giáo án tieng anh 9 trọn bộ theo cong van 5512 moi 2021 2022

Week 1- Period Preparing date:… /…./2021 Teaching date:… /…./2021 REVISION I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Review all main what they have studied in the 8th form - Practice doing some exercises a Vocabulary: Review b Grammar: Tenses, Passive voice, structures c Skills: Speaking, writing Competence development: - Linguistic competence, cooperative learning and communicative competence Behavior : Ss will be more responsible for studying English because SS are encouraged to love the subject more and like to find information about English language II TEACHING AIDS Teacher: Textbooks, Teaching plan, plan Students: Books and notebooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up- 6’ a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson b Content : Groupwork c Outcome: Ss can attract to the lesson d Performance: T lets students play game: review some vocabularies * Groupwork: - Divide the class into two teams - Time: minutes - Each student in each team write a word you have learnt - The team with more and correct words is the winner Review- 23’ a.Aim: Help Ss Review some structures they have learnt in class b Content : Students retell the way to use the present tense, past simple tense, future tense c.Outcome: Ss can remember some grammar points they have learnt in class d Performance: T asks students to retell the way to use I Tenses the present tense, past simple tense, Present tenses: simple/ cont./ perfect future tense Ss retell and give examples T asks students to retell the way to use of the passive voice Ss retell and give examples T reviews conditional sentence Ss listen and remember Ex - Nam goes to school everyday - He is writing a letter - They have built that house for months Past : simple/ cont Ex - My mother bought me a new shirt yesterday - We were having dinner when Lan came yesterday Future : simple/ cont Ex - We will travel to HN next weekend - We will be traveling by this time next month II Passive voice Passive voice Form: Active: S + V + O + …… → Passive: S + be + PP2 + by + O + …… Ex: Active: She arranges the books on the shelf every weekend Passive: The books are arranged on the shelf by her every weekend III Conditional sentence Type Form: If + S + V (present simple), S + will + V (infi) Use: Điều kiện xảy tương lai Type Form: If + S + V (past simple), S + would + V (infi) Use: The conditional sentence type describes a thing which is not true or is unlikely to happen in the present or future Practice- 15’ a.Aim: Help students exercises about the structures they have reviewed b Content : Do some exercises about tense … c Outcome: Ss can more practice to review old grammar d Performance: T gives exercises about tenses and asks Ex1 Correct verbs form/ tense students to it There (be) accidents on this street in the Ss exercise past days T corrects Is this the first time you (visit) our beautiful country? T gives exercises about passive voice and asks students to it Ss exercise T corrects T asks students to rewrite the sentences Ss exercises T corrects Scientists (find) cures for many illnesses in the last 50 years My uncle's health (improve) since he (leave) India I (buy) a new shirt last week but I (not wear) it yet I (not see ) Lan since we (leave) school Ex Change into passive John collects money Anna opened the window We have done our homework I will ask a question He can cut out the picture The sheep ate a lot We not clean our rooms William will not repair the car Did Sue draw this circle? 10 Could you feed the dog? Ex3 Suply the correct verb form of the verbs in brackets 1/ If he (study) harder, he can pass an exam 2/ She may be late if she (not hurry) 3/ Tell him to ring me if you (see) him 4/ If you are kind to me, I (be) _ good to you 5/ If he (give) _ up smoking, as his doctor orders, he will be soon well again 7/ You (not pass) your driving test unless you drive more carefully 8/ He’ll be ill if he (not stop) worrying so much 9/ We’ll go to the beach tomorrow if it ( be) nice 10/ Jane never( get) there on time if the train leaves soon Ex 4: Suply the correct verb form of the verbs in brackets 1/ He (come) _ if you waited 2/ If you (ring) _ the bell, the servant would come 3/ If it (not, rain) _ a lot, the rice crop wouln’t grow 4/ If today (be) _ Sunday, we wouldn’t have to work 5/ You would have to stay in bed unless your health (improve) _ 6/ If I (have) a typewriter, I could type it myself 7/ What (you do) if you got fat ? 