Giáo án Tiếng Anh Lớp 9 - Tuần 32 - Năm học 2020-2021 (Mới)

Week 32 – Period 94
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 12: MY FUTURE CAREER
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 jobs and careers.
- Interact a conversation about what subjects will choose.
a. Vocabulary: words related to jobs and career and factors affecting career choice.
	b. Grammar: Despite/In spite of, non-finite verbs.
	c. Skills: listening and reading, putting a word/phrase from the box under each picture, finding a word/phrase in the conversation that means, Tick ( ) true (T), false (F), or not given (NG), sentences completion
	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 studying hard to have a good job in the future.
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. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss play a game.
c, Outcome: SS can brainstorm some informations about ‘The roles of teachers and schools in the.
D, Organization:
- Ask Ss to play a game. First, divide
Ss into two equal teams. 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/phrases relating to the roles of teachers and schools in the future as possible.
- Set a time limit of three minutes. The team with more correct words/phrases wins
*Game.
‘The roles of teachers and schools in the future’ 
2. Presentation (12’)
a, Aims: Help Ss Interact a conversation about what subjects will choose
b, Contents: 
+ Ss answer the teacher’s question and study some new words related to the topic.
+ Ss listen and read the conversation. Then work individually to put a word/phrase from the box under each picture , find a word/phrase in the conversation that means and tick ( ) true (T), false (F), or not given (NG).
c, Outcome: SS can learn some vocabularies related to the topic and understand the conversation. They also do the exercises related to the conversation correctly.
d, Organization: 
- Ask Ss what job or career they want to do in the future. Then ask them another question.
- Elicit answers from Ss. Now, tell them to look at the picture and the heading ‘What subjects will you choose? ’ and ask them these questions.
- Have Ss answer as a class.
- Play the recording and have Ss follow along.
- After that, Ss can compare their answers with the information in the conversation.
- Explain the words that Ss don’t understand.
- Ss work in pairs to label the pictures with the words/phrases given. Allow pairs to share their answers before asking them to discuss as a class. Then ask some Ss to read the words/phrases aloud and correct
their pronunciation if necessary.
- Have Ss work individually. Ss find the words/phrases with the given meaning in the conversation. Then have Ss share their answers with a partner before asking them to discuss as a class.
- Have Ss read the conversation again to tick true (T), false (F), or not given (NG). Remind Ss that they can answer NG (not given) if they don’t think the information was given as part of the conversation. Ss
exchange their answers with a classmate. 
- Ask for Ss’ answers as well as their explanation for their choices.
- Write the correct answers on the board.
1. Listen and read.
Do you have to choose some specific subjects to focus on if you want to do that job in the future?
Who can you see in the picture?
Where do you think they are?
What do you think they are talking about?
a. Put a word/phrase from the box under each picture.
Key: 1. lodging manager 2. event planner 3. customer service staff 4. housekeeper 5. tour guide 6. biologist
b. Find a word/phrase in the conversation that means:
Key: 
1. GCSE 
2. vocational subjects 
3. academic subjects 
4. applied approach 
5. tourism 
6. leisure
c. Tick ( ) true (T), false (F), or
not given (NG).
Key: 
1. T 2. F 3. F 4. NG 5. T 6. F
 3. Practice (15’)
a, Aims: Help Ss practice some vocabularies related to jobs and careers.
b, Contents: 
+ Ss work pair to look at the phrases and cross out any noun/noun phrase that doesn’t go with the verb.
+ Ss work individually to complete each of the following sentences with a collocation in2a. Note that one is not used. You may have to change the forms of the collocations to fit the sentences.
c, Outcome: Ss can match the words with the pictures and describe a person or a place well.
d, Organization:
- Have Ss work in pairs to read the phrases and complete the task. Check the answers as a class.
- Ask Ss to work individually to complete the sentences with the right collocations. Then ask them to share their answers with a partner. Finally, check the answers as a class.
2 a. Look at the phrases and cross out any noun/noun phrase that doesn’t go with the verb.
Key: 
1. a job 
2. leisure time 
3. a job 
4. a living
b. Complete each of the following sentences with a collocation in2a. Note that one is not used. You may have to change the forms of the collocations to fit the sentences.
