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Week 19 Period 55 Planning: Teaching: UNIT 7: RECIPES AND EATING HABITS Lesson 2: A closer look I OBJECTIVES Knowledges: By the end of the lesson, the Ss will be able to: - 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 Competences: - Co-operation: work in pairs, groups - Self- study: work individually - Creativeness: talk about RECIPES AND EATING HABITS - Using language to exercises Quality: Ss are interested in doing exercises II TEACHNG AIDS T : Textbook, lesson plan, English room Ss : Learn the old lesson, prepare Unit 7: A closer look III PROCEDURE Warm up (5’) * Organization (1’) 9A: 9B: 9C: a Goal: Review the vocabulary related to dishes, preparing and cooking b Content: Ss write the words related to dishes, preparing and cooking c Expected results: Ss can remember the words related to the topic d Performance: Teacher and Students' activities Content - Elicits the topic from students Word webs ? Work in two teams * Suggested answer: ? Brainstorm all the words related to the Dishes: Cobb salad, sushi, steak pie, topic: dishes and preparing/ cooking fajitas, lasagne, mango sticky rice, beef - Encourage them to call out as many noodle soup, curry… words as possible Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add… Presentation (5’) a Goal: Provide Ss necessary vocabulary related to the topic b Content: Ss learn vocabulary c Expected results: Ss can read and remember the vocabulary related to the topic d Performance: Teacher and Students' activities Content - Teacher use the pictures in on page Vocabulary to teach vocabulary (situation, realia) - whisk (v): đánh (trứng) - Follow the seven steps of teaching - grate (v): nạo vocabulary - spinkle (v): rắc - manirate (v) ướp - spread (v): phết - simmer (v): om - paster (n): mì ống, mì sợi * Check vocabulary: Matching - batter (n): bột (nhão) làm bánh Practice (20’) a Goal: Revise the vocabulary b Content: - Write a food preparation verb from the box under each picture - Complete the sentenceswith the correct form of the verbs - Match each cooking verb with its definition c Expected results: Ss can understand using and meaning of the vocabulary d Performance: Teacher and Students' activities Content Ex 1: Write a food preparation verb from Ex 1: Write a food preparation verb the box under each picture from the box under each picture ? 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 Ex Complete the sentenceswith the Ex Complete the sentenceswith the correct form of the verbs in correct form of the verbs in ? Work in pairs chop, Slice grates, sprinkles ? Use the correct form of the verbs in to Marinate whisk complete the sentences Dip spread Ex 3: Match each cooking verb in A Ex 3: Match each cooking verb in A with its definition in B with its definition in B ? Run through all the cooking verbs 1.g f ? Read the definition and match a h c cooking verb in A with its definition in B e a ? Work individually d b Ex 4.a What can you see in the Ex 4.a What can you see in the pictures? Do you know what dish these pictures? Do you know what dish these ingredients are used for? ingredients are used for? ? Look at the picture and answer the two - tomato sauce, onion, cheese, apple, questions: bacon, pizza base -> pizza + What can you see in the pictures? + Do you know what dish these ingredients are used for? ? 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 instructions below 4b Complete the instructions below with the verbs in and One verb is with the verbs in and One verb is used twice used twice ?Look at the pictures and complete the Chop instructions individually Grate ? Then compare the answer with a Spread partner Sprinkle - Check the answer as a class Spread ? Can you make a pizza after reading the Bake instructions Production (13’) a Goal: Ss can understand tones in statements used as questions b Content: Listen to and practice the conversations Complete the mini-dialogue with suitable statement questions c Expected results: Ss can practice tones in statements used as questions correctly d Performance: Teacher and Students' activities Content Pronunciation * Tone in statement used as questions ? What is a statement? - A statement can be used as a question to - a telling sentence that ends with a full check that the information we have is stop correct ? What is a statement question? - When we pronounce a statement - used to check information has the order question, our voice goes up at the end 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 Ex 5: Listen to the conversation Listen Ex 5: Listen to the conversation Listen and draw or at the end of and draw or at the end of each line.Practice the conversation with each line Practice the conversation a partner with a partner ? Listen to the conversations and draw A: What we need to make a pizza? correct symbol for the intonation of each sentence B: A pizza base, some cheese, some - Play the recording as many times as bacon, an onion, and an apple ↷ necessary A: An apple ⤻? ? Practice the conversations with a B: Yes, an apple ↷ partner A: What’s for dinner ↷? B: We’re eating out tonight ↷ A: We’re eating out ⤻? B: Right ↷ A: I can’t eat this dish ↷ B: Why not ↷? A: I’m allergic to prawns ↷ B: Allergic to prawns ⤻? A: Yes, my skin turns red when I eat them ↷ Ex 6: Work in pairs Complete the mini-dialogue with suitable statement questions * Suggested answers: Ex 6: Work in pairs Complete the mini-dialogue with suitable statement questions ? Work in pairs to complete the mini- You don't like paster?