Giáo án Tiếng Anh Lớp 9 - Week 32 - Năm học 2023-2024

Date of planning: 7/4./2024 UNIT 11: CHANGING ROLES IN SOCIETY 
Date of teaching: ./4/2024 Lesson 1: GETTING STARTED 
Week 32 – Period 78 
 I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to the changing roles in society. 
 - Interact a conversation about the vision of the future. 
 a. Vocabulary: vocabulary related to the changing roles in society. 
 b. Grammar: Review future passive/ Non- defining relative clause. 
 c. Skills: listening and reading, tick the table, tick the correct explanation, 
 answering the questions, discussing and finding the meaning of the sentences, discussing, 
 playing games. 
 2. Competence development: Groupwork, independent working, pairwork, 
 linguistic competence, cooperative learning and communicative competence. 
 3. Attitude: 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 – 7’ 
 a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson. 
 b, Contents: Ss list some groups of people and their roles in society and ask some 
 questions. 
 c, Outcome: SS can give explanations for their opinions. 
 d, Organization: 
 - Ask Ss to list some groups of people *Chatting. 
 and their roles in society. Ask Ss if they 
 think the roles of these people will 
 change in the future. If yes, ask how 
 they will change. Ask Ss to give 
 explanations for their opinions. 
 2. Presentation- 15’ 
 a, Aims: Help Ss Interact a conversation about the vision of the future. 
 b, Contents: 
 + Ss listen and read the conversation in pairs. Then tick (√) the person who has this 
 idea, answer the questions and discuss and find the meaning of the phrases and 
 sentences. c, Outcome: SS can know some lexical items related to the topic and understand the 
conversation well. 
d, Organization: 
- Ask Ss to look at the title of the 1. Listen and read. 
conversation and the picture. Ask them - What do you think the guests at the 
some questions. Beyond 2030 forum are talking about? 
- Have Ss answer the questions as a - What does the title ‘Into the future’ mean 
class. to you? 
- Play the recording and have Ss follow 
along. a. Tick (√) the person who has this idea. 
- Explain the words that Ss don’t Key: 
understand. 1. Phong 
- Ss work independently. Encourage 2. Mai 
them to do the exercise without looking 3. Phong 
back at the conversation. 4. Nguyen 
- After that, allow Ss to share answers. 5. Mai 
- Check their answers as a class. 
 b. Answer the questions. 
 Key: 1. It’s for people to share their vision 
- Ask Ss to read the questions and of the future. 
underline the key words in each 2. Some students from Oak Tree School in 
question (e.g. purpose in 1, who in 2). Happy Valley. 
This helps Ss determine what 3. He says that learning will also take place 
information they need to answer those outside school. 
questions. Then Ss refer back to the 4. It will give them a sense of participation 
conversation and look for the answers. and of being part of the process. 
Correct the answers as a class. 5. No, he won’t. He may still go to work. 
 6. No, he doesn’t. 
 c. Work in groups. Discuss and find the 
 meaning of the phrases and sentences. 
- Ask Ss to work in groups of four or - Suggested answers: 
five. Ask them to find the 1. after the year 2030 
phrases/sentences in the conversation. 2. Ideas about what life will be like in the 
- Ask them to look at the context around future 
where these phrases/sentences appear 3. Both housework and paid work are 
and elicit their meanings. worthy of respect. 
- Correct the answers as a class. 4. I love being with my father. 
3. Practice- 15’ 
a, Aims: Help Ss can Ss use the lexical items related to the changing roles in society. 
b, Contents: Ss do the following tasks: 
+ These words/phrases are taken from the conversation. Tick (√) the correct 
explanation for each one. 
+ Work in groups. These pictures represent some visions of the future. Discuss what 
they may mean. 
c, Outcome: SS can use the lexical items related to the changing roles in society. d, Organization: 
 - Have Ss work independently to choose 2. These words/phrases are taken from 
 the correct option A or B for each the conversation. Tick (√) the correct 
 question. Have them share their answers explanation for each one. 
 in pairs. Key: 1. B 2. A 3. B 
 - Check as a class. 3. Work in groups. These pictures 
 represent some visions of the future. 
 - Have Ss work in groups of four or five. Discuss what they may mean. 
