Giáo án Tiếng Anh 9 - Năm học 2010– 2011

 Unit 1: 	 A VISIT FROM A PEN PAL
 Period 2 "Getting started + Listen and read" & LANGUAGE FOCUS 3
A/ The aims:
 * By the end of the lesson, students will be able to get more reading practice to understand the text about Lan and her pen pal Maryam’s visit to Hanoi and know a new structure with “wish” with the simple past
 * Teaching aids: Extra board, pictures, tape recorder, cue cards.
B/ Procedure:
1. Warm-up: Brainstorm
a, Interesting places in Ha tinh
Tran Phu general Secretary Memorial Site
Le Khoi Temple
Vu Quang Natural preservation zone
Ke Go lake
Xuan Thanh Beach/ Thien Cam Beach/ Thach Hai Beach
Vung Ang port
Huong Tich Pagoda
Hoi Thong village
Dong Loc road-junction
Memorial Site of the Great Poet Nguyen Du
... ... ... ... ...
b, Activities we can do in Ha Tinh:
to go swimming
to have specialties: P.Trach grapefruits, Ha Tinh CuDo, 
to visit wildlife
to climb up mountains
to go boating/ fishing...
2. Pre-teach:
(to)correspond : trao ®æi th­ tõ
mosque (n): nhµ thê Håi gi¸o (picture/sit) (If my religion were Islam, where could I go to pray)
(to) be impressed (by): cã Ên t­îng (trans)/ impress (v): ghi kh¾c/ in s©u
(to) pray: cÇu nguyÖn	(mime)
(to) keep in touch (with): gi÷ liªn l¹c (víi)	(examp)
friendliness (n): sù/ lßng mÕn kh¸ch	(exp) ¬ friendly
(to) depend on: dùa vµo/ phô thuéc vµo	(sit)
* Checking: R.O.R
3.Open-prediction:
Where did Lan and Maryam go and what did they do in Hanoi? 
(Whole class or individually)
4. Listen and read
1. Students listen to the tape (optional)
Students practice reading the text.
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)	
5.Model sentences:	(Eliciting from students)
I wish you had a longer vacation
I wish I were in Hanoi now
Form: S1 + wish + S2 + V(past) ...	 (S1 can be S2 or not)
 Use: (of the form): DiÔn t¶ ­íc muèn tr¸i víi thùc tÕ hiÖn t¹i
6. Practice: (optional-depending on time): word cue drill
I wish I /be/ at home now
We wish it /be/ cool today
I wish I /have/ a computer
Lan wishes she /know/ many friends
Nam wishes he /can/ drive a car
7. Homework:
 - Learn vocab by heart
 - Re-read the text carefully..
 - Do exercise 3 (P.12) (Text book) + Ex7 (P.10) (workbook)
 - Find out new words in “Speak” (P.8)
 .The end..
Sunday, September 5th, 2010
	 Unit 1: 	A VISIT FROM A PENPAL	
 Period 3 "Speak"
A/ The aims:
 * By the end of the lesson, students will be able to get more speaking skills by making and responding to introduction
 * Teaching aids: Pictures, extra boards
 * Ways of working: Individual, pairs, groups
* lexical items: introduce, pleased, industrial, springroll same, different
B/ Procedure:
I. 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
II. Pre-speaking: 
1. Pre-teach:
introduce (v): Giíi thiÖu (exam) ® Let me introduce myself 
pleased (adj): vui	(syn/trans) ® pleased to meet you
industrial (adj):	(exp) ¬ industry (n)
nem = springroll (n):	(trans/sit)
(the) same :	(visual/ example)
different (adj) from:	(ant) ¹ the same
* Checking: What and Where
2. Ordering the dialogue (page 8)
- Ss work in groups to order the dialogue in right order 
- Practice reading the ordered dialogue:
Modeling (some (good) pairs of strong students )
Pairwork:
*Key: 1 - c - 5 - b - 4 - d -2 -e - 3 - a - 6
III. While-speaking:
- Part b (P.8): Now you are talking to Maryam’s friends. Introduce yourself. Make similar dialogues. Take turns to be one of Maryam’s friends
The whole class make one dialogue from/based on one of the three cue boxes
Students prepare for each dialogue in pair in writing first, then practice speaking
Students can make their own dialogues with their imagination
- Keys (suggested dialogues)
1.Dialogue one:
You: Hi. You must be Yoko
Yoko: That’s right. I am.
