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Giáo án Tiếng Anh 9 mới

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Giáo án Tiếng Anh 9 mới Học kì 1

• Giáo án Tiếng Anh 9 Unit 1: Local environment
• Giáo án Tiếng Anh 9 Unit 2: City life
• Giáo án Tiếng Anh 9 Unit 3: Teen stress and pressure
• Giáo án Tiếng Anh 9 Review 1
• Giáo án Tiếng Anh 9 Unit 4: Life in the past
• Giáo án Tiếng Anh 9 Unit 5: Wonders of Viet Nam
• Giáo án Tiếng Anh 9 Unit 6: VietNam then and now
• Giáo án Tiếng Anh 9 Review 2

Giáo án Tiếng Anh 9 mới Học kì 2

• Giáo án Tiếng Anh 9 Unit 7: Recipes and eating habbits
• Giáo án Tiếng Anh 9 Unit 8: Tourism
• Giáo án Tiếng Anh 9 Unit 9: English in the world
• Giáo án Tiếng Anh 9 Review 3
• Giáo án Tiếng Anh 9 Unit 10: Space travel
• Giáo án Tiếng Anh 9 Unit 11: Changing roles in society
• Giáo án Tiếng Anh 9 Unit 12: My future career
• Giáo án Tiếng Anh 9 Review 4

Giáo án Tiếng Anh 9 Unit 1: Local environment

Lesson 1 : GETTING STARTED

I. OBJECTIVES: By the end of this Unit, students will be able to:

• Use some vocabularies and structures to talk about traditional crafts and places of interest in an area

Xem thêm : 20 đề thi kiểm tra môn Tiếng Anh lớp 4 Đề kiểm tra trắc nghiệm tiếng Anh lớp 4

II . PREPARATION: sub -board, pictures, cassette

III. PROCEDURES:

Teacher’s and students’ activities Content Activity 1:

-Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions:

“Who and what can you see in the picture?”

“Where are they?”

“What do you think the people in the picture are talking about?”

-Ss answer the questions as a class. If they mention ‘Bat Trang’, elicit what they know about this village.

-Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers.

a/.Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.

-Have Ss look at the Watch out! box and quickly read the information. Tell them that there are some similar expressions such as ‘as far as I can remember’, ‘as far as I can see’, or ‘as far as I can tell’.

b/.Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss’ answers.

1. craft

2. set up

3. take over

4. artisans

5. attraction

6. specific region

7. remind

8. look round

1.They are at Phong’s grand- parents’ workshop in Bat Trang

2. It’s about 700 years old.

3. His great-grandmother did.

4. buy things for their house and make pottery themselves there.

5. It’s in Hue.

6. … the handicrafts remind them of a specific region.

Activity 2:

-Have Ss look at the pictures. Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam. Ss match these handicrafts with the pictures. Ss compare their answers in pairs before giving their answers to T:

A. paintings

B. drums

C. marble sculptures

D. pottery

E. silk

F. lacquerware

G. conical hats

H. lanterns

Activity 3:

-Tell Ss to complete the sentences with the words/phrases in The complete sentences will give Ss information about the places where the handicrafts are made. Call on two Ss to write their answers on the board. Confirm the correct answers.

-If time allows, T may organise a short activity to check Ss’ short-term memory. Have -Ss close their books. Point at each of Ss’ answers on the board and quickly Ss have to call out the place where this handicraft is made. Ss can also be asked to share any other places that produce these handicrafts.

1. conical hat

2. lanterns

3. silk

4. paintings

5. Pottery

6. marble sculptures

Activity 4:

a/Ss work in pairs to do the quiz. The pair which has the answers the fastest is invited to read out their answers. Elicit feedback from other pairs. Confirm the correct answers.

b/Ss work in groups to write a similar quiz about places of interest. Set a time limit of about five to seven minutes. When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answer. The group confirms the correct answer. The second group then reads out a question in their quiz. This question should be different from the one of the first group. Continue the activity until all the groups have read out all of their questions or when time is up.

1. park

2. museum

3. zoo

4. beach

5. beauty spot

IV- HOMEWORK:

-Practice reading the dialogue.

-Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare A CLOSER LOOK 1

Lesson 2 – A CLOSER LOOK 1

I. OBJECTIVES: By the end of this Unit, students will be able to:

• Use the lexical items related to traditional crafts and places of interest in an area

• Say sentences with correct stress on the content words

II . PREPARATION: sub -board, pictures, cassette

III. PROCEDURES:

Teacher’s and students’ activities Content Activity 1:

-Ss work individually to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’ explanations when needed. The two verbs cast and mould are quite difficult, so make sure that Ss understand them: – cast: shape hot liquid metal, etc. by pouring it into a container – mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct..

