Giáo án Tiếng anh 9 Unit 9: English in the world mới nhất

T’s & Ss’ Activities

CONTENT

*Warm –up

review the previous unit by asking two Ss to go to the board, each writing ­ we compound nouns they have learnt/known. Give comments and correct any mistakes if needed.

*Activity 1

a.Tell Ss to refer to the conversation to ­ nd the nouns of the adjectives simple and ­ flexible. Ask them to pay attention to how to form the nouns from these adjectives.

b. Ask Ss to convert the adjectives given into nouns. Remind them to use a dictionary to check.

c.First, have Ss work independently. Then allow them to share answers before discussing as a class. Call on

some Ss to give explanations for their answers.

*

Exercise 2: Ss work independently, and then share their answers with one or more partners. T may ask for translation

of the words/phrases in the table to check their understanding. With a stronger class, T may wish to ask Ss

to ­ nd some examples in real life with the words/phrases in the table.

Exercise 3: Have Ss work independently and then share their answers with one or more partners. T may help with the

words/phrases that Ss do not know the meaning of in the sentences. If time allows, have some Ss read out

loud the sentences

1. Getting started: chatting

2.Listen and read

Vocabulary

Nouns are often formed by adding

su­ffixes to adjectives. Two su­ffixes which are often added to adjectives to form nouns are -ness and -ity.

Example: open→openness

similar →similarity

Exercise 1

a . Key: simplicity ‑ flexibility

Exercise b:

Adjective        Noun

sad                 sadness

dark               darkness

stupid            stupidity

popular          popularity

happy           happiness

punctual        punctuality

c.Key:

1. B   2. C  3. A  4. C   5. B

Exercise c: Answer key:

Veronica wishes her parents could put themselves in her situation to better understand her.

Exercise 2:

Key:

1. c  2. e   3. b   4. a  5. d

Exercise 3: Key:

Key:

1. f   2. c   3. a   4. b  5. e  6. d

T’s & Ss’ Activities

CONTENT

Vocabulary

1 . Ss work independently and then share their answers with a partner. T may ask for translation of the words/

phrases in the ­ first column to check their understanding. With a stronger class, T may wish to ask Ss to

make sentences with the expressions.

2 .a Ss do the exercise individually. Check their answers as a class. Con­ rm the correct answers.

b .Ss write sentences with the phrases from 2a. Ask some Ss to say their sentences in front of the class.

Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss give comments.

Confirm the correct sentences.

Exercise 3:

3 aFirst, have Ss work individually to match the words/phrases. Then allow them to share their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. With a stronger class, T may wish to ask Ss to make some example sentences with the

words/phrases.

b Ss work independently to complete the passage. Check the answers as a class.

Pronunciation

Tones in new and known information

4 Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice

on the underlined word in each sentence goes up or down. T may play the recording as many times as

necessary. Explain the rule in the REMEMBER! box and ask some Ss to give some more examples.

5Play the recording and ask Ss to listen to the conversation, paying attention to whether the voice of each

second sentence goes up or down. Ask some Ss to give their answers and then play the recording again

for Ss to listen, check and repeat. T may play the recording as many times as necessary.

6First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on

the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable

arrows. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if

necessary.

VOCABULARY:

Exercise 1:

Key:

1. b   2. e   3. a   4. d   5. f   6. c

Exercise 2:

Key:

2. at   3. by   4. in   5. of   6. bit   7. up

Exercise 3:

Key (suggested):

Key:

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

Key:

1. know   2. guess   3. look up   4. have

5. imitate   6. make   7. correct   8. translate

Pronunciation:

underlined word in each sentence goes up or down

T’s & Ss’ Activities

CONTENTS

1. Grammar

Conditional sentences type 2: review

1 aAsk Ss to study part of the conversation. Draw Ss’ attention to how conditional sentences type 2 are

formed and used by analysing the underlined part of the sentence. Draw Ss’ attention to the notes and

the examples in theLook out! box. Then ask some more able Ss to give some examples to illustrate.

bFirst, have Ss work independently, then ask them to share their answers with one or more partners.

Ask some Ss to say their answers aloud. Give comments, and make any correction if necessary.

2 . Have Ss work independently to write the sentences. If there isn’t much time or Ss are not so strong,

allocate one or two sentences per student. Then ask them to share their answers with a partner.

Ask some Ss to write their sentences on the board and discuss as a class. Give comments and make any

corrections.

