Anh 9 PTNL chương trình mới kì 2

WEEK:20 Period: 55 Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson - GETTING STARTED: My favourite salad I./ OBJECTIVE: By the end of the lesson, students can: - use the lexical items related to making a prawn salad - listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad - Learn some more famous dishes of some countries in the world Knowledge: - Vocabulary: lexical items related to making a prawn salad - Grammar: Giving instruction Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher and Students' activities Content 1.Warm up: Brainstorming Find out famous dishes of some countries in the * Find out famous dishes of some world countries in the world Countries Dishes - Teacher elicits and write the name Viet Nam of some countries on the board Thailand ? Discuss and find out some famous Japan or tradition dishes of these The USA countries Mexico - Have some students write the The UK dishes on the right corner of the Italy board India 2.Getting-started: I New words New words - prawn (n): tôm panda Teacher use the things in the - celery (n): cần tây Teacher and Students' activities picture on page 6-7 to teach new words - Follow the seven steps of teaching vocabulary Listen and read ? Cover the text and look at the picture on page 6-7 ? Who can you see in the picture? ? Where are they? ? What is there on the table? - mayonnaise - versatile Content (n): sốt ma-i-on-ne (adj) đa dụng II Listen and read * Suggested answers: - Mi, Nick and his mom - In the kitchen - prawn, celery, lemon salt, pepper, mayonnaise, knife, tablespoon ? What you think they are - They are talking about how to make a salad talking about? - Play the recording and have students follow along ? Compare your answer with the information in the dialogue 1.a Find the words (1a P8) 1.a Find the words (1a P8) ? Work individually to find the starter versatile words with the given meanings in drain peel the dialogue chop combine ? Quickly write the answer on the board 1.b Word webs (1b P8) 1.b Word webs (1b P8) ? Work in pairs and complete the * Ingredients: prawn, celery, lemon salt, pepper, word webs mayonnaise, spring onion - Call one pair to write their * Preparing and cooking: wash, boil, combine, answers on the board chop, peel, drain, mix, add ? Add more if needed 1.c Answer the questions (1c P8) 1.c Answer the questions (1c P8) ? Run through the questions Nick's mum - Make sure students understand Because it's simple and delicious them In the summer time ? First, answer the questions They are versatile, and you can use lots of without reading the dialogue again ingredients in a salad ? Exchange your answer with your Nick's mum boils and drains the prawns, and partner mixes the ingredients Mi washes the spring onions, ? Read the dialogue again and chop the celery, peels the onions, and mix the check ingredients Because he finds it difficult to wait for one hour 3.Doing: III Practice Matching (2 P8) Matching (2 P8) ? Refer back to the warmer A Cobb salad B sushi ? Look at the pictures and match C steak pie D fajitas the dishes with the pictures E lasagne F mango sticky Teacher and Students' activities ? Pair compare - Play the audio for students to check and repeat the answers Discussion (3a P8) ? Work in pairs to discuss what country in the box is associated with each dish in - Check and confirm the correct answers Fill in each blank with the name of a dish (3b P8) ? Complete the sentences with the name of the dishes in ? Write the answer on the board Food quiz (4 P8) ? Work in groups to the quiz Content rice G beef noodle soup H curry Discussion (3a P8) A The USA C The UK E Italy G Viet Nam B Japan D The UK F Thailand H India Fill in each blank with the name of a dish (3b P8) lasagne curry steak pie Fajitas sushi Food quiz (4 P8) Suggested answers beef prawn, potato cheese, butter, ice cream strawberry, lychee, cherry, promegranate broccoli, spinach, lettuce, celery, kohlrabi 4.Further practice: ? Recall some dishes 5.Production; ? Learn by heart new words ? Do exercises B1-3 P4-5 Learn by heart new words (workbook) Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer look Prepare: Unit 7: A closer look -0@0 -WEEK:20 Period: 56 I./ OBJECTIVE: : Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 2: A closer look By the end of the lesson, students can: - learn some more words related cooking verbs - remember the instructions on how to make a pizza - Identify the tone in statements used as questions and say these sentences correctly 1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza - Grammar: Imperative Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher and Students' activities Content 1.Warmer: Word webs Word webs - Elicits the topic from students * Suggested answer: ? Work in two teams Dishes: Cobb salad, sushi, steak pie, ? Brainstorm all the words related to fajitas, lasagne, mango sticky rice, beef the topic: dishes and preparing/ noodle soup, curry cooking Preparing and cooking:wash, boil, - Encourage them to call out as many combine, chop, peel, drain, mix, add words