Kế hoạch bài dạy Tiếng Anh 9 - Unit 11: Changing roles in society - Lesson 7 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Unit 11: Changing roles in society - Lesson 7 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 9: Week 32: Sunday, April 23rd , 2023 UNIT 11 : CHANGING ROLES IN SOCIETY Period 93. Lesson 7: Looking back and project I. OBJECTIVE: By the end of the lesson, ss can revise the vocab, grammar they've learnt in Unit 11 1. Knowledge: - Vocabulary: Changing roles in society - Grammar: relative clauses, future passive. - Skills: Practicing skills. 2. Competences: - Co-operation - Self- study - Using language to do exercises 3. Qualities: - help to lessen gender gap and enhance equality in society. - work together for the better future. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: Ss and teacher’s activities Content 1. Warm up. - Chatting Encourage Ss to complete Ss should record their results the LOOKING BACK section for each, exercise in order to without refening to the previous complete the final Finished! self sections in the unit. assessment box and identify areas for 2. Looking back review. Vocabulary 1. Have Ss complete this exercise Vocabulary. individually. Check their answers 1. complete the sentences with the as a class. words from the box. 2. Ss work individually. Ask Key: them to determine that form of 1. male - dominated world missing from each sentence 2.individually - oriented 3. (a verb, a noun, or an adjective) hands -on 4. responsive to and then Ss work out the correct answers to complete the 5. financially 6.
2. sentences. Ss can then double facilitators check the answers with their 2. Use the words in the correct partner. Confirm the correct form to complete the sentences. answers. - work individually to complete. Key: 1. supports 2. provider 3. predicting 4. tailored Grammar 3. Ss complete this task 5. evaluate 6. individually or in pairs. Check as witnesses a class. Grammar 3. Choose the correct answer - recall the use of relative pronounce. 4. Have Ss complete the activity Key: individually. Have them double 1.C 2.A 3.B 4.B 5.C 6.D check their answers. Call on two 4. Combine the sentences using Ss to write their sentences on the relative clause. board. Comment and confirm the - 2 ss come to the board and do. correct sentences. Key: 1. Many tourists visit Liverpool, - ask ss to recall the step of this which is the home of The Beatles. kind of exercise. 2. The rown hasn't got any parks where people can go and relax. 3. My son took part in the Beyond 2030 forum, which invited people to share their vision of the future. - get feedback. 4. Baron Pierre de Coubertin, who was the founder of the modern Olympic Games, was not in favour of women participating in the Games. 5. There will be an open discussion which will look at the main challenges and opportunities in Communication the coming decades. 5. Ss work in pairs to complete 6. The changing economic role of the exercise. Check the answers as women, which started in 1948, has a class. Then Ss can practise greatly affected the role of men. reading alound the statements and 5. Match each prediction with responses with their best two responses.
3. pronunciation and fluency. Call Key: on some pairs to act them out in 1.C, H 2.A,F front of the class. 3.B,G 4.A,E 3.PROJECT Your vision of the future This project aims to PROJECT encourage Ss to work out what Your vision of the future they think the world in the future • What your vision of the future will be like. is T Divided Ss into groups of • how the world will be four of five and instruct them on different to to day's world what they have to do. Since this is • what bring about the change(s) a board topic, it may be helpful if • how you feel about it each group chooses an area which - in groups ss present the ideas in they can focus on (technology, front of the class education, medicine, etc.). - vote for the best presentation. Encourage every member member of the group to actively participate in the project. Tell them their project has to answers the questions: 4. Further practice: Sum up 5. Production: Revise the lesson Prepare for the test 4. Week 32 Sunday, April 23rd , 2023 UNIT 12. MY FURTURE CAREER Period 94. Lesson 1: Getting started I. OBJECTIVE: By the end of the lesson, students can: - Use lexical items related to jobs and career. - Talk about choosing future jobs 1. Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice. - Grammar: Despite/Inspite of, non-finite verbs. - Skills: Practicing skills. 2. Competences: - Co-operation - Self- study - know some lexical items related to jobs and career 3. Qualities: - Raise the awareness of studying.
