Giáo án Tiếng Anh 9 - Week 10 - Năm học 2023-2024

 Date of planning: 4/11/2023 
Date of teaching: ./ 11 /2023 
 Week 10 - Period 25 UNIT 4 : LIFE IN THE PAST 
 Lesson 1 : Getting started 
A. Objectives 
1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to the topic life in the past. 
 - Interact a conversation about life in the past and the differences between life in the past and 
 now. 
 - Understand the conversation and get more information, knowledge about life in the past 
- Vocabulary: lexical items related to life in the past. 
- Grammar: Used to: review, Wishes for the present. 
- Skill: Listening, reading and speaking. 
2. Competence: Developing SS‟s abilities of distinguish between customs and traditions. 
3. Quality: Educate the students to know about the life in the past and Ss preserve the past and love 
their life. 
II. Teaching aids: 
1. Teacher: Textbooks, teaching plan, teacher‟s book 
2. Students: Textbooks, notebooks 
III. Procedures: 
1. Checking: During the lesson. 
2. New lesson: 
 of lifeepts. 
 Teacher‟s and students‟ activities The main contents 
 1. Warm up (3’) 
 a, Aims: To attract Ss‟s attention to the lesson and to lead in the new lesson. 
 b, Contents: Look at the pictures about life in the past 
 c, Output: Ss can attact to the lesson. 
 d, Process: 
 - Show some pictures in the past and introduce to Ss. 
 - Ask them to give the comments. 
 2. Presentation (20’) 
 a, Aims: To help students get the main idea of the text. 
 - To help students scan the text for the information to fill the blanks. 
 b, Contents: 
 + Listen and read. 
 + Learn the structure: 
 c, Output: Ss can understand the topic of conversation and structure: “used to and wish” 
 d, Process: 
 T asks Ss to look at the title of the conversation and 1. Listen and read. 
 the picture. Ask them some questions: 
 • What do you think the people in the conversation 
 are talking about? 
 • How do you understand the title „Preserving the 
 past‟? 
 Ss answer the questions as a class. 
 T plays the recording and has Ss follow along. 
 T retells the form and the use of „Used to‟. 
 Ss copy and give examples * Structure: - Used to 
T introduces Wishes for the present. Eg: 
Ss copy and give examples - Your grandfather used to make one for me. 
 - Wishes for the present: 
T explains the words that Ss don‟t understand. - I wish there were movie teams like that now 
 3. Practice (15’) 
a, Aims: To develop students‟ knowledge of the vocabulary of things relating to life in the past. 
- Help Ss can understand a conversation about life in the past and and answer the questions 
b, Contents: 
+ Read the conversation again and answer the questions. 
+ Match the expressions from the conversation with their meanings. 
+ Choose suitable expressions from 1b to complete the short conversations. 
+ Use the words/phrases in the box to complete the sentences. 
c, Output: Ss can know and use some words related to the topic life in the past well. 
 Ss also can understand a conversation about life in the past well. 
d, Process: 
T asks Ss to work independently. a. Read the conversation again and answer the 
Then allow Ss to share answers. questions. 
Ss work independently and share their answer with Key: 
their friends. 1. Fathers make kites for sons. 
T checks their answers as a class. 2. Once every two months. 
 3. They used to come early, trying to get a place 
 near the screen. 
T ask them to do exercise b. 4. Only wealthy households. 
Ss do exercise. 5. Yes, he does. He said: “Sometimes I wish I 
T corrects the mistakes could go back to that time.” 
 Ex b. Match the expressions from the 
 conversation with their meanings. 
T has Ss work independently to find the most Key: 
suitable response to each item. Then T asks them to 1. c 2. a 3. d 4. b 
practise with their partner. c. Choose suitable expressions from 1b to 
Ss work in pairs complete the short conversations. 
 Key: 
T checks as a class and explains the answers where 1. Sure. 
necessary. 2. I can‟t imagine that. 
 3. How cool! 
 4. I wish I could go back to that time. 
T makes sure Ss understand the meaning of the 5. How cool! 
words/phrases in the box. 6. I can‟t imagine that. 