8/ If we meet at 9:30, we (have) _plenty of time Ex 5: Reported speech Loan explained, “My sister doesn't eat meat.” Hung said, “I am doing my homework today.” Mum said to me, “I'm angry with you.” Mike asked John, “Do you like fruit juice? Dad asked me, “Is the water warm?” He asked me, “Have you finished reading the novel?” I asked the receptionist, “What time does the train leave?” “Who are you going to invite to the party?", Minh asked Thu Consolidation – 1’ - Retell the way to use tenses, passive voice and some main structures Homework – 1’ - Review all by yourself - Prepare: Unit Getting started -/ Week 1- Period UNIT 1: LOCAL ENVIRONMENT Preparing date:… /…./2021 Lesson 1: GETTING STARTED Teaching date:… /…./2021 I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Extend and practice vocabulary related to traditional crafts and places of interest in an area - Interact a conversation about traditional crafts and places of interest a Vocabulary: related to traditional crafts and places of interest b Grammar: Phrasal verbs c Skills: Listening, reading and speaking, making a notes, writing sentences, talk a presentation Competence development: - Linguistic competence, cooperative learning and communicative competence Attitude: Students will be aware of protecting traditional crafts, or places of interest in their area II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up- 5’ a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson b Content : Guessing c Outcome: Ss can talk guess the contents of the unit d Performance: T writes the unit title on the board ‘Local *Introduction environment’ Ask Ss to guess the contents of the unit Listen to their answers Finally, tell ‘Local environment’ them that the unit is not about environmental issues such as pollution, deforestation, or global warming, but it is about the physical conditions in an area such as its features, traditional crafts, or places of interest Now start the lesson Presentation- 10’ a.Aim: Help Ss can know some vocabulary related to the topic : local environment b Content : Do the following tasks: + Work independently to find the words/phrases with the given meanings in the dialogue c Outcome: Ss can know some vocabulary related to the topic : local environment d Performance: T asks Ss to look at the picture and answer the questions Ss answer the question Listen and read • Who and what can you see in the picture? • Where are they? • What you think the people in the picture are talking about? T lets Ss listen to the dialogue and read Ss read the dialogue in groups T asks Ss to work independently to find the words/phrases with the given meanings in the dialogue a Can you find a word/phrase that means: Ss share their answers before asking them to discuss as a class Ss write the correct answers on the board T corrects Key: craft set up take over artisans attraction specific region remind look round T asks Ss to read words and phrasal verbs T explains: “As far as I know” and Tell them that there are some similar expressions such as ‘as far as I can remember’, ‘as far as I can see’, or ‘as far as I can tell’ Ss listen and remember Practice- 15’ a.Aim: Help Ss understand a dialogue about a visit to a traditional craft village and answer the question, know and use some words and phrasal about traditional handicrafts b Content : + Ss read and answer the questions and then share their answers with classmates + Ss match some traditional handicrafts of different regions in the box under the pictures c Outcome: Ss can understand a dialogue about a visit to a traditional craft village and answer the question they also can know and use some words and phrasal about traditional handicrafts d Performance: b Answer the following questions T asks Ss to read the questions to make sure Key: they understand them Ask them firstly to They are at Phong’s grandparents’ answer the questions without reading the workshop in Bat Trang dialogue again Ss exchange their answers with It is about 700 years old classmates His great-grandparents did Ss read and answer the questions and then Because people can buy things for share their answers with classmates their house and make pottery themselves T corrects there It’s in Hue Because the handicrafts remind them of a specific region T asks Ss to match some traditional handicrafts of different regions in the box under the pictures Ss match and compare their answers in pairs T asks Ss to read words and phrasal verbs Write the name of each traditional handicraft in the box under the picture Key: A paintings B drums C marble sculptures D pottery E silk F lacquerware G conical hats H lanterns Complete the sentences with the words/ phrases from to T asks Ss to complete the sentences with the show where in Viet Nam the words/phrases in handicrafts are made You not Ss to write their answers on the board have to use them all T confirms the correct answers Key: conical hat lanterns silk paintings T may check Ss’ short-term memory by asking Pottery some questions to know information about the marble