as possible 2.Vocabulary: I New words - Teacher use the pictures in on page - whisk (v): đánh (trứng) to teach vocabulary (situation, - grate (v): nạo realia) - spinkle (v): rắc - Follow the seven steps of teaching - manirate (v) ướp vocabulary (v): phết - spread (v): om - simmer (n): mì ống, mì sợi - paster (n): bột (nhão) làm bánh - batter II Vocabulary Matching (1 P9) Matching (1 P9) ? Match the verbs in the box with the A chop B slice pictures C grate D marinate E whisk F dip G sprinkle H spread Complete the sentences (2 P9) Complete the sentences (2 P9) ? Work in pairs chop, Slice grates, ? Use the correct form of the verbs in sprinkles to complete the sentences Marinate whisk Dip spread Matching (3 P9) Matching (3 P9) ? Run through all the cooking verbs 1.g f Teacher and Students' activities ? Read the definition and match a cooking verb in A with its definition in B ? Work individually 4.a Questions (4a P9) ? Look at the picture and answer the two questions ? Pair compare - Elicit their answers ? Have you ever eaten or made a pizza? ? If so, you like the dish? ? Describe the process of making one briefly 4b Complete the instruction (4b P10) ? Look at the pictures and complete the instructions individually ? Then compare the answer with a partner - Check the answer as a class ? Can you make a pizza after reading the instructions Pronunciation * Tone in statement used as questions ? What is a statement? - a telling sentence that ends with a full stop ? What is a statement question? - used to check information has the order of a statement but ends with a question mark - Play the part of the conversation in GETTING STARTED which includes a statement question ? Listen and pay attention to the intonation of the sentences, give comment ? Read the REMEMBER box - Make sure students understand the information Listen and draw or (5 Content h e d c a b 4.a Questions (4a P9) - tomato sauce, onion, cheese, apple, bacon, pizza base -> pizza 4b Complete the instruction (4b P10) Chop Grate Spread Sprinkle Spread Bake III Pronunciation * Tone in statement used as questions - A statement can be used as a question to check that the information we have is correct - When we pronounce a statement question, our voice goes up at the end Listen and draw or (5 P10) Teacher and Students' activities Content P10) ? Listen to the conversations and draw correct symbol for the intonation of each sentence - Play the recording as many times as necessary ? Practice the conversations with a partner Complete the mini-dialogues (6 Complete the mini-dialogues (6 P10) P10) * Suggested answers: ? Work in pairs to complete the minidialogues with suitable statement questions You don't like paster?/ Don't like paster? - Call on some pairs to write their answers on the board Add some salt? - Give comment when needed ? Practice the dialogues using the correct intonation 4.Further practice: ? Recall some cooking verbs ? How is a statement question pronounced? 5.Production: ? Learn by heart new words Learn by heart new words ? Do exercises A1,2 P3 (workbook) Do exercises A1,2 P3 (workbook) ? Prepare: Unit 7: A closer look Prepare: Unit 7: A closer look -0@0 -WEEK:20 Preparing date: Period: 57 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 3: A closer look I./ OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type - Vocabulary: words related to dishes 1.Knowledge: conditional sentences type with modal verbs Skills: Practicing skills Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher’s and Contents 1.Warmer: Check the old lesson Content 2.Grammar 1: Quantifiers: Ask students what a quantifier is, briefly explain to them that quantifier is a word or phrase that expresses the amount Tell students that they had already learnt and know quite a few quantifiers Elicit examples from students T may organize a short warm-up activity with this content Students work in pairs to write down all quantifiers that they know in two minutes The winner in the pair with has the most answers Activity 1: Ask Ss about the use of the four quantifiers Make any necessary comments Have Ss this exercise individually and then compare their answers in pairs Tell Ss that when talking about recipes people usually use food quantifiers and that the Look out! box contains the most common ones Have Ss read the information in the Look out! box Explain any unclear points If time allows, ask Ss to give examples with the quantifiers Ss may also add some more food quantifiers they know to the list Fill each blank with o, an, some, or any Key: 1.a a some some/any a some an any Some Match the food quantifiers with the nouns Some quantifiers can go with more than one noun Key: 1.a, g a 5.h b,d 3.f,g 4.c 7.e,f b Read the instructions to make a salad Fill each blank with a word/phrase in the box Activity : Have Ss the exercise individually and then compare their answers with a partner Remind them that some quantifiers can go with more than one noun Check the answers as a class 3.Grammar 2: Activity : a Have Ss work in pairs to read the instructions to make a chicken