Giáo án Tiếng Anh Lớp 9 - Tuần 29 - Năm học 2020-2021 (Mới)

Week 29 – Period 85	
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 10: SPACE TO TRAVEL
Lesson 6: SKILLS 2
I. OBJECTIVES:
1. Knowledge: By the end of this lesson, students will be able to:
 Listen for general and specific information about some space tourism services
write a short paragraph using advertising language
a. Vocabulary: vocabulary related to astronomy and space travel
	b. Grammar: Past simple and past perfect(review)
	c. Skills: Looking at the pictures and discussing, listening and answering the questions, matching the numbers to their references, listening and checking your answers, writing a short sentences. 
	2. Competence development: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence. 
	3. Behavior : Ss will be more responsible for and be more aware of discovering and developing space to travel.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
Content
Warm up- 5’
a. Aim: To warm up the class and lead in the new lesson
b, Contents: Discussion
c, Outcome: SS can talk some thing about their family.
d, Organization:
Discussion:
1. Do you live in a big family or a small family?
2. Do you like living in your family or do you want to have anything changed?
Presentation- 12’
a. Aim: Help Ss listen for general and specific information about some space tourism services
b, Contents: Improve listening skill and do the following tasks:
+ Look at the pictures and discuss with your partner what is happening in them. Can you guess what the recording is about? Now listen and check. 
+ Listen again then answer the questions with NO MORE THAN THREE WORDS. 
+ Match the numbers to their references, then listen and check your answers.
c, Outcome: SS can listen for general and specific information about some space tourism services.
d, Organization:
-Ss do the task in pairs.
-T elicits what they find interesting about them (a person relaxing on a planet in a spacesuit, people pulling suitcases for holidays in the universe, etc ) 
-Have Ss read the questions first. Remind them that they can only write no than more three words to answer the questions. Allow Ss to listen to the recording several times and give them plenty of time to complete this task. 
-Have Ss match the numbers to their references with what they remember from the last listening. 
- Ss listen to either check or complete the task.
I. Listening
1. Look at the pictures and discuss with your partner what is happening in them. Can you guess what the recording is about? Now listen and check. 
Key: The recording is about space tourism
2. Listen again then answer the questions with NO MORE THAN THREE WORDS. 
Key:
Recreational, leisure, business
International Space Station
“Spacewalk”
“manned spaceflight”
Costly, dangerous, unsustainable
3.Match the numbers to their references, then listen and check your answers. 
Key: 	
1. D 	2. C 	3. A 	4. E 	5. B
Practice- 15’
a. Aim: Help Ss can write a short paragraph using advertising language
b, Contents: Improve writing skill and do the following task:
+ Look at these advertising examples from the websites of some space tourism companies. Underline the words/ phrases that you think make the advertisements sound more persuasive.
+ Can you guess what is being advertised? Find the answer in the box. 
c, Outcome: SS can write a short paragraph using advertising language
d, Organization:
T explain that advertisements are written in a special way to persuade customers to buy or use a product or service. 
-Have SS analyse the first advertisement and underline the words or phrases that make it sound more persuasive. 
-Ss work in pairs to analyse the last advertisements(if time allows, T may bring in other print advertisements or TV commercials (in English or Vietnamese) for the analysis.
After Ss have completed the task, introduce the Language skills box. For a more able class, ask SS to add more adjectives that they think may be used in advertisements. 
-Ask Ss to look out for hints in the words used when doing this task. For example “shine” may go with “shampoo”, “bar” with “chocolate” etc 
-Once Ss have finished, ask them to pay attention to the way the advertisements are written. 
-SS use any of the advertising techniques they have learnt so far?
-T may ask Ss to discuss which advertisements they like the most, and why. 
II. WRITING: Persuasive language for advertisements 
4.Look at these advertising examples from the websites of some space tourism companies. Underline the words/ phrases that you think make the advertisements sound more persuasive. 
Key: 
“Become a lunar explorer. Join the greatest private expedition of our time” 
“An amazing, life – changing experience”
“Ready To Become An Astronaut?” 
5.Can you guess what is being advertised? Find the answer in the box. 
Key: (suggested)
A bakery slogan 	4. A fuel – efficient car
A shampoo product	5. A tourism slogan 
A coffee product	6. A chocolate product
Application – 10’
a. Aim: Help Ss can write a short paragraph using advertising language.
b, Contents: Write a short ad (2-4 sentences) to advertise these products. You can use strong adjectives, active verbs, imperatives, comparatives, questions, etc 
c, Outcome: SS can write a short paragraph using advertising language.
d, Organization:
Work in groups of four, Ss discuss to decide together what their advertisements will be like. Remind Ss to select advertising techniques They have learnt (strong adjectives, active verbs, imperatives, comparatives, questions, etc.) for their text. 
Have Ss work individually to write their advertisements.
