Giáo án Tiếng Anh Lớp 9 - Tuần 31 - Năm học 2020-2021 (Mới)

Week 31 – Period 91
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 5: SKILLS 1
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Read for specific information about the changing roles of women in society and its effects.
- Talk about roles in the future
a. Vocabulary: vocabulary related to the changing roles in society.
	b. Grammar: review
	c. Skills: discussing, reading and matching, reading and answering the question, talking, giving reasons, making a list, interact to each other.
	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( if possible), 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:- 3’
a. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Chatting
c, Outcome: SS can know some the changing roles in society well.
d, Organization:
- Ask Ss to talk about the changing roles in society, they are positive or negative.
*Chatting.
2. Presentation- 17’
a. Aim: Help Ss read for specific information about the changing roles of women in society and its effects.
b, Contents: 
+ Ss discuss in groups.
+ Ss Read the passage and match the underlined words/phrases in the passage with their definitions.
+ Read the passage again and answer the questions.
c, Outcome: SS can read for specific information and understand about the changing roles of women in society and its effects.
d, Organization:
1. Pre – Reading.
- Have Ss discuss the questions in groups or as a class. Encourage them to use their imagination, and consider even the smallest changes and their possible effects. T can write some of the most interesting answers on the board, and leave them there while the class does 2.
2. While – reading.
- Ask Ss to read the passage individually, paying special attention to the underlined words/phrases.
- Ask them to guess the meanings of these words/phrases through the context. Then let them do the matching exercise. Check and confirm the correct answers.
- Have Ss read the passage again and answer the questions. Ask them to mark the word/words where the information for the answers comes from. Ss can share their answers with their partners. 
- Check Ss’ answers as a class.
1 Discuss in groups.
1. What changes in society will we see in ten years’ time?
2. What will be the changes in the roles of men and women in society?
3. How will the increasing involvement of women in public life affect society?
2 a. Read the passage and match the underlined words/phrases in the passage with their definitions.
Key: 1. d 2. e 3. b 4. f 5. a 6. c
b. Read the passage again and answer the questions.
Key:
1. The ever increasing involvement of women in education and employment.
2. The socio-economic picture of these countries.
3. Their financial burden will be reduced. However, they will no longer be the dominant figures and will learn to share decision-making and housework.
4. They will learn to be more independent.
5. The service sector.
6. It will develop.
Practice- 10’
a. Aim: Help Ss Talk about roles in the future
b, Contents: Ss predictions about the changing roles of males and females in the future.
c, Outcome: SS can share their ideas about the changing roles of males and females in the future with their partner.
d, Organization:
Have Ss work individually. Ask them to read the predictions and tick the one(s) they agree with. There are no wrong answers here, though Ss should be preparing to back up their choices with reasons and
examples.
- Ask Ss to work in groups. Each student shares his/her list. Other Ss in the group discuss the predictions and say whether they agree or disagree, backing their opinions up with reasons and examples. T moves around the class to facilitate the discussions. If something interesting comes up, T may wish to bring the whole class together to discuss it.
3 a. Here are some predictions about the changing roles of males and females in the future. Tick (√) the one(s) you agree with.
b. Work in groups. Share the predictions
you agree with in 3a in the group.
Discuss if you agree with your group mates’ choices. Give reasons and examples to support your opinion.
4.Application (12’)
a, Aims: Ss can make a list that with more women having well-paid jobs, what changes will we see in the service sector 
b, Contents: Ss work in groups and brainstorm the areas of the service sector which are most likely to be affected by having more women go out to work.
c, Outcome: SS can make a list that with more women having well-paid jobs, what changes will we see in the service sector confidently and fluently.
d, Organization:Aim: 
- Start this activity by brainstorming the areas of the service sector which are most likely to be affected by having more women go out to work. Write the list of ideas on the board. Allow Ss some time to discuss in groups the changes which may happen. Move around the class to facilitate the discussions. Then each group presents their ideas to the class. Encourage responses from the class as they listen to the predictions.
* With more women having well-paid jobs, what changes will we see in the service sector? Make a list, and present it to the class.
3. Guides for homework- 3’
	Retell the main contents of the lesson
- Prepare next lesson: Skills 2
Prepare: Answer the questions:
Do you know which countries in the world that have the changing in the roles of women in society? 
What are they?
Are they good for women?
Write about the roles of teenagers in the future
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Week 31 – Period 92
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 6: SKILLS 2
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Listen for specific information about the changes that women in Kenya are going through.
