Giáo án tiếng Anh lớp 9 chương trình thí điểm - Unit 6: Viet Nam Then and Now

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Teaching date: November 29th Unit 6: Viet Nam: Then and Now Period: 44 Lesson 2: A closer look 1 A. Objectives: By the end of the lesson, student will be able to o use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present o identify in which situations to stress all the words in sentences and say these sentences correctly B. Preparations : subboards, handouts, pictures C. Procedures : T Teacher and students’ activities Content 3’ 1. Warmup Adjectives and adverbs describing degree and Start the lesson by reviewing the previous lesson. speed of change Ask two pairs of Ss to come to the front to play a quick game. Ask them to write as many adjectives and adverbs describing degree and speed of change that they have learned (on the previous page) as possible. Set a time limit of two minutes. The pair with the most words wins 3’ Vocabulary Vocabulary Task 1: Matching (word – picture) Task 1: In the city  Have Ss turn to the book and work in pairs to label Key: the pictures. T 1. tram  Ask them to briefl y describe those pictures. Check 2. flyover the answers as a class. Then ask Ss: 3. elevated walkway Have you ever tried one of these means of transport 4. skytrain or road systems? 5. underpass How do you feel about using each of these means of 6. tunnel transport or road systems? 5’ Task 2: Gapfill Task 2: Fill in the gaps  Have Ss work individually to fill in the blanks. Allow Key: them to share answers with a partner before checking Key: as a class. 1. tunnel 2. elevated walkways 3. fl yover 4. Skytrain 5. underpass 6. Tram 5’ Task 3: Matching Task 3: Words and phrases  Give Ss a couple of minutes to work in pairs to do the Key: matching. Then check the answers as a class.  Ask the class these questions and ask for a show of hands: Who lives in an extended family? o extended family: Who lives in a nuclear family? more than two generations living together  Ask individual Ss as a family unit (1. f) Can any of these adjectives be used to describe your o tolerant: father/mother/sister/brother? able to accept what other people say or do  Ask more able Ss to give a quick example to illustrate even if you do not agree with it. (2. b) their answers, e.g. My father is tolerant. He always lets o cooperative: us watch what we like on TV. working together with others towards a shared aim. (3. e) o sympathetic: kind to somebody who is hurt or sad; showing that you understand and care about their problems. (4. d) o obedient: willing to do what you are told to do. (5. c)
o nuclear family: parents and children living together as a family unit. (6. a) 5’ Task 4: Gapfill Task 4: Fill in each gap  Have Ss work individually to complete the sentences. Key: and compare their answers in pairs. 1. extended family 2. sympathetic  Check Ss’ answers as a class. 3. obedient 4. tolerant 5. nuclear family 6. Cooperative 3. Pronunciation Pronunciation  Have Ss silently read the information and the Stress on all the words in sentences examples in the box. (Textbook)  Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples. Task 5: Repetition drill Task 5:  Ss write the sentences next to the patterns 1. OO – I know! That’s long?, Don’t cry! individually, then compare their answers in pairs. 2. OoO – Go away!  Ask some Ss to give the answers and quickly write 3. OOo – Keep going! them on the board. 4. OOO – Don’t turn left!  Play the recording for Ss to check their answers.  Have the whole class repeat chorally after the recording or after the T. Task 6: Repetition drill Task 6:  Have Ss work in pairs to describe the pictures quickly 1. Be quiet! OOo Don’t talk! OO and to fill the bubbles with the utterances as in the 2. Don’t turn right! OOO example. 3. Wake up! OO Get up! OO  Ask some pairs to read out their utterances with the 4. Smile please! OO Say cheese! OO correct stress. 5. Don’t worry! OOo Don’t cry! OO  Confirm the correct answers. 6. Look out! OO Look ahead! OoO  Have the class read all the sentences chorally. 4. Production: Mindmap (Exercise 3, page 50 – workbook) D. Comment : …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………… Teaching date: November 30th Unit 6: Viet Nam: Then and Now Period: 45 – Lesson 3 Lesson 3: A closer look 2 A. Objectives: By the end of the lesson, students will be able to o use the past perfect correctly o use the structure adj + toinfinitive and adj + thatclause correctly B. Preparations : subboards, handouts, pictures C. Procedures : T Teacher and students’ activities Content 1’ 1. Warmup: Jumbled sentences ARRIVED WHEN GONE LONG, HAD MY HERE OUT Key: When Long arruved here, My had gone out. When My arrived here, Long had gone out * The students who first have the correct sentence win the game.
