Giáo án Tiếng Anh 9 Unit 6 Viet Nam: Then and now mới nhất

Unit 6:VIET NAM:THEN AND NOW

Lesson 1 - GETTING STARTED:Our School in the past

Teacher’sand students’ activities

Content

Activity 1:

Write the words Past and Present on the board and ask Ss to give another expression for the phrase.
When they have given the phrase Then and Now, ask them to look at the picture and the heading
Our school in the past and ask them some questions:
• Who can you see in the picture?
• Where do you think they are?
• Is there anything in the small pictures on the wall related to past and present?
Ss give their answers as a class. T can write their ideas on the board.
Play the recording and have Ss follow along. After that, Ss can compare their answers with the information
in the dialogue

a.Ss work in pairs to label the pictures with the words given. Allow pairs to share their answers before
asking them to discuss as a class. Then ask some Ss to read the words/phrases aloud and correct their
pronunciation if necessary.

b.Have Ss work independently. Ss fid the words with the given meaning in the conversation. Then have Ss
share their answers with a partner before asking them to discuss as a class.

c.Ss read the dialogue again to do this exercise. Ss exchange their answers with a classmate. Ask for Ss’
answers as well as the explanation for their choices. Write the correct answers on the board.

d.Ask Ss to do the exercise without reading the conversation again. Ss compare their answers with a
classmate. Now ask them to check their answers by reading the dialogue again. Call on some Ss to give
the answers.

Activity 2:

Have Ss read the RemembeR! box individually. Then go through the points as a class and see if any Ss
can make sentences using these adjectives and adverbs. Afterwards, ask Ss to work individually on the
gap-fil exercise. Check the answers as a class.

Activity 3:

Now ask Ss to think about their own school’s history. First, have pairs write a couple of questions about
the school in the past that they would like to ask T. Then, as a whole class T can answer questions from Ss
about the school when she/he started teaching. The aim is to generate a short discussion. Now have Ss
work in small groups to talk about the changes to the school. Ask them to use the adjectives and adverbs
in RemembeR! box. T can tell Ss that they can talk about:
+ the school principal and school teachers
+ the school playground
+ the library
+ the computer room
+ the classroom

-Students

-In the library

Key:
1. Trench

2. tiled roof

3. facilities
4. photo exhibition

5. rubber sandals

6. thatched house

Key:
1. anniversary

2. fascinating

3. missing

4. conditions

5. improved

6. Proper

Key:
1. F (It was founded in the 1960s.) 2. T
3. F (They wore rubber sandals and straw hats.)
4. NG

5. T

Key:
1. The conversation takes place on the school’s 60th anniversary.
2. Because it explains a lot about how the school was in the past.
3. There were trenches outside the classrooms.
4. The roof was made of tiles and some tiles were broken. The window frames were made of wood and
some of them were missing.
5. They can learn that they are lucky to have such great learning facilities nowadays.

Key:
1. slight

2. dramatically

3. signifiantly
4. considerable

5. gradual

Unit 6:VIET NAM:THEN AND NOW

Lesson 2 – A CLOSER LOOK 1

Teacher’sand students’ activities

Content

Activity 1:

Now have Ss turn to the book and work in pairs to label the pictures. Then ask them to brief y describe
those pictures. Check the answers as a class. Then ask Ss:
- Have you ever tried one of these means of transport or road systems?
- How do you feel about using each of these means of transport or road systems?

Activity 2:

Have Ss work individually to f ll in the blanks. Allow them to share answers with a partner before checking
as a class.

Activity 3:

Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class.

Ask the class these questions and ask for a show of hands:
- Who lives in an extended family?
- Who lives in a nuclear family?
Now ask individual Ss
- Can any of these adjectives be used to describe your father/mother/sister/brother?
Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets
us watch what we like on TV.

Activity 4:

Have Ss work individually to complete the sentences. Have them compare their answers in pairs.
Afterwards, check Ss’ answers as a class.

Pronunciation
Stress on all the words in sentences
Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rules and
read out the examples in the box or to give their own examples.

