Giáo án môn Anh Văn Lớp 9 - Học kì 1

UNIT 1: A VISIT FROM A PEN PAL
I. General objectives:
1. Competencies:
- Make & respond to introduction
- How to compare with the likeness and the difference.
- Scan for specific information.
2. Language focus:
- Past simple tense
- Present unreal wish
II. Techniques: Brainstorming; Questions – answers
III. Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH; 
Pictures; Visual aids; Laptop; Flash cards, colored chalk.
IV. Total period distribution:
Period distribution
Items of Teaching
1
Getting started, Listen and read 
2
Speak and Listen
3
Read
4
Write
5
Language focus
Lesson 1: Getting started – Listen and read (45 min)
I. Objectives:
- Introduce, leading to the topic of a unit 
- Talking about places to visit
II. Grammar: Wish sentence & Past habit	Used to + Verb
III. Vocabulary: Words relating to famous place to visit & activities done during the visit
Steps
Teacher’s activities
Student’s activities
Warm – Up
(15’)
Lead-in
 (30’)
* Getting started.
- Showing 6 pictures of places of interest of Vietnam
- Eliciting the places of interest of Ho Chi Minh City
- Asking them some questions
1. Do you have any pen pals?
2. Do you like to have pen pals?
3. Where will you take him if he visits Vietnam for the 1st time?
4. Can you tell me the names of the places in 6 pictures?
- Teaching new words: Hung Temple; Temple of Literature; Dong Xuan Market; the City hall; Ho Chi Minh history museum; Ben Thanh market.
* Listen and read
- Introducing the situation of the passage: Rizal Mary is, Lan’s pen pal visited her for the fist time and Lan took her to some places of interest in Hanoi.
- Playing cassette once the 1st paragraph.
- Asking them questions: What do you know about Mary am?
- Having them a silent reading then identifying the places of interest.
- Playing cassette again.
- Explaining the new difficult words: Mosque; peaceful; keep in touch; atmosphere
- Reminding them of new and old structures.
* Old Structure: Past habit 
Used to + V
* Ex: Lan used to walk past the mosque on her way to primary school.
* New structure:
Wish sentence: Present unreal wish 
* Ex: I wish I had more time.
- Asking them to have silent reading for information to answer the questions.
- Calling some students to say their choices.
- Briefly explaining the use of Wish
Ex: I wish I had more time.
I wish + clause (Past simple)
Practice:
1. I don’t have enough money.
I wish 
2. I can’t sing that song
I wish 
3. It’s raining.
I wish 
4. I am too fat.
I wish 
5. The weather is bad to day.
I wish 
- Looking at the 6 pictures and guessing what places they are.
- Answering the questions.
- Listening to the teacher’s explanations then write the vocabulary down.
- Listening to the teacher
- Listening to cassette.
- Answering the question.
- Having a silent reading.
- Listening to the cassette.
- Writing down the new words. 
- Finding out structures.
- Identifying new structures.
- Having silent reading and get more information.
- Saying the choices.
- Doing the practice.
1. I wish I had enough money.
2. I wish I could sing that song.
3. I wish it wasn’t raining.
4. I wish I weren’t too fat.
5. I wish the weather were fine today.
Consolidation
Where did Lan take Mary am to visit?
What place did they visit on Friday?
What new structure is there in the passage?
Homework
- Do exercise 1 workbook (p.5-6).
- Explain the way how to do these exercises.
UNIT 1: A VISIT FROM A PEN PAL
Lesson 2: Speak – Listen (45 min)
I. Objectives:
- Developing speaking and listening skills.
- Introducing oneself
II. Language contents:
Grammar: Yes – No questions.
Vocabulary: Some words relating to capitals and big cities in the word, especially in Asia.
III. Techniques:
Asking and answering – Pair work – Role play – Matching.
IV. Teaching aids:
Pictures, cassette player and tape.