T asks them to give some examples to show that 
they understand the phrase „technological changes”. 2. Use the words/phrases in the box to complete 
Ss then work independently to complete the the sentences. 
sentences. Have them share their answers in pairs. Key: 
T elicits the answers from the whole class. 1. a 2. d 3. c 4. b 5. e 6. f 
 4. Application (5’) 
a, Aims: Help Ss practice speaking about the past events. 
b, Contents: Ss work in groups to make a list about some of the past events and practices in your area. 
Then present them to the class. 
c, Output: Ss can make a list about some of the past events and practices in their area and talk about the 
past events 
d, Process: 3. Make a list about some of the past events and 
 T has Ss work in small groups to come up with as practices in your area. Then present them to 
 many past events and practices in their areas as the class. 
 possible. 
 Time: 4 minutes Example: 
 T has them present the list they have made to the Women in Hue used to go swimming at the beach 
 class. fully clothed, to wear palm leaf conical hats, to 
 wear the traditional long dress whenever they went 
 out, to stay at home as housewives, ... 
* Homework – 2’ 
- Collect the pictures about life in the past. 
- Prepare: A closer look 1. 
IV. Giving experience 
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Date of planning: 4/11/2023 
Date of teaching: ./ 11 /2023 
 Week 10 – Period 26 UNIT 4 : LIFE IN THE PAST 
 Lesson 2 : A closer look 1 
A. Objectives 
1. Knowledge: By the end of the lesson students will be able to: 
 - Practise vocabulary related to the topic "life in the past". 
 - Practise how to pronounce Stress on auxiliary verbs in sentences. 
 - Know more words related to the topic 
 - Identify in which situations to stress auxiliary verbs in sentences and say these sentences 
correctly 
- Vocab: vocabulary related to life in the past. 
- Pronunciation: Stress on auxiliary verbs in sentences. 
- Skills: Improve their listening skill, writing skill and pronunciation. 
2. Competence: SS will develop some competences such as being determined, self-studying, creative 
and communicating. They will use language correctly. 
3. Quality: Educate the students to know about the life in the past and Ss preserve the past and love 
their life. 
II. Teaching aids: 
1. Teacher: Textbooks, teaching plan, teacher‟s book 
2. Students: Textbooks, notebooks 
III. Procedures: 
1. Checking: During the lesson. 
2. New lesson: 
 Teacher‟s and students‟ activities The main contents 
 1. Warm up (5’) 
 a, Aims: To attract Ss‟s attention to the lesson and to lead in the new lesson. 
 b, Contents: Ss show the pictures about life in the past that they collected at home before class and talk the content of the pictures. 
c, Output: Ss can review life in the past. 
d, Process: 
- Ask Ss to show the pictures about life in the past 
that they collected at home before class and talk the 
content of the pictures. 
- Then they change the pictures each other. 
 2. Presentation (15’) 
a, Aims: Help students know more vocabulary related to the topic and the pronunciation of an auxiliary 
verb combines with another verb. 
b, Contents: 
+ Learn vocabulary 
+ Learn pronunciation 
c, Output: Ss can use vocabularies related to the topic "life in the past" and can know pronunciation of 
an auxiliary verb combines with another verb. . 
d, Process: 
T teaches some vocabulary words 1. Vocabulary 
Ss copy and read - preserve 
 - bare-footed 
 - illiterate 
 - vendors 
 - seniority 
 - behaviour 
 2. Pronunciation 
 - An auxiliary verb combines with another 
 verb to help form the tense, mood, voice of the 
T explains the pronunciation of an auxiliary verb main verb. 
combines with another verb. 
 They are: be, have, do, can, shall, will, may, 
Ss listen and remember. must, need, used (to) 
 - An auxiliary verb is not usually stressed 
 Eg: Does he like it? 
 3. Practice (18’) a, Aims: Help Ss use vocabularies related to the topic "life in the past" and know more how to pronounce 
Stress on auxiliary verbs in sentences 
b, Contents: 
+ Match a verb in A with a word/phrase in B. 
+ Complete the sentences. 
+ Choose a word/phrase from the box to complete the sentences. 
+ Complete the sentences with the right form of the words below. 
+ Listen and underline the auxiliary verbs which are stressed. Then practise saying the sentences. 
