Giáo án môn Tiếng Anh Lớp 9 - Trường THCS Hưng Đồng

 Sunday,September 9th,2008
P1	 Unit 1: 	 A VISIT FROM A PEN PA
GETTING STARTED + LISTEN AND READ
A. Aims:
 By the end of the lesson, students will be able to get more reading practice to understand the text about Lan and her penpal Maryam’s visit to Hanoi and know a new structure with “wish” with the simple past
B. Teaching aids:
- Extraboard, pictures, tape recorder, cue cards.
C. Content:
I. Pre-reading:
1. Warm-up: Brainstorm
a, Interesting places in Ha tinh
Tran Phu general Secretary Memorial Site
Le Khoi Temple
V QUang Natural preservatiuon zone
Ke Go lake
T.Cam Beach/T. Hai Beach
Vung Ang post
Huong Tich Pagoda
Hoi Thong village (Dtho)
Dong Loc road-juction
Memorial Site of the Great Poet Nguyen Du
Handicraft village
Thai Yen Carpentry village (Nxuan)
Van chang and Minh Lang forge villages
b, Activities we can do in Ha Tinh:
to go swimming
to have specialities: P.Trach jackfruits, T.Dai persimmon
to visit wildlife
to climb up mountains
to go boating/fishing...
2. Pre-teach:
(a) mosque : nhµ thê Håi gi¸o (picture/sit)
 If my region were Islam, where could I go to pray?
 _ (n) friendliness : sù/lßng mÕn kh¸ch 	 (exp) ¬ friendly
(to) be impressed by : cã Ên t­îng 	(trans)/ Ømpress (v): ghi kh¾c/in s©u
(to) pray : cÇu nguyÖn 	 (mime)
(to) keep in touch (with): gi÷ liªn l¹c (víi)	 (examp)
(to) correspond : trao ®æi th­ tõ (explanation)
 It means ‘to write to one another regularly’
(to) depend on : dùa vµo/phô thuéc vµo	 (sit)
* Checking: ROR
3.Open-prediction: 
-Set the scene : Lan’ s Malaysian penpal came to visit her in Hanoi.Can you guess where she went and what she did during her stay ?
-Ss guess –T writes their prediction on the board.
-Have ss listen to the tape,reading the text on p.6,7 to check.
II. While-reading:
1.Students listen to the tape(optional)
2. Students practice reading the text silently 
3. Choose the correct option to complete the sentences *(P.7)
 * Key:	 
	1- C	;	2 - B ; 	 3 - D ; 	 4 - B
4. Teacher gives feedback to the whole class to their open-prediction: (*Key)	
III. Post-reading:(grammar awareness)
-Eliciting from students :
1)	T : What did Lan used to do when she was a primary school girl ?
	Ss :She used to walk past the mosque
	T : What about now,Does she often walk past the mosque now ?
	Ss :No, she doesn’t do this anymore
+Form : (+) S +used to +V(bare) +...
 (-) S + didnot + use to +V (bare).....
 (?) Did + S + use to +V (bare).....?
+Use : S.o often did sth in the past and no longer now
2)	T : What did Lan say to Maryam at the end of the week?
	Ss : Lan said “I wish you had a longer vacation”
+Form : S1 + wish + S2 + V(past)	(S1 can be S2 or not)
 Be(Were)
+Use : Expressing the wish about the present, regretting about the present situation
4. Practice: (optional-depending on time): word cue drill
IV. Homework:
- Learn the vocab by heart
- Reread the text carefully..
- Do exercise 3 (P.12) (Text book) + Ex7 (P.10) (workbook)
- Find out new words in “Speak” (P.8)
V.Teacher’s self- evaluation:
Thursday11th,2008 
P2	 Unit 1: 	SPEAKING
A. Aims:
 By the end of the lesson, students will be able to get more speaking skill by making and responding to introduction
B. Teaching aids:
- Pictures, pictures, extraboard
C. Content:
I. Pre-speaking:
1. Warm-up: Matching
Places (city/town/capital)	Nations
Tokyo	Brunei
Liverpool	Australia
Perth	Japan
Bombay	Myanmar
Bendar Seri (Begawan)	India
Kualar Lumpur	England
Rangoon	Malaysia
2. Pre-teach:
(to) introduce : giíi thiÖu	(exam) ® Let me introduce myself
(adj) pleased : vui.hµi lßng	(syn/trans) ® pleased to meet you
(adj) industrial : (thuéc vÒ)c«ng nghiªp	(exp) ¬ industry (n)
(adj) quiet : yªn tÜnh	(translation)
(adj/adv) (the) same as : gièng víi	 (visual)
(adj) different from : kh¸c víi	 (ant) ¹ the same
* Checking: What and Where
3.Ordering the dialogue: 
-Ask ss to do ex. a) on p.8 ,they have to work in pairs to put the sentences in the correct order to make a completed dialogue.