Activity 5:
StaSs write the sentences next to the patterns
individually, then compare their answers in pairs.
Ask some Ss to give the answers and quickly
write them on the board. Play the recording for
Ss to check their answers. Have the whole class
repeat chorally after the recording or after T.rt the less

Activity 6:
on This section can be done with some drama, so
encourage Ss to exaggerate a little and have
fun. They can also add hand gestures and
facial expressions to increase the dramatic
element. Have Ss work in pairs to describe the
pictures quickly and to f ll the bubbles with the
utterances as in the example. Then ask some
pairs to read out their utterances with the correct
stress. Conf rm the correct answers. Lastly, have
the class read all the sentences chorally.

o coIf time allows, have Ss work in groups and think
of some other surprising or urgent situations.
They then decide what to say in those situations.
Have them demonstrate the situations and
utterances with the whole class.ont to play
a quick game. Ask them to write as many adjectives and adverbs describing degree and speed
of change that they have pair with the most words

Key:
1. tram

2. fyover

3. elevated walkway

4. skytrain

5. underpass

6. tunnel

Key:
1. tunnel

2. elevated walkways

3. fyover

4. skytrain

5. underpass

6. tram

Key:
1. f

2. b

3. e

4. d

5. c

6. A

Key:
1. extended family

2. sympathetic

3. obedient
4. tolerant

5. nuclear family

6. cooperative

Typically, a sentence has one word or syllable that is stressed more strongly than the rest of the stressed syllables on the content words. However, in some sentences used to show urgency or surorise, all the words are important. Therefore, we put stress on one syllable of each word. Sentences with the words stressed may have the patterns below:

OO Watch out!

OoO Hurry up!

OOo say sorry!

OOO Don’t come back

Key:
1. OO – I know!, That long?, Don’t cry!
2. OoO – Go away!
3. OOo – Keep going!
4. OOO – Don’t turn left!

Suggested answers:
1. Be quiet! OOo Don’t talk! OO
2. Don’t turn right! OOO
3. Wake up! OO Get up! OO
4. Smile please! OO Say cheese! OO
5. Don’t worry! OOo Don’t cry! OO
6. Look out! OO Look ahead! OoO

Unit 6:VIET NAM:THEN AND NOW

Lesson 3 -A CLOSER LOOK 2

Teacher’sand students’ activities

Content

Activity 1:

- Ask Ss to work individually to f ll in the blanks.
Check the answers as a class.

Activity 2:

- Have Ss work in pairs. Together they write the
questions and answers. Have some Ss write their
sentences on the board. Each student may write
one or two pairs of questions and answers to
save time. Have other Ss give comments. Conf rm
the correct sentences.

Ask Ss to read the speech bubbles from the conversation in GeTTING STARTeD, then have them read thestructures and examples in the grammar box carefully. Help them with the meaning of the adjectives ifnecessary. Then ask some more able Ss to retell the rules and give examples. Correct their sentences if
necessary.

Activity 3:

- Have Ss work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then
check their answers as a class.

Activity 4:

- Have Ss work in pairs to do the gap-fil exercise. Allow pairs to share answers with other pairs. Then check
their answers as a class, noting all the possible options.

Activity 5:

- Have Ss work in groups of about four and give each group an A3-size sheet. Ask them to write the
sentences leaving a large space between each one. Then tell Ss to stick the sheets on the wall. Each group
moves around clockwise to read the other groups’ answers and, if necessary, correct the sentences by
writing any corrections on a sticky note against each sentence. Check the answers as a class. Note that this
kind of peer review is effctive and can be used in many diffrent teaching situations.

Activity 6:

- Ask Ss to work individually to fiish the sentences. For some classes it may be better to have Ss choose just
one or two sentences to focus on, rather than do them all. Allow them to share their ideas with a partner.
Then ask some Ss to read out their sentences. Correct their sentences if necessary.

Key:
1. had been

2.had played
3. had (you) used

4. had (only) seen
5. had had

6. had experienced

1. Key:
1.-What family groups had Vietnamese
people lived in before 1990?
- They had lived in extended families.
2. -How had people in Viet Nam travelled before the f rst motorbike was imported?
- They had travelled by bicycle.
3. -How had Vietnamese people lived before the open-door policy in 1986?
- They had had a harder life.
4. -Where had your family spent holidaysbefore 2005?
-We had spent our holidays only in Viet Nam before then.
5. -Who had ruled Viet Nam right before the Tran dynasty?
-Ly Chieu Hoang had ruled the countrybefore the Tran dynasty.