/ Don't like dialogues with suitable statement paster? questions Add some salt? - Call on some pairs to write their answers on the board - Give comment when needed ? Practice the dialogues using the correct intonation * Homework (2’) - Learn by heart new words - Complete all the exercises in the notebook - Prepare Unit 7: A closer look Week 19 Period 56 Planning: Teaching: UNIT 7: RECIPES AND EATING HABITS Lesson 3: A closer look I OBJECTIVES Knowledges: By the end of the lesson, the Ss will be able to use: - Quatifiers (review) - Modal verbs in conditional sentences type Competences: - Co-operation: work in pairs, groups - Self- study: work individually - Using language to talk about dishes Quality: Ss are interested in using Quatifiers, Modal verbs in conditional sentences type II TEACHNG AIDS T : Textbook, lesson plan, English room Ss : Learn the old lesson, prepare Unit 7: A closer look III PROCEDURE Warm up (5’) * Organization (1’) 9A: 9B: 9C: a Goal: Help Ss to remember quantifiers b Content: Ss go to the board and write all the quantifiers they know c Expected results: Ss can write the quantifiers d Performance: - Ask Ss to go to the board and write down all quantifiers they know in two minutes - T calls some Ss comment and correct Presentation (10’) a Goal: Ss can memorize quantifiers and knowledge form and usage of modal verbs in conditional sentences type b Content : Ss learn grammar c Expected result: Ss can remember quantifiers and understand modal verbs in conditional sentences type d Performance: Teacher’s and students’activities Content * Grammar Quantifiers: review Quantifiers: review - Ask Ss what a quantifier is If needed, briefly explain to them that a quantifier is a word or phrase that expresses quantity or amount Tell Ss that they have already learnt, and know, quite a few quantifiers Elicit examples from Ss - T may organise a short warm up activity with this content Ss word in pairs to write down all quantifiers they know in two minutes The winter is the pair which has the most answers Modal verbs in conditional sentences type - Have Ss read the two given sentences and answer the questions Elicit their answers and confirm the correct ones - Ask them to give the standard form of conditional sentences type - 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: Modal verbs in conditional sentences type 1 ability advice If + S +V (present simple), S + can/must/may/might/could + V(infinitive) Practice (23’) 3.1 Quantifiers a Goal: Ss can exercises about the quantifiers b Content: Fill each blank with a, an, some, any./ with a word/phrase in the box Match the food quantifiers with the nouns c Expected result: Ss can exercises about the quantifiers exactly d Performance: Teacher’s and students’activities Content Ex 1: Fill each blank with a, an, some, Ex 1: Fill each blank with a, an, some, any any - Ask Ss about the use of four quantifiers a a some Make any necessary Have Ss this some/any a some exercise individually and then compare an any some their answers in pairs - Tell Ss that when talking about recipes people usually use food quantifies 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 qualifiers they Ex 2: Match the food quantifiers with know to the list the nouns Ex 2: Match the food quantifiers with a, g 2.a f, g 4.c the nouns h b, h e, f b - Have Ss the exercise individually and then compare their answers with a partner Remind them that some quantifiers can go with more than noun Check the answers as a class Ex 3.a Read the instructions to make a Ex 3.a Read the instructions to make a chicken salad Fill each blank with a chicken salad Fill each blank with a word/phrase in the box word/phrase in the box 200grams an - Have Ss work in pairs to read the tablespoons teaspoon instructions to make a chicken salad and teaspoon some to fill each blank with a word/phrase from the box Check as a class 3.b Write the instructions on how to make 3.b.it Write the instructions on how to using the quantifiers and cooking verbs make you it using the quantifiers and have learnt cooking verbs you have learnt - Ask Ss to work in pairs, and think about a simple salad thay know Together Ss write the instructions to 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 stick their instructions on the board A board of five Ss act as examiners This board reads the instructions and gives each goup a mark 3.2 Modal verbs in conditional sentences type a Goal: Help Ss understand modal verbs in conditional