Giáo án môn Tiếng Anh 9

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
UNIT 1: A VISIT FROM A PEN PAL
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 ... and answering in pairs.
* Writing:
- Get students to use Ba’s opinion to write an exposition about the existence of UFOs.
- Let students write the exposition individually then share with their partners and correct mistakes by themselves.
* Suggested writing:
“I believe UFOs exist because article and reports in newspapers talked a lot about their appearance.
First, many people from different countries reports that once saw flying saucers.
Second, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the saucers.
Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain.
So I think UFOs are not human’s imagination. They are real; and we should be ready to welcome their visits”
* Correction:
- Collect some writing to correct the mistake before the class.
- Call on some students to read aloud their writings.
- Get students to write an exposition, using An’s opinion.
T-whole class
T-whole class
Pair work
Individual work
Pair work
Pair work
Individual work
Pair work
T-whole class 
Individual work
UNIT 10: LIFE ON OTHER PLANETS
Lesson 5:	Section	- Listen	 (page 3)
	- Language Focus 1 - 2
Period 67:	
Aim
Listening for details to complete a table and further practice in modal verbs – may, might.
Objective
	By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns who – which – that.
Teaching aids
	Text books, pictures.
PROCEDUCE
Stage 
Steps/ Activities
Work arrangement 
Warm-up
Pre listening
While listening
Presentation
Practice
Production
* Shark’s attack:
- Prepare a shark (or a crocodile) and a school girl/boy on cards.
- Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps).
- Draw 4 gaps for the word: MOON.
- Get students into teams (or ask them as a whole class). They have to try to guess the letter. If their guess is right, they will get one mark (The girl/boy stands till)
- The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy.
- The game can go on with the words:
* Temperature
* Lake
* Mountain
I. Pre-teach vocabulary
- expert (n): chuyeân gia (definition: a person who has special knowledge, skill or proactive)
- crater (n): hoá (bom), mieäng nuùi löûa (visual/picture)
- one – sixth = moät phaàn saùu
- two – fifths = hai phaàn naêm
* Checking vocabulary: Matching
II. Prediction
- Set the scene: “You will listen to the description of the moon. But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect”.
- Have students work in pair to tick the statements that they think they are correct.
- Give feedback
a. There is no air on the moon.
b. There are rivers and lakes on the moon.
c. There is no sound on the moon.
d. It is very cold at night on the moon.
e. During the day the temperature is even lower.
f. There are no round holes on the moon
g. There are no mountains on the moon
h. You will weigh 8 kilo heavier on the moon.
i. You will be able to jump very high on the moon 
j. One day on the moon lasts for two weeks.
I. Listening and checking:
- Have students listen to tape twice and check their perdition.
* Answer keys:
a, c, d, f, i, j
* Tape transcript:
“Good evening. Welcome to our Science For Fun Program. This week, we’ve received a lot of questions asking about life on the moon. We’ve talked to some experts and this is what we’ve found out. There is no water or air on the moon. It is all silent because there is no air. Of course, there will be no music, no sounds. There are no rivers and no lakes. At night, it is very cold. The temperature rises to 1000C above zero.
There are great round holes on the moon. They look like big lakes. They are called craters. There are more than 30.000 craters on the moon. There are also high mountains. The highest mountains on the moon are about 26.000 feet or 8.000 meters high.
And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth. If you weight 50 kilos, on the moon you will weigh only a little more than an Olympic Champion. You can take very long steps as well. And May be you won’t sleep very well because one day the moon lasts for 2 weeks.
So, is there life on the moon? I’ll leave the questions for you answer yourself”.
II. Comprehension questions
- Give students some questions and ask them to work in pair to answer them.
- Give feedback
* Questions:
1. Why are there no sounds on the moon?
2. How many craters are there on the moon?
3. How much will you weigh on the moon if you weigh 50 kilos on the earth?
4. Will you sleep very well on the moon? Why? Why not?
- Let students listen to the tape once again (or twice) and they check their answers.
- Call on some students to read aloud their answers.
Corrects their answer and let them listen to a tape again if they can’t answer the question.
* Answer key:
1. Because there is no air on the moon
2. There are about 30.000 craters on the moon
3. If I weigh 50 kilos, I’ll weigh only a little more than 8 kilos.
4. No, we won’t. Because one day lasts for two weeks on the moon.
- Ask students to practice asking and answering in pairs.
