Giáo án tự chọn Anh 9

Period: 01 TENSES

1/ Objective:

By the end of the lesson, Students will be able to remember the form and the usages of tenses studied nd use them well.

2/ Language content:

• Grammar: the present simple, the present progress, the present perfect, the simple future, the past simple, the past progressive; the negative and the interrogative.

• Vocabulary:

3/ Techniques: group work, pairwork

4/ Teaching aids: exercise book, extra boards

5/ Procedure:

 

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uage content: 
Grammar: Relative pronoun “that”
Vocabulary: 
3/ Techniques: pair work, correction
4/ Teaching aids: exercise book 5/ Procedure:
SATGES
CONTENT
NOTES
* Warm-up:
( 5 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today?
3/ ...
T: asks Ss some questions.
Ss: answer.
1/ Activity 1:
(20 minutes)
I. “THAT” must be used:
1/ After mix antecedent:
Ex: The old man and the two dogs that passed my house yesterday made much noise.
2/ After superlative:
Ex: This is the most beautiful dress that I have.
3/ After: all, every, very, only
Ex: You are the only person that can help me.
4/ After: first, last
Ex: He was the first person that came in.
5/ After: much little, some, any, no, every
Ex: Everything that is under the sun is nothing new.
6/ After the structure: It + be  that :
Ex: It is my friend that wrote this sentence. 
* Practice: Combine each pairs of sentences, using “that”
1/ Lan was the last girl. She came to the birthday party. 
2/ I am glad to give all the money. I have in my pocket to all of you here.
3/ He reads every book. He can borrow it.
4/ The young woman and the cat passed my office. They made everyone funny.
5/ That is the best student. He has ever known.
T: presents “that” to Ss.
Ss: notice.
Ss: practice combining. 
T: corrects.
* Activity 2:
(15 minutes)
II. “THAT” mustn’t be used in the following case:
1/ After a preposition:
Ex: The dog to which I gave a bone is very angry.
2/ In the defining relative clauses:
Ex: His sister, who lives in Paris, speaks French fluently. 
T: introduces Ss the cases of “That” mustn’t be used.
- gives an example for each one.
* Homework:
(5 minutes)
@Rewrite down all ones in the notebooks.
@ Remember “That”.
Check
Period: 30,31 	 RELATIVE CLAUSES (cont)
1/ Objective: By the end of the lesson, Students will be able to understand and use the non-definiting clauses and the definiting clauses. 
2/ Language content: * Grammar: the non-definiting clauses and the definiting clauses
3/ Techniques: pair work, group work, correction
4/ Teaching aids: exercise book 5/ Procedure:
SATGES
CONTENT
NOTES
* Warm-up:
( 5 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today? 3/ ...
T: asks Ss some questions.
1/ Activity 1:
(20 minutes)
I. Combine each pair of sentences, using a relative pronoun. Put the comma(s) where necessary. 
Ex: The Grand Canyon is one of the wonders of the worlds. It is over 200 miles long.
® The Grand Canyon, which is over 200 miles long, is one of the wonders of the worlds. 
1/ Nelson became President of South Africa. He was in prison for 27 years. 
® Nelson, who was in prison for 27 years, became President of South Africa. 
2/ John Lemmon was one of the Beatles. He was killed in 1990.
® John Lemmon, who was killed in 1990, was one of the Beatles. 
3/ The Titanic was supposed to be unsinkable. It sank in 1912.
® The Titanic, which sank in 1912, was supposed to be unsinkable. 
4/ Queen Victoria ruled over the British Empire. She came to the throne in 1837.
® Queen Victoria, who came to the throne in 1837, ruled over the British Empire. 
5/ Oxford is often crowded in the summer. It attracts many tourists.
® Oxford, which attracts many tourists, is often crowded in the summer. 
T: give Ss an example.
Ss: combine.
T: remark and explain “Non-definiting clause” to Ss.
Ss: notice and use the comma(s) when writing.
Ss: combine. 
T: corrects.
* Activity 2:
(15 minutes)
II. Read the information and complete the sentences. Use a relative pronoun. Put the comma(s) where necessary. 
1/ There’s a woman living next door. She’s a doctor. 
® The woman who lives next door is a doctor.
2/ Zedco has 10,000 employees. It’s an international company.
® Zedco, which has 10,000 employees, is an international company.
3/ I’ve got a bother called Jim. He lives in London. He’s an engineer.
® My brother Jim _________________________________________ .
