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Tiếng Anh 9 - Sách học sinh - Tập hai (Thí điểm hệ 10 năm)
Unit 7
Unit 8
Unit 9
Review 3
Unit 10
Unit 11
Unit 12
Review 4
Tiếng Anh 9 - Sách học sinh - Tập hai (Thí điểm hệ 10 năm)
Tài liệu mở rộng
Mô tả nội dung sách tại đây
1
Unit 7.
Recipes and eating habits
Getting started
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Listen and read.
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Can you find a word that means.
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Find all the words related to the topic of food in the conversation. Put them in the word webs.
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Answer the questions.
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Put the name of each dish under each picture.
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In pairs, discuss which country from the box is associated with each dish in 2.
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Fill each blank with the name of a dish in 2.
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Food Quiz
A closer look 1
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Put a food preparation verb under each picture.
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Complete the sentences with the correct form of the verbs in 1.
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Match each cooking verb (1 - 8) with its definition (a - h).
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What can you see in the pictures? Do you know what dish these ingredients are used for?
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Complete the instructions below with the verbs in 1 and 3. One verb is used twice.
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Listen to the conversations. Draw ↗ or ↘ at the end of each line. Practise the conversations with a partner.
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Work in pairs. Complete the mini-dialogues with suitable statement questions.
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Practise the mini-dialogues using the correct intonation.
A closer look 2
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Fill each blank with a, an, some, or any.
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Match the food quantifiers with the nouns. Some quantifiers can go with more than one noun.
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Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box.
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Work in pairs. Thinh about a simple salad. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. Share teh instrructions with the whole class. Vote for the best salad
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Read these sentences from the conversation in GETTING STARTED. Pay attention to the underlined part and answer the questions.
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Match the first half of the sentence with the second half.
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What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.
Communication
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Look at the picture. Answer the questions.
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Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients. Check your answers.
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Listen to the first part of the talk again. Fill each blank with a word/phrase.
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Listen to the second part of the talk and check your answer.
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Listen to the second part again. What are the health benefits of this dish?
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Work in groups. Choose a dish you like. Discuss its ingredients, how to prepare it and the steps to cook it. Write your ideas on a large sheet of paper.
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Organise a gallery walk. Move around to each group and listen to their presentation. Vote for the best dish.
Skills 1
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Work in pairs. Answer the questions.
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Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C).
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Read the article again and answer the questions.
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Work in groups. Discuss the eating habits of Vietnamese peopleo. You can use the following questins as cues.
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Imagine that you take in an international competion in which competitors talk about the eating habits of their own country. Present your group's ideas about Vietnamese eating habits.
Skills 2
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Work in pairs. One of you looks at Picture. Ask each other questions to find out the differences between your pictures.
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4Teen Radio is asking two students about their eating habits. Listen to what they say and decide if the statements are true (T) or false (F).
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Listen again and complete the table. Use no more than three words for each blank.
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Work in pairs. Ask and answer questions about each other's eating habits. Take notes of your partner's answers in the table.
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Write about your partner’s eating habits. Include information about his/her meals, your opinion about his/her eating habits and possible changes.
Looking back
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Match the words in A with their descriptions or definitions in B.
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Write a verb for a cooking method under each picture. The first letter has been provided.
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Fill each blank with a word/phrase in the box. There is one extra word.
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Choose the correct answer.
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Complete the sentences with your own ideas. Use the modal verbs provided.
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Rearrange the lines to make a complete conversation.
Project
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Work in groups. Go to other classes and ask different students about their eating habits. Write the students’ answers in the table.
Now I can ...
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Now I can...
2
Unit 8.
Tourism
Getting started
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Listen and read.
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Find a word/phrase in the conversation that means:
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Listen and read. b Tick true (T) or false (F).
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Listen and read. c Answer the following questions.
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Collocation: Which word goes with which list below?
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Fill each blank with a word/phrase from the list.
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QUIZ Give the names of the following. Choose one and talk about it with a partner.
A closer look 1
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Match each word/phrase with a definition.
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Fill each blank with a word from the list. There are two extra words.
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Use the words below to complete the compound nouns that match the definitions.
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Complete the sentences using the compound nouns below.
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Listen and repeat the following mini-talks, paying attention to the tone in the questions.
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Mark the questions with falling or falling-rising arrows, and practise the conversation with a partner. Then listen to check your pronunciation.
A closer look 2
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Complete the text with a/an, the, or zero article (Ø).
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Ask and answer the questions. Choose from the list. Use "the" if necessary.
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Choose one item above and say what you know about it as a tourist attraction.
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Write answers to the questions, using a, an, the or zero article in each answer. Give three true answers, but two untrue ones.
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Make full sentences from the words/phrases, adding articles as needed. Then mark them as true (T) or false (F).
Communication
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Read the following information about tourism in Viet Nam.
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Work in groups. Discuss the visitors’ opinions above. Do you agree? Add two more reasons to the list.
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These are the top-ten most visited countries according to the figures published by the United Nations World Tourism Organisation (UNWTO).
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Work in groups. Discuss which country/place you would like to visit for a holiday.
Skills 1
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Work in groups. Name some famous caves in Viet Nam and in the world.
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Answer the questions with your own ideas.
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Read the passage again and answer the questions, or choose the correct answers.
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Which would you like to do most on holiday? Tick ( v) three things in the list.
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Work in groups. Talk about one of your choices, trying to persuade your group to join you.
Skills 2
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Work in pairs. Is tourism important to Viet Nam? Give at least one reason.
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Listen to the lecture and tick true (T) or false (F).
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Listen again and choose the correct answer.
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Work in groups. Talk about the negative effects of tourism on a region or country. The following ideas may be helpful to you.
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Choose one negative effect that you have discussed above and write a paragraph about it. Make sure you use the right connectors.
Looking back
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Fill each gap with a word from the box to complete the passage. There are two extra words.
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Form compound nouns from the following words, then fill the gaps to complete the sentences.
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Form compound nouns from these words, then make sentences with them, and share with a partner.
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Make sentences with the compound nouns, and share with a partner.
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Find and correct the mistakes in the sentences, using a/an, the or zero article.
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Rewrite each sentence so that it has a similar meaning, using the word in CAPITALS.
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What would you like to do most on holiday? Tick ( ) three things. Share your ideas with a partner.
Project
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Read the following advertisement for a holiday in Italy.
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What are good ways to write an advertisement? Put a tick.
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Write a short advertisement for a tourist attraction in your area.
Now I can ...
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Now I can...
3
Unit 9.
English in the world
Getting started
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Listen and read.
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Read the conversation again and find the nouns of the adjectives simple and flexible.
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Convert these adjectives into nouns. You may use a dictionary.
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Read the conversation again and choose the correct answers.
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Match the words/phrases in column A with the definitions in column B.
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Match the beginning of each sentence to its ending.
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Work in pairs. Ask and answer questions about the English language using the information from 3.
A closer look 1
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Match the words/phrases in column A with the definitions in column B.
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Choose the correct words in the following phrases about language learning.
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Choose phrases from 2.a to make sentences about yourself or people you know.
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Match the words/phrases in column A with the words/phrases in column B to make expressions about language learning.
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Fill the blanks with the verbs in the box.
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Listen and repeat, paying attention to the tones of the underlined words in each conversation.
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Listen to the conversations. Do you think the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.
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Read the conversation. Does the voice go up or down on the underlined words? Draw a suitable arrow at the end of each line. Then listen, check and repeat.
A closer look 2
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Read this sentence from the conversation in GETTING STARTED. Do you remember when we use conditional sentences type 2?
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Write Yes or No to answer the question about each sentence.
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Rewrite the sentences using the conditional sentences type 2.
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Read part of the conversation from GETTING STARTED. Pay attention to the underlined part.
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Choose the correct word. Sometimes more than one answer is possible.
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Write true sentences about yourself. Then share them with your partner. How many things do you have in common?
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Rewrite these sentences as one sentence using a relative clause.
Communication
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Make notes about yourself.
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Work in pairs. Take turns to ask and answer the questions in 1. Make notes about your partner. How many things do you have in common?
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Work in groups. Tell your group the things that you and your partner have in common.
Skills 1
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Read the following text about English as a means of international communication. Look at the words in the box, then find them in the text and underline them. What do they mean?
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Read the text again and match the headings (a-c) to the paragraphs (1-3).
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Read the text again and answer the questions.
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Put the list of ways to improve your English in order of importance for you. Can you add any more ideas?
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Work in groups. Compare your lists. Explain your order.
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Work in pairs. Take one of the ideas from 3 and think about how you can achieve it.
Skills 2
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Listen to four different people talking about speaking and learning languages. Match the summaries to each speaker. There is one extra summary.
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Listen to the extracts again and answer the questions.
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Make notes of four uses of English in your daily life and give an explanation/example for each of them. Then compare your list with a partner.
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Use your notes in 3 to write about what you use English for in your daily life.
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Swap your writing with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your final writing to the class.
Looking back
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Underline the correct word in each sentence.
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Read what three people say about speaking languages. Fill each blank with a phrase in the boxes.
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Rewrite these sentences using the words/ phrases in brackets.
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Use the words from the box to complete the passage.
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Put the correct relative pronoun in each sentence.
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Choose A-E to complete the following conversation. Practise the conversation with your partner.
Project
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Read the chart and fill the blanks with the words from the box.
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Choose two varieties of English. Write a similar chart showing the differences in vocabulary between them
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Organise an exhibition of the charts you have made among your group or class members. Vote for the best.
Now I can ...
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Now I can...
4
Review 3.
Language
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Mark the questions with falling, rising, or falling-rising arrows. Then listen, check, and repeat.
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Mark the sentences with falling or rising arrows. Then listen, check, and repeat.
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Fill each blank with a word/phrase from the box.
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Fill each blank with the correct form of the word given.
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There is one mistake in the underlined words in these sentences. Find and correct it.
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What would you say in these situations? Use conditional structures and the words given to write suitable sentences.
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Combine each pair of sentences to make a complete sentence, using a suitable relative pronoun.
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Complete each short dialogue with a sentence in the box.
Skills
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Read Mi’s email to Nick and do the exercises that follow.
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Answer the questions by completing each of the following sentences.
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Work in groups and discuss the questions.
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Listen to Hung giving a presentation on his tips for learning English well. Complete the listener’s notes. Use no more than THREE words for each blank.
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Choose one of the topics and write a paragraph about it.
5
Unit 10.
Space travel
Getting started
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Listen and read.
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Draw lines to match the words with the de nitions.
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Answer the questions.
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Who is keener on space travel – Phuc or Nick? Why do you think so?
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Find a word in the box to match the picture in each description.
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GAME: SPACE BINGO!
A closer look 1
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Fill the gaps with the verbs provided. Modify the verbs if necessary.
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Choose a word/phrase in the box to fill each blank.
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Match these space-related idioms to their meanings.
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Now practise saying them with a partner.
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GAME: Which planet of our solar system is being described in each sentence? Guess the planets and write their names.
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Practise saying the statements and short dialogues, then listen to the recording and check your pronunciation.
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Work in pairs and ask each other
A closer look 2
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Look at the timeline and put the verbs in brackets into the correct tense.
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Had these moments already happened when the following people were born? Add the missing dates of birth to the box, then choose an event from the timeline. Ask and answer questions about that event with a partner.
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Complete the following sentences with/without a relative pronoun.
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Combine each pair of sentences into one, using the prompts provided.
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In pairs, use the information from the timeline to talk about someone, something, or some moments in space exploration history. Don’t mention their exact name so that the other has to guess.
Communication
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Put a tick (✔) under the things you think ISS astronauts do and a cross (X) under the things they don’t. Then read the text and check your answers.
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Life on the ISS. Match the subheadings with the paragraphs of the text in 1.
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Work in groups. Imagine that you are going to spend one month aboard the ISS. Discuss and agree on three things that your team will bring to the ISS to meet each need in 2. Then share your list with other groups and explain your decisions.
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Now work individually and write on a piece of paper one thing that you will take with you to the ISS as a personal item because you can’t live without it. Then tell your partner what you have written.
Skills 1
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Do you recognise the Vietnamese astronaut in these photos? Discuss with a partner what you know about him. Then turn the page around and read the Quick Facts box.
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Read the text and do the exercises. Place these sentences in appropriate paragraphs.
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Read the text and do the exercises. Answer the questions.
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Discuss with your partner the qualities and skills that you think are necessary for an astronaut today. You may look again at A CLOSER LOOK 1, Activity 2 for more ideas.
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Working harmoniously...
Skills 2
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Look at the pictures and discuss with your partner what is happening in them. Can you guess what the recording is about? Now listen and check.
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Listen again then answer the questions with NO MORE THAN THREE WORDS.
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Match the numbers to their references, then listen and check your answers.
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Look at these advertising examples from the websites of some space tourism companies. Underline the words/phrases that you think make the advertisements sound more persuasive.
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Can you guess what is being advertised? Find the answer in the box.
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Write a short ad (2-4 sentences) to advertise these products. You can use strong adjectives, active verbs, imperatives, comparatives, questions, etc.
Looking back
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Complete the sentences using the prompts provided.
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Which verbs go with which phrases?
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Complete the following tasks, using the past perfect. a. These are the things that Jack had done before his birthday party last week. Report them to your partner.
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Complete the following tasks, using the past perfect. b. Look at the following training tasks that Mai had completed before she became a professional astronaut. Report them to your partner.
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Choose the best answer.
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GAME: THE LONGEST SENTENCE IN THE WORLD!
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Role-play. In groups of four, take turns to be two interviewers for 4Teen radio station and two astronauts who have spent time on the ISS. The interview should focus on daily life on the ISS.
Project
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A holiday out of this world!
Now I can ...
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Now I can...
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Unit 11.
Changing roles in society
Getting started
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Listen and read.
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Listen and read. a Tick (✔) the person who has this idea.
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Listen and read. b Answer the questions.
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Work in groups. Discuss and find the meaning of the phrases and sentences.
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These words/phrases are taken from the conversation. Tick the correct explanation for each one.
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Work in groups. These pictures represent some visions of the future. Discuss what they may mean.
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4 GAME
A closer look 1
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Complete the table with appropriate words.
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Use the words in the table in 1 to complete the sentences.
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Choose the correct answer A, B or C which is closest in meaning to the underlined word/ phrase in the sentences.
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Complete the sentences with phrases formed with ‘sense of’.
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Listen carefully and tick (✔) the correct box. Then listen again and repeat.
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Mark Mike’s sentences with falling (agreeing) or rising (disagreeing) arrows. Then listen and check.
A closer look 2
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Choose the future active or passive to complete the sentences.
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Rewrite the sentences without changing their original meanings.
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Put a comma/commas where necessary in the sentences.
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Cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence.
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Combine two sentences into one. Use the sentence in brackets to make a non-defining relative clause.
Communication
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Work in groups. Read the introduction to the Just imagine! forum. Discuss and take notes of your own predictions.
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Read the predictions which have been posted and see if any are similar to yours.
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Work in groups. Look at the coloured words/ phrases in the posts. Then discuss and nd their meanings from the context.
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Which response (1-4) is the most relevant to each of the posts in 1b?
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WHAT DO YOU THINK?
Skills 1
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Discuss in groups.
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Read the passage and match the underlined words/phrases in the passage with their definitions.
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Read the passage again and answer the questions.
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Here are some predictions about the changing roles of males and females in the future. Chose the one(s) you agree with.
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Work in groups. Share the predictions you agree with in 3a in the group. Discuss if you agree with your groupmates’ choices. Give reasons and examples to support your opinion.
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With more women having well-paid jobs, what changes will we see in the service sector? Make a list, and present it to the class.
Skills 2
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Look at the maps. Where is Kenya located? What do you know about this country?
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Listen to the description of some changes in the roles of women in Kenya. Decide if the statements are true (T) or false (F).
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Listen to part 2 again and ll the blanks with the correct information.
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Work in groups. How do you think the roles of teenagers will change in the future? Brainstorm and make a list of possible changes.
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Choose one of your group’s ideas, and write a short paragraph about it.
Looking back
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Complete the sentences with the words in the box.
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Use the words in their correct forms to complete the sentences.
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Choose the correct answer A, B, C, or D to complete the sentences.
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Use the correct form of the relative clause to combine the two sentences into one.
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Match each prediction with two responses. Then practise saying them in pairs.
Project
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YOUR VISION OF THE FUTURE
Now I can ...
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Now I can...
7
Unit 12.
My future career
Getting started
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Listen and read.
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Put a word/phrase from the box under each picture.
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Find a word/phrase in the conversation that means:
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Tick true (T), false (F), or not given (NG).
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Look at the phrases and cross out any noun/noun phrase that doesn’t go with the verb.
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Complete each of the following sentences with a collocation in 2a. Note that one is not used. You may have to change the forms of the collocations to t the sentences.
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GAME: WHAT’S MY JOB?
A closer look 1
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Put one word/phrase under each picture. There is one extra word.
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Fill each blank with a suitable job from 1, adapting them where necessary.
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Match each word/phrase in the left column with its de nition in the right one.
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Fill each gap with a word/phrase in 3a.
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Listen to the conversations between Jenny and Tom. Notice how Tom uses the tones in his replies. Then practise the conversation with a partner.
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The responses to the pairs of sentences are the same but the speakers have opposite attitudes. Listen, draw arrows to show the tones, then repeat.
A closer look 2
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Complete each second sentence so that it has a similar meaning to the rst. Write no more than THREE words.
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Circle the correct words or phrases in bold. Sometimes both options are correct.
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Choose the correct answer(s).
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Complete the sentences using the ideas in the pictures and the correct form of the verbs in brackets.
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Complete each second sentence using the right form of the word given so that it has a similar meaning to the first. Write between two and five words.
Communication
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The 4Teen website has launched a forum for teens to discuss their career paths. Read these posts and underline the reasons for their choices.
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Read the posts again. In groups, discuss and decide whose reasons for choosing/not choosing the job you agree with and whose you disagree with. Say why.
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Work in pairs. Tell your partner about a job you want/don’t want to do in the future. Remember to say why or why not.
Skills 1
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Discuss the questions. Read the article from a career guide website and check your answers.
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Match the highlighted words/phrases in the article with their meanings.
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Decide if the statements are true (T) or false (F).
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Think about the skills and abilities to do the jobs below. Work together to make notes.
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Choose one job from 4 and present your group’s ideas.
Skills 2
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Work in pairs and answer the questions below.
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Phong is talking to Mrs. Warner, Nick’s mother, about future jobs he and his friends want to do. Listen to the conversation and ll in the blanks with no more than THREE words.
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Listen again and decide if the following statements are true (T) or false (F).
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Work in pairs. Choose a job that you like. Discuss which three qualities would be necessary for people doing that job. You can use some of the ideas below. Remember to give reasons.
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Based on your discussion in 4, write a paragraph about the three most important qualities a person needs to be able to do a job well. Remember to give reasons and examples to support your opinion.
Looking back
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Match each job with its description.
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Match fragments 1-8 with fragments A-H to make sentences.
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Fill each blank with one suitable word/phrase from the box. Remember to change the form of the word/phrase where necessary.
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Complete the sentences using the correct form (V-ing form or to-in nitive) of the verb in brackets.
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Correct the italicised phrases where necessary.
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GAME: TRUE OR UNTRUE
Project
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My future career path
Now I can ...
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Now I can...
8
Review 4.
Language
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Draw rising or falling arrows to illustrate the correct tones, then listen and practise saying the sentences.
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Draw arrows to illustrate the feelings and opinions of A and B. Then listen and repeat the conversation, paying attention to the tones.
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Change the form of the verbs provided to complete the sentences.
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Complete each sentence with a phrase in the box.
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Put the verbs in brackets into the infinitive or - in form
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Rewrite the pairs of sentences as one sentence using a defining or non-defining relative clause.
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Choose the most suitable expression to complete each of the short dialogues.
Skills
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Read the text and match the headings with the correct paragraphs.
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Read the text again and decide whether the statements are true (T) or false (F).
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Choose a dream job you would like to do. Say why you dream of doing the job.
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Listen to the interview and answer the questions.
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Listen again and complete the sentences.
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Over time, the popularity of diferent jobs may change. In your opinion, what job will be the most popular in the next 10 years?