sentences type b Content: Match the first half of the sentence with the second half Rewrite the sentences in these situations using suitable modal verbs in conditional sentences type c Expected result: Ss can exercises about modal verbs in conditional sentences type 1exactly d Performance: Teacher’s and students’activities Content Ex 5: Match the first half of the Ex 5: Match the first half of the sentence in A with the second half in B sentence in A with the second half in B - Have Ss the exercise individually c e a and then compare their answers in pairs b f d - Ask some Ss to read out loud the complete sentences Ex 6: What will you say in these Ex 6: What will you say in these situations? Use suitable modal verbs in situations? Use suitable modal verbs in conditional sentences type conditional sentences type - Have Ss work in pairs to read the * Suggested answers: situations and write appropriate if- If you want to have good health, you sentences must reduce the amount of salt in your - Call on some Ss to write the their food sentences on the board Give necessary If my brother is hungry, he can eat correction 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 Production ( 5’) a Goal: Ss can practise more about the quantifiers and modal verbs in conditional sentences type b Content: Make sentences with the quantifiers and modal verbs in conditional sentences type c Expected result: Ss can make sentences about the quantifiers and modal verbs in conditional sentences type 1exactly d Performance: - Asks Ss to make sentences with the quantifiers and conditional sentences type - Call Ss to go to the board their sentences - Call other Ss to comment - T corrects * Homework (2’) - Learn by heart all the structures - Complete all the exercises in the notebook - Prepare: Unit Communication Week 19 Period 57 Planning: Teaching: UNIT 7: RECIPES AND EATING HABITS Lesson 4: Communication I OBJECTIVES Knowledge: By the end of the lesson, the Ss will be able to: - Discuss the recipe for a dish - Grammar: Quatifiers, Modal verbs in conditional sentences type - Vocabulary: words related to dishes Competences: - Co-operation: work in pairs, groups - Self- study: work individually - Using language to talk about recipes and eating habits Quality: Ss are interested in recipes and eating habits II TEACHNG AIDS T : Textbook, lesson plan, English Ss : Learn the old lesson, prepare Unit 7: Communication III PROCEDURE Warm up: ( 5’) - Organization (1’) 9A: 9B: 9C: a Goal: To attract Ss’ attention to the lesson and to lead in the new lesson b Content: Ss answer the questions c Expected result: Ss can understand and answer the questions about themselves d Performance: - Ask Ss to answer some questions: + What you often at home? + Do you help your mother cook for family? + Can you cook well? + Can you tell me some dishes you know? - Ss answer Presentation (10’) a Goal: Help Ss understand the meanings of the words in the Extra Vocabulary and guess the name/ the ingredients of the dish in the picture b Content : Ss learn vocabulary and answer the questions c Expected result: Ss can remember vocabularies and guess the name/ the ingredients of the dish in the picture exactly d Performance: Teacher’s and students’activities Content * Vocabulary - Ss guess the meaning of the words - purée: make fruit or vegettable in a - Listen to the teacher’s explaination thick, smooth sauce, usually in a blender - Repeat - garnish: decorate a dish of food with a - Stress small amount of another food - Copy - tender: soft or easy to chew E.g: “My grandmother can only eat beef if it is tender, so my mother has to stew it for one hour.” Ex 1: Look at the picture Answer the - Have Ss look at the picture and answer questions the questions: Can you guess the name of the dish in the picture? What you think the ingredients are for the dish? - Quickly elicit their answers and write them on the board Do not confirm the Ex 2.a: Listen to the first part of a talk correct answers now … Check your answer - Play the first part of the recording for Ss Pumkin soup to check their answers pumpkin, celery, shallots, butter, salt, Confirm the correct ones cream Practice (20’) a Goal: Help Ss know how to cook the pumpkin soup b Content: Listen to a talk where Mi is presenting how to prepare the ingredients and fill each blank with a word/ phrase; rearrange them into the correct order; then talk about the health benefits of the dish c Expected result: Ss can know some ingredients, preparation, steps and benefits of the pumpkin soup d Performance: Teacher’s and students’activities Content Ex 2.b: Listen to the first part of the Ex 2.b: Listen to the first part of the talk again Fill each blank with a talk again Fill each blank with a word/ phrase word/ phrase - Play the recording again for Ss to the a kilo/one kilo exercise two - Have them compare their answers in two sticks pairs two tablespoons - Call on two Ss to write their answers on two tablespoons the board a pinch - Ask other Ss to correct these