4/ Laura painted a picture, and it’s being shown in an exhibition.
® The picture
5/ There was a strike at the factory. It lasted ten days. It is now over.
® The strike at the factory __________________________________ .
6/ Vicky is away from home a lot. Her job involves a lot of traveling.
® Vicky ________________________________________________ .
7/ We are looking forward to a concert. It’s next Saturday.
® The concert ________________________________________ .
8/ London was once the largest city in the world, but the population is now falling.
® The population of London ________________________________ .
9/ Aunt Joan is a bit deaf, so she didn’t hear the phone.
® Aunt joan _____________________________________________ .
10/ You’ll meet Henry tomorrow. He’s also a member of the board.
® Henry ________________________________________________ .
T: tell e Ss the request and guide Ss how to do. 
Ss: notice, combine and put the comma(s) with the “Non-definiting clause”.
T: take feedback and correct.
Ss: practice combining. 
T: corrects.
* Homework:
(5 minutes)
@ Rewrite down all ones in the notebooks.
@ Do all ones in the exercies book.
Check
Period: 32 	 ADVERB CLAUSES OF CONCESSION
1/ Objective: By the end of the lesson, Students will be able to understand and use the adverb clauses of concession. 
2/ Language content: * Grammar: adverb clauses of concession (although, though, even though)
3/ Techniques: pair work, group work, correction
4/ Teaching aids: exercise book 5/ Procedure:
SATGES
CONTENT
NOTES
* Warm-up:
( 5 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today? 3/ ...
T: asks Ss some questions.
Ss: answer.
1/ Activity 1:
(20 minutes)
I. Join a sentence in column A to a suitable sentence in column B, using word in brackets. 
A
B
1. He has a very important job.
The room wasn’t warm. (even though)
2. She wasn’t wearing a coat.
We didn’t like them very much. (even though)
3. I had never seen her before.
I’d met here twice before. (though0
4. No one laughed.
He isn’t particularly well-paid. (although)
5. We though we’d better invite them to the party.
We’ve known each other for along time. (although)
6. I didn’t speak the language.
She turned it down. (although)
7. The heating was on.
I recognised her from a photograph. (although)
8. I didn’t recognise her.
The joke was funny. (although)
9. Emmma was offered a job.
It was quite cold. (though)
10. We’re not very good friends.
I managed to make myself understood. (although)
* Answer keys:
1. Although he has a very important job, he isn’t particularly well-paid.
2. She wasn’t wearing a coat though it was quite cold.
3. Although I had never seen her before, I recognised her from a photograph.
4. No one laughed although the joke was funny.
5. We though we’d better invite them to the party, even though we didn’t like them very much.
6. I didn’t speak the language, I damaged to make myself undersantood.
7. Even though the heating was on, the room wasn’t warm.
8. I didn’t recognise her though I’d met twice before.
9. Allthough Emmma was offered a job, she turned it sown.
10. We’re not very good friends although we’ve known each other for a long time.
T: tell Ss the request, join and guide Ss how to do.
Ss: notice.
Ss: work in groups.
T: correct and give Ss answer keys.
* Activity 2:
(15 minutes)
II. Combine eaxh pair of sentences into different way with but and although. 
1/ I couldn’t sleep. I was tired. 
® I was tried, but I couldn’t sleep.
® Althgough I was tried, I couldn’t sleep.
2/ We enjoyed the holiday. It rained a lot.
® It rained a lot, but we enjoyed the holiday.
® Although It rained a lot, we enjoyed the holiday.
3/ He’s moving to London next month. He doesn’t like big cities.
4/ She isn’t English. She speaks English perfectly.
5/ They have very little money. They are happy.
6/ We live in the same street. We hardly ever see each other.
7/ The house looked old. It’s really quite modern.
8/ I got very wet in the rain. I had an umbrella.
T: tell Ss the request, join and guide Ss how to do.
Ss: notice.
Ss: work in pairs.
T: take feedback and correct.
* Homework:
(5 minutes)
@ Read the exercise again and notice the adverb clause of concession.
@ Do all ones in the exercies book.
Period: 33 	 	 SAVING ENERGY
1/ Objective: By the end of the lesson, Ss will be able to know more about saving energy.
2/ Language content: 