A. cast

B. carve

C. embroider

D. weave

E. mould

F. weave

G. knit

Activity 2:

a/The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences.

b/ This activity will help Ss to manipulate the verbs as they are not all regular. Have Ss do the activity, then call two Ss to write their answers on the board. Elicit feedback from other Ss. Confirm the correct answers.

-Draw Ss’ attention to the Watch out! box. Ask Ss to give example sentences with the verb to make.

1.b

2.d

3.e

4.a

5.f

6.c

2. cast; cast

3. wove; woven

4. embroidered; embroidered

5. knitted; knitted

6. moulded; moulded

Activity 3:

-Organise a competition for this activity. Ss work in groups of five or six. Set a time limit of five minutes. T may prepare some large pieces of paper for the groups to write their answers on. Ss write down as many places of interest in the word web as possible. The group with the most places is the winner. The winning group presents their words/phrases. Other groups tick the similar words/phrases they have and add more if they can. If time allows, T may ask Ss to explain why they think the places are entertaining, cultural, educational, or historical.

Entertaining: cinema, theatre…

Cultural: opera house, museum…

Educational: library, museum…

Historical: temples, craft village…

Activity 4:

Ss individually do the exercise. Check their answers as a class and confirm the correct ones.

1. historical

2. attraction

3. exercise

4. traditional

5. culture

6. handicrafts

Activity 5:

a/Have Ss read the five sentences and underline the words they think are stressed. Elicit answers from Ss. Do not confirm the correct answers. Now ask Ss to read the four questions and make sure they understand them. Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct. Tell them that this is actually the first question and other questions can be answered after listening. Ss discuss their answers to the four questions in pairs.

b/Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.

-Have Ss read the information in the box to remember the content of the lesson.

S1: craft, village, lies, river, bank

S2: painting, embroidered

S3: what, region, famous

S4: drums, aren’t, made, village

S5: famous, artisans, carved, table, beautifully

2. They are: nouns, verbs, adjectives, adverbs, WH-question words, and negative auxiliaries.

4. They are: articles, prepositions, pronouns and possessive adjectives.

Activity 6:

a/Ss do this exercise individually and compare their answers with a classmate.

b/Play the recording for Ss to check their answers and practise reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed.

S1: Art, Museum, popular, place, interest, city

S2: cinema, attract, youngsters

S3: artisans, would, clay, make, traditional, pots

S4: Where, like, going, ends

S5: shouldn’t, destroy, historical, buildings

IV- HOMEWORK:

-Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare A CLOSER LOOK 2

Giáo án Tiếng Anh 9 Unit 2: City life

Lesson 1 – GETTING STARTED

I. OBJECTIVES: By the end of this Unit, students will be able to:

• Use some vocabularies and structures to talk about city life

Xem thêm : 20 đề thi kiểm tra môn Tiếng Anh lớp 4 Đề kiểm tra trắc nghiệm tiếng Anh lớp 4

II . PREPARATION: sub -board, pictures, cassette

III. PROCEDURES:

Teacher’s and students’ activities Content Introduction

Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on the board. Tell Ss that the words in the orange column are the key words of the new unit. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game fi nishes when a student guesses the orange words correctly.

T may also ask Ss to name all the places of interest or main features of their neighbourhood.

Activity 1:

Ask Ss to open their books to Unit 2. Ask them

some questions. Questions may include:

• What can you see in the pictures?

• Do you know these two boys?

• Where are they now?

• What are they talking about?

… Ss answer the questions as a class.

T may also ask Ss what they know about Sydney by

asking them some guiding questions:

• Where is it?

• Is it a capital city?

• What is it famous for?

Then play the recording and have Ss follow along.

a./ Ask Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board.

Key:

1. visit

2.ancient

3.natural

4.variety

5.study

b./ Ss work in pairs to do the task. Allow Ss to share answers before asking them to discuss as a class.

Remember to ask Ss to read out the lines in the conversation that contain the words. Check and confirm the correct answers.

Key:

1. jet lag

2. a feature

3. reliable

4. metropolitan

5. multicultural

c./ Ss work individually to answer the questions, then compare their answers with a partner. Ask them to locate the information in the conversation. Call on some pairs to give the questions and answers. Confirm the correct answers.

Key:

1. He grew up in Sydney.

2. Sydney is.

3. It is convenient and reliable.

4. Because it is a metropolitan and multicultural city.

5. In 1850.

d./ Tell Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss.

Key:

1. How are you?/How are things?/How are you doing?

2. (Are you) recovering from the jet lag?

3. I slept quite well.

4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.

Activity 2:

Tell Ss that most of the words they need to use are related to cities or city life. Let them work in pairs.

Check their work, then let them read each word correctly. Check and correct their pronunciation

Key:

1. international

2. local

3.crowded

4. neighbouring

5. Urban

Activity 3: Ss work in pairs. Give them a few minutes to do the quiz. Award extra points for pairs who can say which country these cities are in. Congratulate the winners.