salad and to fill each blank with a word/ phrase from the box Check as a class Key: 1.200grams an tablespoons teaspoon teaspoon some b Work in pairs Think about a simple salad Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt Share the instructions with the whole class Vote for the best salad Modal verbs in conditional sentences type b Ask Ss to work in pairs, and think about a simple salad they know Together Ss write the instructions to J make it Call on some pairs to read aloud their instructions Other Ss listen, make comments, and vote for the best salad T may also organise a competition Have Ss work in groups to write the instructions to make a salad on a big piece of paper Once they have finished, each group sticks their instructions on the board A board of five Ss act as examiners This board reads the instructions and gives each group a mark Read these sentences from the conversation in GETTING STARTED Pay attention to the underlined part and answer the questions In conditional sentences type 1, we use a simple present tense in the Ifclause and will + bare infinitive in the main clause This is the standard form Instead of will, we can use other modal verbs such as can, must, may; might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc Example: If you cut your finger, it will bleed (standard form) If you finish your dinner, you can watch TV (permission) She can learn to become a good Activity : cook if she tries hard, (ability) if he Have Ss read the two given sentences and answer the questions Elicit their answers and likes eating spicy food, he may/might add chilly, (possibility) confirm the correct ones If you don't want to get burnt, you must follow these safety Ask them to give the standard form of conditional sentences type 1.T may call on one student to write the form on the board Now have Ss read the information and examples in the grammar box Write the form of the examples on the board: 4.Further practice: Activity 5 Have Ss the exercise individually and then compare their answers in pairs Ask some Ss to read out loud the complete sentences Activity 6 Have Ss work in pairs to read the situations and write appropriate //-sentences Call on some Ss to write their sentences on the board Give necessary correction If time allows, organise a quick game Ss work ỉn groups and write down two situations After five minutes, have a representative from one group stand up and read out one situation This student points at a random student in another group to give a conditional sentence type with a modal verb If the sentence is correct, the group gets one point The groups take turns to read their situations The winner is the group with the most points Make sure the groups have equal opportunities to give the answers instructions (necessity) If you feel unwell, you shouldn't eat fast food (advice) Key: I ability Advice If + S + V (present simple), s + can/must/may/might/should + V (infinitive) Match the first half of the sentence in A with the second half in B Key: c e d a b f 6 What will you say in these situations? Use suitable modal verbs with conditional sentences type Example: Your friend, Mai, is not good at cooking, but she wants to study abroad You think learning to cook is a good idea because she can cook for herself when she's away from home Give her some advice —> If you want to study abroad, you should learn to cook Suggested answers: If you want to have good health, you must reduce the amount of salt in your food If my brother is hungry, he can eat three bowls of rice You can take a cooking class if it is at the weekend If I eat this undercooked pork, I may have a stomachache You should whisk the eggs for 10 minutes if you want a lighter cake 5.Production: Copy the email onto exercise notebook -Prepare communication -0@0 -Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… …………………………………………………… WEEK:21 Period: 58 Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 4: Communication I./ OBJECTIVE: By the end of this Unit, students can: • talk about the eating habits of Vietnamese people • listen for detailed and specific information about teenagers' eating habits 1.Knowledge: - Vocabulary: words related to recipes and eating habits - Grammar: quantifiers (review); modal verbs in conditional type Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher’s and Contents 1.Warmer: Tell students in this lesson they will have the opportunity to learn how to cook one type of Content Look at the pictures Answer 5.Production: - learn by heart the new words - Prepare A closer look WEEK:33 Period: 96 -0@0 -Preparing date: Teaching date: UNIT 12 MY FURTURE CAREER Lesson 2: A closer look I./ OBJECTIVE: By the end of the lesson, students can: - Use lexical items related to jobs and career - Use high tones correctly 1.Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice - Pronunciation: High tones Skills: - Practicing skills 3.Attitudes: - Raise the awareness of studying - Have good guidelines for future career 4.Competences: - Co-operation: work in pairs, groups - Self- study: work individually - improve their pronunciation II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher & Ss’ activities Content Warm up Introduction Start by reviewing the previous lesson Begin by asking two pairs of Ss to come to the front to play a quick game - play the game in pairs Ask them write as many jobs and collocations (or phrases) used to describe those jobs as possible Set a time limit of three minutes The pair with the most correct worlds and collocations wins 2.Vocablulary Now have Ss turn to the book and work in pairs to identify the pictures Ask them to briefly describe the pictures Then let them the matching exercise Check the answers as a class Then ask Ss: Which of these Jobs would you like to in the future ? ? Why would you like to it? Ask some Ss to answers the questions Vocabulary Put the word/phrase under each picture There is one extra word - work in pairs toidentify the picture Key: craftsman physicist opera singer fashion designer pharmacist architect businesswoman mechanic Fill each blank with a suitable job Have Ss work individually to fill the from blanks Remind Ss that the form of the - work individually world may need to be changed to fit the sentence Allow them to share their Key: answers with a partner before checking as physicist mechanic a class pharmacist fashion designer opera singer architects businesswomen and men craftsmen and women 3a Match a word/phrase in the left 3a Give Ss a couple of minutes to column with its meaning in the right work in pairs to the matching Then one check the answers as a class b Have Ss word individually to Key: complete the sentences Have the 1.D 2.B 3.A 4.C compare their answers in pairs 3b Fill each gap with a word/phrase in Afterwards, check Ss' answers as a class 3a Key: career job profession career path 3.Pronunciation High tones Have Ss silently read the information and examples in the box Ask some Ss to summarise the rules and read out examples in the box or to give their own examples Ensure that Ss have understand the ideas before proceeding Inform Ss that negative adjectives (awful, terrible) can be affected by tone in the same way as positive ones (excellent, brilliant) Play the recording for Ss to listen Ask them to draw to illustrate Tom's tones Play the recording again for Ss to repeat the short dialogues playing attention to the tones Call on some pairs to act out the short dialogues Listen to the conversations between Jenny and Tom Notice how Tom uses high tones in his replies Then practise the conversation with a partner - listen to the tape - practise with a partner The responses to the pairs of 4.Further practice: Have Ss work in sentences are the same but the speakers pairs to draw arrows to show the tones have opposite attitudes Listen, draw before reading out Then play the arrows to show the tones, then repeat recording Ask the pair to listen and check their lines showng the tones Confirm the correct answers Ask some prair to practise the saying the pair of dialogues Correct them if necessary Key + Audio script They have a new air There's going to be an a conditioner electricity cut to day Brilliant b Brilliant I got the sack I got a promotion again a Well done b Well doen a I got an A in the exam Excellent Her application was turned b I failed the exam a gain Excellent I've beeb offered two a dow b jobs at the same time Amazing Amazing We're having a company He has decudea to cut a holiday in a luxury resort b down on our wages How awful How awful 5.Production: - Redo the Vocab - Prepare for A closer look -0@0 -Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… WEEK:34 Period: 97 Preparing date: Teaching date: UNIT 12 MY FURTURE CAREER Lesson 3: A closer look I./ OBJECTIVE: By the end of the lesson, students will be able to usethe structures Verb + to - infinitive / verb + V - ing correctly 1.Knowledge: - Grammar:Verb + to - infinitive / verb + V - ing - Vocabulary: words related to career Skills: - Practising skills 3.Attitudes: - Ss are interested in usingVerb + to - infinitive / verb + V - ing Competences - Co-oporation: work in pairs, groups, teams - Self- study: work individually - Using language to talk about career II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: T and Ss activities Content Warm up : - Check up old lesson - Ss - T Grammar Despite/In spite of: review Have Ss read the Remember! box, - Listen and take notes then ask one or two Ss summarise the rules T can write the example sentences on the board Ask Ss to give further examples Make it clear to Ss that these expressions can be used - Ss work individually interchangeably They both work with all the from: before a noun, a noun pharase, or an - ing form Ask Ss to work individually to Ss work individually, then fill in the gaps Check the answers as a exchange their answers on the class board Key: a.loving maths studying hard laziness being short poor health - Ss read the bubble quoted from Verb + to - infinitive/Verb + V- ing the GETTING STARTED Ask Ss to read the bubble quoted conversation, then read the from the GETTING STARTED structures and