Giáo án Tiếng Anh 9 - Week 2 - Năm học 2023-2024

 Week 2 – Period 4 
Date of planning: 9./9/2023 
Date of teaching: ../9/2023 
 UNIT 1: LOCAL ENVIRONMENT 
 Lesson 3: A CLOSER LOOK 2 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to traditional crafts and places of interest. 
 - Use complex sentences and phrasal verbs 
 - Practice doing exercises with verbs of liking. 
 a. Vocabulary: Review 
 b. Grammar: complex sentences and phrasal verbs 
 c. Skills: Writing. 
 2. Competence: Groupwork, independent working, pairwork, linguistic 
competence, cooperative learning and communicative competence. 
 3. Quality : Students will be aware of protecting traditional crafts, or places 
of interest in their area. 
II. TEACHING AIDS 
1. Teacher: Text book or softbook, projector. 
2. Students’: Books and notebooks. 
III. PROCEDURE 
 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’ attention to the lesson and to lead in the new lesson. 
b, Contents: Ss remember the subordinator. 
c, Output: SS can attract to the lesson and remember the subordinator. 
d, Process: 
- Ask Ss to remember the subordinator. *Network. 
- Divide Ss into 4 groups, which groups 
write more in 2’ is winner. although while 
 subordinator 
 *Complex sentences: review 
 2.Presentation – 13’ 
a, Aims: Help Ss review complex sentences and do exercises. 
b, Contents: Ss do the following tasks: 
+ Ss remind the complex sentences 
+ Underline the dependent clause in each sentence below. Say whether it is a dependent 
clause of concession (DC), of purpose (DP), of reason (DR), or of time (DT). 
+ Make a complex sentence. Use the subordinator provided and make any necessary 
changes. 
c, Output: SS can remind complex sentences and do the related exercises correctly. 
d, Process: 
T explains types of dependent clause. Give 
example with although, when, so that, and 1. Complex sentences 
because. 
Ss listen and copy 
T asks Ss to do exercise 1: Underline the 1. Underline the dependent clause in each 
dependent clause with these subordinators. sentence below. Say whether it is a 
Ss do this exercise individually. Name the dependent clause of concession (DC), of 
dependent clauses on the board. purpose (DP), of reason (DR), or of time 
T corrects (DT). 
 Key: 
 1. When people talk about traditional 
 paintings → DT 
 2. so that she could buy some bai tho conical 
 hats → DP 
 3. Although this museum is small → DC 
 4. because we have space to skateboard → 
 DR 
 5. before they make the drumheads → DT 
 2. Make a complex sentence. Use the 
 subordinator provided and make any 
T asks Ss write the complex sentences necessary changes. 
individually and then compare them with a Key: 
partner. Have two Ss write their sentences 1. The villagers are trying to learn English in 
on the board. order that they can communicate with 
- Each student writes two or three foreign customers. 
sentences. 2. After we had eaten lunch, we went to Non 
- Ask other Ss to give feedback. Nuoc marble village to buy some souvenirs. 
- Confirm the correct answers. 3. Even though this hand-embroidered picture was expensive, we bought it. 
 4. This department store is an attraction in 
 my city because the products are of good 
 quality. 
 5. This is called a Chuong conical hat since it 
 was made in Chuong village. 
 3. Practice- 15’ 
a, Aims: Help Ss know and use phrasal verbs and use them correctly. 
b, Contents: Ss do the following exercises: 
+ Read and answer the questions. 
+ Match the phrasal verbs in A with their meaning in B. 
+ Complete each sentence. 
+ Complete the second sentence so that it has a similar meaning to the first sentence, using 
the word given. 
c, Output: SS can know and use phrasal verbs , they can practise more using phrasal verbs 
d, Process: 
 3. Read and answer the questions. 
T asks Ss to read the sentences taken from 
the conversation in GETTING STARTED, Key: 
paying attention to the two verb phrases. 1. set up: start something (a business, an 
Have them answer the two questions orally organisation, etc.) 
as a class. take over: take control of something (a 
 business, an organisation, etc.) 
 2. No, the individual words in the verb 
 phrase do not help with comprehension. This 
 is why they are sometimes considered 
 difficult. 
*Groupwork 
- Divide the class into 4 groups 4. Match the phrasal verbs in A with their 
- Organize a competition for this activity. meaning in B. 
- Time: five minutes. Key: 
- Call out any phrasal verbs they know and 1. c 2. g 3. f 4. a 
have them explain the meaning of these 5. h 6. b 7. e 8. d 
verbs. 
- The group with the most phrasal verbs is 
the winner. 5. Complete each sentence. 
T asks Ss to match the phrasal verbs in A Key: 
with their meaning in B. 1. face up to 
Ss do this exercise individually, and then 2. turned down compare their answers with a classmate. 3. passed down 
Check Ss’ answers and confirm the correct 4. live on 
ones. 5. close down 
T asks Ss to complete each sentence using 6. did ... come back 
the correct form of a phrasal verb in 4. 