You: Please to meet you. Let me introduce myself. I am........
Yoko: Please to meet you, ..........
You: Are you one of Maryam’s classmates?
Yoko: Yes, I am.
You:	Are you enjoying your stay in Hue?
Yoko: Oh yes, very much. I like Vietnamese people, they are very friendly 
 and I like old cities in Vietnam
You:	Do you live in a city, too?
Yoko: Yes, I live in Tokyo. Have you ever been there?
You: 	No, what’s it like?(I think it’s very different from Hue)
Yoko: It’s a big busy capital city. It’s very different from Hue
You: 	I see
2.Dialogue two:
A:	Hello. You must be Paul
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 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:
III. Post–speaking: 	Write-it-up
- T divides Ss into 3 groups. Each group writes one dialogue in box
- T goes around and helps Ss
-T takes all the dialogues, corrects and makes comments	
IV. Homework:
1. Make a similar dialogue with the ordered dialogue from the text book (P.8)
2. Do more exercises with the simple past tense
 The end./.
Monday, September 6th 2010.
	 Unit 1: 	 A VISIT FROM A PENPAL 
 Period3/3 "Listen"
A/ The 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
 * Teaching aids:
 * Ways of working: tape recorder, extra-board
* Lexical items: to catch, to kill the grass, hamburger, It’s up to, 
* Structure: Would rather & It’s time ..
B/ Procedure:
I. Warm-up: 
 Jumbled words:
 Group A group B
 RPKA : park SSAGR: grass
 WFOELR: flower IKLL: kill
 AATTUSRRNE: Restaurant AUHMBRREG: Hamburger
II. Pre-listening:
1. Pre-teach:
to catch the bus: ®ãn xe buýt	(trans)
to kill the grass: giÕt chÕt/ lµm chÕt cá	(sit)
hamburger (n): thÞt b¨m viªn/ xóc xÝch ham bua (exp)
It’s up to you: ®iÒu ®ã tuú thuéc vµo b¹n	(trans)
{one hundred and three (103) ¹ one hundred and thirty (130)}
* Checking: ROR
2. Set the scene
Tim Jone’s Mexican pen pal, Carlo is visiting the USA. Listen to their conversation to answer the following questions.
3. Pre-questions
Where will they go?
 Where will they go through?
How will they go?
 (Choose the number of the correct pictures P.9)
 - Eliciting the vocabulary for each picture from students 
 *Key:
	a1: Walking on the grass
	a2: Picking flowers
	b1: (Catching) the bus number 103
	b2: (Catching) the bus number 130
	c1: Eating in a Mexican restaurant
	c2: (Eating) hamburger
 - Students predict individually`
III. While - listening:
1. Students individually listen to the tape twice to find out the answers for the pre-questions.
 * Answer key: 
a. a restaurant
b. the park
c. by bus
2. Listen and select
 - Ss listen to the dialogue again and check the numbers of the correct pictures.
 *Answer key: a -1	b - 2	c - 2
3. Gap fill
Tim and his Mexican 1 , Carlo, wanted to go to 2 . They went 3 a beautiful 4 with the 5 and the 6 . Carlo 7 on the grass because he didn’t see the 8 . After going out the park, they 9 the 130 bus to go to a 10 . 
* Answer key:
1. pen pal
2. restaurant
3. through
4. park
5. trees
6. flowers
7. walked
8. sign
9. caught
10. hamburger
III. Post-listening:
1.Practice with the forms:	(word cue drill)
a
. It’s time + S +V(past
)
a1, It’s time we /catch/ the bus
a2, It’s time I /go/ to school
a3, It’s time he /be/ at home
b, 
S + would rather + V(bare)
b1, I /to eat/ hamburger
b2, We /to know/ many friends
b3, He /to draw/ pictures
IV. Home work
 - Learn vocabulary by heart.
