Giáo án tiếng Anh lớp 9 Tuần 12 sách mới

UNIT 5: WONDERS OF VIET NAM

LESSON 1: Getting started

Teacher’s and students’ activities

Content

Activity 1:

Play the recording. Ss listen and read along. T can play the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension. Ask Ss questions about the picture:

1-Have you ever visited a wonder of Viet Nam?

2-What is it? Where is it?

3-What is special about it?

-First, have Ss work independently. Then allow
them to share their answers before discussing as
a class.

-Tell Ss to refer to the conversation to fid the
expressions. Practise saying the expressions (play
the recording again as a model if necessary). Pay
attention to intonation when asking for, making,
or responding to recommendations.

Activity 2:

-Have Ss work independently. Then allow them
to share their answers before playing the
recording for them to check. Play the recording
for Ss to repeat the phrases. T may remind Ss to
pay attention to the intonation.

-Ss work independently to do the matching.
Allow them to share their answers before giving
comments, and make any corrections. Ask Ss to
work in pairs, practising the exchanges. T may go
around to provide help.

Activity 3:

-First, have Ss work in pairs to match the
names of the places of interest to the pictures.
Then check with the whole class. T may ask Ss
to say the names of these places of interest in
Vietnamese and where they are situated.

-Ss do the exercise individually and then
compare their answers with a partner. Check
the answers with the whole class.

Activity 4:

Model this activity with a more able student.
Then ask Ss to work in pairs. T may go around
to provide help. Note that weaker Ss can stick
very closely to the model by substituting the
names of different wonders in the conversation.
However, it’s good to encourage more able Ss to
create their own versions of the conversation.
Call on some pairs to practise in front of the
class, remembering that this is a fluency stage
and correction should be reserved for the end
and kept to a minimum so as not to deter Ss
from taking risks with the language.

*Vocabulary

- recommend(

v)

- rickshaw(n)

- bother(v)

- complex (adj)

- be worth (+V- ing)

a-Read the conservation again and fill in each gap (with no more than three words).

1-Hue City

2-three

3-go by air

4-beautiful sights

5-use rickshaw

6-the museums

b- Read the conversation again and find the expressions Veronica and Mi use to ask for, make, and respond to recommendations.

2-a) Write the responses into the correct column

b)Match sentences (1-4) to sentences (a-d) to make exchanges. Then practice the exchanges with a partner.

1-b; 2-c; 3-d; 4-a

3)

a- Write places of interest under the pictures.

1-b; 2-c; 3-e; 4-a; 5-f; 6-d

- T gets ss to put places of interest in the correct column.

Natural wonders: Ha Long, Phong Nha Cave; Cuc Phuong National Park

Man-made wonders: One Pillar Pagoda, Sai Gon Notre-Dame Cathedral, Po Nagar Cham Towers

UNIT 5: WONDERS OF VIET NAM

LESSON 2: A closer look 1

Teacher’s and students’ activities

Content

Activity 1:

-Ask Ss to do the exercise independently. Then have them share their answers with one or more partners. T
may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to find some real-life example of the nouns in the box.

Activity 2:

-Ss work independently and then share their answers with one or more partners. T may ask for translation
of some adjectives to check their understanding.

Activity 3:

-Ss work in pairs to match the nouns to the definitions. Allow them to share their answers before checking with the whole class. T may ask for translation of the nouns in the box to check their understanding.
With a stronger class, ask Ss to make some example sentences with these words.

-Have Ss complete the sentences individually, using the phrases in 3a. Then have some of them read
out their answers before checking as a class.

Activity 4:

Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the words in red in each sentence are stressed or not. T may play the recording as many times as necessary.

-Read through and explain the rule in the REMEMBER! box and ask some Ss to give some examples of the cases where the short words (a, of, the, etc.) are used in the strong form.

Activity 5:

-First, ask Ss to work in pairs to practise reading aloud the mini-talks and decide in which sentences the short words are stressed. Then play the recording. Ss listen and underline the stressed words. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary.

Activity 6:

-Ss practise the mini-talks in pairs. T may go around to provide help. Call on some pairs to practise the
mini-talks in front of the class. Correct their pronunciation if necessary.

-cavern(n)

-fortress(n)

-tomb(n)

-astounding(adj)

-picturesque(adj)

1-Write the words with the correct pictures.

1-B; 2-D; 3-A

4-E; 5-C; 6-F

2-Fill each blank with a suitable adj from the box.

