Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Mô tả: Date of planning: 09.03.2025 Period 76 UNIT 7: URBAN LIFE Lesson 1.2: Grammar (Pages 65 & 66) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use the Past Continuous in Speaking and Writing 1.2. Competences - improve Ss’ listening and communication, collaboration, analytical, critical thinking skills, and creativity. 1.3. Attributes - foster Ss’ patience and attention to detail for consistent practice and repetition to reinforce learning and build fluency. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read the sentences and highlight the past continuous and simple past. - Read again and match them to the statements. - Read about the Past Continuous, then fill in the blanks. Listen and check. - Fill in the blanks with the correct form of the verbs. - Write sentences using the prompts. - Use the prompts to make sentences using the Past Continuous. - Look at the pictures and talk about leisure activities. - Ss’ answers. - Ss’ answers - Ss’ answers. - Ss’ answers. - Ss’ answers - Ss’ answers. - Ss’ answers./presentation - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absentstudents 9A 9C A. Warm-up: 5 minutes a. Objectives: to introduce the grammar point: the Past Continuous. b. Content: Competition time: Unscramble the words to make sentences. c. Expected outcomes: Ss can unscramble the words to make sentences. d. Organization Teacher’s activities Students’ activities Competition time: o Have Ss form groups of 5. o Give Ss instructions and one example. o Give Ss some sentences to unscramble 1. Mary / when / cut herself. / was chopping / she / onions 2. tripped and fell / while / a bus / was getting off./ My father / he 3. he / the magician / a new magic trick / was practicing / While / himself. / hurt 4. at / he / 6 p.m. yesterday./ was snowboarding 5. surfing / while / the internet / their children / video games./ They were / were playing 6. performance / We / for / our / all yesterday afternoon./ were practicing o Check Ss’ answers. - Form groups of 5. - Follow the instructions. - Unscramble the sentences in a team/group. Answer Keys 1. Mary was chopping onions when she cut herself. 2. My father tripped and fell while he was getting off a bus. 3. While the magician was practicing a new magic trick, he hurt himself. 4. He was snowboarding at 6 p.m. yesterday. 5. They were surfing the internet while their children were playing video games. 6. We were practicing for our performance all yesterday afternoon. B. New Lesson (35’) 1. Presentation (Vocabulary - 15’) a. Objectives: To help Ss understand the form of the Past Continuous and how to use it correctly. b. Content: tasks a and b c. Expected outcomes: Ss can understand the form of the Past Continuous and how to use it correctly. d. Organization Teacher’s activities Students’ activities Task a: Read about the Past Continuous, then fill in the blanks. - Invite 4 Ss, each student looks at the grammar explanation box and reads one usage and its examples aloud. - Have Ss fill in the blanks. - Have Ss check their answers with their partner. - 4 Ss read the grammar explanation and examples aloud. - Fill the blanks. - Check their answers with a partner. Task b: Listen and check. Listen again and repeat. - Play the audio. Have Ss listen and check their answers. - Play the audio again. Have Ss listen and repeat. - Listen and repeat. Answer Keys: was having - heard 2. Practice (15’) a. Objectives: To help Ss practice the form and use of the Past Continuous. b. Content: Tasks c and d. c. Expected outcomes: Ss can remember the form and use of the Past Continuous. d. Organization: Teacher’s activities Students’ activities Task c: Fill in the blanks with the correct form of the verbs. - Demonstrate the activity using the example. - Have Ss work individually and fill in the blanks with the correct form of the verbs. - Remind Ss to be careful with ‘While’ and ‘When’ - Have Ss check the answer with a partner and explain. - Check the answers as a whole