Giáo án Tiếng anh Lớp 9 - Unit 1: Local Environment - Năm học 2020-2021 - Đoàn Thị Lê

Week: Date of preparation: Period: Date of teaching: HƯỚNG DẪN HỌC/KIỂM TRA 1. ĐẶC ĐIỂM CHƯƠNG TRÌNH ANH 9MỚI Chương trình môn tiếng Anh cấp THCS nhằm hình thành và phát triển cho học sinh những kiến thức, kĩ năng cơ bản về Tiếng Anh. Sau khi hoàn thành cấp học THCS với chương trình mới này, HS đạt được cấp độ A2 theo khung tham chiếu Châu Âu. Tiếng Anh 9 là cuốn sách thứ bảy trong bộ sách 10 cuốn được bộ giáo dục biên soạn theo chương trình 10 năm Sách Tiếng Anh 9 gồm 12 đơn vị, mỗi đơn vị được thực hiện 7 tiết. Mỗi đơn vị được biên soạn theo một chủ điểm nhất định và chủ điểm đó gần gũi, sát thực với mục đích, nhu cầu, sở thích và đời sống hàng ngày của học sinh. Trong khi học – Học sinh cần chú ý theo hướng dẫn của thầy cô để đạt những yêu cầu sau: 1. Kiến thức: - Nắm được kiến thức cơ bản tối thiểu và tương đối hệ thống về Tiếng Anh thực hành hịện đại, phù hợp với lứa tuổi. - Có sự hiểu biết ban đầu về văn hóa của một số nước sử dụng Tiếng Anh. 2. Kỹ năng: - Kỹ năng nghe: Nghe hiểu Tiếng Anh sử dụng trong lớp học và hiểu các chủ điểm giao tiếp bằng Tiếng Anh trong và ngoài lớp học . - Kỹ năng nói: Thực hiện được các yêu cầu giao tiếp hàng ngày bằng Tiếng Anh, có thể diễn đạt các nội dung giao tiếp đơn giản hàng ngày có liên quan đến các chủ điểm và nội dung ngôn ngữ đã học trong chương trình. - Kỹ năng đọc: Đọc hiểu nội dung chính và thực hiện tốt các thủ thuật nhằm giải quyết được các bài tập liên quan đến nội dung của đoạn văn ngắn, đơn giản về các chủ điểm đã học trong chương trình. - Kỹ năng viết: Viết có hướng dẫn các đoạn văn về mô tả hoặc các báo cáo tường thuật về các hoạt động của cá nhân hoặc lớp học trong khuôn khổ chủ điểm của chương trình và viết phục vụ các nhu cầu giao tiếp cá nhân và xã hội ở mức độ đơn giản. 3. Thái độ tình cảm: - Có thái độ tình cảm đúng đắn đối với Đất nước, Con người, Nền văn hoá và ngôn ngữ đang học nhờ đó phát triển tình cảm tốt đẹp đối với ngôn ngữ và văn hóa dân tộc. - Xây dựng và phát triển ý thức cũng như năng lực làm việc trong cộng đồng thông qua các hoạt động rèn luyện ngôn ngữ. - Bước đầu có nhu cầu và biết cách tự học để nắm và sử dụng tiếng nước ngoài trong học tập và đời sống. 2. PHƯƠNG PHÁP HỌC Tại trường: Tập chung nghe giảng, nghiêm túc làm theo các yêu cầu của thầy, cô. Hăng hái phát biểu ý kiến xây dựng bài. Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng mọi cơ hội có thể để tập nói tiếng Anh. Nói đúng trọng âm, ngữ điệu. Nắm vững các vấn đề ngữ pháp đã học, các cấu trúc câu. Ghi chép đầy đủ, chính xác. Tại nhà: Ôn lại bài học ngay khi có tiết học ở lớp. Dựa vào các cấu trúc và các ngữ liệu đã học để luyện nói tiếng Anh cùng bạn. Làm đầy đủ bài tập trong sách bài tập. Tìm đọc thêm các loại sách tham khảo nếu có thể. Thường xuyên học, củng cố và mở rộng vốn từ của mình. Viết từ mới và mẫu câu hay vào sổ tay học tập của mình. 3. GIỚI THIỆU SÁCH GIÁO KHOA Sách giáo khoa Tiếng Anh 9 được thiết kế với kênh hình và kênh tiếng phong phú. Mỗi đơn vị bài học được chia thành 7 phần thích hợp cho việc rèn luyện các kỹ năng nghe, nói, đọc, viết, ngữ pháp, ngữ âm và từ vựng. Phần 1: Getting started: Giới thiệu từ vựng và ngữ pháp. Phần 2: A closer look 1: Luyện từ vựng và ngữ âm. Phần 3: A closer look 2: Học ngữ pháp Phần 4: Communication: Thực hành nói tiếng Anh. Phần 5: Skills 1: Luyện kỹ năng đọc, nói Phần 6: Skills 2: Luyện kỹ năng viết, nghe. Phần 7: Looking back&Project: Luyện tập, củng cố các kiến thức đã học. 4. KIỂM TRA ĐẦU NĂM I. Complete the sentences with the correct form of the verbs in brackets. 1. Minh, you are late. The film (start) ____________ ten minutes ago. 2. Children sometimes (play) ____________ adult sports like golf. 3. I (be) ____________to Australia twice with my family. 4. My mother (buy) ____________ a pair of sports shoes for my last birthday. 5. Next week, we (plant) ____________ the vegetables in the school garden. 6. If we recycle more, we (help) ____________ our earth. 7. We (save) ___________ a lot of trees from deforestation recently. 8. They (not/ visit) _____________ HCM City for a long time. 9. Nga (play) ________________ badminton three times a week. 10. Hurry up! Your friends (wait) _____________ for you outside. II. Change into passive. 