V. Time: 45 minutes
VI. Procedures:
SPEAK (28 minutes)
Steps
Teacher’s activities
Student’s activities
Warm – up (3’)
- Making questions:
1. Where does Mary is come from?
2. Does she like Vietnamese people?
3. Does she like Ha Noi?
- Answering the questions:
1. Malaysia – Kuala Lumpur 
2. Friendly
3. Interesting
Presentation (7’)
Introducing situation.
Asking Sts to work in pairs.
- Matching and putting the dialogues in the correct order.
à Finishing part (a)
Practice (13’)
- Correcting part (a)
- Sticking the answer key on the board.
- Asking Sts to read the information in three boxes at the end of the page 8.
- Replacing
- Making similar dialogues.
- Practicing new dialogues (Pair work)
Free practice (5’)
- Asking Sts to match countries and their capitals (ASIA).
- Asking Sts to play roles.
- Matching
- Playing roles with their old names and their own words.
LISTEN (17 minutes)
Steps
Teacher’s activities
Student’s activities
Pre-listening (3’)
- Introducing the lesson
- Looking at the picture and taking about them.
While-listening (10’)
Taking about the situation of the lesson.
Playing the tape.
- Listening and finding out where Tim and Carol are and that they are doing.
- Listening and choosing the correct answers.
- Comparing their answers with the partner’s.
Post-listening (4’)
- Checking the answers with the whole class.
- Saying the answers.
UNIT 1: A VISIT TO A PEN PAL
	Lesson 3: Read (45 min)
I. Objectives:
1. Developing speaking and listening skills.
2. Help students to know more about Malaysia.
II. Language contents:
Vocabulary: divided, separated, comprise tropical climate, official, language of instruction.
III. Techniques:
Communicative approach.
IV. Procedures:
Steps
Teacher’s activities
Student’s activities
Warm-up
- T shows the map of Vietnam and asks students:
1. Which country is on the map?
2. Which city is the capital of Vietnam?
3. How many regions are there in Vietnam?
- Answering the questions.
Pre-reading
- T introduce a the passage by showing the map and the picture about Malaysia.
- T asks “What do you know about Malaysia.
- T asks sts to read the passage silently and underline the new words.
- T explains new word (translation method)
- Sts answer (in Vietnamese)
- Reading the passage in silently an underline the new word 
- Listening to the explanation.
While-reading
- T reads the passage and students listen and find the right information about Malaysia to fill in the table. (pair word)
- Sts read their answer sentences.
Post-reading
- T hangs a cardboard and gets sts to do T/F exercises in pairs.
- T asks some pairs to write their answers on the board.
- T gives answer keys and corrects them.
- Doing the exercise in pairs.
- Answering the questions.
- Correcting the mistakes.
Feed-back
- T asks. For the false statements T asks sts to give the correct ones.
- Giving the correct statements.
Consolidation
- T gives some questions about Malaysia:
1. Is Malaysia one of the countries of the ASEAN?
2. How many regions are there?
3. Is Kuala Lumpur the largest city in the country?
4. Which language is taught on secondary school?
5. What’s the weather like in Malaysia?
- Answering the questions.
Homework
- Learning the new words by heart.
- Rereading the passage.
UNIT 1: A VISIT TO A PEN PAL
Lesson 4: Write (45 min)
I. Aims:
Sts can practice the skill of writing a letter (a normal letter and a friendly letter)
II. Teaching aids:
Pictures of some places of interest ( Hoan Kiem Lake, West Lake, London Bridge, etc), Overhead, projector.
III. Teaching steps:
Steps
Teacher’s activities
Student’s activities
Warm-up
- T introduces the topic of the lesson by telling the sts his/her trip. Then T ask sts some questions:
a. When did you go last summer?
b. Do you have any relatives?
c. Have you ever visited them?
d. Could you tell us about your trip?
- Answering the questions.
Presentation
- T reads a sample letter.
- T guides sts how to write a letter (address, heading, body, closing, signature)
- Listening to the teacher.
Practice
- T has some sts read their letters in front of the class.
- T corrects the mistakes.
- Sts read the outline, pay attention to he content of each part.
- Sts base on the outline and teacher’s instructions and write a letter.
- Sts discuss in groups and write letters by themselves.
