Giáo án Tiếng Anh 9 - Week 13 - Năm học 2023-2024

 Preparing date: 23/11/2023 
Teaching date: /11/2023 
Week 13 – Period 31 UNIT 4 : LIFE IN THE PAST 
 Lesson 7 : Looking back and project 
I. Objectives: 
1. Knowledge: By the end of the lesson, students will be able to: 
- Review Vocabulary about the facts in the past 
- Consolidate the grammar points of the unit. 
- Practice communicating more in English about the topic of life in the past 
- Practice vocabulary and grammar points they have learnt in this unit. 
- Practice making communication, project. 
 a. Vocabulary: Vocabulary about life in the past. 
 b. Grammar: Review used to and wishes for the present. 
 c. Skills: odd words, writing names of the games, sentences completion, 
answering the questions, completing the paragraph, matching, spoken interaction. 
2. Competence: groupwork, independent working, pair work, linguistic competence, 
cooperative learning and communicative competence. 
3. Quality: Educate students should study more about our life in the past and preserve 
the past and love their life. 
II. Teaching aids: 
1. Teacher : lesson plan, poster, textbook , teacher‟s book. 
2. Students: workbook, notebook, look up vocabulary 
C. Procedure 
 1. Checking: 
 - During the lesson 
 2. New lesson: 
 Teacher‟s and students‟ activities The main contents 
 1. Warm up- 4’ 
a.Aim: To attract Ss‟ attention to the lesson and lead in the lesson 
b. Content : Chatting 
c. Output: Ss can attract to the lesson and talk about how students in the past studied 
without that facility 
d. Process: 
T asks Ss to talk about how students in Eg: 
the past studied without that facility When I was young, I used to fly a 
Ss talk kite. . 
T corrects 2. Vocabulary- 10’ 
a.Aim: Help Ss review some words related to topic: Life in the past 
b. Content : Review vocabulary 
+ Choose the best answer A, B, or C to complete the sentences. 
+ Match the verbs in A with their definitions in B. 
+ Use the verbs in A in their correct forms to complete the sentences. 
c. Output: Ss can remind some learnt vocabularies related to the topic “Life in the past” 
and how to use them. 
d. Process: 
- Have Ss complete this exercise I. Vocabulary 
individually. 1. Choose the best answer A, B, or C to 
- Check their answers as a class. complete the sentences. 
 Key: 1. B 2. A 3. C 4. A 5. B 
- Ss work individually. They can then 2a. Match the verbs in A with their 
check with their partner. Confirm the definitions in B. 
correct answers. Key: 1. b 2. e 3. a 4. c 5. d 
- Have Ss complete this exercise b. Use the verbs in A in their correct 
individually. forms to complete the sentences. 
- Check their answers as a class. Key: 
 1. acting out 
 2. die out 
 3. preserve 
 4. collecting 
 5. entertains 
 3. Grammar- 10’ 
a.Aim: Help Ss review the structure: Used to and wish 
b. Content : Review grammar 
+ Write true sentences about the practice of the following things in the past, using used 
to and didn’t use to. 
+ Read these situations and write wishes you want to make for them. 
+ Look at the picture and finish the boy‟s wishes. 
c. Output: Ss can use the structure: Used to and wish to do exercises well and corectly. 
d. Process: 
 II. Grammar 
 3. Write true sentences about the 
- Ss complete this task independently. practice of the following things in the 
Discussion may sometimes be necessary past, using used to and didn’t use to. 
to decide if a thing was/was not practised Suggested answers: 
in the past. Only then can they form the 1. Men used to be the bread winner of the 
correct answers. family. 
- Check as a class. 2. Women didn‟t use to go to work. 
 3. People didn‟t use to travel on holiday. 4. Families didn‟t use to be nuclear. 
 5. People used to make banh chung at Tet 
 themselves. 
 6. Children used to play outdoor games. 
 4. Read these situations and write wishes 
 you want to make for them. 