4. - Have good guidelines for future career. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: Ss and T’s activities Content 1. Warm up Introduction Before Ss open their books, review the previous unit by asking them to play a game. First, divide Ss into two equal teams. - work in groups to play the game. Write the phrase 'The roles of teachers and schools in the future' on the board. Ask the two teams to write down as many words in the future as possible. Set a time limit of three minutes. The team with more correct worlds/phrases wins. 2. Getting-started: - pre-teach some vocabulary. * Vocabulary 1. Ask Ss what job a career they want to do Approach (n): in the future. Then ask them onother Vocational question. Housekeeper (n) Do you have to choose some specific Staff (n) subjects to focus on if you want to do that Qualification (n) job in the future. Suffer from (v) Elicit answers from Ss. Now, tell 1. Listen and read. them to look at the pictures and the heading 'What subjects' will you choose? and ask - listen to the tape them these questions: - practise the dialogue in pairs. - Who can you see in the pictures? - Where do you think they are? - What do you think they are talking about ? Have Ss answers as a class. Play the recording and have Ss follow along. After that, Ss can compare their answers with the inforrmation in the
5. conversation. a. Ss work in pairs to label the a. Put a word/phrase from the box pictures with the worlds given. Allow pair under each picture. to share their answers before asking them - work in pairs to do the exercise. to disuss as a class. Then ask some Ss to Key: read the worlds aloud and correct their 1. lodging manager 2. event pronunciation if necessary. planner 3. customer service staff 4. housekeepre 5. tour guide 6. biologist b. Have Ss work individually. Ss b. Find a word/phrase in the find the worlds/phrase with the give conversation that means: meaning in the conversation. - work individually Then have Ss share their answers - share the answers with a partner before asking them to Key: discuss as a class. 1. GCSE 2. vocational subjects 3. academic subjects 4. applied approach 5. tourism 6. leisure c. Have Ss read the conversation c. Tick True or False. again to tick true (T). false (F), or not given - read the conversation again and do the (NG). Remind Ss that they can answers NG exercises. (not given) if they don's think inforrmation Key: was given as part of the conversation. Ss 1. T 2.F 3. F 4.NG exchange their answers with a classmate. 5.T 6.F Ask for Ss' answers as well as their explanatian for their choices. Write the correct answers on the board. 3. Doing: 2.a. Look at the phrases and cross out 2a Have Ss work in pairs to read any noun/phrase that doesn’t go with the phrases and complete the task. Check the verb. the answers as a class. - work in pairs Key: 1.a job 2. leisure time 3. a job 4. a living b Ask Ss to work individually to b. Complete each of the following complete the senteces with the right sentences with a collocation in 2a collocations. Then ask them to shre their - work individually answers with a partner . Finally, check the Key: answers as a class. 1. take/do (an English) course 2. doing a nine - to - five job 3. work flexitime 4 earns money/earns a living 5. did course/ took a course 6. work overtime
6. 3. Ask Ss to work in groups of four. 3. Game: What’s my job? Ss take turns thinking of a job. The other ask Yes/No questions to find out inforrmation, and guess what the job is. The aim is to have Ss ask many questions as possible. T can tell them that they may ask questions about necessary qualifications, skills, likes, dislikes, working conditions, salary, colleagues, or people they are working with. 4. Further practice: Grammar. - note V + to-V - V + to-V I’ve decided to take a vocational . My dad is encouraging me to choose .. We’ve dicussed becoming a doctor 5. Production: - learn by heart the new words. - Prepare A closer look 1 Week 32 Sunday, April 23rd , 2023 UNIT 12. MY FURTURE CAREER Period 95. Lesson 2: A closer look 1 I. OBJECTIVE: By the end of the lesson, students can: - Use lexical items related to jobs and career. - Use high tones correctly. 1. Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice. - Pronunciation: High tones. - Skills: Practicing skills. 2. Competences: - Co-operation: work in pairs, groups - Self- study: work individually. - improve their pronunciation.. 3. Qualities: - Raise the awareness of studying. - Have good guidelines for future career. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching
7. methods by visual, teaching methods by practising, discussion group, technical present . IV./.PROCEDURE: Teacher & Ss’ activities Content 1. Warm up Introduction Start by reviewing the previous lesson. Begin by asking two pairs of Ss to come to the front - play the game in pairs. to play a quick game. Ask them write as many jobs and collocations (or phrases) used to describe those jobs as possible. Set a time limit of three minutes. The pair with the most correct worlds and Vocabulary. collocations wins. 1. Put the word/phrase under each 2. Vocablulary picture. There is one extra word. 1 Now have Ss turn to the book and work in pairs to identify - work in pairs toidentify the the pictures. Ask them to briefly picture. describe the pictures. Then let them do the matching exercise. Check the answers as a class. Then ask Ss: Key: Which of these Jobs would 1. craftsman 2. physicist you like to do in the future ? ? Why would you like to do 3. opera singer 4. fashion it? designer Ask some Ss to answers the 5. pharmacist 6. questions. architect 7. businesswoman 8. mechanic 2 Have Ss work individually to fill 2. Fill each blank with a suitable the blanks. Remind Ss that the form job from 1. of the world may need to be - work individually changed to fit the sentence. Allow Key: them to share their answers with a 1. physicist 2. mechanic partner before checking as a class. 3. pharmacist 4. fashion designer 5. opera singer 6. architects 7. businesswomen and men 3a Give Ss a couple of 8. craftsmen and women minutes to work in pairs to do the 3a. Match a word/phrase in the matching. Then check the answers left column with its meaning in the
