Giáo án Tiếng Anh 9 Unit 4: Life in the past mới nhất

Unit 4:LIFE IN THE PAST

Lesson 1 - GETTING STARTED:Preserving the past

Teacher’sand students’ activities

Content

Activity 1:

1 Ask Ss to look at the title of the conversation and the picture. Ask them some questions:

•What do you think the people in the conversation are talking about?

•How do you understand the title ‘Preserving the past’?

Ss answer the questions as a class. Play the recording and have Ss follow along.

a./ Ssworkindependently.Encouragethemtoanswerthequestionswithoutlookingbackatthe conversation. Then allow Ss to share answers. Check their answers as a class.

b./Ask Ss to find the expressions in the conversation and read the context where they appear to make sure that they understand the meanings of the expressions correctly. Ss then do the matching. Correct the answers as a class. Ask Ss if they can think of some more expressions with the same meaning.

c./Have Ss work independently to find the most suitable response to each item. Ss can then exchange their answers. T checks as a class and explains the answers where necessary.

Activity 2:

Make sure Ss understand the meaning of the words/phrases in the box. T can ask them to give some examples to show that they understand the phrase ‘technological changes’. Ss then work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class.

Activity 3:

Have Ss work in small groups to come up with as many past events and practices in their areas as possible.

Give the groups a time limit, for example, five minutes. Have them present the list they have made to the class. As a whole class, decide if these practices were specific to their region or neighbourhood or were also practised elsewhere.

Key:

1.Fathers make kites for sons.

2.Once every two months.

3.They used to come early, trying to get a place near the screen.

4.Only wealthy households.

5.Yes, he does. He said: “Sometimes I wish I could go back to that time.

Key:

1.c      2.a     3. d     4.b

Key:

1. Sure.

2.I can’t imagine that.

3.How cool!

4.I wish I could go back to that time.

5. How cool!6.I can’t imagine that.

Key:

1.a  2. d   3.c   4. b   5. e   6. F

Example:Women in Hue used to go swimming at the beach fully clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went out, to stay at home as housewives, ...

Teacher’sand students’ activities

Content

Grammar

Activity 1:

Ask Ss to do the matching individually. Then allow them to share their answers with a partner. Check as

a class.

Note: Ss might have diffi culty with the meaning of ‘act out stories’, ‘go bare-footed’, and ‘dance to drum

music’. To check comprehension, T can ask Ss to mime activities to ensure everyone has a thorough

understanding of the phrases.

Activity 2:

Ss work individually or inpairs. Ask them to choose the correct answer for each sentence first.They then read the sentence carefully to determine the form and the tense of the verb. Check the answers as

a class

Activity 3:

Have Ss work individually. Then they can exchange their answers with a partner. Check as a class. Now ask

for volunteers, or select Ss, to make new sentences using these words and phrases. Let the rest of the class

decide whether the sentence makes sense or not. Try to give lots of Ss a go, not just the ones who are the

most extrovert in the class.

Activity 4:

These words have similar meanings. Before doing the task, ask Ss to cover the REMEMBER!box and elicit

the defi nitions if possible. Then allow them to read the defi nitions before doing the task. Have Ss read

each sentence and decide what part of speech is missing from the sentence. For example, sentence 1 needs a noun because this word stands after article ‘a’. They then complete all the sentences. Confirm the

correct answers as a class.

Activity 5:

Ask Ss to note all the auxiliaries they fi nd in the sentences fi rst. Discuss with them which ones they think will be stressed. Play the recording. Ss listen and underline the stressed auxiliaries. They then repeat the

sentences with a focus on the stressed ones.

Since Ss often see auxiliaries as unstressed, it is a good idea to give Ss some initial guidance from the

REMEMBER!box under exercise 5before they actually do the exercise.

Activity 6:

Have Ss work individually to stress the auxiliaries. Ask them to refer to the REMEMBER! box as they do the

exercise. Then play there cording.Ss listen, check, and say the sentences.Call on some Ss to say the

sentences individually.

Key:

1.f  2.g  3.b   4.a  5. c  6.e  7. h  8.d

Key:

1.kept a diary

2. entertain themselves

3.preserve our traditions

4.Use your imagination

5.acting out stories

6. collect the post

7. going bare-footed

8. dance to drum music

Key:

1.seniority

2.illiterate

3.street vendors

4.strict rules

5. Physical

6.face to face

Key:

1.habit

2.behaviour

3.tradition

4. habit

5. practice

6. Behaviour

Key + Audio script:

1. Life will be improved in those remote areas.

2.They can see the rain coming in from the west.

3.You didmake me laugh!

4.He hasn’thanded in his assignment.

5. I don’tlike the idea of going there at night.

6.Sam doesn’t like fast food but I do

Key + Audio script:

1.-The men in my village used to catch fi sh with a spear.