Consolidation
- How to write a friendly letter
Homework
- Sts write letters to invite their friends to their places where they are living, tell them what they’ll do, what food they’ll eat  
UNIT 1: A VISIT FROM A PEN PAL
Lesson 5: Language focus (45 min)
I. Objectives:
Students can retell their preparations before a special occasion and express their wish.
II. Language content:
Grammar: Revision:
Past simple.
Wish sentence.
III. Technique:
Question – Answer.
IV. Teaching aid:
Pictures, colored chalk.
V. Procedure:
Teacher’s activities
Student’s activities
Past simple
(page 11)
Exercise 1 page 11
Exercise 2 page 12
Exercise 3 page 12
The past simple with wish:
S1 V1 S2 V2
I wish you had a longer vacation.
S1 V1 S2 V2
I wish I had more time.
S1 + WISH S2 + verb
_be (were)
_/v(past)
Consolidation
Homework
- Creating the situation by asking some questions:
1. Where was Mary am last week?
2. What did she do in her first day in HN ?
- Asking the students to pick out the tenses in 2 answers.
- Having some students give the formation of past simple tense.
- Asking the students to do pair word (exercise 1)
- Having some pairs present in front of the class.
- Having the students do group work and the quickest group present their key on the board.
- Creating the situation by asking questions:
“What did Lan say to Mary am at the end of the week?”
- Asking the students to analyze the sentence.
- Having the students withdraw conclusion.
- Asking the sts to do exercise 3 page 12 (group work)
- Having some of the sts write their sentences on the blackboard.
- Giving comments or corrects the mistakes if necessary.
- Asking the sts to give the formation of wish sentence.
- Asking the sts to write five wish sentences.
- Answering the T/s questions.
1. She was in HN
2. Lan took her to HOAN KIEM lake.
1. What did Lan do on the Weekend? 
- She went to the concert.
2. When did she go there?
- She went there on Saturday at 8pm.
Exercise 2: 
- Lan made a cake
- Tan hang colorful lamps.
- They bought flowers.
- Huy paint a picture of HN
- They went shopping.
Exercise 3:
- “ I wish you had a longer vacation”
- Wish sentence => a complex sentence.
- Verb is used in the past su ... ll get some knowledge about the internet.
Teaching aids
Text books, posters, pictures.
Stage
Steps/Activities
Word arrangement
Warm – up
While reading
Production
Homework
* Charting:
- Show a picture of a computer and ask students about it.
What’s this?
Can you use computers?
What subject help you to use computers?
Have you ever used Internet?
Do you find the Internet useful?
What do you use the Internet for?
I. Pre-teach vocabulary
Forum (n): dieãn ñaøn 
(translation)
Sift (v): löôùt soùng, löôùt maïng Internet
(translation)
Deny (v): töø choái, phuû nhaän
(synonym : refuse)
Get access to: tieáp caän.
Limitation (n): söï giôùi, haïn cheá
Spam (n): thö raùc
(translation)
Alert (adj): tænh taùo, nhanh trí, caûnh giaùc.
(definition: quick in movement of the body or mind)
Wander (v): ñi lang thang
(definition: move or go around without any purpose or destination)
* Checking vocabulary Matching:
Write the new words in the list on the left hand side of the blackboard.
Write the translations on the right hand side of the blackboard.
Have student’s com to the blackboard to match items on the left with those on the right by driving a line connecting them.
II. True – false stamens prediction
Set the science: There is a forum on the Internet. You will read some opinions about the advantages and disadvantages of the Internet.
Ask students to read the stamens (on poster) and word in pairs to predict they are true or false.
True – False statements
Internet is a wonderful invention of modern life
The internet is available not only in cities but also in the countryside.
People use the Internet for two purposes: education and entertainment.
Bad program is one of the limitations of the Internet
You should be alert when using the internet.
- Give feedback
I. Reading and checking prediction:
Have students read the text on page 43, 44 and check their predictions. Then ask them to correct the false stamens.
Give feedback and correct.