answers if peel needed chop - Play the recording one more time for Ss peel to check their answers 10 slice 11 leaves Ex 3: Read the steps to make the dish Ex 3: Read the steps to make the dish Rearrange them into the correct order Rearrange them into the correct order - Have Ss read the steps to cook the soup 1.b 2.e 3.f 4.c 5.a 6.d and try to rearrange the steps - Ask some Ss to write their order on the board - Play the recording for Ss to check their answers - Ask Ss to comment on the orders on the board - If there are any unclear points, play the - Task 3: Decide if the statements are true (T) or false (F) c Expected result: SS can the tasks well, know some words, idetify the statements are true (T) or false (F) d Performance: Teacher & Ss' activities Contents Task2:Match the highlighted words/phrases in the article with their meanings Task2: Match the highlighted - Ask Ss to work in pairs and read again the article words/phrases in the article with and the exercise their meanings - Get Ss to pay attention to highlighted words in career path the text peers - Have Ss share the answers ongoing - Check as a class alternatively take into account Task Decide if the statements are true (T) or false (F) - Ask Ss to run though the statements in part - Explain the new words if necessary Task Decide if the statements are - Run through the statements true (T) or false (F) - Ask Ss to guess thestatements T or F T F F T T T - Have Ss read the article then decide the statements T or F - Remind Ss to pay attention to key words in each statement - Ask Ss to share their answers before checking as a class - Get feedback by asking Ss to explain their answers Post – reading ( 12’) a Goal: - Students can talk about skills and abilities to the jobs they want to in the future b Contents: - Task 4: Think about the skills and abilities to the jobs below,work together to make notes - Task 5: Choose one job from and present your group’s ideas c Expected result: - Talk freely about skills and abilities to the jobs they want to in the future d Performance: Teacher & Ss' activities Contents Task 4: Think about the skills and abilities to the jobs below Work together to make notes - 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 - Work in groups and discuss - Ask them to make notes on a small poster, using the example as a guide - Set a time limit - Go around and help Ss if necessary Task Choose one job from and present your group’s ideas - Have each group present their ideas and opinions on their chosen job to the class - Present their ideal and opinion to the class - Once they have finished, ask the rest of the class to say whether they agree with the points or not and whether they should add some other points Think about the skills and abilities to the jobs below Work together to make notes _ I would like a nurse in the future becau a nurse is a person who like to take care of other people and can work in a team Choose one job from and present your group’s ideas Example We think a nurse is a person who likes to take care of other people and can work in a team We also think he or she shouldn't be afraid of medical matters, I like giving injections or doing stitches Nurses also have to be emotionally strong, since they see some pretty sad and upsetting things through their work *Homework - Ask Ss to choose another job that they didn’t work on this lesson and work at home - Do exercises in D1, (Workbooks) - Prepare: REVIEW 04 (UNITS 10-11-12)- LANGUAGE Week Period 100 Planning: Teaching: REVIEW 04 Lesson LANGUAGE I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to: - revise what they have learnt in units 10, 11, 12 Students will further practise with areas that Ss find difficult - Vocabulary: Review the vocabulary they have learnt in unit 10, 11,12 - Grammar: infinitive or -ing form, relative clauses Competence: Teamwork, linguistic competence, cooperative learning and communicative competence Quality: Students are hard-working and attentive II TEACHNG AIDS Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… III PROCEDURE Warm up: (5’) a Goal: To warm up the class and tell the overview of the three lessons b Content: Brainstorming about the main point from unit 10 to unit 12 c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities - Have Ss work in teams, write what they have learned in these units (10-12) on a poster - Ss work in groups, take notes the main points - Ask Ss to show their answers - Teacher checks with whole class Contents Relative clause What you have learnt in units10-12? Past simple and past perfect Tones Practice (40’ ) 2.1 Pronunciation(10’ ) a Goal: Help Ss review the tones b Content: Ss work individually to draw rising or falling arrows c Expected result: Ss can practice saying the sentences correctly d Performance: Teacher's & Ss' activities Contents * Pronunciation: A Pronunciation: * Activity * Activity - Review the rule of tones with Ss Draw rising or falling arrows to illustrate Before listening to the recording, the correct