Giáo án tiếng Anh lớp 9 Tuần 3 sách mới

Unit 1: LOCAL ENVIRONMENT

Lesson 6 – SKILLS 2

Teacher’s and students’ activities

Content

Activity 1:

-Tell Ss that they are going to listen to three students talking about their places of interest. Before listening, Ss look at the pictures and describe what they see in each of them. Elicit answers from different Ss. Ask them if they know the name of each place. Quickly write these names on the board. Play the recording for Ss to check their answers.

Activity 2:

-Play the recording again for Ss to decide if the sentences are true or false. If they meet any difficulty doing this, play the recording one more time. Have Ss compare their answers in pairs before giving T the answers. Ask for Ss' answers and write them on the board. Do not confirm the correct answers yet.

Activity 3:

-Without listening to the recording again, Ss complete the table by filling each blank with no more than three words. Ss compare their answers with a classmate before giving T the answers. Ask two Ss to write their answers on the board. Play the recording one last time to confirm the answers for both 2 and 3.

WRITING

-Activity 4:

Ss work in pairs and discuss the places of interest in their hometown/city that can be visited in one day and the activities that can be done there. Remind Ss that these places of interest should be most typical and worth visiting. T should move around to, give comments as there may not be enough time for checking with the whole class.

Activity 5:

-Ss write the email, using the notes they have made. Ss may also write this in groups on big pieces of paper. Ss or groups exchange their descriptions to spot any mistakes. Share them with the whole class. T may collect some Ss' work to mark at home or ask them to rewrite the email as homework. In this case, remember to ask for Ss' revised work in the next lesson

A. Ha Noi Botanical Garden

B. Bat Trang Pottery village

C. Viet Nam National Museum of History

1. T

2. T

3. F

(His friend’s relatives own it.)

4. F

(They also come from other countries.)

5. T

1. artifacts

2. exploring Vietnamese culture

3. make things

4. paint on ceramics

5. the hill

6. books

7. pigeons

8. watching

Dear Mira,

It's great to know that you're coming to Viet Nam. What a pity you can only spend one day in Ha Noi.

There are so many interesting places in the city, but I think within one day you should be able to visit three places. The first place I suggest is Viet Nam National Museum of History. You like history, so it's

a must-see place. There's an extensive collection of artifacts tracing Viet Nam's history. They're arranged chronologically from primitive life to modern times. The second place is Hoan Kiem Lake. It's one

of the symbols of Ha Noi. There you can enjoy the beautiful scenery and visit Ngoc Son Temple. You can also have a look at the Old Quarter. Wander around the old streets and some ancient houses to explore

Vietnamese culture.

Conveniently, these places are close to one another, so we can walk around easily.

Tell me when you're coming, so I can show you around these places.

Look forward to seeing you soon!

Best wishes,

Thuc Anh

Unit 1: LOCAL ENVIRONMENT

Lesson 7 – LOOKING BACK

Teacher’s and students’ activities

Content

Activity 1:

-Ss complete the word web individually. Check Ss' answers as a class. If time allows, ask one or two Ss to write their answers on the board.

Activity 2:

-Ss do this exercise individually, then compare their answers with a partner. Elicit the answers from Ss.

Activity 3:

-Ss do this exercise individually. Have some Ss read out their answers. Confirm the correct ones.

Activity 4:

-Ss complete the sentences with their own ideas. Call on two Ss to write their answers on the board. Other Ss give feedback. Check their answers.

Activity 5:

-Ss write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed.

Activity 6:

-Ss work in groups to play the game. One student is the group secretary. Group members take turns to think of a place of interest in their area. Other Ss ask Yes/No questions to guess the place. The secretary writes down all the places of interest they have guessed. Finally, the secretary reports on the places.

-Finished! Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.

Project: What makes you proud of your area?

-Have Ss read the project. Ask them what the one special thing about their area is. Elicit Ss' answers. Ss work in groups to do the project. Ss follow the instructions in the book. Answer Ss' questions if there are any. Remember to have Ss present their findings in the next lesson and vote for the best.

( in any other )

1. paintings 2. pottery

3. drums 4. marble sculptures

5. silk 6 lacquerware

7. lanterns 8. conical hats

1. cast 2. embroidering

3. wove 4. knitted

5. carved 6. moulded

1. zoo 2. looking forward to

3. looked 4. team-building

5. lunch 6. museum

7. craft 8. interest

1. I don't remember exactly when my parents set up this workshop.

2. We have to try harder so that our handicrafts can keep up with theirs.

3. What time will you set off for Da Lat?

4. We arranged to meet in front of the lantern shop at 8 o'clock, but she never turned up.

5. The artisans in my village can live on basket weaving.

Unit 2: CITY LIFE

Lesson 1 - GETTING STARTED

Teacher’s and students’ activities

Content

Introduction

Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on the board. Tell Ss that the words in the orange column are the key words of the new unit. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game finishes when a student guesses the orange words correctly.

T may also ask Ss to name all the places of interest or main features of their neighbourhood.

Activity 1:

Ask Ss to open their books to Unit 2. Ask them

some questions. Questions may include:

• What can you see in the pictures?

• Do you know these two boys?

• Where are they now?

• What are they talking about?

… Ss answer the questions as a class.

T may also ask Ss what they know about Sydney by

asking them some guiding questions:

• Where is it?

• Is it a capital city?

• What is it famous for?

Then play the recording and have Ss follow along.

a./ Ask Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board.

b./ Ss work in pairs to do the task. Allow Ss to share answers before asking them to discuss as a class.

Remember to ask Ss to read out the lines in the conversation that contain the words. Check and confirm the correct answers.

c./ Ss work individually to answer the questions, then compare their answers with a partner. Ask them to

locate the information in the conversation. Call on some pairs to give the questions and answers. Confirm

the correct answers.

d./ Tell Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss.

Activity 2:

Tell Ss that most of the words they need to use are related to cities or city life. Let them work in pairs.

Check their work, then let them read each word correctly. Check and correct their pronunciation

Activity 3: Ss work in pairs. Give them a few minutes to do the quiz. Award extra points for pairs who can say which

country these cities are in. Congratulate the winners.

Key:

1. visit 2.ancient 3.natural 4.variety 5.study

Key:

1. jet lag

2. a feature

3. reliable

4. metropolitan

5. multicultural

Key:

1. He grew up in Sydney.

2. Sydney is.

3. It is convenient and reliable.

4. Because it is a metropolitan and multicultural city.

5. In 1850.

Key:

1. How are you?/How are things?/How are you doing?

2. (Are you) recovering from the jet lag?

3. I slept quite well.

4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.

Key:

1. international 2. local 3.crowded

4. neighbouring 5. Urban

Key:

1.A 2.C 3.C 4.A 5.C 6. B