8. as a class. right one. b Have Ss word individually Key: to complete the sentences. Have the 1.D 2.B 3.A 4.C compare their answers in pairs. 3b. Fill each gap with a Afterwards, check Ss' answers as a word/phrase in 3a. class. Key: 1. Career 2. Job 3. profession 3. Pronunciation 4. career path High tones Have Ss silently read the 4. Listen to the conversations information and examples in the between Jenny and Tom. Notice box. Ask some Ss to summarise the how Tom uses high tones in his rules and read out examples in the replies. Then practise the box or to give their own examples. conversation with a partner. Ensure that Ss have understand the ideas before proceeding. Inform Ss - listen to the tape that negative adjectives (awful, - practise with a partner. terrible) can be affected by tone in the same way as positive ones 5. The responses to the pairs of (excellent, brilliant). sentences are the same but the 4 Play the recording for Ss to speakers have opposite attitudes. listen. Ask them to draw to Listen, draw arrows to show the illustrate Tom's tones. Play the tones, then repeat. recording again for Ss to repeat the short dialogues playing attention to the tones. Call on some pairs to act out the short dialogues. 4. Further practice: Have Ss work in pairs to draw arrows to show the tones before reading out. Then play the recording. Ask the pair to listen and check their lines showng the tones. Confirm the correct answers. Ask some prair to practise the saying the pair of dialogues. Correct them if necessary.
9. ENGLISH 6 Planning date: 23/04/2023 Period 92 UNIT 9: LESSON 3.2: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - read and get some ideas about life on a space station - talk different things about life on a space station 2. Ability - improve their English skills - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and other skills - ask and answer/ write a paragraph about the topic – space station 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Have students watch a short clip about astronauts’ life on a spaceship and have them take notes what they do there.
10. => Lead to the new lesson. II. New lesson:  Activity 1: Reading (10’). a. Read the article and fill in the blanks. - Have students explore the task - Ask students to read the article individually and answer the questions. - Have students share their answers with partners. - Check answers as a whole class. - Ask students to give reasons for their answers. - Give feedback and explanation if necessary Answer key: 2. gravity 3. astronauts 4. float b. Read the article again and answer the questions. - Have students look at the questions. - Demonstrates the activity using the example. 1. Because there is no gravity there. - Ask students to read the article and answer the questions. - Check answers as a whole class. - Ask students to give evidences for their answers. - Give feedback. Answer key: 2. They have to use soap and wet towels. 3. They eat dried food in bags. 4. So the sleeping bags don’t float around.
11. 5. Phạm Tuân.  Activity 2: Speaking: Life on the Moon (10’) - Have students work in pairs to ask and answer about things that might be like living on the Moon. - Encourage students to talk in long sentences. - Call on some pairs to share their answers - Praise students with good speaking.  Activity 3: Writing (15’). a. Choose four of the things you talked about in Speaking and note them down. - Divide the class into groups of 3. - Ask students to write down 4 things about life on the Moon. - Check some groups and give support if necessary. - Have students share their ideas with the class. b. Now write a paragraph about life on the Moon using your notes. Write 50 – 60 words. - Have students use their notes and the table at the right bottom of page and to write a paragraph about life on the Moon. - Have students cross check their work with a partner
12. - Call on some students to put their work on the board - Give comments and take notes some mistakes on the board. Suggested answers Life will be very different on the Moon. I might have to use soap and wet towels to wash the body. I might have to use the special toilet, too. I will sleep in the sleeping bag, so I don’t float around. I will play videos games when I have free time. It will be fun because I can float. Living on the Moon will be very different. - Take notes the mistakes in their notebooks. III. Consolidation (3’) - Writing a short paragraph. IV. Homework (3’) - Learn new words about life on a space station/the Moon. - Do exercises Reading and Writing in the workbook (Page 55) - Prepare: Unit 9 - Review (pages 102, 103 – SB). ------------------------------------------------------------------------- Period 93 Planning date: 23/4/2023 UNIT 9: LESSON 3.3: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - review all vocabularies relating to houses in the future. - review all grammar points and pronunciation presented within the unit. 2. Ability - improve English skills. - develop the ability to communicate and cooperate with their partnerss, to self-study, to solve problems and other skills. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities. B. Method. Communicative approach. C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Have students work in groups of 4.
