Giáo án Tiếng Anh Lớp 9 - Tuần 30 - Năm học 2020-2021

Week 30 – Period 88
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 2: A CLOSER LOOK 1
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.
- Identify the rising or falling tones in agreement and disagreement sentences and say the sentences correctly.
a. Vocabulary: vocabulary related to the changing roles in society.
	b. Grammar: Review
	c. Pronunciation: The rising or falling tones in agreement and disagreement sentences.
d. Skills: completing the table, using the words in the table in 1 to complete the sentences, choosing the correct answer, sentences completion, listening and repeating, marking sentences.
	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 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
Warm up:- 5’
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Chatting.
c, Outcome: SS can talk about the role of robots in the future. 
d, Organization:
- Ask Ss to talk about the role of robots in the future. 
*Chatting.
Presentation- 15’
a, Aims: Help Ss use the lexical items related to the changing roles in society.
b, Contents: Ss do the following tasks:
+ Complete the table with appropriate words.
+ Use the words in the table in 1 to complete the sentences.
+ Choose the correct answer A, B or C which is closest in meaning to the underlined word/phrase in the sentences.
+ Complete the sentences with phrases formed with ‘sense of’.
c, Outcome: Ss can use the lexical items related to the changing roles in society and do exericses well.
d, Organization:
Ask Ss to complete the table individually or in pairs. Then allow them to share their answers with a partner/ another pair. Check as a class.
- This is quite a demanding exercise. Let Ss work in pairs. Ask them to determine the form of the word which is missing from each sentence first. Then ask them to read the whole sentence carefully and determine
the meaning of the missing word. After that, they choose the correct word. Allow Ss to share their answers with other pairs. Check the answers as a class. 
- Have Ss work individually. Ask Ss to use the context of each sentence as guidance. Once they have completed the exercise, they can exchange their answers with a partner. Check the answers as a class.
- Before Ss do the task, ask them to read the REMEMBER! box. Ask Ss to read the phrases in the table. Make sure they understand the meanings of the phrases by giving equivalents in Vietnamese. Have Ss then complete all the sentences. Confirm the correct answers as a class.
1. Complete the table with appropriate words.
Key:
 Verb Noun Noun (person)
1. attend attendance attendant
2. facilitate facility facilitator
3. provide provision provider
4. develop development developer
5. interview interview interviewer/ interviewee
6. evaluate evaluation evaluator
7. participate participation participant
8. apply application applicant
2. Use the words in the table in 1 to complete the sentences.
Key:
1. attend 
2. facilitate 
3. provider 
4. developed 
5. interviews 
6. evaluation 
7. participation 
8. apply
3. Choose the correct answer A, B or C which is closest in meaning to the underlined word/phrase in the sentences.
Key: 1. B 2. C 3. A 4. B 5. A
4. Complete the sentences with phrases formed with ‘sense of’.
Key:
1. sense of direction 
2. sense of humour 
3. sense of time 
4. sense of responsibility
5. sense of style
Practice- 15’
a, Aims: Help Ss Identify the rising or falling tones in agreement and disagreement sentences and say the sentences correctly
b, Contents: Ss practice with pronunciation exercises:
+ Listen carefully and tick (√) the correct box. Then listen again and repeat.
+ Mark Mike’s sentences with falling (agreeing) or rising (disagreeing) arrows. Then listen and check.
c, Outcome: SS can practice how to use rising and falling intonation for agreement and disagreement sentences and say the sentences correctly.
d, Organization:
- Use the REMEMBER! box to instruct how the rising and falling tones are used when you want to show your agreement or disagreement with some idea or opinion. Write the examples in the box on the board and have the whole class practise them. Make sure that Ss understand the rules before they do the exercises.
- Have Ss listen to the recording and tick the correct column for each question. Then let them listen again and have them repeat the sentences with a focus on the tones.
- Have Ss work individually. Ask them to read the conversation carefully and refer to the REMEMBER! Box as they do the exercise. Then play the recording. Ss listen, check, and say the sentences. Call on some Ss to say the sentences individually.
5. Listen carefully and tick (√) the correct box. Then listen again and repeat.
Key
1. No one can deny it? ⤻
2. All of us can see your point. ↷
3. We will help him with the money. ↷
4. You will be cooking. ⤻
5. Well, you may be right. ⤻
6. Mark Mike’s sentences with falling (agreeing) or rising (disagreeing) arrows. Then listen and check.
Mike: Yes, that’s important. ↷
Laura: And we must act to save endangered species. ↷
Mike: That’s an important point ⤻
Mike: Umm, yes I suppose so ⤻
4. Application – 7’
a, Aims: Help Ss can interact to each other about the changing roles in society
b, Contents: Ss make sentences using the vocabular words.
c, Outcome: SS can make sentences using the structure and vocabularies they have learnt correctly.
d, Organization
T asks Ss to make sentences using the vocabular words
Ss make sentences
T corrects and remarks
3. Guides for homework- 2’
	Retell the main contents of the lesson
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
Review: Future passive and Non - defining relative clauses
---------------------------------------------------------------/
Week 30 – Period 89
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 3: A CLOSER LOOK 2
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.
