Giáo án tiếng Anh lớp 9 chương trình thí điểm - Unit 9: English in the world

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PERIOD 72 / WEEK 24 UNIT 9: ENGLISH IN THE WORLD Lesson 1 : GETTING STARTED – ENGLISH CLUB I. OBJECTIVES: By the end of the lesson, Ss will be able to use the lexical items related to languages and language use and learning. II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: T’s & Ss’ Activities CONTENT *Warm –up review the previous unit by asking two Ss to 1. Getting started: chatting go to the board, each writing we compound 2. Listen and read nouns they have learnt/known. Give Vocabulary comments and correct any mistakes if Nouns are often formed by adding needed. suffixes to adjectives. Two suffixes which are often added to adjectives to form nouns are ness and ity. Example: open → openness similar → similarity *Activity 1 a. Tell Ss to refer to the conversation to Exercise 1 find the nouns of the adjectives simple and a . Key: simplicity flexibility flexible. Ask them to pay attention to how to form the nouns from these adjectives. b. Ask Ss to convert the adjectives given into Exercise b: nouns. Remind them to use a dictionary to Adjective Noun check. sad sadness dark darkness stupid stupidity popular popularity happy happiness punctual punctuality c. Key: c. First, have Ss work independently. Then 1. B 2. C 3. A 4. C 5. B allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers. Exercise c: Answer key: Veronica wishes her parents could put themselves in her situation to better
understand her. Exercise 2: Ss work independently, and then share their answers with one or more Exercise 2: partners. T may ask for translation Key: of the words/phrases in the table to check 1. c 2. e 3. b 4. a 5. d their understanding. With a stronger class, T may wish to ask Ss to find some examples in real life with the words/phrases in the table. Exercise 3: Have Ss work independently and then share their answers with one or Exercise 3: Key: more partners. T may help with the Key: words/ phrases that Ss do not know the 1. f 2. c 3. a 4. b 5. e 6. d meaning of in the sentences. If time allows, have some Ss read out loud the sentences IV HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare for A CLOSER LOOK 1
PERIOD 73 / WEEK 25 UNIT 9: ENGLISH IN THE WORLD Lesson 2 : A CLOSER LOOK 1 I. OBJECTIVES: By the end of the lesson, Ss will be able to identify the correct tones for new and known information and say sentences with the correct intonation II . PREPARATION: sub board, pictures, cassette III. PROCEDURES:
T’s & Ss’ Activities CONTENT Vocabulary VOCABULARY: 1 . Ss work independently and then share their answers with a partner. T may ask Exercise 1: for translation of the words/ Key: phrases in the first column to check their 1. b 2. e 3. a 4. d 5. f 6. c understanding. With a stronger class, T may wish to ask Ss to make sentences with the expressions. 2 . a Ss do the exercise individually. Exercise 2: Check their answers as a class. Confirm Key: the correct answers. 2. at 3. by 4. in 5. of 6. bit 7. up b. Ss write sentences with the phrases from 2a. Ask some Ss to say their sentences in front of the class. Other Ss give comments. If time allows, call on two Ss to write their sentences on Exercise 3: the board. Other Ss give comments. Key (suggested): Confirm the correct sentences. Key: Exercise 3: 1. e 2. h 3. g 4. b 5. a 6. c 7. d 3 a First, have Ss work individually to 8. f match the words/phrases. Then allow them to share their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. With a stronger class, T may wish to ask Ss to make some example sentences with the words/ phrases. b Ss work independently to complete Key: the passage. Check the answers as a 1. know 2. guess 3. look up 4. have class. 5. imitate 6. make 7. correct 8. translate Pronunciation Pronunciation: Tones in new and known information 4 Play the recording and ask Ss to listen and repeat the sentences, paying underlined word in each sentence goes attention to whether the voice up or down on the underlined word in each sentence goes up or down. T may play the recording as many times as necessary. Explain the rule in the REMEMBER! box and ask some Ss to give some more examples. 5 Play the recording and ask Ss to listen to the conversation, paying attention to
