Giáo án Tiếng Anh Lớp 9 - Tuần 34 - Năm học 2020-2021 (Mới)

Week 34 – Period 100
Date of planning: ./ ../2021
Date of teaching: / ../2021
REVIEW 4 (P1)
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Revise the language Ss have learnt in units 10, 11, 12.
- Practice making everyday English.
a. Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12
	b. Grammar: infinitive or -ing form; relative clause.
	c. Skills: Listening and practicing saying the sentences, listening and repeaingt the conversation, changing the form of the verbs provided to complete the sentences, sentences completion, putting the verbs in brackets into the infinitive or -ing form, rewriting 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
Warm up (3’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss sing a song.
c, Outcome: Ss can sing happily and well.
d, Organization:
T lets Ss sing an English song
Ss sing an English song
Pronunciation (10’)
a, Aims: Help Ss review the rule of tones.
b, Contents: 
+ Ss work individually to draw rising or falling arrows to illustrate the correct tones, then listen and practice saying the sentences.
+ Ss work in pair to draw arrows to illustrate the feelings and opinions of A and B. Then listen and repeat the conversation, paying attention to the tones.
c, Outcome: Ss can draw rising or falling arrows to illustrate the correct tones for each question correctly.
d, Organization:
- Review the rule of tones (high or rising tones to check information, to indicate items in a list, to disagree with someone or for emphasis and low or falling tones to indicate that a list is finished, to agree with
someone, and with Wh-questions) with Ss. Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones. Play the recording. Ss listen and check the answers. Confirm their answers
as a class. Ss then listen again and repeat, in chorus and individually.
- Have Ss work in pairs to draw rising or falling arrows to illustrate the correct tones. Ask them to practice saying the conversation. Play the recording for Ss to check their answers. Check the answers as a class.
- Have some pairs practise saying the conversation in front of the class.
1. Draw rising or falling arrows to illustrate the correct tones, then listen and practice saying the sentences.
A: What do the astronauts do while they are aboard the ISS ↷?
B: They keep the station in good condition ⤻, and do science experiments ↷.
A: Sounds hard ⤻!
B: Not at all ↷!
A: They don’t have ‘weekends’ ⤻?
B: They do ↷.
A: What do they do during their ‘weekends’ ↷?
B: They do various things like watching movies ⤻, playing music ⤻, reading books ⤻, and talking to their families ↷.
2. Draw arrows to illustrate the feelings and opinions of A and B. Then listen and repeat the conversation, paying attention to the tones.
A: In the near future, we will mostly learn online.
B: Incredible ↷! But we will still have actual classrooms, won’t we ⤻?
A: Sure ↷. But teachers will no longer be knowledge providers ↷.
B: Really ⤻?
A: They will be guides ⤻, or facilitators ↷.
B: Superb ↷! What about the students’ roles ↷?
A: They’ll be more responsible for their own learning, I think.
B: Amazing ↷! And they will make their own decisions ⤻?
A: Absolutely ↷ right ↷!
3.Vocabulary-15’
a. Aim: Help Ss review some vocabularies they have learnt
b, Contents: 
+ Ss work individually to change the form of the verbs provided to complete the sentences.
+ Ss work individually to complete each sentence with a phrase in the box.
c, Outcome: Ss can do vocabulary exercises correctly.
d, Organization:
- Make sure Ss understand the meanings of the verbs provided. Then have them complete the exercise individually. 
- Call on some Ss to write their answers on the board. Confirm the correct answers.
- Check if Ss remember the meaning of the phrases. Ensure all the phrases are understood before moving
on. Then have them work in pairs to complete the sentences. Check the answers as a class.
3. Change the form of the verbs provided to complete the sentences.
Key:
1. facilitators 
2. development(s) 
3. training 
4. Launch 
5. experienced 
6. attendance 
7. evaluators 
8. Participants
4. Complete each sentence with a phrase in the box.
Key:
1. work flexitime 
2. sense of direction 
3. make a bundle 
4. burn the midnight oil
5. once in a blue moon 
6. The sky’s the limit 
7. sense of responsibility 
8. mountains of work
4.Grammar (15’)
a, Aims: Help Ss review the infinitive or -ing form and a defining or non-defining relative clause
b, Contents: 
+ Ss work individually to put the verbs in brackets into the infinitive or -ing form.
+ Ss work individually to rewrite the pairs of sentences as one sentence using a defining or non-defining relative clause.
+ Ss work individually to choose the most suitable expression to complete each of the short dialogues.
c, Outcome: Ss can do grammar exercises correctly.
d, Organization: 
- This exercise revises the use of V + to-infinitive and V + V-ing forms. Have a brief revision session with Ss if necessary. Then have Ss work individually. Ss exchange their answers. Finally, check the answers as a class.
- Have Ss write the sentences individually on a piece of paper. Ask Ss to swap their answers with a partner.
- Allow Ss time to discuss if there is any difierence between their answers.
- Check the sentences as a class.
a4. Everyday English. 
- Have Ss read the phrases and sentences carefully. Check that Ss understand the meaning of the phrases before moving on. Then Ss do this exercise in pairs. Correct their answers and ask some pairs to act out
the short dialogues.
5. Put the verbs in brackets into the infinitive or -ing form.
Key:
1. eating 
2. to play 
3. to work/working 
4. to be 
5. doing 
6. to share 
7. floating 
8. checking
6. Rewrite the pairs of sentences as one sentence using a defining or non-defining relative clause.
Suggested answers:
1. My grandfather, who has been retired for ten years now, used to be an astronaut.
2. The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA.
3. She likes the career which/that her father pursued all his life.
4. He admires the teacher who initiated building the school library.
5. I work for a man whose farm covers thousands of acres.
6. Students will have to make their own learning decisions, which will be hard for many of them.
* Everyday English.
