Giáo án Tiếng Anh 9 Unit 9: English in the world mới, chuẩn nhất

Lesson 1 - GETTING STARTED

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 . TEACHER AND STUDENTS’ PREPARATION :

1.Language content

Vocabulary : words related to languages and language use and learning

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

3.teaching aids : Cassette, posters, pictures

III. PROCEDURES:

T’s & Ss’ Activities	CONTENT
*Warm –up review the previous unit by asking two Ss to go to the board, each writing we compound nouns they have learnt/known. Give comments and correct any mistakes if needed.	1. Getting started : chatting 2. Listen and read Vocabulary Nouns are often formed by adding 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 nd the nouns of the adjectives simple and flexible. Ask them to pay attention to how to form the nouns from these adjectives.	Exercise 1 a . Key: simplicity - flexibility
b. Ask Ss to convert the adjectives given into nouns. Remind them to use a dictionary to check.	Exercise b: Adjective Noun sad sadness dark darkness stupid stupidity popular popularity happy happiness punctual punctuality
c. First, have Ss work independently. Then allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers.	c.Key: 1. B 2. C 3. A 4. C 5. B 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 partners. T may ask for translation of the words/phrases in the table to check their understanding. With a stronger class, T may wish to ask Ss to nd some examples in real life with the words/phrases in the table.	Exercise 2: Key: 1. c 2. e 3. b 4. a 5. d
Exercise 3: Have Ss work independently and then share their answers with one or more partners. T may help with the words/phrases that Ss do not know the meaning of in the sentences. If time allows, have some Ss read out loud the sentences	Exercise 3 : Key: Key: 1. f 2. c 3. a 4. b 5. e 6. d

IV- CON SOLIDATION & HOMEWORK:

1.Consolidation :

Model this activity with a more able student. Then ask Ss to work in pairs. Go around to provide help.Call on some pairs to practise in front of the class.

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 identify the correct tones for new and known information and say sentences with the correct intonation

II . TEACHER AND STUDENTS’ PREPARATION :

1.Language content

Vocabulary : bilingual , fluent, rusty, pick up a language, reasonably, get by in a

language

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 independently and then share their answers with a partner. T may ask for translation of the words/ phrases in the first column to check their understanding. With a stronger class, T may wish to ask Ss to make sentences with the expressions.	VOCABULARY: Exercise 1: Key: 1. b 2. e 3. a 4. d 5. f 6. c
2 . a Ss do the exercise individually. Check their answers as a class. Con¬ rm the correct answers. 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 the board. Other Ss give comments. Confirm the correct sentences.	Exercise 2: Key: 2. at 3. by 4. in 5. of 6. bit 7. up
Exercise 3: 3 a First, have Ss work individually to 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.	Exercise 3: Key (suggested): Key: 1. e 2. h 3. g 4. b 5. a 6. c 7. d 8. f
b Ss work independently to complete the passage. Check the answers as a class.	Key: 1. know 2. guess 3. look up 4. have 5. imitate 6. make 7. correct 8. translate
Pronunciation Tones in new and known information 4 Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice 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 whether the voice of each second sentence goes up or down. Ask some Ss to give their answers and then play the recording again for Ss to listen, check and repeat. T may play the recording as many times as necessary. 6 First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary.	Pronunciation: underlined word in each sentence goes up or down