Giáo án Tiếng Anh 9 - Week 6 - Năm học 2023-2024

 Week 6 – Period 15 UNIT 2: CITY LIFE 
Preparing date: . / ./2023 Lesson 7: LOOKING BACK - PROJECT 
Teaching date: / ../2023 
I.Objectives: 
1. Knowledge:By the end of the lesson, students will be able to: 
 - Revise all the knowledge of the unit. 
 - Practice vocabulary and grammar points they have learnt in this unit. 
 - Write interesting notices 
 - Practice making communication, project. 
a. Vocabulary: vocabulary to describe city life 
b. Grammar: the present simple and connectors 
c. Skills: speaking, reading; listening, writing 
2. Competence: groupwork, independent working, pair work, linguistic 
competence, cooperative learning and communicative competence. 
3. Quality: Ss have awareness of protecting cities to make them better places 
II. Teaching aids: 
1. Teacher : lesson plan, poster, textbook , teacher’s book. 
2. Students: workbook, notebook, look up vocabulary 
C. Procedure 
 1. Checking: 
 - Talk about your favorite sports and games 
 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 : Ss tell a story using with connectors first/firstly, second/ secondly. 
c. Output: Ss can tell a story using with connectors first/firstly, second/ secondly. 
d. Process: 
T asks Ss to tell a story using with 
connectors first/firstly, second/ secondly. 
 2. Vocabulary- 10’ 
a.Aim: Help Ss review some nouns and adjectives related to topic: City life 
b. Content : 
+ Complete the word webs with nouns and adjectives connected with the city. 
+ Put one word from the box in each gap. 
c. Output: Ss can remember the vocabularies and their using. d. Process: 
*Groupwork 1. Vocabulary 
- Divide the class into 2 teams (Team1: 1. Complete the word webs with nouns 
Complete the word webs with nouns; Team and adjectives connected with the city. 
2: Complete the word webs with Examples: 
adjectives) Nouns: skyscraper, dweller, index, asset, 
- Time: five minutes. metro, traffic jam, urban sprawl, shopping 
- The team with the most correct words is mall, gallery, cinema, recreational facilities, 
the winner. street 
 Adjectives: cosmopolitan, metropolitan, 
 multicultural, urban, downtown, populous, 
 livable, modern, polluted, crowded, exciting 
->T asks Ss to use nouns and adjectives to 
describe about the city. 
T asks Ss to read the passage and complete 2. Put one word from the box in each gap. 
this exercise individually. Key: 
Ss work in individually. 1. Fascinating 2. noisy 3. full 
T corrects 4. crowded 5. urban 
 6. fabulous 7. bored 
 3. Grammar- 15’ 
a.Aim: Help Ss review comparison and phrasal verb and do exercise. 
b. Content : Review grammar 
+ Complete each sentence with the word given, using comparison. Include any other 
necessary words. 
+ Complete each space with a phrasal verb from the list. Change the form of the verb if 
necessary. 
+ Rewrite each sentence so that it has a similar meaning and contains the word in capitals. 
c. Output: Ss can use comparison and phrasal verb and do exercise well. 
d. Process: 
 2. Grammar 
T asks Ss to do the task by themselves or in 3. Complete each sentence with the word 
pairs. Correct their answers as a class. given, using comparison. Include any other 
 necessary words. 
 Key: 
 1. as interesting as/so interesting as 
 2. the fastest 
 3. the shortest/a shorter 
 4. less entertaining T lets Ss review the phrasal verbs they have 5. more carefully 
learnt in units 1 and 2. Then have them do 4. Complete each space with a phrasal verb 
the task. Correct their answers as a class. from the list. Change the form of the verb 
 if necessary. 
 Key: 
 1. (has) turned down 
 2. going on 
 3. get over 
 4. cheered up 
- This task helps Ss use structures with 5. turn back 
phrasal verbs to rewrite sentences. T may 6. found out 
have some Ss write sentences on the board. 5. Rewrite each sentence so that it has a 
Let other Ss give comments. Then check as similar meaning and contains the word in 
a class. capitals. 
 Key: 
 1. Turn of the lights when you leave the 
 classroom. 
 2. Mai grew up in a small town in the south. 
 3. Kathy looked up the restaurant on her 
 mobile phone. 
 4. My grandmother has got over her 
 operation. 
 5. We are looking forward to seeing you 
 again. 
 4. Communication- 5’ 
a.Aim: Help Ss know some cities and its natural attractions 
b. Content : Play game 
c. Output: Ss can name as many places of interest as possible. 
d. Process: 
 3. Communication 
*Groupwork 
- Divide the class into 2 teams to play the 6. Play game 
game. Ex: 
- The first team gives the name of a city or Team 1: Hai Duong City. 
town in Viet Nam. Team 2: Well, it is famous for its green 
- The other team says any man-made or bean cakes. 
natural attractions that it is famous for. Team 2: Da Nang City. 