Key:

1.A

2.C

3.C

4.A

5.C

6. B

IV- HOMEWORK:

-Practice reading the dialogue.

-Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare A CLOSER LOOK 1

Lesson 2 – A CLOSER LOOK 1

I. OBJECTIVES: By the end of this Unit, students will be able to: use adjectives, and comparison of adjectives and adverbs correctly, use common phrasal verbs correctly and propriately

II . PREPARATION: sub -board, pictures, cassette

III. PROCEDURES:

Teacher’s and students’ activities Content Activity 1:

1a./ Have Ss read through the letter so that they can understand the general idea. Ask them what the purpose of the letter is (Jack is writing the letter to Oggy to tell about his trip to Hoi An). Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. If Ss do not know any of them, quickly give the meaning. Ss work in pairs to do the task. Have some Ss read their answers. Correct their pronunciation if needed and confi rm the correct answers.

Key:

1. ancient/historic

2. warm

3. comfortable

4.helpful

5.fascinating

6.historic/ancient

7.local

8.delicious

b./ Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers.

Key: fabulous, sunny, small, friendly, aff ordable, good Activity 2:

2 Have Ss read through the given adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives they do not know.

Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice.

Activity3: Ss work individually, then compare their answers with a partner’s. Ask some Ss to write their answers on the board. Check their answers as a class.

Key:

1.fashionable

2. annoying

3.forbidden

4.cosmopolitan

5.modern

6.polluted

Activity 4: T plays the recording and Ss repeat. Play the recording as many times as necessary. Correct their pronunciation, especially the stressed words. Have them circle the stressed pronouns

Key:

1. A: Can you come and give me a hand? (me is weak)

B: OK. Wait for me! (me is strong)

2. A: Did youcome to the party last night? (you is weak)

B: Yes. But I didn’t see you. (you is strong)

3. A: Look – it’s him! (him is strong)

B: Where? I can’t see him. (him is weak)

4. A: They told usto go this way. (us is weak)

B: Well, they didn’t tell us! (us is strong)

Activity 5a.

Play the recording. Ss listen and mark the underlined words as W (weak) or S (strong). Elicit their answers and correct their mistakes.

For a stronger class, before playing the recording, have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). Ask some Ss to give the answers and quickly write them on the board.

Now play the recording for Ss to check their answers.

Activity 5b.

Ss work in pairs to practise the exchanges above. Go around and give support if necessary

key:

1. A: Is he (W) there?

B: No. Everybody else is, but he’s(S) gone home!

2. A: Do you know that woman?

B: Her (S)? Er… No. I don’t recognise her(W).

3. A: I’m afraid we(W) can’t stay any longer.

B: What do you mean ‘we’(S)? I’ve (S) got plenty of time.

4. A: Look! Everybody’s leaving.

B: What about us(S)? Shall we(W) go, too?

IV- HOMEWORK:

-Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare A CLOSER LOOK 2

Giáo án Tiếng Anh 9 Unit 3: Teen stress and pressure

Lesson 1 – GETTING STARTED

I. OBJECTIVES : By the end of the lesson, Ss will be able to use some lexical items related to “TEEN STRESS AND PRESSURE”

II . TEACHER AND STUDENTS’ PREPARATION :

1.Language content

Vocabulary : words related to adjectives of emotion and feelings , changes in adolescence

Grammar : question words before to -inf

2.Techniques : group work , pair work, communicative approach

3.teaching aids : Cassette, posters, pictures

III. PROCEDURES :

Xem thêm : Trọn bộ các dạng bài tập tiếng Anh lớp 2 trẻ cần nắm vững

T’s & Ss’ Activities CONTENT *Warm -up

Introduce the students in the picture: Phuc, Nick, and Veronica. Explain that Mai was supposed to be there but she couldn’t come in the end . Ask the class to describe what is happening in the picture:

e Where are Phuc, Nick, and Veronica?

” What are they going to do?

” What are they talking about?

” Why do you think Mai couldn’t come?

1. Getting started: chatting

2. Listen and read

Vocabulary

worried/tense/stressed; relaxed/confident

confident/relaxed/calm

calm

delighted/confident

depressed/frustrated

*Activity 1

a.Tell Ss they can uncover the text. Play the recording again. Have Ss work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words in the text with opposite meanings.

Exercise 1

a : Find the opposite of these words in the conversation.

Key:

1.to stay up late

2.to disappoint someone

3.to be stressed (out)

4.to take a break

5.good grades

6.to be fully booked

b.Have Ss work individually, then in pairs, to compare their answers with each other. Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer. Exercise b:

Key:

1.C

2.B

3.C

4.A

5.B

6.A

c. Ask Ss what they think Veronica’s statement means. Then explain if necessary. For a more able class, ask them if they have ever felt like Veronica, and what happened. Exercise c: Answer key:

Veronica wishes her parents could put themselves in her situation to better understand her.