+ Underline an auxiliary if it is stressed. Then listen, check, and repeat the sentences. 
c, Output: Ss can use vocabularies related to the topic "life in the past" and pronounce Stress on auxiliary 
verbs in sentences 
d, Process: 
T asks Ss to do the matching individually. Then 1. Match a verb in A with a word/phrase in B. 
allow them to share their answers with a partner. 
 Key: 
Ss work individually 1. f 2. g 3. b 4. a 
T checks as a class. 5. c 6. e 7. h 8. D 
T asks Ss to work individually. Choose the correct 2. Complete the sentences. 
answer for each sentence first. They then read the 
 Key: 
sentence carefully to determine the form and the tense 
 1. kept a diary 
of the verb. 
 2. entertain themselves 
T checks the answers as a class. 
 3. preserve our traditions 
 4. Use your imagination 
 5. acting out stories 
 6. collect the post 
 7. going bare-footed 
 8. dance to drum music 
T has Ss work individually. Then they can exchange 
their answers with a partner. Check as a class. 3. Choose a word/phrase from the box to 
 complete the sentences. 
Ss make new sentences using these words and 
phrases. Key: 
 1. seniority 
 2. illiterate 3. street vendors 
 4. strict rules 
T asks Ss to read the definitions before doing the task. 
 5. Physical 
T has Ss read each sentence and decide what part of 
speech is missing from the sentence. 6. face to face 
For example, sentence 1 needs a noun because this 4. Complete the sentences with the right form 
word stands after article „a‟. They then complete all of the words below. 
the sentences. 
 Key: 
- Confirm the correct answers as a class. 1. habit 
 2. behaviour 
 3. tradition 
T plays the recording. 4. habit 
Ss listen and underline the stressed auxiliaries. They 5. practice 
then repeat the sentences with a focus on the stressed 
ones. 6. behaviour 
T has Ss work individually to stress the auxiliaries. 5. Listen and underline the auxiliary verbs 
Then play the recording. Ss listen, check, and say the which are stressed. Then practise saying the 
sentences. sentences. 
Ss listen and Key: 
T calls on some Ss to say the sentences individually. 3. did 
 4. hasn‟t. 
 5. don‟t 
 6. do. 
 6. Underline an auxiliary if it is stressed. Then 
 listen, check, and repeat the sentences. 
 Key: 
 1. couldn‟t. 
 2. have 
 4. aren‟t / can‟t /can 
 5. doesn‟t 
 - Don‟t 
 does 
 4. Application (5’) 
a, Aims: Help Ss more practice using vocabularies related to the topic "life in the past" b, Contents: Make sentences with the words they have learnt. 
 c, Output: Ss can review some vocabulary words they have learnt. 
 d, Process: 
 + Work in groups 
 - Divide the class into 2 teams 
 - Make sentences with the words they have learnt. 
 - Team with more right sentences will won 
 T corrects and gives feedback 
* Homework. – 2’ 
 - Practice vocabulary and pronunciation again. 
 - Guide ss how to do EX in WB. 
 - Prepare: A closer look 2 
IV. Giving experience 
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Date of planning: 4/11/2023 
Date of teaching: ./ 11 /2023 
 Week 10 – Period 27 UNIT 4 : LIFE IN THE PAST 
 Lesson 3 : A closer look 2 
A. Objectives 
1. Knowledge: By the end of the lesson, students will be able to: 
 - Use the lexical items related to the topic "life in the past". 
 - Review Used/ didn’t use + to infi to talk about past practices, express wishes for the present. 
- Practice doing exercises with Used/ didn’t use + to infi and wish . 
- Vocabulary: Review 
- Grammar: Review Used/ didn’t use + to infi to talk about past practices and wishes for the present. 
- Skills: listening, speaking, reading and writing. 
2. Competence: SS will develop some competences such as being determined, self-studying, creative 
and communicating. They will use language correctly. 
