Giáo án Tiếng Anh 9 - Week 26 - Năm học 2023-2024

 Date of planning: 25/2/ 2024 UNIT 9: ENGLISH IN THE WORLD 
 Date of teaching: /2 / 2024 Lesson 2: A CLOSER LOOK 1 
 Week: 26 
 Period: 63 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to languages and learning languages. 
 - Identify the correct tones for new and known information and say sentences with 
 the correct intonation. 
 a. Vocabulary: related to languages 
 b. Grammar: Conditional sentences type 2, Relative clauses. 
 c. Pronunciation: Tones in new and known information. 
 d. Skills: matching words, choosing the correct words, making sentences, 
completing the paragraph, listening and repeating. 
 2. Competence: Groupwork, independent working, pairwork, linguistic 
competence, cooperative learning and communicative competence. 
 3. Quality: SS are encouraged to love the subject more and like to find information 
about English language. Ss know how to use right tones in speaking. 
Ss will be more responsible for studying English. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson: 
Teacher’s and students’ activities The main contents 
1. Warm up- 7’ 
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. 
b. Content : Ask and answer some questions about learing English. 
c. Output: Ss can attract to the topic . 
d. Process: 
 *Chatting. 
 - Can you speak English? 
T asks some questions - Where do you learn English? 
Ss answer the questions - How many English words do you know? 
 - How do you feel about English? 
 - Is English easy or difficult? 
 - What do you do if you don’t know what a word 
 means? 
 ... 
2. Presentation- 10’ a.Aim: Help Ss use the lexical items related to languages and learning language 
b. Content : Learn some vocabularies 
c. Output: Ss can know how to use the lexical items related to languages and learning language. 
d. Process: 
 3. Vocabulary 
T uses exercise 1 to explain the Bilingual 
vocabulary. Fluent 
 Rusty 
 Pick up a language: 
 Reasonably: 
 Get by in a language: 
 (Key:Ex1 
 1. b 2. E 3. A 4. D 5. F 6. C) 
3. Practice – 20’ 
a.Aim: Help Ss do exercises and identify the correct tones for new and known information and 
say sentences with the correct intonation 
b. Content : Practice using vocabulary and pronunciation. 
+ Choose the correct words in the following phrases about language learning. 
+ Match the words/phrases in column A with the words/phrases in column B to make 
expressions about language learning. 
+ Pronunciation 
c. Output: Ss can use learnt vocabularies to do exercises and identify the correct tones for new 
and known information and say sentences with the correct intonation. 
d. Process: 
- Ss do the exercise individually. Ex2. Choose the correct words in the following 
Check their answers as a class. phrases about language learning. 
Confirm the correct answers. Key: 
 2. at 3. By 4. In 5. Of 6. Bit 7. Up 
 Ex3 a. Match the words/phrases in column A with 
- First, have Ss work individually to the words/phrases in column B to make expressions 
match the words/phrases. Then allow about language learning. 
them to share their answers before Key: 
checking with the whole class. T may 1. E 2. H 3. G 4. B 
ask for translation of the phrases in 5. a 6. C 7. D 8. F 
the box to check their understanding. b. Fill the blanks with the verbs in the box. 
 Key: 
 1. know 
 2. guess 
- Ss work independently to complete 3. look up 
the passage. 4. have 
- Check the answers as a class. 5. Imitate 
 6. make 7. correct 
 8. translate 
 2. Pronunciation 
 Tones in new and known information 
 4. Listen and repeat, paying attention to 
 the tones of the underlined words. 
 1. A: I’d like some oranges, please. 
- Play the recording and ask Ss to B: But we don’t have any oranges . 
listen and repeat the sentences, paying 2. A: What would you like, sir? 
attention to whether the voice on the B: I’d like some oranges . ⤻
underlined word in each sentence 3. A: I’ll come here tomorrow. 
goes up or down. T may play the B: But our shop is closed ↷tomorrow . 
recording as many times as 4. A: When is your shop closed? 
necessary. B: It is closed tomorrow . ⤻
- Explain the rule in the 5. Listen to the conversations. Do you think the voice 
REMEMBER! Box and ask some Ss goes up or down at the ↷end of each second sentence? 
to give some more examples. Draw a suitable arrow at the end of each line. 
 1. A: Tom found a watch on the street. 
 B: No. He found a wallet on the street . 
 2. A: Where did Tom find this watch? 
 B: He found it on the street . ⤻
- Play the recording and ask Ss to 3. A: Let’s have some coffee. 
listen to the conversation, paying B: But I don’t like coffee .↷ 
attention to whether the voice of each 4. A: Let’s have a drink. What would you like? 
second sentence goes up or down. B: I’d like some coffee .⤻ 
Ask some Ss to give their answers and 5. A: This hat is nice. 
then play the recording again B: I know it’s nice, but it’s↷ expensive . 
for Ss to listen, check and repeat. T 6. A: This bed is big. 
may play the recording as many times B: I know it’s big but that one’s bigger↷ . 
as necessary. 6. Read the conversation. Does the voice go up or 
 down on the underlined words? Draw⤻ a suitable 
 arrow. 
