Giáo án Tiếng Anh 9 (Thí điểm) - Unit 11 - Năm học 2015-2016 - Đinh Thị Phương

Week 30
Period 87
UNIT 11 : CHANGING ROLES IN SOCIETY 
Lesson 1: Getting started
Writing date: 22/ 03/ 2016
Teaching date: 28/ 3/ 2016
A. Objectives:
	By the end of the lesson, students can:
	- use the lexical items related to changing roles in society.
	- listen and read the conversation about the role of teacher and father in the future for specific information. 
1. Language content
	- Vocabulary: lexical items related to changing roles in society
	- Grammar: simple future
2. Skills:
- Practicing skills.
3.Attitudes:
- SS are encouraged to love exploring the changing roles in society. 
 4.Competences:
- Co-operation
- Self- study
- know some lexical items related to changing roles in society.
 B. Preparation:
	- Materials: Ss’ books, text books, Audio-visual aids
- Method: T- WC, group work, individual work
C. Procedures:
Teacher and Students' activities
Content
Warm up: Chatting
? List some groups of people and their roles in society. 
? Do you think the roles of these people they will change.
? Discuss in groups of four and write down your opinions.
- Ask Ss to give explanations for their opinions.
Changing the roles in society:
* Suggested examples:
Groups of people
Present roles in society
Changes in the future
teacher
information provider
facilitator
housewives
do all the chore
control the domestic robots
.....
I. New words
 - Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
- Repeat in chorus and individually
- Copy all the words
I. New words
- drastically
(adv):
mạnh mẽ, quyết liệt
- externally
(adv):
bên ngoài
- facilitate
(v):
tạo điều kiện dễ dàng, điều phối
II. Listen and read 
* Getting started
? Look at the title of the conversation and the picture. 
? What do you think the guests at the beyond 2030 forum are talking about.
? What does the title 'Into the future' mean to you?
II. Listen and read
1.a. Grid and form (activity 1a P60)
? Look through the table.
- Play the recording and have Ss follow along.
? Work independently. Encourage them to do the exercise without looking back the conversation. After that, allow Ss to share answers. Check their answers as a class.
1.a. Grid and form (activity 1a P60)
1. Phong	
2. Mai	 
3. Phong	
4. Nguyen	
5. Mai
1.b. Answer the questions (activity 1b P60) 
? Run through the questions. underline the key worlds in each questions (e.g. purpose in 1, who in 2).
? First, answer the questions without reading the dialogue again.
? Exchange your answer with your partner.
? Read the dialogue again and check.
1.b. Answer the questions (activity 1b P60) 
1. It's for people to share their vision of the future.
2. Some students from Oak Tree School in Happy Valley.
3. He says that learning wlii also take place outside school.
4. It will give them a sensr of participation and of being part of society.
5. No, he won't. He may still go to work.
6. No, he doesn't.
1.c. Find the meaning of the phrases and sentences (activity 1c P60)
? Work in groups of four or five. 
? Find the phrases/sentences in the conversation. 
? Look at the context around where these phrases/sentences appear and elicit their meanings. 
- Correct the answers as a class.
1.c. Find the meaning of the phrases and sentences (activity 1c P60)
1. after the year 2030
2. ideas about what life will be like in the future.
3. Both housework and paid work are worth of respect.
4. I love being with my father.
2. Tick the correct explanation for each word (activity 2 P60)
? Work independently to choose the correct option A or B for each questions. 
? Share your answers in pairs. 
- Check as a class.
2. Tick the correct explanation for each word (activity 2 P60)
1.B	
2.A	
3.B
III. Practice 
1. Discussion (activity 3 P60)
? Work in groups of four or five. 
? Look at the pictures and guess what future visions the pictures represent. 
- Encourage them to come up with as many predictions as possible.
? Present your ideas to the class.
III. Practice 
3. Discussion (activity 3 P60)
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.
5. Trains will be running as fast as 300km/h
6. Land will become barren.
2. Game (activity 4 P60)
- Divide the class into two teams. One team names a service and the other team says what they think the service will be like in the future. Try to give every student a go, not just the most advanced ones in the class.