3. Quality: Students have more knowledge about life in the past . 
II. Teaching aids: 
1. Teacher: Textbooks, teaching plan, teacher‟s book 
2. Students: Textbooks, notebooks 
III. Procedures: 
1. Checking: During the lesson. 
2. New lesson: 
 Teacher‟s and students‟ activities The main contents 
 1. Warm up (3’) 
a, Aims: To warm up the class and lead in the lesson. 
b, Contents: Review “ used to+V” 
c, Output: Ss can remember how to use “used to+V” 
d, Process: 
T asks Ss: * We use “Used to” and “didn‟t use to” V to 
When do we use „used to‟? talk about an activity that repeatedly 
Ss answer happened in the past. 
T introduces the lesson 
 2. Presentation (18’) 
a, Aims: Help Ss more practice using structure “used to+V” and know how to use “wish sentence” 
b, Contents: 
+ Use used to or didn’t use to with the verbs from the box to complete the sentences. 
+ Read and underline the main verbs in the wish sentences. Then answer the questions. 
+ Read and underline the main verbs in the wish sentences. Then answer the questions. 
c, Output: Ss can review the structure: “used to” and do related exercises correctly. 
d, Process: 
T has Ss work individually. Then ask them to 2. Use used to or didn’t use to with the verbs 
exchange their answers. Correct them as a class. from the box to complete the sentences. 
 Key: 
 1. used to be 
 2. didn‟t use to transport 
 3. used to dye 
 4. used to kill 
 5. used to pull out 
- T asks Ss to read the conversation in GETTING 6. didn‟t use to spend 
STARTED again and look for sentences 3. Read and underline the main verbs in the 
containing wish. Ask them to underline the main wish sentences. Then answer the questions. 
verbs in the sentences and answer the questions. Key: 
Elicit the rule for the main verbs in the wish 1. for the present 
sentences for the present. Then have them read the 2. the past simple and past continuous 
Look out! box. T may write the rule on the board. 
T gives the structure: Wishes for the present. 
Ss copy and give example 
 3. Practice (14’) 
a, Aims: Help Ss more practice using “wish sentence for the present” 
b, Contents: 
+ Tick ( ) if the sentence is correct. If the sentence is not correct, underline the mistake and 
correct it. 
+ Make up wishes from the prompts. 
c, Output: Ss can do exercise using wishes for the present and can talk sentences by using “Wishes 
for the present” about themselves. d, Process: 
 4 .Tick ( ) if the sentence is correct. If the 
 sentence is not correct, underline the 
 - T has Ss do this exercise individually. They may mistake and correct it. 
 refer to the rule on the board. Key: 
 - T checks the answers as a class. Correct: 1 and 4 
 Incorrect: 
 2. will → would 
 3. can → could 
 5. don‟t → didn‟t 
 6. is → was/were 
 5. Make up wishes from the prompts. 
 Key: 
 - T has Ss look at the prompts first and decide 1. I wish we could communicate with animals. 
 whether the sentence is a wish for the 2. I wish no child was/were suffering from 
 present/future or for something happening right at hunger. 
 that moment. They then choose the appropriate 3. I wish I was/were playing on the beach. 
 tense for each sentence. 4. I wish there was/were/would be no more 
 - T asks them to write out the sentences in full. Let family violence in the world. 
 Ss share their work with their partner. 5. I wish I was/were going bushwalking with 
 T checks as a class. my friends. 
 6. I wish there were four seasons in my area 
 T asks Ss make sentences by using “Wishes for 
 the present” about themselves Eg: I wish I have a car 
 Ss practice 
 *Groupwork: 
 - Divided the class into two teams 
 - Team 1: to make some sentences with used to 
 - Team 2: to make some sentences with Wish 
 - Time: five minutes. 
 - The group with the most correct sentences is the 
 winner. 
 4. Application (8’) 
 a, Aims: Ss can interact to each other. 
 b, Contents: Ss talk their wishes and how can do it 
 c, Output: Ss can talk their wishes and how can do it 
 d, Process: 
 T asks Ss to talk their wishes and how can do it Eg: 
 Ss practice I wish I have a car. Right now, I will work hard 
 T corrects and earm more money to buy a car. 
* Homework.- 2’ - Do exercise in the exercise‟s book. 
 - Learn by heart all the structures 
 - Prepare: Communication. 
 - Write 5 wish sentences about their life. 
IV. Giving experience 
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