Giáo án Tiếng Anh Lớp 9 - Học kỳ II - Năm học 2019-2020 - Vũ Thị Hương

ities.
EX4. Circle the best answer.
1. X 2. Who 3. which
4.X 5. where 6. that
C. COMMUNICATION.
EX6. Role – play in groups of four take turns to be two interviewers for 4 teen radio station and two astronauts who have spent time on the ISS . The inteview should focus on daily life on the ISS.
PROJECT
A holiday out of this world!
Planning : / 3/ 2019
Teaching : / 4 /2019 
Unit 11- Changing roles in society 
 PERIOD:86 - Getting started “ Into the future”
I. Objectives.
 - By the end of this lesson, students will be able to : 
+/ Use the lexical items related to changing roles in society. 
+/ Understand the conversation about the Interviewer, Phong, Mai, Nguyen and do exercises. 
+/ Newwords: facilitator, breadwinner, barren. 
*/ Skills: Listening and Reading.
 II. Teaching aids.
- Teacher: Auxiliary boards.
- Students: Prepare the new words , practice pronouncing these words.
III. Procedures.
Teacher’s and students’activities
Contents
1. Organization (1’)
2. Check old lesson: (3’)
- Ask 1-2 Ss to make some sentences using relative pronouns or relative adverbs
Other Ss remark and share ideas.
 3. New lesson.
* Warm up. (5’)
- To introduce the new lesson.
- T guides how to discuss about the roles of these people will change in the future. 
- Ss know how to pronounce, look at the new words and say the meaning.
- Then ask Ss to practice the newwords.
- T introduces the characters in the dialogue: Interviewer, Phong, Mai, Nguyen. 
* Practice.(28’)
AC1. Listen and read.
a. Tick (√) the person who has this idea.
- T plays the recording 2 or three times. 
- Ss work individually, then compare their answers with a partner, then discuss as a class. T gives the key.
b. Answer the questions.
- Ss work in pairs to ask and answer.
- T listens and corrects if they do wrongly.
c. Work in groups. Discuss and find the meaning of the phrases and sentences.
- Ss work in groups. 
- T asks Ss to give out the answers
- T gives feedback
AC2. These words are taken from the conversation. Tick (√) the correct explanation for each word.
- Have Ss work independently to choose the correct option A or B for each question. 
- T asks Ss give their choice and explain.
Have them share their answers in pairs. Check as a class.
AC3. Work in groups. These pictures represent some visions of the future. Discuss what they may mean. 
- Ss work in groups of four or five.
- Have them present their ideas to the class.
4. Production.(5’)
AC4. GAME.
- Guide the way to play a game .
- This game can be done in two teams.
5. Home work.(3’)
- Prepare the new words
- Prepare the new lesson: A closer look1
- Work in groups to discuss about the roles of these people will change in the future. 
 *. New words.
- facilitator | fə.s.l.te.tə |
- breadwinner | bre.dw.nə |
- barren | bæ.rən |
*. Practice.
AC1. Listen and read.
a. Tick (√) the person who has this idea.
Key: 1. Phong 2. Mai 3. Phong 4. Nguyen 5. Mai 
b. Answer the questions.
1. It’s for people to share their vision of the future.
2. Some Ss from Oak Tree School in Happy Valley.
3. He says that learning will also take place outside school.
4. It will give them a sense of participation and of being part of society.
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.
1. after the year 2030.
2. ideas about what life will be like in the future.
3. Both housework and paid work are worthy of respect.
4. I love being with my father.
AC2. These words are taken from the conversation. Tick (√) the correct explanation for each word.
1. B 2. A 3. B 
AC3. Work in groups. These pictures represent some visions of the future. Discuss what they may mean. 
1. Cars powered by solar energy will be common.
2. People will live in houses in the sky.
3. People will be able to talk with their pets.
4. Robots will be doing the housework.
AC4. GAME.
Make two big groups. One group names a service. The other group gives their vision of that service in the future. Take turns to do this. The group with the most predictions wins.
Planning : / 4/ 2019
Teaching : / 4 /2019 
Unit 11- Changing roles in society 
 PERIOD: 87 A closer look 1 
I. Objectives.
- By the end of the lesson, Ss will be able to:
+/ Using the lexical items related to changging roles in society.
+/ Newwords: facilitate, applicant 
+/ Pronounce : Agreeing and disagreeing tones.
+/ Skills: Speaking and Listening.
II. Teaching aids.
- Teacher: Extra boards
- Students: Prepare the new words, practice pronouncing these words.
III. Procedures.
 Teacher's and students’ activities
 Content
1. Organization (1’)
2. Check old lesson: (3’)
- Ask 1-2 Ss to ask and answer the questions from activity 1b
Other Ss remark and share ideas.
