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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 3
NĂM HỌC 2019 - 2020
Period: 7

Week: 3
Unit 1: LOCAL ENVIRONMENT
Lesson 6 – SKILLS 2

I. OBJECTIVES:


By the end of this Unit, students will be able to:

Listen for specific information about places of interest in an area

 Write an email to give information about places of interest in an area and
things to do there
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

Activity 1:
-Tell Ss that they are going to listen to three A. Ha Noi Botanical Garden
students talking about their places of interest. B. Bat Trang Pottery village
Before listening, Ss look at the pictures and describe C. Viet Nam National Museum of
what they see in each of them. Elicit answers from History
different Ss. Ask them if they know the name of

each place. Quickly write these names on the board.
Play the recording for Ss to check their answers.
Activity 2:

1. T

-Play the recording again for Ss to decide if the

2. T

sentences are true or false. If they meet any

3. F

difficulty doing this, play the recording one more (His friend’s relatives own it.)
time. Have Ss compare their answers in pairs before

4. F

giving T the answers. Ask for Ss' answers and write (They also come from other


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them on the board. Do not confirm the correct countries.)
answers yet.

5. T

Activity 3:

-Without listening to the recording again, Ss

1. artifacts

complete the table by filling each blank with no

2. exploring Vietnamese culture

more than three words. Ss compare their answers

3. make things

with a classmate before giving T the answers. Ask

4. paint on ceramics

two Ss to write their answers on the board. Play the

5. the hill

recording one last time to confirm the answers for

6. books

both 2 and 3.

7. pigeons
8. watching

WRITING

-Activity 4:

Dear Mira,

Ss work in pairs and discuss the places of interest in It's

great

to

know

that

you're

their hometown/city that can be visited in one day coming to Viet Nam. What a pity
and the activities that can be done there. Remind Ss you can only spend one day in Ha
that these places of interest should be most typical Noi.
and worth visiting. T should move around to, give There

are

so

many

interesting

comments as there may not be enough time for places in the city, but I think

checking with the whole class.

within one

day

you

should

be

Activity 5:

able to visit three places. The

-Ss write the email, using the notes they have made. first place I suggest is Viet Nam
Ss may also write this in groups on big pieces of National Museum of History. You
paper. Ss or groups exchange their descriptions to like history, so it's
spot any mistakes. Share them with the whole class. a

must-see

place.

T may collect some Ss' work to mark at home or ask extensive collection

There's

an


of artifacts

them to rewrite the email as homework. In this case, tracing Viet Nam's history. They're
remember to ask for Ss' revised work in the next arranged
lesson

chronologically

primitive life

to modern

from
times.


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The second place is Hoan Kiem
Lake. It's one
of the symbols of Ha
you

can

scenery

enjoy


and

the

visit

Noi. There
beautiful
Ngoc

Son

Temple. You can also have a look
at the Old Quarter. Wander around
the old streets and some ancient
houses to explore
Vietnamese culture.
Conveniently, these places are close
to one another, so we can walk
around easily.
Tell me when you're coming, so I
can show you around these places.
Look forward to seeing you soon!
Best wishes,
Thuc Anh
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare LOOKING BACK
Period: 8


Week: 3
Unit 1: LOCAL ENVIRONMENT
Lesson 7 – LOOKING BACK

I. OBJECTIVES:


By the end of this Unit, students will be able to:

Use some vocabularies and structures to talk about traditional crafts and
places of interest in an area


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II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities
Activity 1:

Content
( in any other )

-Ss complete the word web individually. Check Ss' 1. paintings

2. pottery

answers as a class. If time allows, ask one or two Ss 3. drums


4. marble

to write their answers on the board.
Activity 2:

sculptures
5. silk

6 lacquerware

7. lanterns

8. conical hats

1. cast

2. embroidering

3. wove

4. knitted

5. carved

6. moulded

-Ss do this exercise individually, then compare their
answers with a partner. Elicit the answers from Ss.

