’s really nice.
B: (trying to persuade A to buy a Samsung) But the Samsung is nicer ⤻.
A: But the Sony has a guarantee.
B: They both have a guarantee ⤻.
A: How much is the Sony?
B: It’s $600 ↷.
A: It’s too expensive ↷.
B: I know it’s expensive, but it’s of better quality ⤻.
A: (trying to persuade B to buy a Sony) They’re both of good quality⤻.
4. Application- 5’
a.Aim: Ss can make sentences using words they have learnt and interact real situations
b. Content : Make sentences.
c. Outcome: Ss can use learnt vocabularies to make sentences and interact real situations.
d. Performance:
T asks Ss to make sentences using words they have learnt
Ss make sentences using words they have learnt
T corrects and remarks
Eg:
A: I need some oil.
 B: But we’ve run out of oil
2. A: What do you need?
 B: I need some oil
3. Guides for homework. – 3’
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
Review conditional sentence type 2 and relative clauses.
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Week 24- Period 71
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 9: ENGLISH IN THE WORLD
Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to languages.
- Use conditional sentences type 2 correctly and appropriately.
- Use relative clauses correctly and appropriately. 
a. Vocabulary: related to languages
	b. Grammar: Conditional sentences type 2, Relative clauses.
c. Skills: Writing the answers, rewriting the sentences, circling the correct words, writing true sentences
	2. Competence development: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence.
	3. Behavior: 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
1. Warm up- 7’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Play a game
c. Outcome: Ss can attract to the topic and remind the conditional sentence type 2.
d. Performance:
Groupwork:
- Divide the class into two teams
- Ask each team to make sentences with conditional sentences type 2 
- Time: 3minutes
Eg: 
If I were you, I would study harder
2. Presentation- 13’
a.Aim: Help Ss review conditional sentences type 2 
b. Content : review and do exercise
+Review Conditional sentences type 2
+ Write Yes or No to answer the questions about each sentence.
+ Rewrite the sentences using the conditional sentences type 2.
c. Outcome: Ss can remind and use the conditional sentence type 2 to do exercises.
d. Performance:
T retells the way to use and form
by analysing the example. 
Ss listen and copy
- Then ask some Ss to give some examples to illustrate their understanding. 
Ss give some examples
T asks Ss to do exercise b and ex 2
- First, have Ss work independently, then ask them to share their answers with one or more partners.
- Ask some Ss to say their answers aloud. 
- Give comments, and make any correction if necessary.
- Have Ss work independently to write the sentences. If there isn’t much time or Ss are not so strong, allocate one or two sentences per student. Then ask them to share their answers with a partner.
- Ask some Ss to write their sentences on the board and discuss as a class. 
- Give comments and make any corrections.
I. Conditional sentences type 2
Eg: 
If there weren’t so many words, It would be easier for us to master it
Ex b. Write Yes or No to answer the questions about each sentence.
Key:
1. No 2. Yes 3. No 4. No 5. No
2. Rewrite the sentences using the conditional sentences type 2.
Key:
1. If my English were/was good, I would feel con dent at interviews.
2. If Minh had time, she would read many English books.
3. If I were you, I would spend more time improving my pronunciation.
4. If Mai didn’t have some friends who were/are native speakers of English, she wouldn’t be so good at the language.
5. If you could speak English, we would offer you the job.
3. Practice- 17’
a.Aim: Help Ss know how to use relative clauses and do exercise 
b. Content : Learn new grammar and practice.
+ Rules of using relative clauses
+ Circle the correct word. Sometimes more than one answer is possible.
+ Rewrite these sentences as one sentence using a relative clause.
c. Outcome: Ss can know use relative clause to do exercise.
d. Performance:
T explains and draws Ss’ attention to the use of relative clauses by analyzing the examples in the grammar box in3b. Then ask the more able Ss to give some further examples.
T asks Ss to do exercise 4
Ss do exercise 4 individually
- Have Ss work independently to do exercise 6.
