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Giáo án Tiếng Anh 9 chương trình mới thí điểm 2019 2020 đủ nhất mới nhất soạn theo chương trình sách Tiếng Anh 9 chương trình mới thí điểm đủ nhất .Tiếng Anh 9 chương trình mới thí điểm 2019 2020 đủ nhất.Kế hoạch bài giảng Tiếng Anh 9 chương trình mới thí điểm 2019 2020 đủ nhất
PERIOD 1: Date of planning: 25/8/2019 Date of teaching: 27/8/2019 HƯỚNG DẪN HỌC/ KIỂM TRA I Objectives: Revise what Ss have leanrt in class II Language content: - Vocab: Related to + Science and technology + Inventions - Grammar: + future tenses: Review + Reported speech: statements III Preparation: Lesson plan IV Procedures : T and Ss’activities * Correcting homework Asks Ss to come to the board and give the answer of the homework - Others corrects - T corrects and gives the answer * Revise : - future tenses Exercise : Put the verb in brackets into the correct form They are staying at the hotel in London At this time tomorrow, they (travel) in Vietnam When they (come) tomorrow, we (swim) in the sea My parents (visit) Europe at this time next week Daisy (sit) on the plane at am tomorrow At o’clock this evening my friends and I (watch) a famous film at the cinema She (play) with her son at o’clock tonight He (work) at this moment tomorrow They (make) their presentation at this time tomorrow morning THE REPORTED SPEECH Content will go – finish had already seen went ……… - Ss revise + Future simple : S+ will + Vinfi + Future continuous: S + will be + Ving - Ss read the sentences carefully and find out which tense is used in each sentence - Ss it in pairs - Some Ss come to the board and give the answer - Others correct * Answer key: - will be travelling - come – will be swimming - will be visiting - will be sitting - will be watching - will be playing - will be working - will be making A – STATEMENTS IN REPORTED SPEECH I.Look at these examples : 1.He said , “ I will leave here tomorrow ” He said that he would leave there the following day (1) (2) (3) ( 4) (5) (6) Mary said to me , “ I saw them at this place “ Mary told me that she had seen them at that place Direct Speech Indirect Speech • Simple present > Simple past • Present continuous Past continuous • Present perfect Past perfect • Simple past Past perfect • Past continuous -> Past perfect continuous • Simple future Future in the past • Present conditional (5) Perfect conditional II.Remember to make these five changes : 1)Repeat the introducing verb SAY (EX ) *The Past perfect and the perfect conditional are not change or change SAY TO to TELL (EX ) 5)Change the words showing Place 2)Change the comma (,) or colon (:) to THAT and omit the quotation marks (“…”) and Time ,if the place and time are different , so that the meaning is 3)Change the personal pronouns and quite clear possessive adjectives if necessary , - This -> that , these -> those according to the meaning of the sentence Now -> then 4)Change the verb in the direct speech one - Here -> there - Ago -> before(earlier) step into the past if the introducing verb ( usually TO SAY) is in any past tense - Today ->that day -Tonight ->that night d)The simple past in the direct speech is - Tonorrow -> The next day (the not changed if the meaning is quite clear following day / the day after ) e.g:Tom said to me ,”My mother died of - Yesterday -> the day before ( the cancer in 1985 “ previous day ) =>Tom told me that his mother died of - Next week/month/year ->The cancer in 1985 next week/month/year (the e) If the direct speech expresses a general following week/…) truth ,the tenses of the verb can remain -Last night -> the night before unchanged in the reported speech e.g :He said ,” The earth revolves around ( the previous night ) c)MUST is often changed to HAD the sun ” =>He said that the earth revolves around TO ; MUST NOT (MUSTN’T),which expresses a the sun prohibition, remains unchanged *Change the following sentences from ;NEED NOT (NEEDN’T) is direct to reported speech 1.”I must go home to make the dinner”,said changed to DID NOT HAVE TO e.g :The teacher said ,”you must Mary àMary the exercises carefully “ =>The teacher said that we had to (1) (2) (3) (4) (3) 2.She said to me:”I can’t it by myself” àShe told me that 3.”I have just received a postcard from my sister,”my friend said to me àMy friend told me (8A)4.”This story happened long ago”he said àHe said (8A)5 The porter said to me, "I'll wake you up, when the train arrives in Leeds." -> The reporter told My wife said to me: "While you are away, I'll the packing." - > My wife told me "After he leaves hospital, they'll take him to the South," the doctor said The doctor said Homework : Change these sentences into reported speech “The store isn’t going to open on New Year’s Day “The man informed us She said,”I spent a summer here in this village.” The students said,”We’ll be sitting for our exams next Monday The nurse said ,”The patient in this room did not obey your orders ,Doctor.” “The house will seem so empty without you and Tim”Mr.Brown said to Susan the exercises carefully e.g :”You mustn’t play ball in the street “ Said the policeman to the boys =>The policeman told the boys that they mustn’t play ball in the street - Ss listen and write down on the notebook - Ss read the sentences carefully and this execise in pairs - Call some Ss come to the board and give the answer - Other correct * Answer: Mary said she had to go … … She couldn’t it by herself ….She had just … from her … This story had happened … … told me he would wake me up when the train arrived ………… - Ss this exercise at home * Adjustment: ………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ………………… Date of planning: 26/8/2019 Date of teaching: 28/8/2019 PERIOD 2: UNIT 1: LOCAL ENVIRONMENT LESSON 1: GETTING STARTED I Objectives: By the end of the lesson, Ss will be able to listen and read for information about Traditional craft and Places of interest, practice with phrase verbs II Content: - Vocab: Traditional craft and Places of interest - Grammar: + Complex sentences: review; Places of interest III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities Contents 1.Warm up:Chatting: + Do you like crafts? + Have you ever visited traditional craft village? + Can you name some traditional craft village ? + What you want to know about it? Activities Listen and read Pre-teach vocabulary - Introduce new words - Get Ss to read again and then write them on the notebook - check up vocab: Rub… Listen and read - Play the recording - Ss listen and read a Can you find a word/phrase that means: - Direct Ss to find the word/ phrase Ss’ answers + Who and what can you see in the picture? • Where are they? • What you think the people in the picture are talking about? - A visit to a traditional craft village Listen and read Vocabulary: - craft village : làng nghề thủ công - set up: establish: thành lập - take over: tiếp quản - artisan (n): nghệ nhân - attraction: thu hút - memorable (a): - experience (n): trải nghiệm - handicraft: đồ thủ công - lacquerware: sản phẩm sơn mài - marble sculpture: tác phẩm điêu khắc đá cẩm thạch - workshop: xưởng nghề Listen and read a craft Set up Take over artisan Attraction specific region Remind Look round b Answer the following questions - Ask Ss to read the conversation again before answering the questions - Check the correct answers on the board Write the name of each traditional handicraft in the box under the picture - Have Ss write the name of each traditional handicraft in the box under the picture - Have them compare the answers with a partner - Ask for Ss’ answers - Give feedback and confirm the correct answers Complete the sentences with the words/ phrases from to show where in Viet Nam the handicarft are made You don’t have to use them all -Ss work individually to complete the following sentences with words in the box Quiz: What is the place of interest? a Work in pairs to the quiz - Set a time minute for Ss to this activity - Direct Ss to the quiz b Write a similar quiz about places of interest Ask another group to answer the quiz Homework: - Do exercise in workbook - Prepare a closer look b Answer the following questions They are at Phong’s grandparents’ workshop in Bat Trang It is about 700 years old His great-grandparents did Because people can buy things for their house and make pottery themselves there Write the name of each traditional handicraft in the box under the picture A paintings C marble sculpture E Silk G conical hats B drums D pottery F lacquerware H lanterns Complete the sentences with the words/ phrases from conical hats Lanterns silk Paintings pottery marble sculpture 4.Quiz: What is the place of interest? park Museum Zoo Beach beauty spot - Ss think more about the quiz about places of interest Homework: - Do exercise in workbook - Prepare a closer look Adjustment: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Date of planning: 28/8/2019 Date of teaching: 30/8/2019 UNIT 1: LOCAL ENVIRONMENT PERIOD 3: LESSON 2: A CLOSER LOOK I Objectives By the end of the lesson, Ss will be able to use lexical items related to Traditional craft and Places of interest Stress on content words in sentences II Content: - Vocab: Traditional craft and Places of interest - Grammar: + Complex sentences: review; Places of interest III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities Contents 1.Warm up: 1.Warm up: - Have some Ss repeat