-Call on some pairs to give their answers.
-Correct
*Key: 1 - c - 5 - b - 4 - d -2 -e - 3 - a - 6
4.Practice reading the ordered dialogue:
Modeling (some (good) pairs of strong students )
Pairwork:
5.Comprehension questions :
T : Have Nga and Maryam met each other before ?
 What does Nga say when she introduces herself?_Let me introduce myself.
 What does Maryam say when Nga introduces herself? _Pleased to meet you.
 It’s a pleasure to meet you!
 Nice to meet you.
II. While-speaking:(Part b,p.8)
- Set the scene: Now you are talking to Maryam’s friends. Introduce yourself. Make similar dialogues. Take turns to be one of Maryam’s friends
- Keys (suggested dialogues):
1.Dialogue one:
A: Hello.You must be Yoko
B: 	That’s right. I am
A: Pleased to meet you. Let me introduce myself. I’m .....
B: Pleased to meet you, .......
A:	Are you enjoying your stay in Hanoi?
B: 	Oh yes, very much. I like Vietnamese people and I like old cities in Vietnam
A:	Do you live in the city, too?
B:	Yes, I live in Tokyo. Have you ever been there?
A: 	No, what’s it like?
B: 	It’s a big busy capital city. It’s very different from Hanoi.
A: 	I see
2.Dailogue two:
A:	Hello. You must be Paul
B:	That’s right, I am
A:	Pleased to meet you. Let me introduce myself. I’m Le
B:	Pleased to meet you, Le
A:	Are you enjoying your stay in Vietnam?
B:	Yes very much. I love the people, the food and the beaches in Vietnam
A:	Do you live in a city,too?
B:	Yes, I live in Liverpool in England. Have you ever been there?
A:	No. What’s it like?
B:	It’s an industrial city in the North of England
A:	I see
*Notes:
The whole class make one dialogue from/based on one of the three cuebox
Students prepare each dialogue in pair in writing first, then practice speaking
Students can make their own dialogue with their imagination
III. Post–speaking:
Functional language:	Let me introduce myself/May I introduce myself
Form reviewed:	Adj + to-V (eg: pleased, glad, happyto meet..)
IV. Homework:
1. Make a similar dialogue with the ordered dialogue from the text book (P.8)
2. Review the simple past tense
V.Teacher’s self-evaluation:
	Planing date:	Sunday,September 14th,2008
 Teaching date: Monday,September 15th,2008
P3	 Unit 1: 	 LISTENING + LANGUAGE FOCUS 1,2
A. Aims:
 By the end of the lesson, students will be able to listen for specific information to choose the correct pictures, and get more practice with the past simple tense
B. Teaching aids:
- pictures, tape recorder, extraboard
C. Content:
I. Pre-listening:
1. Warm-up: Lucky lots/sheets of paper to review the past simple form of some verbs
eg:	go - went	see - saw	be - was/were
	do - did	catch - caught	have - had
	draw - drew	know - knew	make - made
	hang - hung	but - bought	paint - painted
*Students in two groups , turn by turn, cast lots to write the verb (with two form) requested onto the board. (one form- one mark (point). If they have a lucky lot, they don’t have to write any verb, they still get two points
2. Pre-teach:
(to) catch the bus : 	®ãn xe buýt	(translation)
(to) kill the grass :	giÕt chÕt/ lµm chÕt cá	 (situation)
(n) hamburger : 	thÞt b¨m viªn/ xóc xÝch ham bua (explanation)
It’s up to you :	®iÒu ®ã tuú thuéc vµo b¹n	 (translation)
would rather + V(bare) :	thÝch lµm g× h¬n	 	(situation)
It’s time + S +V(past) :	®· ®Ðn giê ®Ó (ai) lµm g× 	 (situation)
one hundred and three (103) ¹ one hundred and thirty (130)
* Checking: R.O.R
3.Open-prediction(Choose the number of the correct pictures P.9)
_Set the scene:Jim Jone’s Mexican penpal,Carlo is visiting the USA
- Eliciting the vocabulary for each picture from students 
*Key:
	a-1: Walking on the grass
	a-2: Picking flowers
	b-1: (Catching) the bus number 103
	b-2: (Catching) the bus number 130
	c-1: Eating in a Mexican restaurant
	c-2: (Eating) humburger
- Students predict individually which pictures are mentioned in the listening text
II. While listening:
_ Students listen to the tape twice to select the number of the correct pictures
* Key: a -1	b - 2	c - 2
*Tape transcript:
Tim :Are you hungry, Carlo?