- Use the future passive correctly.
- Recognize non-defining relative clauses and use them correctly.
a. Vocabulary: vocabulary related to the changing roles in society.
	b. Grammar: Use the future passive, non-defining relative clauses.
	c. Skills: choosing the future active or passive to complete the sentences, rewriting the sentences without changing their original meanings, putting a comma/commas where necessary in the sentences, cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence, making the sentence.
	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 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: 5’
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss talk about the role of robots in the future. 
c, Outcome: SS can attract to the lesson and can talk the role of robots in the future.
d, Organization:
- Ask Ss to talk about the role of robots in the future. 
2.Presentation – 13’
a, Aims: Help students review the future passive then do exercises.
b, Contents: Ss do the following tasks: 
+ Ss remind the future passive.
+ Choose the future active or passive to complete the sentences.
+ Rewrite the sentences without changing their original meanings.
c, Outcome: SS can remind how to the future passive and do the related exercises correctly.
d, Organization:
1. Review.
- Write the two example sentences using the future active and passive on the board. Let Ss work out the difference between the two sentences. This reminder should help Ss to complete exercise 1.
2. Practice.
- Ask Ss to work individually. They then share their answers with a partner. Check the answers as a class.
- Have Ss work individually. Ask them to exchange their answers for checking. Have Ss write their answers on the board. T corrects if needed.
Note: For Ss who are weak at this kind of exercise, ask them to underline the verb phrases in the original sentences which will have to be changed. Then ask them to change the sentences into future passive  first, before completing the rest of the sentences.
* Future passive.
Example: 
1. They will build a new bridge here.
2. A new bridge will be built here.
1. Choose the future active or passive to complete the sentences.
Key: 
1. A 2. B 3. B 4. A 5. A 6. B
2. Rewrite the sentences without changing their original meanings.
Key: 1. Classes will also be held in places like restaurants or supermarkets.
2. The school’s curriculum will constantly be tailored to meet changes in society.
3. Students’ academic performance will not be evaluated through exams only.
4. Not all the decisions in the family will be made by men.
5. Women will be freed from most housework by high technology.
6. More flyovers will be built to reduce traffic in the city.
3. Practice- 15’
a, Aims: Help Ss know how to recognize non-defining relative clauses and use them correctly.
b, Contents: Ss how to recognize non-defining relative clauses then do the following exercises:
+ Put a comma/commas where necessary in the sentences.
+ Cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence.
c, Outcome: SS can recognize non-defining relative clauses and do the related exercises correctly.
d, Organization:
Work with Ss on the REMEMBER! box. Write the examples in the box on the board as you explain the rules. Ensure that Ss understand the rules before beginning the exercises. T may keep the examples on the
board while Ss are doing the exercises.
- Ask Ss to work individually. They can then exchange their answers with a partner. Elicit the answers from Ss and correct them if necessary. Ask Ss to explain their answers to check their understanding of the rule.
- Before doing this exercise, remind Ss that only non-defining relative clauses can be omitted. Have Ss do this exercise individually. They may refer to the rules on the board. Check the answers as a class.
REMEMBER!
3. Put a comma/commas where necessary in the sentences.
Key:
1. Minh told me about his new job, which he’s enjoying very much.
2. The Board of Directors are usually those who get the most votes.
3. The US, which stands for the United States, is sometimes confused with the UN, which stands for
the United Nations.
4. Jack London, who is the author of The Call of The Wild, is a famous American writer.
5. Psychology, which is the study of the mind, originates from a Greek word.
6. Jane refused a position which would be a dream job for many of her peers.
4. Cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence.
Key:
1. Sarah works for a company that makes bikes.
2. I’ve got a sister called Caroline.
3. This morning I met my ex-classmate Janet.
4. The 6.30 bus was late today.
5. Only those who had booked in advance were allowed in.
6. The stairs which lead to the basement are rather slippery.
4. Application (5’)
a, Aims: Help Ss can make sentences with a non-defining relative clause
b, Contents: Ss work in individually to make the sentence in brackets to make a non-defining relative clause.
c, Outcome: SS can make sentences with a non-defining relative clause they have learnt correctly.
d, Organization:
- Have Ss work individually. Let Ss share their writing with their partner. Check as a class, paying special attention to the commas and the relative pronouns.
Make the sentence in brackets to make a non-defining relative clause.
Key:
1. We are staying at the Grand Hotel, which will be demolished for a department store.
2. The essays will be assessed by Hans de Wit, who is the President of the EAIE.
3. The Second World War, which lasted from 1939 to 1945, destroyed hundreds of cities in Europe.
4. I have read several short stories by Jack London, who is a famous American writer.
5. The Eiffel Tower, which is on the River Seine, was built over two hundred years ago.
3.Guides for homework
	Retell the main contents of the lesson
- Review structures.