2’ 2. Grammar: Grammar: 2.1. Presentation 1. PAST PERFECT  Elicit from Ss when to use the past perfect tense. If (Textbook) necessary, remind Ss that the past perfect is used to describe an action before a stated time in the past or an action that happened before another action in the past. Task 1: Complete the sentence with the past 3’ Task 1: Sentence building perfect form of the verbs. Key:  Ask Ss to work individually to fill in the gaps. Check 1. had been 2. had played the answers as a class. 3. had (you) used 4. had (only) seen 5. had had 6. had experienced 10’ 2.2. Practice Task 2: Ask and answer with the cues given Task 2: Questionanswer drill Key:  Have Ss work in pairs. Together they write the 1. What family groups had Vietnamese people lived questions and answers. in before 1990?  Have some Ss write their sentences on the board. They had lived in extended families. Each student may write one or two pairs of 2. How had people in Viet Nam travelled before the questions and answers to save time. first motorbike was imported?  Have other Ss give comments. Confirm the correct They had travelled by bicycle. sentences. 3. How had Vietnamese people lived before the opendoor policy in 1986? They had had a harder life. 4. Where had your family spent holidays before 2005? We had spent our holidays only in Viet Nam before then. 5. Who had ruled Viet Nam right before the Tran dynasty? Ly Chieu Hoang had ruled the country before the Tran dynasty 10’ 3. Grammar 2. adj + toinfinitive / adj + thatclause adj + toinfinitive (textbook) adj + thatclause 3.3. Presentation Ask Ss to read the speech bubbles from the conversation in GETTING STARTED, then have them read the structures and examples in the grammar box carefully. Help them with the meaning of the adjectives if necessary. Then ask some more able Ss to retell the rules and give examples. Correct their sentences if necessary Task 3: Matching Task 3: Match  Have Ss work in pairs to do the matching exercise. Key: 1. F 2. A 3. B Allow pairs to share answers with other pairs. Then 4. E 5. D 6. C check their answers as a class. 5’ Task 4: Gapfill Task 4: Fill in each gap.  Have Ss work in pairs to do the gapfi ll exercise, Key: share answers with other pairs. T 1. glad/pleased 2. sorry  Check their answers as a class, noting all the 3. relieved/sorry/pleased possible options. 4. sure/certain 5. surprised/astonished 6. relieved/pleased 5’ Task 5: Key:  Have Ss work in groups of about four and give each 1. We were relieved that we had done well in the group an A3size sheet. Ask them to write the exam. sentences leaving a large space between each one. 2. I am sorry that our parents had very poor school facilities.  Tell Ss to stick the sheets on the wall. 3. Everyone was glad that the government had  Each group moves around clockwise to read the decided to invest more in education.
other groups’ answers and, if necessary, correct the 4. Everyone is aware that it will be much safer to sentences by writing any corrections on a sticky note have elevated walkways and underpass systems against each sentence. for pedestrians.  Check the answers as a class. 6. 5. All of us are delighted that life in the Note that this kind of peer review is eff ective and can countryside has improved considerably. be used in many diff erent teaching situations. 10’ 4. Production Task 6: Task 6: Goalkeeper game Suggested answers:  Ask Ss to work individually to finish the sentences. 1. to support the victims after the disaster Allow them to share their ideas with a partner. 2. be able to build the country into a powerful one 3. Viet Nam has good potential for tourism  Ask some Ss to read out their sentences. 4. there would be less land for agriculture in Viet  Correct their sentences if necessary. Nam 5. nonacademic subjects are also significant 6. learn that some of his students could not get scholarships 2’ 5. Homework Write the exercises Prepare: Communication – recent changes in Viet Nam Comment Teaching date: December 6th Unit 6: Viet Nam: Then and Now Period: 46 Lesson 4: Communication A. Objectives: By the end of the lesson, students will get to know more about changes in transport systems, family groups, and school life in Viet Nam in the past and at present B. Preparations : subboards, handouts, pictures C. Procedures : D. Procedures : T Teacher and students’ activities Content 3’ 1. Warmup: Yesno contest Ss play the game in two teams. Topic: Life in the past 5’ 2. Leadin Communication Before Ss open their books, ask them to work in groups to discuss a change in their neighbourhood that Vocabulary: they have heard of or read about. Then tell Ss that they suffer (v): to experience something unpleasant, are going to read posts on Viet Travel Forum from some such as injury, defeat, or loss foreigners who visited Viet Nam a long time ago. Check mushroom (v): a metaphor verb showing if Ss understand the meanings of the words in Extra something that grows or develops fast in terms of vocabulary. If they do not, quickly teach the words by number and speed using synonyms, explanations, or even translations. illiteracy (n): inability to read and write exporter (n): a person, company, or country that sells goods to another country. 10’ 3. Reading Task 1: Read and remember Task 1: Skimreading  Have Ss skimread the posts individually. In pairs, Ss compare how many ideas from the posts they can remember.  Then they can read them a second time more slowly for detail 10’ Task 2: Kim game (read and retell) Task 2: Retell  Put Ss in groups of three. Tell them that they can Suggested answers:
look back at the posts and each group member Charles is from France. He said that the fi rst time reports on one post as in the example he had been to Viet Nam was in 1965. He said that  Ask some Ss to retell the posts to the class. Correct many people were/had been illiterate then but he them if necessary. was astonished that after nearly 30 years there was no more illiteracy although the population had nearly tripled. He was also surprised to learn that the country was one of the largest rice exporting countries. Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years. He was shocked/astonished to see that so much had changed over the last 18 years – flyovers and highrise buildings were mushrooming. 10’ 4. Production Task 3: Writing posts about recent changes in Writing Viet Nam Task 3:  Have Ss work in groups. Ask them to focus on a couple of the suggestions in the table to discuss and write down a few posts on a big sheet of paper. They can pretend to be foreign visitors and use the posts in 1 as a model. Set a time limit of ten minutes. Ss should also decide which changes are the most beneficial. 5’ Task 4 Task 4: Present the posts  When the time is up, ask the groups to stick their papers on the wall. Each group reports their best post to the class, saying which changes have been the most benefi cial for the country. Vote for the best posts. 2’ 5. Homework Write 5 posts about recent changes in Viet Nam Prepare: Skills 1 Comment: Teaching date: December 6th Unit 6: Viet Nam: Then and Now Period: 47 Lesson 5: Skills 1 A. Objectives: By the end of the lesson, students will be able to o read for general and specifi c information about the tram system in Ha Noi then and now. o talk about changes in transport in the neighbourhood and express opinions about these changes. B. Preparations : subboards, handouts, pictures C. Procedures : T Teacher and students’ activities Content 3’ 1. Warmup: wordweb Ways for pedestrains: pavements Ways for motorbikes or cars: motorways Ways for tram or trains: underground 2. Prereading Task 1: Different pictures Task 1: Asnwer the questions  Ask Ss to look at the two pictures and discuss the Suggested answers: questions. Elicit the answers from Ss. The first picture shows an old tram.  Give Ss two minutes to skim the article and compare The second picture shows a modern train. their answers with the information in the article. The tram would have been seen in a town or
city. These trains can be seen nowadays in big, modern cities. They are different in many ways: the first o has fewer compartments (two or three) than the second (four). o runs much more slowly. o is not airconditioned while the second is. o runs along tracks on the ground at street level, while the second runs on elevated tracks. o was powered by overhead electricity wires, while the second runs on electromagnetics. 3. Whilereading Task 2: Read and answer Task 2: Comprehensive questions Key:  Have Ss read the article to answer the questions in 1. In the 20th century. pairs. Ask some Ss to share their answers. 2. It was a major means of transport for Hanoians. 3. In 1990. 4. The population has increased dramatically. 5. New rail systems including a skytrain and a subway are under way. 6. (Students’ own opinions) Task 3: TrueFalse statements Task 4: TrueFalse statements  Ask Ss to work individually. Remind them to pay Key: attention to key words in each statement. Then allow 1. F 2. T 3. F 4. T 5. F them to share answers before checking as a class. Ask them to explain why some statements are false. 4. Speaking Speaking: Task 4: Changes in transport in the neighbourhood  Divide the class into two big groups. Members of Suggested ideas each group take turns to come to the board to add to Past Now the list of different types of transport systems in Viet road types: path, road types: underpass, Nam. Set a time limit of a few minutes. The group earthen road, trench, fl yover, skytrain with more words/phrases wins. brick road, tunnel, system, skywalk alley, tram system system, cable car, vehicles: bicycle, tunnel, alley rickshaw, coach, train, vehicles: motorbike, tram bicycle, coach, train, car, tram, plane Task 5: Roleplay  Ask Ss to work in pairs to do the discussion.  Ask some pairs to present their ideas to the whole class. 5. Homework Do exercise C in workbook Prepare: Skills 2 ( ideas for writing) Comment: Teaching date: December 8th Unit 6: Viet Nam: Then and Now Period: 48 Lesson 6: Skills 2 A. Objectives: By the end of the lesson, students will be able to o listen for general and specifi c information about life in an extended family. o write about some qualities a person needs to get along in an extended family. B. Preparations : subboards, handouts, pictures C. Procedures :
