Giáo án Tiếng Anh 9 Unit 5: Wonders of Viet Nam mới, chuẩn nhất

Play the recording. Ss listen and read along. T can play the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension. Ask Ss questions about the picture:

1-Have you ever visited a wonder of Viet Nam?

2-What is it? Where is it?

3-What is special about it?

-First, have Ss work independently. Then allow them to share their answers before discussing as a class.

-Tell Ss to refer to the conversation to fid the expressions. Practise saying the expressions (play the recording again as a model if necessary). Pay attention to intonation when asking for, making, or responding to recommendations.

Activity 2:

-Have Ss work independently. Then allow them to share their answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. T may remind Ss to pay attention to the intonation.

-Ss work independently to do the matching.

Allow them to share their answers before giving comments, and make any corrections. Ask Ss to work in pairs, practising the exchanges. T may go around to provide help.

Activity 3:

-First, have Ss work in pairs to match the names of the places of interest to the pictures.

Then check with the whole class. T may ask Ss to say the names of these places of interest in Vietnamese and where they are situated.

-Ss do the exercise individually and then compare their answers with a partner. Check the answers with the whole class.

Activity 4:

Model this activity with a more able student.

Then ask Ss to work in pairs. T may go around to provide help. Note that weaker Ss can stick very closely to the model by substituting the names of different wonders in the conversation. However, it’s good to encourage more able Ss to create their own versions of the conversation. Call on some pairs to practise in front of the class, remembering that this is a fluency stage and correction should be reserved for the end and kept to a minimum so as not to deter Ss from taking risks with the language.

- recommend( v)

- rickshaw(n)

- bother(v)

- complex (adj)

- be worth (+V- ing)

a-Read the conservation again and fill in each gap (with no more than three words).

1-Hue City

2-three

3-go by air

4-beautiful sights

5-use rickshaw

6-the museums

b- Read the conversation again and find the expressions Veronica and Mi use to ask for, make, and respond to recommendations.

2-a) Write the responses into the correct column

b)Match sentences (1-4) to sentences (a-d) to make exchanges. Then practice the exchanges with a partner.

1-b;    2-c;    3-d;    4-a

3)

a- Write places of interest under the pictures.

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

- T gets ss to put places of interest in the correct column.

Natural wonders: Ha Long, Phong Nha Cave; Cuc Phuong National Park

Man-made wonders: One Pillar Pagoda, Sai Gon Notre-Dame Cathedral, Po Nagar Cham Towers

-Ask Ss to do the exercise independently. Then have them share their answers with one or more partners. T may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to find some real-life example of the nouns in the box.

Activity 2:

-Ss work independently and then share their answers with one or more partners. T may ask for translation of some adjectives to check their understanding.

Activity 3:

-Ss work in pairs to match the nouns to the definitions. Allow them to share their answers before checking

with the whole class. T may ask for translation of the nouns in the box to check their understanding.

With a stronger class, ask Ss to make some example sentences with these words.

-Have Ss complete the sentences individually, using the phrases in 3a. Then have some of them read out their answers before checking as a class.

Activity 4:

Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the words in red in each sentence are stressed or not. T may play the recording as many times as necessary.

-Read through and explain the rule in the REMEMBER! box and ask some Ss to give some examples of the cases where the short words (a, of, the, etc.) are used in the strong form.

Activity 5:

-First, ask Ss to work in pairs to practise reading aloud the mini-talks and decide in which sentences the short words are stressed. Then play the recording. Ss listen and underline the stressed words. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary.

Activity 6:

-Ss practise the mini-talks in pairs. T may go around to provide help. Call on some pairs to practise the mini-talks in front of the class. Correct their pronunciation if necessary.

-cavern(n)

-fortress(n)

-tomb(n)

-astounding(adj)

-picturesque(adj)

1-Write the words with the correct pictures.

1-B;    2-D;    3-A

4-E;    5-C;    6-F

2-Fill each blank with a suitable adj from the box.

1-located/situated

2-picturesque

3-astounding

4-geological

5-administrative

3a-Match the nouns in A to the definitions in B.

1-b;    2-d;    3-a

4-e;    5-c

b-Use the nouns in 3a to complete the sentences.

1-structure

2-measures

3-setting

4-complex

5-recognition

4-Listen and repeat, paying attention to the words in red in each pair of sentences.

1. A: This is a (S) solution, but not the only one.

B: Attempts to f nd a (W) solution have failed.

2. A: I’m fond of (W) bananas.

B: Bananas are what I’m fond of (S).

3. A: It’s not trick and (S) treat; it’s trick or (S) treat.

B: I need Peter and (W) Mary or (W) John and (W) Nick to help me.

4. A: It’s good but (W) expensive.

B: You shouldn’t put ‘ but’ (S) at the end of the sentence.

5-Read the mini-talks and underline the short words using the strong form.

1. A: Where are you from?

B: I’m from Ha Noi.

2. A: Can you come and check this paragraph for me?

B: It’s OK but you shouldn’t use ‘ and’ at the beginning of the paragraph.

3. A: Did you ask her to join our group?

B: I’ve asked her several times but she doesn’t want to.

4. A: Is this letter from Peter?

B: No, the letter is to him, not from him.