 Ask them to look at the pictures and Suggested answers: 
 guess what future visions the pictures 1. Cars will be running on solar energy. 
 represent. Encourage them to come up 2. People will live in houses in the sky. 
 with as many predictions as possible. 3. People will be able to talk with their pets. 
 Then have them 4. Robots will be doing the housework. 
 present their ideas to the class. 5. Trains will be running as fast as 
 300km/h. 
 6. Land will become barren. 
 4. Application (5’) 
 a, Aims: Help Ss can play game about the changing roles in society. 
 b, Contents: Ss play a game. 
 c, Outcome: SS can give more their vision of that service in the future. 
 d, Organization: 
 - Divide the class into two teams. One 4. GAME 
 team names a service and the other team Make two big groups. One group names 
 says what they think the service will be a service. The other group gives their 
 like in the future. Try to give every vision of that service in the future. Take 
 student ago, not just the most advanced turns to do this. The group with the most 
 ones in the class predictions wins. 
 For a less able class, allow both teams to 
 come up with the services first. Write 
 them on the board and allow Ss about -
 five minutes to prepare. When the time 
 is over, the game starts. The group with 
 the most 
 predictions wins. 
3. Guides for homework- 3’ 
 Retell the main contents of the lesson 
 - Learn by heart the new words. 
 - Prepare: A closer look 1. 
 Prepare: talk about the role of robots in the future 
 Find :verb, noun of words in part 1 
 ======================================= 
 Date of planning: 7/4./2024 UNIT 11: CHANGING ROLES IN SOCIETY 
 Date of teaching: ./4/2024 Lesson 2: A CLOSER LOOK 1 
 Week 32 – Period 79 
 I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to the changing roles in society. 
 - Identify the rising or falling tones in agreement and disagreement sentences and 
 say the sentences correctly. 
 a. Vocabulary: vocabulary related to the changing roles in society. 
 b. Grammar: Review 
 c. Pronunciation: The rising or falling tones in agreement and disagreement 
 sentences. 
 d. Skills: completing the table, using the words in the table in 1 to complete the 
 sentences, choosing the correct answer, sentences completion, listening and repeating, 
 marking 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 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:- 5’ 
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson. 
b, Contents: Chatting. 
c, Outcome: SS can talk about the role of robots in the future. 
d, Organization: 
- Ask Ss to talk about the role of robots in the *Chatting. 
future. 
 2. Presentation- 15’ 
a, Aims: Help Ss use the lexical items related to the changing roles in society. 
b, Contents: Ss do the following tasks: 
+ Complete the table with appropriate words. 
+ Use the words in the table in 1 to complete the sentences. 
+ Choose the correct answer A, B or C which is closest in meaning to the underlined word/phrase 
in the sentences. 
+ Complete the sentences with phrases formed with ‘sense of’. c, Outcome: Ss can use the lexical items related to the changing roles in society and do exericses 
well. 
d, Organization: 
Ask Ss to complete the table individually or in 1. Complete the table with appropriate words. 
pairs. Then allow them to share their answers Key: 
with a partner/ another pair. Check as a class. Verb Noun Noun (person) 
 1. attend attendance attendant 
 2. facilitate facility facilitator 
 3. provide provision provider 
 4. develop development developer 
 5. interview interview interviewer/ 
 interviewee 
 6. evaluate evaluation evaluator 
 7. participate participation participant 
 8. apply application applicant 
- This is quite a demanding exercise. Let Ss 2. Use the words in the table in 1 to complete 
work in pairs. Ask them to determine the form the sentences. 
of the word which is missing from each Key: 
sentence first. Then ask them to read the whole 1. attend 
sentence carefully and determine 2. facilitate 
the meaning of the missing word. After that, 3. provider 
they choose the correct word. Allow Ss to share 4. developed 
their answers with other pairs. Check the 5. interviews 
answers as a class. 6. evaluation 
 7. participation 
 8. apply 
- Have Ss work individually. Ask Ss to use the 
context of each sentence as guidance. Once they 
have completed the exercise, they can exchange 
their answers with a partner. Check the answers 3. Choose the correct answer A, B or C which 
as a class. is closest in meaning to the underlined 
 word/phrase in the sentences. 