sculptures places where the handicrafts are made Have Ss close their books *Questions Where is the birthplace of bai tho conical hat? Where can you enjoy the lights of many beautiful lanterns? Which village in Ha Noi produces silk? On the Tet holiday, What Hanoians buy at Dong Ho village? Where is the famous pottery? … Application- 13’ a Aim: Helps Ss know some places of interest by doing the quiz b Content : Ss the quiz in pair c Outcome: Ss can the quiz and know some places of interest d Performance: QUIZ: WHAT IS THE PLACE OF T asks Ss to work in pairs to the quiz The INTEREST? pair which has the answers the fastest is invited a Work in pairs to the quiz to read out their answers Elicit feedback from Key: other pairs Confirm the correct answers park museum zoo beach *Groupwork: beauty spot - Divide the class into groups - Write similar quiz about places of interest b Work in groups Write a similar - Time: five minutes quiz about places of interest Ask - When time is up, ask the first group to read out another group to answer the quiz 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 * Homework – 2’ - Learn new words - Find some traditional crafts which they know - Find some places of interest in your area - Prepare: A closer look -/ Week 1- Period UNIT 1: LOCAL ENVIRONMENT Preparing date:… /…./2021 Lesson 2: A CLOSER LOOK Teaching date:… /…./2021 I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Practice vocabulary related to traditional crafts and places of interest - Practice Stress on content words in sentences a Vocabulary: related to traditional crafts and places of interest b Pronunciation: Stress on content words in sentences c Skills: Improve their listening skill, writing skill and pronunciation Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Behavior: Students will be aware of protecting traditional crafts, or places of interest in their area II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up:- 5’ a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson b, Contents: Network c, Outcome: SS can call out some traditional crafts which they know d, Organization: T asks Ss call out some traditional crafts * Network which they know embroider carve traditional crafts T introduces the lesson: in this lesson we are going to learn some verbs that are used to talk about producing o creating a craft Presentation- 15’ a, Aims: Help Ss know stress on content words in sentences b, Contents: Ss the following tasks: + Listen and answer the questions + Underline the content words in the sentences c, Outcome: Ss can know stress on content words in sentences and exericses well d, Organization: T explains how to stress in English (Part b) Pronunciation 5a Listen and answer the questions T lets Ss listen to the tape and answer the Key: questions Sentence 1: craft, village, lies, river, bank T calls some Ss to give the answers and give Sentence 2: painting, embroidered feedback Play the recording again for Ss to Sentence 3: what, region, famous repeat the sentences Sentence 4: drums, aren’t, made, village Sentence 5: famous, artisan, carved, table, beautifully They are: nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries Sentence 1: the, on, the Sentence 2: this, is Sentence 3: is, this, for Sentence 4: in, my Sentence 5: a, this They are: articles, prepositions, pronouns, and possessive adjectives 6a Underline the content words in the sentences T asks Ss to listen to the tape and underline Key + Audio script: the content words in the sentences The Arts Museum is a popular place of Ss listen to the tape and underline the interest in my city content words in the sentences This cinema attracts lots of youngsters T corrects The artisans mould clay to make Ss listen and repeat traditional pots Where you like going at weekends? We shouldn’t destroy historical buildings 3, Practice- 15’ a, Aims: Help Ss know more the verbs to talk about crafts and know places of interest in their area b, Contents: Ss the following tasks: + Write the verbs in the box under the pictures One of them should be used twice + Match the verbs in column A with the groups of nouns in column B, write the correct verb forms for these verbs + Complete the word web + Complete the passage by filling each blank with a suitable word from the box c, Outcome: SS can Ss know more the verbs to talk about crafts and know places of interest in their area and they can understand more deeply and use the verbs correctly d, Organization: Vocabulary T asks Ss to write the verbs in the box under Write the verbs in the box under the the pictures pictures One of them should be used Ss work individually to this exercise and twice then compare their answers with a Key: classmate and quickly write them on the A cast board B carve T corrects C embroider D