Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 10/11/24 15:05
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Nguồn: Sách Student's book, workbook i-learn Smart World 9
Mô tả: CHỮA BÀI KIỂM TRA GIỮA HỌC KÌ I Period: 27 HDC ĐỀ KIỂM TRA GIỮA HỌC KỲ I MÔN TIẾNG ANH 9 NĂM HỌC: 2024 - 2025 Question Answer key Point 1 T 0.25 2 T 0.25 3 F 0.25 4 F 0.25 5 T 0.25 6 A 0.25 7 B 0.25 8 C 0.25 9 C 0.25 10 D 0.25 11 B 0.25 12 D 0.25 13 C 0.25 14 A 0.25 15 C 0.25 16 D 0.25 17 A 0.25 18 C 0.25 19 D 0.25 20 B 0.25 21 B 0.25 22 A 0.25 23 C 0.25 24 D 0.25 25 D 0.25 26 A 0.25 27 C 0.25 28 D 0.25 29 B 0.25 30 C 0.25 31 B 0.25 32 B 0.25 33 I watch movies to learn new words. 0.25 34 In the past, we would usually walk to school. 0.25 35 My family used to go to France when I was a little girl. 0.25 36 They are looking for the lyrics of their favourite songs on the Internet now. 0.25 37 We look forward to meeting them again. 0.25 38 Because of studying so hard, Jack passed the exam. 0.25 39 My parents used to live in a small village when they were young. 0.25 40 Now there are more traffic accidents than before. 0.25 Total 10.0 NỘI DUNG BÀI NGHE: Listen 1: Hi everybody! I'm Kiko from Japan. I am studying English for five years. I love it. And I have some suggestions for those who want to improve vocabulary. First, most vocabulary words are learned from context. The more words you're exposed to, the better vocabulary you will have. While you read, pay close attention to words you don't know. First try and figure out their meanings from context. Then look up the words. Read and listen to challenging materials so that you'll be exposed to many new words. Learning a word won't help very much if you promptly forget it. Research shows that it takes from 10 to 20 repetitions to really make a word part of your vocabulary. It helps to write the word. Both the definition and a sentence you make up using the word. Perhaps on an index card that can later be reviewed. As soon as you learn a new word, start using it. Review your index cards periodically to see if you have forgotten any of your new words. Also, do a search on a word using webpage, desunews.com, for searching news groups, to get many examples of how the word is actually used. That's d-e-j-a-n-e-w-s.com. Finally, you really should make up as many associations and connections as possible. Say the word allowed to activate your auditory memory. Relate the word to words you already know. Listen 2: Grand daughter: Grandpa, come and look at these photos with me. Grandpa: Okay, sweetie. Grand daughter: Look at this one. Grandpa: Oh, that's a good photo. Grand daughter: Where were you? Grandpa: That's a cottage we used to visit in the spring. Grand daughter: Cool. Who used to go there? Grandpa: We used to go with lots of people. Me, grandma, your dad, your aunts and uncles, and our nieces and nephews. We'd cook amazing meals there. Grand daughter: Lucky you. What did you use to cook? Grandpa: Grandma often used to bake fish in a clay pot. Grand daughter: That sounds awesome. What about this photo? Grandpa: That's a market we used to go to on the weekends. Grand daughter: Oh, I'd love to hear more about it. Grandpa: My parents and I would walk around the market and look at all the food and clothes stalls. Grand daughter: Did you buy much? Grandpa: No, we didn't have very much money then. Grand daughter: I see. Grandpa: But we used to always get ice cream. I used to love doing that. Grand daughter: Where's this, Grandpa? Grandpa: That's a beach that your dad and I used to go to in the summer. Grand daughter: I love the beach. What would you do? Grandpa: I'd throw a ball with your dad. We used to have so much fun. -THE END – School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 29 UNIT 3: LIVING ENVIRONMENT Lesson 2.1: Vocabulary and Listening (Pages 28 & 29) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn and use vocab. related to living environment. - practice listening for gist and specific information - practice functional English – Asking the same questions. - present their ideas about technology and appliances they want to have in their house. - improve listening skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - improve knowledge about technology in future houses. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read the definitions, then fill in the blanks with the new words. - Talk about things students already have in their home and what they want their room to have. - Listen and answer the question “Does Lisa like her home?”. - Listen and circle True or False. - Listen and repeat. - Listen and circle the phrase that you hear. - Discuss how similar or different your home is to Lisa's - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can talk about their living environment based on the title and the picture. d. Organization Teacher’s activities Students’ activities Work in pairs. Look at the pictures: What can you see? Do you think they are important things to have in or near your home? Why? - Ask Ss to work in pairs, look at the title and the picture, and answer the questions (using the DCR/ PPTs slides). - Call some pairs to give their answers. - Give feedback. - Work in pairs, look at the title and the picture and answer the questions. - Share/exchange the answers with the class. Suggested answer: 1. A park, a balcony, a convenience store and a living room. 2. Yes. Because they help me have a comfortable life. Ss’ answers B. New Lesson (35’) 1. Pre-Listening (Vocabulary - 15’) a. Objectives: To help Ss improve new words