Giáo án Tiếng Anh 9 - Week 32, Period 85-87 - Năm học 2023-2024

WEEK 32 Date of preparing: 15/04/2024 Date of teaching: ./04/2024 Period 85 UNIT 12: MY FUTURE CAREER Lesson 1: GETTING STARTED I. OBJECTIVES: 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. 1. Knowledge: a. Vocabulary: vocabulary related to subjects, jobs and careers. b. Grammar: review 2. Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Qualities: 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. Materials: Textbooks, plan. 2. Equipment: computer, projector, loudspeaker 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. *Game. ‘The roles of teachers and schools in the - Ask Ss to play a game. First, divide future’ 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. 2. Presentation Aim: Help Ss Interact a conversation about what subjects will choose - Ask Ss what job or career they want to 1. Listen and read. do in the future. Then ask them another Do you have to choose some specific question. subjects to focus on if you want to do that - Elicit answers from Ss. Now, tell them job in the future? to look at the picture and the heading ‘What subjects will you choose? ’ and Who can you see in the picture? ask them these questions. Where do you think they are? - Have Ss answer as a class. What do you think they are talking about? - 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. a. Put a word/phrase from the box - Ss work in pairs to label the pictures under each picture. with the words/phrases given. Allow Key: 1. lodging manager pairs to share their answers before asking 2. event planner them to discuss as a class. Then ask some 3. customer service staff Ss to read the words/phrases aloud and 4. housekeeper correct 5. tour guide their pronunciation if necessary. 6. biologist - Have Ss work individually. Ss find the b. Find a word/phrase in the words/phrases with the given meaning in conversation that means: the conversation. Then have Ss share Key: their answers with a partner before 1. GCSE asking them to discuss as a class. 2. vocational subjects 3. academic subjects 4. applied approach 5. tourism 6. leisure - Have Ss read the conversation again to tick true (T), false (F), or not given (NG). c. Tick ( ) true (T), false (F), or Remind Ss that they can answer NG (not not given (NG). given) if they don’t think the information Key: was given as part of the conversation. Ss 1. T 2. F 3. F 4. NG 5. T 6. F 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. 3. Practice Aim: Help Ss practice some vocabularies related to jobs and careers - Have Ss work in pairs to read the 2 a. Look at the phrases and cross out phrases and complete the task. Check the any noun/noun phrase that doesn’t go answers as a class. with the verb. Key: 1. a job 2. leisure time 3. a job 4. a living b. Complete each of the following - Ask Ss to work individually to sentences with a collocation in2a. Note complete the sentences with the right that one is not used. You may have to collocations. Then ask them to share change the forms of the collocations to - their answers with a partner. Finally, fit the sentences. check the answers as a class. Key: 1. take/do (an English) course 2. doing a nine-to-five job 3. work flexitime 4. earns money/earns a living 5. did a course/took a course 6. work overtime 4. Further practice Aim: Ss can know more about job - Ask Ss to work in groups of four. Ss GAME: WHAT’S MY JOB? take turns thinking of a job. The others In groups, take turns to think of a job. ask Yes/No questions to find out The others can ask Yes/No questions to information, and guess what the job is. find out what that 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 3. Guides for homework - Retell the main contents of the lesson - Think for your future job. - Prepare: A closer look 1. *- Evaluation: Date of preparing: 15/04/2024 Date of teaching: ./04/2024 Period 86 UNIT 12: MY FUTURE CAREER Lesson 2: A CLOSER LOOK 1 I. OBJECTIVES: 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. 1. Knowledge: a. Vocabulary: related to jobs and careers. b. Grammar: review c. Pronunciation: High tones 2. Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Qualities: 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. Materials: Textbooks , plan. 2. Equipment: computer, projector, loudspeaker 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 *Game. 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. 2. Presentation Aim: Help Ss Use the lexical items related to jobs and careers - Now have Ss turn to the book and 1. Put one word/phrase under each work in pairs to identify the pictures. picture. There is one extra word. Ask them to briefly describe the Key: pictures. Then let them do the matching 1. craftsman exercise. Check the answers as a class. 2. physicist Then ask Ss: 3. opera singer Which of these jobs would you like to 4. fashion designer do in the future? 5. pharmacist Why would you like to do it? 6. architect Ask some Ss to answer the questions. 7. businesswoman 8. mechanic - Have Ss work individually to fill the 2. Fill each blank with a suitable job blanks. Remind Ss that the form of the from 1, adapting them where necessary. word may need to be changed to fit the Key: sentence. Allow them to share their 1. physicist answers with a partner before checking 2. mechanic as a class. 