- Encourage them to be as quick as possible, Team 1: It has fabulous Ngu Hanh Son 
and try to call out famous man-made or (Marble Mountains) 
natural attractions, or features of different Team 1: Bac Ninh cities in the country. When time is up, stop Team 2: Dam pagoda, Phat Tich pagoda, 
the game. The team with the most items Eight Kings of Ly empire Temple, 
wins and congratulate the winning team. Team 2: Ha Noi 
 Team 1: Ngoc Son temple, Ha Noi museum, 
 Hoan Kiem lake, 
 4. Project- 10’ 
a.Aim: Help Ss know write interesting notices in a city 
b. Content : Make project 
c. Output: Ss can know how to make their project at home. 
d. Process: 
GUIDE STUDENTS, ASK THEM TO 4. Project 
DO AT HOME. 1. Put the items in these scrambled notices 
- This activity is aimed at helping Ss to form in the correct order, starting with the 
a habit of observing signs and notices heading in capitals. 
around them, especially when they go to a Key: 
town/city where there is lots of information A 
all around them. They also learn how to QUIET PLEASE 
write appropriate notices. Exams in progress 
 Groups 9A + 9B to Gym 
 Classes as normal tomorrow 
- Ss work in groups to do the task. T checks. B 
Note that other orders are also possible. ENGLISH CONVERSATION LESSONS 
 Town Hall every evening 
 Of ered by native teachers 
 Language exchange also a possibility 
 Ring Dylan on 42564039 
 A: In a school 
 B:On the notice board of the town’s cultural 
 centre 
- Explain to Ss the Watch out! box. Give 2. Delete the words which are unnecessary 
more examples if needed. in these notices, and make change(s) where 
 appropriate. 
- Ss work independently, then exchange Key: 
their work with a partner. T checks. VENDING MACHINE 
 No soup. 
 Tea and cof ee, 10p and 50p coins only. 
 No more canned drinks. 
 Machine to be repaired soon. 3. In 20 – 30 words, write a notice for one 
- Ask Ss to do this task as a 15’ writing test of the following situations. 
- Collect and give marks. Sample 
 SEMINAR ABOUT FEATURES OF CITY 
 LIFE 
- And in the next lesson, have them present Monday Nov 10th in town hall. 
what they have written to the class. The All teenage girls are welcome. 
class gives comments. For further details, ring Trang - 098456789. 
* Homework – 1’ 
 - Rewrite the project. 
 - Prepare next lesson: Unit 3: Getting started. 
IV. Giving experience 
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Week 6- Period 16 UNIT 3: TEEN STRESS AND PRESSURE 
Preparing date: ../ ./2023 Lesson 1 : GETTING STARTED 
Teaching date: ../ ./2023 
I. OBJECTIVES : 
 1. Knowledge :By the end of the lesson, Ss will be able to: 
- Use the lexical items related to the topic changes in adolescence. 
- Interact a conversation about a bit tense lately of Mai and talk about how you 
feel today. 
- Listen and read Phuc, Nick and Veronica’s conversation for specific information 
about Mai’s stress. 
a. Vocabulary: vocabulary related to changes in adolescence. 
b. Grammar: Review: Reported speech. 
c. Skills: Listening, reading and speaking. 
 2. Competences : develop the competences of- self-study, communication, 
cooperation, using languages and problem solving in doing exercises. 
 3. Quality: Ss can realize their stress and pressure and be calm in every 
situation. 
II. TEACHING AIDS : 
1. Teacher: Textbooks, teaching plan, teacher’s book, . 
 2. Students: Text book, notebook . 
III. PROCEDURES : 1. Checking: During the lesson 
 2. New lesson: 
 Teacher’s and students’ 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. Contents : Ss compare about the air, entertainment, cost of living, traffic, weather 
between two cities: Ha Noi and Hai Duong.--- 
c. Output: Ss can use comparison to make sentences and attract to the lesson. 
d. Process: 
- Do a class activity on comparison. *Chatting. 
- Divide class into two sides and ask them to Ex: 
compare about the air, entertainment, cost of - The air in Hai Duong is cleaner than in 
living, traffic, weather between two cities: HN. 
Ha Noi and Hai Duong.--- 
 2. Presentation- 10’ 
a. Aim: Help Ss interact a conversation about a bit tense lately of Mai and answer the 
questions 
b, Contents: Ss learn some vocabularies 
+ Listen and read 
+ Find the OPPOSITE of the following words in the conversation. 