 Suggested answers: 
- Have Ss complete the exercise 1. I wish my village had access to clean 
independently. piped water. 
- Have them share their wishes with the 2. I wish there was/were a bridge over the 
class. river, so we did not have to cross the river 
 by boat twice a day to school. 
 3. I wish there was/were an Process for 
 social activities for teenagers in my town. 
 4. I wish I was/were tall enough to play 
 basketball. 
 5. I wish there were four seasons in my area./ I 
 wish we had spring and autumn in my area. 
 5. Look at the picture and finish the 
 boy’s wishes. 
 Suggested answers: 
- Encourage Ss to use their imagination 1. I wish it would stop raining. 
and work out wishes for the situation. 2. I wish the wind weren‟t blowing so 
- Have them share their answers with the hard. 
class. 3. I wish the sun were shining. 
 4. I wish I were sitting in a warm house. 
 4. Communication- 5’ 
a.Aim: Help Ss rearrange the sentences to make a meaningful conversation and practise 
talking. 
b. Content : Rearrange the sentences to make a meaningful conversation. 
c. Output: Ss can practise the conversation with their best pronunciation and fluency. 
d. Process: 
- Ss work in pairs or small groups to III. Communication 
complete the exercise. 6. Rearrange the sentences to make a 
- Check as a class. meaningful conversation. 
- Then they can practise the conversation Key: 
with their best pronunciation and fluency. Order: 1-4-5-2-9-7-8-6-3 
- Ask Ss to complete the self-assessment. 
Discuss as a class what difficulties remain 
and what areas Ss have mastered. 
 4. Application - 13’ 
a.Aim: Help Ss can make their project confidently. 
b. Content : Speaking c. Output: Ss can make their project. 
d. Process: 
* Project. IV. Project. 
This project aims to encourage Ss to do Preserving the past 
more research about the past with a focus 
on traditions and habits which are dying out. 
Divide Ss into groups of four to five and 
instruct them on what they have to do. 
Encourage them to interview previous 
generations – either members of their 
family or neighbours. Tell them to 
- choose the pastime they most appreciate 
and would most like to preserve 
- explain their choice 
- work on a plan of how they can help to 
preserve it 
Have Ss present their posters in the next 
lesson. When all the groups have given 
their presentations, the whole class can 
vote for the best. 
* Homework. 
 - Complete the project. 
 - Prepare next lesson: Unit 5 – Getting started. 
IV. Giving experience 
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Preparing date: 23/11/2023 
Teaching date: /11/2023 
Week 13 – Period 32 UNIT 5 : WONDERS OF VIETNAM 
 Lesson 1 : Getting started 
I.Objectives: 
1. Knowledge: By the end of the lesson Ss will able to: 
- Use the lexical items to describe wonders of Viet Nam. 
- Interact a conversation about Hue city, one of the wonders of Viet Nam. 
- Know some wonders ( natural and man- made wonders) in Viet Nam. 
- Understand a dialogue between Veronica and Mi. 
 a. Vocabulary: vocabulary related to words to describe wonders of Viet Nam. b. Grammar: Passive voice: Impersonal passive suggest + V-ing/ clause with 
should 
 c. Skills: listening and reading, reading and deciding true or false, writng webs, 
matching, playing game. 
2. Competence: groupwork, independent working, pair work, linguistic competence, 
cooperative learning and communicative competence. 
3. Quality: Ss have aware of protecting the wonders of Viet Nam. 
II. Teaching aids: 
1. Teacher : lesson plan, poster, textbook , teacher‟s book 
2. Students: workbook, notebook, look up vocabulary 
C,Procedure: 
 1. Checking: During the lesson 
 2. New lesson: 
 Teacher‟s and stud’nts‟ activities The main contents 
 1. Warm up- 5’ 
a.Aim: To attract Ss‟ attention to the lesson and to lead in the new lesson. 
b. Content : Ss give name of some wonders of Viet Nam 
c. Output: Ss can attract to the lesson and give talk about the wonders they have visited or 
heard about from the news, on TV, or the radio, or from their friends. 
d. Process: 
- Ask Ss to give name of some wonders of *Chatting. 