class. - Observe the example - complete the task. - check the answers with a partner. Answer Key: 1. was waiting 2. was travelling – saw 3. were crossing 4. was telling - was driving 5. was sitting – started Task d: Write sentences using the prompts. - Demonstrate the activity using the example. - Have Ss write sentences using the prompts. - Set the time and monitor the class. - Have Ss check the answers with a partner. - Invite four students, each goes to the board and writes the sentence (using the DCR). - Write sentences. - Check theỉr answers with a partner. - Write the answers on the board. Answer Keys 1. We were riding our bikes home when a car stopped in front of us. 2. Volunteers were picking up trash in the park all day yesterday. 3. They were working on the new apartment building while I was trying to sleep. 4. I was walking to school with my brother at 7 a.m. this morning. 5. The mayor was giving a speech when some noisy people interrupted him. 3. Production (5’) a. Objectives: To help Ss produce sentences using the Past Continuous correctly. b. Content: Using the prompts to make sentences using the Past Continuous. c. Expected outcomes: Ss can use the Past Continuous correctly. d. Organization Teacher’s activities Students’ activities In pairs: Use the prompts to make sentences using the Past Continuous. - Divide the class into pairs. - Demonstrate the activity using the example. - Have Ss to make sentences. - Have Ss demonstrate the activity in front of the class. - Work in pairs to share their ideas. - Present the answers Answer Keys 1. I was riding my bike to school when I had an accident. 2. My neighbor was singing so loudly at 11 p.m. last night. 3. A large group of noisy people was having a picnic while we were trying to relax in the park. 4. I was talking about soccer with my brother all night. C. Consolidation and homework assignments (5’) - Grammar: We can use the Past Continuous to describe: 1. one past action happening and another action in the Past Simple interrupted it. 2. an action happening at a specific time in the past. 3. an action happening for a period of time in the past. 4. two or more actions happening at the same time in the past. - Review the Past Continuous: Form and Usage - Make sentences using the Past Continuous. - Prepare for the next lesson (Pronunciation & Speaking - pages 66 & 67 - SB). - Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ******************** Date of planning: 09.03.2025 Period 77 UNIT 7: URBAN LIFE Lesson 1.3: Pronunciation & Speaking (Pages 66 & 67) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - pronounce the /dʒ/ sound. - talk about problems in a city and solutions to them. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - foster Ss’ patience and attention to detail for consistent practice and repetition to reinforce learning and build fluency. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Listen and circle the words you hear. - Take turns saying the words. - Practice the conversation. Swap roles and repeat. - Make two more conversations using the provided ideas. - In pairs, talk about problems and solutions. - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ answers/presentation. - Ss’ answers/presentation. - Observation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absentstudents 9A 9C A. Warm-up: 5 minutes a. Objectives: to introduce the /dʒ/ sound in words. b. Content: Word guessing game. c. Expected outcomes: Ss can find out the target words. d. Organization Teacher’s activities Students’ activities COMPETITION TIME: WORD GUESSING GAME - Create groups of 5 students. - Instruct Ss to play the game. - Demonstrate the game using an example. - Check the group’s answers. Example: Teacher says: a thing/structure that connects two places over a gap, like a river, a valley. People or vehicles cross from one side to the other safely. 1. It's the sixth month of the year, usually when summer begins. 2. A place where people go to exercise and stay fit, often equipped with different equipment like weights. 