tones, then listen and practise have Ss draw arrows to illustrate saying the sentences the appropriate tones Play the recording - Ss listen and check the answers - Get feedback their answers as a class - Ss then listen again and repeat, in chorus and individually - Then ask Ss to listen and repeat * Activity * Activity Draw arrows to illustrate the feelings - Have Ss work in pairs and opinions of Aand B Then listen and - Ask them to practise saying the repeat the conversation, paying attention conversation to the tones - Play the recording for Ss to check their answers - Check the answers as a class - Have some pairs practise saying the conversation in front of the class 2.2 Vocabulary(10’ ) a Goal: Review the vocabularies they have learnt in unit 10, 11,12 b Content: + Ss work individually to change the form of the verbs provided + Ss work individually to write the correct form of the words provided to complete the sentences c Expected result: Ss can the tasks correctly d Performance: Teacher's & Ss' activities Contents B Vocabulary: B Vocabulary: * Activity 3: Change the form of the * Activity 3: Change the form of the verbs provided to complete the verbs provided to complete the sentences sentences Key: - Make sure Ss understand the facilitators development(s) 3.training meanings of the verbs provided Then launch experienced 6.attendance have them complete the exercise evaluators 8.participants individually - Call on some Ss to write their * Activity 4: Complete each sentence answers on the board with a phrase in the box * Activity 4: Complete each Key: sentence with a phrase in the box work flexitime sense of direction - Check if Ss remember the meaning make a bundle burn the midnight oil of the phrases once in a blue moon 6.The sky’s the - Ensure all the phrases are limit 7.sense of responsibility understood before moving on Then mountains of work have them work in pairs to complete the sentences - Check the answers as a class 2.3 Grammar (20’ ) a Goal: Help Ss review the infinitive or -ing form, relative clauses b Content : + Ss work individually to use the correct form of the verbs in brackets + Ss work individually to Rewrite the following sentences using relative clauses + Ss work individually to the Everyday English c Expected result: Ss can understand the grammar rules above and grammar exercises correctly d Performance: Teacher's & Ss' activities Contents Activity 5: Put the verbs in C Grammar brackets into the infinitive or -ing Activity 5: Put the verbs in brackets form into the infinitive or -ing form - Have a brief revision session with Key: Ss if necessary Then have Ss work 1.eating 2.to play 3.to work/working individually 4.to be 5.doing 6.to share 7.floating - Ss exchange their answers 8.checking - Check the answers as a class Activity 6: Choose the correct voice to complete the sentences - Have Ss write the sentences individually on a piece of paper – - Ask Ss to swap their answers with a partner - Allow Ss time to discuss if there is any dierence between their answers - Check the sentences as a class Activity 6: Choose the correct voice to complete the sentences 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 3.She likes the career which/that her father pursued all his life He admires the teacher who initiated building the school library 5.I work for a man whose farm covers thousands of acres 6.Students will have to make their own learning decisions, which will be hard for many of them D Everyday English Activity 7: Choose the most suitable expression to complete each of the short dialogues Key: No worries 2.I am not so sure about that 3.That’s not entirely true 4.Cool 5.Sounds interesting Activity 7: Choose the most suitable expression to complete each of the short dialogues - 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 short dialogues *Homework: - Practice reading the dialogue - Write new words then learn them by heart - Do the exercise into notebooks - Prepare Review 04 ( Skills ) Week Period 101 Planning: Teaching: REVIEW 04 (cont) Lesson Skills I OBJECTIVES Knowledge: By the end of the lesson Ss will be able to practice skills with the knowledge they have learnt in unit 10, 11, 12 - Vocabulary: Review - Grammar: Review Competence: self-studying, creative and communicating using language correctly Quality: Students are hard-working and attentive II TEACHNG AIDS Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… III PROCEDURE Warm up: (5’) a Goal: To warm up the class and introduce the lesson b Content: the exercises in Workbook c Expected result: Ss can dothe exercises in Wb correctly d Performance: Teacher's & Ss' activities Contents - T checks Ss’ homework Exercises in Wb - Ask if Ss have any questions or not Practice (40’) 2.1 Reading (10’ ) a Goal: Ss know how to the reading comprehesion b Content: Ss work in pairs to read the following passage and march the heading the correct paraghraphs and decide the statements T or F c Expected result: Ss can understand the passage and reading exercises