Viet Nam, and talk about the wonders they - Have you ever visited a wonder of Viet 
have visited or heard about from the news, Nam?’ 
on TV, or the radio, or from their friends. - ‘What is it?’, ‘Where is it?’ 
 - ‘What is special about it?’ 
 2. Presentation- 15’ 
a.Aim: Help Ss to know to use the lexical items to describe wonders of Viet Nam. 
b. Content : 
+ Listen and read 
+ Learn vocabulary 
c. Output: Ss can learn some new words and structures and answer some questions about 
contents of the conservation. 
d. Process: 
 1. Listen and read. 
- T asks Ss to open their books and look at The questions may be: 
the picture and the heading A trip to Hue - Where are Mi and Veronica? 
city. Ask them some questions: - What may they be talking about? 
- Ss answer the questions - What is the bridge in the picture? 
 - Where is it? 
- T plays the recording. Ss listen and read *Vocabulary: 
along. T can play the recording more than - recommend(v) 
once. Pause the recording at the appropriate - rickshaw(n) places if Ss need help with comprehension. - bother(v) 
- Present some new words - complex (adj) 
 - be worth (+V- ing) 
 *Structure: 
 - It‟s said that they‟re quicker and cheaper 
 than taxis. 
 - I suggest going by train. 
- Present: Passive voice: Impersonal passive - My father suggests we should go by air. 
suggest + V-ing/ clause with should 
 3. Practice- 15’ 
a.Aim: Help Ss interact a conversation about Hue city, one of the wonders of Viet Nam and 
answer the questions. 
b. Content : Practice 
+ Read the conversation again and fill in each gap with no more than three words. 
+ Read the conversation again and find the expressions Veronica and Mi use to ask for, 
make, and respond to recommendations. 
+ Write the responses below into the correct columns. 
+ Match sentences (1-4) to sentences (a-d)to make exchanges. Then practise th racticeges 
with a partner. 
+ Below are some places of interest in Viet Nam. Write them under the pictures. 
+ Now put them in the correct columns. 
c. Output: Ss have more knowledge about about Hue city, one of the wonders of Viet Nam 
and know more words related to wonders of Viet Nam, they also can use to ask for, make, 
and respond to recommendations. 
d. Process: 
 a. Read the conversation again and fill in 
First, have Ss work independently. Then each gap with no more than three words. 
allow them to share their answers before Key: 
discussing as a class. 1. Hue City 
 2. three 
 3. go by air 
 4. beautiful sights 
 5. use rickshaws 
 6. the museums 
- Tell Ss to refer to the conversation to find b. Read the conversation again and find 
the expressions. Practise saying the the expressions Veronica and Mi use to 
expressions (play the recording again as a ask for, make, and respond to 
model if necessary). Pay attention to recommendations. 
intonation when asking for, making, or Key: 
responding to recommendations. 
 Asking for Making Responding to 
 recommendations recommendations recommendations 
 - And do you know - I suggest going by - That sounds 
 any good places to train. better. 
 stay in Hue City? - I‟d recommend - Hmm, that‟s good 
 - What‟s the best The Romance to know. 
 way to get around? Hotel. - Yes, that‟s what 
 - So what are the - It‟s probably best I‟ve heard. 
-T has Ss work independently. Then allow things we shouldn‟t to use rickshaws. 
them to share their answers before playing miss – any good - Er no, don‟t 
 museums? bother going to the 
the recording for them to check. - So what else is museums. 
- T plays the recording for Ss to repeat the worth seeing? - You should 
phrases. T may remind Ss to pay attention to defiitely 
 s ractice gyal 
the intonation. Citadel. 
 2a. Write the responses below into the 
 correct columns. 