- Ask them to share their answers with a partner. Ask some Ss to say their answers aloud.
- Give comments, and make any corrections.
II. Relative clauses
We use relative clauses to give extra information about something / someone or to identify which particular thing/ person we are talking about.
* Rules of using relative clauses
- Which (for things and animals)
- Who (for people)
- Whom (for people as the object of the relative clause)
- When (for time)
- Where (for places)
- Why (for reasons)
- Whose (for possession)
That (for people, things, animals and times)
Eg:
The book which I liked was the detective story.
Ex 4. Circle the correct word. Sometimes more than one answer is possible.
Key:
1. who/that 
2. where 
3. whose 
4. when/that 
5. whom/who 
6. Why
Ex 6. Rewrite these sentences as one sentence using a relative clause.
Key:2. Parts of the palace where/in which the queen lives are open to the public.
3. English has borrowed many words which/that come from other languages.
4. I moved to a new school where/in which English is taught by native teachers.
5. There are several reasons why I don’t like English.
6. The new girl in our class, whose name is Mi, is reasonably good at English.
4. Application- 7’
a.Aim: Ss can write sentences about yourself.
b. Content : Writing
c. Outcome: Ss can write some sentences about themselves
d. Performance:
T asks Ss to write sentences about yourself.
Ss write sentences about yourself.
T corrects and remarks
* Write true sentences about yourself. Then share them with your partner.
Eg: How many things do you have in common?
3. Guides for homework. – 1’
- Review conditional sentence type 2 and relative clauses.
- Prepare: Comunication
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Week 24- Period 72
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 9: ENGLISH IN THE WORLD
Lesson 4: COMMUNICATION
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Interviewing to build up an English learner profile.
a. Vocabulary: related to languages
	b. Grammar: Conditional sentences type 2, Relative clauses.
c. Skills: making notes, spoken interaction, discussion, talk a presentation
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Behavior: 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
1. Warm up- 7’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Chatting
c. Outcome: Ss can talk about some ways to learn English.
d. Performance:
- Before Ss open their books, ask them to work in groups to discuss the question.
*Chatting.
- What do you think are the best ways to master English? 
- What are the things that you like and don’t like about the English language?’
2. Presentation- 8’
a.Aim: Help Ss make notes about themselves
b. Content : Making notes
c. Outcome: Ss can make notes about themselves.
d. Performance:
- Ask Ss to work independently, making notes about themselves by answering the questions in the table in1.
1. Make notes about yourself.
3. Practice- 15’
a.Aim: Help Ss Interview to build up an English learner profile
b. Content : Interview.
c. Outcome: Ss can build up an English learner profile by interviewing.
d. Performance:
- Now ask Ss to work in pairs, taking turns to ask and answer the questions in 1. Remind them to make notes on what their partners say in the table in1. Then ask each of them to identify how many things they
have in common with their partners.
2 Work in pairs. Take turns to ask and answer the questions in 1. Make notes about your partner. How many things do you have in common?
4. Application- 14’
a.Aim: Ss can interact real situation
b. Content : Tell your group the things that you and your partner have in common.
c. Outcome: Ss can interact real situation.
d. Performance:
- For a change, have Ss role-play in pairs. One student is a reporter, and the other is a student. The reporter is gathering information about learners of English. Ask for volunteer pairs to role-play in front
of the class. In this case, Ss should focus on only three of the questions from the survey. Make sure Ss don’t simply read from their books – they should be in character. Give them lots of encouragement.
- Now put two pairs together to work in groups of four, reporting on the things that they and their partners have in common. T moves around the class to listen to the discussions and provide help only if necessary.
- Call 1 or 2 Ss to present their  findings in front of the class. Whole-class discussion. 
. Work in groups. Tell your group the things that you and your partner have in common.
Ex:
‘One thing we have in common is that we both want to study English at an overseas university. I’m interested in going to Australia and Mi is interested in the US.’
3. Guides for homework. – 1’
 - Prepare next lesson: Skills 1.
List of ways to improve your English.
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