Giáo án Tiếng Anh 9 - Week 35 - Năm học 2023-2024

Date of planning: 27/04/2024 UNIT 11: CHANGING ROLES IN SOCIETY 
Date of teaching: /05/2024 Lesson 7: LOOKING BACK - PROJECT 
Week 35 – Period 84 
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 1. Complete the sentences with the words 
individually. in the box. 
- Check their answers as a class. 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 
- Ss work individually. Ask them to complete the sentences. 
determine that form of word missing Key: 
from each sentence (a verb, a noun, or 1. supports 
an adjective) and then Ss work out the 2. provider 
correct answer to complete the 3. predicting 
sentences. Ss can then double check 4. tailored 
the answers with their partner. Con- 5. evaluate 
firm the correct answers. 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 3. Choose the correct answer A, B, C, or 
pairs. D to complete the sentences. 
- Check as a class. Key: 1. C 2. A 3. B 4. B 5. C 6. D 
- Have Ss complete the activity 4. Use the correct form of the relative 
individually. clause to combine the two sentences into 
- Have them double check their answers. one. 
- Call on two Ss to write their sentences Key: 
on the board. 1. Many tourists visit Liverpool, which is 
- Comment and confirm the correct the home of The Beatles. 
sentences. 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 5. Match each prediction with two 
 exercise. Check the answers as a class. responses. Then practise saying them in 
 Then Ss can practise reading aloud the pairs. 
 predictions and responses with their best Key: 
 pronunciation and fluency. Call on some 1. C, H 2. D, F 3. B, G 4. A, E 
 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. 
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). 
=======================================/ 
Date of planning: 27/04/2024 UNIT 2: MY FUTURE CAREER 
Date of teaching: /05/2024 Lesson 1: GETTING STARTED 
Week 35 – Period 85 
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: 
 *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 (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 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 to job in the future? 
look at the picture and the heading ‘What 
subjects will you choose? ’ and ask them Who can you see in the picture? 
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. 
- Ss work in pairs to label the pictures with 
the words/phrases given. Allow pairs to a. Put a word/phrase from the box under 
share their answers before asking them to each picture. 
discuss as a class. Then ask some Ss to Key: 1. lodging manager 2. event planner 
read the words/phrases aloud and correct 3. customer service staff 4. housekeeper 
their pronunciation if necessary. 5. tour guide 6. Biologist 
- Have Ss work individually. Ss find the 
words/phrases with the given meaning in b. Find a word/phrase in the 
the conversation. Then have Ss share their conversation that means: 
answers with a partner before asking them Key: 
to discuss as a class. 1. GCSE 
 2. vocational subjects 
 3. academic subjects 
 4. applied approach 
 5. tourism - Have Ss read the conversation again to 6. leisure 
tick true (T), false (F), or not given (NG). 
Remind Ss that they can answer NG (not c. Tick ( ) true (T), false (F), or 
given) if they don’t think the information not given (NG). 
was given as part of the conversation. Ss Key: 
exchange their answers with a classmate. 1. T 2. F 3. F 4. NG 5. T 6. F 
- Ask for Ss’ answers as well as their 
explanation for their choices. 
- Write the correct answers on the board. 
 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 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 complete sentences with a collocation in2a. Note 
the sentences with the right collocations. that one is not used. You may have to 
Then ask them to share their answers with change the forms of the collocations to -
a partner. Finally, check the answers as a fit the sentences. 
class. 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 GAME: WHAT’S MY JOB? 
 turns thinking of a job. The others ask In groups, take turns to think of a job. 
 Yes/No questions to find out information, The others can ask Yes/No questions to 
 and guess what the job is. The aim is to find out what that job is. 
 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 – 1’ 
 Retell the main contents of the lesson 
 - Think for your future job. 
 - Prepare: A closer look 1. 
Date of planning: 27/04/2024 UNIT 12: MY FUTURE CAREER 
Date of teaching: /05/2024 Lesson 2: A closer look 1 
Week 35 – Period 86 
 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. *Game. 
 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 work 1. Put one word/phrase under each 
 in pairs to identify the pictures. Ask picture. There is one extra word. 
 them to briefly describe the pictures. Key: 
 Then let them do the matching exercise. 1. craftsman 
 Check the answers as a class. Then ask 2. physicist 
 Ss: 3. opera singer 
 Which of these jobs would you like to do 4. fashion designer 
 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 
 2. Fill each blank with a suitable job 
 - Have Ss work individually to fill the from 1, adapting them where necessary. 
 blanks. Remind Ss that the form of the Key: 
 word may need to be changed to fit the 1. physicist 
 sentence. Allow them to share their 2. mechanic 
 answers with a partner before checking 3. pharmacist 
 as a class. 4. fashion designer 
 5. opera singer 
 6. architects 7. businesswomen and businessmen 
 8. craftsmen and craftswomen 
- Give Ss a couple of minutes to work in 3 a. Match each word/phrase in the left 
pairs to do the matching. Then check the column with its definition in the right 
answers as a class. one. 
 Key: 1. D 2. B 3. A 4. C 
- Have Ss work individually to 
complete the b. Fill each gap with a word/phrase in3a. 
entences. Have them compare their Key: 
answers in pairs. 1. career 
Afterwards, check Ss’ answers as a 2. job 
class. 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 to - We use high tones for adjectives like 
summarise the rules and read out the excellent, gorgeous, brilliant, superb, 
examples in the box or to give their own absolutely amazing, etc., to show strong 
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 the 
- Play the recording for Ss to listen. Ask conversation with a partner 
them to draw arrows to illustrate Tom’s 1. Tom: Pretty? It’s amazing ! 
tones. Play the recording again for Ss to 2. Tom: OK? It’s fantastic ! 
repeat the short dialogues paying 3. Tom: Good? It’s wonderful↷ ! 
attention to the tones. Call on some pairs 4. Tom: OK? ↷ They are 
to act out the short dialogues. 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 
 - Have Ss work in pairs to draw arrows to show the tones, then repeat. 
 to show the tones before reading out. 1. 1a: • Brilliant. 1b: • Brilliant.➙ 
 Then play the recording. 
 2. 2a: • Well done. ➙ 2b: • Well 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