3. Someone who listens to both sides of a story in a court and decides who is right or wrong. 4. A thick and sweet spread made from fruit, often eaten on bread or toast. 5. To give someone support or confidence to do something. 6. Crossing a busy road without looking is ………………….. 7. A person who serves in the military and protects their country. 8. To make something different or to replace one thing with another. 9. The part of a machine that uses fuel or electricity to produce power and make things move, like in cars or trains. 10. very large or big in size, like a giant elephant or a massive building. - Form groups of 5 - Listen to the instructions. - Work in groups and write the answers. - Write the answer: bridge Answer Keys 1. June 2. Gym 3. Judge 4. Jam 5. Encourage 6. Dangerous 7. Soldier 8. Change 9. Engine 10. Huge B. New Lesson (35’) 1. Pronunciation (15’) a. Objectives: To help Ss practice stressing content words in a sentence. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by stressing content words in sentences. d. Organization Teacher’s activities Students’ activities Task a: Focus on the /dʒ/ sound. - Explain the combination of the stop sound /d/ as in ‘dog’ and the fricative sound /ʒ/ as in ‘vision’ to make an affricate sound /dʒ/ as in ‘encourage’. - Explain what an affricate sound is. ‘An affricate sound is a sound made by stopping the airstream and releasing it with an audible friction.’ - Demonstrate how to pronounce the /dʒ/ sound. - Have Ss repeat the sound. - Listen and take notes. - Listen and repeat the sound. Task b: Listen to the words and focus on the underlined letters. - Play the audio. Have Ss listen and notice the /dʒ/ sound. - Have Ss listen and repeat the words. Encourage Traffic jam - Listen and focus on the underlined letters. - Listen and repeat the words. Task c: Listen and circle the words you hear. - Play the audio. Have Ss listen and circle the words they hear. - Play the audio again and check answers as a whole class. - Listen and choose the correct answer. Answers: 1. Jerrry 2. Choice 3. Joke Task d: Take turns saying the words in Task c. while your partner points to them. - Have some students read the words aloud. - Give some feedback or correction. - Practice saying the words with a partner. - Read the words aloud. 2. Practice (10’) a. Objectives: To help Ss practice some words with the /dʒ/ sound in the conversation. b. Content: Tasks a and b. c. Expected outcomes: Ss can pronounce some words with the /dʒ/ sound. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Practice the conversation Swap roles and repeat. - Have Ss practice the conversation in pairs and swap roles. - Have some pairs demonstrate the conversation in front of the class. - Give feedback or any correction on their pronunciation. - Practice the conversation with a partner and swap roles. - Perform in front of the class. Task b: Make two more conversations using the ideas on the right. - Have Ss make two more conversations with other partners. - Invite two pairs of Ss to perform in front of the class. - Give feedback or any correction on their pronunciation. - Make two more conversations with different partners. - Perform in front of the class. 3. Speaking (10’) a. Objectives: To help Ss further practice their pronunciation and speaking skills. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about problems and solutions in city life. d. Organization Teacher’s activities Students’ activities Task a: Choose an event below that you experienced. In pairs: Student A, tell your partner about it. Talk about the context and what happened, then say if it's a problem in your city and give solutions to it. Student B, listen and ask questions. - Have Ss work in pairs and choose an event to talk about. - Monitor the class and help them if necessary. - Invite some pairs to perform in front of the class. - Give feedback to encourage Ss. - Work in pairs to talk about an event. - Perform in front of the