correctly d Performance: Teacher's & Ss' activities Contents A Reading A Reading Activity 1a Activity 1a - Have Ss work individually to skim- Key: 1.C 2.A 3.D B read the text to match the headings with the correct paragraphs They can compare their answers with a partner - Check answers as a class Activity 1b - Ask Ss to work individually Activity 1b: T/F Have Ss compare their answers with Key: 1.T 2.F 3.F F T a partner Check the answers as a class Ask Ss to explain the reasons why an answer is false 2.2 Speaking (10’ ) a Goal: help SS to practice speaking about a dream job b Content: Ss work individually to say their dream job c Expected result: Ss can practice speaking about the topic well d Performance: Teacher's & Ss' activities Contents - Allow Ss time to get some ideas from Unit 10 to 12, or to come up Choose a dream job you would like to with some ideas of their own Say why you dream of doing the job - Ss can work in groups - Have some Ss/groups come to the front to present their own choice and their reasons for the choice 2.3 Listening (10’ ) a Goal: Help Ss know how to the listening comprehesion b Content: Ss work individually to listen and answer two quetions c Expected result: Ss can listening exercises well d Performance: Teacher's & Ss' activities 3a.Answer the questions Firstly, ask Ss to read the questions carefully Then play the recording Ss listen and answer the questions Ask some Ss to give their answers Write Ss’ answers on the board 3b Complete the sentences - Have Ss read the sentences carefully and try to complete them without listening to the recording again - Do not confirm any answers at this stage - Tell Ss that they are going to listen a second time to check the answers for the questions in 3a and b - Play the recording - Ask some Ss to give answers -Let Ss listen a third time if necessary to check their answers - Confirm the correct answers as a class Contents 3a.Answer the questions a hotel receptionist two weeks 3b Complete the sentences sociable dealing with telephone manner experience night shifts 2.4 Writing (10’ ) a Goal: Guide Ss to write a paragraph of about 120 words to express your opinion about jobs b Contents: Ss work in pairs to discuss the question “In your opinion, what job will be the most popular in the next 10 years?” c Expected result: Ss can write the paragraphs well d Performance: Teacher's & Ss' activities Contents - Have Ss work in pairs to discuss Over time, the popularity of different the question jobs may change In your opinion, what - Ask the pairs to brainstorm an job will be the most popular in the next 10 outline of the main reasons why they years? think their chosen job will be the Write a paragraph of about 120 words most popular to express your opinion Remember to - Have pairs the writing together discuss why you think so T may read aloud one piece of writing and ask other Ss to comment Sample writing: - T may also collect some of the Ss’ I think one of the most popupar jobs in the paragraphs to correct at home future can be astronaut, the ‘driver’of expensive spacecrafts The rst reason is many people are dreaming of - ying into the space and are willing to pay for such ‘trips’ if the costs are not as high as they are now In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys This also means the demand for spacecraft drivers will be increasing Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth In short, because of the increasing demand for space travelling, the opportunities to earn money, and the interesting nature of the job, this job will likely be a favourite job for many people in very near future *Homework: - Retell the contents of the lesson - Review all knowledge for the test - Prepare for Unit 12 Skills Week Period 103 Planning: Teaching: UNIT 12: MY FUTURE CAREER Lesson 6: Skills I OBJECTIVES Knowledge: By the end of the lesson, students will be able to listen for specific information about the career in the future + Vocabulary: behind the scenes, acquire, professional, adaptable Competences: - Co-operation - Self- study - Creativeness: write an advertisement Qualitiy Students are interested in career II Teaching aids T : Textbook, lesson plan, computer, projector Ss : Textbook, workbook, notebook, pen III Procedure Warm – up (5’) a Goal: Check the old lesson and lead to the new lesson b Contents: - Ask Ss to talk about another job that they want or don’t want to in the future with skills and abilities c Expected result: - Talk freely and no wrong ideas d Performance: Teacher & Ss' activities Contents - Ask Ss to talk before class about another job that Ss’ presentation they want or don’t want to in the future with Talk before the class skills and abilities which they prepared at home - Ask other Ss to add their ideas if they have - Give comment - Lead to new lesson Pre – listening (12’) a Goal: - Help Ss know more words related to jobs and careers - Know the topic of the listening task b Contents: - New words - Task 1: Work in pairs and answer the questions