2. Game (activity 4 P60)
Example:
Group A: Hospitals!
Group B: Operations will be performed by robots!
IV. Consolidation
? Recall some visions of the future
V. Homework 
? Learn by heart new words
? Do exercises B1-2 P41 (workbook)
 Prepare: Unit 11: A closer look 1
IV. Homework
Learn by heart new words
Do exercises B1-2 P41 (workbook)
Prepare: Unit 11: A closer look 1
Week 30
Period 88
UNIT 11 : CHANGING ROLES IN SOCIETY 
 Lesson 2: A closer look 1
Writing date: 23/ 3/ 2016
Teaching date:31/ 3/ 2016
A. Objectives:
	By the end of the lesson, students can:
	- use the lexical items related to changing roles in society.
1. Language content
- Vocabulary: use the lexical items related to changing roles in society.
- Pronunciation: identify the rising or falling tones in agreement and disagreement sentences correctly
2. Skills:
- Practicing skills.
3.Attitudes:
- SS are encouraged to love exploring the changing roles in society.
 4.Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- improve their pronunciation..
B. Preparation:
	- Materials: Ss’ books, text books, audio-visual aidsids
	- Method: T- WC, group work, individual work
C. Procedures:
I. Warm up
- Check the new words: 
One ss comes to the board and read the definition, the whole class say the correct word.
II. New lesson
Vocabulary
1. Ask Ss to complete the world table individually or in pair. Then allow them to share their answers with a partner/another pair. Check as a class.
Note: Ss might have difficulty with the from form of the words. T may allow them to use a dictionary.
Key:
Verb
Noun
Noun (person)
attend
attendae
attendant
facilitate
facility
facilitator
provide
provision
provider
develop
development
developer
interview
interview
interviewer/interviewee
evaluate
evaluation
evaluator
participate
participation
participant
2. This is quite a demanding exercise. Let Ss work in pairs. Ask them to determine the from of the world which is missing from each sentence first. Then ask them to read the whole sentence carefully and determine the meaning of the missing work. After that, they choose the correct word. Allow Ss to share their answers with other pairs. Check the answers as a class.
Key:
1. attend	2. facilitate	3. provider	4. developed
5. interviews	6. evaluation	7. participation	8. apply
3. Have Ss work individually. Ask Ss to use the context of each sentence as guidance. Once they have complete the exercise, they can exchande their answers with a partner. Check the answers as a class.
To make sure that Ss understand the meaning of these worlds/phrases, ask for volunteers, or select Ss, to make new sentences using them. Or T can check by asking questions like.
'Can you name some countries which you think are male - dominated?'
'Do you always study in a traditional classroom?'
Key:	1.B 2.C 3.A 4 .B 5.A
4. Before Ss do the task, ask them to read the REMEMBER box. Ask Ss to read the prases in the table. Make sure they understand the meanings of by giving epuivalents in Vietnamese. Have Ss then comlpete all the sentences. Confirm the correct answers as a class.
1. sense of direction	2.sense of homour	3. sense of time
4. sense of responsibility	5. sense of style
Pronunciation
Agreeing and disagreeing tones
Use the REMEMBER! box to instruct how the rising and falling tones are used when you want to show your agreement or disagreement with some idea or opinion. Write the examples in the box on the board and have the whole class practise them. Make sure that Ss understand the rules before they do the exercises.
5. Have Ss listen to the recording and tick the correct column each questions. Then let them listen again and have them repeat the sentences with a focus on the tones.
Key + Audio script	
	1. No one can deny it ?	4. You will be cooking
	2. All of us can see your point	5. Well, you may be right
	3. We will help him with the money.
6.Have Ss work individually. Ask them to read the conversation carefully and to the REMEMBER! box as they do the exercise. Then play the recording. Ss listen, check, and say the sentences. Call on some Ss to say the sentences individually.
	Key + Audio script:
	Laura: We have to educate the public about wildlife.
	Mide: Yes, that's important
	Laura: And we must act to save endangered species.
	Mike: That helps.
