Giáo án Tiếng Anh 9 - Week 37 - Năm học 2023-2024

 Date of planning: 11/05/2024 UNIT 12: MY FUTURE CAREER 
 Date of teaching: /05/2024 Lesson 6: SKILLS 2 
 Week 37 – Period 90 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
- Listen for general and specific information about choosing future jobs and reasons for these choices. 
- Write about the qualities one needs to be able to do a certain job. 
a. Vocabulary: Vocabulary about jobs and careers 
 b. Grammar: review 
 c. Skills: answering the questions, listening and completing, Listening and decide if the following 
statements are true (T) or false (F), discussing, supporting your opinion 
 2. Competence: Groupwork, independent working, pairwork, linguistic competence, cooperative 
learning and communicative competence. 
 3. Quality: 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 work individually to say what jobs their parents do. 
c, Output: Ss can talk what jobs their parents do fluently and correctly. 
d, Process: 
- Ask Ss to say what jobs their parents do. Ask *Chatting. 
them if they are aware of any difficulties which 
their parents face when doing those jobs. 
2.Presentation-15’ 
a.Aim: Help Ss listen for general and specific information about choosing future jobs and reasons for 
these choices 
b, Contents: 
+ Ss work in pairs and answer the questions below. 
+ Ss work individually to listen to the conversation and fill in the blanks with no more than THREE 
words. 
+ Ss work individually to listen again and decide if the following statements are true (T) or false (F). 
c, Output: Ss can Listen to get specific information about choosing future jobs and reasons for these 
choices and do listening exercises correctly. 
 d, Process: 
- Ask Ss to work in pairs to answer the 1. Work in pairs and answer the questions below. 
questions. Ask a pair to share their ideas with 1. What job do you want to do in the future? the class. 2. What qualities do you think you need to do that 
 job? 
 2. Phong is talking to Mrs. Warner, Nick’s 
 mother, about future jobs he and his friends want 
 to do. Listen to the conversation and fill in the 
- Tell Ss that they are going to listen to a blanks with no more than THREE words. 
conversation between Phong and Mrs. Warner, Key: 
Nick’s mother, about jobs that he and his friends 1. mountains of work 
want to do in the future. Ask them to read the 2. work overtime 
information in 2 carefully. 3. Rewarding 
- Tell them to listen carefully to find out the 4. sociable 
words/phrases from the recording needed to fill 5. applied skills 
in the blanks. 6. good with his 
- T can play the recording twice if necessary. 
Have two Ss write their answers on the board. 
Confirm the correct answers. 3. Listen again and decide if the following 
 statements are true (T) or false (F). 
- Have Ss work individually to underline the key Key: 
words in the statements and predict the answers. 1. T 2. T 3. T 4. F 5. F 6. T 
Write their answers on the board without con- 
firming the correct answers. Play the recording 
again for Ss to check. T may pause at the 
sentences that include the information Ss need 
for their answers. Confirm the correct answers. 
Practice-14’ 
a. Aim: Help Ss write about the qualities one needs to be able to do a certain job 
b, Contents: 
+ Ss work in pairs. Choose a job that you like. Discuss which three qualities would be necessary for 
people doing that job. You can use some of the ideas below. Remember to give reasons. 
+ Ss work individually to write a paragraph about the three most important qualities a person needs to be 
able to do a job well. 
c, Output: Ss can know how to write a short passage about the three most important qualities a person 
needs to be able to do a job well. 
d, Process: 
- First check that everybody understands the 
meaning of the adjectives in the box. If not, T 4. Work in pairs. Choose a job that you like. 
can spend some time explaining them. Set a time Discuss which three qualities would be necessary 
limit for pairs to brainstorm the ideas and do the for people doing that job. You can use some of the 
discussion. Ask them to refer back to2 and3 as ideas below. Remember to give reasons. 
examples for useful language and ideas. Ask 
some pairs to present their ideas to 
the whole class. Remind Ss that they should give 
examples and reasons to support their main 
points. 
- Have Ss work individually to get their ideas 5. Based on your discussion in 4, write a 
down on paper and check the accuracy of what paragraph about the three most important they have written. Give them ten minutes to qualities a person needs to be able to do a job 
write and edit their work. Swap their writing well. Remember to give reasons and examples to 
with a partner for peer review, comments, and support your opinion. 
corrections. Then ask Ss to write the second 
draft as homework. 
4.Application (10’) 
a, Aims: Ss can talk about the three most important qualities a person needs to be able to do a job well. 
b, Contents: Ss work individually to talk about the three most important qualities a person needs to be 
able to do a job well. 
c, Output: Ss can talk about the three most important qualities a person needs to be able to do a job well 
fluently. 
d, Process: 
T asks Ss to talk about the three most important 
qualities a person needs to be able to do a job 
well 
Ss talk about the three most important qualities a 
person needs to be able to do a job well 
T observes and corrects 
3. Guides for homework- 1’ 
 Retell the main contents of the lesson 
- Revise the writing. 
- Prepare next lesson: Looking back - Project. 