7. Choose the most suitable expression to
complete each of the short dialogues.
Key:
1. No worries 
2. I am not so sure about that 
3. That’s not entirely true
4. Cool 
5. Sounds interesting
3. Guides for homework- 2’
Retell the main contents of the lesson
- Review all knowledge you have learnt in English 9.
- Prepare: review 4(p2)
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Week 34 – Period 101
Date of planning: ./ ../2021
Date of teaching: / ../2021
REVIEW 4 (P2)
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Revise the skills they have practised in units 10, 11, 12.
- Practice 4 skills.
a. Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12
	b. Grammar: infinitive or -ing form; relative clause.
	c. Skills: Reading the text and match the headings with the correct, reading and decide whether the statements are true (T) or false (F), talking, Listening to the interview and answer the questions, listening and completing the sentences, writing a 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 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 questions.
c, Outcome: Ss can answer the questions well.
d, Organization:
T asks Ss some questions
Ss answer the questions
Chatting
2. Reading (10’)
a, Aims: Help Ss read the passage and do exercise
b, Contents: 
+ Ss work individually to read the text and match the headings with the correct paragraphs.
+ Ss work individually to read the text again and decide whether the statements are true (T) or false (F).
c, Outcome: Ss can understand the text and do reading exercises well.
d, Organization: 
- Have Ss work individually to skim-read the text to match the headings with the correct paragraphs.
They can compare their answers with a partner. Check answers as a class.
- Ask Ss to read the text again carefully to decide whether the statements are true (T) or false (F).
- Tell them that they can underline the sentences that have clues for their answers. Have Ss compare their answers with a partner. Check the answers as a class. Ask Ss to explain the reasons why an answer
is false.
1 a. Read the text and match the headings with the correct paragraphs.
Key: 1. C 2. A 3. D 4. B
b. Read the text again and decide whether the statements are true (T) or false (F).
Key: 1. T 2. F 3. F 4. F 5. T
3. Speaking (5’)
a, Aims: Help Ss choose a job and give the reasons for the choice
b, Contents: Ss work in group to choose a dream job you would like to do. Say why you dream of doing the job.
c, Outcome: Ss can choose a job and give the reasons for the choice well.
d, Organization:
- This is an open speaking exercise. Allow Ss time to get some ideas from Unit 10 to 12, or to come up with some ideas of their own. Ss can work in groups. Have some Ss/groups come to the front to present their own choice and their reasons for the choice.
2. Choose a dream job you would like to do. Say why you dream of doing the job.
4. Listening (10’)
a, Aims: Help Ss listen to a conversation and do exercises
b, Contents: 
+ Ss work individually to listen to the interview and answer the questions.
+ Ss work individually to listen again and complete the sentences.
c, Outcome: Ss can do listening exercises well.
d, Organization:
- Firstly, ask Ss to read the questions carefully. Then play the recording. Ss listen and answer the questions.
- Ask some Ss to give their answers. Write Ss’ answers on the board.
- Have Ss read the sentences carefully and try to complete them without listening to the recording again.
- Do not confirm any answers at this stage. Tell Ss that they are going to listen a second time to check the answers for the questions. Play the recording. Ask some Ss to give answers. Let Ss listen a
third time if necessary to check their answers. Confirm the correct answers as a class.
3 a. Listen to the interview and answer the questions.
Key:
1. a hotel receptionist 
2. two weeks
b. Listen again and complete the sentences.
Key:
1. sociable 
2. dealing with 
3. telephone manner 
4. experience 
5. night shifts
5. Writing (15’)
a, Aims: Help Ss know how to express their opinion.
b, Contents: Ss work individually to write about the popularity of different jobs may change. In your opinion, what job will be the most popular in the next 10 years?
c, Outcome: Ss can know how to write a paragraph to express their opinion about the popularity of different jobs may change in the next 10 years.
d, Organization:
- Have Ss work in pairs to discuss the question. Ask the pairs to brainstorm an outline of the main reasons why they think their chosen job will be the most popular. Have pairs do the writing together. T may read aloud one piece of writing and ask other Ss to comment. T may also collect some of the Ss’ paragraphs to correct at home.
4 Over time, the popularity of different jobs may change. In your opinion, what job will be the most popular in the next 10 years?
Write a paragraph of about 120 words to express your opinion. Remember to discuss why you think so.
Sample writing:
I think one of the most popular jobs in the future can be astronaut, the ‘ driver’ of expensive spacecrafts. The first reason is many people are dreaming of flying into the space and are willing to pay for such ‘ trips’ if the costs are not as high as they are now. In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys. This also means the demand for spacecraft drivers will be increasing. Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher. Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth. In short, because of the increasing demand for space travelling, the opportunities to earn money, and the
interesting nature of the job, this job will likely be a favourite job for many people in very near future.
3. Guides for homework-2’
Retell the main contents of the lesson
- Review all knowledge you have learnt in English 9.
- Prepare: The second term test.
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Week 34 – Period 102
Date of planning: ./ ../2021
Date of teaching: / ../2021
THE SECOND END-TERM TEST
A. Objectives 
1. Knowledge: By the end of the lesson, ss will be able to finish the test on time.
2. Competence: SS can use language correctly.
3. Behavior: SS are serious to do the test.
B. Teaching aids: CD and stereo, paper tests.
C. Procedures
ĐỀ THI DO PHÒNG GIÁO DỤC RA
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Date of checking ../ /2021
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