13. - Write as many vocabularies presented in the unit as possible (the one with the most correct items is the winner). * Possible answer: Smart home, megacity, earthscraper, eco-friendly home, underground, in a city, under the sea, on the sea, smart device, drone, screen, 3D printer, automatic food machine, robot helper, gravity, lock, float, spacesuit, the Moon, astronaut, space station, the Earth. - Have groups cross check the work. - Announce the winner. => Lead to the new lesson. II. New lesson:  Activity 1: You will hear Jenny talking to her friend, Tom, about a TV show she watched. For each question, choose the correct answer (A, B, C or D). You will hear the conversation twice. - Have students read the questions and guess the answers - Play the audio twice, have students listen and choose the answer, take notes the key words - Have students check the answer with a partner, list the key words they noted. - Check answer as a whole class. - Ask students to give the cues for their answers. - Play the audio again for students to check their answers. * Answer keys: 1. C 2. B 3. B 4. C 5. B  Activity 2: Reading (9’): Read the three devices of the future and choose the correct answers.
14. - Have students study the task, read the questions, underline they key words. - Ask them to read and choose the answers, highlight where they found the answer in the reading texts. - Have students check the answer with a partner, explain why they chose that answer - Check answer as a whole class. - Ask students to give the cues for their answers. Answer key. 1. C 2. A 3. B 4. C 5. C  Activity 3: Vocabulary (7’). Fill in the blanks with words from the box.
15. - Ask students to explore the task (identify what is requested to do, look through all the vocabulary given). - Have students work in pairs to identify what is needed for each blank. - Ask students to do the task individually. - Have students share their answers with partners. - Check answers as a whole class. - Ask students to give reasons for their answers. - Give feedback. Answer key: 2. megacity 3. robot helpers 4. Moon 5. Underground 6. lock 7. 3D printer8. space station  Activity 4: Grammar (5’) – Write full sentences using the words below. - Ask students to explore the task. - Ask students to do the task individually. - Have students share their answers with partners. - Check answers as a whole class. - Ask students to give reasons for their answers. - Give feedback Answer keys: 2. We might have automatic food machines. 3. I think a few people will live in earthscapers. 4. A lot of people will live in cities on the sea. 5. How do astronauts sleep in space? 6. What do you think homes will be like?
16. 7. I think many people will have robot helpers. 8. They have to use a special toilet.  Activity 5: Pronunciation (5’). Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ask students to explore the task. - Have them work individually. - Have them check the answers. - Have them practice saying them with a partner. - Walk around and correct wrong pronunciation if any. Answer keys: 1. A 2. B 3. B Circle the word which has the underlined part pronounced differently from the others. - Ask students to explore the task. - Have them work individually. - Have them check the answers. - Have them practice saying them with a partner. - Walk around and correct wrong pronunciation if any. Answer keys: 4. A 5. D 6. B III. Consolidation (3’)  Vocabularies, grammar points within the unit  Pronunication and useful language IV. Homework (2’) - Learn new words and practice with the new language of Unit 9. - Do the exercise in the Workbook (Pages 70 & 71) - Write a paragraph about your favorite home in future. - Prepare: Unit 10 – Lesson 1.1: Vocabulary and Listening (Page 78 – SB).