1. They often invite me to join their trips to their home village. →________________________________________ 2. They will build a new bridge in front of my house next year. →________________________________________ 3. Mr. Smith taught us English two years ago. →________________________________________ 4. They didn’t look after the children properly. →________________________________________ 5. Tourists cannot take photos in this area. →________________________________________ III. Change into reported speech (2.5 pts) 1. “I want my room to look nice at the festival” → Hoa said _______________________________________________ 2. “We are going to the rice-cooking contest” → Mr Robinson said ________________________________________ 3. “Will you help me to hang this picture, Nam?” said Mai . → Mai asked ______________________________________________ 4. “You have to take at least two bottles of water.” → Tam’s father said ________________________________________ 5. “I will clean all the class windows.” → Mr Trung said ___________________________________________ 5. Homework (2 minutes) - Prepare the next lesson: Unit 1 Getting started. 6. Feedback ............................................................................................................................................................................................................................................................................................................................................................................................................................................ Week: Date of preparation: Period: Date of teaching: UNIT 1: LOCAL ENVIRONMENT Lesson 1: GETTING STARTED I. Objectives:By the end of the lesson, Ss will be able to: - Use the lexical items related to traditional crafts and places of interest in an area. - Listen and read for general and specific information about a traditional craft village. 1. Knowledge: a. Vocabulary: The lexical items related to the topic “Local Environment”. b. Grammar: Complex sentences the uses of some common phrasal verbs. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students will be interested in specific information about a traditional craft village. II. Teaching aids: - Projector, textbook, pictures, CD, computer. III. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up To motivate Ss and lead to the topic of the new lesson. Presentation To provide Ss with vocabulary to facilitate Ss’ practice. Practice To guess the content of the dialogue. To check the information of the dialogue. To know more new words about traditional crafts and places of interest in an area. Production To present knowledge about places of interest with doing the quiz. A. Warm up - T writes the unit title on the board “Local environment” and asks Ss to guess the content of the unit. - T asks them some questions to help them know the contents of the unit: Do you think it is about environmental problems? (No, it doesn’t refer to environmental issues like land, water, air, pollution, deforestation or global warming but it’s about the physical conditions such as its features, traditional crafts or places of interest). - T introduces the new lesson. B. Presentation * Vocabulary - T uses different techniques to teach vocabulary (situation, realia). - T follows the seven steps of teaching vocabulary. * Check vocabulary: Rub out and remember. C. Practice * The dialogue. Set the scene - T asks Ss to open their books and look at the picture and the phrase under GETTING STARTED. T asks 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?" * Can you find a word/phrase that means: - Ss read and find and then compare with their partners’. T gives feedback. * Answer the following questions: - T has Ss answer the questions - Ss exchange the answers with a classmate. - T asks for their answers. * Write the name of each traditional handicraft in the box under the picture. - Ss look at the picture and match these handicrafts with them. - T asks each pair to compare before giving the answers. * Complete the sentences with the words/ phrases from 2 to show where in VN the handicrafts are made. - T tells Ss to complete the sentences with the words/phrases in 2. - T calls on two Ss to write their answers on the board. T confirms the correct answers. D. Production * Work in pairs to do the quiz. - Ss work in pairs to do the quiz. - The pair which has the answers the fastest is invited to read out their answers. - T elicits feedback from other pairs. - T confirms the correct answers. * Work in groups. Write a similar quiz about places of interest. - Ss work in groups to write a