the words/ phrases - Bat Trang pottery village in indicating Traditional craft and Places of - Bau Truc pottery in Ninh Thuan interest they learnt in the previous lesson - Van Phuc silk village in Ha Noi - Dong Ho village in Ha Noi - Non Nuoc marble village in Da Nang Activities: - Tay Ho village in Hue A- Vocabulary Activities: -Give some new words, explain the Vocabulary meaning of them - embroider (v): thêu - Ask ss to get the meaning of them - cast (v): đúc - Practise reading - weave -wove- woven (v): dệt, bện, đan, thêu - mould (v): uốn nắn, nặn, đúc Checking –up: Rub out and remember khuôn - knit (v): đan - cast: shape hot liquid metal, etc by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Write the verbs in the box under the Write the verbs in the box under pictures One of them should be used the pictures One of them should be twice used twice - Ss work in pairs to this activity Have A cast B carve ss read all the sentences carefully to make C embroider sure they understand the sentences D weave E mould - Ss work in pairs to ask and answer the G weave F.knit questions - T corrects a Match the verbs in column A with the groups of nouns in column B - Ss work in pairs to complete the table with information from the pie chart - Ss share their answers - Write the correct answers on the board b Now write the correct verb forms for these verbs -Ss to this activity -Ss share their answers with other group -T remarks and corrects Complete the word web - Ss work in pairs/ groups of to this activity - Ask Ss to think about places of interest they know - Add more places if necessary Complete the passage by filling each blank with a suitable word from the box - Ss work in pairs to complete the table with information from the pie chart - Ss share their answers - Write the correct answers on the board B PRONUNCIATION Stress on content words in sentences 5a Listen to the speaker read the following sentences and answers the qs -Have some Ss read out the sentences first -Play the recording -Listen to check your answers and repeat - Ss compare their answers with the whole class 5b.Now listen, check and repeat - Play the recording , ask ss to listen and Match a) f c 3.a e 5.b 6.d b) cast- cast wove-woven embroidered-embroidered knit- knit moulded-moulded Complete the word web Suggested answers: - Entertaining: cinema, department store, café, restaurant, theatre, opera house, club, park, zoo - Cultural: opera house, museum, craft village, historical building, theatre, market, craft village, exhibition… - Educational: library, museum, theatre - Historical: building, temple, shopping district, market, beauty spot, craft village Complete the passage historical attraction exercise traditional culture handicrafts 5a Listen and answers the qs Key: Sentence 1: craft, village, lies, river, bank Sentence 2: painting, embroidered Sentence 3: what, region, famous Sentence 4: drums, aren’t, made, village Sentence 5: famous, artisan, carved, table, beautifully They are: nouns, verbs, adjectives, repeat - Have some Ss read out the sentences pay much attention to stress words 6a Underline the content words in the sentences Practice reading the sentences aloud -Play the recording -Listen to check your answers and repeat - Ss compare their answers with the whole class 6b.Now listen, check and repeat - Play the recording , ask ss to listen and repeat 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 -Have some Ss read out the sentences first 1.The Arts Museum is a popular place of interest in my city 2.This cinema attracts lots of youngsters 3.The artisans mould clay to make tra ditional pots 4.Where you like going at weekends? 5.We shouldn’t destroy historical buildings Homework: - Do exercise in Workbook - Prepare: A closer look Homework: - Do exercise in Workbook - Prepare: A closer look Adjustment: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Date of planning: 1/9/2019 Date of teaching: 3/9/2019 UNIT 1: LOCAL ENVIRONMENT PERIOD 4: LESSON 3: A CLOSER LOOK I Objectives By the end of the lesson, Ss will be able to use some common phrasal verbs correctly and appropriately II Content: - Vocab: Traditional craft and Places of interest - Grammar: + Complex sentences: review; Places of interest III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities The content 1.Warm up Key: * Complex sentences When people talk about - Have them make sentences with although, traditional paintings -> DT when, so that, and because so that she could buy some bai tho conical hats -> DP - Tell Ss that today they are going to focus Although this museum is small on these dependent clauses -> DC New lesson: because we have space to Underline the dependent