Giáo án Tiếng Anh Lớp 9 - Tuần 35 - Năm học 2020-2021

Week 35 – Period 103
Date of planning: ./ ../2021
Date of teaching: / ../2021
ORAL TEST
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will be able to finish their speaking test.
2. Competence: Ss can do the speaking test well.	
3. Behavior: SS are serious to do the speaking test.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, handouts 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and Students’ activities
Contents
Oral test
a, Aims: Check Ss’ speaking abilities.
b, Contents: Ss work individually to do the oral tests.
c, Outcome: Ss can do the oral tests well.
d, Organization:
- Asks Ss to do the oral tests.
- Ss do the oral tests individually.
- T gives comments and marks.
ORAL TEST
A. PART 1: Talk about yourself (0.5pt, time: 1’ - 2’)
I. Full name? Name of class and school? (0.25pt)
+ I am ............... + I am in class .............. + I go to .......................school
II. Your hobbies (0.25pt)
+ I like................../ My favorite subject(s)/ activities is/ are ........
+ I don’t like...................
B. PART 2: Your topics (1pt, time: 2’ - 3’): 0.25pt/ each answer to each suggested question
Choose a dish you like. Talk about its ingredients and explain how to prepare and cook it.
A
B
1. What is the most important feature of Vietnamese eating habits?
1. What is the most important feature of Japanese eating habits?
2. How are the dishes arranged in Viet Nam?
2. Why do people say that the Japanese eat with their eyes?
Is tourism important to Viet Nam? Why?
A
B
1. Name three things you like to do on holidays. Why?
1. Name three things you dislike to do on holidays. Why?
2. Talk about the negative effects of tourism on a region or country. 
2. What are the reasons that make Viet Nam a tourist attraction for foreigners?
For what purposes would you like to use English in the future?
A
B
1. What do you like about the English language?
1. What don’t you like about the English language?
2. Do you think it is a good idea to take part in an English speaking camp? Why or why not? 
2. How can you improve your English outside class?
What are the qualities and skills that you think are necessary for an astronaut today?
A
B
1. Who became the first human to walk on the moon? Where was he from? 
1. Who became the first human in space? Where was he from?
2. Make a list of things that your team will bring to spend one month aboard the ISS. 
2. What will you take with you to the ISS as a personal item? Why?
Talk about the changing roles of women in society and its effects.
A
B
1. Do you think it’s normal for women to ask men to marry them? Why or why not?
1. Do you agree the husband will also get paid leave when his wife gives birth?
2. How do you think the roles of teenagers will change in the future?
2. Which change in the roles of schools in the Just imagine! forum are you most interested in? Why?
What is your dream job you would like to do in the future? Why?
A
B
1. What jobs do you think are the most popular now?
1. What jobs do you think will be the most popular in the next 10 years?
2. What are the three most important qualities a person needs to be able to do a job well?
2. What do you think is the most important quality a person needs to be able to do a job well? Why?
C. PART 3: Extra questions related to the topics (0.5pt, time: 1’ - 2’)
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Week 35 – Period 104
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 12: MY FUTURE CAREER
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 about jobs and careers
	b. Grammar: review
	c. Skills: Matching each job with its description, Matching fragments with fragments to make sentences, sentences completion, Correct the italicized phrases, interaction, asking and answering
	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 answer some questions 
c, Outcome: Ss can answer some questions well.
d, Organization:
T asks Ss some questions
Ss answer the questions
Chatting
2. Vocabulary (10’)
a, Aims: Help Ss review some vocabularies they have learnt this lesson and do exercise. 
b, Contents: 
+ Ss work individually to match each job with its description.
+ Ss work individually to match fragments 1-8 with fragments A-H to make sentences.
+ Fill each blank with one suitable word/phrase from the box.
Remember to change the form of the word/phrase where necessary.
c, Outcome: Ss can review some vocabularies and do vocabulary exercises well.
d, Organization: 
- Have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment.