example in the conversation, then have them read the grammar box carefully structures and example in the grammar box carefully Help them with the meanings of the verbs if necessary Divide the board into four colums write Verb + to - infinitive/Verb + V - ing, Verb + to - infinitive, or + V - ing with no - four Ss come to the board change in meaning in each column, and to write the verbs mentioned in a comlumn for Verb + to - infinitive, or + the grammar box in the V-ing with change in meaning, Ask four approptirte culumn then give Ss to come to the board to write the examples with these verbs verbs mentioned in the grammar box in the approptirte culumn Ask other Ss to give examples with these verbs & Have Ss world individually Allow Ss to share their answers with a partner Then check their answers as a -Ss world individually Then class T can remind Ss that in both these share their answers with a partner exercises more than one of the options may be correct Key: to give to pass choosing taking 1.A 2.A 3.C 4.C 5.A&C 3.Grammar 2: 6.B Firstly, have Ss work in pairs to describe what is happening in the Key: pictures Then Ss can attempt to to lock meeting complete the sentences using the ideas to contact to send and actions from the pictures Check the working talking answers as a class posting 8.to answer Have Ss work individually to finish - Ss work inpairsto describe what the sentences Allow them to share their is happening in the pictures Then answer with a partner Call on some Ss attempt to complete the sentences to write their answers on the board using the ideas and actions from Correct their answers if necessary the pictures Key: The boy finally managed to deal with his peers at the vocational school She attempted to cooperate with the other in the team to finish the work He wasn't promoted in spite of/despite his efforts The boss denied bullying the new employee Despite being qualified for the job, he wasn't accepted/Despice qualifying for the job, he wasn't accepted 4,Further practice: ? Retell Verb + to - infinitive / verb + V - - Answer teacher's questions ing 5.Production ? Learn by heart all the structures - Take note ? Do exercises in Work book ? Prepare: Unit 12: Communication WEEK:34 Period: 98 -0@0 -Preparing date: Teaching date: UNIT 12 MY FURTURE CAREER Lesson 4: Communication I./ OBJECTIVE: By the end of the lesson, Ss will be able to use lexical items related to jobs and careers, use the structures Verb + to - infinitive / verb + V ing correctly 1.Knowledge: Despite/inspite of: review Verb + to-infinitive/Verbs +V-ing Skills: - Practising skills 3.Attitudes: Ss are interested in careers and jobs Competences: - Co-operation - Self- study - Using language to talk about careers and jobs - Grammar:Verb + to - infinitive / verb + V - ing II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Ss and teacher’s activities Warm up: Discussion: WHAT JOB DO YOU WANT TO DO IN THE FUTURE? - Ask Ss to work in groups of to answer the questions Content - Work in groups - Listen and discuss 2.Communication 1: - Check if Ss understand the meaning of the words in Extra vocabulary box Can’t stand +V-ing: Used to describe an activity or situation that you really don’t like, or find extremly unpleasant - Work individually Burn the midnight oil: Work very hard, - Copy down work through the night Make a bundle: Earn a lot of money Have Ss skim - read the posts individually and try to remember the reasons each teen - Work individually gives for their choice of career Sample comments on: Post from Tu: I agree that if Tu can sing, Then, in pairs, Ss compare the reasons that he should enroll in a school for each of them gives Then Ss can read the performing arts posts a second time more slowly for details Tu is right A singer can make a bundle I can't agree with Tu's reason Not every singer becomes famous I don't think every singer can travel all over the world Post from Anh: I totally agree with Anh that it is a meaningful job, because architects can help improve people's life I can't agree with Anh that architects work flexitime My dad is also an architect and he has to be at work at a.m every day Post from Duong: Duong is absolutely right If he is curious about the natural, world, that job can satisfy him in many ways I'm sorry I can't agree with Duong He wants to becom a physicist because he is curious about the world, but can he be sure that he is able to the job? Is he good at physics? Post from Dzung: Exactly What Dzung says is true Students doctors have to burn the midnight oil They have to learn about everything related to their patients because their advice affects the patients; lives I totally agree with Dzung because it is very hard to work to in hospitals All around you are 3.Communication 2: Put Ss in groups of four Tell them that they can look back at the posts and choose one post to discuss Remind them that they can use the phrases to express agreeing or disagreeing in the box Move around to observe and provide help a) Have Ss work in pairs Ask them to choose a couple of example careers, either