clause in each skateboard -> DR sentences below before they make the - Ss this exercise individually Elicit Ss’ drumheads -> DT answers Confi rm the correct ones - Compare their answers Key: - Check the answers and write the correct The villagers are trying to learn answers on the board English in order that they can 2.Make complex sentences from each pair communicate with foreign of sentences Use the customers subordinatorprovided and make any After we had eaten lunch, we necessary changes went to Non Nuoc marble village - Ss write the complex sentences to buy some souvenirs individually and then compare them with a Even though this handpartner embroidered picture was - Have two Ss write their sentences on the expensive, we bought it board Each student writes two or three This department store is an sentences attraction in my city because the - Ask other Ss to give feedback Confirm products are of good quality the correct answers This is called a Chuong conical - Set a time limit and keep a record of the hat since it was made in Chuong scores for the teams on the board village PHRASAL VERBS Read this part of the conversation from G.S Pay attention to the underlined part and answer the questions - Have them answer the two questions orally as a class - Have Ss read the information in the yellow grammar box Ask them to call out any phrasal verbs they know and write them on the board Have them explain the meaning of these verbs Match the phrasal verbs in a with their meaning in B - Ss this exercise individually, and then compare their answers with a classmate Check Ss’ answers and confirm the correct ones Complete each sentence using the correct form of a phrasal verb in - Ss this exercise individually Complete the second sentences so that it has a similar meaning to the firrst sentence, using the word given - Have Ss quickly read the provided sentences -Ss write the sentences individually and then compare their answers with a classmate - Call on two Ss to write their sentences on the board Other Ss and T give feedback - Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases Key: set up: start something (a business, an organisation, etc.) take over: take control of something (a business, an organisation, etc.) No, the individual words in the verb phrase not help with comprehension Key: c g f a h b e d Elicit the answers and give correction Key: face up to turned down passed down live on close down did … come back Key: Where did you fi nd out about Disneyland Resort? When did you get up this morning? I’ll look through this leafl et to see what activities are organised at this attraction They’re going to bring out a guidebook to diff erent beauty spots in Viet Nam I’m looking forward to the weekend! - Do exercise A1,2 B1-6 in the Workbook - Prepare: Communication 3.Homework: - Do exercise A1,2 B1-6 in the Workbook - Prepare: Communication Adjustment: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 10 fashion designer opera singer architects businesswomen and businessmen craftsmen and craftswomen a Give Ss a couple of minutes to work in pairs to the matching Then check the answers as a class b Have Ss work individually to complete the sentences Have them compare their answers in pairs Afterwards, check Ss’ answers as a class a Match each word/phrase in the left column with its definition in the right one Key: D B A C b Fill each gap with a word/phrase in 3a Key: career job profession career path Have Ss silently read the information and examples in the box Ask some Ss to summarise the rules and read out the examples in the box or to give their own B PRONUNCIATION examples Ensure that Ss have High tones understood the ideas before proceeding Inform Ss that negative adjectives (awful, terrible) can be aflected by tone in the same way as positive ones (excellent, brilliant) Play the recording for Ss to listen Ask them to draw arrows to illustrate Tom’s tones Play the recording again for Ss to repeat the short dialogues paying attention to the tones Call on some pairs to act out the short dialogues Have Ss work in pairs to draw arrows to show the tones before reading out Then play the recording Ask the pairs to listen and check their lines showing the tones Confirm the correct answers Ask some pairs to practise saying the pairs of dialogues Correct them if necessary Homework: - Do exercise in Workbook - Prepare: A closer look 297 Listen to the conversations between Jenny and Tom Notice how Tom uses the tones in his replies Then practise the conversation with a partner 5.The responses to the pairs of sentences are the same but the speakers have opposite attitudes Listen, draw arrows to show the tones, then repeat