	Laura: Keeping wild animals in zoos can help protect them.
	Mike: That's an timportant point...
	Laura: Zoos can make money for their conservation programes through charging entrance fees.
Mike: Umm, yes, I suppose so.
- Ss complete the world table individually. Then share their answers with a partner
- Ss work in pairs to determine the form of the world which is missing from each sentence first. Then read the whole sentence carefully and determine the meaning of the missing work. After that, they choose the correct word.
- share their answers with other pairs.
- Ss work individually, use the context of each sentence as guidance. Once they have complete the exercise, they can exchange their answers with a partner
- Ss read the REMEMBER box and read the prases in the table.
- Ss then comlpete all the sentences
- Ss listen to the recording and tick the correct column each questions. Then listen again and repeat the sentences with a focus on the tones.
- Ss work individually,read the conversation carefully and ,the REMEMBER! box as they do the exercise. Then listen, check, and say the sentences.
III. Homework.
- Do exercises n workbook
- Revise: Past simple and past perfect.
Week 30
Period 89
UNIT 11: Changing roles in society
 Lesson 3: A closer look 2
Writing date:23/ 3/ 2016
Teaching date: 01/ 4/ 2016
A.Objectives:
 By the end of the lesson, students will be able to use:
recognise non - defining relative clauses and use them correctly
use the future passive correctly
 1. Language content
- Grammar: non - defining relative clauses, future passive correctly
- Vocabulary: words related to changing roles in society
2. Skills:
- Practising skills.
3.Attitudes:
- Ss are interested in using non - defining relative clauses, future passive 
4. Competences
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about changing roles in society
B.Preparation:
- Teacher: Textbook, workbook , teaching plan
- Students : Textbooks, workbooks, notebooks.
C. Procedure:
 Teacher’s activities Students’ activiteis
I. Warm up : 
- Check up old lesson
- Ss - T 
II. Grammar 
Future passive: review
Before doing the exercise, T may write the two example sentences using the future active and passive on the board. Let Ss work out the difference between the two sentences. This reminder should help Ss to complete exercise.
Example:	
1. They will build a new bridge here	
2. A new bridge will be built here.
 1. Ask Ss to work individually. They then share their answers with a partner. Check the answers as a class.
Key:	1.A	2.B	3.B	4.A	5.A	6.B
2. Have Ss work individually. Ask them to exchange their answers on the board. T corrects if needed.
Note: For Ss who are weak at this kind of exercise, ask them to underline the verb phrases in the original sentences which will have to be changed. Then ask them to change the sentences into future passive first, before completing the rest of the sentences.
Key:
1. Classes 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. Student's academic performance will not be evaluated through exams only.
4. Not all the decisions in the family will be made by men.
5. Women will be freed from most housework by high technology.
6. More flowers will be built to reduce traffic in the city.
Non-Defining relative clauses
3. work with on the REMEMBER! box first. Write the examples in the box the board as you explain the rules. Ensure that Ss understand the rule before beginning the exercise. T may keep the examples on the board while Ss are doing the exercises. 
Ask Ss to work individually. They can then exchange their answers with partner. Elicit the answers from Ss and correct them if necessary. Ask Ss explain their answers to check their understanding of the rule.
Key:
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.
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 world.
6. Jane refused a position which would be a dream job for many of her peers.
4. Before this exercise, remind Ss that only non - defining relative clauses can be omitted. Have Ss do this exercise individually. They may refer to the rules on the board. Check the answers as a class.
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.
5. Have Ss work individually. Let Ss share their writing with partner. Check as a class, paying special attention to the commas and the relative pronouns.
Key:
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 buil over two hundred years ago.
- Listen and take notes
- Ss work individually
Ss work individually, then exchange their answers on the board.
- Ss work individually. They can then exchange their answers with partner.
- Ss explain their answers to check their understanding of the rule
- Ss do this exercise individually.
Ss do this exercise individually.
IV. Consolidation 
? Retell future passive and relative clause
.V. Homework 
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 11: Communication
- Answer teacher's questions.