Ss do this exercise individually. Elicit the 
answers and give correction. 
T asks Ss to do exercise 6. Tell Ss that all the 6. Complete the second sentence so that it 
phrasal verbs used in this exercise have been has a similar meaning to the first sentence, 
presented in this lesson. using the word given. 
Ss write the sentences individually and then Key: 
compare their answers with a classmate. 1. Where did you find out about Disneyland 
T calls on five Ss to write their sentences on Resort? 
the board. Other Ss and T give feedback. 2. When did you get up this morning? 
 3. I’ll look through this leaflet to see what 
 activities are organised at this attraction. 
 4. They’re going to bring out a guidebook to 
 different beauty spots in Viet Nam. 
 5. I’m looking forward to the weekend! 
 4. Application (5’) 
a, Aims: Help Ss can make sentences with phrasal verbs 
b, Contents: Ss make sentences with phrasal verbs 
c, Output: SS can make sentences with phrasal verbs which they have learnt correctly. 
d, Process: 
T asks Ss make sentences with phrasal verbs 
Ss do it 
T corrects the mistakes 
3. Guides for homework- 2’ 
 - Make 7 sentences to use complex sentences and find 10 phrasal verbs 
 - Complete the exercises part writing in exercise’sbook. 
 - Prepare: Communication. 
IV. Giving experience 
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 .......................................................... Week 2 – Period 5 
Date of planning: 9./9/2023 
Date of teaching: ../9/2023 
 UNIT 1: LOCAL ENVIRONMENT 
 Lesson 4: COMMUNICATION 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Talking about arranging a visit to a place of interest in the region. 
 a. Vocabulary: Extra vocabulary. 
 b. Grammar: Review 
 c. Skills: Speaking, writing, sentences completion, interact to each other. 
 2. Competence: - Linguistic competence, cooperative learning and 
communicative competence. 
 3.Quality : Students will be aware of protecting places of interest in their 
area. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
III. PROCEDURES 
 1. Checking: During the lesson 
 2. New lesson 
 Teacher’ and students’ activities The main contents 
 1. Warm up:- 4’ 
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson. 
b, Contents: Chatting. 
c, Output: SS can talk about some places of interest. 
d, Process: 
- Ask Ss some qs: 
Do you know any place of interest? 
What are they? 
Where will you go if you have a day out? 
What activities will you do there? 
 2,Presentation- 5’ 
a, Aims: Help Ss listen and complete a plan a day out to a place of interest for their class. 
b, Contents: Ss work in group then do the following tasks: + Learn some extra vocabulary 
+ Listen and complete their plan by filling each blank with no more than three words. 
c, Output: SS can complete a plan a day out to a place of interest for their class well. 
d, Process: 
T teaches some extra vocabulary *Vocabulary. 
Ss read and copy - team-building 
 - turn up: arrive 
 - set off : begin a journey 
T encourages Ss to share the experience of 
preparing for a class trip by asking the 
questions: what should you do to prepare 
for a class trip. 
Ss discuss and answer the question 
T introduces the table: A day out 1. Listen and complete their plan by 
And then asks Ss to listen to the tape about filling each blank with no more than 
and complete their plan by filling each three words. 
blank with no more than three words Key: 
Ss listen and complete 1. Green Park 
 2. bus 
 3. 8 a.m. 
 4. own lunch 
 5. supermarket 
 6. team-building 
 7. quizzes 
 8. painting village 
 9. make 
 10. 5 p.m. 
 3. Practice- 15’ 
a, Aims: Help Ss talk about arranging a visit to a place of interest in the region. 
b, Contents: Ss work in group then do the following tasks: 
+ discuss the plan for this day out. Make notes in the table. 
+ Present your plan to the class. Which group has the best plan? 
c, Output: SS can arrange and present a plan a day out to a place of interest for their class. 
d, Process: 
 2. Work in groups to discuss the plan 
 for this day out. Make notes in the table. 
*Groupwork 
- Divide the class into 4 groups. 
- Time: 7 minutes - Prepare some big sheets of paper for Ss to 
draw the table and make notes. 
- Ask Ss to do the following things: 
+ choose a place of interest to visit 
+ decide what to do and make notes 
+ decide who will present what to the class 
+ rehearse what to say 
- Move around to observe and give help if 3. Present your plan to the class. 
necessary. Inform the groups that they will Which group has the best plan? 
have only three minutes to talk about their 
plan. 
- Groups present their plan to the class. Keep 
watch of the time for each group. Other 
groups and T give feedback. 
 4. Application (5’) 
a, Aims: Help Ss can talk about arranging a visit to a place of interest 
b, Contents: Speaking 
c, Output: Ss can talk about arranging a visit to a place of interest 
d, Process: 
T asks Ss to to talk about arranging a visit to 
a place of interest 
Ss do it 
T corrects 
3. Consolidation- 1’ 
- Ask sts to finish the exercise to drill the main knowledge 
4. homework- 2’ 
 - Learn new words/ workbook: C. Speaking 
 - Prepare next lesson: Unit 1- Skills 1. 