class. Suggested answers: A: You’ll never believe what happened to me today. B: Oh, really. What happened? A: I was walking to the grocery when there was a car accident at the intersection. B: Was anyone hurt? A: Luckily! no one injured. But there’s quite a bit damage to both cars. B: How did you feel? A: It’s scary. I think the city should do something about this intersection. B: You’re right. Maybe they should reduce the speed limit in this area. Task b: What other problems does your city have? How can the city fix them? - Have Ss work with a different partner and discuss other problems in the city and how to fix them. - Monitor the class and help them if necessary. - Elicit answers from some students. - Discuss in pairs. - Share their ideas with the class. Suggested answer: The pollution is bad. I think our city should plant more trees and build more parks. C. Consolidation and homework assignments (4’)  Practice the /dʒ/ sound. 1. Encourage 2. June 3. Gym 4. Judge 5. Dangerous 6. Soldier 7. Change 8. Engine 9. Huge 10. Traffic jam  Do the writing exercise on page 39 - WB  Prepare for the next lesson (Vocabulary & Listening - pages 68 & 69 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… Date of planning: 09.03.2025 Period 78 REVISION FOR THE FIRST MID-TERM 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - review the target language learnt in the unit 5,6 *Vocabulary: Topics: Healthy living & Natural wonders *Grammar: o Suggest + (not) + V-ing o Adverbial clauses / phrases of concession (although / though / In spite of / Despite) o Comparative structures with intensifiers o Verb + gerund (like / love / enjoy / dislike / hate / avoid / deny / mind / suggest / spend ….) o Conditional sentences, type 1 o Tenses *Phonetics: o Pronunciation: (sound /tr/ and /ʃ/), (sound /ei/, /əʊ/ and /æ/) o Stress: (word stress: 3-syllable adjectives); (sentence stress: Adverbial clauses of concession) o Intonation: showing contrast - Practice test taking skills *Listening and Reading Topics: Healthy living & Natural wonders Gap-filling • Answer the questions with NO MORE THAN … WORDS /OR A NUMBER • True / False Listen and choose the best option…1.2. Competences *Writing (some sample types of testing writing) 1.Rewrite the sentence, using the word given. 2.Complete the sentence beginning with the words given, using your own idea. 1.3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Procedures -Organization(1’) Class Date of teaching Absentstudents 9A 9C A. Warm up: 5’ a. Objective: help Ss practice pronounce the words they have learnt correctly. b. Content: Odd one out activity c. Expected outcomes: Ss can choose the words with different pronunciation of the underlined sound or words with different main tress. d. Organization Từ vựng Tiếng anh lớp 9 Unit 5: Healthy Living Từ vựng Từ loại Phiên âm Nghĩa Access n /ˈæk.ses/ Sự tiếp cận Addicted adj /əˈdɪk.tɪd/ Nghiện Benefit n /ˈben.ə.fɪt/ Lợi ích Bone n /bəʊn/ Xương Cafeteria n /ˌkæf.əˈtɪə.ri.ə/ Căn tin Calorie n /ˈkæl.ər.i/ Năng lượng (từ thức ăn) Chemical n /ˈkem.ɪ.kəl/ Chất hóa học City council n /ˌsɪt.i ˈkaʊn.səl/ Hội đồng thành phố Communicate v /kəˈmjuː.nɪ.keɪt/ Giao tiếp, truyền đạt Detox v /ˈdiː.tɒks/ Thải độc Fat n /fæt/ Chất béo Harmful adj /ˈhɑːm.fəl/ Có hại Harmless adj /ˈhɑːm.ləs/ Vô hại Maintain v /meɪnˈteɪn/ Duy trì Myth n /mɪθ/ Chuyện hoang đường, thần thoại Nap n /næp/ Giấc ngủ ngắn Natural adj /ˈnætʃ.ər.əl/ Tự nhiên Nourishing adj /ˈnʌr.ɪ.ʃɪŋ/ Bổ dưỡng Nutrient n /ˈnjuː.tri.ənt/ Dưỡng chất Obese adj /əʊˈbiːs/ Béo phì Organ n /ˈɔː.ɡən/ Nội tạng Promote v /prəˈməʊt/ Quảng bá, thúc đẩy Risk n /rɪsk/ Sự rủi ro, nguy cơ Summarize v /ˈsʌm.ər.aɪz/ Tóm tắt Truth n /truːθ/ Sự thật Virus n /ˈvaɪə.rəs/ Vi rút Từ vựng Tiếng anh lớp 9 Unit 6: Natural Wonders Từ vựng Từ loại Phiên âm Nghĩa Accessible adj /əkˈses.ə.bəl/ Có thể tới được, dễ tiếp cận Border n /ˈbɔː.dər/ Biên giới Consider v /kənˈsɪd.ər/ Xem xét, cân nhắc Deer n /dɪər/ Con nai Disturb v /dɪˈstɜːb/ Làm phiền, làm náo động Explore v /ɪkˈsplɔːr/ Khám phá Fine v /faɪn/ Phạt tiền Float v /fləʊt/ Trôi, nổi, lơ lửng Formation n /fɔːˈmeɪ.