about the topic: living environment. b. Content: tasks a and b. c. Expected outcomes: Ss can learn some new words to talk about their house. d. Organization Teacher’s activities Students’ activities Task a: Read the definitions, then fill in the blanks with the new words. Listen and repeat. - Ask Ss to work by themselves and fill in the blanks with the new words (using the DCR/ PPTs slides). - Ask Ss to compare the answers with a partner. - Check Ss’ answers around the class. - Ask Ss to listen and repeat. - Fill in the blanks with the new words. - Check the answers with a partner. - Listen and repeat. Answer Keys: 1. spa 2. air conditioner 3. flat screen 4. bunk beds 5. nearby 6. game console 7. curtain 8. neighborhood Task b: In pairs: Use the new words to talk about things you already have in your home and what you want your room to have. - Explain and model the activity. - Ask Ss to work in pairs, and talk about things they already have in their home and what they want their room to have. - Check Ss’ answers around the class. - Pick some Ss to talk about their partner. - Listen to the instructions. - Work in pairs, sharing the ideas. - Share the ideas with the whole class. Suggested answers: I have bunk beds in my room. I want a game console. I have thin curtains in my living room. I would love it if I had a flat-screen TV in my room. I have an air conditioner in most rooms in my apartment. I want bunk beds in my room. 2. While Listening (Listening – 15’) a. Objectives: To help Ss listen for gist and details. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can listen for the main idea and specific information. d. Organization: Teacher’s activities Students’ activities Task a: Listen to Lisa talking to her friend about her home. How does Lisa feel about her home? - Ask Ss to listen and answer the question by circling the number. - Ask Ss to compare the answer with a partner and show the evidence to justify the answer. - Check Ss’ answers. - Listen and circle the correct number. - Compare the answer with a partner and show the evidence to justify the answer. Answer Key: number 4 (she likes it) Evidence: Jacob: What's your house like? Lisa: It's great. It's really big, and it has a lovely living room and kitchen. I wish we had a bath, but I still really like it without one. Task b: Now, listen and circle True or False. - Ask Ss to read the sentences and underline key words. - Ask Ss to listen and circle True or False. - Ask Ss to check the answers with a partner. - Check Ss’ answers (using the DCR). - Read the sentences and underline key words. - Listen and circle True or False - Compare the answer with a partner. Answer Keys 1. True Jacob: Hey, Lisa. Where do you live? Lisa: I live on King's Street. Jacob: What's your neighborhood like? Lisa: It's nice. There's a big park and a good supermarket. 2. True Jacob: That's good. Lisa: Yeah, but I wish there was more entertainment. I love going to the movie theater, but it's so far from my house. I wish I lived closer to it. 3. False Jacob: I understand. Who do you live with? Lisa: I live with my mom, dad, and older brother. 4. False Jacob: Yeah, maybe. What about your bedroom? Lisa: It's OK. I wish it was a bit bigger. I don't really have room for all my clothes and books 5. True Jacob: That's annoying. Lisa: Yeah. I also wish I had bunk beds. If I did, my friends could sleep over. Task c: Read the Conversation Skill box, then listen and repeat. - Present different ways to ask the same question. - Play the CD and ask Ss to listen and repeat. - Pick three Ss to read the three ways ask the same question aloud and correct their pronunciation if necessary. - Listen and take notes. - Listen and repeat. Task d: Now, listen to the conversation again and circle the phrase that you hear. What about yours? What's yours like? And you? - Give instructions. - Play the CD and ask Ss to listen and circle the phrase that they hear. - Ask Ss to check the answers with a partner. - Check Ss’ answers (using the DCR). - Listen and circle the phrase that they hear. - Check the answers with a partner. Answer key: And you? 3. Post-listening (5’) a. Objectives: To help Ss compare their house with Lisa’s. b. Content: task e. c. Expected outcomes: Ss can say the similarities and differences between their house and Lisa’s. d. Organization Teacher’s activities Students’ activities In pairs: Discuss how similar or different your home is to Lisa's. - Ask Ss to discuss how similar or different your home is to Lisa's in pairs. - Monitor the class and help them if necessary. - Elicit answers from some students. - Work in pairs to share their ideas. - Share their ideas with the class. C. Consolidation and homework assignments (5’) - Vocabulary: 1. Spa 2. air conditioner 3. flat screen 4. bunk beds 5. Nearby 6. game console 7. Curtain 8. neighborhood - Review the new words to talk about houses. - Make sentences using the new words in SB. - Prepare for the next lesson (Grammar - pages 29 & 30 - SB). - Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 30 UNIT 3: LIVING ENVIRONMENT Lesson 2.2: Grammar (Pages 29 & 30) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills  practice and use wish with the past simple correctly.  Make wishes for living environment.  Improve speaking skills. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes  Foster a sense of a better living environment. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Unscramble sentences. - Read about wish with the Past Simple, then fill in the blanks. - Listen and check. Listen again and repeat. - Fill in the blanks with the correct form of the verbs. - Use the table to write sentences. - In pairs: Discuss which sentences in Tasks c. and d. you also wish were true. - Ss’ answers/performance. - Ss’ answers. - Ss’ performance. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce the grammar points of wish with the simple past. b. Content: unscrambling sentences. c. Expected outcomes: Ss can make complete sentences with the words given. d. Organization Teacher’s activities Students’ activities Competition time: - Ask Ss to form groups of 5. - Give Ss instructions. - Give Ss some time to unscramble the sentences. 1. Wish / my / I / closer / I / lived / to / friends. 2. My / her / sister / bedroom / a / bigger./ wishes / was / bit 3. we / a / and / a / swimming pool / house. My / family / wish / had / bath / in / our 4. The / wish / in / there / more / residents / entertainment / the / was / neighborhood. 5. principal / to / install / an / the / air conditioner / The / agreed / students / every / wish / in / classroom. - Check Ss’ answers. -Form groups of 5. -Follow the instructions. -unscramble the sentences in a team/group. Answer Keys 1. I wish I lived closer to my friends. 2. My sister wishes her bedroom was a bit bigger. 3. My family wish we had a bath and a swimming pool in our house. 4. The residents wish there was more entertainment in the neighborhood. 5. The students wish the principal agreed to install an air conditioner in every classroom. B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use wish with the simple past. b. Content: Tasks a and b. c. Expected outcomes: Ss can use wish with the simple past in different contexts. d. Organization Teacher’s activities Students’ activities Task a: Read about wish with the Past Simple, then fill in the blanks. - Ask Ss to work individually and complete the task (using the DCR/ PPTs slides). - Ask Ss to compare the answers with a partner. - Check Ss’ answers around the class. - Explain the use of wish with the simple past (using the DCR/ PPTs slides) - Fill in the blanks. - Compare the answers with a partner. - Listen to the teacher’s instructions and take notes. - Listen to the teacher’s instructions and take notes. Task b: Listen and check. Listen again and repeat. - Check Ss’ answers around the class. - Ask students to listen again and repeat. - Listen and check. Answer Keys: - Listen and repeat. 2. Practice (15’) a. Objectives: To help Ss practice the use of wish with the simple past. b. Content: Tasks c and d. c. Expected outcomes: Ss can use wish with the simple past by making sentences. d. Organization: Teacher’s activities Students’ activities Task c: Fill in the blanks with the correct form of the verbs. 1. I wish I ________ (have) a bigger bed. 2. He wishes it ________ (be) more exciting in his neighborhood. 3. They wish their friends ________ (live) by their house. 4. I wish my TV ________ (not be) so small. 5. She wishes she ________ (know) her neighbors better. 6. I wish my yard ________ (be) bigger. 7. They wish they ________ (see) their grandparents more. 8. He wishes it ________ (not be) so noisy on his street. - Ask Ss to complete the task individually. - Ask Ss to check the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Check and correct Ss’ answers. - Complete the task. - Compare the answers with a partner. - Read the sentences out loud. Answer Keys: 1. had 2. was/were 3. lived 4. wasn't/weren't 5. knew 6. was/were 7. saw 8. wasn't/weren't Task d: Use the table to write sentences about what each person wishes to change about their living environment. - Ask Ss to write sentences about what each person wishes to change about their living environment using the prompts in the table. - Set the time and monitor the class. - Ask Ss to compare the answers with a partner. - Check Ss’ answers (using the DCR). -Write full sentences using the prompts. -Check the answers with a partner. Answer Key 1. Sue wishes her bedroom was bigger. 2. Paul wishes his house was/were closer to the mall. 3. John and Bob wish their bedroom had an air conditioner. 4. Lauren wishes her bed was/were (more) comfortable. 5. Steve wishes his neighbors were friendlier. / Steve wishes his neighbors weren't (so) unfriendly. 6. Mary wishes her living room had windows. 7. Tony and Ella wish their friends lived closer. / Tony and Ella wish their friends didn't live (so) far away. 3. Production (5’) a. Objectives: To help Ss produce sentences using wish with the simple past. b. Content: Task e c. Expected outcomes: Ss can compare their wishes with others. d. Organization Teacher’s activities Students’ activities Task e: In pairs: Look at the sentences in Tasks c. and d. Discuss which sentences you also wish were true - Ask Ss to discuss which sentences in Tasks c. and d. you also wish were true. - Monitor the class and help them if necessary. - Ask some Ss to share their ideas. - Discuss which sentences in Tasks c. and d. you also wish were true - Share the ideas with the class. Suggested answers: I wish I had a bigger bed. I also wish my bed was more comfortable. I also wish my yard wasn't so small. I wish my bedroom was bigger, too. I wish there was a skatepark near my house, too. I love skateboarding. I also wish I had an air conditioner in my room. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner, using wish with simple past What do you wish for your living environment?  Review wish with simple past.  Prepare for the next lesson (Pronunciation & Speaking - pages 30 & 31 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… Tổ duyệt