Giáo án Tiếng Anh 9 Global Success Review 3 Language
Giáo án Tiếng Anh 9 Global Success Review 3 Language
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I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- review the stress patterns in Units 7 - 9 and how to pronounce these words with correct stress
- review the use of some key words and phrases in sentences.
- revise how to change Yes / No questions into reported speech and use relative pronouns in sentences
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Develop self-study skills
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Review 3, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption
Anticipated difficulties |
Solutions |
Students may find the lesson boring due to a large number of language exercises. |
- Encourage students to work in pairs, in groups so that they can help each other. - Design as many exercises as games as possible. - Provide feedback and help if necessary. |
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To remind students of the knowledge that they have learnt in Units 7 - 8 - 9.
b. Content:
- Keywords game
c. Expected outcomes:
- Students recall what they have learnt in Units 7 - 8 - 9.
d. Organisation:
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Keywords game - Teacher shows 3 sets of pictures and asks students to find a keyword for each set of pictures. - Students raise their hands to answer. - Teacher and students discuss the answers. - Teacher checks the answers as a class. |
- Students work individually and follow teacher’s instruction to play the game |
Suggested answer: - tourism - world Englishes - natural wonders of the world |
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (5 mins)
a. Objectives:
- To help Ss review the stress patterns in Units 7 - 9, and how to pronounce these words with correct stress.
b. Content:
- Task 1: Listen and repeat the sentences. Mark the stress in the underlined words.
c. Expected outcomes:
- Students can identify stress patterns of the given words and repeat the sentences correctly.
d. Organisation
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Task 1: Listen and repeat the sentences. Mark the stress in the underlined words. (3 mins) | ||
– T asks Ss to read the sentences first. Correct their pronunciation if needed. – T allows Ss some time to do the exercise. – T plays the recording for Ss to listen and mark the stressed syllable in each underlined word. – T calls on some Ss to share their answers. – T confirms the correct answers as a class. – T plays the recording again for Ss to listen and repeat in chorus and then do it individually. – T has Ss review the common rules for stress patterns of words containing the –ic, -ious, –ion and -ity suffixes. |
- Students do the task individually and then check the answers as a whole class. |
Answer key: 1. This snack is nu`tritious and easy to prepare. 2. He is a bit slow, but he’s am`bitious. 3. Seafood is a local speci`ality, but I’m a`llergic to it. 4. The elec`tronic dictionary includes some ani`mations. 5. The cele`bration continued with a fan`tastic ac`tivity. |
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: VOCABULARY (10 mins)
a. Objectives:
- To help Ss review the use of some key words and phrases in sentences.
b. Content:
- Task 2: Choose the correct answer A, B, C, or D to complete each sentence.
- Task 3: Complete the sentences with the words and phrases from the box.
c. Expected outcomes:
- Students recall vocabulary related to tourism, natural wonders of the world and world englishes
d. Organisation
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Task 2: Choose the correct answer A, B, C, or D to complete each sentence. (5 mins) | ||
– T has Ss do the task individually – T asks Ss to read each sentence and decide which answer (A, B, C or D) best completes the sentence. – T calls on some Ss to share their answers with the class. – T confirms the correct answers as a class. Explain if necessary. |
- Students work independently to do the activity. - Students check the answer as a whole class. |
Answer key: 1. D 2. A 3. B 4. C 5. A |
Task 3: Complete the sentences with the words and phrases from the box. (5 mins) | ||
– T has Ss do this exercise in pairs. – T asks Ss to read the words in the box first and see if they remember their uses and meanings. – T asks Ss to read each sentence and decide which word or phrase from the box best fits each blank. – T checks the answers as a class. Highlight the key word(s) in each sentence which help(s) Ss do the task. |
- Students work in pairs to do the activity. - Students check the answers as a class |
Answer key: 1. promotes 2. native speaker 3. package tour 4.varieties 5. flora and fauna |
e. Assessment
- Teacher checks students’ answers and gives feedback.
4. ACTIVITY 3: GRAMMAR (17 mins)
a. Objectives:
- To help Ss revise how to change Yes / No questions into reported speech.
- To provide Ss with more practice on relative pronouns and relative clauses.
b. Content:
- Task 4: Rewrite the sentences in reported questions.
- Task 5: Join each pair of sentences, using a relative pronoun.
c. Expected outcomes:
- Ss can use what they have just revised to do the exercises well.
d. Organisation
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Task 4: Rewrite the sentences in reported questions. (8 mins) | ||
– T quickly reviews the rules of changing Yes / No questions into reported speech (using if / whether, changing tenses, time, places …). – T has Ss do this exercise individually. – T calls on some Ss to share their answers with the class. – T confirms the correct answers as a class. |
- Students work independently to do the activity. - Students check the answers as a class |
Answer key: 1. They asked Jane if / whether the plane was arriving soon. 2. The teacher wanted to know/ asked me if / whether I could write a report after my visit to the Dolomites. 3. She asked me if / whether the tour guide had my telephone number. 4. I asked Kate if / whether anybody would meet her at the airport the next day. 5. I asked them if / whether they were sure about the quality of those English courses. |
Task 5: Join each pair of sentences, using a relative pronoun. (9 mins) | ||
– T helps Ss revise the use of the relative pronouns who, which, and whose in relative clauses. – T has Ss work individually – T calls on some Ss to share their answers with the class. – T confirms the correct answers. Explain if necessary. T may then call on some Ss to read aloud the correct combinations. |
- Students work independently to do the activity. - 1-2 students come to the board to write the answer. - Some Ss give explanation |
Answer key: 1. The path was made by walkers who cross the mountains each summer. 2. I know an English restaurant which serves excellent fish and chips. 3. The local people who we met last week were very friendly and helpful. 4. Ms Linda teaches a class of students whose native language is not English. 5. The English dictionary which I can’t afford to buy is very useful. |
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