IV HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare for CLOSER LOOK 1 PERIOD 74 / WEEK 25 UNIT 9: ENGLISH IN THE WORLD Lesson 3 : A CLOSER LOOK 2 I. OBJECTIVES: By the end of the lesson, Ss will be able to use conditional sentences type 2 correctly and appropriately use relative clauses correctly and appropriately II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: T’s & Ss’ Activities CONTENTS 1. Grammar Grammar Conditional sentences type 2: review Exercise 1 : 1 a Ask Ss to study part of the Key: conversation. Draw Ss’ attention to how Key: conditional sentences type 2 are formed 1. No 2. Yes 3. No 4. No 5. No and used by analysing the underlined part of the sentence. Draw Ss’ attention Key: to the notes and the examples in the 1. My parents told me they would visit me Look out! box. Then ask some more that week. able Ss to give some examples to 2. Our teacher asked us what we were most illustrate. worried about. b First, have Ss work independently, 3. Phuong told me she was so delighted
then ask them to share their answers because she had just received a surprise with one or more partners. birthday present from her sister. Ask some Ss to say their answers aloud. 4. Tom said Kate could keep calm even Give comments, and make any when she had lots of pressure. correction if necessary. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if he slept at least eight hours a day. 2 . Have Ss work independently to write Exercise 2: the sentences. If there isn’t much time Key: or Ss are not so strong, 1. If my English were/was good, I would allocate one or two sentences per feel con dent at interviews. student. Then ask them to share their 2. If Minh had time, she would read many answers with a partner. English books. Ask some Ss to write their sentences on 3. If I were you, I would spend more time the board and discuss as a class. Give improving my pronunciation. comments and make any 4. If Mai didn’t have some friends who corrections. were/are native speakers of English, she wouldn’t be so good at the language. 5. If you could speak English, we would offer you the job. 3 . Relative clauses Exercise 3: 3 a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined clause. Then have Ss read the REMEMBER! box and explain to Ss the words that are used to introduce a relative clause. Ask Ss to make some examples to illustrate. b Ask Ss to study the rules in the grammar box. Draw Ss’ attention to the use of relative clauses by analysing the examples in the grammar box in 3b. 4 Ask Ss to do the exercise individually. Exercise 4 : Remind them to look back to the Key: REMEMBER! box and the grammar 1. who/that 2. where 3. whose 4. box in 3b. Then have Ss compare their when/that 5. whom/who 6. why answers in pairs before checking with the whole class. 6 Before allowing Ss to do Exercise 6, 6. Key: ask them to study the rules in the Look 2. Parts of the palace where/in which the out! box. Then have Ss work queen lives are open to the public. independently. Ask them to share their 3. English has borrowed many words
answers with a partner. Ask some Ss to which/that come from other languages. say their answers aloud. 4. I moved to a new school where/in which Give comments, and make any English is taught by native teachers. corrections. 5. There are several reasons why I don’t like English. 6. The new girl in our class, whose name is Mi, is reasonably good at English. IV HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare for COMMUNICATION PERIOD 75 / WEEK 25 UNIT 9: ENGLISH IN THE WORLD Lesson 4 : COMMUNICATION I. OBJECTIVES: By the end of the lesson, Ss will be able to discuss experiences in learning and using English II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: T’s & Ss’ Activities CONTENT Before Ss open their books, ask them Warm up: to work in groups to discuss the Knowledge about the use of English question ‘What do you think are the best ways to master English?’ and ‘What are the things