3. pharmacist 4. fashion designer 5. opera singer 6. architects 7. businesswomen and businessmen 8. craftsmen and craftswomen - Give Ss a couple of minutes to work 3 a. Match each word/phrase in the left in pairs to do the matching. Then check column with its definition in the right the answers as a class. one. Key: 1. D 2. B 3. A 4. C - Have Ss work individually to b. Fill each gap with a word/phrase complete the sentences. Have them in3a. compare their answers in pairs. Key: Afterwards, check Ss’ answers as a 1. career class. 2. job 3. profession 4. career path 3. 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 High tones and examples in the box. Ask some Ss - We use high tones for adjectives like to summarise the rules and read out the excellent, gorgeous, brilliant, superb, examples in the box or to give their absolutely amazing, etc., to show strong own examples. Ensure that Ss have feelings. If we use weaker adjectives like understood the ideas before proceeding. nice, quite pleasant, quite pretty, etc., our Inform Ss that negative adjectives voice does not usually go high. (awful, terrible) can be affected by tone Example: in the same way as positive ones A: So, how was your trip? (excellent, brilliant). 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 - Play the recording for Ss to listen. the conversation with a partner Ask them to draw arrows to illustrate 1. Tom: Pretty? It’s amazing ↷! Tom’s tones. Play the recording again 2. Tom: OK? It’s fantastic ↷! for Ss to repeat the short dialogues 3. Tom: Good? It’s wonderful ↷! paying attention to the tones. Call on 4. Tom: OK? They are some pairs to act out the short absolutely ↷ fantastic ↷! dialogues. 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. - Have Ss work in pairs to draw arrows 1. 1a: • Brilliant. ↷ 1b: • Brilliant.➙ to show the tones before reading out. 2. 2a: • Well done. ➙ 2b: • Well Then play the recording. done. ↷ - Ask the pairs to listen and check their 3. 3a: • Excellent. ↷ 3b: • Excellent. ➙ lines showing the tones. Confirm the ➙ correct answers. Ask some pairs to 4.4a: • Amazing. 4b: • Amazing. ↷ practise saying the pairs of dialogues. 5.5a: • How awful. ↷ 5b: • How awful. Correct them if necessary. ➙ 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 *- Evaluation: Date of preparing: 15/04/2024 Date of teaching: ./04/2024 Period 87 UNIT 12: MY FUTURE CAREER Lesson 3: A CLOSER LOOK 2 I. OBJECTIVES: 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. 1. Knowledge: a. Vocabulary: related to jobs and careers. b. Grammar: Verb + to-infinitive/Verb + V-ing, Despite/In spite of. 2. Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Qualities: 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. Materials: Textbooks, plan. 2. Equipment: computer, projector 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 *Game. 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. 1. 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. 1. Complete each second sentence so that it has a similar meaning to the - - Ask Ss to work individually to fill in first. Write no more than THREE the gaps. Check the answers as a class. words. Key: 1. loving maths 2. studying hard 3. laziness 4. being short 5. poor health 2. Practice Aim: Help Ss use the structures Verb + to-infinitive/Verb + V-ing correctly - Ask Ss to read the bubble quoted from *Verb + to-infinitive/Verb + V-ing. the GETTING STARTED There are 4 types: conversation, then have them read the Verb + to-infinitive, Verb + V-ing, Verb + structures and examples in the grammar to-infinitive/V-ing with no change in box carefully. Help them with the meaning in each column, and a column meanings of the verbs if necessary. for Verb + to-infinitive/V-ing with change in meaning. 2. Circle the correct words or phrases - Have Ss work individually. Allow Ss in bold. Sometimes both options are to share their answers with a partner. correct Then check their answers as a class. T Key: can remind Ss that in both these 1. to give exercises more than one of the options 2. to pass may be correct. 3. choosing 4. taking 5. to employ 6. to talk/talking - Firstly, have Ss work in pairs to 3. Choose the correct answer(s). describe what is happening in the Key: pictures. Then Ss can attempt to 1. A 2. A 3. C 4. C 5. A & C 6. B complete the sentences using the ideas and actions from the pictures. Check the answers as a class. 4. Complete the sentences using the - Have Ss work individually to finish ideas in the pictures and the correct the sentences. Allow them to share their form of the verbs in brackets. answers with a partner. Call on some Ss Key: to write their answers on the board. 1. to lock Correct their answers if necessary. 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 5. Complete each second sentence using the right form of the word given so that - Ask Ss to make sentences, concluded it has a similar meaning to the first. despite/ in spite of, Verb + to-infinitive, Write between two and five words. Verb + V-ing. 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 *- Evaluation: TỔ CHUYÊN MÔN DUYỆT