 A: What make of TV shall we buy? 
 B: Let’s get the Samsung . 
 A: I think we should get the Sony. It’s really nice. 
 B: (trying to persuade A↷ to buy a Samsung) But the 
 Samsung is nicer . 
 A: But the Sony has a guarantee. 
- First, ask Ss to work in pairs to B: They both have⤻ a guarantee . 
practice reading aloud the A: How much is the Sony? 
conversation and identify whether the B: It’s $600 . ⤻
voice on the underlined word in each A: It’s too expensive . 
sentence goes up or down. Then play B: I know it’s↷ expensive, but it’s of better quality . 
the recording. Ss listen and draw A: (trying to persuade↷ B to buy a Sony) They’re both of 
 ⤻ suitable arrows. T may pause after good quality . 
each sentence and ask them to repeat 
chorally. ⤻
- Correct their pronunciation if 
necessary. 
4. Application- 5’ 
a.Aim: Ss can make sentences using words they have learnt and interact real situations 
b. Content : Make sentences. 
c. Output: Ss can use learnt vocabularies to make sentences and interact real situations. 
d. Process: 
T asks Ss to make sentences using 
words they have learnt 
Ss make sentences using words they Eg: 
have learnt 3. A: I need some oil. 
T corrects and remarks B: But we’ve run out of oil 
 2. A: What do you need? 
 B: I need some oil 
3. Guides for homework. – 3’ 
 - Practice vocabulary and pronunciation again. 
 - Prepare: A closer look 2 
 Review conditional sentence type 2 and relative clauses. 
----------------------------------------------------------------/ 
 Date of planning: 25/2/ 2024 UNIT 9: ENGLISH IN THE WORLD 
 Date of teaching: /2 / 2024 Lesson 3: A CLOSER LOOK 2 
 Week: 26 
 Period: 64 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to languages. 
 - Use conditional sentences type 2 correctly and appropriately. 
 - Use relative clauses correctly and appropriately. 
 a. Vocabulary: related to languages 
 b. Grammar: Conditional sentences type 2, Relative clauses. 
 c. Skills: Writing the answers, rewriting the sentences, circling the correct words, 
writing true sentences 
 2. Competence: Groupwork, independent working, pair work, linguistic 
competence, cooperative learning and communicative competence. 
 3. Quality: Ss will be more responsible for studying English. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 2. Students: Textbooks. 
III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson: 
Teacher’s and students’ activities The main contents 
1. Warm up- 7’ 
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. 
b. Content : Play a game 
c. Output: Ss can attract to the topic and remind the conditional sentence type 2. 
d. Process: 
Groupwork: 
- Divide the class into two teams Eg: 
- Ask each team to make sentences with If I were you, I would study harder 
conditional sentences type 2 
- Time: 3minutes 
2. Presentation- 13’ 
a.Aim: Help Ss review conditional sentences type 2 
b. Content : review and do exercise 
+Review Conditional sentences type 2 
+ Write Yes or No to answer the questions about each sentence. 
+ Rewrite the sentences using the conditional sentences type 2. 
c. Output: Ss can remind and use the conditional sentence type 2 to do exercises. 
d. Process: 
 I. Conditional sentences type 2 
T retells the way to use and form 
by analysing the example. Eg: 
Ss listen and copy If there weren’t so many words, It would be 
 easier for us to master it 
- Then ask some Ss to give some examples 
to illustrate their understanding. 
Ss give some examples 
T asks Ss to do exercise b and ex 2 
- First, have Ss work independently, then 
ask them to share their answers with one or Ex b. Write Yes or No to answer the questions 
more partners. about each sentence. 
- Ask some Ss to say their answers aloud. Key: 
- Give comments, and make any correction 1. No 2. Yes 3. No 4. No 5. No 
if necessary. 
- Have Ss work independently to write the 
sentences. If there isn’t much time or Ss are 
not so strong, allocate one or two sentences 2. Rewrite the sentences using the conditional per student. Then ask them to share their sentences type 2. 
answers with a partner. Key: 
- Ask some Ss to write their sentences on the 1. If my English were/was good, I would feel con 
board and discuss as a class. dent at interviews. 
- Give comments and make any corrections. 2. If Minh had time, she would read many 
 English books. 
 3. If I were you, I would spend more time 
 improving my pronunciation. 
 4. If Mai didn’t have some friends who were/are 
 native speakers of English, she wouldn’t be so 
 good at the language. 
 5. If you could speak English, we would offer 
 you the job. 
3. Practice- 17’ 
a.Aim: Help Ss know how to use relative clauses and do exercise 
b. Content : Learn new grammar and practice. 
+ Rules of using relative clauses 
+ Circle the correct word. Sometimes more than one answer is possible. 
+ Rewrite these sentences as one sentence using a relative clause. 
c. Output: Ss can know use relative clause to do exercise. 
d. Process: 
 II. Relative clauses 
 We use relative clauses to give extra information 
 about something / someone or to identify which 
 particular thing/ person we are talking about. 
