Giáo án tiếng Anh lớp 9 Tuần 2 sách mới

Unit 1: LOCAL ENVIRONMENT

Lesson 3 - A CLOSER LOOK 2

Teacher’s and students’ activities

Content

Activity 1:

-Ss do thís exercise individually. Elicit Ss’ answers. Confirm the correct ones.

Activity 2:

-Ss write the complex sentences individually and then compare them with a partner. Have two Ss write their sentences on the board. Each student writes two or three sentences. Ask other Ss to give feedback. Confirm the correct answers. For a stronger class, organise a quick game. One side is team A, and the other is team B. One student from team A calls out a sub-ordinator and points to one student from team B to make a sentence and vice versa. Set a time limit and keep a record of the scores for the teams on the board.

Activity 3:

-Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases. Have them answer the two questions orally as a class.

-Have Ss read the information in the yellow grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning of these verbs.

Activity 4:

-Ss do this exercise individually, and then compare their answers with a classmate. Check Ss' answers and confirm the correct ones.

Activity 5:

-Ss do this exercise individually. Elicit the answers and give correction.

-To prepare for the next exercise T may organise a small game for Ss to help them remember the meaning of the phrasal verbs in the yellow box and exercise 4. The class is divided into two teams A and B. Read out the meaning of one phrasal verb. The quickest student to raise their hand will be asked to say the verb out loud. If the answer is correct, the team gets one point. Otherwise, call one student from the other team to give the answer. Keep a record of each team's scores on the board. Remember to choose about eight to ten verbs that you think are difficult for Ss.

Activity 6:

-Have Ss quickly read the provided sentences. Make sure they understand the meaning of each sentence. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board. Other Ss and T give feedback. For a less able class, T may want to model the first sentence. Ss may just focus on the next two sentences. After two Ss write their sentences on the board, check them carefully. If there is no time left, ask Ss to finish the remaining sentences as homework.

1. DT 2. DP 3. DC

4. DR 5. DT

1. The villagers are trying to learn English in order that they can communicate with foreign customers. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs.

3. Even though this hand-embroidered picture was expensive, we bought it.

4.This department store is an attraction in my city because the products are of good quality.

5.This is called a Chuong conical hat since it was made in Chuong village.

1. set up: start something ( a business...

take over: take control of something

2. No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult.

1. c 2. g 3. f 4.a

5. h 6. b 7. e 8. d

1. face up down 2. turned down

3. passed down 4. live on

5. close down 6. did - come back

1. Where did you find out about Disneyland Resort?

2. When did you get up this morning?

3. I'll look through this leaflet to see what activities are organised at this attraction.

4. They're going to bring out a guidebook to different beauty spots in Viet Nam.

5. I'm looking forward to the weekend!

Unit 1: LOCAL ENVIRONMENT

Lesson 4 - COMMUNICATION

Teacher’s and students’ activities

Content

Activity 1:

-Ss read through the table. Play the recording once or twice for Ss to complete the table. Elicit the answers and quickly write them on the board. Play the recording one more time for Ss to check their answers. Confirm the correct ones.

Activity 2:

Ss work in groups to do this activity. It is a good idea if T can prepare some big sheets of paper for Ss to draw the table and make notes. Set a time limit of about 15 minutes for this activity. Ask Ss to do the following things:

+ choose a place of interest to visit

+decide what to do and make notes

+decide who will present what to the class

+ rehearse what to say

-Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan.

Activity 3:

- Groups present their plan to the class. Keep watch of the time for each group. Other groups and T give feedback. Vote for the best plan.

1. Green Park 2. bus

3. 8 a.m. 4. own lunch

5. supermarket 6. team-building

7. quizzes 8. painting village

9. make 10. 5 p.m.

A DAY OUT

Unit 1: LOCAL ENVIRONMENT

Lesson 5- SKILLS 1

Teacher’s and students’ activities

Content

Activity 1:

-Have Ss do this activity in pairs. One student looks at Picture A on page 12 while the other looks at Picture Bon page 15. They ask each other questions to find out the similarities and differences between the two pictures. They can focus on the colour and decoration of the hats.

Activity 2:

-Ask Ss to read the titles in the box quickly. Make sure they understand the meaning of each title. Now Ss read the paragraphs and match them with the titles. Ask them to compare their answers with a classmate. Elicit their answers.

Activity 3:

-Ss read the passage again to answer the questions. Ss can underline parts of the text that help them with the answers. Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers.

Speaking

Activity 4:

-Ask Ss to read the ideas. Explain any points they are not sure about. T may also have to give Ss the meaning of some words such as authenticity (the quality of being real or true) or preserve (protect). Elicit Ss' opinions as a class. Ask Ss to add some more benefits and challenges.

-Other benefits: creating national/regional pride, helping develop tourism, helping improve local infrastructure and services, creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries.

Activity 5:

-Ss work in groups to work out an action plan to deal with the challenges mentioned above.

-It's an open activity, so there is no right or wrong answer as long as Ss can explain their points. Set a time limit of about 10 minutes for this activity. Move around to provide help and comments. Invite some groups to present their plan. T and other Ss give feedback and ask any questions. Vote for the best plan.

-If the classroom has space, T may organise an exhibition of ideas. Give each group a big piece of paper. Ss discuss and write their action plan on the paper. After 10 minutes, ask them to stick their plan on the wall around the classroom. Ss visit at least two groups and listen to their presentations. When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why

Similarities: conical hat, string

Differences:

Picture A: light green, pictures between layers, blue string, look lighter

Picture B: white, no decoration, pink string, look heavier

1. C

2. A

3. B

1. Because it is a birthplace of the conical hat in Hue.

2. It’s 12 km from Hue City.

3. It’s going to the forest to collect leaves.

4. They’re very thin.

5. It has poems and paintings of Hue between the two layers.

6. Everybody can, young or old.

1. B

2. C

3. B

4. C

5. C

6. B

Other benefits: creating national/ regional pride, helping develop tourism, helping improve local infrastructure and services creating cohesion between craft families and communities

Other challenges: limited designs, natural resources running out, competition from other countries