- Write about the roles of teenagers in the future.
a. Vocabulary: vocabulary related to the changing roles in society.
	b. Grammar: review
	c. Skills: looking at the maps and answering the questions, listening and deciding T or F, listening and completing sentences, writing a short paragraph.
	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:- 3’
a. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss answer the questions.
c, Outcome: SS can answer the questions well.
d, Organization:
- Ask Ss: Do you know which countries in the world that have the changing in the roles of women in society? What are they?
Are they good for women?
2. Presentation- 17’
a. Aim: Help Ss listen for specific information about the changes that women in Kenya are going through.
b, Contents: 
+ Ss look at the maps. Where is Kenya located? What do you know about this country?
+ Ss work individually to listen to the description of some changes in the roles of women in Kenya. Decide if the statements are true (T) or false (F).
+ Ss work in pairs listen to part 2 again and  fill the blanks with the correct information.
c, Outcome: SS can listen for specific information about inventions of future means of transport and do listening exercises well.
d, Organization:
- Ask Ss to look at the maps and work in groups to locate Kenya on the larger Africa map. If Ss are having problems, suggest they focus on the shape of the country. (Kenya is in the east of Africa, about halfway up the map). Ask them to share any information they know about this country. If they know nothing about
Kenya, T can come back to this question after Ss have done the listening exercises.
- Have Ss read the statements first. For a class which knows more about Kenya, encourage them to make a guess if a statement is true or false before they actually do the listening.
- The audio recording for this section has two parts. T plays both parts of the recording for the class now.
- Ss listen and tick (√) the answers. Check the answers as a class.
- Play part 2 of the recording again. Ss listen and do activity 3. Ss can exchange their answers. 
- Write the correct answers on the board.
1. Look at the maps. Where is Kenya located?
What do you know about this country?
2. Listen to the description of some changes in the roles of women in Kenya. Decide if the statements are true (T) or false (F).
Key: 
1. T 2. T 3. T 4. F 5. F
3. Listen to part 2 again and  fill the blanks with the correct information.
Key: 
1. 1995: 65% 2. 2010: 47% 3. 2025: 30% 4. 1995: 22% 5. 2010: 36% 6. 2025: 48%
3. Practice – 15’
a. Aim: Help Ss write about the roles of teenagers in the future
b, Contents: 
+ Work in groups. How do you think the roles of teenagers will change in the future? Brainstorm and make a list of possible changes.
+ Choose one of your group’s ideas, and write a short paragraph about it.
c, Outcome: SS can know how to write a paragraph about the roles of teenagers in the future well
d, Organization:
- Have Ss work in groups of three or four. Together they discuss and make a list of the possible changes in the roles of teenagers in the future. Encourage Ss to explain why they think these changes will happen. Walk around and help Ss with any difficulties.
- T may have the groups write their lists on board. Leave the lists there for activity 5.
- Have Ss write a short paragraph about one of the changes their group has listed in 4 individually. If time allows, T can ask one or two Ss to share their writing with the class by writing it/them on the board. Other Ss give comments.
4. Work in groups. How do you think the roles of teenagers will change in the future? Brainstorm and make a list of possible changes.
5. Choose one of your group’s ideas, and write a short paragraph about it.
Sample writing:
It is likely that teenagers in the future will be more in charge of their studies. There are at least two reasons for this. Firstly, there is the rise of the Internet, which provides teenagers with various reliable sources of information. It also allows teenagers to develop a large social network with their peers. They can therefore self-search, exchange, and discuss information in order to plan their studies. 
Secondly,the fact that they start school early and spend a lot of time by themselves when their parents go out to work makes them more independent. Decision-making will become a larger part of their lives. Teens will make decisions concerning their own lives, instead of being told what to do and how to do it. In short, these are the two reasons why teenagers will become more responsible for their studies.
4. Application (9’)
a, Aims: Help Ss talk about the roles of teenagers in the future
b, Contents: Ss presents their speaking about the roles of teenagers in the future.
c, Outcome: SS can presents their speaking about the roles of teenagers in the future confidently and well.
d, Organization:
T guides the way to talk about the roles of teenagers in the future
T asks Ss to talk about the roles of teenagers in the future
Ss talk about the roles of teenagers in the future
T corrects and comments
Eg:
Hello, I am going to tell you about the roles of teenagers in the future. It is likely that teenagers in the future will be more in charge of their studies. There are at least two reasons for this. Firstly, there is the rise of the Internet, which provides teenagers with various reliable sources of information.