 - Prepare for “READ”
 .The end
 Planning date:Tuesday, September 13th, 2010
Teaching date: Wednesday, September 14th 2010
	 Unit 1: 	 AVISIT FROM A PENPAL	
 Period 5: "Read"
A/ The 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
 * Teaching aids: Extra board
 * Lexical items: region, area, climate, currency, language of instruction, official,compulsory, Islamm, Comprise
B/ Procedure:
I. Warm-up: Chatting/Pre-questions
- Teacher asks students to tell what they know about Malaysia.
- Teacher asks students to make questions for what they want to know about Malaysia.
 * Expected questions:
 - Where is Malaysia?
 - What is its capital?
 - What language is spoken in Malaysia?
 - What’s its population?
II. Pre-reading:
1. Pre-teach:
 - region (n) vïng, miÒn [situation]
 - area (n) diÖn tÝch [example]
 - climate (n) khÝ hËu [example]
 - currency (n) tiÒn tÖ [example]
 - language of instruction (n) ng«n ng÷ dïng ®Ó gi¶ng d¹y[translate]
 - official (a) chÝnh thøc [exp] 
 - compulsory (a) b¾t buéc
 - Islam (n) ®¹o håi [translate]
 - Comprise (v) bao gåm, gåm cã [synonym] = consist of
 * Checking: ROR
2.T/F statements prediction:
Malaysia is a member country of ASEAN
There are two religions in Malaysia
People speak only Malay in Malaysia
Primary school children learn three languages at school
All secondary school children learn in English
III. While-reading:
1. Students listen to the tape 
2. Students read the text silently
3. Checking the T/F
* Key: 	a - T 
	b - F ® two ® more than two
	c - F ® only Malay ® Malay, English, Chinese and Tamil
	d - F ® three ® one (Malay, Chinese or Tamil)
	e - T
4. Fill in the table with the right information about Malaysia:
* Key: 	
1. Area: 329,758 sq km 
5. Unit of currency: ringgit 
2. Population: over 32 millions
6. Official religion: Islam
3. Climate: tropical	
7. National language: Bahasa Malaysia
4. Capital city: Kuala Lumpur
8. Compulsory second language: English
5. Comprehension questions:
Where is Malaysia?
How many regions is it divided? What are they?
What’s its population?
What’s its area?
What’s its capital? Where’s its capital? (in which region)
What is the official religion in Malaysia?
What’s the national language of Malaysia?
What language is spoken in Malaysia?
*Key:
Malaysia is in Asia
It’s divided into two regions. They are West Malaysia and East Malaysia
It’s over 22 million
It is 329,758 sq km
The capital is Kuala Lumpur. It is in West Malaysia
The official religion in Malaysia is Islam
The nationa ... lative pronouns
2. Pre-teach:
Export (v): xuất khẩu	(exp)
Extensive (a): (réng) lín	= (wide) large in are (exp)
Border (v) tiÕp gi¸p víi	(picture/board drawing)
Non-defining relative clause: M§TN (QH) kh«ng x¸c ®Þnh (trans)
*Checking: ROR
3. Model sentences:
a. The country is Vietnam. I was born in VN
® The country where I was born is VN
b. Vietnam exports a lot of rice. Vietnam is in south East Asia
® Vietnam, which is in south East Asia, exports a lot of rice
4. Use:
a. Defining relative clauses indentify nouns. These clauses tell us which nouns, which person or thing the speaker means
b. Non-defining relative clauses give more information about the person or thing already identified.
*Notes:
We can not use “that: in a non-defining relative clause
A non-defining relative clause is after a commas/between two commas
We can not leave out “who/whom/which” in a non0defining R.Clause
We can leave out “who/which/whom” as obj. in a defining R.Clause
Non-defining R.Clause is after “this/that/these/those/my/her/ + N or a person name.
II. Practice:
1.Underline the relative clause in the sentences: (Ex3-P.82). Then add the comma if possible
*Key:
® which come from Australia,
, who lives on Trang TIen Street,
that you gave me on my birthday.
, who first walked on the moon
that I bought yesterday.
, who sings very well,
2.Rewrite the sentences in Ex3. Replace each underlined clause with a clause you have written.
