Giáo án Tiếng Anh Lớp 9 thí điểm - Chương trình cả năm - Năm học 2016-2017

Period: 2 	Week: 1
Teaching date: 23/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 1 - GETTING STARTED: A visit to a traditional craft village
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Use some vocabularies and structures to talk about traditional crafts and places of interest in an area
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask 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?" 
-Ss answer the questions as a class. If they mention 'Bat Trang', elicit what they know about this village. 
-Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. 
a/.Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.
-Have Ss look at the Watch out! box and quickly read the information. Tell them that there are some similar expressions such as 'as far as I can remember', 'as far as I can see', or 'as far as I can tell'.
b/.Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss' answers.
Activity 2: 
-Have Ss look at the pictures. Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam. Ss match these handicrafts with the pictures. Ss compare their answers in pairs before giving their answers to T:
Activity 3: 
-Tell Ss to complete the sentences with the words/phrases in The complete sentences will give Ss information about the places where the handicrafts are made. Call on two Ss to write their answers on the board. Confirm the correct answers. 
-If time allows, T may organise a short activity to check Ss' short-term memory. Have -Ss close their books. Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made. Ss can also be asked to share any other places that produce these handicrafts.
Activity 4: 
a/Ss work in pairs to do the quiz. The pair which has the answers the fastest is invited to read out their answers. Elicit feedback from other pairs. Confirm the correct answers.
b/Ss work in groups to write a similar quiz about places of interest. Set 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. Continue the activity until all the groups have read out all of their questions or when time is up.
craft
set up
take over
artisans
attraction
specific region
remind
look round
1.They are at Phong’s grand-
parents’ workshop in Bat Trang
2. It’s about 700 years old.
3. His great-grandmother did.
4. buy things for their house and make pottery themselves there.
5. It’s in Hue.
6.  the handicrafts remind them of a specific region. 
A. paintings B. drums
C. marble sculptures D. pottery
E. silk F. lacquerware
G. conical hats H. lanterns
conical hat
lanterns
silk
paintings
Pottery
marble sculptures
park
museum
zoo
beach
beauty spot
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 1
Period: 3 	Week: 1
Teaching date: 23/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 2 – A CLOSER LOOK 1
I. OBJECTIVES: By the end of this Unit, students will be able to:
Use the lexical items related to traditional crafts and places of interest in an area
Say sentences with correct stress on the content words
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ss work individually to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss' explanations when needed. The two verbs cast and mould are quite difficult, so make sure that Ss understand them: - cast: shape hot liquid metal, etc. by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct.. 
Activity 2:	
a/The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences.
b/ This activity will help Ss to manipulate the verbs as they are not all regular. Have Ss do the activity, then call two Ss to write their answers on the board. Elicit feedback from other Ss. Confirm the correct answers.
-Draw Ss' attention to the Watch out! box. Ask Ss to give example sentences with the verb to make. 
Activity 3:	
-Organise a competition for this activity. Ss work in groups of five or six. Set 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.
Activity 4:
Ss individually do the exercise. Check their answers as a class and confirm the correct ones.
Activity 5:
a/Have Ss read the five sentences and underline the words they think are stressed. Elicit answers from Ss. Do not confirm the correct answers. Now ask Ss to read the four questions and make sure they understand them. Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct. Tell 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. 
b/Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.
-Have Ss read the information in the box to remember the content of the lesson.
Activity 6:
a/Ss do this exercise individually and compare their answers with a classmate. 
b/Play the recording for Ss to check their answers and practise reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed.
cast
carve
embroider
weave
mould
weave
knit
1.b 
2.d
3.e
4.a
5.f
6.c
2. cast; cast
3. wove; woven
4. embroidered; embroidered
5. knitted; knitted
6. moulded; moulded
Entertaining: cinema, theatre
Cultural: opera house, museum
Educational: library, museum
Historical: temples, craft village
1. historical 2. attraction
3. exercise 4. traditional
5. culture 6. handicrafts
S1: craft, village, lies, river, bank
S2: painting, embroidered
S3: what, region, famous
S4: drums, aren’t, made, village
S5: famous, artisans, carved, table, 
 beautifully 
2. They are: nouns, verbs, adjectives, adverbs, WH-question words, and negative auxiliaries.
4. They are: articles, prepositions, pronouns and possessive adjectives.
S1: Art, Museum, popular, place, interest, city
S2: cinema, attract, youngsters
S3: artisans, would, clay, make, traditional, pots
S4: Where, like, going, weekends
S5: shouldn’t, destroy, historical, buildings
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 2
Period: 4 	Week: 2
Teaching date: 29/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 3 - A CLOSER LOOK 2
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Write complex sentences with different dependent clauses
Use some common phrasal verbs correctly and appropriately
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
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 subordinator 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 th ...  them to choose a couple of example careers, either from elsewhere in the 
unit or from ideas of their own. Ss should then  gure out their own reasons why they do or do not want 
the chosen careers. Set a time limit of ten minutes. Tell them that they can also note down several key words/phrases related to their reasons.
b./Ask several pairs to report their decisions and reasons to the whole class. Have other Ss give comments. 