 Key: 1. B 2. C 3. A 4. B 5. A 
- Before Ss do the task, ask them to read the 
REMEMBER! box. Ask Ss to read the phrases 
in the table. Make sure they understand the 
meanings of the phrases by giving equivalents 4. Complete the sentences with phrases 
in Vietnamese. Have Ss then complete all the formed with ‘sense of’. 
sentences. Confirm the correct answers as a Key: 
class. 1. sense of direction 
 2. sense of humour 
 3. sense of time 
 4. sense of responsibility 
 5. sense of style 
 3. Practice- 15’ a, Aims: Help Ss Identify the rising or falling tones in agreement and disagreement sentences and 
say the sentences correctly 
b, Contents: Ss practice with pronunciation exercises: 
+ Listen carefully and tick (√) the correct box. Then listen again and repeat. 
+ Mark Mike’s sentences with falling (agreeing) or rising (disagreeing) arrows. Then listen and 
check. 
c, Outcome: SS can practice how to use rising and falling intonation for agreement and 
disagreement sentences and say the sentences correctly. 
d, Organization: 
- Use the REMEMBER! box to instruct how the 5. Listen carefully and tick (√) the correct 
rising and falling tones are used when you want box. Then listen again and repeat. 
to show your agreement or disagreement with Key 
some idea or opinion. Write the examples in the 1. No one can deny it? ⤻ 
box on the board and have the whole class 2. All of us can see your point. ↷ 
practise them. Make sure that Ss understand the 3. We will help him with the money. ↷ 
rules before they do the exercises. 4. You will be cooking. ⤻ 
 5. Well, you may be right. ⤻ 
- Have Ss listen to the recording and tick the 6. Mark Mike’s sentences with falling 
correct column for each question. Then let them (agreeing) or rising (disagreeing) arrows. 
listen again and have them repeat the sentences Then listen and check. 
with a focus on the tones. Mike: Yes, that’s important. ↷ 
 Laura: And we must act to save endangered 
- Have Ss work individually. Ask them to read species. ↷ 
the conversation carefully and refer to the Mike: That’s an important point ⤻ 
REMEMBER! Box as they do the exercise. Mike: Umm, yes I suppose so ⤻ 
Then play the recording. Ss listen, check, and 
say the sentences. Call on some Ss to say the 
sentences individually. 
4. Application – 7’ 
a, Aims: Help Ss can interact to each other about the changing roles in society 
b, Contents: Ss make sentences using the vocabular words. 
c, Outcome: SS can make sentences using the structure and vocabularies they have learnt correctly. 
d, Organization 
T asks Ss to make sentences using the vocabular 
words 
Ss make sentences 
T corrects and remarks 
 3. Guides for homework- 2’ 
 Retell the main contents of the lesson 
 - Practice vocabulary and pronunciation again. 
 - Prepare: A closer look 2 
 Review: Future passive and Non - defining relative clauses 
Date of planning: 7/4./2024 UNIT 1 UNIT 11: CHANGING ROLES IN SOCIETY 
Date of teaching: ./4/2024 Lesson Lesson 3: A CLOSER LOOK 2 
Week 32– Period 80 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to the changing roles in society. 
 - Use the future passive correctly. 
 - Recognize non-defining relative clauses and use them correctly. 
 a. Vocabulary: vocabulary related to the changing roles in society. 
 b. Grammar: Use the future passive, non-defining relative clauses. 
 c. Skills: choosing the future active or passive to complete the sentences, rewriting 
the sentences without changing their original meanings, putting a comma/commas where 
necessary in the sentences, cross out the relative clause which can be omitted without 
causing confusion to the meaning of the sentence, making the sentence. 
 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 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: 5’ 
 a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson. 
 b, Contents: Ss talk about the role of robots in the future. 
 c, Outcome: SS can attract to the lesson and can talk the role of robots in the future. 
 d, Organization: 
 - Ask Ss to talk about the role of robots in 
 the future. 
 2.Presentation – 13’ 
 a, Aims: Help students review the future passive then do exercises. 
 b, Contents: Ss do the following tasks: 
 + Ss remind the future passive. 
 + Choose the future active or passive to complete the sentences. 
 + Rewrite the sentences without changing their original meanings. 
 c, Outcome: SS can remind how to the future passive and do the related exercises 
 correctly. d, Organization: 
1. Review. * Future passive. 
- Write the two example sentences using the Example: 
future active and passive on the board. Let 1. They will build a new bridge here. 