Grammar: If clause (review) and some expressions.
Vocabulary: trash, litter, 
3/ Techniques: brainstorm, pair work, group work, correction
4/ Teaching aids: 5/ Procedure
TIME
CONTENT
NOTES
* Warm-up:
( 3 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today?
3/ Do you think the fuel/ energy will be run out?
4/ Should we save energy?
T: ask Ss some questions.
Ss: answer.
T: lead in the new lesson.
* Reading:
( 40 minutes)
Read the passage, then answer the question.
In Britain, natural gas is the most popular fuel for heating homes, and for cooking. It is piped all over the country from the gas fields below the North Sea. Natural gas is used chiefly as a direct source of energy, although it is also used in the chemical industry. at the moment the supply is plentiful, but it will be running short by the end of the century, and will run out during the 21st century unless new supplies are found. We could be enough coal to last for several centuries. However, it is a form of energy which is not only cheap, but also highly efficient.
1/ What is natural gas used for?
® Natural gas is used for heating homes, and for cooking.
2/ Where does it come from?
® It comes from the gas fields below the north sea.
3/ What is gas used chiefly as?
® Natural gas is used chiefly as a direct source of energy.
4/ When will it run out?
® It will run out during the 21st century.
5/ What can be used as a substitute for natural gas?
® Coal gas is used as a substitute.
6/ Is natural gas expensive? ® No' it isn't.
7/ Is it efficient? ® Yes, it is.
T: give Ss a passage about energy.
T: tell Ss the request.
Ss: read them in silence and answer in pairs.
T: take feedback and correct.
*Translation:
(40 minutes)
Translate the passage above into Vietnamese:
T: guide Ss to translate.
Ss: notice and practice translating. (work in group of 3 or 4)
T: go around help them.
Ss: exchange the result.
T: call some Ss to check.
* Homework:
(2 minutes)
@ write a paragraph to tell about saving energy.
Check:
Period: 34,35 	 	 CONDITIONAL SENTENCES
	 (Type 1 + type 2)
1/ Objective: By the end of the lesson, Ss will be able to use conditional sentences well.
2/ Language content: 
Grammar: conditional sentences (type 1,2 ).
Vocabulary: mood, realise
3/ Techniques: pair work, group work, correction
4/ Teaching aids: exercise books 
5/ Procedure:
TIME
CONTENT
NOTES
* Warm-up:
( 5 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today?
3/ Do you think the fuel/ energy will be run out?
4/ Should we save energy?
T: ask Ss some questions.
Ss: answer.
T: lead in the new lesson.
1/ Activity1:
I. Choose the correct form of the verbs.
1/ If I miss/ I’ll miss the bus, I’ll get a taxi instead.
2/ We’ll have to go without John if he doesn’t arrive/ won’t arrive soon.
3/ If I had more money, will/ would you marry me?
4/ They won’t refund/ didn’t refund your money if you haven’t kept your receipt.
5/ How did you feel/ would you feel if you were in my position?
6/ Will you send me a postcard if you visit/ will visit Mexico?
7/ You’d have a lot of friends if you aren’t/ weren’t so mean.
8/ If I make some coffee, do you cut/ will you cut the cake?
9/ They would be upset if I’ve told/ I told them what happened?
10/ If you don’t complain/ didn’t complain so much, you might be more popular. 
T: tell Ss the request.
Ss: remind the conditional sentences (type1 and type 2)
If clause
Main clause
Present simple 
Will + Inf
Past Subjunctive
(Past simple)
Would + Inf
Ss: work in groups.
T: correct and give Ss answer keys.
1/ miss
6/ visit
2/ doesn’t arrive 
7/ weren’t
3/ would
8/ will you cut
4/ won’t refund
9/ I told
5/ would you get
10/ don’t complain
2/ Activity 2:
II. Complete the conversation. Put in the correct form of the verb.
Matthew: I haven’t forgotten your birthday, you know. If you like, (1)_______ (I/ book) a table for Thursday at our favorite restaurant.
Emma: My birthday is on Wednesday, Matthew. You’re playing basketball then, aren’t you? If (2)_______ (you/ care) for me, (3)_______ (you/not/ play) basketball on my birthday.
Matthew: What’s the difference? If (4)_______ (We/ go) on Thursday, it’ll be just the same. If (5)_______ (I/ not/ play), I’d be letting the team down.
Emma: Well, if (6)_______ (you/ think) more of your friends than you do of me, you can forget the whole thing. 
Matthew: I just don’t understand you sometimes, Emma.