Key: 
1. take/do (an English) course 
2. doing a nine-to-five job 
3. work flextime
4. earns money/earns a living 
5. did a course/took a course 
6. work overtime
 4. Application (13’)
a, Aims: Help Ss can know more about job
b, Contents: Ss work in groups to make a list of problems which you think connected to an overcrowded area. Then share the list with the class. 
c, Outcome: Ss have more knowledge about job well.
d, Organization:
- Ask Ss to work in groups of four. Ss take turns thinking of a job. The others ask Yes/No questions to find out information, and guess what the job is. The aim is to have Ss ask as 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
 GAME: WHAT’S MY JOB?
In groups, take turns to think of a job. The others can ask Yes/No questions to find out what that job is.
3. Guides for homework – 1’
	Retell the main contents of the lesson
- Think for your future job.
- Prepare: A closer look 1.
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Week 32 – Period 95
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 12: MY FUTURE CAREER
Lesson 02: 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 jobs and careers.
- Identify in which situations to use high tones and say sentences with the correct high tone.
a. Vocabulary: related to jobs and careers.
	b. Grammar: review
	c. Pronunciation: High tones
	d. Skills: Put one word/phrase under each picture, sentences completion, matching words with definitions, fill each gap with word, listening and reading, listening and drawing and repeating
	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 studying hard to have a good job in the future.
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 and introduce the lesson.
b, Contents: Ss answer the teacher’s questions. 
c, Outcome: Ss can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy ) and negative (poor, slums ).
 d, Organization:
- Start by reviewing the previous lesson. Begin by asking two pairs of Ss to come to the front to play a quick game. Ask them to 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 words and collocations wins.
*Game.
2. Presentation
Aim: Help Ss Use the lexical items related to jobs and careers
- Now have Ss turn to the book and work in pairs to identify the pictures. Ask them to briefly describe the pictures. Then let them do the matching exercise. Check the answers as a class. Then ask Ss:
Which of these jobs would you like to do in the future?
Why would you like to do it?
Ask some Ss to answer the questions.
- Have Ss work individually to fill the blanks. Remind Ss that the form of the word may need to be changed to fit the sentence. Allow them to share their answers with a partner before checking as a class.
- Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class.
- Have Ss work individually to complete the sentences. Have them compare their answers in pairs.
Afterwards, check Ss’ answers as a class.
1. Put one word/phrase under each picture. There is one extra word.
Key: 
1. craftsman 
2. physicist 
3. opera singer 
4. fashion designer 
5. pharmacist 
6. architect 
7. businesswoman 
8. mechanic
2. Fill each blank with a suitable job from 1, adapting them where necessary.
Key:
1. physicist 
2. mechanic 
3. pharmacist
4. fashion designer 
5. opera singer 
6. architects
7. businesswomen and businessmen 
8. craftsmen and craftswomen
3 a. Match each word/phrase in the left column with its definition in the right one.
Key: 1. D 2. B 3. A 4. C
b. Fill each gap with a word/phrase in3a.
Key: 
1. career 
2. job 
3. profession 
4. career path
Practice
Aim: Help Ss identify in which situations to use high tones and say sentences with the correct high tone
Have Ss silently read the information and examples in the box. Ask some Ss to summarise the rules and read out the examples in the box or to give their own examples. Ensure that Ss have understood 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).
- Play the recording for Ss to listen. Ask them to draw arrows to illustrate Tom’s tones. Play the recording again for Ss to repeat the short dialogues paying attention to the tones. Call on some pairs to act out the short dialogues.
- Have Ss work in pairs to draw arrows to show the tones before reading out. Then play the recording.
- Ask the pairs to listen and check their lines showing the tones. Confirm the correct answers. Ask some pairs to practise saying the pairs of dialogues. Correct them if necessary.
High tones
- We use high tones for adjectives like
excellent, gorgeous, brilliant, superb,
absolutely amazing, etc., to show strong feelings. If we use weaker adjectives like nice, quite pleasant, quite pretty, etc., our voice does not usually go high.
Example:
A: So, how was your trip?
B: Excellent!
A: Good food?
B: Quite pleasant.
- When people use excellent, gorgeous,
brilliant, superb, absolutely amazing, etc., with a flat voice, they mean the opposite.
Example:
A: The flight is delayed again.
B: Brilliant.
4. Listen to the conversations between Jenny and Tom. Notice how Tom uses the tones in his replies. Then practise the conversation with a partner
1. Tom: Pretty? It’s amazing ↷!
2. Tom: OK? It’s fantastic ↷!
3. Tom: Good? It’s wonderful ↷!
4. Tom: OK? They are absolutely ↷ fantastic ↷!
5. Tom: Pleasant? It’s superb ↷!
6. Tom: Nice? It’s gorgeous ↷!
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.