Adjective + to-infiitive/Adjective + that-clause

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

Key:
1. glad/pleased

2. sorry

3.relieved/sorry/pleased
4. sure/certain

5.surprised/astonished

6. relieved/pleased

Key:
1. We were relieved that we had done well in the exam.
2. I am sorry that our parents had very poor school facilities.
3. Everyone was glad that the government had decided to invest more in education.
4. Everyone is aware that it will be much safer to have elevated walkways and underpass systems for
pedestrians.
5. All of us are delighted that life in the countryside has improved considerably.

Suggested answers:
1. to support the victims after the disaster
2. be able to build the country into a powerful one
3. Viet Nam has good potential for tourism
4. there would be less land for agriculture in Viet Nam
5. non-academic subjects are also signifiant
6. learn that some of his students could not get scholarships

Unit 6:VIET NAM:THEN AND NOW

Lesson 4 -COMMUNICATION

Teacher’sand students’ activities

Content

Activity 1:

-Have Ss skim-read the posts individually. In pairs, Ss compare how many ideas from the posts they can
remember. Then they can read them a second time more slowly for detail.

Activity 2:

Put Ss in groups of three. Tell them that they can look back at the posts and each group member reports
on one post as in the example. Afterwards, ask some Ss to retell the posts to the class. Correct them if
necessary

Activity 3:

- Have Ss work in groups. Ask them to focus on a couple of the suggestions in the table to discuss and
write down a few posts on a big sheet of paper. They can pretend to be foreign visitors and use the posts
in 1 as a model. Set a time limit of ten minutes. They should also decide which changes are the most
benef cial.

Activity 4:

-When the time is up, ask the groups to stick their papers on the wall. Each group reports their best post tothe class, saying which changes have been the most benef cial for the country. Vote for the best posts.

Books

Suggested answers:
- Charles is from France. He said that the ­ rst time he had been to Viet Nam was in 1965. He said that many
people were/had been illiterate then but he was astonished that after nearly 30 years there was no more illiteracy although the population had nearly tripled. He was also surprised to learn that the country was one of the largest rice exporting countries.
- Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years. He was shocked/astonished to see that so much had changed over the last 18 years
–yovers and high-rise buildings were mushrooming.

Unit 6:VIET NAM:THEN AND NOW

Lesson 1 -SKILLS 1

Teacher’sand students’ activities

Content

Activity 1:

-Ask Ss to look at the two pictures and discuss the questions. Elicit the answers from Ss. Give Ss twominutes to skim the article and compare their answers with the information in the article.

Activity 2:

-Have Ss read the article to answer the questions in pairs. Ask some Ss to share their answers.

Activity 3:

-Ask Ss to work individually. Remind them to pay attention to key words in each statement. Then allow them to share answers before checking as a class. Ask them to explain why some statements are false.

Speaking

Activity 4:

-This can be done as pair work or as a game. Divide the class into two big groups. Members of each group take turns to come to the board to add to the list of dif erent types of transport systems in Viet Nam. Set a
time limit of a few minutes. The group with more words/phrases wins.

Activity 5:

-Ask Ss to work in pairs to do the discussion. Tell them that they can use the information from 4 and the examples in5. Ask some pairs to present their ideas to the whole class.

Suggested answers:
- The first picture shows an old tram. The second picture shows a modern train.
- The tram would have been seen in a town or city. These trains can be seen nowadays in big, modern
cities.
- They are diferent in many ways:
+ the first has fewer compartments (two or three) than the second (four).
+ the first runs much more slowly.
+ the first is not air-conditioned while the second is.
+ the first runs along tracks on the ground at street level, while the second runs on elevated tracks.
+ the first is powered by overhead electricity wires, while the second runs on electromagnetics.

Key:
1. In the 20th century.
2. It was a major means of transport for Hanoians.
3. In 1990.
4. The population has increased dramatically.
5. New rail systems including a skytrain and a subway are under way.
6. (Students’ own opinions)

Key: 1. F 2. T 3. F 4. T 5. F

Unit 6:VIET NAM:THEN AND NOW

Lesson 1 – SKILLS 2

Teacher’sand students’ activities

Content

Activity 1:

-Ask Ss to work in pairs to describe the pictures and answer the question. Ask a pair to share their ideas with the class.

Activity 2:

-Tell Ss that they are going to listen to a talk between Nick andMrs Ha, Duong’s mother, about her family in the past. Ask them to read the information in the table carefully and try to predict the answers. Tell them to decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. Play the recording twice. Have two Ss write their answers on the board.

Confirm the correct answers.