Homework: - Do exercise in Workbook - Prepare: A closer look Adjustment: *************************************** Planning date19/4/2018 Teaching date: 28/04 /2018 PERIOD 98 UNIT 12: MY FUTURE CAREER A CLOSER LOOK I Objectives: By the end of the lesson, Ss will be able to use the structures Verb + to-infinitive/ Verb + V-ing correctly II Content: - Vocab: Jobs, careers, and factors affecting career choice - Grammar: Despite/In spite of: review Verb + to-infinitive/Verb + V-ing III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities The content 1.Warm up Elicit from Ss when to use Despite/In spite of: New lesson: Grammar Despite/In spite of: review Have Ss read the REMEMBER! box, then ask one or two Ss to 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 interchangeably They both work with all the forms: before a noun, a noun phrase, or an -ing form Ask Ss to work individually to fill in the gaps Check the answers as a class Complete each second sentence so that it has a similar meaning to the first Write no more than THREE words Key: loving maths studying hard laziness being short poor health Ask Ss to read the bubble quoted from 298 the GETTING STARTED conversation, then have them read the structures and examples in the grammar box carefully Help them with the meanings of the verbs if necessary Have Ss work individually Allow Ss to share their answers with a partner Then check their answers as a class T can remind Ss that in both these exercises more than one of the options may be correct Firstly, have Ss work in pairs to describe what is happening in the pictures Then Ss can attempt to complete the sentences using the ideas and actions from the pictures Check the answers as a class Verb + to-in_ nitive/Verb + V-ing Read part of the conversation from GETTING STARTED Pay attention to the underlined part 2.Circle the correct words or phrases in bold Sometimes both options are correct to give to pass choosing taking to employ to talk/talking Choose the correct answer(s) A A C C A & C B Complete the sentences using the ideas in the pictures and the correct form of the verbs in brackets Key: Have Ss work individually to finish the to lock meeting to contact to sentences Allow them to share their send answers with a partner Call on some Ss working talking posting to to write their answers on the board answer Correct their answers if necessary Complete each second sentence using the right form of the word given so that it has a similar meaning to the first Write between two and five words Key: The boy finally managed to deal with his peers at the vocational school She attempted to cooperate with the others in the team to fi nish the work He wasn’t promoted in spite of his efforts The boss denied bullying the new employee 3.Homework: - Do exercise A1,2 B1-6 in the Workbook - Prepare: Communication 299 Despite being qualified for the job, he wasn’t accepted./Despite qualifying for the job, he wasn’t accepted Adjustment: ************************************* Planning date19/4/2018 Teaching date: 3/05 /2018 PERIOD 99 UNIT 12: MY FUTURE CAREER LESSON 4: COMMUNICATION I Objectives: By the end of the lesson, Ss will be able to talk about choosing future jobs and reasons for the choices II Content: - Vocab: Jobs, careers, and factors affecting career choice - Grammar: Despite/In spite of: review Verb + to-infinitive/Verb + V-ing III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities The content Warm up: Before Ss open their books, ask them to - Answer the questions work in groups to discuss the jobs they want to in thefuture Then tell Ss that they are going to read posts on the 4Teen website from several teenagers who are talking about their future career paths Check if Ss understand the meanings of the words in the Extra vocabulary box If they not, quickly teach the words by using de_ nitions, synonyms, or the equivalent phrases in Vietnamese • can’t stand + V-ing: used to describe an activity or situation that you really don’t like, or find extremely unpleasant • make a bundle: earn a lot of money • burn the midnight oil: work very hard; work New lesson : Vocab: Extra vocabulary - Teaching vocabulary : can’t stand - This activity focuses students on some make a bundle 300 extra vocabularies burn the midnight oil Have Ss skim-read the posts individually and try to remember the reasons each teen gives for their choice of career Then, in pairs, Ss compare the reasons that each of them gives Then Ss can read the posts a second time more slowly for details The 4Teen website has launched a forum for teens to discuss their career paths Read these posts and underline the reasons for their choices 