This is an open exercise and there are no wrong answers.
Sample comments on:
 Post from Tu:
 - I agree that if Tu can sing, he should enroll in a school for performing arts.
 - Tu is right. A singer can make a bundle.
 - I can’t agree with Tu’s reason. Not every singer becomes famous. 
 - I don’t think every singer can travel all over the world.
Post from Anh:
 - I totally agree with Anh that it is a meaningful job, because architects can help improve people’s lives.
 - I can’t agree with Anh that architects work flexitime. My dad is also an architect and he has to be at work at 8 a.m. every day
Post from Duong:
 - Duong is absolutely right. If he is curious about the natural world, that job can satisfy him in many ways. 
 - I’m sorry, I can’t agree with Duong. He wants to become a physicist because he is curious about the world, but can he be sure that he is able to do the job? Is he good at physics?
Post from Dzung:
 - Exactly. What Dzung says is true. Student doctors do have to burn the midnight oil. They have to learn about everything related to their patients because their advice a ects the patients’ lives.
 - I totally agree with Dzung because it is very hard to work in hospitals. All around you are patients waiting for your help.
 - Hold on... If everyone only thinks about the hardships, who will become doctors? Who will treat the patients, then?
IV- HOMEWORK:
Do exercise in workbook. 
Prepare SKILLS 1
______________________________
Period: 48 	Week: 35
Teaching date: 04/5/2017 	Class: 9/1, 9/2
UNIT 12 MY FUTURE CAREER
PERIOD 5 :	 SKILLS 1 
I.OBJECTIVES :
By the end of the lesson, Ss will be able read for general and specific information 
about choosing a career
II . TEACHER AND STUDENTS’ PREPARATION : 
1.Techniques : group work , pair work, communicative approach
2.teaching aids : posters, pictures 
 III. PROCEDURES: 
T’s & Ss’ Activities
CONTENT 
Reading
1./ Ask Ss to work in pairs to discuss the questions. Elicit the answers from Ss. Give Ss three minutes to skim the article and compare their answers with the information from the article
2./Have Ss read the article to do the exercise in pairs. Ask some Ss to share their answers
3./Ask Ss to work individually. Remind them to pay attention to key words in each statement. Then allow them to share their answers before checking as a class. To check their understanding, ask some Ss to explain their answers.
Speaking
4 Have Ss work in groups. Each group should choose one job to discuss. Ideally each group would have a 
different job. If you have more groups than jobs on the list, Ss can contribute more jobs. Ask them to make notes on a small poster, using the example as a guide. Set a time limit. 
5 Have each group present their ideas and opinions on their chosen job to the class. Once they have  nished, ask the rest of the class to say whether they agree with the points or not and whether they should add some other points.
 As an extension activity, ask groups to choose another job that they didn’t work on. Have Ss read the notes from the group who chose this job in 4. Tell them to add any extra ideas their group may have. Ss report their ideas to the class.
Suggested answers:
1. A job is something people do to earn money. 
2. A career is more than a job. It is an ongoing process of learning and development of skills and experience. 
3.Very di erent. (A job describes what you are doing now, a career describes your job choices over your working life, with the aim of improving your quality of life.)
Key: 
1.career path 2.peers 3. ongoing 
4. alternatively 5.take into account
Key: 1.T 2. F 3. F 4. T 5.T 6. T
IV- HOMEWORK:
Do exercise in exercise book.
Prepare SKILLS 2
Period: 49 	Week: 36
Teaching date: 08/5/2017 	Class: 9/1, 9/2
UNIT 12 MY FUTURE CAREER
 PERIOD 6 :	 SKILLS 2 
I.OBJECTIVES :By the end of the lesson, Ss will be able to listen for general and specific information about choosing future jobs and reasons for these choices, write about the qualities one needs to be able 
II . TEACHER AND STUDENTS’ PREPARATION : 
1.Techniques : group work , pair work, communicative approach
2.teaching aids : posters, pictures 
 III. PROCEDURES: 
	T’s & Ss’ Activities
CONTENT 
Introduction
 Ask Ss to say what jobs their parents do. Ask them if they are aware of any difficulties which their parents face when doing those jobs.