IV. Giving experience 
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Week 2 – Period 6 
Date of planning: 9./9/2023 
Date of teaching: ../9/2023 
 UNIT 1: LOCAL ENVIRONMENT 
 Lesson 5: SKILLS 1 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Read for general and specific information about a traditional craft village. 
 - Discuss local traditional crafts, their benefits and challenges 
 a. Vocabulary: Vocabulary about traditional crafts. 
 b. Grammar: Review 
 c. Skills: Speaking, reading. 
 2. Competence: - Linguistic competence, cooperative learning and 
communicative competence. 
3.Quality : Students will be aware of protecting traditional crafts, or places of 
interest in their area 
II. TEACHING AIDS 
 1. Teacher’s: Textbook, plan . 
 2. Students’: Textbook and notebooks .. 
III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson 
 Teacher’s and students’ activities The main contents 
 1. WARM UP & INTRODUCTION (3’-5’) 
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. 
b. Content : Give names of some traditional craft villages in Viet Nam 
c. Output: Ss can give names of some traditional craft villages in Viet Nam, and 
attract to the lesson 
d. Process: 
- Ask Ss to give names of some 
traditional craft villages in Viet Nam. 
- Ask them if they know any things 
about those villages. 
 2. Presentation 7’ 
a.Aim: Help Ss read for general and specific information about a traditional craft 
village 
b. Content : 
+ Ask each other questions to find out the similarities and differences between 
your pictures. + Read and match the titles with the paragraphs. 
c. Output: Ss can get information from reading for general and specific 
information about tthe text 
d. Process: 
 1. Reading 
T has Ss do this activity in pairs. One 1. Ask each other questions to find out 
student looks at Picture A on page 12 the similarities and differences 
while the other looks at Picture B on between your pictures. 
page 15. They ask each other Suggested answers: 
questions to find out the similarities - Similarities: conical hat, string 
and differences between the two - Differences: Picture A: light green, 
pictures. They can focus on the colour pictures between layers, blue string, look 
and decoration of the hats. lighter 
Ss work in pairs Picture B: white, no decoration, pink 
 string, look heavier 
T asks Ss to read the titles in the box 2. Read and match the titles with the 
quickly. And match them with the paragraphs. 
paragraphs. Key: 
Ss do exercise 2 and compare their 1. C 2. A 3. B 
answers with a classmate. 
T corrects 
 3. Practice 15’ 
a.Aim: Help Ss understand information about a traditional craft village and do 
exercises. 
b. Content : 
+Read the text again and answer the questions. 
+ Read and decide the benefits of traditional crafts (B) or challenges that artisans 
may face (C). 
c. Output: Ss can know how to make a conical hat in Hue and have more 
knowledge about benefits and responsible for promoting traditional crafts. 
d. Process: 
T asks Ss to read the passage again to 3. Read the text again and answer the 
answer the questions. questions. 
Ss compare their answers before Key: 
giving the answers to T. 1. Because it is the birthplace of the 
T asks them to give evidence when conical hat in Hue. 
giving the answers. 2. It’s 12 km from Hue City. 
 3. It’s going to the forest to collect 
 leaves. 4. They’re very thin. 
 5. It has poems and paintings of Hue 
 between the two layers. 
 6. Everybody can, young or old. 
T asks Ss to read the ideas. Explain 4. Read and decide the benefits of 
any points they are not sure about. traditional crafts (B) or challenges that 
Ss read and decide the benefits of artisans may face (C). 
traditional crafts (B) or challenges that Key: 
artisans may face (C) 1. B 2. C 3. B 4. C 5. C 6. B 
T elicits Ss’ opinions as a class. 
T asks Ss to add some more benefits Other benefits: creating national/ regional 
and challenges. pride, helping develop tourism, helping 
 improve local infrastructure and services, 
 creating cohesion between craft families 
 and communities. 
 Other challenges: limited designs, natural 
 resources running out, competition from 
 other countries 
 4. Application 17’ 
a.Aim: Help Ss talk about benefits and responsible for promoting traditional 
crafts. 
b. Content : Discussing. 
c. Output: Ss can discuss about responsible for promoting traditional crafts in 
your area 
d. Process: 
*Groupwork: 5. Discuss about responsible for 
- Divide the class into 4 groups. promoting traditional crafts in your 
- Work out an action plan to deal with area. Propose an action plan to deal 
the challenges mentioned above. with the challenges. 
- Time: 7 minutes 
- Move around to provide help and 
comments. 
- Invite some groups to present their 
plan. 
- Give feedback and ask any 
questions. Vote for the best plan. 
3. Consolidation- 1’ 
- Drill the main ideas of lesson 4. Homework- 1’ 
 .- Prepare next lesson: Unit 1. Skills 2 
 IV. Giving experience 
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