Giáo án Tiếng Anh Lớp 9 - Tuần 26 - Năm học 2020-2021 (Mới)

Week 26 – Period 76
Preparing date: . / ./2021
Teaching date: / ../2021 
UNIT 10: SPACE TO TRAVEL
Lesson 1: GETTING STARTED
I. OBJECTIVES:
1. Knowledge: By the end of this lesson, students will be able to:
- Use some vocabularies and structures to talk about space travel
- Interact a conversation about English language.
a. Vocabulary: vocabulary related to astronomy and space travel
	b. Grammar: Past simple and past perfect(review)
c. Skills: listening and reading, matching the words with the definitions, answering the questions, matching the pictures with each description, playing game, creating a Bingo.
	2. Competence development: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence.
	3. Behavior: Ss will be more responsible for and be more aware of discovering and developing space to 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
Content
Warm up – 7’
a. Aim: To warm up the class and lead in new lesson
b. Content : Answer some questions about the planets in the solar system.
c. Outcome: Ss can attract to the lesson by tell some planets in the solar system.
d. Performance:
- T asks Ss to tell the planets in the solar system. 
- T asks: +Do you want to travel to one of the planets? 
+ Can you tell some popular films about space? 
(Martian, Apollo 13, Gravity )
- T leads in the topic of the unit.
- Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Presentation- 10’
a. Aim: Ss know some vocabulary related to astronomy and space travel
b. Content : Learn some vocabularies.
c. Outcome: Ss can know some vocabulary related to astronomy and space travel 
d. Performance:
-Where are Phuc and Nick? May be, In Phuc’s room.
What are they talking? About the space
What can you see in the room? 
What do you think Phuc is interested in? Why do you think so? 
their answers Ss answer as a class 
T plays the recording -> Ss follow along 
Ss compare their answers with the information in the dialogue
* New words 
- astronaut (n) ['æstrənɔ:t] : phi hành gia (pic)
- astronomy	 (n) [əs'trɔnəmi]: thiên văn học (trans)
- spacewalk	 (n)['speiswɔ:k]: chuyến đi bộ trong không gian (trans)
- satellite 	(n) ['sætəlait] : vệ tinh (pic)
- rocket (n)	['rɔkit]: tên lửa (pic)
- meteorite 	(n)['mi:tjərait] : thiên thạch (explanation)
- habitable (adj)[hæbitəbl]: có đủ điều kiện cho sự sống (explanation)
- mission (n)['mi∫n]: chuyến đi, nhiệm vụ (trans)
- microgravity(n) [maikrəugrævəti]:	tình trạng không trọng lượng
- parabolic flight (n) [pærə’ɔnik flait]: chuyến bay tạo môi trường không trọng lượng
3. Practice- 15’
a. Aim: Ss can understand the dialogue and do exercises
b. Content : Do the following tasks:
+ Draw lines to match the words with the definitions.
+ Answer the questions
+ Who is keener on space travel – Phuc or Nick? Why? 
+ Find the words in the box to match the picture in each description.
c. Outcome: Ss can understand the dialogue and do exercises then they will have more knowledge about space travel.
d. Performance:
Activity 1: 
a/ Now tell Ss to look at the text of the conversation. Play the recording and have Ss follow along. Have Ss then work in pairs to do the matching exercise.
b/ Have Ss continue to work in pairs and answer the questions. Give feedback as a class. Ask Ss to say where in the conversation they found the answers to the questions.
c/ Have Ss discuss the questions: ‘Who is keener on space travel – Phuc or Nick? Why do you think so?’
Ask Ss to give as much information in the text to support their answers as possible.
Activity 2: 
 Have Ss work individually for this exercise. Ask them to pay attention to the photos and the key words/ content words in the sentences. Have Ss then compare their answers with a partner.
a/ Draw lines to match the words with the definitions.
Key: 
1. d 
2. e 
3. f 
4. c 
5. b 
6. a
b/ Answer the questions
Key:
1. Phuc was crazy about space.
2. He had learnt about the universe and had collected lots of books about space.
3. To show that there are more things in the list but that it’s not necessary to list everything.
4. He wasn’t very impressed because he thought the meteorite was like an ordinary piece of rock.
5. By scuba diving in a flight suit and by taking a parabolic flight to experience microgravity.
6. He compares it to a ride on a rollercoaster.
c/ Who is keener on space travel – Phuc or Nick? Why? 
Key:
Phuc seems keener on space travel than Nick. He was crazy about space when he was young. Phuc knows more about space and astronauts. He says he’d love to experience microgravity, whereas Nick thinks microgravity sounds scary.