1. 1a: • Brilliant. ↷ 1b: • Brilliant.➙
2. 2a: • Well done. ➙ 2b: • Well done. ↷
3. 3a: • Excellent. ↷ 3b: • Excellent. ➙
4.4a: • Amazing. ➙ 4b: • Amazing. ↷
5.5a: • How awful. ↷ 5b: • How awful.➙ 
4.Further practice
Aim: Ss can find more words about job and make sentences
T asks Ss to find more words about job and make sentences in groups
Ss find more words about job and make sentences in groups
T corrects and comments
3. Guides for homework
	Retell the main contents of the lesson
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
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Week 32 – Period 96
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 12: MY FUTURE CAREER
Lesson 03: 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 jobs and careers.
- Use the structures Verb + to-infinitive/Verb + V-ing correctly. 
- Review Despite/In spite of.
a. Vocabulary: related to jobs and careers.
	b. Grammar: Verb + to-infinitive/Verb + V-ing, Despite/In spite of.
	c. Skills: sentences completion, circle the correct words, choosing the best answers, sentences completion, writing 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 studying hard to have a good job in the future
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:
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Start by reviewing the previous lesson. Begin by asking two pairs of Ss to come to the front to play a quick game. Ask them to 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 words and collocations wins.
*Game.
Presentation
Aim: Help Ss review Despite/In spite of and do exercise
1. Review.
- Have Ss read the REMEMBER! box, then ask one or two Ss to summarise the rules. T can write the example sentences on the board. Ask Ss to give further examples. Make it clear to Ss that these expressions can be used interchangeably. They both work with all the forms: before a noun, a noun phrase, or an -ing form.
- Ask Ss to work individually to fill in the gaps. Check the answers as a class.
1. Complete each second sentence so that it has a similar meaning to the first. Write no more than THREE words.
Key: 
1. loving maths 
2. studying hard 
3. laziness 
4. being short 
5. poor health
Practice
Aim: Help Ss use the structures Verb + to-infinitive/Verb + V-ing correctly
- Ask Ss to read the bubble quoted from the GETTING STARTED conversation, then have them read the structures and examples in the grammar box carefully. Help them with the meanings of the verbs if necessary.
- Have Ss work individually. Allow Ss to share their answers with a partner. Then check their answers as a class. T can remind Ss that in both these exercises more than one of the options may be correct.
- Firstly, have Ss work in pairs to describe what is happening in the pictures. Then Ss can attempt to complete the sentences using the ideas and actions from the pictures. Check the answers as a class.
- Have Ss work individually to finish the sentences. Allow them to share their answers with a partner. Call on some Ss to write their answers on the board. Correct their answers if necessary.
 *Verb + to-infinitive/Verb + V-ing.
There are 4 types:
Verb + to-infinitive, Verb + V-ing, Verb + to-infinitive/V-ing with no change in meaning in each column, and a column for Verb + to-infinitive/V-ing with change
in meaning.
2. Circle the correct words or phrases in bold. Sometimes both options are correct
Key:
1. to give 
2. to pass 
3. choosing 
4. taking 
5. to employ 
6. to talk/talking
3. Choose the correct answer(s).
Key: 
1. A 2. A 3. C 4. C 5. A & C 6. B
4. Complete the sentences using the ideas in the pictures and the correct form of the verbs in brackets.
Key:
1. to lock 
2. meeting 
3. to contact 
4. to send 
5. working 
6. talking 
7. posting 
8. To answer
4.Further practice
Aim: Ss can make sentences, concluded despite/ in spite of, Verb + to-infinitive, Verb + V-ing
- Ask Ss to make sentences, concluded despite/ in spite of, Verb + to-infinitive, Verb + V-ing.
5. Complete each second sentence using the right form of the word given so that it has a similar meaning to the first. Write between two and five words.
Key:
1. The boy finally managed to deal with his peers at the vocational school.
2. She attempted to cooperate with the others in the team to finish the work.
3. He wasn’t promoted in spite of his efforts.
4. The boss denied bullying the new employee.
5. Despite being qualified for the job, he wasn’t accepted./Despite qualifying for the job, he wasn’t accepted
Ex:
Despite tiredness, I try to reach the top of the mountain.
3. Guides for homework
	Retell the main contents of the lesson
- Review structures.
- Prepare: Communication
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Date of checking ../ /2021
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