 3. New lesson.
* Warm up. (5’)
To lead the new lesson
 - T asks Ss to work in group 
 - T asks one St to go to the board and write the newwords.
- T checks the meaning and the pronunciation of these words from Ss.
- Then ask Ss to practice the newwords.
I-/ VOCABULARY: (23’)
1.Complete the table with appropriate words .
- SS to complete the word table.
- SS do individually and then compare their answers with a partner.
- Have Ss work individually(one student goes to the board and write the answers on the board). T corrects with the whole class.
-SS work individually and then share their answers with a partner.
2. Use the words in the table in 1 to complete the sentences.
-SS work in pairs 
- Ask them to determine the form of the word which is missing from eacg sentence first,
- Allow them to share their answers before checking with the whole class. 
- T checks the answers with the class.
3.Choose the correct answer A<B<C which is closest in meaning to the understand word/ phrase in the sentences.
 Have Ss work individually(one student goes to the board and write the answers on the board). T corrects with the whole class.
4.Complete the sentences with phrases formed with” sence of”
Have Ss work individually(one student goes to the board and write the answers on the board). T corrects with the whole class.
II- Pronunciation: (6’)
Agreeing and disagreeing tones
-Ask them to read the remember box.
5 . listen carefully and tick the correct box. Then listen again and repeat.
-Ask SS to read the phrases in the table .
-Have Ss work individually.
-Ask them to read the conversation carefully and refer to th remember box as they do the exercise.
-Play the recording and ask Ss to listen and repeat the sentences , 
- Then compare their answers with a partner. 
4. Production. (5’)
6.Mark Mike’s sentences with falling (afreeing) or rising (disagreeing ) arrows. Then Listen and check.
- Ss practise the mini-talk in pairs.
- Students go to the board and write the answers.
- T checks with the whole class.
5. Homework: (3’)
- Learn by heart the new words.
- Prepare the new lesson: A closer look 2 
*/ Brainstorming
verbs
noun
Noun 
( person)
invent
invention
inventor
*/ Newwords.
- facilitate
- applicant 
I-/ VOCABULARY
1.Complete the table with appropriate words .
Key: 
verbs
noun
Noun 
( person)
Attend
facilitate
provide
develop
interview
evaluate
participate
Attendance
facility
provision
development 
interviews
evaluation
participation
Attendant
facilitator
provider
developer
interviewer
evaluator
participant
2. Use the words in the table in 1 to complete the sentences.
*/ Key: 1. Attend 2.facilitate
3 provider 4. Developed 5. interviews
6. evaluation 7. Participation 8. apply
3.Choose the correct answer A<B<C which is closest in meaning to the understand word/ phrase in the sentences.
1- B 2-C 3-A 4- B 5- A
4.Complete the sentences with phrases formed with” sence of”
1. sence of direction
2. sence of humour
3. sence of time
4. sence of responsibility
5. sence of style
II- Pronunciation
Agreeing and disagreeing tones.
5 . listen carefully and tick the correct box. Then listen again and repeat.
6.Mark Mike’s sentences with falling (afreeing) or rising (disagreeing ) arrows. Then Listen and check.
Planning : 1 /4- 2019
Teaching : 4 / 4 /2019 
Unit 11- Changing roles in society 
PERIOD: 88 - A closer look 2
I. Objectives.
 - By the end of this lesson, students will be able to : 
+/ Use the grammar : Review Future pasive.
 +/ Ss know how to use Non-defining clauses. 
+/ New words: academic, flyover, vote, basement, slippery, demolish, assess.
+/ Skills : Practice doing exercises .
II. Teaching aids.
- Teacher: Auxili ary boards.
- Students: Prepare the new words , practice pronouncing these words.
III. Procedures.
Teacher’s and students’ activities
Contents
1. Organization (1’)
2. Check old lesson: (3’)
- Ask 1-2 Ss to write some verbs and change them into some nouns and nouns of person.
Other Ss remark and share ideas.
 3. New lesson.
* Warm up.(2’)
- T asks Ss to chat about the men’s roles 
* Activity 1: New words.(5’)
- Pre-teach New words.
- T asks one St to go to the board and write the newwords.
- T checks the meaning and the pronunciation of these words from Ss.
- Then ask Ss to practice the newwords.
* Activity 2. Grammar.(10’)
- T may help Ss understand how to use Non-defining clause..
* Activity 3. Practice (16’) 
- Have Ss work individually and check with another student. Finally, T checks Ss’ answers with the whole class.
- T guides the way to do and ask Ss to do this exercise individually , then share with their partner.
- T asks 3Ss to go to the board and do.
- T chechs with the whole class.
- T asks Ss to work individually, then exchange their answers with a partner.
- Student gives her/ his sentence, T listen and corrects if she/ he do wrongly.