+ Choose the best answer 
+ Explain: ‘Sometimes I wish my parents could put themselves in my shoes’? 
c, Output: SS can know how to read some vocabulary words and its meaning related to the 
topic. 
d, Process: 
 1. Listen and read 
T asks Ss to look at the picture and Introduce 
Ss in the picture: Phuc, Nick, and Amelie. 
Explain that Mai was supposed to be there but 
she couldn’t come in the end. Then answer 
the questions: *Questions 
 *Question 
Ss answer the question. • Where are Phuc, Nick, and Amelie? 
 • What are they going to do? 
 • What are they talking about? 
Tell Ss they are going to listen to the • Why do you think Mai couldn’t come? 
conversation between Phuc, Nick, and 
Amelie. Play the recording and have Ss follow along. a.Find the OPPOSITE of the following 
Ss listen and read the dialogue words in the conversation.or example, 
T asks Ss to work individually, then in pairs, Key: 
to find the words/phrases in the text with 1. to stay up late 
opposite meanings. 2. to be stressed (out) 
Ss go to the board and write the answer. 3. good grades 
- T corrects and asks Ss to make sentences 4. to disappoint someone 
using these words and phrases. 5. to take a break 
 6. to be fully booked de boaro 
 3. Practice- 15’ 
a. Aim: Help Ss understand the conversation about a bit tense lately of Mai and know and 
use some adjectives of emotions and feelings to do exercises well. 
b, Contents: Ss do the following tasks: 
+ Fill the gaps with the words in the box. 
+ Match the statements with the functions. 
c, Output: Ss can more understand the conversation about a bit tense lately of Mai and 
answer the questions 
d, Process: 
- T has Ss work individually, then in pairs, to b. Choose the best answer 
compare their answers with each other. Key: 
Correct the task as a class and encourage Ss 1. C 2. B 3. C 4. A 5. B 6. A 
to explain why the chosen option is the 
correct answer. c. Explain: ‘Sometimes I wish my parents 
 could put themselves in my shoes’? 
T asks Ss what they think Amelie’s statement Key: 
means. Then explain if necessary. Then ask Amelie wishes her parents could put 
them: themselves in her situation to better 
What happened if you have ever felt like understand her.ivide 
Amelie? 2. Fill the gaps with the words in the box. 
Ss answer Key: 
T asks Ss to work in pairs to complete this 1. worried/tense/stressed; 
task. Remind them to pay attention to the relaxed/ confient 
content words in each sentence, which may 2. calm 
help them to choose the most suitable word. 3. depressed/frustrated 
Tell Ss in most cases more than one option 4. confient/relaxed/calm 
may be suitable. After they have finished, go 5. delighted/confient 
through each item as a whole class. 6. frustrated/worried 
- T may explain the difference between 
‘depressed’ and other words such as ‘tense’, ‘worried’, or ‘stressed’. 3. Match the statements with the 
(The word ‘depressed’ is very strong and functions. 
used only to describe someone who is deeply Key: 
sad and has lost hope.) 1. encourage someone 
 2. give advice to someone 
T asks Ss to work individually first, then in 3. empathise with someone 
pairs. Then give corrective feedback to the 4. assure someone 
whole class. Ask Ss to give examples of the 5. empathise with someone 
situations in which these sentences are said. 6. encourage someone 
 4. Application- 9’ 
a. Aim: Help Ss apply in real life and give advice need to be calm in every situation in their 
life 
b, Contents: Ss work in pairs to tell the class how you feel today and what has happened 
that made you feel that way. 
c, Output: SS can tell the class how you feel today and what has happened that made you 
feel that way. 
d, Process: 
T asks Ss to work in pairs: As an example, 4. How do you feel today? 
tell the class how you feel today and what has Eg: 
happened that made you feel that way. A: Today, I feel happy and motivated. My 
Ss work in pairs and make up scenarios such English teacher gave me 10 mark for my 
as: English presentation in class. I could 
I feel worried because my cat is sick. prepare such a good presentation because I 
I feel disappointed because it has been got reference from the website called 
raining all day long. Vietjack.com 
I feel delighted because my son is Star of the 
Week at his primary school. B: Well done! You did a really great job! 
*Homework. – 1’ 
or - Learn new words. 
 - Prepare: A closer look 1 
IV. Giving experience 
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Week 6- Period 17 UNIT 3: TEEN STRESS AND PRESSURE 
Preparing date: ../ ./2023 Lesson 2 : A CLOSER LOOK 1 
Teaching date: ../ ./2023 
 I. OBJECTIVES: 
1. Knowledge: By the end of the lesson students will be able to: 
- Practise vocabulary related to the topic " changes in adolescence". 
- Practise how to pronounce stress on the verb be in sentences. 