-Could you do that?

-No, I couldn’t.

2.I havetold you many times not to leave the door open.

3.We’re going to visit Howick, a historical village.

4. -You aren’tgoing to the party? Is it because you can’tdance?

-I candance. Look!

5. -I hope she doesn’tdo any damage to the car.

- Don’tworry. She doesknow how to drive.

Unit 4:LIFE IN THE PAST

Lesson 3 -A CLOSER LOOK 2

Teacher’sand students’ activities

Content

Activity 1:

HaveSsunderlinethesentencescontaining usedto/didn’tuseto +infi nitiveintheconversationin

GETTING STARTED. Ask them to choose the correct answer A, B, or C. T may write the rule on the board as

a reminder for Ss as they do exercise 2.

Activity 2:

Have Ss work individually. Then ask them to exchange their answers. Correct them as a class

Activity 3:

Ask Ss to read the conversationin GETTINGSTARTED again and look fo rsentences containing wish. Ask them to underline the main verbs in the sentences and answer the questions.

Elicit the rule for the main verbs in the wishsentences for the present. Then have them read the Look out!

box. T may write the rule on the board.

Activity 4:

Have Ss do this exercise individually. They may refer to the rule on the board. T checks the answers as a class.

Activity 5:

Have Ss look at the prompts first and decide whether the sentence is a wish for the present/future or for

something happening right at that moment. They then choose the appropriate tense for each sentence.

Once they have done this, ask them to write out the sentences in full. If time allows, let Ss share their work

with their partner. T checks as a class.

Key: B

Key:

1.used to be2.didn’t use to transport3. used to dye

4. used to kill5. used to pull out6.didn’t use to spend

Key:

1.for the present

2.the past simple and past continuous

Key:

Correct:1 and 4

Incorrect:2. will→would3.can→could

5. don’t→didn’t6.is→was/were

Key:

1. I wish we could communicate with animals.

2. I wish no child was/were suffering from hunger.

3.I wish I was/were playing on the beach.

4.I wish there was/were/would be no more family violence in the world.

5.I wish I was/were going bushwalking with my friends.

6. I wish there were four seasons in my area.

Unit 4:LIFE IN THE PAST

Lesson 4 -COMMUNICATION

Teacher’sand students’ activities

Content

Activity 1:

a./ T can start this session by writing ‘Looking Back’ on the board and leading Ss through the discussion of the questions. Encourage Ss to give any or all ideas. There are no wrong answers at this stage.

b./ Before Ss read the passages, check their understanding of the words in the Extra Vocabularybox by drawing simple pictures, giving defi nitions or examples of usage. Have Ss read the passages individually as quickly as possible. Then refer to their answers in 1aand see if their guesses are correct.

Activity 2:

HaveSsreadthedefi nitionsandlookforthewordsineachstory.Theymaydothisindividuallyor in pairs.

Activity 3:

This task encourages Ss to use their critical thinking skills to fi nd explanations for the questions. Ss will

consequently gain a deeper understanding of what life was like for these people.

Have Ss work in groups. Encourage them to use their imagination and background knowledge to explain

some information from the stories. Ss then share their opinions with the class. T acts as a facilitator.

Activity 4:

Have Ss work in groups to match the responses with the stories. Ask them to underline the key words in

the responses which help them do the matching.

Activity 5:

Ask Ss to work in small groups and work out a story of their own. Make sure Ss include the necessary

information in the story as suggested in the task. Each group then presents the story to the class. The rest

of the class can ask questions about the topic.

Key:

1.illiterate     2. pass on    3.treat (someone)     4.block    5. survive    6.dogsled

Suggested answers:

1.Itwasdiffi culttor each the villager sonthe mountain./There were no other mean softransport

available.

2. There was no school in the villages./The nearest school might be too far away.

3. There were no other material available in that deserted land./There were no easy means to

transport materials from other places to the island.

4.It was impossible to build a big house with several rooms in the ice and snow./People felt safer living

in communal groups

Key:

Story 1:2, 4

Story 2:1, 3, 5

Unit 4:LIFE IN THE PAST

Lesson 5-SKILLS 1

Teacher’sand students’ activities

Content

Reading

Activity 1:

Brainstorm how teens entertained themselves in the past compared to the present. Make notes of the activities in two lists and leave them on the board while the class reads the conversation in2.

Activity 2:

Have Ss read the conversation individually and answer the questions. Check Ss’ answers as a class. Ask Ss

to show where the information for each answer appears

Speaking

Activity 3:

Ask Ss to read the example in 3and the expressions for opinions and comments in the REMEMBER!box atthe bottom of the page.Once they are clear about what they have to do,they can read each pastime in the list and discuss what they think about it in groups of three or four. T should move around the groups and off er guidance.