T explains and draws Ss’ attention to the use 
of relative clauses by analyzing the * Rules of using relative clauses 
examples in the grammar box in3b. Then - Which (for things and animals) 
ask the more able Ss to give some further - Who (for people) 
examples. - Whom (for people as the object of the relative 
 clause) 
 - When (for time) 
 - Where (for places) 
 - Why (for reasons) 
 - Whose (for possession) 
 That (for people, things, animals and times) 
 Eg: 
 The book which I liked was the detective story. 
 Ex 4. Circle the correct word. Sometimes more 
 than one answer is possible. 
 Key: 
 1. who/that 
T asks Ss to do exercise 4 2. where 
Ss do exercise 4 individually 3. whose 4. when/that 
 5. whom/who 
 6. Why 
 Ex 6. Rewrite these sentences as one sentence 
 using a relative clause. 
 Key:2. Parts of the palace where/in which the 
 queen lives are open to the public. 
 3. English has borrowed many words which/that 
 come from other languages. 
- Have Ss work independently to do exercise 4. I moved to a new school where/in which 
6. English is taught by native teachers. 
 5. There are several reasons why I don’t like 
- Ask them to share their answers with a English. 
partner. Ask some Ss to say their answers 6. The new girl in our class, whose name is Mi, is 
aloud. reasonably good at English. 
- Give comments, and make any corrections. 
4. Application- 7’ 
a.Aim: Ss can write sentences about yourself. 
b. Content : Writing 
c. Output: Ss can write some sentences about themselves 
d. Process: 
T asks Ss to write sentences about yourself. * Write true sentences about yourself. Then 
Ss write sentences about yourself. share them with your partner. 
T corrects and remarks 
 Eg: How many things do you have in 
 common? 
3. Guides for homework. – 1’ 
 - Review conditional sentence type 2 and relative clauses. 
 - Prepare: Comunication 
 ------------------------------------------------------ 
 Date of planning: 25/2/ 2024 UNIT 9: ENGLISH IN THE WORLD 
 Date of teaching: /2 / 2024 Lesson 4: COMMUNICATION 
 Week: 26 
 Period: 65 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Interviewing to build up an English learner profile. a. Vocabulary: related to languages 
 b. Grammar: Conditional sentences type 2, Relative clauses. 
 c. Skills: making notes, spoken interaction, discussion, talk a presentation 
 2. Competence: Groupwork, independent working, pairwork, linguistic 
competence, cooperative learning and communicative competence. 
 3. Quality: Ss will be more responsible for studying English. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson: 
Teacher’s and students’ activities The main contents 
1. Warm up- 7’ 
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. 
b. Content : Chatting 
c. Output: Ss can talk about some ways to learn English. 
d. Process: 
- Before Ss open their books, ask them to *Chatting. 
work in groups to discuss the question. - What do you think are the best ways to master 
 English? 
 - What are the things that you like and don’t like 
 about the English language?’ 
2. Presentation- 8’ 
a.Aim: Help Ss make notes about themselves 
b. Content : Making notes 
c. Output: Ss can make notes about themselves. 
d. Process: 
- Ask Ss to work independently, making 1. Make notes about yourself. 
notes about themselves by answering the 
questions in the table in1. 
3. Practice- 15’ 
a.Aim: Help Ss Interview to build up an English learner profile 
b. Content : Interview. 
c. Output: Ss can build up an English learner profile by interviewing. 
d. Process: 
- Now ask Ss to work in pairs, taking turns 2 Work in pairs. Take turns to ask and answer 
to ask and answer the questions in 1. the questions in 1. Make notes about your 
Remind them to make notes on what their partner. How many things do you have in 
partners say in the table in1. Then ask each common? 
of them to identify how many things they have in common with their partners. 
4. Application- 14’ 
a.Aim: Ss can interact real situation 
b. Content : Tell your group the things that you and your partner have in common. 
c. Output: Ss can interact real situation. 
d. Process: 
- For a change, have Ss role-play in pairs. . Work in groups. Tell your group the things 
One student is a reporter, and the other is a that you and your partner have in common. 
student. The reporter is gathering Ex: 
information about learners of English. Ask ‘One thing we have in common is that we both 
for volunteer pairs to role-play in front want to study English at an overseas university. 
of the class. In this case, Ss should focus I’m interested in going to Australia and Mi is 
on only three of the questions from the interested in the US.’ 
survey. Make sure Ss don’t simply read 
from their books – they should be in 
character. Give them lots of 
encouragement. 
- Now put two pairs together to work in 
groups of four, reporting on the things that 
they and their partners have in common. T 
moves around the class to listen to the 
discussions and provide help only if 
necessary. 
- Call 1 or 2 Ss to present their findings in 
front of the class. Whole-class discussion. 
3. Guides for homework. – 1’ 
 - Prepare next lesson: Skills 1. 
 List of ways to improve your English.