weave T asks Ss to read the words E mould F weave G knit T asks Ss to match the verbs in column A 2a Match the verbs in column A with the with the groups of nouns in column B groups of nouns in column B Ss work in pairs to the exercise Key: T corrects b d e a f c T asks Ss to write the correct verb forms in the past and past participle Ss write their answers on the board T corrects b Now write the correct verb forms for these verbs Key: cast; cast wove; woven embroidered; embroidered knitted; knitted moulded; moulded *Groupwork - Divide the class into groups - Organize a competition for this activity - Time: five minutes - T may prepare some large pieces of paper for the groups to write their answers on - Ss write down as many places of interest in the word web as possible - The group with the most places is the winner - The winning group presents their Complete the word web Suggested answers: - Entertaining: cinema, department store, restaurant, café, theatre, opera house, club, park, zoo - Cultural: opera house, museum, craft village, historical building, theatre, market, craft village - Educational: library, museum, theatre - Historical: building, temple, shopping 10 - 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 the answers Write their answers on the 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 Confirm the correct answers Rewarding sociable applied skills good with his Listen again and decide if the following statements are true (T) or false (F) Key: T T T F F T Practice-14’ a Aim: Help Ss write about the qualities one needs to be able to a certain job b, Contents: + Ss work in pairs Choose a job that you like Discuss which three qualities would be necessary for people doing that job You can use some of the ideas below Remember to give reasons + Ss work individually to write a paragraph about the three most important qualities a person needs to be able to a job well c, Outcome: Ss can know how to write a short passage about the three most important qualities a person needs to be able to a job well d, Organization: - First check that everybody understands the meaning of the adjectives in the box If Work in pairs Choose a job that you like not, T can spend some time explaining Discuss which three qualities would be them Set a time limit for pairs to necessary for people doing that job You can brainstorm the ideas and the discussion use some of the ideas below Remember to Ask them to refer back to2 and3 as give reasons 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 - 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 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 314 work Swap their writing with a partner for examples to support your opinion peer review, comments, and corrections Then ask Ss to write the second draft as homework 4.Application (10’) a, Aims: Ss can talk about the three most important qualities a person needs to be able to a job well b, Contents: Ss work individually to talk about the three most important qualities a person needs to be able to a job well c, Outcome: Ss can talk about the three most important qualities a person needs to be able to a job well fluently d, Organization: T asks Ss to talk about the three most important qualities a person needs to be able to a job well Ss talk about the three most important qualities a person needs to be able to a job well T observes and corrects Guides for homework- 1’ Retell the main contents of the lesson - Revise the writing - Prepare next lesson: Looking back - Project =======================================/ Date of checking…… /………/2021 …………………………………… …………………………………… …………………………………… Vũ Thị Đua Week 34 – Period 100 Date of planning: …./… /2021 Date of teaching: …/… /2021 REVIEW (P1) I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Revise the language Ss have learnt in units 10, 11, 12 - Practice making everyday English a Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12 b Grammar: infinitive or -ing form; relative clause 315 c Skills: Listening and practicing saying the sentences, listening and repeaingt the conversation, changing the form of the verbs provided to complete the sentences, sentences completion, putting the verbs in brackets into the infinitive or -ing form, rewriting sentences Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Behavior : Ss will be more responsible for and be more aware of studying hard to have a good job in the future II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities The main contents Warm up (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss sing a song c, Outcome: Ss can sing happily and well d, Organization: T lets Ss sing an English song Ss sing an English song Pronunciation (10’) a, Aims: Help Ss review the rule of tones b, Contents: + Ss work