from elsewhere in the unit or from ideas of their own - Ss should then figure out their own reasons why they or not want the chosen careers - Set a time limit of ten minutes Tell them that they can also note down several key words/phrases related to their reasons 4.Further practice: b) Ask several pairs to report their decisions and reasons to the whole class Have other Ss give comments This is an open exercise and there are no wrong answers 5.Production: Review this lesson Do exercises …… (Workbook) Prepare lesson Skills patients waiting for your help Hold on if everyone only thinks about the hard to work in hospitals All around you are patiensts, then? - Work in groups of four - Work in pairs - Several pairs to report their decisions and reasons to the whole class Do at home -0@0 WEEK:34 Preparing date: Period: 99 Teaching date: FEEDBACK ON TEST 45’ I./ OBJECTIVE: - Help ss find out their mistakes and correct them Students can improve their knowledge of English Knowledge; - Grammar : related to unit 10-11 - Vocabulary: related to unit 10-11 Skills: Practicing skills Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises Competences - Self- study: work individually II./.PREPARATION: 1.Teacher: Test papers 2.Students: III./ TEACHING METHODS: Technical present… IV./.PROCEDURE A Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge -There are many exellent and good tests - Some Ss' skill of doing general test is not good -The teacher shows some best and worst tests to correct before class: B Key ĐÁP ÁN PART I: 0,5 p for each correct sentence T T T PART II: 1.0,2 p for each correct word d e .c a .b F (SKILLS 2- UNIT 11) 0,4 p for each correct sentence 1.B 2.D 3.A 4.B 5.A PART III: 0,6 p for each correct sentence 1.A 2.C 3.C 4.B 5.C PART IV: 0,5 p for each correct sentence 1.The girls who have passed the entrance examination will enter university 2.Some women who get a university degree can get a well-paid job 3.Have you heard about For a Brighter Future, which supports women in their fight for employment equality? 4.Some fathers who a part-time job will stay at home more often and will have a closer relationship with their children -0@0 -Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… WEEK:35 Period: 100 Preparing date: Teaching date: UNIT 12 MY FURTURE CAREER Lesson 5:Skills I./ OBJECTIVE: By the end of the lesson, Ss will be able to how to: - Talking about a person's like/dislikes, personality traits, and abilities for a certain job 1.Knowledge: Despite/inspite of: review Verb + to-infinitive/Verbs +V-ing Skills: - Practising skills 3.Attitudes: Ss are interested in careers and jobs Competences: - Co-operation - Self- study - Using language to talk about careers and jobs II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher’s activities 1.Warm-up Discussion: What is a job? What is a career? How different are they? Contents - Whole class: Suggested answers : A job is something people to earn money A career is more than a job It is an - go ing process of learning and development of skills and experience Very different (A job describes what you doing now, a career describes your job choices over your working life, with the aim of improving your quality of life) Pre-Reading Ask Ss to work in pairs to discuss the questions Elicit the answers from Ss Give - Work in pairs Ss three minutes to skim the article and compare their answers with the inforrmation - Answer the questions from the article While-reading Have Ss read the article to the - Share the answer exercise in pairs Ask some Ss to share their answers Key: career path 2.peer ongoing 4.alternatively 5.take into account Ask Ss to work individually Remind them to play attention to key worlds in each statement Then allow them to share their answers befor checking as a class To check their understanding, ask some Ss to explain their answers Key: 1.T 2.F 3.F 4.T 6.T Post-reading (Speaking) Have Ss work in groups Each groups should choose one job - Work in groups discuss Ieally each group would have a different job If you have more groups than jobs the list, Ss can contribute more jobs Ask them to make notes on a small poster, using the example as a guide Set a - Make notes on a small poster, using the time limit example as a guide Have each groups present their ideas and opinions on their chosen job to the class Once they have finished, ask the class to say whether they agree with the points or not and - Present their ideas and opinions on whether they should and some other points their chosen job to the class As an extension activity, ask groups to choose another job that they did'n work on Have Ss read the notes from the groups who - Work in groups chose this job in Tell them to add any eatra ideas their group may have Ss report their ideas to the class 5.Production: Review this lesson - Copy and at home! Do exercises …… (Workbook) Prepare lesson Skills -0@0 WEEK: Period: Preparing date: Teaching date: REVIEW I./ OBJECTIVE: By the end of the lesson, students can: + Revise the language students they have practiced