- Prepare: Communication.
-------------------------------------------------------------/
Week 30 – Period 90
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 4: Communication + Test 15’
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
Describing the changing roles of schools
a. Vocabulary: vocabulary related to the changing roles in society.
	b. Grammar: Use the future passive, non-defining relative clauses.
	c. Skills: discussing and taking notes, reading, discussing and finding their meanings, sentences completion, interact to each other.
	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 protecting and developing society
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
The writing test (15’)
 Combine each pair of sentence to make a complete sentence using a relative pronoun.
Here is an example.
A spacecraft is a vehicle. It is used for travel into space.
→ A spacecraft is a vehicle which is used for travel into space.
1. The International Space Station is a large spacecraft. It was launched in 1988.
→ ____________________________________________________________
2. An astronomer is a scientist. An astronomer studies the sun, the moon and other planets.
→ _____________________________________________________________
3. A telescope is a piece of equipment. Astronomers use it to observe stars.
→ _____________________________________________________________
4. The place has a microgravity environment. Astronauts live and conduct research here.
→ _____________________________________________________________
5. Space tourism is becoming more and more popular. It is space travel for recreational purposes.
→ _____________________________________________________________
Key:
1. The International Space Station is a large spacecraft which was launched in 1988.
2. An astronomer is a scientist who studies the sun, the moon and other planets.
3. A telescope is a piece of equipment which astronomers use to observe stars.
4. The place where astronauts live and conduct research has a microgravity environment.
5. Space tourism which is space travel for recreational purposes is becoming more and more popular.
 2. New lesson: ( 30’)
Teacher’s and students’ activities
The main contents
Warm up:- 4’
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Chatting about how they think the roles of school will change in the future.
c, Outcome: SS can imaginative and come up with ideas well.
d, Organization:
- Start this session by writing ‘The roles of schools in the future’ on board. Ask Ss to read the introduction to the Just imagine! forum. Lead Ss through a discussion about how they think the roles of school will
change in the future. Encourage Ss to be imaginative and come up with ideas. There are no wrong answers at this stage.
*Chatting.
Presentation- 5’
a, Aims: Help Ss read the introduction about the changing roles of schools
b, Contents: Ss work in group then do the following tasks:
+ Read the introduction to the Just imagine! forum. Discuss and take notes of your own predictions.
+ Read the predictions which have been posted and see if any are similar to yours.
c, Outcome: SS can understand the introduction about the changing roles of schools well.
d, Organization:
- Have Ss read the posts individually as quickly as possible. Then refer to their predictions in 1a and see if there are any similarities.
- Ask Ss to work in groups of three or four. Ask them to look for the words/phrases in each post in 1b and work out their meaning, based on the context. 
- Check the answers as a class.
1 a. Work in groups. Read the introduction to the Just imagine! forum. Discuss and take notes of your own predictions.
b. Read the predictions which have been posted and see if any are similar to yours.
3.Practice- 10’
a, Aims: help Ss describe the changing roles of schools
b, Contents: Ss work in group then do the following tasks:
+ Look at the coloured words/ phrases in the posts. Then discuss and find their meanings from the context.
+ Which response (1-4) is the most relevant to each of the posts in1b?
c, Outcome: SS can describe the changing roles of schools well.
d, Organization:
- Have Ss work in groups. Ask them to read each post in 1b carefully and choose the most relevant response (1-4) for it. 
- Check as a class.
2. Work in groups. Look at the coloured words/ phrases in the posts. Then discuss and find their meanings from the context.
Suggested answers:
1. real; practical
2. focussed on a particular person; customised
3. a person who judges another person’s performance
4. reacting quickly and positively; showing interest in something
5. making the necessary changes to something to make it fit a person or situation
3. Which response (1-4) is the most relevant to each of the posts in1b?
Key: Post 22: 4
Post 51: 3
Post 76: 1
Post 101: 2
4. Application (5’)
a, Aims: Help Ss discuss and support answers with specific reasons and examples
b, Contents: Discuss in groups. Support your answers with specific reasons and examples
c, Outcome: SS can support their answer with specific reason and example about the role of schools in the future well.
d, Organization:
- Have Ss discuss each of the questions in groups of four or five. They can refer back to the posts in 1b.
- Ask them to note down all the changes they see in the posts. Tell them to support their answers with reasons. Ss then share their opinions with the class. Give comments on groups’ ideas.
4. WHAT DO YOU THINK?
Discuss in groups. Support your answers with specific reasons and examples.
3. Guides for homework
	Retell the main contents of the lesson
- Write about the changing roles of schools.
- Prepare next lesson: Skills 1.
=======================================/
Date of checking ../ /2021
 ..
 ..
 ..
Vũ Thị Đua