- Ss work independently to do the matching. Key: 
- Allow them to share their answers before Asking for Making recommendations Respondi
 recommen Recommendi Not ng to 
giving comments, and make any corrections. dations ng recommending Recom- 
Ask Ss to work in pairs, practising things things mendatio
 ns 
 ractice gges. 
 - What - It‟s well - Don‟t drink - Thanks, 
- T may go around to provide help. about worth the water. that‟s 
 places seeing. - I wouldn‟t really 
 outside - It‟s eat anything useful. 
 Hue City? probably that‟s sold in 
 - Have best to go by the street. 
 you got train. - It isn‟t 
 any other - You really Ieally worth 
 tips? must go to seeing. 
 Agra. 
 b. Match sentences (1-4) to sentences (a-
- First, have Ss work in pairs to match the d)to make exchanges. Then practise 
names of the places of interest to the th racticeges with a partner. 
pictures. Key: 
 1. b 2. c 3. d 4. A 
- Then check with the whole class. 3a. Below are some places of interest in 
- T may ask Ss to say the names of these Viet Nam. Write them under the pictures. 
places of interest in Vietnamese and where Key: 
they are situated. 1. b 2. c 3. e 
 4. a 5. f 6. d 
- Ss do the exercise individually and then b. Now put them in the correct columns. 
compare their answers with a partner. Natural wonders Man-made 
- Check the answers with the whole class. wonders 
 l Ha Long Bay l Po Nagar Cham 
 l Phong Nha Cave Towers 
 l Cuc Phuong l One Pillar Pagoda 
 National Park l Saigon Notre-
 Dame Cathedral 
 4. Application- 14’ 
a.Aim: Help Ss practice asking and answering about some wonders of Viet Nam. 
b. Content : Ss work in pairs to ask and answer the questions about some wonders of Viet 
Nam. 
c. Output: Ss can ask and answer the questions about some wonders of Viet Nam. 
d. Process: 
 Eg: 
T asks Ss to work in pairs . Ask and answer A: I had a wonderful trip this summer 
the questions about some wonders of Viet vacation. 
Nam. 
 B: Where did you visit? 
 A: Cuc Phuong National Park. 
 B: Wow! Where is it? 
- T may go around to provide help. A: It is located in Ninh Binh province. 
- Call on some pairs to practise in racticef 
 B: What does it have? 
the class. 
 A: Cuc Phuong is home to many kinds of 
 tree and flowers. There are also many 
 animals there. I did learn many things 
 about biology during the trip. 
* Homework. – 1’ 
 - Write down as many wonders of Viet Nam. 
 - Prepare: A closer look 1. 
IV. Giving experience 
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Preparing date: 23/11/2023 
Teaching date: /11/2023 
 UNIT 5 : WONDERS OF VIETNAM 
Week 13 – Period 35 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 " wonders of Viet Nam". 
 - Identify in which situations to stress short words (a, of, or, etc.) in sentences 
 and say these sentences correctly. - Vocabulary: vocabulary related to wonders of Viet Nam. 
- Pronunciation: Stress on short words in sentences. 
- Skill: Improve their listening skill, writing skill and pronunciation. 
2. Competence: Teamwork and independent working, pair work, linguistic 
competence, cooperative learning and communicative competence. Students can use 
language to describe about wonders of Viet Nam. 
3. Quality: Ss will be more responsible for and be more aware of protecting and loving 
the wonders of Viet Nam. 
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 attract Ss‟ attention to the lesson and to lead in the new lesson. 
b, Contents: Ss write words about places of interest 
c, Output: Ss can write many words about places of interest. 
d, Process: 
- Asks Ss to list places of interest in Viet *Network. 
Nam. Hue citadel HCM museum 
 Places of 
 interest 
 2. Presentation (20’) 
a, Aims: Help Ss learn more vocabulary related to the topic " wonders of Viet Nam". 
b, Contents: 
+ Write the words with the correct pictures. 