3. Guides for homework- 1’
	 Retell the main contents of the lesson
- Revise the writing.
- Prepare next lesson: Looking back - Project.
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Week 31 – Period 93
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: CHANGING ROLES IN SOCIETY
 Lesson 7: LOOKING BACK - PROJECT
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Practice vocabulary and grammar points they have learnt in this unit.
- Practice making communication, project.
a. Vocabulary: Vocabulary related to astronomy and space travel.
	b. Grammar: review
	c. Skills: sentences completion, using the words in their correct forms to
complete the sentences, choosing the best answer, using the correct form of the relative clause to combine the two sentences into one, 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
	2. New lesson
Teacher’s and students’ activities
The main contents
1. Warm up (3’)
a, Aims: To warm up the class.
b, Contents: Ss sing an English song
c, Outcome: SS can attract to the lesson and feel more comfortable before studying.
d, Organization:
T lets students sing an English song
Ss sing an English song
2. Vocabulary (10’)
a, Aims: Help students review some vocabularies they have learnt in the unit.
b, Contents: 
+ Ss work individually to complete the sentences with the words in the box.
+ Ss work individually to use the words in their correct forms to complete the sentences.
c, Outcome: SS can review some vocabularies about the changing roles in the future and do vocabulary exercises well.
d, Organization:
- Have Ss complete this exercise individually. 
- Check their answers as a class.
- Ss work individually. Ask them to determine that form of word missing from each sentence (a verb, a noun, or an adjective) and then Ss work out the correct answer to complete the sentences. Ss can then double check the answers with their partner. Confirm the correct answers.
1. Complete the sentences with the words in the box.
Key:
1. male-dominated 
2. individually-oriented
 3. hands-on 
 4. responsive to 
5. financially 
6. facilitators
2. Use the words in their correct forms to complete the sentences.
Key:
1. supports 
2. provider 
3. predicting
4. tailored 
5. evaluate 
6. witnesses
3. Grammar (12’)
a, Aims: Ss can review the relative clause 
b, Contents: 
+ Ss work individually to choose the correct answer A, B, C, or D to complete the sentences.
+ Ss work individually to use the correct form of the relative clause to combine the two sentences into one.
c, Outcome: SS can review the relative clause and do grammar exercises well.
d, Organization: 
- Ss complete this task individually or in pairs. 
- Check as a class.
- Have Ss complete the activity individually. 
- Have them double check their answers. 
- Call on two Ss to write their sentences on the board. 
- Comment and confirm the correct sentences.
3. Choose the correct answer A, B, C, or D to complete the sentences.
Key: 1. C 2. A 3. B 4. B 5. C 6. D
4. Use the correct form of the relative clause to combine the two sentences into one.
Key:
1. Many tourists visit Liverpool, which is the home of The Beatles.
2. The town 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.
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 the coming decades.
6. The changing economic role of women, which started in 1948, has greatly affected the role of men.
4. Communication (15’)
a, Aims: Help Ss practice making communication, project 
b, Contents: Ss match each prediction with two responses. Then practise saying them in pairs.
c, Outcome: SS can practise reading aloud the predictions and responses with their best pronunciation and fluency and act it out. 
d, Organization:
- Ss work in pairs to complete the exercise. Check the answers as a class. Then Ss can practise reading aloud the predictions and responses with their best pronunciation and fluency. Call on some pairs to act them
out in front of the class.
- Ask Ss to complete the self-assessment. Discuss as a class what weaknesses remain, and what areas Ss have mastered.
5. Match each prediction with two responses. Then practise saying them in pairs.
Key: 
1. C, H 2. D, F 3. B, G 4. A, E
3. Guides for homework- 5’
	Guide Ss to do the project: Your vision of the future
 	 - This project aims to encourage Ss to work out what they think the world in the future will be like.
- Divide Ss into groups of four or five and instruct them on what they have to do. Since this is a broad topic, it may be helpful if each group chooses an area which they can focus on (technology, education, medicine, etc.). Encourage every member of the group to actively participate in the project. Tell them
their project has to answer the questions:
• what your vision of the future is
• how the world will be different to today’s world
• what brings about the change, and
• how you feel about it 
- Have Ss present their ideas in the next lesson. When all the groups have given their presentations, the whole class can vote for the best.
- Review unit 10, 11.
- Prepare: The forty – five minute test (4).
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Date of checking ../ /2021
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