Carlo : Yes
Tim : Okey.Let’s go to a restaurant down town.If we go through the park, we can catch a bus on 
 Ocean Drive
Carlo :That’s fine.I really like walking in the park.You’re lucky to have a placce like this close to
 your home.It’s so beautiful with all the trees and flowers and a pond in the middle.
Tim : Carlo! Be careful,you’re walking on the grass!The park-keeper is growing some
 more.You’ll kill the new grass. 
Carlo :Oh sorry.I didn’t see the sign.
Tim : Come on.It’s time we caught the bus.
Carlo : Is that our bus, Tim?
Tim : No, that’s a 103 bus.We want the number 130.
Carlo : Where’re we going to eat?
Tim : It’s up to you.There’s a new Mexican restaurant in town.
Carlo : Oh no. I can eat Mexican food at home. I love American food. I’d rather eat hamburgers.
Tim : Okey. I know exactly where we need to go.
III. Post-listening:
1.Practice with the forms:	a, It’s time + S +V(past)
(word cue drill)	b, S + would rather + V(bare)
a1, It’s time we /catch/ the bus
a2, It’s time I /go/ to school
a3, It’s time he /be/ at home
b1, I /to eat/ hamburger
b2, We /to know/ many friends
b3, He /to draw/ pictures
2.Practice in the past simple:	Language Focus
Ex1: Ask and answer questions about what each person did on the weekend (pairwork)
Students read the conservation about Ba (pairwork)
Students make the conservation about the rest people (pairwork)
*Possible conservations about Nga; Lan.
1.A:	What did Nga do on the weekend?
	B:	She went to the concert performed by Hanoi singers
	A:	When did she go?
	B:	She went there on Saturday at 8 p.m
2.A:	What did Lan do on the weekend?
	B:	She went camping help by Y&Y
	A:	When did she go?
	B:	She went camping all the weekend
Ex2: 
- They made a cake	- They painted a picture of Hanoi
- They bought flowers	- They hung colorful lamps
- They went shopping
IV.Homework:
- Redo exercise 1,2 (P11-12) (Language Focus)
- Do exercises 3,4,6 (P.7,8,9) (Textbook)
- Read and find out new vocabulary in “Read”
V.Teacher’s self-evaluation:
	Wednesday, September 17, 2008
P5th	 Unit 1: 	READING
A. Aims:
 By the end of the lesson, students will be able to scan a text for factual information about a place and know some about Malaysia
B. Teaching aids:
- Extraboard
C. Content:
I. Pre-reading:
1. Warm-up: Chatting/Pre-questions
- Teacher asks students to tell what they know about Malaysia.
- Teacher asks students to make questions for what they ... weigh	:	c©n nÆng	(translation)
 (n) weight	:	träng l­îng
*Checking : R.O.R
3. T/F statements about the moon::
- Set the scene : Draw a picture of the sun, the earth and the moon. Ask what they are. Tell them they’re going to learn about the moon today.
- Go through the T/F statements about the moon (p.86)
a. There is no air on the moon.
b. There are rivers and lakes on the moon.
c. There are no sounds 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 great 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.
- Ask students to use their knowledge to guess true or fasle.
- Give them a couple minutes to predict individually.
- Write students’ prediction on the board.
II. While- listening:
- Have students listen to the tape twice and check their prediction.
- Call students to give their answer.
- Get students to listen again and correct.