* Revision of modal verbs: may and might
* Form : May/Might + infinitive
 (without to)
*Use:
* May/Might is used to talk about present or future possibility.
* Might is normal a little less sure than May.
* Drill:
- Have students look at the pictures on page 89-90 to do exercise in Language Focus 1.
- Get students to work in pairs. They have to practice asking and answering.
a. Ex: S1: What may it be?
 S2: It may be a look or it might be a game.
b. What may it be?
It may be a box of crayons or it might b a box of plaint.
c. What may it be?
It may be a football or it might bad a basketball.
d. What may it be?
It may be a boat or it might be a train
e. What may it be?
It may be a flying saucer or it might be a meteor.
f. What may it be?
It may be an evening star or it might be a spacecraft.
* Guessing game:
- Prepare some things sex: a key, a doll, a book, a pair of glasses, a comb
- Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present.
- The game goes on until the time is over.
T-whole class
T-whole class
Pair work
Pair work
Pair work
T-whole class
UNIT 10: LIFE ON OTHER PLANETS
Lesson 1:	Section	- Language Focus 2 – 3, 4 (page 90-91-92)
Period 68:	
Aim
Further practice in conditional sentences type 1 and type 2.
Objective
	By the end of the lesson, students will be able to use conditional sentences.
Teaching aids
	Text books.
PROCEDUCE
Stage 
Steps/ Activities
Work arrangement 
Warm-up
Presentation
Practice
Production
Homework
* Jumble words:
- Write the words with the random letters on the board.
- Divide the class into two teams. Students from two teams go to the board and write the correct words.
- The teams which write more correct words win the game.
1. isrh = rich
2. lockc = clock
3. tivis = visit
4. alrma = alarm
5. aienl = alien
6. psces = space
I. Revision of conditional sentences type 1
* Form: If clause: simple present tense main clause: simple future (will + verb (infinitive))
* Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present.
* Practice:
- Have students work in pair to do the exercise in Language Focus 2 on page 90.
- Ask students the fives sentences, using conditional sentences type 1.
- Call on some students to read their sentences before the class.
- Give feedback and correct.
* Answer keys:
a. If Ba forgets his lunch, he’ll be hungry at lunch time.
b. Lan will miss the bus if she does not hurry.
c. If Ha is not careful, he’ll drop the cup.
d. Mrs. Nga will join us if she finishing her works early.
e. If Mrs. Binh writes a shopping list, she won’t forget what to buy.
II. Conditional sentences type 2
- Set the scene: Ba is not rich so he can’t travel around the word.
- Ask students to complete the sentences:
* If Ba rich, he around 
* Answer keys:
à If Ba were rich, he would travel around the world.
* Form : Main Clause: would/ could/ might + verb
If Clause: past simple tense/ past subjunctive
* Use: We use this structure to talk about unreal or unlikely present of future situations.
We often use “If I were you” to give advice
- Ask students to do Language Focus 3 exercise on page 90. They have to work with a partner and make commotional sentences type 2.
- Give an example first (3a)
- Let students work in pairs.
- Give feedback and correct.
* Answer keys:
a. If Mr. Loc had a car, he would drive to work.
b. If Lan lived in Ho Chi Minh City, she should visit SaiGon Water Park.
c. If Nam had an alarm clock, he would arrive at school on time.
d. If Hoa lived in Hue, she would see her parents every day.
e. If Nga owned a piano, she would play it very well.
f. If Tuan studied harder, he would get better grades.
g. If Na had enough money, she would buy a new Computer.
(Na would buy a new Computer if she had enough money)
I. Matching game
- Divide the class into two teams, team a and team B
- Ask each students from team A to write on if clause (of the conditional sentences type 2) on a small piece of paper.
- Get each student from team B to write one main clause.
- Take 2 pieces of paper from 2 team to have complete conditional sentences.
- Call on some students to pick up 2 pieces of paper from 2 teas and call out the sentences.
- This game help students to practice writing conditional sentences and make them feel relax.
II. Writing
- Give the topic and ask students to discuss in groups before writing.
“What would you do if you met an alien from outer space?”
- Give an example first.
If I meet an alien from outer space, I would invite him/her to my home and talk to him/her
- Have each student write 3 things he/she would like to do.
- Get students to share with their partners.
- Call on some students to call out their sentences before class.
- Give feedback and correct.
- Get students to write some more sentences they get from their friends in class.
T-whole class
 T- whole class
Pair work
T-whole class
Pair work
Group work
Individual work
Pair work
Individual work