1-located/situated

2-picturesque

3-astounding

4-geological

5-administrative

3a-Match the nouns in A to the definitions in B.

1-b; 2-d; 3-a

4-e; 5-c

b-Use the nouns in 3a to complete the sentences.

1-structure

2-measures

3-setting

4-complex

5-recognition

4-Listen and repeat, paying attention to the words in red in each pair of sentences.

1. A: This is a (S) solution, but not the only one.
B: Attempts to f nd a (W) solution have failed.
2. A: I’m fond of (W) bananas.

B: Bananas are what I’m fond of (S).

3. A: It’s not trick and (S) treat; it’s trick or (S) treat.
B: I need Peter and (W) Mary or (W) John and (W) Nick to help me.

4. A: It’s good but (W) expensive.

B: You shouldn’t put ‘ but’ (S) at the end of the sentence.

5-Read the mini-talks and underline the short words using the strong form.

1. A: Where are you from?

B: I’m from Ha Noi.

2. A: Can you come and check this paragraph for me?

B: It’s OK but you shouldn’t use ‘and’ at the beginning of the paragraph.

3. A: Did you ask her to join our group?
B: I’ve asked her several times but she
doesn’t want to.

4. A: Is this letter from Peter?

B: No, the letter is to him, not from him.

UNIT 5: WONDERS OF VIET NAM

LESSON 3: A closer look 2

Teacher’s and students’ activities

Content

Activity 1:

-First, ask Ss to study part of the conversation from GETTING STARTED. Draw Ss’ attention to how to form the impersonal passive by analysing the underlined part and the rule. Then ask some more able Ss to give some examples to illustrate. Next, ask Ss to read the conversation in GETTING STARTED again and underline another impersonal passive that they can find. Ask them to share their findings with a partner before checking with the whole class.

-First have Ss cover up the yellow box in 1b and try to work out the usage themselves for this structure.
Accept all their ideas. Now uncover the box and allow Ss to analyse the rule and the examples in the box. Then ask some Ss to give some more examples to check understanding.

Activity 2:

-Ss complete the sentences independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments and make any correction if necessary.

Activity 3:

-Ss write the sentences independently, then compare them with one or more partners. Ask some Ss to say their sentences aloud. Give comments, and make any correction if needed.

Activity 4:

-Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then explain to Ss the structures used with the verb suggest and ask them to make some examples to illustrate.

-Ask Ss to study the rules in the box. Draw Ss’ attention to the use of the verb suggest by analysing
the examples in the box in 4b and the REMEMBER! box. Then ask some able Ss to give some more examples

Activity 5:

-Ask Ss to do the grammar exercise individually. Remind them to refer to the box in 4b and the REMEMBER! box and use a dictionary if necessary. Then have Ss compare their answers in pairs before checking with the whole class.

Activity 6:

-First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to
provide help. Call some pairs to practise in front of the class.

-Ask Ss to work in pairs, reporting their previous partners’ ideas to the new ones. Then T may ask some Ss to report their previous partners’ ideas to the whole class.

1.a-Read part of the conversation. Pay attention to the underlined part.

b-When do we use the impersonal passive? Can you think of any rules?

It+ to be +P.P+ that + S+ V

2-Complete the sentences using the correct passive form of the verbs in brackets.

1-It is known…

2-It is believed…

3-It is reported …

4-It is claimed…

5-It is understood…

6-It is expected...

3-Here are some things we hear about Po Nagar Cham Towers.Write sentences about it using the impersonal passive.

1-It is claimed that Po Nagar Towers ….Viet Nam.

2-It is said that The Cham people….

3-It is believed that the Po Nagar …

4-It is understood that Po Nagar Kalan…

5-It is known that a sculpture…

6-It is thought that in the 17^th century…

4a-Read part of the conversation. Pay attention to the underline part.

b-When do we use suggest+ V-ing/clause with should? Can you think of any rules?

5-Write answers to the following questions using suggest+V-ing/clause with should and the prompts in brackets. Then practice them with your partner. The first one has been completed for you.

1-I suggest the government should limit the number of visitors every day.

2-I suggest we should control/controlling deforestation.

3-I suggest we should put/putting these valuable things in high security places.

4-I suggest we should raise/raising the money.

5-I suggest we should reduce/reducing smoke and exhaust fumes.

6a-Work in pairs. Tell your partners what they should do in the following situations, using suggest +V-ing/clause with should.

b-Now report your partner’s ideas to another partner.