Activity 2: Find the words in the box to match the picture in each description
Key: 
1. satellite 
2. telescope 
3. universe 
4. meteorite 
5. rocket 
6. spacecraft
4. Application- 11’
a. Aim: Ss can play game
b. Content : Game: SPACE BINGO
c. Outcome: Ss can have more time to practice.
d. Performance:
-Write the eight Vocab. words on small pieces of paper, shuffle the paper, and keep them face down. Then one person turns over the pieces of paper one by one, and call out either the actual words or the definitions. 
-Players find the words in their grid as they are called, and mark them off. When a player has marked three box down, cross or diagonally ( counting the “ free space), he or she calls out “Bingo” and win the round.
Activity 3: 
Game: SPACE BINGO
3. Guides for homework – 2’
Question for the good students: How are Astronauts trained? Do you want to become an Astronaut?
Question for the bad students: Have you ever seen a spaceship?
- Practice reading the dialogue.
- Write new words then learn them by heart.
- Copy the exercise into notebooks. 
- Prepare REVIEW 3
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Week 26 – Period 77
Preparing date: . / ./2021
Teaching date: / ../2021 
REVIEW 3 (P1)
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Revise the language Ss have learnt in units 7, 8, 9.
- Practice making every day English.
a. Vocabulary: Review the vocabulary they have learnt in units 7, 8, 9.
	b. Grammar: conditional sentence type 1, type 2; relative clause.
c. Skills: marking the questions, marking sentences, sentences completion, finding and correcting, rewriting sentences, combining sentences, completing paragraph, spoken interaction
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Attitude: Ss will be more aware of the importance of revision and they will be interested in learning English more.
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. Pronunciation -10’
a. Aim: Help Ss review the use of falling, rising, and falling-rising tones in statement questions,  finding out questions, making sure questions, and sentences to show new and known information
b. Content : Do the following tasks:
+ Mark the questions with falling, rising, or falling rising arrows. Then listen, check, and repeat.
+ Mark the sentences with falling or rising arrows. Then listen, check, and repeat.
c. Outcome: Ss can use exactly the falling, rising, and falling-rising tones in statement questions,  finding out questions, making sure questions, and sentences to show new and known information
d. Performance:
- Ask Ss to do this exercise individually and then share their answers with a partner before giving T the answers. Play the recordings for Ss to check and repeat. Have some Ss read out the conversations with
correct intonation. Give comments.
1 a. Mark the questions with falling, rising, or falling rising arrows. Then listen, check, and repeat.
b. Mark the sentences with falling
or rising arrows. Then listen, check, and repeat.
2. Vocabulary – 15’
a. Aim: Help Ss review kind of word (e.g. noun, verb, adjective, etc.).
b. Content : Do the following tasks:
+ Fill each blank with a word/phrase from the box.
+ Fill each blank with the correct form of the word given.
c. Outcome: Ss can remind some vocabularies they have learnt in unit 7,8,9 and their using.
d. Performance:
- Have Ss do this exercise in pairs. Check the answers as a class.
- Ask Ss to work out what kind of word each blank needs to complete the sentence (e.g. noun, verb, adjective, etc.). Then have Ss complete the sentences individually. T can ask some Ss to write their answers
on the board. Confirm the correct answers.
2. Fill each blank with a word/phrase from the box.
Key: 
1. marinate; tender 
2. garnish 
3. stew 
4. jet lag 
5. excursion 
6. full board 
7. bilingual 
8. official language
3. Fill each blank with the correct form of the word given.
Key: 
1. guide 
2. reasonable 
3. rusty 
4.fluent
5. season 
6. grated 
7. steam 
8. passer
3. Grammar – 18’
a. Aim: Help Ss review conditional structures and relative pronoun
b. Content : Do the following tasks:
+ There is one mistake in the underlined words in these sentences. Find and correct it.
+ What would you say in these situations? Use conditional structures and the words given to write suitable sentences.
+ Combine each pair of sentences to make a complete sentence, using a suitable relative pronoun.
+ Everyday English
c. Outcome: Ss can remind the conditional structures and relative pronoun.
d. Performance:
- Have Ss read the sentences. Then ask them to find the mistake in each sentence, and write the corrected version of the sentence. Now have Ss compare their answers in pairs. 
- Check their answers as a class.
\
- Have Ss read the situations and write suitable sentences. 
- Call on two Ss to write their sentences on the board. 
- T and other Ss give comments. Correct any mistakes.
- Elicit from Ss the relative pronouns and their uses (e.g. who, whom, which, that, where).
- Ask Ss to do this exercise individually and compare their answers with a partner. 
- Have some Ss read out their sentences.
- Correct any mistakes.
4. Everyday English. 
- Elicit the meanings of the sentences in the box. Have Ss do this exercise in pairs. After checking their answers, ask one or two pairs to act out the short dialogues.