1. Match each job with its description.
Key:
1. C 2. D 3. E 4. F 5. A 6. B
2. Match fragments 1-8 with fragments A-H to make sentences.
Key: 
1. H 2. E 3. F 4. A
 5. D 6. G 7. C 8. B
3. Fill each blank with one suitable word/phrase from the box.
Remember to change the form of the word/phrase where necessary.
Key:
1. vocational 
2. dynamic 
3. empathetic
4. academic subjects 
5. took into account 
6. professional 
7. burnt the midnight oil 
8. make a bundle
3. Grammar (15’)
a, Aims: Help Ss review V -ing form or to -infinitive and do exercises.
b, Contents: 
+ Ss work individually to complete the sentences using the correct form (V -ing form or to -infinitive) of the verb in brackets.
+ Ss work individually to correct the italicised phrases where necessary.
c, Outcome: Ss can review V -ing form or to -infinitive and do grammar exercises correctly.
d, Organization: 
- Have Ss work independently. Then they can check their answers with a partner
before discussing the answers as a class.
- Have Ss work independently. 
- Check their answers with a partner
before discussing the answers as a class.
4. Complete the sentences using the correct form (V -ing form or to -infinitive) of the verb in brackets.
Key:
1. to lock 
2. working 
3. treating
4. to get 
5. to finish 
6. reading
5. Correct the italicised phrases where necessary.
1. working hard → to work hard
2. promised to make → no change
3. to be → being
4. refused to attend → no change
5. mind to burn → mind burning
6. managed getting → managed to get
7. admitted to study → no change
8. offer working → offer to work
9. prefer working → preferring to work
10. agreed to take → no change
4. Communication (8’)
a, Aims: Help Ss practice making communication, project 
b, Contents: Ss work in pair to play a game.
c, Outcome: Ss can practice making communication, project correctly.
d, Organization:
- Have Ss work in pairs to think of two things that are true of the job they are assigned, and one thing that is not true about the job. Give them seven minutes to work together. When the pairs have finished preparing, ask them to take turns to come to the front to introduce themselves and repeat the three ‘facts’. The class will together decide which ‘facts’ are true, and which is untrue.
- Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.
6. GAME: TRUE OR UNTRUE
Example:
- We are farmers. It’s a nine-to-five job. We grow vegetables and we know a lot about cultivation.
- No... you are farmers so you grow vegetables and you know a lot about cultivation. But you don’t do a nine-to-five job!
3. Guides for homework- 7’
Do the project: My future career path
- The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to do some more research about the factors they have to consider if they are going to follow that
pathway. This is a topic that is of immediate importance to the Ss’ futures.
Divide Ss into groups of four or five and instruct them on what they have to do. Encourage them to think of a real path they might want to follow. Tell them to:
• give reasons for the choice
•consider factors like qualifications, skills, hobbies, personalities, practical issues, and even the employment market
• think about who can give them good advice, and why
- Ask Ss to draw a picture of their career path. Have them present their posters in the next lesson. When all the groups have given their presentations, let the whole class vote for the best one.
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Week 35 – Period 105
Date of planning: ./ ../2021
Date of teaching: / ../2021
THE SECOND END-TERM WRITTEN TEST CORRECTION
A. Objectives 
1. Knowledge: By the end of the lesson, ss will be able to realize what they have done, what they haven’t done.
2. Competence: They can self-evaluate their studying and have good plans to improve it.
3. Behavior: Students are hard-working and attentive. They will try their best to get better results.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, paper tests, loud speaker.
2. Students: Textbooks, notebooks, paper tests.
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Review
Result:
Class
3,5 - 5
%
5 – 6,5
%
6,5 - 8
%
8 - 10
%
9A
9B
Grade 9
Keys and points: are provided by Thanh Mien Division of Education and Training.
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Date of checking ../ /2021
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Vũ Thị Đua