ʃən/ Sự hình thành, hình khối Government n /ˈɡʌv.ə.mənt/ Chính phủ Hunt v /hʌnt/ Săn bắn Law n /lɔː/ Luật pháp Limited adj /ˈlɪm.ɪ.tɪd/ Bị hạn chế Litter v /ˈlɪt.ər/ Xả rác Mount n /maʊnt/ Ngọn núi National park n /ˌnæʃ.ən.əl ˈpɑːk/ Công viên quốc gia Outcrop n /ˈaʊt.krɒp/ Phần đất (đá) trồi lên Rainforest n /ˈreɪn.fɒr.ɪst/ Rừng nhiệt đới Ranger n /ˈreɪn.dʒər/ Người bảo vệ rừng, bảo vệ công viên Scenic adj /ˈsiː.nɪk/ Có cảnh đẹp thiên nhiên sea level n /ˈsiː ˌlev.əl/ Mực nước biển Spectacular adj /spekˈtæk.jə.lər/ Đẹp mắt, ngoạn mục Spoil v /spɔɪl/ Phá hỏng Summit n /ˈsʌm.ɪt/ Đỉnh, điểm cao nhất Volume n /ˈvɒl.juːm/ Thể tích, khối lượng Wonder n /ˈwʌn.dər/ Kì quan II. GRAMMAR Unit 5. 1. practice and use suggest + gerund (V-ing) to offer advice. -Usage: We can use suggest + gerund to offer advice. (Chúng ta có thể sử dụng Suggest + gerund để đưa ra lời khuyên.) Affirmative: suggest + gerund Negative: suggest + not + gerund *Exercises: 1. I suggest (collect) __________ newspapers and magazines. 2. I suggest that you (work) __________ greater on your skill. 3. I suggest (collect) __________ unused notebooks. 4. I suggest that you (listen) __________ to French Programmes on the internet or on TV. 5. I suggest (organize) __________ a concert to raise money. 6. I suggest that Lan (practice) __________ writing English sentences. 7. I suggest (play) __________ volleyball after school. 8. I suggest that you (use) __________ English with parents at home. 9. I suggest (take) _________ a bus home. 10. I suggest that you (practice) __________ listening to English lessons on TV. 11. I suggest (help) __________ poor families. 12. I suggest that you (join) __________ English speaking contest. 13. I suggest (give) __________ presents to poor children. 14. I suggest that you (have) __________ a good English book. 15. She suggests (help) _________ poor children. Đáp án: 1 collecting 2 work 3 colleting 4 listen 5 organizing 6 practice 7 playing 8 use 9 taking 10 practice 11 helping 12 join 13 giving 14 have 15 helping 2. Use adverbial clauses/ phrases of concession We can use these clauses and phrases to introduce t an idea that contrasts with the main idea. (Chúng ta có thể sử dụng những mệnh đề và cụm từ này để giới thiệu một ý tưởng trái ngược với ý chính.) -Form: Although/Though + clause, main clause Although/Though he knows it's bad for him, he eats a lot of candy. /Main clause+although/though+clause e.g: Students still prefer to eat junk food although/ though they have access to healthy snacks in the school's cafeteria. = Despite/In spite of + N/V-ing, main clause/ Main clause, despite/in spite of + N/V-ing e.g: Despite/In spite of their harm, many people follow detox diets. /Many people don't know how to cook a nourishing meal despite/in spite of knowing the importance of eating healthily. Ex: Fill in the blanks with although/though or despite/in spite of. 1. Although/Though our school has a cafeteria, students rarely eat there. 2.__________ too much sugar is bad for our health, most people eat a lot of it. 3. __________ knowing that smoking is very bad, many people still smoke. 4. Jack never gains weight________ all the junk food he eats. 5._________ the need for salt to live, too much can be harmful. 6. I do like eating ice cream _________ I do like eating candy. 7. Junk food is still very popular_______ the health advice from experts. *Key: 1.Although/Though our school has a cafeteria, students rarely eat there. 2.Despite/In spite of knowing that too much sugar is bad for our health, most people eat a lot of it. 3.Although/Though knowing that smoking is very bad, many people still smoke. 4. Jack never gains weight despite/in spite of all the junk food he eats. 5.Despite/In spite of the need for salt to live, too much can be harmful. 6.I do like eating ice cream although/though I do like eating candy. 7.Junk food is still very popular despite/in spite of the health advice from experts.