Ss work out the difference between the two 2. A new bridge will be built here. 
sentences. This reminder should help Ss to 
complete exercise 1. 
2. Practice. 
- Ask Ss to work individually. They then 1. Choose the future active or passive 
share their answers with a partner. Check to complete the sentences. 
the answers as a class. Key: 
 1. A 2. B 3. B 4. A 5. A 6. B 
- Have Ss work individually. Ask them to 2. Rewrite the sentences without 
exchange their answers for checking. changing their original meanings. 
Have Ss write their answers on the board. Key: 1. Classes will also be held in 
T corrects if needed. places like restaurants or supermarkets. 
Note: For Ss who are weak at this kind of 2. The school’s curriculum will 
exercise, ask them to underline the verb constantly be tailored to meet changes in 
phrases in the original sentences which society. 
will have to be changed. Then ask them to 3. Students’ academic performance will 
change the sentences into future passive not be evaluated through exams only. 
first, before completing the rest of the 4. Not all the decisions in the family will 
sentences. be made by men. 
 5. Women will be freed from most 
 housework by high technology. 
 6. More flyovers will be built to reduce 
 traffic in the city. 
3. Practice- 15’ 
a, Aims: Help Ss know how to recognize non-defining relative clauses and use them 
correctly. 
b, Contents: Ss how to recognize non-defining relative clauses then do the following 
exercises: 
+ Put a comma/commas where necessary in the sentences. 
+ Cross out the relative clause which can be omitted without causing confusion to the 
meaning of the sentence. 
c, Outcome: SS can recognize non-defining relative clauses and do the related 
exercises correctly. 
d, Organization: 
Work with Ss on the REMEMBER! box. 
Write the examples in the box on the board REMEMBER! 
as you explain the rules. Ensure that Ss 
understand the rules before beginning the 
exercises. T may keep the examples on the 
board while Ss are doing the exercises. 
 - Ask Ss to work individually. They can 3. Put a comma/commas where 
then exchange their answers with a partner. necessary in the sentences. 
Elicit the answers from Ss and correct them Key: 
if necessary. Ask Ss to explain their answers 1. Minh told me about his new job, 
to check their understanding of the rule. which he’s enjoying very much. 
 2. The Board of Directors are usually 
 those who get the most votes. 
 3. The US, which stands for the United 
 States, is sometimes confused with the 
 UN, which stands for 
 the United Nations. 
 4. Jack London, who is the author of 
 The Call of The Wild, is a famous 
 American writer. 
 5. Psychology, which is the study of the 
 mind, originates from a Greek word. 
- Before doing this exercise, remind Ss that 6. Jane refused a position which would 
only non-defining relative clauses can be be a dream job for many of her peers. 
omitted. Have Ss do this exercise 4. Cross out the relative clause which 
individually. They may refer to the rules on can be omitted without causing 
the board. Check the answers as a class. confusion to the meaning of the 
 sentence. 
 Key: 
 1. Sarah works for a company that 
 makes bikes. 
 2. I’ve got a sister called Caroline. 
 3. This morning I met my ex-classmate 
 Janet. 
 4. The 6.30 bus was late today. 
 5. Only those who had booked in 
 advance were allowed in. 
 6. The stairs which lead to the basement 
 are rather slippery. 
4. Application (5’) 
a, Aims: Help Ss can make sentences with a non-defining relative clause 
b, Contents: Ss work in individually to make the sentence in brackets to make a non-
defining relative clause. 
c, Outcome: SS can make sentences with a non-defining relative clause they have 
learnt correctly. 
d, Organization: 
- Have Ss work individually. Let Ss share Make the sentence in brackets to 
their writing with their partner. Check as a make a non-defining relative clause. 
class, paying special attention to the Key: 
commas and the relative pronouns. 1. We are staying at the Grand Hotel, 
 which will be demolished for a department store. 
 2. The essays will be assessed by Hans 
 de Wit, who is the President of the 
 EAIE. 
 3. The Second World War, which lasted 
 from 1939 to 1945, destroyed hundreds 
 of cities in Europe. 
 4. I have read several short stories by 
 Jack London, who is a famous American 
 writer. 
 5. The Eiffel Tower, which is on the 
 River Seine, was built over two hundred 
 years ago. 
3.Guides for homework 
 Retell the main contents of the lesson 
 - Review structures. 
 - Prepare: Communication. 
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