Giáo án Tiếng Anh 9 - Unit 12: My furture career - Lesson 2: A closer look 1 - Năm học 2020-2021

 Planning:
Period: 96 Teaching : 
UNIT 12. MY FURTURE CAREER 
Lesson 2. A closer look 1 
I. OBJECTIVES
1. Knowledge: By the end of this Unit, students will be able to 
- Use lexical items related to languages and language use and learning
- Identify the correct tones for new and known information and say sentences with the correct intonation
- Vocabulary: Languages and language use and learning
- Pronunciation: Tones in new and known information.
2. Competences: 
- Co-operation: work in pairs, groups
- Creativeness: talk about the job. 
- Using language to do exercises and talk about the job
3. Quality: Make students be interested in the job in the future
II. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Text book.
III. PROCEDURE
1. Warm up: ( 5’)
- Organization: 9A:....................... 9B:............................. 9C:...........................
a. Goal: Students review vocabulary of the jobs and check pronunciation and lead in the right tones .
b. Content: The jobs they like.
c. Expected result: 
- Students give Answer keys with the letters of learning language and T use it for introduce the lesson. 
- Tell the jobs they like
d. Performance:
Teacher's & Ss' activities
Contents
-Teacher transfers the task. 
And gives out some jobs and questions
- Students in the whole class think about some jobs and raise their hands for the answer. 
- Teacher elicits as many ideas from them as possible
- T and other SS congratulate and give points.
Answer T
What job do you like?
Why do you like it?
,,,,,,
2. Presentation (15’)
a. Goal: Student can know the meaning of some vocabularies about language learning 
b. Content:
	- Put the word/phrase under each picture. There is one extra word.
	- Fill each blank with a suitable job from 1.
	- Match a word/phrase in the left column with its meaning in the right one.
	- Fill each gap with a word/phrase in 3a
c. Expected result: SS understand the meaning of the vocabulary about language learning 	
d. Performance: 
Teacher's & Ss' activities
Contents
1. Put the word/phrase under each picture. There is one extra word.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
2. Fill each blank with a suitable job from 1.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
3 a/b. 
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
 I. Vocabulary(20’)
1. Put the word/phrase under each picture. There is one extra word.
- work in pairs to identify the picture.
Key:
1. craftsman	 2. physics	
3. opera singer	4. fashion designer
5. pharmacist	 6. architect	
7. businesswoman	 8. mechanic
2. Fill each blank with a suitable job from 1.
Key:
 1. physics 	 2. mechanic	
 3.pharmacist	4. fashion designer
 5. opera singer	 6. architects 	
 7. businesswomen and men 
 8. craftsmen and women
3a. Match a word/phrase in the left column with its meaning in the right one.
Key: 1.D	2.B	3.A	4.C
3b. Fill each gap with a word/phrase in 3a.
Key: 1. career	2. job	
 3. profession	4.career path
3. Practice (15’)
a. Goal: Student can use the vocabulary above to practice high tone and understand the conversasion. 
b. Content: 
- Make sentences about yourself or people you know using the words in 2a.
- Fill in the blanks with the verbs in the box.
c. Expected result: - Ss can write sentences with the phrases from 2a. 
 - SS can Fill in the blanks with the verbs in the box
d. Performance: 
Teacher's & Ss' activities
Contents
II. Pronunciation(15’)
High tones
- Have Ss silently read the information and examples in the box. Ask some Ss to summarise the rules and read out examples in the box or to give their own examples. Ensure that Ss have understand the ideas before proceeding. Inform Ss that negative adjectives (awful, terrible) can be affected by tone in the same way as positive ones (excellent, brilliant).
4. Listen to the conversations between Jenny and Tom. Notice how Tom uses high tones in his replies. Then practice the conversation with a partner.
Play the recpreding for Ss to listen. Ask them to draw to illustrate Tom's tones. Play the recording again for Ss to repeat the short dialogues playing attention to the tones. Call on some pairs to act out the short dialogues.
 II. Pronunciation(15’)
High tones
4. Listen to the conversations between Jenny and Tom. Notice how Tom uses high tones in his replies. Then practice the conversation with a partner.
4. Production (8’)
a. Goal: Students can tone in new and known information
b. Content: Tone in new and known information
c. Expected result: Ss can know and practice toning in the mew and kmown information
d. Performance: 
Teacher's & Ss' activities
Contents
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.
-Teacher transfers the task. Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice on the underlined word in each sentence goes up or down. 
- 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 show the tones. Confirm the correct answers. Ask some pair to practice the saying the pair of dialogues. 
- Teacher controls and corrects mistakes
 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. (2’)
- Practice the dialogues in the pronunciation at home
- Learn by heart the new words and structures.
- Prepare: Unit 12 : A closer look 2