4. Production. (5’)
- Have Ss work individually . Then check as a class.
- Call one student goes to the board and do, the others do this exercise into their notebooks.
- Check with the whole class.
5. Home work.(3’)
- Learn the newwords.
- Prepare the new lesson: Communication: Read the tasks and find out the newwords
*/ Chatting about the men’s roles in the family.
I. New words.
- academic | æk.ə.de.mɪk |
- flyover | flaɪəʊ.və | 
- vote | vəʊt |
- basement | beɪ.smənt |
- slippery | slɪ.pə.ri |
- demolish | dɪ.mɒ.lɪʃ |
- assess | ə.ses |
II. Grammar.
Review: Future passive
S+ will be+ PII+ ... by O
This house will be painted tomorrow.
*/ Non-defining clause.
London( definite noun), which lies on the River Thames, is the capital of England.
1. Choose the future active or passive to complete the sentences.
1. A 2. B 3. B 4. A 5. A 6. B
2. Rewrite the sentences without changing their original meanings. 
1. Class will also be held in places like restaurants or supermarkets.
2. The school’s curriculum will constantly be tailored to meet changes in society.
...
3. Put a comma/commas where necessary in the sentences.
1. Minh told me about his new job, which he’s enjoying very much.
2. The Board of Directors are usually those who get the most votes.
...
5. Combine two sentences into one. Use the sentence in brackets to make a non-defining relative clause.
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 War, which lasted from 1939 to 1945, destroyed hundreds of cities in Europe.
...
Planning : 4- 4- 2018
Teaching : 7 / 4 /2018 
Unit 11- Changing roles in society 
PERIOD: 89- Communication
I. Objectives: By the end of the lesson, Ss will be able to:
- Talk about the changing roles of schools.
- Ss must work in groups, read the introduction to the Just imagine! Forum. Discuss and take notes of Ss’ own predictions. 
- Help Ss understand about Just imagine. 
*/ Newwords: hand-on, launch, contribute, demand.
*/ Skills: Speaking.
II. Preparation
- Teacher: Auxiliary boards 
- Students: Prepare the new words, practice pronouncing these words
III. Procedures
Teacher’s and students’ activities
Content
1. Organization (1’)
2. Check old lesson: (3’)
- Ask 1-2 Ss to Combine two sentences into one. Use the sentence in brackets to make a non-defining relative clause. (activity 5- A closer look 2)
* Warm up: To introduce the new lesson (3’)
3. New lesson. (29’)
* Activity 1. New words.
- Give the new words and ask Ss to give the meaning of new words.
- Help Ss understand the meanings of the words in Extra vocabulay by using pics.
- T asks Ss to practice the new words.
* Activity 2. Practice.
- Have Ss work in groups to discuss and take notes of their own predictions.
- Have Ss read the posts individually as quickly as possible. 
- Then refer to their predictions in 1a and see if there are any similarities.
- Ss work in groups to work out their meaning, based on the context.
- Check the answers as a class.
- Have Ss work in groups.
- Ask them to read each post in 1b carefully and choose the most relevant response (1-4) for it.
- Check as a class.
4. Production. (5’)
- Have Ss discuss in groups.
- They can refer back to the posts in 1b.
- Ask Ss to note down all the changes they see in the posts.
- Tell them to support their answers with reasons.
5. Homework.(3’)
 - Guide them to learn at home and do exercises in workbooks.
- Prepare newwords in the skills 1.
*/ Chatting:
- Discuss about “ The roles of schools in the future”.
I. New words.
- hand-on| hænd ɒn |(a) thực hành, thực tế
- tailoring (v) biến đổi theo nhu cầu
- individually- oriented (a) có xu hướng cá nhân
- responstive (a) phản ứng nhanh nhạy
II. Practice.
1a. Work in groups. Read the introduction to the Just imagine forum. Discuss and take notes of your own predictions.
 ( Base on the Ss’ own knowlegde)
1b. Read the predictions which have been posted and see if any are similar to yours.
2. Work in groups. Look at the coloured words/ phrases in the posts. Then discuss and find their meanings from the context.
1. real; practical
2. focussed on a particular person; customised
3. a person who judges another person’s performance
4. reacting quickly and positively; showing interest in something.
5. making the necessary changes to something to make it fit a person or situation.
3. Which response (1-4) is most relevant to each of posts in 1b?
Post 22: 4 Post 51: 3
Post 76: 1 Post 101: 2
4. WHAT DO YOU THINK?
Discuss in groups. Support your answers with specific reasons and examples.
What do you think?
Which change in the roles of schools in the Just imagine! Forum...
1. are you most interested in?
2. do you find most unlikely to happen?
3. are you sure will be coming soon?
4. will involve the participation of the whole society?