3 . Relative clauses

3 aAsk Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined clause. Then have Ss read the REMEMBER! box and explain to Ss the words that are used to introduce a

relative clause. Ask Ss to make some examples to illustrate.

b Ask Ss to study the rules in the grammar box. Draw Ss’ attention to the use of relative clauses by analysing

the examples in the grammar box in 3b.

4 Ask Ss to do the exercise individually. Remind them to look back to the REMEMBER! box and the grammar

box in 3b. Then have Ss compare their answers in pairs before checking with the whole class.

6Before allowing Ss to do Exercise 6, ask them to study the rules in the Look out! box. Then have Ss work

independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud.

Give comments, and make any corrections.

Grammar

Exercise 1 :

Key:

Key:

1. No   2. Yes   3. No   4. No   5. No

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 highscore in her last test.

6.The doctor asked him if he slept at least

eight hours a day.

Exercise 2:

Key:

1.If my English were/was good, I would feel con­ dent at interviews.

2.If Minh had time, she would read many English books.

3.If I were you, I would spend more time improving my pronunciation.

4.If Mai didn’t have some friends who were/are native speakers of English, she wouldn’t be so good at the language.

5.If you could speak English, we would

offer you the job.

Exercise 3:

Exercise4 :

Key:

1. who/that   2. where   3. whose 4. when/that  5. whom/who     6. why

6. Key:

2.Parts of the palace where/in which the queen lives are open to the public.

3.English has borrowed many words which/that come from other languages.

4.I moved to a new school where/in which English is taught by native teachers.

5.There are several reasons why I don’t like English.

6.The new girl in our class, whose name is Mi, is reasonably good at English.

T’s & Ss’ Activities

CONTENT

Before Ss open their books, ask them to work in groups to discuss the question‘What do you

think are the best ways to master English?’ and ‘What are the things that you like and don’t like about

the English language?’ Elicit Ss’ answers. Remember that this is a

fluency stage of the unit with a

primary goal of communication. Do not focus on accuracy at this time. Reward successful attempts

at communication.

1 Give Ss about 10 minutes to work independently, making notes about themselves by answering the

questions in the table in 1.

2 Now ask Ss to work in pairs, taking turns to ask and answer the questions in 1. Remind them to make

notes on what their partners say in the table in 1. Then ask each of them to identify how many things they

have in common with their partners.

For a change, have Ss role-play in pairs. One student is a reporter, and the other is a student.

The reporter is gathering information about learners of English. Ask for volunteer pairs to role-play in front

of the class. In this case, Ss should focus on only three of the questions from the survey. Make sure Ss don’t

simply read from their books – they should be in character. Give them lots of encouragement and praise

for their communicative efforts.

3Now put two pairs together to work in groups of four, reporting on the things that they and their partners

have in common. T moves around the class to listen to the discussions and provide help only if necessary.

If time allows, ask some groups to present their ­ ndings in front of the class. This may lead to a natural,

whole-class discussion. If this happens, encourage it.

Warm up:

knowledge aboutthe use of English

Exercise 1

Exercise 2 :

Exercise 3:

T’s & Ss’ Activities

CONTENT

READING

Before Ss open their books, ask them to work in groups to discuss either of these questions:

1. Who owns English?

Ss may look somewhat confused by this question. If so, give them more guidance: ‘Which countries

speak English around the world?’,‘Does the English language belong to England? If not, why

not?’, ‘Is the English language changing? If so, how?’

2. Does ‘Vietglish’ exist?

If necessary, explain that this is a blend of Vietnamese and English. Give some guidance: ‘Can you

think of any words or phrases which blend the two languages?’, ‘Is this increasing in Viet Nam?

1 Now open the books and ask Ss to scan the text to ­ nd the words:settlement, immersion, derivatives,

establishment and dominant. T may help Ss work out the meanings of these words out of the context.

2 aFirst, have Ss work independently, reading through the text and choosing a suitable heading for each paragraph.

b . T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note

where they found the information that helped them to answer the questions. Ss can compare their

answers in pairs before discussing them as a class.

SPEAKING

3 First, give Ss 5 minutes to put their own list in order of importance. Encourage Ss to think of the reasons

for their order. They may add other methods they use that aren’t on the list.

4 Now in small groups, Ss compare their lists and explain their order to group members. Go around to provide help. Call on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments.

5 Ask Ss to work in pairs, taking one of the ideas in 3 and discussing the way to achieve it. Move around to

provide help. Call on one pai to present their ideas. Ask other pairs to add to the list.