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 Read the posts again In groups, discuss and decide whose reasons for choosing/not choosing the job you agree with and whose you disagree with Say why You can start with the phases below: 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 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 Homework - Doexercise: C1,2 in the workbook - Prepare: Skill Adjustment: Planning date2/5/2018 Teaching date: 5/05 /2018 301 a Work in pairs Tell your partner about a job you want/don’t want to in the future Remember to say why or why not 3b.Report your decisions to another pair or to the class Homework - Do exercise: C1,2 in the workbook - Prepare: Skill PERIOD 100 UNIT 12: MY FUTURE CAREER LESSON 5: SKILLS I Objectives: By the end of the lesson, Ss will be able to read for general and specific information about choosing a career and talk about choosing future jobs and reasons for these choices II Content: - Vocab: Jobs, careers, and factors affecting career choice - Grammar: Despite/In spite of: review Verb + to-infinitive/Verb + V-ing III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities The content Warm up : - Chatting: New lesson: Vocab: - Teaching vocabulary : Vocabulary: - This activity focuses students on some extra vocabularies READING: Ask Ss to work in pairs to discuss the questions Elicit the answers from Ss Give Ss three minutes to skim the article and compare their answers with the information from the article Discuss the questions Read the article from a career guide website and check your answers Suggested answers: A job is something people to earn money A career is more than a job It is an ongoing process of learning and development of skills and experience Very di_ erent (A job describes what you are doing now, a career describes your job choices over your working life, with the aim of improving your quality of life.) Match the highlighted words/phrases in the article with their meanings 302 Have Ss read the article to the exercise in pairs Ask some Ss to share their answers Ask Ss to work individually Remind them to pay attention to key words in each statement Then allow them to share their answers before checking as a class To check their understanding, ask some Ss to explain their answers Have Ss work in groups Each group should choose one job to discuss Ideally each group would have a different job If you have more groups than jobs on the list, Ss can contribute more jobs Ask them to make notes on a small poster, using the example as a guide Set a time limit Have each group present their ideas and opinions on their chosen job to the class Once they have 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 As an extension activity, ask groups to choose another job that they didn’t work on Have Ss read the notes from the group who chose this job in Tell them to add any extra ideas their group may have Ss report their ideas to the class Key: career path peers ongoing alternatively take into account Decide if the statements are true (T) or false (F) Key: T F F T T T Speaking Think about the skills and abilities to the jobs below Work together to make notes Choose one job from and present your group’s ideas Homework - Do exercise - Prepare: Skill Homework -Do exercise - Prepare: Skill 303 Planning date5/5/2018 Teaching date: 7/05 /2018 PERIOD 101 UNIT 12: MY FUTURE CAREER LESSON 6: SKILLS I Objectives By the end of the lesson, Ss will be able to listen for general and specific information about choosing future jobs and reasons for these choices and write about the qualities one needs to be able to a certain job II Content: - Vocab: Jobs, careers, and factors affecting career choice - Grammar: Despite/In spite of: review Verb + to-infinitive/Verb + V-ing III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities The content 1.Warm up: chating Answer Ask Ss to say what jobs their parents Ask them if they are aware of any difficulties which their parents face when doing those jobs New lesson Vocabulary: Vocab: - Teaching vocabulary : - This activity focuses students on some extra vocabularies LISTENING Ask Ss to work in pairs to answer the questions Ask a pair to share their ideas with the class Work in pairs and answer the questions below Tell Ss that they are going to listen to a conversation between Phong and Mrs Warner, Nick’s mother, about jobs that he and his friends want to in the future Ask them to read the information in carefully Tell them to listen carefully to _ nd out the words/phrases from the recording 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 Key: mountains of work 304 needed to fil in the blanks T can play the recording twice if necessary