similar quiz about places of interest. - T sets 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. Ss continue the activity until all the groups have read out all of their questions or when time is up. Discussion Lead - in the new lesson. I. New words: craft (n): nghề thủ công. artisan/ craftsman (n): thợ làm nghề thủ công. handicraft (n): sản phẩm thủ công. conical hat (n): cái nón lacquerware(n): đồ sơn mài lantern (n): đèn lồng. (to) set up: thiết lập. (to) take over: tiếp quản. workshop(n): công xưởng, xưởng. II. 1. Listen and read. a. Can you find a word/phrase that means: Key: 1. craft 2. set up 3. take over 4. artisans 5. attraction 6. specific region 7. remind 8. look round b. Answer the following questions: Key: 1. They are at Phong’s grandparents’ workshop in Bat Trang. 2. It’s about 700 years old. 3. His great-grandparents did 4. Because people can buy things for their house and make pottery themselves there. 5. It’s in Hue. 6. Because the handicrafts remind them of a specific region. 2. Write the name of each traditional handicraft in the box under the picture. Key: A.paintings B.drums C. marble sculptures D.pottery E.silk F.lacqureware G.conical hats H.lanterns 3. Complete the sentences with the words/ phrases from 2 to show where in VN the handicrafts are made. Key: 1. conical hat 2. lanterns 3. silk 4. painting 5. pottery 6. marble sculptures 4a. Work in pairs to do the quiz. Key: 1. park 2. museum 3. zoo 4. beach 5. beauty spot b. Work in groups. Write a similar quiz about places of interest. 3. Homework (2 minutes) - Learn by heart vocabulary and practice the conversation. - Prepare: A closer look 1 * Feedback ............................................................................................................................................................................................................................................................................................................................................................................................................................................ Week: Date of preparation: Period: Date of teaching: UNIT 1: LOCAL ENVIRONMENT Lesson 2: A CLOSER LOOK 1 I. Objectives:By the end of the lesson, student can be able to know and use: 1. Knowledge: a. Vocabulary: The lexical items related to some traditional crafts; some verbs that are used to talk about producing or creating a craft to talk about the making of traditional crafts in a specific region. b. Phonetics: How to put correct stress on content words. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students will be interested in vocabulary related to “local environment”. II. Teaching aids: - Projector, textbook, computer. III. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up To check the new words in “Getting started” Presentation To provide Ss with vocabulary to facilitate Ss’ practice. To know how to put stress on content words correctly. Practice To know more words related to “local environment”. . To distinguish how to put stress on content words. Production To revise more words related to Local environment. A. Warm - up - T asks Ss to look at the words on page 8 in 20 seconds and try to remember as many words as possible. - T divides the class into two teams. - T gets feedback. B. Presentation * Vocabulary - T uses different techniques to teach vocabulary (situation, realia). - T follows the seven steps of teaching vocabulary. * Check vocabulary: Rub out and remember. * Pronunciation - T explains the content words. - T asks Ss to pay attention to content words. - T asks them to put stress on content words in a sentence. - Ss practice. C. Practice Vocabulary * Write the verbs in the box. - Ss work individually to do this exercise and then compare their answers with a classmate. - T elicits the answers from Ss and quickly write them on the board. * Match the verbs in column A with the groups of nouns in column B. - Ss work in pairs to do the exercise. - T checks the answers as a class. - If time allows, T asks Ss make sentences. * Write the correct verb forms for these verbs. - Ss do individually, and then T calls two Ss to write their answers on the board. - T elicits feedback from other Ss. - T confirms the correct answers. * Complete the passage by filling each blank with a suitable word from the box. - Ss individually do the exercise. - T checks their answers as a class and confirms the correct ones. PRONUNCIATION * Listen to