Planning : 5- 4- 2019
Teaching : 8 / 4 /2019 
Unit 11- Changing roles in society 
PERIOD:90 -Skills 1
I. Objectives.
 By the end of the lesson, Ss will be able to:
- Reading for specific information about changing roles of women in society and its effects.
- Talking about roles in the future.
*/ Newwords: involvement,dramatic,financial, burden, dominant, demand
- consequently
*/ Skills: Reading and Speaking.
II. Preparation
- Teacher: Auxiliary boards 
- Students: Prepare the new words, practice pronouncing these words
III. Procedures
Teacher’s and students’ activities
Content
1. Organization (1’)
2. Check old lesson: (3’)
- Ask some Ss to retell the roles of schools in the Just imagine! 
- Other gives some comments
3. New lesson.
*. Warm up: (7’)
- T guides the way to make brainstorm.
Change to come
* New words.
- Introduce the content of the passage.
- Give the newwords and ask Ss to give the meaning of new words.
* Activity 1: Reading; (16’
- Have SS discuss each of the questions in groups 
- Let the Ss practice reading new words.
 -Have Ss work individually 
- Ask them to guess the meaning of these words/ phrases through the context.
- Then let them do the matching exercise .
- Checks Ss’ answers as a class. 
- Ask Ss to show where the information for each answer appears.
- Ss work in pairs, and the teacher can go round the class to help the weak Ss.
* Activity2: Speaking (10’)
-Have Ss work individually 
- Ss work in groups 
- T moves around the class and helps any group which they need the help.
4. Production.(5’)
- Ss work in groups 
- T moves around the class and helps any group which they need the help.
- T lets them show their best ideas before the class.
5. Homework. (3’)
 - Prepare newwords in the skills 2: Read and find out the newwords, do exercises given.
*/ Give the name of temples or churches you know.
Change to come 
I. New words.
- involvement (n) sự dính dáng/ tâm trí bị thu hút
- dramatic (a) đột ngột gây cảm xúc mạnh mẽ
- financial (a) thuộc về tài chính
- burden (n) gánh nặng
- dominant (v) thống trị, bao quát, vượt cao hơn cả
- demand (v) đòi hỏi/ yêu cầu
- consequently(a) vì vậy
A/ Reading
1. Discuss in groups.
( The content at page 65)
2.a Read the passage and match the underlined words/ phrases in the passage with their definitions.
Key: 
1.D 2. E 3. B 4. F
5. A 6. C 
2.b Read the passage and answer the questions.
1. The ever increasing involvement of women in education and employment
2. The socio – economic picture of these countries.
3. their financial burden will be reduced.However they will no longer be the dominant figures and will learn to share decision- making and house work 
4. They will learn to be more independent
5. the service
6 it will develope
B/ Speaking
3.a Here are some prediction about changing roles of males and females in the future.Tick the one (s) you agree with.
3.b Work in groups.Share the predictions you agree with in 3a in the group. Discuss if you agree with others choices. Give reasons and examples to support your opinions. 
Example:
1.Supermarket will sell more convennience foods.
2.There will be more beauty salons.
3. Tutoring centres will grow.
Planning : 8- 4- 2019
Teaching : 11 / 4 /2019 
Unit 11- Changing roles in society 
PERIOD:91 -Skills 2
I. Objectives: By the end of this lesson, students will be able to:
• listen for specific information about the changes that women in Kenya are going through.
• write about the roles of teenagers in the future
II . Teaching aids: sub -board, pictures, cassette 
III. Procedures: 
Teacher’s and students’ activities
Content
1. Organization (1’)
2. Check old lesson: (3’)
- Ask some Ss to retell some prediction about changing roles of males and females in the future. 
- Other gives some comments
3. New lesson.
*. Warm up: (7’)
I- Listening:
* Activity 1: Look at the maps. Where is Kenya located?... 
Ask Ss to look at the maps and work in groups to locate Kenya on the larger Africa map. If Ss are having problems, suggest they focus on the shape of the country. (Kenya is in the east of Africa, about halfway up the map). Ask them to share any information they know about this country. If they know nothing about
Kenya, T can come back to this question after Ss have done the listening exercises.
* Activity 2: Listen and decide if the statements are True or False. (6’)	
Have Ss read the statements first. For a class which knows more about Kenya, encourage them to make a guess if a statement is true or false before they actually do the listening.
The audio recording for this section has two parts. T plays both parts of the recording for the class now. Ss listen and tick (√) the answers. Check the answers as a class.
Activity 3:	Listen to part 2 again and fill the blanks with the correct information.(7’)
Play part 2 of the recording again. Ss listen and do activity 3. Ss can exchange their answers. Write the correct answers on the board.
II- WRITING: 
Activity 4: Work in groups. How do you think the roles of teenagers in the future. Brainstorm and make a list of possible changes. (8’)
Have Ss work in groups