You may use facts or your imagination (P.82)
3. Matching: (Ex2-P81)
*Key: 1-e
	2-g
3-f
4-a
5-c
6-d
7-b
III.Production: Noughts and crosses game
	Make sentences with the words given
who	(defining R.Clause)	
who	(non-defining R.Clause)	
whom 	(non-defining R.Clause)
whom	 (defining R.Clause)	
which	 (non-defining R.Clause)
which 	 (defining R.Clause)
whose (non-defining R.Clause) 
whose (defining R.Clause)
where (defining R.Clause)
IV.Homework:
Redo Ex2,3,4 (P.81-82)
Complete the rest ex. (workbook)
Review Unit 8 + 9 for a written test (45’)
Date:30/04/ 2007
P63: 	Unit10:	 
LIFE ON OTHER PLANETS
GETTING STARTED + LISTEN AND READ
A. Aims:
 By the end of the lesson, students will be able to read the text for details and know something about UFOs
+ Teaching aids: - Tape + picture
+ Ways of working:
B. Content:
I. Pre-reading:	
1. Warm-up: Chatting
Have you ever heard about UFOs?
Do you think UFOs really exist?
If you saw a UFO, what would you do?
2.Pre-teach:
Aircraft (n):	(picture)
Spacecraft(n):	(picture)
Meteor (n): sao	(trans)
Evidence (n): (definition: anything that makes clear, shows on proves)
Alien (n):	(exp)
Capture (v):	(syn) = catch
Sight (v):	(syn) = see
Device (n):	(trans)
Sample (n):	(exp)
* Checking: (ROR) ordering
II. While-reading:
1.Guessing the meaning (Exa. P84):
*Key: 
evidence
meteor
alien
collecting
(caught as a pprisoner) = captured
disappeared
2. Gap fill (Exb-P84)
*Key:
an aircraft, a weather balloon or a meteor
 nine large round objects traveling at about 2,800 meters an hour
1,500 UFO
UFO above their house
An egg- shaped object in one of his fields and also aliens ollecting soil
Claimed they were captured by aliens and taken abroad a spacecraft
And his plane disappeared after sighting a UFO
That he saw a plate-like device at a treetop 30 meters away
III.Post-reading:
Discussion
Have the whole class discuss the topic “UFOs”
Choose a good student to be the ledder
Get the leader to make a summary of the evidence of the escistence of UFOs and then discuss with the classmates
Give the leader some questions for him/her to ask the rest student
Eg:
Do you believe in Kennth Arnold?
Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big? Are they intelligent? (If yes, why do you think so?,..)
IV. Homework:
Complete exercises a+b (P.84)
Find out new vocabulary in “Speak” (P.85)
Date:..// 200
P64	 Unit 10: 	
SPEAKING
A. Aims:
 By the end of the lesson, students will be able to talk to one another about what they think ther may be on Mars, on the moon and on other planets
+ Teaching aids:
+ Ways of working:, poster
B. Content:
I. Pre-speaking:
1. Warm-up: 	 Brainstorming/Matching
*Key: 1-d
2-g
3-i
4-a
5-h
6-b
7-c
8-f
9-e
	Pluto(S. Diêm Vương) 	Earth
Solar system
	Mars (S.Hoả)	 Venus (S.Kim)
 Neptune(S. Hải Vương)	 Jupiter (S.Mộc)
 	 Uranus	Saturn (S.Thổ)
	 (sao Thiên Vương)	Mercury (sao Thuỷ)
Which planet is the nearest to the sun? (Mars)
Which is the biggest? - Have you ever been to Mars?
Which is the hottest? - Do you know anything about Mars?
® In this lesson we will discover Mars and guess what there’s on Mars using May/might
2. Pre–teach:
precious (a): 	 (syn) = valuable
gemstone (n):	(relia/exam) (Rubi is gemstone)
sparkling (a):	(sit/visual)
creature (n): 	(trans/exam)
trace (n)	(sit/visual)
mineral (n):	(exam)
*Checking:ROR/Matching (P.85)
3.Practice reading the dialogue (P.85)
II. While–speaking:
1.Making up similar dialogues about the drawings (Pairwork)
*Example:
S1:	What do these drawing say?
S2:	There may be mountains on Mars
S1:	And what about the red signs on the left corner?
S2: Well, there might be gass on Mars.