that you like and don’t like about the English language?’ Elicit Ss’ answers. Remember that this is a fluency stage of the unit with a primary goal of communication. Do not focus on accuracy at this time. Reward successful attempts at communication. 1 Give Ss about 10 minutes to work Exercise 1: Make notes about yourself. independently, making notes about 1.How long have you been learning English? themselves by answering the 2.What do you remember about your first questions in the table in 1. English 2 Now ask Ss to work in pairs, classes? taking turns to ask and answer the 3.What exams have you taken in English? questions in 1. Remind them to make 4.Why are you interested in learning English notes on what their partners say in the now? table in 1. Then ask each of them to 5.Which Englishspeaking countries would identify how many things they you like have in common with their partners. to visit? For a change, have Ss roleplay in 6.What do you think is your level of English pairs. One student is a reporter, and now? the other is a student. 7. How can you improve your English outside The reporter is gathering information class? about learners of English. Ask for 8.For what purposes would you like to use volunteer pairs to roleplay in front English in of the class. In this case, Ss should the future? focus on only three of the questions 9.What do you like about the English from the survey. Make sure Ss don’t language? simply read from their books – they 10.What don’t you like about the English should be in character. Give them lots language? of encouragement and praise for their communicative efforts. 3 Now put two pairs together to Exercise 2 : Work in pairs. Take turns to work in groups of four, reporting on ask and answer the questions in 1 . Make the things that they and their partners notes about your partner. How many have in common. T moves around the things do you have in common? class to listen to the discussions and provide help only if necessary. Exercise 3: Work in groups. Tell your If time allows, ask some groups to group the things that you and your partner present their findings in front of the have in common. class. This may lead to a natural, wholeclass discussion. If this Ex: You Your happens, encourage it. ‘One thing we have in common is that we both want to study English at an overseas university. I’m interested in going to
Australia and Mi is interested in the US. ’ IV HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare for SKILLS 1 PERIOD 76 / WEEK 26 UNIT 9: ENGLISH IN THE WORLD Lesson 5 : SKILLS 1 I. OBJECTIVES: By the end of the lesson, Ss will be able to read for general and specific information about English as a means of international communication. talk about their choices of holiday II . PREPARATION: sub board, pictures, cassette
III. PROCEDURES: T’s & Ss’ Activities CONTENT READING Before Ss open their books, ask them to work in groups to discuss either of these questions: 1. Who owns English? Ss may look somewhat confused by this question. If so, give them more guidance: ‘Which countries speak English around the world?’, ‘Does the English language belong to England? If not, why not?’, ‘Is the English language changing? If so, how?’ 2. Does ‘Vietglish’ exist? If necessary, explain that this is a blend of Vietnamese and English. Give some guidance: ‘Can you think of any words or phrases which blend the two languages?’, ‘Is this increasing in Viet Nam? 1 Now open the books and ask Ss to Explain scan the text to nd the words: settlement (n) = the process of people settlement, immersion, derivatives, making their homes in a place establishment and dominant. T may help immersion (n) = the language teaching Ss work out the meanings of these method in which people are put in situations words out of the context. where they have to use the new language for everything derivatives (n) = words that have been developed from other words establishment (n) = the act of starting or creating something that is meant to last for a long time dominant (adj) = more important, 2 a First, have Ss work independently, powerful or noticeable than other things reading through the text and choosing a 2a. suitable heading for each paragraph. Key: 1. b 2. c 3. a b . T may set a longer time limit for Ss to read the text again and answer the Key: 1. It is the export of the English questions. Ask Ss to note language and the great growth of population where they found the information that in the United States that has led to its helped them to answer the questions. Ss dominance in the world today.