- Identify in which situations to stress the verb be in sentence and say these 
sentences correctly 
 - Avoid stress and pressure 
a. Vocabulary: vocabulary related to changes in adolescence. 
b. Grammar: .. 
c. Pronunciation: Pronounce correctly the sounds /ө / and / ð/ in isolation and in 
context 
d. Skills: Improve their listening skill, writing skill and pronunciation. 
2. Competence: groupwork and independent working, pair work, linguistic 
competence, cooperative learning and communicative competence 
3. Quality: Ss can realize their stress and pressure and be calm in every situation. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer accessed to the Internet, projector 
 2. Students: Textbooks 
III. PROCEDURE 
 1. Checking: Write the vocabulary words 
 - Talk things you like about television and things you don’t like about it 
 2. New lesson: 
ies. 
 Teacher’s and students’ 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, Contents: Ss list the reason of teen stress and pressure. 
c, Output: SS can attract to the lesson and give more reason of teen stress and 
pressure. 
d, Process:Goal: 
- Ask Ss to list the reason of teen stress *Chatting. 
and pressure. Ex: 
 - usually get bad marks at school .. 
 2. Presentation- 12’ 
a. Aim: Help Ss practise how to pronounce stress on the verb be in sentences 
b, Contents: 
+ Pay attention to the way the verb be is pronounced 
+ Listen and practise saying the sentences 
+ Listen and underline the verb forms of be which should be stressed. 
c, Output: SS can know how to pronounce stress on the verb be in sentences. d, Process: 
 1. Pronunciation 
- T plays the recording again and draw * Pay attention to the way the verb be 
Ss’ attention to the stressed ‘Isn’t’ and is pronounced 
ask them to practise saying the 
question. 
Now explain the REMEMBER! box. 
Emphasise that normally the verb be is 
unstressed, except for the situations 
mentioned in the box. 5. Listen and practise saying the 
 sentences. 
T asks Ss to listen and practise saying 
the sentences in pairs. 
Ss listen and practise saying the 
sentences in pairs. 6. Listen and underline the verb forms 
 of be which should be stressed. 
- Tell Ss that these sentences contain Key: 
both stressed and unstressed verb 1. - You aren’t worried about the exam? 
forms of be. Good for you! 
Ss work individually first to underline - I am worried! But I try not to show it. 
those that should be stressed. Then 2. - Do you think Jack is good at 
play the recording for Ss to check. Japanese? 
Give corrective feedback as a class, - He is. But he’s a bit shy to speak it. 
then Ss practise saying the sentences. 3. - Isn’t badminton her favourite sport? 
 - Yes, it is. 
 4. - Who’s he? (no stress) 
 5. - Sorry – we’re late! 
 - Actually, you aren’t. We haven’t 
 started yet. 
 6. - Is she happy at the new school? 
 - Yes, she is. She likes it a lot. 
 3. Practice- 15’ 
a. Aim: Help Ss practise vocabulary related to the topic "changes in adolescence" 
b, Contents: 
+ Complete the paragraph with the words in the box. 
+ Match the source of stress and pressure to the expression. 
+ Discuss and give the solution to situation above. 
c, Output: SS can use the lexical items related to change adolescence to do 
exercises well. 
d, Process: T asks Ss to work individually to 2. Vocabulary 
complete this exercise. Tell Ss to pay 1. Complete the paragraph with the 
attention to the content words words in the box. 
surrounding the gaps, and identify the Key: 
part of speech of the missing words. 1. shape and height 
Ss work in pairs to compare their 2. reasoning skills 
answers before T gives corrective 3. Embarrassed 
feedback to the whole class. 4. independence 
 5. self-aware 
 6. informed 
- T explains the phrases in the box 
first. Elicit from Ss some examples for 2. Match the source of stress and 
each item, for example, ‘Can you think pressure to the expression. 
of an example of school pressures and Key: 
frustrations?’ A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 
Share some of your personal 
experience from your teenage years 
where relevant. 
 3. Discuss and give the solution to 
- Ss work in pairs to discuss which situation above. 
solution can be used for which 
situation. Then elicit the answers from Key (suggested): 
the whole class. Ask Ss to explain A. 1; 3; 4 B. 4 C. 1 D. 4 E. 2; 1 F. 4 
their decisions. 
 4. Application- 10’ 
a,Aim: Help Ss give their problem and how to deal with some situation in the life. 
b, Contents: Ss work in group to play Game: What is it? 
c, Output: Ss can talk about some problem in real situation and deal with some 
situation in the life. 
d, Process: 
- Now tell Ss the ways you used to 4. Immage you are in any of these 
deal with these (difficult/stressful) situations and deal with them? 
situations. Ask Ss to work in pairs to 
complete the task. If time allows, ask 
each pair to join at least another pair to 
make a group discussion. 
- T asks Ss to deal with some situation 
in the life 
Ss do it 
T corrects the mistakes 
* Homework. – 1’ 
 - 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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