6.Write a short ad (2-4 sentences) to advertise these products. You can use strong adjectives, active verbs, imperatives, comparatives, questions, etc 
Key: (suggested)
Watch miracles happen as our extra – mild detergent removes all your stubborn stains! An excellent way to protect your clothes.
 Have you tried our new delicious and healthy yoghurt? Its tasty freshness will brighten your day!
The most stylish bicycle ever. Designed with you in mind. 
3. Guides for homework – 3’
- T: guide Ss how to do exercises in workbook and what to prepare for the new lesson 
- Ss: write down in their notebook 
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
- Edit and revise their writing ( in the notebook)
- Date of preparingU10- Looking back
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Week 29 – Period 86	
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 10: SPACE TO TRAVEL
Lesson 7: LOOKING BACK AND PROJECT
I. OBJECTIVES:
1. Knowledge: By the end of this lesson, students will be able to:
Review the vocabularies and structures they have learnt to do the exercises.
a. Vocabulary: vocabulary related to astronomy and space travel
	b. Grammar: Past simple and past perfect(review)
	c. Skills: sentences completion, matching verbs with phrases, reporting to the partner, circling the best answer, playing games.
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Behavior : Ss will be more responsible for and be more aware of discovering and developing space to travel.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
Content
Warm up- 2’
a, Aims: To warm up the class.
b, Contents: Ss sing an English song.
c, Outcome: SS can sing an English song well.
d, Organization:
T lets Ss sing an English song
Ss sing an English song
Vocabulary – 13’
a. Aim: Help Ss review the vocabularies they have learnt to do the exercises
b, Contents: Ss do the following task:
+ Complete the sentences using the prompts provided.
+ Which verbs go with which phrases.
c, Outcome: SS can do vocabulary exercise well.
d, Organization:
-Have SS work individually to fill the gaps and then compare their answers with a partner. Challenge them to complete the task without using the prompts. 
-Ask SS work individually to do matching exercise. If time allows, ask them to work in pairs to make the sentences using the phrases.
1. Complete the sentences using the prompts provided. 
KEY
1.satellite	
2.parabolic flight
 3. habitable 
	4. attach Touring
	5. spacecraft
 6. meteorites
2. Which verbs go with which phrases. 
KEY
1. f: to launch a spacecraft
2. D: to orbit Earth 	
3. e: to experience microgravity	
4. a: to live abroad the ISS
5. c: to train to become an astronaut
6. b: to do experiments
Grammar- 15’
a, Aims: Help students review review the structures they have learnt to do the exercises.
b, Contents: Do the following task:
+ Complete the following tasks, using the past perfect: 
+ Circle the best answer.
c, Outcome: SS can review the past perfect tense and do grammar exercises well.
d, Organization:
-Ask Ss to work individually and write down the actions in full sentences. 
-Then ask Ss to work in pairs and talk about these actions. 
-Ask Ss to work individually and write down the actions in full sentences. 
-Then ask Ss to work in pairs and talk about these actions. 
-Ask Ss to work individually to complete the task and then compare their answers with a partner. A cross means no relative pronoun is required
3. Complete the following tasks, using the past perfect.
a. These are the things that Jack had done before his birthday party last week. Report them to your partner.
KEY
He had cleaned the house. 	
He had bought candles
He had made a cake 	
He had selected a nice music playlist
He had hung up balloons	
He had chosen a funny movie
b. Look at the following training tasks that Mai had completed before she became a professional astronaut. Report them to your partner. 
KEY
She had passed a swimming test
She had studied spacecraft systems
She had learnt about the ISS	
She had experienced microgravity
She had taken parabolic flights	
She had tried crew activities
4. Circle the best answer. 
KEY
1. x	
2. Who 	
3. Which 	
4.X 	
5. Where	
6. that
Communication- 5’
Aim: Ss can interact to each other
a, Aims: Help students interact to each other.
b, Contents: Game: THE LONGEST SENTENCE IN THE WORLD.
c, Outcome: SS can talk many famous people in the world.
d, Organization:
-Ask Ss to follow the instructions to play this game. If time allows, both alternatives can be done to provide Ss with further practice on defining relative clauses. 
-Work in groups, Ss play – role. While Ss role-play, T goes around and provides help. Later call on some volunteer groups to role-play in front of the class.
1.Game: THE LONGEST SENTENCE IN THE WORLD.
2.Role play. In groups of four, take turn to be two interviewers for 4 teen radio station and two astronauts who have spend time on the ISS. The interview should focus on daily life on the ISS.
Project- 5’
a, Aims: Help students know how to do the project at home.
b, Contents: Ss work in groups to discuss and write simple slogans.
c, Outcome: SS can make the project at home well and correctly.
d, Organization:
A holiday out of this world! 
Encourage SS to design attractive posters by using graphics and impressive advertising language. Alternatively, SS can prepare a short slide show presentation (3-4 slides) to talk about their company’s tour
A holiday out of this world! 
3. Guides for homework- 5’
- T: guide Ss how to do exercises in workbook and what to prepare for the new lesson 
- Ss: write down in their notebook.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
- Rewrite the exercises in the notebooks.