Emma: If (7)_______ (you/ think) about it, you’d understand. And I think (8)_______ (it/ be) better if we forgot all about my birthday.
Mathew: Don’t be silly, Emma. If you get into one of your bad moods, (9)_______ (it/ not/ do) any good.
Emma: If you were interest in my feelings, (10)_______ (I/ not/ get) into a bad mood.
T: tell Ss the request and guide Ss to do.
Ss: notice and work in pairs.
T: go around help them.
T: call some Ss to check and give Ss the answer keys.
* Answer keys:
1/ I will book
6/ you think
2/ you cared 
7/ you thought
3/ you wouldn’t play
8/ it would be
4/ we go
9/ it won’t do
5/ I didn’t play
10/ I wouldn’t get
3/ Activity 3:
III. Comment on these sentences. Use type 1 conditional or type 2 conditional.
1/ Andrew is such a boring person because he works all the time.
® If Andrew didn’t work all the time, he wouldn’t be such a boring person. 
2/ You should take exercise regularly because that’s the way to get fit.
® If you take exercise regularly, you will get fit.
3/ You can’t look the word up because you haven’t got a dictionary. 
® If I had a dictionary, I would look the world up.
4/ It’s important to protect wildlife now or there will be nothing left for future generations.
® If we don’t protect wildlife now, there will be nothing left for future generations.
5/ If David has so many accidents because he’s so clumsy.
® If David weren’t / wasn’t clumsy, he wouldn’t have so many accidents.
6/ I’m so busy, so I don’t write to my friends regularly.
® If I I wasn’t/ weren’t so busy, I would write to my friends regularly.
7/ Sandra may arrive a bit early. She can help you get things ready.
® If Sandra arrives a bit early, she can help you get things ready. 
8/ Road travel is cheaper than rail travel in this country. As a result we have lots of traffic jams.
® If road travel wasn’t/ weren’t cheaper than rail travel, we wouldn’t have lots of traffic jams. 
9/ The office may be closed, so Mark won’t be able to get in.
® If the office is closed, Mark won’t be able to get in.
10/ People don’t realise how important it is to conserve energy, so they do nothing about it.
® If people realised how important it is to converse energy, they would do something about it.
T: tell Ss the request and guide Ss to do.
Ss: notice and work in pairs.
T: go around help them.
T: take feedback and correct.
* Homework:
(2 minutes)
@ Read all again at home.
@ Do all exercises in exercise book.
Check:
Period: 01	 	 TOPIC: SUMMER HOLIDAY
1/ Objective: By the end of the lesson, Students will be able to tell about their summer holiday.
2/ Language content: 
Grammar: The simple past. ( review)
Vocabulary: Thuan Thao Eco Entertainment Center, take photographs/ pictures 
3/ Techniques: brainstorm, pair work, vocabulary presentation, correction
4/ Teaching aids: 
5/ Procedure:
TIME & STAGES
CONTENT
NOTES
* Warm-up:
( 7 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today?
3/ Are you happy or eager to start the new school year?
4/ Did you have a nice summer holiday? 
T: asks Ss some questions.
Ss: answer.
T: leads in the new lesson.
1/ Pre-Speaking:
( 10 minutes)
* Questions:
1/ Did you stay at home in summer holiday?
2/ Where did you go in summer holiday?
3/ Did you go to Tuy Hoa/ Nha Trang/ Dalat/ etc ?
4/ Who did you go with? 
5/ How did you go there?
6/ How long did it take from your house to there? 
7/ How far was it from your house to there?
8/ What did you do there?
9/ Where did you go there?
10/ What did you think about the people, the weather, the food there?
11/ Did you take many photographs?
12/ Were they beautiful?
13/ Will you go there again next summer?
* New words:
- Thuan Thao Eco Entertainment Center:
- take photographs/ pictures( v): 
- 
T:+ prompts questions to Ss.
 + asks Ss to read them.
 + guides Ss the questions.
 + prompts the answer to Ss.
T: presents some more words to Ss.
( translation)
( action)
2/ While - Speaking:
( 17 minutes)
* Ask and answer:
Ss: practice asking and answering in pairs in 6 minutes.
T: goes around to help them.
3/ Post-Speaking:
( 8 minutes)
T: calls some pairs to check.
Ss: present before the class.
T: remarks and give marks.
* Homework:
(3 minutes)
@ Write down all ones in the notebooks.
@ ask and answer again.
@ write a paragraph to tell about their summer holiday.
Check
Period: 02	 	 TOPIC: SUMMER HOLIDAY