individually to draw rising or falling arrows to illustrate the correct tones, then listen and practice saying the sentences + Ss work in pair to draw arrows to illustrate the feelings and opinions of A and B Then listen and repeat the conversation, paying attention to the tones c, Outcome: Ss can draw rising or falling arrows to illustrate the correct tones for each question correctly d, Organization: - Review the rule of tones (high or rising Draw rising or falling arrows to illustrate tones to check information, to indicate the correct tones, then listen and practice items in a list, to disagree with someone saying the sentences or for emphasis and low or falling tones A: What the astronauts while they are to indicate that a list is finished, to agree aboard the ISS ↷? with B: They keep the station in good condition ⤻, someone, and with Wh-questions) with and science experiments ↷ Ss Before listening to the recording, A: Sounds hard ⤻! have Ss draw arrows to illustrate the B: Not at all ↷! appropriate tones Play the recording Ss A: They don’t have ‘weekends’ ⤻? listen and check the answers Confirm B: They ↷ 316 their answers as a class Ss then listen again and repeat, in chorus and individually A: What they during their ‘weekends’ ↷? B: They various things like watching movies ⤻, playing music ⤻, reading books ⤻, and talking to their families ↷ Draw arrows to illustrate the feelings and opinions of A and B Then listen and repeat the conversation, paying attention to the tones - Have Ss work in pairs to draw rising or A: In the near future, we will mostly learn falling arrows to illustrate the correct online tones Ask them to practice saying the B: Incredible ↷! But we will still have actual conversation Play the recording for Ss classrooms, won’t we ⤻? to check their answers Check the A: Sure ↷ But teachers will no longer be answers as a class knowledge providers ↷ - Have some pairs practise saying the B: Really ⤻? conversation in front of the class A: They will be guides ⤻, or facilitators ↷ B: Superb ↷! What about the students’ 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 ↷! 3.Vocabulary-15’ a Aim: Help Ss review some vocabularies they have learnt b, Contents: + Ss work individually to change the form of the verbs provided to complete the sentences + Ss work individually to complete each sentence with a phrase in the box c, Outcome: Ss can vocabulary exercises correctly d, Organization: - Make sure Ss understand the meanings Change the form of the verbs provided to of the verbs provided Then have them complete the sentences complete the exercise individually Key: - Call on some Ss to write their answers facilitators on the board Confirm the correct development(s) answers training Launch experienced attendance evaluators Participants - Check if Ss remember the meaning of Complete each sentence with a phrase in the phrases Ensure all the phrases are the box understood before moving Key: 317 on Then have them work in pairs to complete the sentences Check the answers as a class work flexitime sense of direction make a bundle burn the midnight oil once in a blue moon The sky’s the limit sense of responsibility mountains of work 4.Grammar (15’) a, Aims: Help Ss review the infinitive or -ing form and a defining or non-defining relative clause b, Contents: + Ss work individually to put the verbs in brackets into the infinitive or -ing form + Ss work individually to rewrite the pairs of sentences as one sentence using a defining or non-defining relative clause + Ss work individually to choose the most suitable expression to complete each of the short dialogues c, Outcome: Ss can grammar exercises correctly d, Organization: - This exercise revises the use of V + Put the verbs in brackets into the infinitive to-infinitive and V + V-ing forms Have or -ing form a brief revision session with Ss if Key: necessary Then have Ss work eating individually Ss exchange their answers to play Finally, check the answers as a class to work/working to be doing to share floating checking - Have Ss write the sentences Rewrite the pairs of sentences as one individually on a piece of paper Ask Ss sentence using a defining or non-defining to swap their answers with a partner relative clause - Allow Ss time to discuss if there is any Suggested answers: difierence between their answers My grandfather, who has been retired for ten - Check the sentences as a class 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 her 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 318 a4 Everyday English - 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 decisions, which will be hard for many of them * Everyday English Choose the most suitable expression to complete each of the short dialogues Key: No worries I am not so sure about that