======================================= 
 Date of planning: 11/05/2024 UNIT 12: MY FUTURE CAREER 
 Date of teaching: /05/2024 Lesson 7: LOOKING BACK - PROJECT 
 Week 37 – Period 91 
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. Quality: 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, Output: Ss can answer some questions well. 
d, Process: 
 Chatting 
T asks Ss some questions 
Ss answer the questions 
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, Output: Ss can review some vocabularies and do vocabulary exercises well. 
d, Process: 
- Have Ss work independently. Then they 1. Match each job with its description. 
can check their answers with a partner before Key: 
discussing the answers as a class. However, 1. C 2. D 3. E 4. F 5. A 6. B 
tell Ss to keep a record of their original 2. Match fragments 1-8 with fragments A-H to make 
answers so that they can use that information sentences. 
in their self-assessment. 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, Output: Ss can review V -ing form or to -infinitive and do grammar exercises correctly. d, Process: 
- Have Ss work independently. Then they 4. Complete the sentences using the correct form (V -ing 
can check their answers with a partner form or to -infinitive) of the verb in brackets. 
before discussing the answers as a class. Key: 
 1. to lock 
 2. working 
 3. treating 
 4. to get 
 5. to finish 
 6. reading 
 5. Correct the italicised phrases where necessary. 
- Have Ss work independently. 1. working hard → to work hard 
- Check their answers with a partner 2. promised to make → no change 
before discussing the answers as a class. 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, Output: Ss can practice making communication, project correctly. 
d, Process: 
- Have Ss work in pairs to think of two 6. GAME: TRUE OR UNTRUE 
things that are true of the job they are Example: 
assigned, and one thing that is not true about - We are farmers. It’s a nine-to-five job. We grow 
the job. Give them seven minutes to work vegetables and we know a lot about cultivation. 
together. When the pairs have finished - No... you are farmers so you grow vegetables and you 
preparing, ask them to take turns to come to know a lot about cultivation. But you don’t do a nine-to-five 
the front to introduce themselves and repeat job! 
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. 
 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. 
 --------------------------------------------------------------------------------------- 
 Date of planning: 11/05/2024 REVIEW 4 
 Date of teaching: /05/2024 
 Week 37 – Period 92 
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: Groupwork, independent working, pairwork, linguistic competence, cooperative 
learning and communicative competence. 
 3. Quality : 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, Process: 
 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, Process: 
- Review the rule of tones (high or rising tones 1. Draw rising or falling arrows to illustrate the 
to check information, to indicate items in a correct tones, then listen and practice saying the 
list, to disagree with someone or for emphasis sentences. 
and low or falling tones to indicate that a list A: What do the astronauts do while they are aboard 
is finished, to agree with the ISS ↷? 
someone, and with Wh-questions) with Ss. B: They keep the station in good condition ⤻, and do 
Before listening to the recording, have Ss science experiments ↷. 
draw arrows to illustrate the appropriate tones. A: Sounds hard ⤻! 
Play the recording. Ss listen and check the B: Not at all ↷! 
answers. Confirm their answers A: They don’t have ‘weekends’ ⤻? 
as a class. Ss then listen again and repeat, in B: They do ↷. 
chorus and individually. 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. 
- Have Ss work in pairs to draw rising or A: In the near future, we will mostly learn online. 
falling arrows to illustrate the correct tones. B: Incredible ↷! But we will still have actual 
Ask them to practice saying the conversation. classrooms, won’t we ⤻? 
Play the recording for Ss to check their A: Sure ↷. But teachers will no longer be knowledge 
answers. Check the answers as a class. providers ↷. 
- Have some pairs practise saying the B: Really ⤻? 
conversation in front of the class. 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, Process: 
- Make sure Ss understand the meanings of 3. Change the form of the verbs provided to complete 
the verbs provided. Then have them complete the sentences. 
the exercise individually. Key: 
- Call on some Ss to write their answers on 1. facilitators 
the board. Confirm the correct answers. 2. development(s) 
 3. training 
 4. Launch 
 5. experienced 
 6. attendance 7. evaluators 
- Check if Ss remember the meaning of the 8. Participants 
phrases. Ensure all the phrases are 4. Complete each sentence with a phrase in the box. 
understood before moving Key: 
on. Then have them work in pairs to 1. work flexitime 
complete the sentences. Check the answers as 2. sense of direction 
a class. 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-de-
fining 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, Process: 
- This exercise revises the use of V + to- 5. Put the verbs in brackets into the infinitive or -ing 
infinitive and V + V-ing forms. Have a brief form. 
revision session with Ss if necessary. Then Key: 
have Ss work individually. Ss exchange their 1. eating 
answers. Finally, check the answers as a 2. to play 
class. 3. to work/working 
 4. to be 
 5. doing 
 6. to share 
 7. floating 
 8. checking 
- Have Ss write the sentences individually on 6. Rewrite the pairs of sentences as one sentence using 
a piece of paper. Ask Ss to swap their a defining or non-defining relative clause. 
answers with a partner. Suggested answers: 
- Allow Ss time to discuss if there is any 1. My grandfather, who has been retired for ten years 
difierence between their answers. now, used to be an astronaut. 
- Check the sentences as a class. 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 
 a4. Everyday English. complete each of the short dialogues. 
 - Have Ss read the phrases and sentences Key: 
 carefully. Check that Ss understand the 1. No worries 
 meaning of the phrases before moving on. 2. I am not so sure about that 
 Then Ss do this exercise in pairs. Correct 3. That’s not entirely true 
 their answers and ask some pairs to act out 4. Cool 
 the short dialogues. 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)