* Answer keys:
T
F
F
T
T
* Corrections:
a. The Internet is availed only in cities.
b. People use the Internet for many purposes: education, information, communication, commerce, entertainment.
II. Guessing meaning of the words. Ask students to work in pairs to guess the meanings of the works.
- Get students to match the English words in column A with their meaning in column B.
A
B
a. increase
b. convenient
c. explore
d. risk
e. electronic junk mail
f. time – consuming
1. khaùm phaù
2. söï ruûi ro
3. taêng leân
4. thö raùc ñieän töû
5. tieän lôïi
6. maát nhieàu thôøi gian
* Answer keys:
a - 3 b - 5 c – 1
d – 2 e – 4 f – 6 
III. Comperhension questions:
Have students read the text again and answer the questions on page 44.
Get students to work in pairs, practicing asking and answering.
Call on some students to call out their answers.
Give feedback and correct.
* Answer keys:
1. What does Sandra use the Internet to get information and to communicate with friends and relatives?
2. Why is it uneasy for Honghoa to get access to the Internet?
 - Because she lives in the countryside where the Internet is unavailable.
3. According to Huansui, why do people use the Internet?
 - People use the Internet for education, communication, commerce and entertainment.
4. Make a list of benefits of the Internet according to the three responses.
 -Benefits:
Fast and convenient way to get information.
Communication
Education
Entertainment
Commerce
5. Are there any disadvantages of the Internet? If so. What are they?
Yes. There are some disadvantages.
Time-consuming.
Costly
Dangerous because of virus\s and bad programs.
Spam/electronic jock mail.
Personal information leaking.
Have student work in pairs, practice asking and answering.
* Discussion:
Divide the class in to four teams.
Give them the questions and ask them to discuss in groups.
“Do you agree or disagree with the response? What is your response to this forum?”
- Get students to write their responses in their notebooks.
Individuate work
Pair work
Pair work
Group work
Individuate work
UNIT 5: THE MEDIA
Lesson 4: Write (45 min)
I. Objectives:
- By the end of the lesson, students will be able to express their ideas about a certain problem in their writing.
- Develop speaking and writing skills
II. Language contents:
1. Grammar: review: present simple tense and modal verb CAN
2. Vocabulary: words related to the new topic “The Internet”
III. Techniques:
- Question – answer (communicative approach)
- Brainstorming.
- Eliciting.
IV. Teaching aids:
- Blackboard and chalk.
- Pictures, flash cards.
- Sheers of paper, pens.
V. Time: 45 minutes.
VI. Procedures:
Steps
Activities
Pre-writing 20’
While-writing 17’
Warm up:
- T hands out some picture articles to the sts. Sts will take their turns to look ask them.
- T ask: “Do you know where I got these?” On the Internet.
Preparation:
- T introduces these pictures/articles  are for:
+ information
+ entertainment
+ education
- T points out the benefits of the Internet. (That means we can get many things we need on the internet)
- T asks sts to read the reading text (5.Read) again and discuss in groups to give more ideas about the three main contents on the internet.
- T asks to go to the blackboard and write their sentences.
* Information:
+ We can check weather conditions before we go on a pick nick or we can book the tickets, find time tables and maps foot the trip reserve rooms in a hotel 
* Entertainment:
+ We can listen to music or radio, watch films or play games
+ We can communicate with our friends or relatives by means of e-mail or chatting 
* Education:
+ We can teach ourselves. We can look up the new words
- Sts are divided into 3 groups.
- T hands out some sheets of paper, asking sts to write a passage about the benefits of the internet, using the cues in their text books (p44)
Information
Entertainment
Education
New, articles, weather forecast
Music, movies, games, chatting, e-mail, web cam
On-line school, on-line lessons, self-study, ...
- T sticks their tasks on the blackboard.
- T invites representatives of each group to read their passages in front of the class.
- T takes one of their tasks and corrects the mistakes, the others will be corrected at home by the teacher (notice the use of simple present tense)
- Sts exchange their tasks for comparison.
Post – writing (8’)
- T gives conclusion:
“We can use the Internet for many purposes. It is really a wonderful invention of our modern life. But be alert while enjoying surfing.”
