Giáo án Tiếng Anh 9 Unit 6: VietNam then and now mới, chuẩn nhất
Giáo án Tiếng Anh 9 Unit 6: VietNam then and now mới, chuẩn nhất
Lesson 1 - GETTING STARTED
I. OBJECTIVES: By the end of this Unit, students will be able to:
• Use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present.
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
| Teacher’s and students’ activities | Content |
|---|---|
| Activity 1:
Write the words Past and Present on the board and ask Ss to give another expression for the phrase. When they have given the phrase Then and Now, ask them to look at the picture and the heading Our school in the past and ask them some questions: • Who can you see in the picture? • Where do you think they are? • Is there anything in the small pictures on the wall related to past and present? Ss give their answers as a class. T can write their ideas on the board. Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue |
-Students -In the library |
| a. Ss work in pairs to label the pictures with the words given. Allow pairs to share their answers before asking them to discuss as a class. Then ask some Ss to read the words/phrases aloud and correct their pronunciation if necessary. | Key: 1. Trench 2. tiled roof 3. facilities 4. photo exhibition 5. rubber sandals 6. thatched house |
| b. Have Ss work independently. Ss fid the words with the given meaning in the conversation. Then have Ss share their answers with a partner before asking them to discuss as a class. | Key: 1. anniversary 2. fascinating 3. missing 4. conditions 5. improved 6. Proper |
| c. Ss read the dialogue again to do this exercise. Ss exchange their answers with a classmate. Ask for Ss’ answers as well as the explanation for their choices. Write the correct answers on the board. | Key: 1. F (It was founded in the 1960s.) 2. T 3. F (They wore rubber sandals and straw hats.) 4. NG 5. T |
| d. Ask Ss to do the exercise without reading the conversation again. Ss compare their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Call on some Ss to give the answers. | Key: 1. The conversation takes place on the school’s 60th anniversary. 2. Because it explains a lot about how the school was in the past. 3. There were trenches outside the classrooms. 4. The roof was made of tiles and some tiles were broken. The window frames were made of wood and some of them were missing. 5. They can learn that they are lucky to have such great learning facilities nowadays. |
| Activity 2:
Have Ss read the Remember ! box individually. Then go through the points as a class and see if any Ss can make sentences using these adjectives and adverbs. Afterwards, ask Ss to work individually on the gap-fil exercise. Check the answers as a class. |
Key: 1. slight 2. dramatically 3. signifiantly 4. considerable 5. gradual |
| Activity 3:
Now ask Ss to think about their own school’s history. First, have pairs write a couple of questions about the school in the past that they would like to ask T. Then, as a whole class T can answer questions from Ss about the school when she/he started teaching. The aim is to generate a short discussion. Now have Ss work in small groups to talk about the changes to the school. Ask them to use the adjectives and adverbs in Remember! box. T can tell Ss that they can talk about: + the school principal and school teachers + the school playground + the library + the computer room + the classroom |
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:
Now have Ss turn to the book and work in pairs to label the pictures. Then ask them to brief y describe those pictures. Check the answers as a class. Then ask Ss: - Have you ever tried one of these means of transport or road systems? - How do you feel about using each of these means of transport or road systems? |
Key: 1. tram 2. fyover 3. elevated walkway 4. skytrain 5. underpass 6. tunnel |
| Activity 2:
Have Ss work individually to f ll in the blanks. Allow them to share answers with a partner before checking as a class. |
Key: 1. tunnel 2. elevated walkways 3. fyover 4. skytrain 5. underpass 6. tram |
| Activity 3:
Give Ss a couple of minutes to work in pairs to do the 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? - Who lives in a nuclear family? Now ask individual Ss - Can any of these adjectives be used to describe your father/mother/sister/brother? Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets us watch what we like on TV. |
Key: 1. f 2. b 3. e 4. d 5. c 6. A |
| Activity 4:
Have Ss work individually to complete the sentences. Have them compare their answers in pairs. Afterwards, check Ss’ answers as a class. |
Key: 1. extended family 2. sympathetic 3. obedient 4. tolerant 5. nuclear family 6. cooperative |
Pronunciation Stress on all the words in sentences Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rules and read out the examples in the box or to give their own examples. |
Typically, a sentence has one word or syllable that is stressed more strongly than the rest of the stressed syllables on the content words. However, in some sentences used to show urgency or surorise, all the words are important. Therefore, we put stress on one syllable of each word. Sentences with the words stressed may have the patterns below:
OO Watch out! OoO Hurry up! OOo say sorry! OOO Don’t come back |
| Activity 5:
StaSs write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Play the recording for Ss to check their answers. Have the whole class repeat chorally after the recording or after T. |
Key: 1. OO – I know!, That long?, Don’t cry! 2. OoO – Go away! 3. OOo – Keep going! 4. OOO – Don’t turn left! |
| Activity 6:
This section can be done with some drama, so encourage Ss to exaggerate a little and have fun. They can also add hand gestures and facial expressions to increase the dramatic element. Have Ss work in pairs to describe the pictures quickly and to f ll the bubbles with the utterances as in the example. Then ask some pairs to read out their utterances with the correct stress. Conf rm the correct answers. Lastly, have the class read all the sentences chorally. If time allows, have Ss work in groups and think of some other surprising or urgent situations. They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class. |
Suggested answers:
1. Be quiet! OOo Don’t talk! OO 2. Don’t turn right! OOO 3. Wake up! OO Get up! OO 4. Smile please! OO Say cheese! OO 5. Don’t worry! OOo Don’t cry! OO 6. Look out! OO Look ahead! OoO |
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 2