*Answer Keys: Correct answers are :	a, c, d, f, i, j
* Tape transcript :
	Good evening. Welcome to our Science for Fun Program. This week, we’re 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 goes down to 151ºC below zero.But during the day the temperature rises to 100ºC 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 8000 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 weigh 50 kilos, on the moon you weigh only a little more than 8 kilos.You will be able to jump very high, even higher than an Olympic champion,You can take very long steps as well. And may be you won’t sleep very well because one day on the moon lasts for 2 weeks.So, is there life on the moon?I’ll leave the question for you to answer yourself.
IIi. Post- listening:
- Answer these math questions using the information about the moon:
1. What is your weight on the moon? (weight1/6)
2. One month on the earth is how many days on the moon? (2 days)
3. The highest mountain in Vietnam is Phanxipang, which is 3148 meters tall.How much taller is the highest mountain on the moon? (4852m)
4. Today it is 23 degrees in Hatinh.How much hotter is it on the moon?(77ºC)
- Students discuss in pairs to find out the answers.
- Call on some students to give out their answer.
- Correct
IV. Homework:
- Learn by heart the facts about the moon.
- Redo ex.3 (p. 86, textbook)
- Prepare “Read”
v. Teacher’s self-evaluation:
Saturday, April 26, 2008
Period 64:	 	Unit10 :	Life on other planets
	 	Lesson 4 :	Reading + Language Focus 2
A. Aims:	By the end of the lesson, students will be able to scan the text about a space trip for details
* Teaching aids:
- Tape, pictures, poster
B.Content:
I. Pre-reading:
1. Warm-up: 
Chatting:
Do you want to travel?
Have you ever dreamed of traveling into space?
Do you want to be an astronaut?
(etc)
2. Pre-teach vocabulary:
 (to) experience	:	tr·i qua, cã kinh nghiÖm vÒ 	(translation)
 (to) push-ups	:	hÝt ®Êt	(mime)
(n/v) orbit	:	®i theo quü ®¹o, (n) quü ®¹o (visual + explanation)
(adj) marvelous 	:	tuyÖt diÖu, k× diÖu	(syn) = wonderful
 (adv)totally 	:	hoµn toµn, toµn bé	(syn) = completely
Space trip (n)	:	chuyÕn du hµnh vò trô	(translation)
(n) physical condition	:	t×nh tr¹ng thÓ chÊt, thÓ lùc	(translation)
* Checking: R .O.R
3. Ordering statements:
Show the poster of 5 statements on the board.
Have students work in pairs to put the statements in order to show what they need and get in joining a trip into space.
Get a letter from a doctor to show you are in perfect health.
See pictures of the earth, its interesting places, and the stars from very far.
Feel free and enjoy wonderful feeling.
Get ready and be in an excellent physical condition.
Get on the trip
Call on some students to give their ordering, write them down on the board.
Have students read the text and check their guess.
II. While reading:
1.Checking the ordering:
*Key: d - a - e - b - c
2. Comprehension questions: (P.87)
Have students read the text again and work in pairs to answer the questions on p.87
Call on some students to answer the questions loudly.
Correct their answer.
*Key:
What will you have to do if you decide to take a space trip?
-> If I decide to take a space trip, I will have to run a lot, swim everyday, do aerobics and push-ups to have an excellent physical condition.
What must you do if you want to show you are in perfect health?
-> If you want to show you are in perfect health, you must get a letter from the doctor
What scenes on the earth can you see from outer space?
-> You can see pictures of the earth : your country, interesting places, the oceans, the big rivers, the tall mountains.
How many times a day can you see those scenes?
-> We can see those scenes 16 times a day.
What things can you do while you are in orbit that you can’t do when you are on the earth?
-> We can walk on the walls or on the ceiling.
III. Post-reading:	
1. Grammar point:(Revision)
a. The conditional sentence type1:
Eg:	If I decide to take a space trip, I will have to run a lot, swim everyday.
Form	:	If + S + V(s/es).. 	 , S + will + V(bare)
	 	 (tobe ® am/is/are)
Use	:	Real condition at present or in the future	
b.The condition sentence type2:
 Eg: 	If you were on board now, you would experience those marvelous things.