can compare their 2. Mass immigration. answers in pairs before discussing them 3. They do all their school subjects and as a class. everyday activities in English. 4. It is a blend of English and Hindi words and phrases. 5. They are being invented every day all over the world due to the free admissions of words from SPEAKING other languages and the easy creation of compounds and derivatives. 3 First, give Ss 5 minutes to put their own list in order of importance. Encourage Ss to think of the reasons for their order. They may add other methods they use that aren’t on the list. 4 Now in small groups, Ss compare their lists and explain their order to group members. Go around to provide help. Call on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments. 5 Ask Ss to work in pairs, taking one of the ideas in 3 and discussing the way to achieve it. Move around to provide help. Call on one pai to present their ideas. Ask other pairs to add to the list. IV HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare for SKILLS 2  PERIOD 77 / WEEK 26 UNIT 9: ENGLISH IN THE WORLD
Lesson 6 : SKILLS 2 I. OBJECTIVES: By the end of the lesson, Ss will be able to: listen for general and specific information about some students’ experiences in learning use languages write a paragraph about the uses of English in everyday life II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: T’s & Ss’ Activities CONTENT Listening 1 Ask Ss to read the instruction Key: carefully. Have Ss read the summaries Speaker 1: E Speaker 2: A and underline the key words in each. Speaker 3: B Speaker 4: D Play the recording and ask Ss to match the summaries to the speakers. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers. Key: 2 First, ask Ss to work in pairs to answer the questions from the information they 1. He went to Rome. have heard in 1. Then play 2. She can have a conversation in Italian, the recording again and allow Ss to but it’s a bit rusty. check if their answers are correct. 3. He used to be quite bad at English. 4. He picked up enough words and phrases to get by. 5. She thinks that she has learned a lot since she started an English course at an English centre. Writing Sample writing: 3 Ask Ss to work individually making I use English for different purposes in my notes of up to four uses of English in everyday life. their daily life and giving an Firstly, English helps me communicate with explanation/example for each of them in people all over the world. I have made the given table. Remind them that they friends with some students from the UK and do not have to write Australia. I use English to chat with them full sentences and they can use about many things. abbreviations and noteform. Then ask Secondly, English helps me get information Ss to share their notes with their and improve my knowledge. partners. T may ask some more able Ss Because almost any information is available to read out their notes to the whole in English, it is easy for me to get access to class. all sources of 4 a+b Set up the writing activity. information with my English. Finally, Brainstorm the language necessary for English is useful when I want to go abroad their writing with Ss: an introduction to study. A lot of schools
paragraph, organising ideas using and universities in diff erent countries which connectors – Firstly, Secondly, Finally, provide scholarships and courses in English. providing examples I am learning English hard to get an IELTS to illustrate the points. score of 6.5 so that next year I can go to Ask Ss to write the draft rst and then Australia to study. swap their writing with a partner. Based In conclusion, English is useful for me in on the comments, have various ways. them write their nal version in class or at home. If they write in class, they can also do it in pairs or groups on big pieces of paper. T may display all or some of the lea ets on the wall/notice board. Other Ss and T give comments. Ss edit and revise their writing as homework. IV HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare for LOOKING BACK 
PERIOD 78 / WEEK 26 UNIT 9: ENGLISH IN THE WORLD Lesson 7 : LOOKINH BACK & PROJECT I. OBJECTIVES: By the end of the lesson, Ss will be able to review of what they have learnt in Unit 9 (English in the world ) II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: T’s & Ss’ Activities CONTENT Vocabulary & Grammar 1 Vocabulary & Grammar For 1, 2, 3, 4 and 5, First have Ss work 1. first 2. accent 3. dialect independently. Then they can check their 4. second 5. official answers with a partner 2 before discussing the answers as a class. 1. am reasonably good However, tell Ss to keep a record of their 2. can also get by 3. picked up original answers so they 4. am bilingual 5. also fluent in can use that information in their self 6. can have a conversation assessment. 7. it’s a bit rusty 8. am quite bad at For exercise 3, T may ask some Ss to 9. know a few words write their sentences on the board and 10. can’t speak a word give necessary correction. 3 1. I can’t speak a word of French. 2. I picked up a few words of English on holiday. 3. My brother is fluent in English. 4. I am bilingual in English and French. 5. I can get by in German on holiday. 6. My Russian is a bit rusty. 4 1. accent 2. imitate 3. guess 4. look up 5. translate 6. mistakes 7. corrects 8. communicate 5 2. Those are the stairs where I broke my arm. 3. There’s a shop where you can buy English books and CDs. 4. The English couple who/that live next
to us can get by in Vietnamese. 5. There’s a shop near my house which/that sells cheap DVDs. 6. Look up the new words in the dictionary which/that has just been Communication published by Oxford University Press. 6 First, ask Ss to do the task individually Communication to choose sentences (AE) to complete the Key: conversation. Then check their answers as 1. D 2. C 3. A 4. E 5. B a class. Finally, ask Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class IV HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare for REVIEW 3 