in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Knowledge: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12 Attitute: Ss work hard Competence: - Expressing opinions -self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE Teacher and Students' activities Content Warmer: Ask and answer ? What have you learnt so far in terms of language and skills - Summarise their answers and add some more information if necessary Encourage Ss to recall and speak out as much as possible Pronunciation I Pronunciation Draw rising or falling arrows (Activity 11 Draw rising or falling arrows (Activity P82) P82) A: What the astronauts while they are ? Review the rude of tones (high or rising tones to check information, to indicate items in list, to disagree with someone, and with Wh-questions) with Ss - Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones - Play the recording ? Listen and check the answers - Confirm their answers as a class Ss then listen again and repeat, in chorus and individually aboard the ISS? B: They keep the station in good condition, and science experiments A: Sounds hard B: Not at all A: They don't have "weekend"? B: They A: What they during thier weekend? B: They various things like watching movies, playing, music, reading books, and talking to their families Draw arrows to illuatrate the feelings and opinions of A and B (activity P82) Draw arrows to illuatrate the feelings and opinions of A and B (activity P82) Have Ss work in pairs to draw rising or falling arrows to illustrate the correct tones Ask them to practise saying the conversation Play the recording for Ss to check their answers Check the answers as a class Have some pairs practise saying the conversations in front of the class A: In the near future, we will mostly learn online B: Incredible! but we will still have actual classrooms, won't we? A: Sure But teachers will no longer be knowledge provides B: Really? A: They will be guides, or facilitators B: Superb! What about the student's roles? A: They'll be more responsible for their own learning, i think B: Amazing! And they will make their own decisions? A: Absolutely right! Vocabulary Change the form of the verbs provided to complete the sentences (Activity P82) ? Do this individually and then share their answers with a partner ? Write the answers on the board II Vocabulary Change the form of the verbs provided to complete the sentences (Activity P82) facilitators training experienced development(s) launch attendance Teacher and Students' activities Content evaluators participants Complete each sentence with a phrase in the box (Activity P83) Complete each sentence with a phrase in the box (Activity P83) Check if Ss remember the meaning of the phrases Ensure all are understood before moving on Then have them work in pairs to complete the sentences Check the answers as a class work flexitime sence of direction make a bundle burn the midnight oil once in a blue moon The sky's the limit sence of responsibility mountains of work Grammar Infinitive or -ING form (Activity P83) III Grammar Infinitive or -ING form (Activity P83) Check if Ss remember the meaning of the phrases Ensure all are understood before moving on Then have them work in pairs to complete the sentences Check the answers as a class eating to work/working doing floating Rewrite the pairs of sentences (Activity P83) Rewrite the pairs of sentences (Activity P83) Have Ss write the sentences individually on a piece of paper Ask Ss to swap a partner Allow Ss time to discuss if there is any difference between their answers Check the sentences as a class Suggested answers My grandfather, who has been retired for ten years now, used to be an astronaut The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA She likes the career which/that heer father pursued all his life He admires the teacher who initiated building the school library I work for a man whose farm covers thousands of acres Students will have to make their own learning decisions, which will be hard for many of them Everyday English (Activity P83) Everyday English (Activity P83) Have Ss read the phrases and sentences carefully Check that Ss understand the meaning of the phrases before moving on Then Ss this exercise in pairs, Correct their answers and ask some pairs to act out the dialogues No worries I am not so sure about that That's not entirely true Cool Sounds interesting 5.Production: ? Do all the exercises in Review 4: language ? Prepare: Exam to play to be to share checking ... (2 P 29 ) ? Run through all the ways to write an advertisement for a tourist attraction ? Prepare for your writing for the project (3 P 29 ) Content Tick good ways to write an advertisement (2 P 29 ) ... exercises D3, E1 P18- 19 - Exercises D3, E1 P18- 19 (workbook) (workbook) - Prepare for your writing for the ? Prepare for your writing for the project (3 P 29 ) project (3 P 29 ) - Prepare: Unit :... P9) Matching (1 P9) ? Match the verbs in the box with the A chop B slice pictures C grate D marinate E whisk F dip G sprinkle H spread Complete the sentences (2 P9) Complete the sentences (2