2. Talking about what you think there might be on Mars, on the Moon and other planets (pairwork)
III. Post-speaking:
1. Modal verbs “May/Might” revision
a. Form:	May + V(bare
	 	Might 	
b. Use: 
- May/ Might are used to talk about present or future possibility
- “Might” is normally a little less sure than “may”
2. Drill: (picture cue drill1) (picture on page 85)
Ecample:
a. S1: What’s this?
 S2: This may be water on Mars.
b. S1: What are they?
 S2: They might be minerals on Mars (etc)
3. Picture cue drill2: (Pictures drawn by the teacher)
Eg: 	T: What’s this?
	Ss: It may be acar/a cup/
*Steps:
T. ticks 5 pictures on the board
T gives students 5 minutes to guess that the pictures are
T lets students practice talking in pair
4. Drawing and practicing talking: (pairwork and then whole class)
Each student draws one picture and asks the question “What’s this?” for the partner to answer
T chooses some pictures to tick on the board for students to predict, using “It may be/ it might be”
IV. Homework:
Make up one similar dialogue about the drawings (P85), using the cues in section a (P.85)
Think about the statements about the Moon (Listen-P.86)
Date:../../200
P65	 Unit 10: 	 
READING
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?
(etc)
2. Pre-teach:
Experience (v):	(trans)
Push-ups (n)	(mime)
Orbit (n/v)	(trans)
Totally (adj):	(syn) = completely
Marvelous (a):	(syn) = wonderful
Space trip (n):	(trans)
Cabin (n):
On board: 
* Checking: ROR
3. Ordering statements:
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 wonderful feeling
Get ready and be in an excellent physical condition
Get on the trip
II. While reading:
1.Checking the ordering:
*Key: b-d-e-a-c
2. Comprehension questions: (P.87)
*Key:
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
If you want to show you are in perfect health, you must get a letter from the doctor
Uou can see pictures of the earth; your country, interesting places, the oceans, the big rivers, the tall mountains
We can see those scenes 16 times a day
We can walk on the wall or on the ceiling
III. Post-reading:	
1. Grammar point (Revision)
	The condition sentence type2:
a. Eg: Ig you were on board now, you would experience those marvelous things
b. Form:	If + V (past), would + V(bare)
	(tobe ® were)
c. Use: Unreal condition in present or future
d. Practice: Making sentences
2. Discussion:
Topic: Is you were able to take a space trip, what would you do to prepare for the trip? What would you like to bring a long? 
Divide the class into 4 groups (each group has one leader)
Help students to show their ideas
V.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. Prepare for “Write” (P.88). Review how to express your opinions. And find out new vocabulary in “Write” (P.79) 
Date:.//200
P66	 Unit 10: 	
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 UFO exist?
What makes you think so?
(etc)
2.Pre–teach: 
Exist (v)/ existence (n):	(trans)
Exposition (n):	(trans)
Imagination (n):	(exp) ® imagine(v)
Trick (n) : 	(trans)
Man-like (a) :	(exp)
Mysterious (a) :	(trans)
Appearance (n) :	(exp) ® appear
*Checking: ROR
3. Matching:
 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)
*Key:
Introduction 	- (ii)
Body 	- (iii)
Conclusion	- (i)
4. Reading:
Read the dialogue between An and Ba about the existence of UFOs (P.88) (Pairwork) 
Study Ba’s opinion in the dialogue 
II. While –writing
a, Practice writing an exposition about the existence of UFOs , using Ba’s opinion 
*Suggestion writing :
 I believe UFOs exist because articles and reports in newspapers talked a lot about their appearance
First, many people from different countries reportes that once saw flying saucers.
Second, there are many photos pf flying saucers and some of the photographers said they saw man-like creatures het out of the saucers.
Moreover, people discussing the mysterious circles on the fields in the countryside of great British
So I think UFOs are not human’s imagination. They are real; and would be ready to welcome their visits.
III. Post-writing:
1. Correction:
Collect some writings to correct some main mistakes before the class (students -students correction and then T-Students correction)
Call on some students to read a lous their writings
2. Speaking:
Encourage students to talk about their belief in existence of UFOs based on their writing.
IV. Homework:
1. Complete your writing
2. Review the conditional sentence type 2/ model verbs: May, might
3. Find out new vocabulary in “ Language Focus” P.89-92