- T asks some questions:
1. What do you have to do before having a picnic or a trip?
2. How can you communicate with your friends or relatives on the fastest way?
3. Do you usually listen to music/radio on the internet?
4. Do you usually chat with someone on the internet?
- And the last question: “What do you usually do on the internet?”
- T asks sts to ask and answer the question => make a deep impression on their minds about what they have studied.
Homework
- Write down in your notebooks a passage about the benefits of the internet.
UNIT 5: THE MEDIA
Lesson 6:	Section: - Language Focus 3-4 (page 46)
Period 33:
Aim
Further Practice on using gerunds after some verbs.
Objective
By the end of the lesson, students will be able to talk to their friends about their likes or dislikes.
Teaching aids
Text books, posters.
PROCEDURE
Stage
Steps/Activities
Word arrangement
Warm-up
Presentation
Practice
Production
Home work
* Word square:
L
M
P
R
A
C
T
I
S
E
I
O
M
I
S
S
D
N
I
M
K
I
R
L
S
T
C
C
K
B
E
N
J
O
Y
L
O
V
E
O
A
F
V
S
V
U
N
A
K
N
F
I
S
V
O
R
S
V
I
M
I
N
U
U
T
S
I
O
L
L
N
I
G
Y
N
E
D
I
S
H
I
S
G
E
S
T
E
D
I
I
S
H
B
C
D
E
R
O
D
U
- Stick the poster on the board.
- Ask students to find out 13 verbs in the word square.
- Divide the class into two teams, students from each team go to the board and circle the words they have found, and then write them down in the column of their team.
- The team which has more right words will be win the game.
* Answer keys:
Like, consider, finish, avoid
Love, enjoy, miss, pat ice
Deny, mind
Suggest, finish
Dislike
* Dialogue Build:
Set The Science: Hoa and Lan are talking about their favorites in their free time.
- Show the open dialogue and ask students to build a complete dialogue.
Lan: You soccer?
Hoa: No, I it.
Lan: enjoy TV?
Hoa: Yes, I it.
Lan: You finish?
Hoa: I don’t know. I’ve tiered 
* Answer keys:
(1) do
(2) like
(3) playing
(4) hate
(5) do 
(6) you
(7) Watching
(8) Love
(9) do
(10) Enjoy
(11) never
(12) it
* Revision of Gerunds After Some Verbs
* Form:
Like
Love
Enjoy + V-ing (Gerund)
Dislike
Hate
Teacher can remind some other verbs
Mind
Finish
Suggest
Consider
Deny
Keep on (continue)
Miss
Can’t help
Practice
Stand (bear)
- Get student to do exercise 3 on page 46
- Have students ask and answer questions about each item in the box.
Soccer fishing movies
Detective stories Candy Music
- Give an example.
a. Soccer:
- Do you like playing soccer?
- Yes, I do.
- Call on some pairs of students to practice asking and answering.
- Give feedback and correction.
b. Fishing:
- Do you enjoy fishing?
- No, I hate it.
c. Movies:
- Do you love going to the movies?
- Yes, I love it.
d. Detective stories:
- Do you like reading detective stories?
- I don’t know. I’ve never read them.
e. Candy
- Do you love eating candy?
- Yes, I like it. Especially chocolates.
f. Music 
- Do you love listening music?
- Yes, I love it. Especially pop music.
- Have students work in pairs to ask and answer questions.
* Writing: (substitution box)
- Have students write true sentences about their family members, relatives, friends and themsevelves.
- Ask students to look at the works in the three box on the page 46 and use them as cues.
- Give example
My father likes watching sports but my mother doesn’t. She loves listening to music.
- Ask some students to read then write their sentences on the board.
- Give feedback and correction.
- Get students to continue to write individually.
a. My mother hates advertisements on TV but little brother doesn’t, he loves it very much.
b. I like writing letters to my friends but my sister doesn’t. She hates writing.
- Ask student to write some sentences about their friends, using like, love, enjoy  + V-ing. 
Whole class
Whole class
Pair work
Pair work
Invidual work