T Teacher and students’ activities Content 3’ 1. Warmup: Ask Ss to say if they are living in small families with their parents and siblings only or in big families with grandparents and other relatives. Ask them if they find any difficulties living in their family group or if they want to have anything changed. 5’ 2. Listening Task 1: Describe what you can see Task 1:  Ask Ss to work in pairs to describe the pictures and answer the question. Ask a pair to share their ideas with the class. Task 2: Gapfill Task 2: Listen and write 5’  Tell Ss that they are going to listen to a talk between Key: Nick and Mrs Ha, Duong’s mother, about her family 1. extended family 2. three generations in the past. 3. shared 4. their day  Ask them to read the information in the table 5. their work 6. things happening carefully and try to predict the answers. Tell them to 7. to be tolerant 8. talk decide the part of speech of the words they will need to 9. listen 10. Compromise fill in the blanks, then listen carefully to find the words from the recording.  Play the recording twice.  Have two Ss write their answers on the board. Confirm the correct answers. 10’ Task 3: Task 3: True or False  Have Ss work individually to underline the key Key: words in the statements. 1. T 2. T 3. F 4. F 5. T 6. T  Ask Ss to do the exercise without listening to the recording.  Write their answers on the board without confi rming the correct answers. Play the recording again for Ss to check, pause at the sentences that include the information Ss need for their answers. 10’ 3. Writing Task 4: Task 4 Qualities a person needs to get along in an extended  First check that everybody understands the meaning family of all the adjectives in the box.  Set a time limit for pairs to brainstorm ideas and do the discussion.  Move around and help Ss if necessary.  Ask Ss to refer back to the listening in 2 and 3, and the example for useful language and ideas.  Ask some pairs to present their ideas to the whole class. Confirm that they should give examples to support their main points. 10’ Task 5  Ss should work individually to get their ideas down on paper and check the accuracy of what they have written.  Give Ss about 10 minutes to write and edit their work.  Ss pass their work to someone who wasn’t in their pair for them to do peer review and add their
comments and corrections.  Write some samples on the board:  Positive comments  Give feedback on a few Ss’ work. 5’ 4. Homework Do task 5 Lookback the unit. Comment: ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………. Teaching date: December 12th Unit 6: Viet Nam: Then and Now Period: 49 Lesson 6: Looking back A. Objectives: By the end of the lesson, students will get more knowledge about B. Preparations : subboards, handouts, pictures C. Procedures : T Teacher and students’ activities Content 3’ 1. Warmup: Word web (task 1) Then now earthen road, underpass, fl path, trench, yover, skytrain brick road, system, skywalk tunnel, alley, system, cable tram system car, tunnel, alley Have Ss work individually to list all the words on a piece of paper. Set a time limit of three minutes. Then have them combine to work in groups. Ask them to note down as many words they have just listed as possible on a larger piece of paper. Set a new time limit. When the time is up, groups stick their pieces of paper on the board. The group with the highest number of words/phrases wins. 2. Vocabulary Vocabulary Task 2: Gapfill Task 2: Fill in each blank 5’ Key:  Ask Ss to work individually, compare their answers with a partner, 1. extended 2. nuclear write their answers on the board. 3. facilities 4. Rubber sandals  Confirm the correct answers. 5. trenches 10’ Task 3: Close text Task 3: Fill in each gap  Have Ss work in pairs. Tell them that they should pay attention to Key: the cues in the passage for their answers. Elicit the answers from Ss. 1. extended 2. nuclear 3. disobedient 4. sympathetic/understanding 5. understanding/sympathetic
6. tolerant 7. caring 8. share 15’ 3. Grammar Grammar Task 4: close sentences Task 4: Complete the sentences  Ask Ss to work individually first, check their answers with a partner Key: before having them discuss as a class. 1. necessary/important 2. certain/sure/hopeful 3. certain/sure/confi dent 4. sorry/sure 5. sorry 6. convinced/certain/sure 10’ Task 5: Task 5: Read and correct  Ask Ss to work individually first, check their answers with a partner Key: before having them discuss as a class. 1, 3, 5, 6, 7, : no change 2. take could take 4. let to let 6. be was 2’ 4. Homework Looking back 4 – 6 Feedback on Project 5,6 Comment: ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………