Listening
1 Ask Ss to work in pairs to answer the questions. Ask a pair to share their ideas with the class.
2 Tell Ss that they are going to listen to a conversation between Phong and Mrs. Warner, Nick’s mother, about jobs that he and his friends want to do in the future. Ask them to read the information in 2 carefully. 
Tell them to listen carefully to find out the words/phrases from the recording needed to  fill in the blanks. 
T can play the recording twice if necessary. Have two Ss write their answers on the board. Confirm the 
correct answers.
3 Have Ss work individually to underline the key words in the statements and predict the answers. Write their answers on the board without confirming the correct answers. Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for their answers. Con rm the correct answers.
Writing
4 First check that everybody understands the meaning of the adjectives in the box. If not, T can spend some time explaining them. Set a time limit for pairs to brainstorm the ideas and do the discussion. Ask them to refer back to 2 and 3 as examples for useful language and ideas. Ask some pairs to present their ideas to the whole class. Remind Ss that they should give examples and reasons to support their main points.
5./ Have Ss work individually to get their ideas down on paper and check the accuracy of what they have written. Give them ten minutes to write and edit their work. Swap their writing with a partner for peer review, comments, and corrections. Then ask Ss to write the second draft as homework.
Key: 1. mountains of work 
2.work overtime 3. Rewarding 4. sociable 5.applied skills 6. good with his
Key: 1. T 2.T 3. T 4. F 5. F 6.T
IV- HOMEWORK:
Do exercise in exercise book.
Prepare LOOKING BACK 
___________________________ 
Period: 50 	Week: 36
Teaching date: 09/5/2017 	Class: 9/1, 9/2
UNIT 12 MY FUTURE CAREER
PERIOD 7 :	LOOKING BACK & PROJECT 
I. OBJECTIVES : 
By the end of the lesson, Ss will be able to review of what they have learnt in Unit 12 
II . TEACHER AND STUDENTS’ PREPARATION : 
1.Techniques : group work , pair work, communicative approach
2.teaching aids : posters, pictures 
 III. PROCEDURES: 
T’s & Ss’ Activities
CONTENT
Encourage Ss not to refer back to the unit pages. Instead, they can use what they have learnt during the unit to help them do the exercises. 
 Ss should record their results for each exercise to complete the self-assessment box at the end of the unit and identify areas to review.
Vocabulary & Grammar
For 1, 2, 3, 4, and 5,  rst have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment.
Communication
6./ Have Ss work in pairs to think of two things that are true of the job they are assigned, and one thing that is not true about the job. Give them seven minutes to work together. When the pairs have  finished preparing, ask them to take turns to come to the front to introduce themselves and repeat the three ‘facts’. The class will together decide which ‘facts’are true, and which is untrue.
Finished!
 Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further 
practice.
PROJECT
My future career path
The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to do some more research about the factors they have to consider if they are going to follow that 
pathway. This is a topic that is of immediate importance to the Ss’ futures. 
 Divide Ss into groups of four or  ve and instruct them on what they have to do. Encourage them to think of a real path they might want to follow. Tell them to:
• give reasons for the choice
• consider factors like quali cations, skills, hobbies, personalities, practical issues, and even the employment 
market
• think about who can give them good advice, and why Ask Ss to draw a picture of their career path. Have them present their posters in the next lesson. When all 
the groups have given their presentations, let the whole class vote for the best one.
Key:
1 1. C 2. D 3. E 4. F 5. A 6. B
2 1. H 2. E 3. F 4. A
5. D 6. G 7. C 8. B
3 1. vocational 2. dynamic 3. empathetic
4. academic subjects 5.took into account 6. professional 
7.burnt the midnight oil 8. make a bundle
4 1. to lock 2. working 3. treating 
4.to get 5. to  nish 6. reading
5 1.working hard →to work hard
2.promised to make →no change
3.to be →being
4.refused to attend →no change
5. mind to burn →mind burning
6.managed getting →managed to get
7. admitted to study →no change
8.o er working →o er to work
9.prefer working →preferring to work
10.agreed to take →no change
IV- HOMEWORK:
Do exercise in exercise book.
Prepare Review 4
Period: 51 	Week: 36
Teaching date: 10/5/2017 	Class: 9/1, 9/2
TEST CORECTION
Period: 52 	Week: 37
Teaching date: 15/5/2017 	Class: 9/1, 9/2
REVISION FOR 2ND EXAM