Explain

-settlement (n)=the process of people making their homes in a place

-immersion (n)=the language teaching method in which people are put in situations where they have

to use the new language for everything

-derivatives (n)=words that have been developed from other words

-establishment (n) =the act of starting or creating something that is meant to last for a long time

-dominant (adj)=more important, powerful or noticeable than other things

2a.

Key:1. b2. c3. a

Key:1.It is the export of the English language and the great growth of population in the United States that has led to its dominance in the world today.

2.Mass immigration.

3.They do all their school subjects and everyday activities in English.

4.It is a blend of English and Hindi words and phrases.

5.They are being invented every day all over the world due to the free admissions of words from

other languages and the easy creation of compounds and derivatives.

T’s & Ss’ Activities

CONTENT

Listening

1Ask Ss to read the instruction carefully. Have Ss read the summaries and underline the key words in each.

Play the recording and ask Ss to match the summaries to the speakers. Then ask two or three Ss to write

their answers on the board. Play the recording again for Ss to check the answers.

2 First, ask Ss to work in pairs to answer the questions from the information they have heard in 1. Then play

the recording again and allow Ss to check if their answers are correct.

Writing

3Ask Ss to work individually making notes of up to four uses of English in their daily life and giving an

explanation/example for each of them in the given table. Remind them that they do not have to write

full sentences and they can use abbreviations and note-form. Then ask Ss to share their notes with their

partners. T may ask some more able Ss to read out their notes to the whole class.

4 a+bSet up the writing activity. Brainstorm the language necessary for their writing with Ss: an introduction paragraph, organising ideas using connectors – Firstly, Secondly, Finally, providing examples

to illustrate the points.

Ask Ss to write the draft ­ rst and then swap their writing with a partner. Based on the comments, have

them write their ­ nal version in class or at home. If they write in class, they can also do it in pairs or groups

on big pieces of paper. T may display all or some of the lea‑ ets on the wall/notice board. Other Ss and

T give comments. Ss edit and revise their writing as homework.

Key:

Speaker 1: ESpeaker 2: A

Speaker 3: BSpeaker 4: D

Key:

1.He went to Rome.

2.She can have a conversation in Italian, but it’s a bit rusty.

3.He used to be quite bad at English.

4.He picked up enough words and phrases to get by.

5.She thinks that she has learned a lot since she started an English course at an English centre.

Sample writing:

I use English for different purposes in my everyday life.

Firstly, English helps me communicate with people all over the world. I have made friends with some students from the UK and Australia. I use English to chat with them about many things.

Secondly, English helps me get information and improve my knowledge.

Because almost any information is available in English, it is easy for me to get access to all sources of

information with my English. Finally, English is useful when I want to go abroad to study. A lot of schools

and universities in diff erent countries which provide scholarships and courses in English. I am learning English hard to get an IELTS score of 6.5 so that next year I can go to Australia to study.

In conclusion, English is useful for me in various ways.

T’s & Ss’ Activities

CONTENT

Vocabulary & Grammar

For 1, 2, 3, 4 and 5, ­ First have Ss work independently. Then they can check their answers with a partner

before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they

can use that information in their self-assessment.

For exercise 3, T may ask some Ss to write their sentences on the board and give necessary correction.

Communication

6First, ask Ss to do the task individually to choose sentences (A-E) to complete the conversation. Then check their answers as a class. Finally, ask Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class

1 Vocabulary & Grammar

1. ­ first      2. accent    3. dialect

4. second     5. official

2

1. am reasonably good

2. can also get by3. picked up

4. am bilingual5. also fluent in

6. can have a conversation

7. it’s a bit rusty8. am quite bad at

9. know a few words

10. can’t speak a word

3

1.I can’t speak a word of French.

2.I picked up a few words of English on holiday.

3.My brother is fluent in English.

4.I am bilingual in English and French.

5.I can get by in German on holiday.

6.My Russian is a bit rusty.

4

1. accent2. imitate3. guess4. look up

5. translate6. mistakes7. corrects8. communicate

5

2.Those are the stairs where I broke my arm.

3. There’s a shop where you can buy English books and CDs.

4.The English couple who/that live next to us can get by in Vietnamese.

5.There’s a shop near my house which/that sells cheap DVDs.

6.Look up the new words in the dictionary which/that has just been published by Oxford University Press.

Communication

Key:

1. D   2. C   3. A   4. E   5. B