below c Expected result: Ss can the task well d Performance: Teacher & Ss' activities Contents * Vocabulary * Vocabulary - Use different techniques to teach some new + behind the scenes (adj) words + acquire (v) - Check the words + professional (adj) - Ask Ss to work in pairs to answer the questions + adaptable (adj) - Ask some pairs to share their ideas with the + emphathetic ( adj) class + adaptable ( adj) - Get feedback +dynamic ( adj) - Set the scene: Phong is talking to Mrs Warner, Nick’s mother, about future jobs he and his friends want to While – listening (15’) a Goal: Help Ss to understand the conversation between Phong and Mrs Warner, Nick’s mother about future jobs b Contents: - Task 2: Phong is talking to Mrs Warner, Nick’s mother, about future jobs he and his friends want to Listen to the conversation and fill in the blanks with no more than THREE words - Task 3: Listen again and decide if the following statements are true (T) or false (F) c Expected result: Ss can exercises: and well d Performance: Teacher & Ss' activities Contents Task 2: Listen and fill in the blanks with no Task Listen and fill in the blanks more than THREE words with no more than THREE words - Ask Ss to read the information in part carefully -Tell Ss to listen carefully to find out the words/phrases from the recording needed to fill in the blanks - Play the record twice - Call some Ss to write their answer on the board - Call other Ss to comment - Confirm the correct answers by asking Ss to listen sentence by sentence Task 3:T/ F statements - Run through the sentences - Have Ss work individually to underline the key words in the statements - Play the recording again for Ss to check - Pause at the sentences that include the information Ss need for the answer - Confirm the correct answers mountains of work work overtime rewarding sociable applied skills good with his Task 3: T/ F statements T T T F F T Post – listening (13’) a Goal: - Help SS to write a paragraph about three most important qualities a person need to be able to a job b Contents: - Task4: 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 - Task5: Based on your discussion in 4, write a paragraph about the three most important qualities a person needs to be able to a job well Remember to give reasons and examples to support your opinion c Expected result: - Students’ writings d Performance: Teacher & Ss' activities Contents Task 4: Choose the jobs that you like Discuss which qualities would be necessary for people Choose the jobs that you like doing that job Discuss which qualities would be - First check that everybody understands the necessary for people doing that job meaning of the adjectives in the box Example: - If not spend some time explaining them To be a business person, you have to - Set a time limit for pairs to brainstorm the ideas be adaptable so that you can respond and the discussion quickly to changes - Ask Ss to refer back to and as examples for useful language and ideas - Ask some pairs to present their ideas to the Write a paragraph about the whole class three most important qualities a - Remind Ss that they should give examples and person need to be able to that reasons to support their main points jobs Task Write a paragraph about the three To be a business person, you have to most important qualities a person need to be be adaptable so that you can respond able to that jobs quickly to changes Besides, you also should be calm to deal with difficult - Have Ss base on the discussion in Then work problems which can appear anytime individuallyto get the ideas down on paper and and you can't predict Lastly, a check the accuracy of what they have written successful businessman has to be - Give them ten minutes to write and edit their creative to think out new ideas and work make new products to serve - Swap their writing with a partner for peer review, comments, and corrections - Edit their work - Collect some writings then correct and mark customers *Homework: - Ask Ss to complete their writing at home if they don’t finish - Learn the words and the models by heart - Prepare: Unit 12- Looking back & project - Copy and at home - Listen and take notes the assignments Week 35 Period 104 Planning: /5/2021 Teaching: /5/2021 UNIT 12 MY FURTURE CAREER Lesson 7: Looking back & Project I Objectives: Knowledge By the end of the lesson, Ss will be able to revise the vocab, grammar they've learnt in Unit 12 Language content - Verb + to - infinitive / verb + V - ing - Vocabulary: words related to career Competences: - Co-operation, - Self- study, - Using language to exercises Quality: Ss are interested in careers and jobs II Teaching aid: T textbook, cassette, pictures , computer S: book, exercisebook III Procedure: Warm up (5’): Matching a.Goal: Understand and know some jobs b.Content: Ss can match the jobs with its description c Expected result: C D E F A B d Performance Teacher’s and Ss’ activities Contents - T gives Ss the table with some jobs in Match the jobs in A with its column