That’s not entirely true Cool Sounds interesting Guides for homework- 2’ Retell the main contents of the lesson - Review all knowledge you have learnt in English - Prepare: review 4(p2) -/ Week 34 – Period 101 REVIEW (P2) Date of planning: …./… /2021 Date of teaching: …/… /2021 I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Revise the skills they have practised in units 10, 11, 12 - Practice skills a Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12 b Grammar: infinitive or -ing form; relative clause c Skills: Reading the text and match the headings with the correct, reading and decide whether the statements are true (T) or false (F), talking, Listening to the interview and answer the questions, listening and completing the sentences, writing a paragraph Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Behavior : Ss will be more responsible for and be more aware of studying hard to have a good job in the future II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities The main contents Warm up (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss answer the questions c, Outcome: Ss can answer the questions well 319 d, Organization: T asks Ss some questions Ss answer the questions Chatting Reading (10’) a, Aims: Help Ss read the passage and exercise b, Contents: + Ss work individually to read the text and match the headings with the correct paragraphs + Ss work individually to read the text again and decide whether the statements are true (T) or false (F) c, Outcome: Ss can understand the text and reading exercises well d, Organization: - Have Ss work individually to skim-read the a Read the text and match the text to match the headings with the correct headings with the correct paragraphs paragraphs Key: C A D B They can compare their answers with a partner Check answers as a class b Read the text again and decide - Ask Ss to read the text again carefully to whether the statements are true (T) or decide whether the statements are true (T) false (F) or false (F) Key: T F F F T - Tell them that they can underline the sentences that have clues for their answers Have Ss compare their answers with a partner Check the answers as a class Ask Ss to explain the reasons why an answer is false Speaking (5’) a, Aims: Help Ss choose a job and give the reasons for the choice b, Contents: Ss work in group to choose a dream job you would like to Say why you dream of doing the job c, Outcome: Ss can choose a job and give the reasons for the choice well d, Organization: - This is an open speaking exercise Allow Choose a dream job you would like to Ss time to get some ideas from Unit 10 to Say why you dream of doing the job 12, or to come up with some ideas of their own Ss can work in groups Have some Ss/groups come to the front to present their own choice and their reasons for the choice Listening (10’) a, Aims: Help Ss listen to a conversation and exercises b, Contents: + Ss work individually to listen to the interview and answer the questions 320 + Ss work individually to listen again and complete the sentences c, Outcome: Ss can listening exercises well d, Organization: - Firstly, ask Ss to read the questions a Listen to the interview and answer carefully Then play the recording Ss listen the questions and answer the questions Key: - Ask some Ss to give their answers Write Ss’ a hotel receptionist answers on the board two weeks - 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 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 b Listen again and complete the sentences Key: sociable dealing with telephone manner experience night shifts Writing (15’) a, Aims: Help Ss know how to express their opinion b, Contents: Ss work individually to write about the popularity of different jobs may change In your opinion, what job will be the most popular in the next 10 years? c, Outcome: Ss can know how to write a paragraph to express their opinion about the popularity of different jobs may change in the next 10 years d, Organization: - Have Ss work in pairs to discuss the Over time, the popularity of different question Ask the pairs to brainstorm an jobs may change In your opinion, what outline of the main reasons why they think job will be the most popular in the next their chosen job will be the most popular 10 years? Have pairs the writing together T may Write a paragraph of about 120 words read aloud one piece of writing and ask other to express your opinion Remember to Ss to comment T may also collect some of discuss why you think so the Ss’ paragraphs to correct at home Sample writing: I think one of the most popular jobs in the future can be astronaut, the ‘ driver’ of expensive spacecrafts The first reason is many people are dreaming of flying 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 321 