17. ENGLISH 8 Planning date: 23/4/2023 Period 92 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 6: Skills 2 I/Objectives 1. aims - To listen for specific information about how science and technology solve some problems in the future ’ - To write to express agreement and disagrement about the roles of science and technology 2. Knowledge and skills * General language knowledge - Vocabulary - Grammatical structures : 3. Skills:Practice reading, speaking, with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘ science and technology ‘ III/ Anticipated problems - S may have difficulty talking, so teacher should help them IV. Proceduce 1. Class order: Greeting, checking attendance 2. Checking up: 3: Neww leson Teacher’s activites Student’s Content activites Warm up Before listening -T introduces new words LISTENING - Have Ss read aloud the new words 1.Listen to the conversation and - Call some Ss to read aloud the new choose the best summary words in front of the class + drawback (n) hạn chế + yield (n) : sản lượng While listening +unemployment (n): sự thất Activity 1 nghiệp - Have Ss read the three options . Key: - T plays the recording . Ss listen to b. The benefits and drawbacks that - Elicits the answers from Ss the advances science and technology - T corrects
18. Activity 2. recording may bring to people ‘s lives - T plays the recording again , once or twice . 2.Listen again to the conversation - Ask Ss to listen carefully and between Nick, Duong and Chau . tick the words/ phrases Circle the words and phrases as according to what they hear in you hear them the passage. Ss listen Key: Activity 3 and write 1. problems 2. high yields - T plays the recording again . the key 4. overcrowing 6. bring Tell Ss to take notes / write words unployment down the key words as they listen. 3.Listen and answer the - Have they answer the questions questions in writing or verbally. Key - Correct their answers as a class 1.High yields in farming will ( help Post listening Ss answer feed the growing population on - T ask Ss to answer question the earth) + Will we may be able to live on questions 2.(we may be able to live) on other other planets? planets + Will robots bring unployment, 3. He says he likes the idea of and high yields in farming may living lessons at home with a destroy the environment? robot , and on the Internet. Before writing 4. Yes, he does. Activity 1 5. He thinks there will be many -Tell to Ss read the notes in the box new problems carefully -T explains the first sentence in the sample is the topic sentence which tells the reader whether the author agrees or disagrees with the statement. WRITING The following sentences expess the Writing to express magreement or seasons. The last sentence is the Ss read the disagreement concuding sentence, which notes in Introduction: I agree/ disagree summarises the main points in the the box with the edea that paragraph . carefully Explaining your opinion: - Have Ss work in pairs to fill the Firstly, secondly outline. Furthermore, in addition . - T check as a class Conclusion: in Shory / for these While writing Ss listen reasons . - Have Ss read the argument put Ss work in forward. Then work in pairs to pairs to fill make notes using the nmodel in the outline
19. 4. they must decide if they agree or disagree, give three supporting points , then 3.Look at the sample paragraph conclude their argument. and fill the outline below - Have Ss work from their take notes to write the paragraph in Introduction: disagree about 100 words. Make sure that Idea 1: they use connectors first/ firstly, Idea 2: second/ seconly, Idea 3: - Help Ss develop a good outline Conclusion: not always good for their writing and write the Ss work in paragraph as homework. Remind pairs ss to bring their work to class in the next lesson Home assingment - Do ex 5 in page 55 in book - Prepare next lesson: Looking back + project + Look up the words 5.Make notes , then write a paragraph on the following topic. Do you agree or disagree with the following idea? With the help of technology, students will be benefit greatly from studying by themselves at home. Period 93 Planning date: 23/4/2023 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 7: Looking back + Project I/Objectives 1. Educational aim: - To Revise the knowledge they’ve learnt about the topic “ science and technology” 2. Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures :
20. 3. Skills:Practice: speaking and writing II/ Preparation: - T: lesson plan, visual pictures , projects,player - Ss: new lesson III/ Anticipated problems - S may have forget vocabulary, grammar, so teacher should help them IV/ Procedure 1. Class order: Greeting, checking attendance 2. Checking up: 3: Neww leson Teacher’s activites Student’s Content activites Warm up: Let ‘s Ss to play ‘ Network” transport Science & VOCABULARY technolo 1.write the correct form of gy the words in brackets A. Presentation Activity 1 Ss do this Key: - Ask Ss to do this exercise in 1. scientific 2. environment exercise in pairs. pairs 3. development 4. - Call on some Ss to discoveries 5. unnatural write on the board - T corrects 2.Complete the wordsweb - Let some Ss read the with the fields that could sentences aloud benefits from sciences and technology C. Practice Activity 2 Key: - Give Ss 5 minutes to - engineering - Medicine complete word web - farming - Space - T may give some cues exploration Have Ss read out aloud - Home life - their answers Communication Activity 3 - Entertainment - - Let Ss read the passage Architecture and complete this Ss read the - energy - exercise individually. passage and Leisure - Call on some ss to give complete 3.Fill each gap with a word