Activity 3:

-Have Ss work individually to underline the key words in the statements. Ask Ss to do the exercise without listening to the recording. Write their answers on the board without confirming the correct answers.
Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for their answers.

WRITING

-Activity 4:

First, check that everybody understands the meaning of all the adjectives in the box. Set a time limit
for pairs to brainstorm ideas and do the discussion. Move around and help Ss if necessary. Ask Ss to refer back to the listening in 2 and 3, and the example for useful language and ideas. Ask some
pairs to present their ideas to the whole class. Confirm that they should give examples to support their
main points.
Activity 5:

- Now that Ss have talked about the topic, it’s time they wrote about it. Ss should work individually to get their ideas down on paper and check the accuracy of what they have written. Give them about 10 minutes
to write and edit their work. Next they should pass their work to someone who wasn’t in their pair for them to do peer review and add their comments and corrections. It may help to give Ss ideas of comments
they can write on their classmate’s work. Write some samples on the board:
Positive comments – Good point/Interesting argument/Original/Good English/Very clear
Suggestions – Can this be clearer?/Please give an example/Please explain more
If time allows, give feedback on a few Ss’ work. If not, ask Ss to write the second draft for homework.
Remind them to refer to peers’ comments and feedback.

Key:

1. extended family

2. three generations

3. shared

4. their day

5.their work
6. things happening

7. to be tolerant

8. talk

9. listen

10. Compromise

Key: 1. T 2. T 3. F 4. F 5. T 6. T

Unit 6:VIET NAM:THEN AND NOW

Lesson 1 – LOOKINGBACK

Teacher’sand students’ activities

Content

Activity 1:

-Have Ss work individually to list all the words on a piece of paper. Set a time limit of three minutes. Then have them combine to work in groups. Ask them to note down as many words they have just listed as possible on a larger piece of paper. Set a new time limit. When the time is up, groups stick their pieces of paper on the board. The group with the highest number of words/phrases wins.

Activity 2:

-Ask Ss to work individually, then compare their answers with a partner. Ask Ss to write their answers on the board. Confirm the correct answers.

Activity 3:

-Have Ss work in pairs. Tell them that they should pay attention to the cues in the passage for their answers. Elicit the answers from Ss.

Activity 4+ 5:

For 4 and 5, ask Ss to work individually f rst. Then have Ss check their answers with a partner before having them discuss as a class. Remind Ss to keep a record of their original answers so that they can use that information in their self-assessment.

Activity 6:

First, ask pairs to role-play. They can then switch partners and roles and role-play again. Ask for volunteer pairs to perform in front of the class, praise their efforts at fluency and ability to communicate rather than
the accuracy of their language.
Finished!
Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide
further practice.

Project: School life in Viet Nam: Then and now

- 1. First, have Ss work in groups to ask and answer the questions.
Reference:
P1.This is a classroom with wooden walls. The class doesn’t look spacious enough. There is no lighting system either. There are not many students. The T and Ss are all dressed simply. Ss are not wearing
uniforms.
P2 & 3. This is the opening ceremony of a new school year in the past. The ceremony looks simple
but respectful and organised. Ss are standing in rows, listening to the principal’s speech. All are wearing straw hats and red scarves.
P4. This is a modern classroom with more teaching facilities such as a good board, solid tables, bookshelves, and a projector. The room is spacious.
P5&6. These are pictures of the opening ceremony of a new school year at present. Ss are standing in rows to listen to their principal’s speech. They are all wearing uniforms and red scarves.
2. Next Ss follow the instructions in the book to research and prepare a photo exhibition of their own.
If resources are available, this would be best done as a computer slide show. Answer Ss’ questions if there are any.
3. Have Ss present their work in the next session, then ask the whole class to vote for the best exhibition/show.

Then
earthen road, path, trench, brick road,
tunnel, alley, tramsy

Now:

concrete road, underpass, fyover, skytrain system,
skywalk system, cable car, tunnel, alley

Key:

1. extended

2. nuclear

3.facilities
4. Rubber sandals

5. Trenches

Key:
1. extended

2. nuclear

3.disobedient

4.sympathetic/understanding
5.understanding/sympathetic

6. tolerant

7. caring

8. share

4.

Key:
1. necessary/important

2. certain/sure/hopeful

3. certain/sure/conf dent
4. sorry/sure

5. sorry

6. convinced/certain/sure
5
Key:
1. no change              5. no change
2. take → could take   6. no change
3. no change              7. no change
4. let → to let             8. be → was