Have two Ss write their answers on the board Confirm the correct answers work overtime rewarding sociable applied skills good with his Have Ss work individually to underline the key words in the statements and predict the answers Write their answers on the board without con_ rming 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 Listen again and decide if the following statements are true (T) or false (F) Key: T T T F F T WRITING Work in pairs Choose a job First check that everybody understands that you like Discuss which three the meaning of the adjectives in the box qualities would be necessary for If not, T can spend some time people doing that job You can explaining them Set a time limit for use some of the ideas below pairs to brainstorm the ideas and the Remember to give reasons discussion Ask them to refer back to and as examples for useful language and ideas Ask some pairs to present their ideas to the whole class Remind Ss that they should give examples and reasons to support their Based on your discussion in 4, main points write a paragraph about the three most important qualities a Have Ss work individually to get their person needs to be able to a ideas down on paper and check the job well Remember to give accuracy of what they have reasons and examples to support written Give them ten minutes to write your opinion and edit their work Swap their writing with a partner for peer review, comments, and corrections Then ask Ss to write the second draft as homework Homework - Learn new words/workbook: C Homework Speaking - Learn new words/workbook: C - Prepare : Looking back + project Speaking - Prepare : Looking back + project 305 Date of planning: PERIOD 102 / 5/2017 Kí duyệt UNIT 12: MY FUTURE CAREER LESSON 7: LOOKING BACK I Objectives By the end of the lesson, Ss will be able to review - Knowledge: Revise the knowledge they’ve learnt about the topic “MY FUTURE CAREER.” - Skills: Practice reading, speaking & writing skills (Ind PW, GW) II Content: - Vocab: Jobs, careers, and factors affecting career choice - Grammar: Despite/In spite of: review Verb + to-in_ nitive/Verb + V-ing III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities The content Warm up Encourage Ss not to refer back to the unit pages Instead, they can use what they have learnt during the unit to help them the exercises Ss should record their results for each exercise to complete the selfassessment box at the end of the unit and identify areas to review New lesson Vocabulary Vocabulary & Grammar For 1, 2, 3, 4, and 5, first have Ss work independently Then they can check their answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so that they can 306 Match each job with its description 1 C D E F A B Match fragments 1-8 with fragments A-H to make sentences use that information in their selfassessment 1.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 vocational dynamic empathetic academic subjects took into account professional burnt the midnight oil make a bundle Grammar Complete the sentences using the correct form (V-ing form or toinfinitive) of the verb in brackets Have Ss work in pairs to think of two things that are true of the job they are assigned, and one thing that is not true about the job Give them seven minutes to work together When the pairs have finished preparing, ask them to take turns to come to the front to introduce themselves and repeat the three ‘facts’ The class will together decide which 307 to lock working treating to get to finish Reading Correct the italicised phrases where necessary 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: GAME: TRUE OR UNTRUE Work in pairs Each pair is given a card with a job With your partner, think of two things that are true about your particular job and ‘facts’ are true, and which is untrue one thing that is not true Then introduce yourselves to the class, Finished! repeating the three ‘facts’ you Finally ask Ss to complete the selfhave thought of The class decides assessment Identify any di_ culties and which ‘fact’ is not true weak areas and provide further practice 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 PROJECT them to: My future career path • 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 Homework Date of planning: 8/5/2017 Period 103… REVIEW (Unit 10-11-12) language I Objectives By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 10 to unit 12 II Content: - Future tenses:review - Verbs +to-V - Reported speech - Pronunciation: stress in words starting with: un-; im-, and ending in -ful; -less; ity and -itive III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work 308 IV Procedures: Teacher’s and Ss’ activities Warm up: Brainstorming ? What have you learnt in unit 10, 11,12 in terms of language? Then summarise their anserws and add some more information if necessary Practice: Ex 1: T plays the recording and ss repeat Play the recording as many times as necessary - Pause and correct ss’ doing Ex 2: T plays the recording or more times if necessary Ask Ss underline them as instructed Have Ss read the sentences as class, or individually - T checks pronunciation and intonation Ex 3: Ss this exercise individually then share their answers with a partner T checks the answers Ex 4: Ss this exercise individually T ask SS go to the board and write their answers T corrects as a class Ex5: Ss this individually and then share their answers with a partner T ask SS go to the board and write their answers T corrects as a class Ex 6: SS this exercise individually Two Ss write their anwers on the board Confirm the correct answers Call some ss to read the whole passage Ex Ss this in pairs After checking their answers, ask one or two pairs to act out the conversation Homework: - Review the target knowledge - Prepare for Review- Skills 309 Contents Vocab Pronunciation Unit 10-12 Grammar I Pronunciation Ex - Listen and mark the stress uni’dentified a’bility suc’cesful capa’bility ‘meaningful im’mobile Ex 2: Complete Keys: colourless unidentified interactive capability meaningful impossible II Vocabulary Ex 3: meet face to face make invention exchange information fly into space move round the sun benefit from science and technology Ex 4: scientist chemistry inventor ambitious unhappy invention III Grammar: Ex 5: will …be will be to buy will appear to read to read look will appear Ex 6: Lena said she enjoyed chatting on the phone with her friends The teacher said a communication breakdown might happen due to cultural differences Duong asked me what the habitants of Jupiter might look like Chau asked if/whether we would still have traffic jams in 30 years’time Phuc told me that he had read a book about life on other planets IV Everyday English Ex 1.D F E 4.G 5.A 6.C 7.H 8.B Homework: - Review the target knowledge - Prepare for Review- Skills Date of planning: 8/ 5/2017 Period : 104 REVIEW (Unit 10-11-12) Lesson 2: Skills I Objectives By the end of the lesson, Ss will be able to review the skills related to the topics that they have learnt among unit 10,11,12 II Content: - Future tenses:review - Verbs +to-V - Reported speech - Pronunciation: stress in words starting with: un-; im-, and ending in -ful; -less; ity and -itive III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher’s and Ss’ activities Contents Warm up: T ask Ss what they have learnt so far in terms of skills Then summarise their - Answer the questions answers and add some more information if necessary I Reading: Activities Activity 1: Ex 1: - Give Ss some tips to this kind New words: of reading text - affect: ảnh hưởng Ss read the letter once or twice - playful: vui đùa, vui chơi T clarifies anything they not understand - misunderstanding: hiểu nhầm fully Key: 310 Ex 2: Speaking - Ask Ss to choose one of the questions that interests you the most - Encourage Ss to use the language they have learnt Listening Ex3: Listen to the conversation and choose the correct ansswer to each question - Play the recording once or twice - Ss listen and choose the answers - Ss listen to the recording again and check the answers Ex 4: T has Ss brainstorm a message to a friend and tell him/her about the problems you have had recently wwith your iPads - then explain the writing task - Give Ss time to the writing task Then correct their papers to check out of class Homework: - Test yourself in workbook - Prepare for the 45 test 1.T 2.F 3.F 4.F 5.T 6.T II Speaking Activity 2: - Choose one of the questions that interests you the most Listening: Activity 3: Keys: C B A A C Writing: Activity 4: You can refer to the following: -Time-consuming -flat battery -weak signal -no connection Homework: - Test yourself in workbook - Prepare for the 45 test Period : 105 The second term test 311 ... …………………………………………………………………………………… …………………………………………………………………………………… 16 Date of planning: 9/ 9/20 19 Date of teaching: 11 /9/ 20 19 UNIT 1: LOCAL ENVIRONMENT PERIOD 8: LESSON 7: LOOKING BACK I Objectives By the... …………………………………………………………………………………… …………………………………………………………………………………… Date of planning: 12 /9/ 20 19 18 Date of teaching: 14 /9/ 20 19 UNIT 2: CITY LIFE PERIOD 9: LESSON 1: GETTING STARTED I Objectives: By the end of the lesson,... ………………………………………………………………………………………… ………………………………………………………………………………………… 27 Date of planning: 19/ 9/20 19 Date of teaching: 21 /9/ 20 19 UNIT 2: CITY LIFE PERIOD 12 : LESSON 4: COMMUNNICATION I Objectives: By the