- Take note
Week 31
Period 90
Unit 11: CHANGING ROLES IN SOCIETY
Lesson 4: Communication
Writing date: 29/ 3/ 2016
Teaching date: 04/ 4/ 2016
A/Objectives:
By the end of the lesson, Ss will be able to 
- Describe the changing roles of schools
1. Language content
- Use the lexical items related to changing roles in society.
- Identify the rising or falling tones in agreement and disagreement sentences correctly
- Recognise non - defining relative clauses and use them correctly
- Use the future passive correctly
2. Skills:
- Practising skills.
3.Attitudes:
Ss are interested in the changing roles of schools
4. Competences:
- Co-operation
- Self- study
- Using language to talk about changing roles of schools
B/Preparation:
- Materials: text books, posters, computer, projector
- Method: T- WC, group work, individual work
C/ Procedures:
Teacher’s activities
Students’ activities
I. Warm up:
1.a. Start this session by writing 'The roles of schools in the future' on board. 
Ask Ss to read the introduction to the Just imagine! forum. 
Lead Ss through a discussion about how they think the roles of school will change in the future. 
Encourage Ss to be imaginative and come up with lots of ideas. There are no wrong answers st this stage.
b. Have Ss read the posts individually as quickly as possible. Then refer to their predictions in 	1a	and see if there are any similarities.
2. Ask Ss to work in groups of three or four. Ask them to look for the worlds/phrases in each post in 	1b	and work out their meaning, based on the context. Check the answers as a class.
4. Have Ss discuss each of the questions in groups of four or five. They can refer back to the posts in 1b	.
Ask them to note down all the changes they see in the posts. 
Tell them to support their answers with reasons. 
Ss then share their opinions with the class. 
Give comments on groups' ideas 
15- minute test (photocopied paper)
III. Homework (2minutes)
1. Review this lesson
2. Do exercises . (Workbook).
3. Prepare lesson Skills 1
- Work in groups.
- Listen and discuss.
“The roles of school will change in the future”
- Work individually.
- Work in groups of three or four.
Suggested answers:
1. real; practical
2. focussed on a particular person; customised
3. a person who judges another person's performace
4. reacting quickly and positively; showing interest in something
5. making the necessary changes to something to make it if a person or situation.
3. Have Ss work in groups. Ask them to read each post in 	1b carefully and choose the most relevant response (1-4) for it. Chek as a class.
Key:	Post 22:	4
	Post 51:	3	
	Post 76:	1
Post	101:	2	
- Work in groups of four or five.
- Note down all the changes they see in the posts.
- Share their opinions with the class
- individual work
 Do at home
Binh Minh junior high school
Class: 9.
Full name:................................................
Written test no 4
Subject: English
Time: 15 min
Fill in each blank with who, whom, whose, which, where, when, that.
The man ____________ your mother is talking to is my English teacher.
Ha Long Bay is a beautiful spot ____________ thousands of tourists visit every year.
The students ____________are standing in front of the library is my classmates.
Hoa’s parents, ____________ are farmers, work very hard to earn their living.
The children like to play football, ____________ is very popular in our country.
These are the latest news ____________ you might want to know.
The beach ____________ the students are cleaning up the trash is a beautiful one.
The parrot ____________ can speak some words belongs to my close friend.
He is enjoys reading books ____________ are on computer science.
Mother’s Day is the day ____________ the children show their love to their mother.
Combine each pair of sentences with a relative pronoun or a relative adverb:
1) The doctor has moved to a new house. He looked after my family.
______________________________________________________________________
2) The man is my English teacher. You spoke to him in the street last night.
______________________________________________________________________
3) The books are for reference. They are on the stacks near the librarian.
______________________________________________________________________
4) Is that the car? You want to buy it.
______________________________________________________________________
5) Students will be punished. Their homework is late.
_________________________________________________
Binh Minh junior high school
Class: 9.
Full name:................................................
 key to Written test no 4
Subject: English
Time: 15 min
Fill in each blank with who, whom, whose, which, where, when, that. (5pts)
whom
which
who
who
which
that
where
which/ that
whic