Form	:	If + S + V (past).. , S + would + V(bare)
	 (tobe ® were)
Use	: 	Unreal condition at present or in the future
Practice: Complete the sentences using the verbs in the box.(LF 2, p.90)
2. Discussion:
Topic: If you were able to take a space trip, what would you do to prepare for the trip? What would you like to bring along? 
Divide the class into 4 groups (each group has one leader), students discuss in groups to say which things they will bring.
Help students to show their ideas.
Eg:	S1 : I think we should bring a rope. It may be useful when there isno gravity!
	S2 : I will/ won’t .. because  How about you?
Have students write their list of things on the board and show their opinions.
*Suggested list : sticky rice cake, camera, rope, music, magazines, a blanket, canned food ..
iV.Homework:
 1. Write a short paragraph to answer the questions they have discussed in class.
 2. Do exercises 5+6 (P.69+70) (workbook)
 3. Find out new vocabulary in “Write” (P.88) 
v. Teacher’s self-evaluation:
Thursday, May 1st , 2008
Period 65:	 	Unit10 :	Life on other planets
	 	Lesson 5 :	Writing 
A. Aims:	By the end of the lesson, students will be able to write an exposition about the esixtence of UFOs.
Teaching aids:
- Poster
B. Content:
I. Pre–writing:	
1.Warm–up:	Chatting
Have you ever seen a UFO?
Do you believe in the existence of UFOs?
What makes you think so?
(etc)
2.Pre–teach: 
Existence (n)	:	sù tån t¹i 	(translation) ® exist (v)
Imagination (n)	:	sù t­ëng t­îng	(translation) ® imagine(v)
 Appearance (n) 	:	sù xu¸t hiÖn	(explanation) ® appear (v)
 Trick (n) 	: 	trß khÐo lÐo, mÑo, kÜ x¶o(trans)
 Man-like (a) 	:	gièng ng­êi	(exp)
Mysterious (a) 	:	bÝ hiÓm	(trans)
Land (v)	:	h¹ c¸nh	(antonym ≠ take off)
*Checking: Slap the board
3. Matching:
- Help students recall the parts of an argument by asking:
	How many parts does an argument have?
	What does the writer do in each part of an argument?
- Have students read the outline of an exposition in column A. Then put the paragraph in column B in order to match the sections in column A (P.88)
- Check their matching:
	1. What is the writer’s point of view?
-> He doesn’t believe there exist UFOs even though many newspapers talk a lot
 about them.
2. What are his reason for his persuasion?
-> Firstly, . Secondly, . Moreover, 
3. What does he write to conclude his argument?
-> Therefore, ..
*Key:
Introduction 	- (ii)
Body 	- (iii)
Conclusion	- (i)
4. Reading:
Read the dialogue between An and Ba about the existence of UFOs (P.88) (Pairwork) 
Ask some questions to make sure they understand the dialogue.
Does An believe there are UFOs?	(No, he doesn’t)
Does Ba believe in UFOs?	(Yes, he does)
What does An think about UFOs?	
->He thinks that it might be people’s imagination.
Why does Ba think UFOs exist?
-> Because articles and reports in newspapers talk a lot about UFO appearance. Many people around the world say they have seen flying saucers. There are plenty of photos of them. And some of the photographers said they saw man-like creatures get out of the saucers.People are talking about the mysterious circles on the fields in Great Britain.
What does Ba think we should do?
-> UFOs are no longer human beings’ imagination. They’re real. We should be ready to welcome their visit.
II. While –writing
- Ask 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 articles and reports in newspapers talked a lot about their appearance.
Firstly, many people from different countries reported they have seen flying saucers. Second, there are plenty of photos of flying saucers and some of the photographers said they saw man-like creatures get out of the saucers.Moreover, people are talking about the mysterious circles on the fields in the countryside of Great Britain.
Therefore, UFOs are no longer human being’s imagination. They are real. We should be ready to welcome their visits.
III. Post-writing:
1. Correction:
Collect some writings to correct some main mistakes before the class (Ss -Ss correction and then T-Students correction)
Call on some students to read aloud their writings.
2. Speaking:
Encourage students to talk about their belief in existence of UFOs based on their writing.
IV. Homework:
1. Write the exposition into notebook.
2. Review the conditional sentence type 2/ model verbs: May, might
3. Review for the final exam.
v. Teacher’s self-evaluation: