giao an tieng anh lop 9 moi thi diem tron bo

GIÁO ÁN TIẾNG ANH LỚP TRỌN BỘ NĂM HỌC 2019 - 2020 Period Week REVISION I Aims Practice in the verb tenses, passive, indirect speech, II Objectives Ss practise doing exercises III Materials - Text book - Board, chalk, IV Anticipated problems Weak students may get confused with the present perfect V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - During new lesson New lesson I Change the following sentences into Indirect Reported Speech or vice-versa The doctor told him that he worked too hard  “You …………………………………………………………… .…………………… “I’m sorry I broke the glass”, said Peter  Peter apologized.…………………………………………………………………………… She asked John how he liked her new dress  “How… …………………………………………………………………………………… “Why don’t you put your luggage under the seat?”, he asked  He suggested………………………………………………………… …………………… “Keep away from this area”, said the security guard when we approached the fence  The security guard told…………………………………………………………………… Isabel: “You can’t borrow my pen, Robert!”  Isabel… …………………………………………………………………………………… She asked John to repeat what he had said  Please…… ………………………………………………………………………………… “I don’t want to be criticized by non-professionals”, said the film star  The film star objected… ……………………………………………………………… “If I were you, I’d look for another job”, said one of my friends  One of my friends……………………………………………………………………… 10 She wanted to know if he had studied French  She asked him, “………………………………………………………………………… II Rewrite the sentences so that it has the same meaning as the sentence printed before 1 It’s three years since we last visited Ha Noi - We haven’t No one is more intelligent than her in our school - She 3 You can’t take this book away - This book Huong is 1.60m tall and Hoa is 1.60m tall, too - Huong I wrote a letter half an hour - It took She’s rather play golf than play tennis - She prefers I had a cat once, but I don’t any more - I used I couldn’t go to school because of my sickness - Because Your younger brother is too weak to lift that box - Your brother is not 10 I study English so that I can improve my knowledge - I study English so as III Use the following words and phrases Make all the necessary changes and additions to complete the letter Dear Hoa, Dave/ I/ have/ best holiday/ our lives! We/ be/ Barbados/ one/ most lovely islands/ Caribbean Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/ Jamaica Moreover/ people here/ seem/ be/ friendlier/ those/ other islands We/ stay/ most modern hotel/ I/ ever/ seen It/ large/ cool/ and/ many people/ think/ it/ best hotel / island It/ comfortable/ than/ any/ other hotels Nearest beach/ less/ hundred meters/ away So/ we/ spend/ lot/ time/ swim/ sea 10 It/ really good/ and/ I wish/ you/ be/ here IV Change the following sentences into the passive: 1) Someone saw him pick up the gun 2) He has caught a lion and shot others 3) He received a letter from home by the evening post 4) I put the pound note into one of my books yesterday 5) After he had told a story, we clapped our hands 6) His wife usually brings him sandwiches at lunch time 7) They were continually asking question 8) We have to pick fruit very early in the morning 9) She decided to paint her house blue 10) My classmates used to call me John Homework - Prepare for the next lesson: Unit 1: Getting started Period: Week: Unit 1: LOCAL ENVIRONMENT Lesson - GETTING STARTED: A visit to a traditional craft village I OBJECTIVES:  By the end of this Unit, students will be able to: Use some vocabularies and structures to talk about traditional crafts and places of interest in an area II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Content Activity 1: -Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED Ask them some questions: "Who and what can you see in the picture?" "Where are they?" "What you think the people in the picture are talking about?" -Ss answer the questions as a class If they mention 'Bat Trang', elicit what they know about this village craft -Play the recording and have Ss follow along After that, Ss can set up compare their answers with the information in the dialogue and take over add some more details to their answers artisans a/.Ss work independently to find the words with the given attraction meanings in the dialogue Allow Ss to share their answers before specific region asking them to discuss as a class Remember to ask Ss to read remind out the lines in the dialogue that contain the words Quickly look round write the correct answers on the board -Have Ss look at the Watch out! box and quickly read the 1.They are at Phong’s grandinformation Tell them that there are some similar expressions parents’ workshop in Bat Trang such as 'as far as I can remember', 'as far as I can see', or 'as far It’s about 700 years old as I can tell' His great-grandmother did b/.Have Ss read the questions to make sure they understand buy things for their house and them Ask them firstly to answer the questions without reading make pottery themselves there the dialogue again Ss exchange their answers with a classmate It’s in Hue Now ask them to check their answers by reading the dialogue … the handicrafts remind again Ask for Ss' answers them of a specific region Activity 2: -Have Ss look at the pictures Tell Ss that in the box are some A paintings B drums traditional handicrafts of different regions in Viet Nam Ss C marble sculptures D pottery match these handicrafts with the pictures Ss compare their E silk answers in pairs before giving their answers to T: F lacquerware G conical hats H lanterns Activity 3: -Tell Ss to complete the sentences with the words/phrases in The conical hat complete sentences will give Ss information about the places lanterns where the handicrafts are made Call on two Ss to write their silk answers on the board Confirm the correct answers paintings -If time allows, T may organise a short activity to check Ss' Pottery short-term memory Have -Ss close their books Point at each of marble sculptures Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made Ss can also be asked to share any other places that produce these handicrafts Activity 4: park a/Ss work in pairs to the quiz The pair which has the museum answers the fastest is invited to read out their answers Elicit zoo feedback from other pairs Confirm the correct answers beach b/Ss work in groups to write a similar quiz about places of beauty spot interest Set a time limit of about five to seven minutes When time is up, ask the first group to read out a question in their quiz Ss from other groups give the answer The group confirms the correct answer The second group then reads out a question in their quiz This question should be different from the one of the first group Continue the activity until all the groups have read out all of their questions or when time is up IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare A CLOSER LOOK Period: Week: Unit 1: LOCAL ENVIRONMENT Lesson – A CLOSER LOOK I OBJECTIVES: By the end of this Unit, students will be able to:  Use the lexical items related to traditional crafts and places of interest in an area  Say sentences with correct stress on the content words II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Activity 1: Content -Ss work individually to this exercise and then A cast compare their answers with a classmate Elicit the B carve answers from Ss and quickly write them on the board C embroider Do not confirm the correct answers at this stage Have D weave Ss explain the meaning of each verb in English or E mould Vietnamese Correct Ss' explanations when needed The F weave two verbs cast and mould are quite difficult, so make G knit sure that Ss understand them: - cast: shape hot liquid metal, etc by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct Activity 2: 1.b a/The purpose of this exercise is to help Ss understand 2.d more deeply and use the verbs correctly to talk about 3.e producing and creating crafts Ss work in pairs to the 4.a exercise Check the answers as a class If time allows, 5.f have Ss make sentences 6.c b/ This activity will help Ss to manipulate the verbs as they are not all regular Have Ss the activity, then call cast; cast two Ss to write their answers on the board Elicit wove; woven feedback from other Ss Confirm the correct answers embroidered; embroidered -Draw Ss' attention to the Watch out! box Ask Ss to knitted; knitted give example sentences with the verb to make moulded; moulded Activity 3: -Organise a competition for this activity Ss work in Entertaining: cinema, theatre… groups of five or six Set a time limit of five minutes T Cultural: opera house, museum… may prepare some large pieces of paper for the groups Educational: library, museum… to write their answers on Ss write down as many places Historical: temples, craft village… of interest in the word web as possible The group with the most places is the winner The winning group presents their words/phrases Other groups tick the similar words/phrases they have and add more if they can If time allows, T may ask Ss to explain why they think the places are entertaining, cultural, educational, or historical Activity 4: historical attraction Ss individually the exercise Check their answers as a exercise traditional class and confirm the correct ones handicrafts culture Activity 5: a/Have Ss read the five sentences and underline the S1: craft, village, lies, river, bank words they think are stressed Elicit answers from Ss S2: painting, embroidered Do not confirm the correct answers Now ask Ss to read S3: what, region, famous the four questions and make sure they understand them S4: drums, aren’t, made, village Ask Ss to listen to the speaker read the sentences and at S5: famous, artisans, carved, table, the same time check whether their answers are correct beautifully Tell them that this is actually the first question and other questions can be answered after listening Ss discuss They are: nouns, verbs, adjectives, their answers to the four questions in pairs adverbs, WH-question words, and b/Call some Ss to give the answers and give feedback negative auxiliaries Play the recording again for Ss to repeat the sentences They are: articles, prepositions, -Have Ss read the information in the box to remember pronouns and possessive adjectives the content of the lesson Activity 6: S1: Art, Museum, popular, place, a/Ss this exercise individually and compare their interest, city answers with a classmate S2: cinema, attract, youngsters b/Play the recording for Ss to check their answers and S3: artisans, would, clay, make, practise reading the sentences Call some Ss to give the traditional, pots answers and read the sentences Give correction if S4: Where, like, going, weekends needed S5: shouldn’t, destroy, historical, buildings IV- HOMEWORK: -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare A CLOSER LOOK Period: Week: Unit 1: LOCAL ENVIRONMENT Lesson - A CLOSER LOOK I OBJECTIVES:  By the end of this Unit, students will be able to: Write complex sentences with different dependent clauses  Use some common phrasal verbs correctly and appropriately II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Activity 1: Content -Ss thís exercise individually Elicit Ss’ answers DT DP Confirm the correct ones DC DR DT Activity 2: -Ss write the complex sentences individually and then The villagers are trying to learn compare them with a partner Have two Ss write their English in order that they can sentences on the board Each student writes two or three communicate with foreign customers sentences Ask other Ss to give feedback Confirm the After we had eaten lunch, we went correct answers For a stronger class, organise a quick to Non Nuoc marble village to buy game One side is team A, and the other is team B One some souvenirs student from team A calls out a subordinator and points Even though this hand-embroidered to one student from team B to make a sentence and vice picture was expensive, we bought it versa Set a time limit and keep a record of the scores 4.This department store is an attraction for the teams on the board in my city because the products are of Activity 3: good quality -Ask Ss to read the sentences taken from the 5.This is called a Chuong conical hat conversation in GETTING STARTED, paying attention since it was made in Chuong village to the two verb phrases Have them answer the two questions orally as a class set up: start something ( a business -Have Ss read the information in the yellow grammar take over: take control of something box Ask them to call out any phrasal verbs they know No, the individual words in the and write them on the board Have them explain the verb phrase not help with meaning of these verbs comprehension This is why they are Activity 4: sometimes considered difficult -Ss this exercise individually, and then compare their c g f 4.a answers with a classmate Check Ss' answers and h b e d confirm the correct ones Activity 5: face up down turned down -Ss this exercise individually Elicit the answers and passed down live on give correction did - come back close down 10 peers at the vocational school She attempted to cooperate with the others in the team to nish the work He wasn’t promoted in spite of his efforts The boss denied bullying the new employee Despite being quali ed for the job, he wasn’t accepted./Despite qualifying for the job, he wasn’t accepted IV- HOMEWORK: Do exercise in workbook Prepare COMMUNICATION Period: 47 Week: 35 ÔN TẬP HKII (TIẾT 1) NỘI DUNG ÔN TẬP KIỂM TRA HỌC KÌ II NĂM HỌC 2016-2017 MƠN TIẾNG ANH LỚP - CHƯƠNG TRÌNH 10 NĂM I/ Kiến thức ngôn ngữ Pronunciation Quantifiers Conditional sentences type 1, Articles Relative clauses Verb forms and tenses Passive voice Adverb clauses of concession Word forms 10 Prepositions 11 Expressions 12 Question words 13 Vocabulary 246 II/ Đọc hiểu Các đọc sách giáo khoa lớp 9, học kì II đọc khác có chủ đề, mức độ tương đương Đọc đoạn văn chọn câu trả lời (trắc nghiệm khách quan phương án lựa chọn, có 01 phương án đúng) Đọc đoạn văn hoàn thành câu trả lời III/ Viết Hoàn thành câu theo từ gợi ý Viết lại câu cho nghĩa câu không thay đổi CẤU TRÚC ĐỀ KIỂM TRA HỌC KÌ II MƠN TIẾNG ANH LỚP - CHƯƠNG TRÌNH 10 NĂM + PHẦN I: Sở GD&ĐT đề (8 điểm) - Đề kiểm tra gồm 03 kĩ năng: kiến thức ngôn ngữ, đọc hiểu, viết Hình thức: tự luận (4 điểm) kết hợp với trắc nghiệm khách quan 04 phương án lựa - chọn, có 01 phương án (16 câu, điểm) Thời gian làm bài: 45 phút I/ Kiến thức ngôn ngữ Trắc nghiệm khách quan phương án lựa chọn, có 01 phương án Viết hình thức động từ cho ngoặc II/ Đọc hiểu Đọc đoạn văn chọn câu trả lời (trắc nghiệm khách quan phương án lựa chọn, có 01 phương án đúng) Đọc đoạn văn hoàn thành câu trả lời III/ Viết Hoàn thành câu theo từ gợi ý Viết lại câu cho nghĩa câu không thay đổi + PHẦN II: kĩ nghe nói Sở GD&ĐT giao cho đơn vị chủ động thực (2 điểm) - HẾT - Giáo viên phổ biến đề cương ôn tập, cho học sinh ôn lại nội dung đề cương theo sách giáo khoa 247 - GV yêu cầu HS chuẩn bị trước nội dung theo đề cương cho tiết sau _ Period: 48 Week: 35 ÔN TẬP HKII (TIẾT 2) I OBJECTIVES: By the end of the lesson, Ss will be able to remember the knowledge for the nd term exam II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.Teaching aids : text books, exercise books III PROCEDURES: T’s & Ss’ Activities T asks Ss to the exercies CONTENT Exercies in the text book which related to the T gives fb and explains if there is exam forms difficulty T asks Ss to prepare for next period Period: 48 Week: 35 ÔN TẬP HKII (TIẾT 3) I OBJECTIVES: By the end of the lesson, Ss will be able to a sample test II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.Teaching aids : text books, exercise books III PROCEDURES: T’s & Ss’ Activities T asks Ss to the sample test CONTENT Sample test T gives fb and explains if there is difficulty T asks Ss to prepare for the exam 248 SAMPLE TEST Part 1: Use of English I Write the correct form of the verbs in brackets (1, point) I will never forget (work) _ so hard to become an architect Well, I think the role of fathers (drastically/change) _ in the future He (be) _ an experienced salesman before he decided to set up his own business Which roles are women expected (play) _ in the future? II Choose the best option for each gap to complete the sentences (2 points) My cousin is university student A a B an C the D X Her mother has just bought a of bananas at the market A pinch B stick C slice D bunch There are numerous jobs in tourism and hospitality for you to choose A The sky’s the limit B Over the moon C Out of this word D Once in a blue moon He has a strong You can always rely on him A sense of a time B sense of a direction C sense of a humour D sense of a responsibility Have you ever seen Picasso’s La Guerre, is really a masterpiece? A who B they C which D that My best friend couldn’t come to the party because she was suffering from after her trip to the USA A full board B jet lag C checkout D touchdown As an _, he has many opportunities to perform in the Grand Theatre A tour guide B architect C opera singer D mechanic Choose the underlined word which has different tone from others “On his farm, his father used to have five horses, four cows, four hens, and one cat.” A B C D PART 2: READING I Read the dialogue below and decide which option (A, B, C, or D) best fits each space (2.0 points) Nick’s mum: Today we’re making a prawn salad, (1) is a favourite of mine Mi: Fantastic I love salad Nick’s mum: This salad is simple (2) delicious Here are the ingredients: prawns, celery, spring onions, mayonnaise, lemon juice, salt and pepper Nick: What should I first, Mum? Nick’s mum: Get a big bowl for me And then can you wash the celery? Nick: Sure Mi: I can wash the spring onions (3) you like, Mrs Warner Nick’s mum: Please, I’ll boil the prawns Mi: So, English people eat lots of salad? Nick’s mum: Yes, especially (4) the summertime People often serve salad as a starter But salads also make a healthy lunch or supper 249 Mi: You’re right, they’re so versatile And you can put anything in a salad Nick: Mum, the prawns are pink now Nick’s mum: They’re pink? Nick: Yes Nick’s mum: Good, they’re ready I’ll drain them Nick, can you peel them? Mi, could you (5) the celery and spring onions? You should be careful if you use the red knife – it’s sharp Mi: Right, everything’s ready (6) we next? Nick’s mum: OK, first, combine the prawns and celery in the bowl Add two tablespoons of mayonnaise, half a teaspoon of salt, half a teaspoon of pepper and some lemon juice Now, mix all the ingredients (7) Nick: OK Nick’s mum: Finally, add the spring onion on top Now we cover the bowl and leave it in the fridge (8) an hour You’ve done a good job, both of you Mi: I can’t wait to try it Nick: Yeah, I’m starving! An hour is a long time… A who A and A if A at A dip A How A good A since B whose B but B so B in B sprinkle B When B well B before C which C or C because C on C grate C Where C bad C for D that D so D though D of D chop D What D badly D by II Read the passage and answer the following questions (1.0 points) Japanese people are famous for their well-balanced and healthy diet That is the main reason for their longevity Components in a typical Japanese meal Typically, a Japanese meal consists of rice, miso soup, the main dish(es) and pickles Rice is the staple and plays a central part in people’s eating habits Japanese rice is sticky and nutritious, so when combined with the main dishes and the soup, they make a complete meal The portions of each dish are individually served The habit of having raw food and simple sauces The most important characteristic of their eating habits is they like raw food and not use sauces with a strong flavour Two typical examples are sashimi and sushi The Japanese make sashimi simply by cutting fresh fish Then they serve it with a dipping sauce made from soy sauce and spicy Japanese horseradish (wasabi) Sushi is similar The cooked, vinegared rice can 250 be combined with raw fish, prawn, avocado, cucumber or egg Sushi is usually served with soy sauce and pickled ginger The art of arranging dishes It is said that the Japanese eat with their eyes Therefore, the arrangement of dishes is another significant feature of their eating habits If you join a Japanese meal, you may be excited to see how the colourful dishes are arranged according to a traditional pattern In addition, there are plates and bowls of different sizes and designs They are carefully presented to match the food they carry What does a Japanese meal consist of? => A Japanese meal consists the main dish(es) and pickles What sauce can both sashimi and sushi be served with? => Both can with soy sauce How many components are there in a typical Japanese meal? => There are Why people say that the Japanese eat with their eyes? => Because and are arranged carefully according to a traditional pattern PART 3: WRITING I Finish the second sentence so that it has the same meaning as the first one (1 point) The school will constantly tailor its curriculum to meet changes in society - The school’s curriculum _ Even though he is lazy, he was given the job - In spite of his Peter has such a lot of English homework that he won’t go to the party - If _ I have told you about the girl who won the first prize in the English speaking contest - The girl about II Make sentences using the words and phrases below to help you (1 point) If / my dad / cook dinner / my mom / may / surprised - _ She / not mind / work hard / reach her career goals - _ In the next future, paper books / be / replace / e-books / school - _ We / already / our homework / before / we / go / school UNIT 12 MY FUTURE CAREER 251 PERIOD : COMMUNICATION I OBJECTIVES: By the end of the lesson, Ss will be able to talk about choosing future jobs and reasons for these choices II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids :, posters, pictures III PROCEDURES: T’s & Ss’ Activities Before Ss open their books, ask them to CONTENT work in groups to discuss the jobs they want to in the future Then tell Ss that they are going to read posts on the 4Teenwebsite from several teenagers who are talking about their future career paths Check if Ss understand the meanings of the words in the Extra vocabularybox If they not, quickly teach the words by using de nitions, synonyms, or the equivalent phrases in Vietnamese • can’t stand + V-ing: used to Sample comments on: describe an activity or situation that Post from Tu: you really don’t like, or find - I agree that if Tu can sing, he should enroll in a extremely unpleasant school for performing arts • make a bundle: earn a lot of money - Tu is right A singer can make a bundle • burn the midnight oil: work very hard; - I can’t agree with Tu’s reason Not every work through the night singer becomes famous 1./ Have Ss skim-read the posts - I don’t think every singer can travel all over 252 individually and try to remember the the world reasons each teen gives for their choice Post from Anh: of career Then, in pairs, Ss compare the - I totally agree with Anh that it is a meaningful reasons that each of them gives Then Ss job, because architects can help improve people’s can read the posts a lives second time more slowly for details - I can’t agree with Anh that architects work 2./Put Ss in groups of four Tell them that flexitime My dad is also an architect and he has they can look back at the posts and to be at work at a.m every day choose one post to discuss Post from Duong: Remind them that they can use the - Duong is absolutely right If he is curious phrases to express agreeing or about the natural world, that job can satisfy him disagreeing in the box Move around in many ways to observe and provide help - I’m sorry, I can’t agree with Duong He wants a./ Have Ss work in pairs Ask them to to become a physicist because he is curious about choose a couple of example careers, the world, but can he be sure that he is able to either from elsewhere in the the job? Is he good at physics? unit or from ideas of their own Ss Post from Dzung: should then gure out their own reasons - Exactly What Dzung says is true Student why they or not want doctors have to burn the midnight oil They the chosen careers Set a time limit of ten have to learn about everything related to their minutes Tell them that they can also patients because their advice a- ects the patients’ note down several key words/phrases lives related to their reasons - I totally agree with Dzung because it is very b./Ask several pairs to report their hard to work in hospitals All around you are decisions and reasons to the whole class patients waiting for your help Have other Ss give comments - Hold on If everyone only thinks about the This is an open exercise and there are no hardships, who will become doctors? Who will wrong answers treat the patients, then? IV- HOMEWORK: Do exercise in workbook 253 Prepare SKILLS Period: 48 Week: 35 UNIT 12 MY FUTURE CAREER PERIOD : SKILLS I.OBJECTIVES : By the end of the lesson, Ss will be able read for general and specific information about choosing a career II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities Reading CONTENT Suggested answers: 1./ Ask Ss to work in pairs to discuss the A job is something people to earn money questions Elicit the answers from Ss Give A career is more than a job It is an Ss three minutes to skim the article and ongoing process of learning and compare their answers with the information development of skills and experience from the article 3.Very di- erent (A job describes what you are doing now, a career describes your job choices over your working life, with the aim of improving your quality of life.) Key: 2./Have Ss read the article to the 1.career path 2.peers ongoing exercise in pairs Ask some Ss to share their alternatively 5.take into account answers 3./Ask Ss to work individually Remind Key: 1.T F F T 5.T T them to pay attention to key words in each statement Then allow them to share their answers before checking as a class To 254 check their understanding, ask some Ss to explain their answers Speaking Have Ss work in groups Each group should choose one job to discuss Ideally each group would have a different job If you have more groups than jobs on the list, Ss can contribute more jobs Ask them to make notes on a small poster, using the example as a guide Set a time limit Have each group present their ideas and opinions on their chosen job to the class Once they have nished, ask the rest of the class to say whether they agree with the points or not and whether they should add some other points As an extension activity, ask groups to choose another job that they didn’t work on Have Ss read the notes from the group who chose this job in Tell them to add any extra ideas their group may have Ss report their ideas to the class IV- HOMEWORK: Do exercise in exercise book Prepare SKILLS Period: 49 Week: 36 UNIT 12 MY FUTURE CAREER PERIOD : 255 SKILLS I.OBJECTIVES :By the end of the lesson, Ss will be able to listen for general and specific information about choosing future jobs and reasons for these choices, write about the qualities one needs to be able II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities CONTENT Introduction Ask Ss to say what jobs their parents Ask them if they are aware of any difficulties which their parents face when doing those jobs Listening Key: mountains of work Ask Ss to work in pairs to answer the 2.work overtime Rewarding sociable questions Ask a pair to share their ideas 5.applied skills good with his with the class Tell Ss that they are going to listen to a conversation between Phong and Mrs Warner, Nick’s mother, about jobs that he and his friends want to in the future Ask them to read the information in carefully Tell them to listen carefully to find out the words/phrases from the recording needed to fill in the blanks T can play the recording twice if necessary Have two Ss write their answers on the board Confirm the correct answers Have Ss work individually to underline the key words in the statements and predict Key: T 2.T T F F 6.T the answers Write their answers on the 256 board without confirming the correct answers Play the recording again for Ss to check T may pause at the sentences that include the information Ss need for their answers Con rm the correct answers Writing First check that everybody understands the meaning of the adjectives in the box If not, T can spend some time explaining them Set a time limit for pairs to brainstorm the ideas and the discussion Ask them to refer back to and as examples for useful language and ideas Ask some pairs to present their ideas to the whole class Remind Ss that they should give examples and reasons to support their main points 5./ Have Ss work individually to get their ideas down on paper and check the accuracy of what they have written Give them ten minutes to write and edit their work Swap their writing with a partner for peer review, comments, and corrections Then ask Ss to write the second draft as homework IV- HOMEWORK: Do exercise in exercise book Prepare LOOKING BACK Period: 50 Week: 36 UNIT 12 MY FUTURE CAREER 257 PERIOD :LOOKING BACK & PROJECT I OBJECTIVES : By the end of the lesson, Ss will be able to review of what they have learnt in Unit 12 II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities Encourage Ss not to refer back to the unit CONTENT pages Instead, they can use what they have Key: learnt during the unit to help them the 1 C D E F A B exercises H E F A Ss should record their results for each D G C B exercise to complete the self-assessment box vocational dynamic empathetic at the end of the unit and identify areas to academic subjects 5.took into account review professional Vocabulary & Grammar 7.burnt the midnight oil make a bundle For 1, 2, 3, 4, and 5, rst have Ss work to lock working treating independently Then they can check their 4.to get to nish reading answers with a partner before discussing the 1.working hard →to work hard answers as a class However, tell Ss to keep a 2.promised to make →no change record of their original answers so that they 3.to be →being can use that information in their self- 4.refused to attend →no change assessment mind to burn →mind burning 6.managed getting →managed to get admitted to study →no change 8.o- er working →o- er to work 9.prefer working →preferring to work 10.agreed to take →no change Communication 6./ Have Ss work in pairs to think of two 258 things that are true of the job they are assigned, and one thing that is not true about the job Give them seven minutes to work together When the pairs have finished preparing, ask them to take turns to come to the front to introduce themselves and repeat the three ‘facts’ The class will together decide which ‘facts’are true, and which is untrue Finished! Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice PROJECT My future career path The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to some more research about the factors they have to consider if they are going to follow that pathway This is a topic that is of immediate importance to the Ss’ futures Divide Ss into groups of four or ve and instruct them on what they have to Encourage them to think of a real path they might want to follow Tell them to: • give reasons for the choice • consider factors like quali cations, skills, hobbies, personalities, practical issues, and even the employment 259 market • think about who can give them good advice, and why Ask Ss to draw a picture of their career path Have them present their posters in the next lesson When all the groups have given their presentations, let the whole class vote for the best one IV- HOMEWORK: Do exercise in exercise book Prepare Review Period: 51 Week: 36 TEST CORECTION Period: 52 Week: 37 REVISION FOR 2ND EXAM Mời bạn đọc tham khảo thêm tài liệu Tiếng Anh lớp đây: Bài tập Tiếng Anh lớp theo Unit: https://vndoc.com/tieng-anh-lop-9 Bài tập Tiếng Anh lớp nâng cao: https://vndoc.com/tieng-anh-pho-thong-lop-9 Bài tập trắc nghiệm Tiếng Anh lớp trực tuyến: https://vndoc.com/test/mon-tieng-anhlop-9 260 ... intelligent than her in our school - She 3 You can’t take this book away - This book Huong is 1.60m tall and Hoa is 1.60m tall, too - Huong I wrote a letter half an hour... sculptures Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made Ss can also be asked to share any other places that produce these handicrafts Activity... this exercise and then A cast compare their answers with a classmate Elicit the B carve answers from Ss and quickly write them on the board C embroider Do not confirm the correct answers at this