Activity 4:

Apart from expressing an opinion on a practice in the past, Ss have to decide whether they would like to

keep the practice alive and explain why.

Allow Ss  sometime to read the practices,make their decision,and think of there asons for their

choice.They can then start their discussion.T moves around the class to facilitatethe discussions.

If something interesting is expressed, T may wish to bring the whole class together to discuss it.

Key:

1.They used to play outdoors, in the fresh air.

2.They met and talked face-to-face.

3.It kept them healthy and in shape.

4.At home.

5.You had to use your own imagination.

6.No, they didn’t.

Teacher’sand students’ activities

Content

Listening

Activity 1:

Ask Ss to look at the old photo and read the introduction to the listening and the questions. T may even decide to do a prediction task by asking Ss to guess if each statement is true or false before listening.

T then plays the recording and Ss tick () the answers. T can play the recording at least twice. Elicit the answers from Ss. Ask them to explain their answers. Confirm the answers as a class.

Activity 2:

- HaveSsreadthequestionsfi rsttodeterminewhichinformationtheyneedtofi lltheblanks.

Ss then listen to the recording again and write their answers. T checks the answers as a class.

WRITING

-Activity 3

Ss may work in groups of three or four. Together they make a list of the facilities they are using for their

studies. They then tick the ones they think were not available about twenty years ago.

T may have the groups write their lists on board. Leave the list there for 4.

Activity 4:

Ss work individually, referring to the framework while they are writing. If time allows, T can ask some Ss to

share their writing with the class.

Key:

1.F   2.T   3. T   4. NG    5.F    6. T

Key:

1. 15

2.bare-footed

3. maths, history (in any order)

4.strict rules

5.extra classes

Sample writing:

ItismostlikelythatstudentstwentyyearsagowerenotabletoenjoytheInternetintheirstudies.

That’s why it took them a lot of time, energy, and even money, to do a project that we can now easily complete in one or two days.

For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was useful for their assignment. They would also have to meet with some old people and talk to them about the past. At home, they had to hand-write their assignment, possibly with a lot of erasing and rewriting of the first draft. After fi nishing the draft, they had to write a clean copy on another piece of paper for submission.

Unit 4:LIFE IN THE PAST

Lesson 7 – LOOKINGBACK

Teacher’sand students’ activities

Content

Activity 1:

Have Ss complete this exercise individually. Check their answers as a class

Activity 2:

a./Ss work individually. They can then check with their partner. Confi rm the correct answers

b./ Have Ss complete this exercise individually. Check their answers as a class.

Grammar

Activity 3:

Ss complete this task independently or in pairs. Discussion may sometimes be necessary to decide if a

thing was/was not practised in the past. Only then can they form the correct answers. Check as a class.

Activity 4:

Have Ss complete the exercise independently. Have them share their wishes with the class.

Activity 5:

EncourageSstousetheirimaginationandworkoutwishesforthesituation.Havethemsharetheir

answers with the class.

Communication

Activity 6:

Ss work in pairs or small groups to complete the exercise. Check as a class. Then they can practise the

conversation with their best pronunciation and fl uency.

Project: Preserving the past

This project aims to encourage Ss to do more research about the past with a focus on traditions and habits

which are dying out.

DivideSsintogroupsoffourtofi veandinstructthemonwhattheyhavetodo.Encouragethemto

interview previous generations – either members of their family or neighbours. Tell them to

-choose the pastime they most appreciate and would most like to preserve

-explain their choice

-work on a plan of how they can help to preserve it

Have Ss present their posters in the next lesson. When all the group shave given their presentations,

the whole class can vote for the best.

Key: 1. B   2. A   3.C   4. A   5.B

Key: 1. b    2. e    3. a   4.c    5.d

Key: 1.acting out 

2. die out

3.preserve

4. collecting

5.entertains

1.Men used to be the bread winner of the family.

2.Women didn’t use to go to work.

3.People didn’t use to travel on holiday.

4.Families didn’t use to be nuclear.

5.People used to makebanh chung at Tet themselves.

6.Children used to play outdoor games.

Suggested answers:

1.I wish my village had access to clean piped water.

2.I wish there was/were a bridge over the river, so we did not have to cross the river by boat twice a day

to school.

3. I wish there was/were an organisation for social activities for teenagers in my town.

4. I wish I was/were tall enough to play basketball.

5.I wish there were four seasons in my area./ I wish we had spring and autumn in my area.

Suggested answers:

1.I wish it would stop raining.

2.I wish the wind weren’t blowing so hard.

3.I wish the sun were shining.

4. I wish I were sitting in a warm house.

Key:

Order: 1-4-5-2-9-7-8-6-3