1/ Objective: By the end of the lesson, Students will be able to write a paragraph about their summer holiday to present before the class.
2/ Language content: 
Grammar: The simple past. ( review)
Vocabulary: 
3/ Techniques: ask and answer, pair work, group work, vocabulary presentation, correction
4/ Teaching aids: 
5/ Procedure:
TIME & STAGES
CONTENT
NOTES
* Warm-up:
( 7 minutes)
* Ask and answer: 
T: asks Ss to ask and answer about summer holiday again.
Ss: present before the class. 
T: remarks and leads in the new lesson.
1/ Pre-Writing:
( 10 minutes)
* Questions:
1/ Did you stay at home in summer holiday?
2/ Where did you go in summer holiday?
3/ Did you go to Tuy Hoa/ Nha Trang/ Dalat/ etc 
4/ Who did you go with? 
5/ How did you go there?
6/ How long did it take from your house to there? 
7/ How far was it from your house to there?
8/ What did you do there?
9/ Where did you go there?
10/ What did you think about the people, the weather, the food there?
11/ Did you take many photographs?
12/ Were they beautiful?
13/ Will you go there again next summer?
T: asks Ss to read all questions again. 
2/ While- Writing:
( 15 minutes)
Write a passage about 100 words about your summer holiday:
T: tells Ss the request and guides Ss to write.
Ss:+ write individual in 6 minutes.
 + exchange their passages.
T: goes around to help them.
3/ Post-Writing:
( 8 minutes)
T: calls some Ss to check.
Ss: present before the class.
T: remarks and give marks.
* Homework:
(3 minutes)
@ Write down all ones in the notebooks.
@ write a paragraph again.
Check
Period: 03 & 04	 	 ORAL TEST 
	 TOPIC: SUMMER HOLIDAY 
1/ Objective: By the end of the lesson, Students will be able to present about summer holiday before the class.
2/ Language content: 
Grammar: The simple past ( review)
Vocabulary: 
3/ Techniques: individual, presentation, correction
4/ Teaching aids: 
5/ Procedure:
TIME & STAGES
CONTENT
NOTES
* Warm-up:
( 7 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today?
3/ Do you have breakfast?
4/ What do you have for breakfast? .
T: asks Ss some questions.
Ss: answer. 
1/ Pre-test:
( 10 minutes)
* How to present:
* Language for presenting:
Today, I’d like to tell you about ... 
Today, I am happy to tell you about 
Ex: Today, I’d like to tell you about my summer holiday.  
T: asks Ss to how to present a problem. 
+ gives Ss the notices of the language used. 
2/ While-test:
( 15 minutes)
* Present about your summer holiday before the class:
T: tells Ss the request and guides Ss how to present.
Ss: present individually before the class.
T: listens, remarks and gives marks.
3/ Post-test:
( 8 minutes)
T: remarks their presentation.
Ss: take experience.
* Homework:
(3 minutes)
@ write another paragraph to tell about another topic.
Check
Period: 05	 	 TENSES
	 PRESENT SIMPLE & PRESENT PROGRESSIVE 
1/ Objective: By the end of the lesson, Students will be able to use the present simple tense and the present progressive tense.
2/ Language content: 
Grammar: The present simple and present progressive tense ( review)
Vocabulary: 
3/ Techniques: pair work, group work, individual work, correction
4/ Teaching aids: 
5/ Procedure:
TIME & STAGES
CONTENT
NOTES
* Warm-up:
( 3 minutes)
* Questions:
1/ How are you today? 
2/ What’s the weather like today?
3/ Are you happy to see me again?
4/ What time do you often get up? 
5/ Do you always go to school on time? 
6/ What are you doing now?
T: asks Ss some questions.
Ss: answer.
T: asks Ss to remark the tenses used in these questions and answers 
Ss: tell.
T: remarks and leads in the new lesson.
1/ Activity1:
( 15 minutes)
PRESENT SIMPLE
* Form:
S + am/ is/ are
1. Be: 
S + V ( s/ es)
2. Ord. verbs: 
* Uses:
Ex: 1. Hai is 14. He is a student.
 2. I often play video games on Sundays. 
* Cues: always, often, usually, frequently, sometimes, rarely, seldom, never and every 
* Practice: 
Put the verbs in these sentences with the present simple
1/ You ( be) are at school.
2/ Lan sometimes ( visit) visits me.
3/ My parents ( want) want to go to Dalat on holidays. 
4/ They always ( play) play soccer in the afternoon.
5/ Hai and I often ( go) go swimming.
* More practice:
Change these ones above into the negative and interrogative:
T: asks Ss to give an example.
Ss: remark and remind the form and uses of the present tense.
T: remarks and give them the notes.
Ss: gives examples.
Ss: tell all the cues

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