Activity 3:

-Ss do this exercise individually. Have some Ss read 1. zoo
out their answers. Confirm the correct ones.
Activity 4:

2. looking forward

to
3. looked

4. team-building

5. lunch

6. museum

-Ss complete the sentences with their own ideas. 7. craft

8. interest

Call on two Ss to write their answers on the board.
Other Ss give feedback. Check their answers.
Activity 5:
-Ss write the sentences individually. Have two Ss
write the sentences on the board. Ask other Ss to
give comments. Correct the sentences if needed.

1. I don't remember exactly when
my parents set up this workshop.

Activity 6:


2. We have to try harder so that our

-Ss work in groups to play the game. One student is handicrafts can keep up with theirs.


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the group secretary. Group members take turns to 3. What time will you set off for Da
think of a place of interest in their area. Other Ss Lat?
ask Yes/No questions to guess the place. The 4. We arranged to meet in front of
secretary writes down all the places of interest they the lantern shop at 8 o'clock, but she
have guessed. Finally, the secretary reports on the never turned up.
places.

5. The artisans in my village can

-Finished! Ask Ss to complete the self-assessment. live on basket weaving.
Identify any difficulties and weak areas and provide
further practice.
Project: What makes you proud of your area?
-Have Ss read the project. Ask them what the one
special thing about their area is. Elicit Ss' answers.
Ss work in groups to do the project. Ss follow the
instructions in the book. Answer Ss' questions if
there are any. Remember to have Ss present their
findings in the next lesson and vote for the best.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.

-Prepare GETTING STARTED - Unit 2
Period: 9

Week: 3
Unit 2: CITY LIFE
Lesson 1 - GETTING STARTED

I. OBJECTIVES:


By the end of this Unit, students will be able to:

Use some vocabularies and structures to talk about city life

II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:


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Teacher’s and students’ activities

Content

Introduction
Review the previous unit by asking Ss to solve a crossword
puzzle. Draw the crossword on the board. Tell Ss that the
words in the orange column are the key words of the new
unit. Divide the class into two teams. Ss from each team
take turns to solve the puzzle. The game finishes when a

student guesses the orange words correctly.
T may also ask Ss to name all the places of interest or main
features of their neighbourhood.
Activity 1:
Ask Ss to open their books to Unit 2. Ask them
some questions. Questions may include:
• What can you see in the pictures?
• Do you know these two boys?
• Where are they now?
• What are they talking about?
… Ss answer the questions as a class.
T may also ask Ss what they know about Sydney by
asking them some guiding questions:
• Where is it?
• Is it a capital city?
• What is it famous for?
Then play the recording and have Ss follow along.
a./ Ask Ss to read the conversation again and do the Key:
exercise

individually.

Check

and

write

the


correct

1. visit 2.ancient 3.natural

answers on the board.

4.variety 5.study

b./ Ss work in pairs to do the task. Allow Ss to share

Key:

answers before asking them to discuss as a class.

1. jet lag


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Remember to ask Ss to read out the lines in the

2. a feature

conversation that contain the words. Check and confirm the

3. reliable

correct answers.

4. metropolitan

5. multicultural
Key:

c./

Ss work individually to answer the questions, then

1. He grew up in Sydney.

compare their answers with a partner. Ask them to

2. Sydney is.

locate the information in the conversation. Call on some

3. It is convenient and

pairs to give the questions and answers. Confirm

reliable.

the correct answers.

4. Because it is a
metropolitan and
multicultural city.
5. In 1850.

d./ Tell Ss to find the phrases in the conversation and


Key:

practise saying them together. Explain the meaning to Ss,

1. How are you?/How are

then elicit other examples from Ss.

things?/How are you doing?
2. (Are you) recovering
from the jet lag?
3. I slept quite well.
4. That’s OK/It’s no
trouble/It’s not a
problem/It’s my pleasure.

Activity 2:
Tell Ss that most of the words they need to use are related

Key:

to cities or city life. Let them work in pairs.

1. international 2. local

Check their work, then let them read each word correctly.

3.crowded

Check and correct their pronunciation


4. neighbouring 5. Urban

Activity 3: Ss work in pairs. Give them a few minutes to

Key:


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do the quiz. Award extra points for pairs who can say which

1.A 2.C 3.C 4.A 5.C 6. B

country these cities are in. Congratulate the winners.
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 1
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