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 Guides for homework-2’ Retell the main contents of the lesson - Review all knowledge you have learnt in English - Prepare: The second term test -/ Week 34 – Period 102 THE SECOND END-TERM TEST Date of planning: …./… /2021 Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to finish the test on time Competence: SS can use language correctly Behavior: SS are serious to the test B Teaching aids: CD and stereo, paper tests C Procedures ĐỀ THI DO PHÒNG GIÁO DỤC RA =======================================/ Date of checking…… /………/2021 …………………………………… …………………………………… …………………………………… Vũ Thị Đua Week 35 – Period 103 Date of planning: …./… /2021 Date of teaching: …/… /2021 ORAL TEST 322 A Objectives Knowledge: By the end of the lesson, Ss will be able to finish their speaking test Competence: Ss can the speaking test well Behavior: SS are serious to the speaking test B Teaching aids Teacher: Textbooks, teaching plan, handouts… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and Students’ activities Contents Oral test a, Aims: Check Ss’ speaking abilities b, Contents: Ss work individually to the oral tests c, Outcome: Ss can the oral tests well d, Organization: - Asks Ss to the oral tests - Ss the oral tests individually - T gives comments and marks ORAL TEST A PART 1: Talk about yourself (0.5pt, time: 1’ - 2’) I Full name? Name of class and school? (0.25pt) + I am + I am in class + I go to .school II Your hobbies (0.25pt) + I like / My favorite subject(s)/ activities is/ are + I don’t like B PART 2: Your topics (1pt, time: 2’ - 3’): 0.25pt/ each answer to each suggested question Choose a dish you like Talk about its ingredients and explain how to prepare and cook it A What is the most important feature of Vietnamese eating habits? How are the dishes arranged in Viet Nam? B What is the most important feature of Japanese eating habits? Why people say that the Japanese eat with their eyes? Is tourism important to Viet Nam? Why? A Name three things you like to on holidays Why? Talk about the negative effects of tourism on a region or country B Name three things you dislike to on holidays Why? What are the reasons that make Viet Nam a tourist attraction for foreigners? For what purposes would you like to use English in the future? A B 323 What you like about the English language? Do you think it is a good idea to take part in an English speaking camp? Why or why not? What don’t you like about the English language? How can you improve your English outside class? What are the qualities and skills that you think are necessary for an astronaut today? A Who became the first human to walk on the moon? Where was he from? Make a list of things that your team will bring to spend one month aboard the ISS B Who became the first human in space? Where was he from? What will you take with you to the ISS as a personal item? Why? Talk about the changing roles of women in society and its effects A Do you think it’s normal for women to ask men to marry them? Why or why not? How you think the roles of teenagers will change in the future? B Do you agree the husband will also get paid leave when his wife gives birth? Which change in the roles of schools in the Just imagine! forum are you most interested in? Why? What is your dream job you would like to in the future? Why? A B What jobs you think are the most What jobs you think will be the popular now? most popular in the next 10 years? What are the three most important What you think is the most qualities a person needs to be able to a important quality a person needs to be job well? able to a job well? Why? C PART 3: Extra questions related to the topics (0.5pt, time: 1’ - 2’) -Week 35 – Period 104 UNIT 12: MY FUTURE CAREER Date of planning: …./… /2021 Lesson 7: LOOKING BACK - PROJECT Date of teaching: …/… /2021 I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Practice vocabulary and grammar points they have learnt in this unit - Practice making communication, project a Vocabulary: Vocabulary about jobs and careers b Grammar: review c Skills: Matching each job with its description, Matching fragments with fragments to make sentences, sentences completion, Correct the italicized phrases, interaction, asking and answering 324 Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Behavior: Ss will be more responsible for and be more aware of studying hard to have a good job in the future II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities Warm up-3’ The main contents a, Aims: To warm up the class and introduce the lesson b, Contents: Ss answer some questions c, Outcome: Ss can answer some questions well d, Organization: Chatting T asks Ss some questions Ss answer the questions Vocabulary (10’) a, Aims: Help Ss review some