the speaker read the following sentences and answer the questions. - T asks Ss to read the four questions and make sure they understand them. - Ss listen to the speaker read the sentences and at the same time check whether their answers are correct. - T tells 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. - Ss give answers and T confirms the answers. * Listen, check and repeat. * Underlinethecontentwordsinthesentences.Practice reading the sentences aloud. * Listen, check and repeat. - T plays the recording for Ss to check their answers and practice reading the sentences. - T calls some Ss to give the answers and read the sentences. - T gives correction if needed. D. Production * Complete the word web. - T organizes a competition for this activity. - Ss work in groups of five or six. T sets 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. Game: Kim's game Ss name as many “craft villages” as possible. I. 1. Vocabulary cast (v): đúc (đồng). carve (v): khắc, tạc, chạm, đục. embroider (v): thêu. weave (v): đan (rổ, rá), dệt (vải). mould (v): đổ khuôn, tạo khuôn. knit (v): đan (len, sợi ). 2. Pronunciation Stress on content words. II. Practice Vocabulary 1. Write the verbs in the box. Key: A. cast B. carve C. embroider D. weave E. mould F. weave G. knit 2a. Match the verbs in column A with the groups of nouns in column B. Key: 1. b 2. d 3. e 4. a 5. f 6. c 2b. Write the correct verb forms for these verbs. Key: 2. cast; cast 3. wove; woven 4. embroidered; embroidered 5. knitted; knitted 6. moulded; moulded 4. Complete the passage by filling each blank with a suitable word from the box. Key: 1. historical 2. attraction 3. exercise 4. traditional 5. culture 6. handicrafts PRONUNCIATION Stress on content words in sentences. 5a.Listen to the speaker read the following sentences and answers the questions. Key: 1. Sentence 1: craft, village, lies, river, bank; Sentence 2: painting, embroidered; Sentence 3: what, region, famous; Sentence 4: drums, aren't, made, village; Sentence 5: famous, artisan, carved, table, beautifully 2. They are: nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries. 3. Sentence 1: the, on, the; Sentence 2: this, is; Sentence 3: is, this, for; Sentence 4: in, my; Sentence 5: a, this 4. They are: articles, prepositions, pronouns, and possessive adjectives. 5b. Now listen, check and repeat. 6a.Underlinethecontentwordsinthesentences.Practice reading the sentences aloud. 6b. Now listen, check and repeat. Give correction if needed. 1. The Arts Museum is a popular place of interest in my city. 2. This cinema attracts lots of youngsters. 3. The artisansmouldclay to maketraditionalpots. 4. Where do you like going at weekends? 5. We shouldn't destroyhistorical buildings. 3. Completethe word web. Suggested answers: Entertaining: cinema, department store, restaurant, café, theatre, opera house, club, park, zoo... Cultural: opera house, museum, craft village, historical building, theatre, market, craft village... Educational: library, museum, theatre... Historical: building, temple, shopping district, market, beauty spot, craft village... 3. Homework (2 minutes) - Learn vocabulary by heart. - Prepare the next lesson. A closer look 2 * Feedback ............................................................................................................................................................................................................................................................................................................................................................................................................................................ Week: Date of preparation: Period: Date of teaching: UNIT 1: LOCAL ENVIRONMENT Lesson 3: A CLOSER LOOK 2 I. Objectives: By the end of the lesson, student can be able to know and use: 1. Knowledge: Write complex sentences with different dependent clauses. Use some common phrasal verbs correctly and appropriately. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students will be aware of using structural points correctly. II. Teaching aids: - Projector, textbook, computer. III. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up To motivate Ss and lead to the new lesson. Presentation To review complex sentences and how to make a phrasal verb. Practice To practice making complex sentences. To use phrasal verb in order to complete sentences. Production To produce sentences using phrasal verbs. A. Warm - up - T asks Ss to make a list of conjunction. B. Presentation * Complex sentences review. * A phrasal verb. - T asks Ss to read the grammar box, and then explains through the examples given in the box. - To check Ss’ understanding of the usage, T asks Ss to make other example sentences. - T draws Ss’attention to the Look out! Box. C. Practice * Underline the dependent clause in each sentence below. Saywhether it isa dependent clause of concession (DC), of purpose (DP), of reason (DR), or of time (DT). - Ss do this exercise individually. - T elicits Ss’ answers. T confirms the correct ones. * Make a complex sentence from each pairof sentences. Use the subordinator provided andmakesanynecessarychanges. - Sswritethecomplexsentencesindividuallyandthencomparethemwithapartner. - TwoSswrite theirsentencesontheboard. - T asksotherSstogivefeedback. - T confirms the correctanswers. * Match the phrasal verbs in A with their meaning inB. Ss do this exercise individually, and then compare their answers with a classmate. Check Ss' answers and confirm the correct ones. * Complete each sentence using the correct formofaphrasalverbin4.Youdon’tneedto usealltheverbs. - Ss do the task individually. - Ss compare in pairs. - T checks as a class. D. Production. * Complete the second sentence so that it has a similar meaning to the first sentence, using the wordgiven. - Ss write the sentences individually and then compare their answers with a classmate. - Ss write their sentences on the board. - Other Ss and T give feedback. Brainstorm: Make a list of conjunction. I. Grammar 1.Complex sentences. - There are different types of dependent clause. * A dependent clause of concession. * A dependent clause of purpose. * A dependent clause of reason. * A dependent clause of time. 2. A phrasal verb. A phrasal verb is a verb combined with a particle such as back, in, on, off, through, up, etc. When a particle is added to the verb, the phrasal verb usually has a special meaning. (3) Read this part of the conversation from GETTING STARTED. Pay attention to the underlinedpartandanswerthequestions. II. Practice 1. Underline the dependent clause in each sentence below. Saywhether it isa dependent clause of concession (DC), of purpose (DP), of reason (DR), or of time (DT). Key: 1. DT 2. DP 3. DC 4. DR 5. DT 2.Make a complex sentence from each pairof sentences. Use the subordinator provided andmakesanynecessarychanges. Key: 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. 4. Match the phrasal verbs in A with their meaning inB. Key: 1. c 2. g 3. f 4.a 5. h 6. b 7. e 8. d 5. Complete each sentence using the correct formofaphrasalverbin4.Youdon’tneedto usealltheverbs. Key: 1. face up down 2. turned down 3. passed down 4. live on 5. close down 6. did - come back 6. Complete the second sentence so that it has a similar meaning to the first sentence, using the wordgiven. Key: 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 organized 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! 3. Homework (2 minutes) - Do exercise B1, 2, 3 (Workbook), learn more about phrasal verbs. - Prepare the next lesson: Communication. * Feedback ............................................................................................................................................................................................................................................................................................................................................................................................................................................. Week: Date of preparation: Period: Date of teaching: UNIT 1: LOCAL ENVIRONMENT Lesson 4: COMMUNICATION I. Objectives: By the end of the lesson, student can be able toorganize a day trip to a place of interest. 1. Knowledge: a. Vocabulary: The lexical items related to the topic “Local Environment”. b. Grammar: Complex sentences the uses of some common phrasal verbs. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students will be interested in planning a trip to a place of interest. II. Teaching aids: - Projector, textbook, computer, pictures. III. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up To motive the new lesson. To listen information about a trip to a interesting place. To present a plan for a trip to a place of interest. A. Warm up: - T asks Ss in two big groups to list different activities during a trip. * Extra vocabulary: - T elicits new words from Ss by the following te