4. There is one mistake in the underlined words in these sentences. Find and correct it.
Key:
1. B the Lake Hudson → Lake Hudson
2. C bunches → cloves
3. D will be → would be
4. B the breakfast → breakfast
5. C have → has
6. D the Vietnamese American → a Vietnamese American/Vietnamese American
5. What would you say in these situations? Use conditional structures and the words given to write suitable sentences.
Suggested answers:
1. If you want to widen your English vocabulary, you should read short stories in English.
2. You can become a tour guide if you learn more about history and culture.
3. If you want to improve your English, you may go to either The Sun or The Shine language centres.
4. If I saw a fly in my soup, I would tell the manager.
5. If I were you, I would go to Song Nhi Resort.
6. Combine each pair of sentences to make a complete sentence, using a suitable relative pronoun.
Key:
1. Last holiday we stayed in a resort which/that Mi recommended.
2. I don’t like people who talk loudly in public places.
3. The dishes which/that my mother has cooked are so hot.
4. Last year I visited a small town where/in which they filmed The Little Girl.
5. Ms Mai was a teacher whom/who I will never forget.
* Everyday English.
7. Complete each short dialogue with a
sentence in the box.
Key:
1. C 2. A 3. E 4. B 5. D
3. Guides for homework – 2’
- Review all knowledge in unit 7, 8, 9.
- Prepare: Review 3 ( cont’)
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Week 26 – Period 78
Preparing date: . / ./2021
Teaching date: / ../2021 
REVIEW 3 (P2)
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Revise the skills they have practised in units 7, 8, 9.
 - Practice making every day English
a. Vocabulary: Review the vocabulary they have learnt in units 7, 8, 9.
	b. Grammar: conditional sentence type 1, type 2; relative clause.
c. Skills: marking the questions, marking sentences, sentences completion, finding and correcting, rewriting sentences, combining sentences, completing paragraph, spoken interaction
	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. Reading – 10’
a. Aim: Help Ss read the email and do exercise
b. Content : Read Mi’s email to Nick and do the exercises that follow.
+ Decide if the statements are true (T) or false (F).
+ Answer the questions.
c. Outcome: Ss can have more knowledge about the activities of learning English. 
d. Performance:
- Have Ss read the email and decide if the statements are true or false. Ask Ss to compare their answers with a partner before giving T the answers. Confirm the correct answers. Ask Ss to explain the false
statements.
- Have Ss do these exercises individually, check their answers with a partner before giving the answers to T. Two Ss can write their answers on the board if time allows.
1. Read Mi’s email to Nick and do the exercises that follow.
a Decide if the statements are true (T) or false (F).
Key:
1. T
2. F (Nam, their classmate, also joined the camp)
3. F (they played the games before lunch)
4. T 
5. F (they let all the fish go)
b. Answer the questions.
Key:
1. They drew lots.
2. She comes from a school in Tokyo/from Tokyo.
3. They won the first prize.
4. It’s for non-native English speaking students.
5. It’s about his tips on how to learn English.
2. Speaking- 10’
a. Aim: Help Ss give opinion to take part in an English speaking camp
b. Content : Ss work in groups and discuss the questions.
c. Outcome: Ss can give opinion to take part in an English speaking camp.
d. Performance:
- Ask Ss to work in groups to discuss the questions. Have Ss report their groups’ answers to the class. Give comments and summarise Ss’ ideas.
2. Work in groups and discuss the questions.
3. Listening- 12’
a. Aim: Help Ss listen to a presentation on his tips for learning English well and do exercise
b. Content : Listen to Hung giving a presentation on his tips for learning English well. Complete the listener’s notes. Use no more than THREE words for each blank.
c. Outcome: Ss can improve their listening skill by listening a presentation about tips for learning English. 
d. Performance:
- Have Ss read the notes carefully. 
- Play the recording for the first time. Ss listen and fill each blank with no more than three words. Elicit the answers from Ss and write them on the board. 
- Play the recording a second time for Ss to check their answers. Confirm the correct answers.
3. Listen to Hung giving a presentation on his tips for learning English well. Complete the listener’s notes. Use no more than THREE words for each blank.
Key:
1. stories and books 
2. vocabulary 
3. correctly 
4. grammar books
5. international project 
6. different cultures 
7. self-confident 
8. activities
4. Writing -12’
a. Aim: help Ss write a paragraph about tips for learning English well
b. Content : Writing
c. Outcome: Ss can write a paragraph about tips for learning English well.
d. Performance:
- Have Ss choose one of the two topics and write a paragraph. The audio script in the Listening section can serve as a writing model. It might be useful to study its structure with Ss before they attempt their own paragraphs. 
- Ask Ss to write individually. Ask two Ss to write their paragraph on the board. Other Ss and T give comments. Collect some paragraphs to correct at home. Alternatively, have Ss revise and rewrite their paragraph as homework.
4. Choose one of the topics and write a paragraph about it.
3. Guides for homework – 1’
- Review all knowledge in unit 7, 8, 9.
- Prepare: The forty-five minute test.
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Date of checking ../ /2021
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