vocabularies they have learnt this lesson and exercise b, Contents: + Ss work individually to match each job with its description + Ss work individually to match fragments 1-8 with fragments A-H to make sentences + Fill each blank with one suitable word/phrase from the box Remember to change the form of the word/phrase where necessary c, Outcome: Ss can review some vocabularies and vocabulary exercises well d, Organization: - Have Ss work independently Then they Match each job with its description can check their answers with a partner Key: before discussing the answers as a class C D E F A B However, tell Ss to keep a record of their Match fragments 1-8 with fragments original answers so that they can use that A-H to make sentences information in their self-assessment Key: H E F A D G C B Fill each blank with one suitable word/phrase from the box Remember to change the form of the word/phrase where necessary Key: vocational dynamic empathetic 325 academic subjects took into account professional burnt the midnight oil make a bundle Grammar (15’) a, Aims: Help Ss review V -ing form or to -infinitive and exercises b, Contents: + Ss work individually to complete the sentences using the correct form (V -ing form or to -infinitive) of the verb in brackets + Ss work individually to correct the italicised phrases where necessary c, Outcome: Ss can review V -ing form or to -infinitive and grammar exercises correctly d, Organization: - Have Ss work independently Then they Complete the sentences using the can check their answers with a partner correct form (V -ing form or to -inbefore discussing the answers as a class finitive) of the verb in brackets Key: to lock working treating to get to finish reading - Have Ss work independently Correct the italicised phrases where - Check their answers with a partner necessary before discussing the answers as a class working hard → to work hard promised to make → no change to be → being refused to attend → no change mind to burn → mind burning managed getting → managed to get admitted to study → no change offer working → offer to work prefer working → preferring to work 10 agreed to take → no change Communication (8’) a, Aims: Help Ss practice making communication, project b, Contents: Ss work in pair to play a game c, Outcome: Ss can practice making communication, project correctly d, Organization: - Have Ss work in pairs to think of two GAME: TRUE OR UNTRUE things that are true of the job they are Example: assigned, and one thing that is not true - We are farmers It’s a nine-to-five job We about the job Give them seven minutes to grow vegetables and we know a lot about 326 work together When the pairs have cultivation finished preparing, ask them to take turns - No you are farmers so you grow to come to the front to introduce vegetables and you know a lot about themselves and repeat the three ‘facts’ cultivation But you don’t a nine-to-five The class will together decide which job! ‘facts’ are true, and which is untrue - Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice Guides for homework- 7’ Do the 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 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 qualifications, 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 Week 35 – Period 105 THE SECOND END-TERM WRITTEN TEST Date of planning: …./… /2021 CORRECTION Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to realize what they have done, what they haven’t done Competence: They can self-evaluate their studying and have good plans to improve it Behavior: Students are hard-working and attentive They will try their best to get better results B Teaching aids Teacher: Textbooks, teaching plan, paper tests, loud speaker Students: Textbooks, notebooks, paper tests C Procedures Checking: During the lesson New lesson: • Review • Result: Class 3,5 - % – 6,5 % 327 6,5 - % - 10 % 9A 9B Grade • Keys and points: are provided by Thanh Mien Division of Education and Training =======================================/ Date of checking…… /………/2021 …………………………………… …………………………………… …………………………………… Vũ Thị Đua 328 ... =======================================/ Date of checking…… /……… /2021 …………………………………… …………………………………… …………………………………… Vũ Thị Đua 29 Week 4- Period 10 Preparing date:… /…. /2021 Teaching date:… /…. /2021 UNIT 2: CITY LIFE Lesson 2:... =======================================/ Date of checking…… /……… /2021 …………………………………… …………………………………… …………………………………… Vũ Thị Đua 20 Week – Period Preparing date:… /…. /2021 Teaching date:… /… /2021 UNIT : LOCAL ENVIRONMENT Lesson... =======================================/ Date of checking…… /……… /2021 …………………………………… …………………………………… …………………………………… Vũ Thị Đua 11 Week – Period Date of planning: …./… /2021 Date of teaching: …/… /2021 UNIT 1: LOCAL ENVIRONMENT