A and its description in column description in B B then run through them Key - Have Ss work individually, match the C D E F A B jobs with its description - have ss work individually and then compare their answers with a partner - call on Ss to read out loud the answer - Give feedback and correct Practice ( 20’) Activity 2: a.Goal: revise the vocabularies related to the jobs and V+ to inf b.Content: s can match the fragments 1-8 with the fragments A-H, related to jobs and V+ to inf c Expected result: s can understand more about the jobs: H E F A D G C B d Performance Teacher’s and Ss’ activities Contents -T introduces some words and guides Ss to match the fragments 1-8 with the fragments A-H - Have ss work individually and share their answers with a partner - Call on ss to read out loud the answer - Give feedback and correct Match the fragments 1-8 with the fragments A-H Key H E F A D G C B Activity a.Goal: Understand the words and complete the sentences with the correct words b.Content: Ss can choose the correct words and complete the sentences about the jobs c Expected result: Ss can know more about the jobs: vocational dynamic empathetic academic subjects 5.took into account professional burnt the midnight oil make a bundle d Performance Teacher’s and Ss’ activities - Ask Ss to look at the statements and the words in the box - Guide ss to choose the correct words in the box to fill in each blank - Ask ss individually - Move around the class and help Ss - Call on some Ss to write answer on the board - Give feedback, correct some word before the class if necessary Contents Fill each blank with a word/ phrase in the box vocational dynamic empathetic academic subjects 5.took into account professional burnt the midnight oil make a bundle Activity a.Goal: understand the form V-ing/ to- inf b.Content: s can give the correct correct form of the verbs and complete the sentences c Expected result: to lock working treating 4.to get to nish reading d Performance Teacher’s and Ss’ activities - Ask Ss to retell the rules of the form of the verbs (V-ing / To- inf) - Guide ss to use the correct form of the verbs and complete the sentences - Ask ss individually - Move around the class and help Ss - Call on some Ss to write answer on the board - Give feedback, correct mistakes if necessary Activity Contents Complete the sentences uing the correct form (V-ing or To-inf) to lock working treating 4.to get to nish reading a.Goal: Help Ss understand and write the conditional sentence type with yours ideas, use the modal verbs provided b.Content: ss write the conditional sentence type with yours ideas, use the modal verbs provided c Expected result: Ss can understand write the conditional sentence type with yours ideas, use the modal verbs provided d Performance Teacher’s and Ss’ activities - Ask Ss to look at the statements and the words in italicised - Ask Ss to work in groups to find out the mistakes in italicied words where necessary - Have groups present their answers to the class, and correct them - Give feedback, explain if necessary Contents Correct the italicised phrares where necessary 1.working hard →to work hard 2.promised to make →no change 3.to be →being 4.refused to attend →no change 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 Production: (5’) Activity a.Goal: Help Ss Understand and rearrange the lines to make a complete conservation b.Content: rearrange the lines to make a complete conservation c Expected result: Ss can understand rearrange the lines to make a complete conservation and read the dialogue d Performance Teacher’s and Ss’ activities - Have Ss work in pairs to think of two things that are true of the job they are SS’ answers 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 ! - Ask Ss to complete the selfassessment Indentify any difficulties and weak areas and provide further practice PROJECTOR (15’) Contents a.Goal: to encourage Ss to think about possible career paths they may want to follow b.Content: Draw a picture of your imagined career path Present it to your class and explain why c Expected result: s can draw a picture and express their feeling about their imagined career path d Performance Teacher’s and Ss’ activities My future career path - Divide Ss into groups of four or five 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 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 Contents ... D the * Homework (2? ??) - Learn by heart forms - Do exercises again - Prepare unit Getting started Week : 22 Period: 69 Planning: 29 . 1 .20 21 Teaching : T6, 05. 02. 2 021 UNIT 9: ENGLISH IN THE WORLD... comments on the other groups * Homework 2? ?? - revise the unit - Prepare unit Getting started Planning: 22 .1 .20 21 Teaching : 29 . 1 .20 21 PERIOD 61: UNIT 8.TOURISM ST2 ST3 ST4 Lesson GETTING STARTED Subject... *Homework (2? ??) - Do exercises D3, E1 P18- 19 (workbook) - Prepare for your writing for the project (3 P 29 ) - Prepare: Unit 8: Looking back Week Period 67 Planning: /1 /20 21 Teaching: /1 /20 21 UNIT