+ Fill in each blank with a suitable adjective from the box. 
c, Output: Ss can know some vocabularies about places of interest and do vocabulary 
exercises well. 
d, Process: 
- Ask Ss to do the exercise independently. 1. Vocabulary. 
Then have them share their answers with 1. Write the words with the correct 
one or more partners. T may ask for pictures. 
translation of the nouns in the box to check Key: 1. B 2. D 3. A 4. E 5. C 6. F 
their understanding. With a stronger class, 
ask Ss to find some real-life examples of the nouns in the box. 
- Ss work independently and then share 2. Fill in each blank with a suitable 
their answers with one or more partners. adjective from the box. 
- T may ask for translation of some Key: 
adjectives to check their understanding. 1. located/situated 
 2. picturesque 
 3. astounding 
 4. geological 
 5. administrative 
 3. Practice (15’) 
a, Aims: Help Ss practice more vocabulary related to the topic " wonders of Viet Nam" 
and identify in which situations to stress short words (a, of, or, etc.) in sentences and 
say these sentences correctly 
b, Contents: 
+ Match the nouns in A to the definitions in B. 
+ Now use the nouns in 3a to complete the sentences. 
+ Pronunciation 
c, Output: Ss can understand vocabulary to do exercise and can identify in which 
situations to stress short words (a, of, or, etc.) in sentences and say these sentences 
correctly 
d, Process: 
 3a. Match the nouns in A to the 
- Ss work in pairs to match the nouns to the definitions in B. 
definitions. Allow them to share their Key: 
answers before checking with the whole 1. b 2. d 3. a 4. e 5. c 
class. 
- T may ask for translation of the nouns in 
the box to check their understanding. b. Now use the nouns in 3a to complete 
- Have Ss complete the sentences the sentences. 
individually, using the phrases in 3a. Then Key: 
have some of them read out their answers 1. structure 
before checking as a class. 2. measures 
 3. setting 
 4. complex 
 5. recognition 
 2. Pronunciation 
- Play the recording and ask Ss to listen and 4. Listen and repeat, paying attention 
repeat the sentences, paying attention to to the words in red in each pair of 
whether the words in red in each sentence sentences 
are stressed or not. T may play the 
recording as many times as necessary. 
- Read through and explain the rule in the REMEMBER! 
REMEMBER! box and ask some Ss to give some examples of the cases where the short 
words (a, of, the, etc.) are used in the strong 
form. 
- First, ask Ss to work in pairs to practise 5. Read the mini-talks and underline 
reading aloud the mini-talks and decide in the short words (for, the, from, and, but, 
which sentences the short words are at, of, to) you think use the strong form. 
stressed. Then play the recording. Ss listen Then listen and check. 
and underline the stressed words. T may Key 
pause after each sentence and ask them to 1. A: Where are you from? 
repeat chorally. Correct their pronunciation 2. B:It‟s OK but you shouldn‟t use „ and‟ 
if necessary. at the beginning of the paragraph. 
 3. want to. 
- Ss practise the mini-talks in pairs. T may 4. B: No, the letter is to him, not from 
go around to provide help. him. 
-Call on some pairs to practise the mini- 
talks in front of the class. 6. Work in pairs. Practise the mini-
- Correct their pronunciation if necessary. talks in 5. 
 4. Application (5’) 
a, Aims: Help Ss remind the main contents of the lesson 
b, Contents: Ss retell the main contents of the lesson. 
c, Output: Ss can retell the main contents of the lesson 
d, Process: 
T asks Ss to retell the main contents of the - Vocabulary 
lesson - Pronunciation 
Ss retell the main contents of the lesson 
* Homework.- 2‟ 
 - Practice vocabulary and pronunciation again. 
 - Guide ss how to do EX in WB. 
 - Prepare: A closer look 2 
 - T asks Ss to change some reporting verbs into past participle. (say, think, 
believe, know, hope, expect, report, understand, claim) 
IV. Giving experience 
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