- Do exercises in the workbook.
- Complete the project ( in 2 weeks): 
-Prepare GETTING STARTED - Unit 11
Week 29 – Period 87
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 1: GETTING STARTED
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to the changing roles in society.
- Interact a conversation about the vision of the future.
a. Vocabulary: vocabulary related to the changing roles in society.
	b. Grammar: Review future passive/ Non- defining relative clause.
c. Skills: listening and reading, tick the table, tick the correct explanation, answering the questions, discussing and finding the meaning of the sentences, discussing, playing games.
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Attitude: Ss will be more responsible for and be more aware of protecting and developing society
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1.Warm up – 7’
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss list some groups of people and their roles in society and ask some questions.
c, Outcome: SS can give explanations for their opinions.
d, Organization:
- Ask Ss to list some groups of people and their roles in society. Ask Ss if they think the roles of these people will change in the future. If yes, ask how they will change. Ask Ss to give explanations for their opinions.
*Chatting.
2. Presentation- 15’
a, Aims: Help Ss Interact a conversation about the vision of the future.
b, Contents: 
+ Ss listen and read the conversation in pairs. Then tick (√) the person who has this idea, answer the questions and discuss and find the meaning of the phrases and sentences.
c, Outcome: SS can know some lexical items related to the topic and understand the conversation well.
d, Organization:
- Ask Ss to look at the title of the conversation and the picture. Ask them some questions.
- Have Ss answer the questions as a class. 
- Play the recording and have Ss follow along.
- Explain the words that Ss don’t understand.
- Ss work independently. Encourage them to do the exercise without looking back at the conversation.
- After that, allow Ss to share answers. 
- Check their answers as a class.
- Ask Ss to read the questions and underline the key words in each question (e.g. purpose in 1, who in 2).
This helps Ss determine what information they need to answer those questions. Then Ss refer back to the conversation and look for the answers. Correct the answers as a class.
- Ask Ss to work in groups of four or five. Ask them to find the phrases/sentences in the conversation.
- Ask them to look at the context around where these phrases/sentences appear and elicit their meanings.
- Correct the answers as a class.
1. Listen and read.
- What do you think the guests at the Beyond 2030 forum are talking about?
- What does the title ‘Into the future’ mean to you?
a. Tick (√) the person who has this idea.
Key: 
1. Phong 
2. Mai 
3. Phong 
4. Nguyen 
5. Mai
b. Answer the questions.
Key: 1. It’s for people to share their vision of the future.
2. Some students from Oak Tree School in Happy Valley.
3. He says that learning will also take place outside school.
4. It will give them a sense of participation and of being part of the process.
5. No, he won’t. He may still go to work.
6. No, he doesn’t.
c. Work in groups. Discuss and find the meaning of the phrases and sentences.
Suggested answers:
1. after the year 2030
2. Ideas about what life will be like in the future
3. Both housework and paid work are worthy of respect.
4. I love being with my father.
3. Practice- 15’
a, Aims: Help Ss can Ss use the lexical items related to the changing roles in society.
b, Contents: Ss do the following tasks:
+ These words/phrases are taken from the conversation. Tick (√) the correct explanation for each one.
+ Work in groups. These pictures represent some visions of the future. Discuss what they may mean.
c, Outcome: SS can use the lexical items related to the changing roles in society.
d, Organization:
- Have Ss work independently to choose the correct option A or B for each question. Have them share their answers in pairs. 
- Check as a class.
- Have Ss work in groups of four or five. Ask them to look at the pictures and guess what future visions the pictures represent. Encourage them to come up with as many predictions as possible. Then have them
present their ideas to the class.
2. These words/phrases are taken from the conversation. Tick (√) the correct explanation for each one.
Key: 1. B 2. A 3. B
3. Work in groups. These pictures represent some visions of the future. Discuss what they may mean.
Suggested answers:
1. Cars will be running on solar energy.
2. People will live in houses in the sky.
3. People will be able to talk with their pets.
4. Robots will be doing the housework.
5. Trains will be running as fast as 300km/h.
6. Land will become barren.
4. Application (5’)
a, Aims: Help Ss can play game about the changing roles in society.
b, Contents: Ss play a game.
c, Outcome: SS can give more their vision of that service in the future.
d, Organization: 
- Divide the class into two teams. One team names a service and the other team says what they think the service will be like in the future. Try to give every student ago, not just the most advanced ones in the class
For a less able class, allow both teams to come up with the services first. Write them on the board and allow Ss about five minutes to prepare. When the time is over, the game starts. The group with the most
predictions wins.
4. GAME
Make two big groups. One group names a service. The other group gives their vision of that service in the future. Take turns to do this. The group with the most predictions wins.
3. Guides for homework- 3’
	Retell the main contents of the lesson
- Learn by heart the new words.
- Prepare: A closer look 1.
Prepare: talk about the role of robots in the future
Find :verb, noun of words in part 1 
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