Giáo án tiếng anh 9 kì 1 VNEN soạn theo công văn 5512

Teacher’s activities

Student’s activities

I- Warm up (5'):

- Free talk

. Check up old lesson

II.New lesson:

T- Ss

. Vocabulary (15')

1. Complete the paragraph with the words in the box... (P28)

- Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words.

- Ss then work in pairs to compare their answers before T gives feedback to the whole class.

- Ss work individually to complete this exercise

- Independence (n) tự lập ,sự độc lập

- Embarrassed (adj ) xấu hổ

- Informed (adj ) có nhiều tin tức ,thạo tin

- Informed decision (n) quyết định có cân nhắc

- Shape and height - hình dáng và chiều cao

- Delighted (adj) vui sướng

- Self –aware (adj ) tự nhận thức ,ngộ ra

- Focus (v) tập trung

1.Key:

1. shape and height 2. Reasoning skills 3. Embarrassed
4. Independence 5. Self-aware 6. Informed

2. Match the source of stress and pressure... (P28)

- Explain the phrases in the box first. Elicit from Ss some examples for each item, for example, ‘Can you think of an example of school pressures and frustrations?’

- Share some of your personal experience from your teenage years where relevant.

3.Which of the following can be done... (P28)

- Have Ss work in pairs to discuss which solution can be used for which situation.

- Then elicit the answers from the whole class.

- Ask Ss to explain their decisions.

4. Have you ever been in any of these... (P28)

- Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these ( difficult/stressful ) 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.

- Individual work

2.Key:

A. 5 B. 2 C. 6 D. 3 E. 1 F. 4

- Ss work in pairs to discuss which solution can be used for which situation

- Ss work in pairs to complete the task

III. Pronunciation (15'')

- Stress on the verb be in sentences

Play the recording again or say the first sentence in the conversation in GETTING STARTED. Draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practice 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 to the recording and practise saying... (P29)

- Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements.

- Note that only the words in italics should be stressed, the other forms of be are unstressed.

- With the whole class, refer to the REMEMBER!box to elicit the reasons why the verbs be is stresses in each item. Ss then practice saying the sentences in pairs.

6. Look at the following sentenes... (P29)

- Tell Ss that these sentences contain both stressed and unstressed verb forms of be. - Ss work individually first to underline those that should be stressed.

- Then play the recording for Ss to check. - Give corrective feedback as a class, then Ss practice saying the sentences.

REMEMBER!

Normally the verb be is unstressed in the middle or at the start of a sentence for a statement or question.

Example:

- She was stressed.

Are you worried about something?

However, the verb be is stressed in negative questions and at the end of sentences.

Example:

6 -Aren’t you coming?

7 -Yes, I am.

Also, it is stressed for emphasis or contrast.

Example:

8 -She isn’t coming?

9 -She is coming, but she’ll be a little late.

- Ss listen, then practice saying the sentences in pairs.

- Ss work individually first to underline those that should be stressed. Then check

5.Key:

1. -You aren’t worried about the exam? Good for you!

- I am worried! But I try not to show it.

2. - Do you think Jack is good at Japanese?

- He is. But he’s a bit shy to speak it.

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.

IV. Consolidation (2')

- Retell the whole lesson

V. Homework (2')

- Learn by heart all the new words.

- Do Ex in workbook

- Prepare: Unit 1: Closer Look 2

- Answer teacher's questions.

- Say out the words

- Take note

Teacher’s activities

Students’ activities

I. Warm up (5'):

Introduction

Ss have already learned reported speech in English 8. Tell s that this is a review section. T may help Ss recall these forms and have them give examples. Their sentences should stick to the topic of this unit.

- Ss retell the form of reported speech

II. Grammar (15')

Reported speech: review

1.Read the conversation in Getting started... (P29)

- Remind Ss of what the conversation in GETTING STARTED is about. Ss then work in pairs to complete the task.

- If needed, give Ss a quick review of reported speech ( e.g. verb tense, pronouns, time expressions, etc. )

- Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech.

2. Rewrite the following sentences in reported speech (P29)

- Have Ss work individually to complete this exercise

- Then they compare their answers in pairs before T gives corrective feedback as a whole class.

III. Question words before to-infinitive(10’)

- Tell Ss that the question words who, what, where, when, and how can be used before a to-infinitive to express a situation that it is difficult or uncertain. Give examples. Explain the Look out!box.

- Highlight the verbs ask, wonder, ( not ) be sure, have no idea, ( not ) know, ( not ) decide, (not) tell which are often used before the question word + to-infintive.

3. Rewrite the sentences using questions... (p30)

- Have Ss do the first sentence with the class as an example.

- Ss then work individually to rewrite the sentences before receiving correction from T.

Reported questions with question words before to - infinitive.

Question words before to-infinitives can be used to report questions about something that should be done.

- Example: :What should I do?” she said

She wondered what to go.

Look out!

To report Yes/No questions we use whether before to-infinitive. Remember if cannot be used in this case.

Example:

‘Should I tell my parents what I really think?” she wondered.

=> She wondered whether to tell her parents what she really thought.

4. Rewrite the following questions in reported speech.. (p30)

- Have Ss work in pairs to complete this exercise.

- Remind them they can choose from the verbs ask, wonder, (not) be sure, (not) know, (not) decide, (not) tell to report these questions

5. Game

- First, ask the whole class to agree on five questions they would like to ask about you. Write them on the board.

- Prepare two different versions of answers to these five questions. ( the more contradictory the two versions are, the more fun the game will be !) Write each version on a separate piece of paper so that you do not forget them.

- Then divide the class into two groups.

- Tell Ss that one group will stay inside the classroom and the other outside. Each group will listen to you for the answers to the questions and the group will then have to report to the other group what they have heard from you.

- When the two groups have been separated cannot hear each other, go to each group and tell them one version of the answers. Ask them to remember what you say.

- Finally, ask the two groups to gather again inside the classroom. Now ask them to answer the five questions written on the board according to the information they have received by reporting what you have told them.

- Ss work in pairs to complete the task

1.Key:

Mai: ‘I’m too tired and don’t want to go out.’

Mai: ‘I want to be a designer.’

Mai’s parents: ‘Design graduates won’t find jobs easily. We want you to get a medical degree.’

- Ss work individually to complete this exercise

2. Key:

1. My parents told me they would visit me that week.

2. Our teacher asked us what we were most worried about.

3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister.

4. Tom said Kate could keep calm even when she had lots of pressure.

5. She told her mother she had got a very high score in her last test.

6. The doctor asked him if slept at least eight hours a day.

Look out!

The question word why cannot be used before a to-infinitive.

We often use the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell before the question word + to-infinitive.

Example: I have no idea where to get this information.

3.Key:

1. I don’t know what to wear.

2. Could you tell me where to sign my name?

3. I have no idea when to leave for the bus.

4. We’re not sure where to hang the painting.

5. he wondered how to tell this news to his parents.

6. They can’t decide who to go first.

- Ss can work in pairs to complete this exercise

4.Key:

1. They wondered/couldn’t tell how to use that support service.

2. He had no idea who to turn to for help.

3. Mai asked her mother when to turn off the oven.

4. Phong and Minh couldn’t decide where to call her then.

5. He was not sure whether to call her then.

6. They wondered what to do make Linh feel happier.

- T- Ss

Work in groups

IV. Consolidation (2')

- Retell reported speech, question words before to -infinitive

.V. Homework (2')

- Learn by heart all the structures

- Do exercises in Work book

- Prepare: Unit 1: Communication

- Answer teacher's questions.

- Take note