* Exercise 2:

Ss work in pairs to complete this task. Remind them to pay attention to the content words in each sentence, which may help them to choose the most suitable word. Tell Ss in most cases more than one option may be suitable. After they have finished, go through each item as a whole class.

T may explain the difference between ‘depressed’ and other words such as ‘tense’, ‘worried’, or ‘stressed’.

(The word ‘depressed’ is very strong and used only to describe someone who is deeply sad and has lost hope.)

Exercise 2:

1. worried/tense/stressed; relaxed/ confident

2. calm

3. depressed/frustrated

4. confident/relaxed/calm

5. delighted/confident

6. frustrated/worried

Exercise 3: Before Ss start doing this exercise, explain the meaning of ‘give advice’, ‘encourage’, ’empathise’, and ‘assure’. give advice: encourage: empathise: assure: to give suggestions and ideas to help somebody make a decision to give someone support and confidence to do something to be able to understand how someone else feels to tell someone that something is going to be all right, so that they do not worry

Ss work individually first, then in pairs. Then give corrective feedback to the whole class. Ask Ss to give examples of the situations in which these sentences are said.

Exercise 3: Key:

1. encourage someone

2. give advice to someone

3. empathise with someone

4. assure someone

5. empathise with someone

6. encourage someone

IV- CON SOLIDATION & HOMEWORK:

1.Consolidation :

Encourage Ss to select appropriate statements in 3 to respond to what you have told them. Then ask them to work in pairs. If time allows, call on some pairs to report their stories to the class.

I feel worried because my cat is sick.

I feel disappointed because it has been raining all day long.

I feel delighted because my son is Star of the at his primary school.

2.Homework :

Do exercise in exercise book. Prepare A CLOSER LOOK 1

Lesson 2 – A CLOSER LOOK 1

I. OBJECTIVES : By the end of the lesson, Ss will be able to use the lexical items related to changes in adolescence

II . TEACHER AND STUDENTS’ PREPARATION :

1.Language content

Vocabulary : independence , informed , shape and height , embarrassed ,delighted self-aware , reasoning skills

Grammar :

2.Techniques : group work , pair work, communicative approach

3.teaching aids : Cassette, posters, pictures

III. PROCEDURES:

T’s & Ss’ Activities CONTENT Vocabulary

1 .Ss work individually to complete this exercise. Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. Ss then work in pairs to compare their answers before T gives corrective feedback to the whole class.

VOCABULARY:

Exercise 1:

Key:

1. shape and height

2. reasoning skills

3. Embarrassed

4. independence

5. self-aware

6. informed

2 Explain the phrases in the box first. Elicit from Ss some examples for each item, for example, ‘Can you think of an example of school pressures and frustrations?’

Share some of your personal experience from your teenage years where relevant.

Exercise 2:

Key:

A. 5

B. 2

C. 6

D. 3

E. 1

F. 4

Exercise 3:

Ss work in pairs to discuss which solution can be used for which situation. Then elicit the answers from the whole class. Ask Ss to explain their decisions.

Exercise 3:

Key (suggested):

A. 1; 3; 4

B. 4

C. 1

D. 4

E. 2; 1

F. 4

Exercise 4 :

Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these (diffi cult/stressful) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion.

Pronunciation: Pronunciation

Stress on the verb be in sentences

Play the recording again or say the fi rst sentence in the conversation in GETTING STARTED. Draw

Ss’ attention to the stressed ‘Isn’t’ and ask them to practise saying the question.

Now explain the REMEMBER! box. Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box.

5 . Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be are unstressed. With the whole class, refer to the REMEMBER! box to elicit the reasons why the verb be is stressed in each item. Ss then practise saying the sentences in pairs.

6 Tell Ss that these sentences contain both stressed and unstressed verb forms of be. Ss work individually first to underline those that should be stressed. Then play the recording for Ss to check. Give corrective feedback as a class, then

Ss practise saying the sentences.

Key:

1. – You aren’t worried about the exam? Good for you!

– I am worried! But I try not to show it.

2. – Do you think Jack is good at Japanese?

– He is. But he’s a bit shy to speak it.

3. – Isn’t badminton her favorite sport?

– Yes, it is.

4. – Who’s he? (no stress)

5. – Sorry – we’re late!

– Actually, you aren’t. We haven’t started yet.

6. – Is she happy at the new school?

– Yes, she is. She likes it a lot.

IV- CON SOLIDATION & HOMEWORK:

1.Consolidation :

Ss practice the intonation of sentences

2.Homework :

Do exercise in workbook

Prepare A CLOSER LOOK 2

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