Giáo án tiếng Anh lớp 9 Tuần 33 sách mới

Unit 11: CHANGING ROLES IN SOCIETY

Lesson 7: LOOKING BACK AND PROJECT

T’s & Ss’ activities

Contents

Activity 1

-T has ss complete the sentences with the words in the box.

Activity 2

-Ss use the words in their correct forms to complete the sentences.

Activity 3

-T has ss choose the correct answer A, B, C, or D to complete the sentences.

Activity 4

-Ss use the correct form of the relative clause to combine the two sentences into one.

Activity 5

- Match each prediction with two responses. Then practise saying them in pairs.

Homework

T has ss prepare: unit 12_Getting started.

Vocabulary

1-

Key:

1. male-dominated 2. individually-oriented 3. hands-on 4. responsive to

5.financially 6. facilitators

2-

Key:

1. supports 2. provider

3. predicting 4. tailored

5. evaluate 6. witnesses

Grammar

3-

Key: 1. C 2. A 3. B 4. B 5. C 6. D

4-

Key:

1. Many tourists visit Liverpool, which is the home of The Beatles.

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.

Communication

Review 4: UNIT 10 – 11 – 12

Lesson 1 - LANGUAGE

Teacher’s and students’ activities

Content

Pronunciation

Activity 1:

Review the rule of tones (high or rising tones to check information, to indicate items in a list, to disagree with someone or for emphasis and low or falling tones to indicate that a list is finished, to agree with someone, and with Wh-questions) with Ss. Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones. Play the recording. Ss listen and check the answers. Confirm their answers as a class. Ss then listen again and repeat, in chorus and individually.

Activity 2:

Have Ss work in pairs to draw rising or falling arrows to illustrate the correct tones. Ask them to practice saying the conversation. Play the recording for Ss to check their answers. Check the answers as a class. Have some pairs practise saying the conversation in front of the class.

Vocabulary
Activity 3:

Make sure Ss understand the meanings of the verbs provided. Then have them complete the exercise individually. Call on some Ss to write their answers on the board. Confirm the correct answers.

Activity 4:

Check if Ss remember the meaning of the phrases. Ensure all the phrases are understood before moving on. Then have them work in pairs to complete the sentences. Check the answers as a class.

Grammar

Activity 5:

This exercise revises the use of V + to-infinitive and V + V-ing forms. Have a brief revision session with Ss if necessary. Then have Ss work individually. Ss exchange their answers. Finally, check the answers as a class..

Activity 6:

Have Ss write the sentences individually on a piece of paper. Ask Ss to swap their answers with a partner. Allow Ss time to discuss if there is any difference between their answers. Check the sentences as a class.

Everyday English

Activity 7:

Have Ss read the phrases and sentences carefully. Check that Ss understand the meaning of the phrases before moving on. Then Ss do this exercise in pairs. Correct their answers and ask some pairs to act out the short dialogues.

1. facilitators 2. development(s) 3. training 4. launch

5. experienced 6. attendance

7. evaluators 8. participants

1. work flexitime

2. sense of direction

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

1. eating 2. to play

3. to work/working 4. to be
5. doing 6. to share

7. floating 8. checking

1. My grandfather, who has been retired for ten years now, used to be an astronaut.
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.

1. No worries

2. I am not so sure about that

3. That’s not entirely true
4. Cool

5. Sounds interesting

Review 1: UNIT 10 – 11 – 12

Lesson 2 - SKILLS

Teacher’s and students’ activities

Content

Reading

Activity 1:

a. Have Ss work individually to skim-read the text to match the headings with the correct paragraphs. They can compare their answers with a partner. Check answers as a class.

b. Ask Ss to read the text again carefully to decide whether the statements are true (T) or false (F). Tell them that they can underline the sentences that have clues for their answers. Have Ss compare their answers with a partner. Check the answers as a class. Ask Ss to explain the reasons why an answer is false.

Speaking

Activity 2:
This is an open speaking exercise. Allow Ss time to get some ideas from Unit 10 to 12, or to come up with some ideas of their own. Ss can work in groups. Have some Ss/groups come to the front to present their own choice and their reasons for the choice.

Listening

Activity 3:

a Firstly, ask Ss to read the questions carefully. Then play the recording. Ss listen and answer the questions.
Ask some Ss to give their answers. Write Ss’ answers on the board.

b Have Ss read the sentences carefully and try to complete them without listening to the recording again.
Do not confirm any answers at this stage. Tell Ss that they are going to listen a second time to check the
answers for the questions in 3a and b. Play the recording. Ask some Ss to give answers. Let Ss listen a
third time if necessary to check their answers. Confirm the correct answers as a class.

Writing

Activity 4:

Have Ss work in pairs to discuss the question. Ask the pairs to brainstorm an outline of the main reasons why they think their chosen job will be the most popular. Have pairs do the writing together. T may read aloud one piece of writing and ask other Ss to comment. T may also collect some of the Ss’ paragraphs to correct at home.

1. C

2. A

3. D

4. B

1. T

2. F

3. F

4. F

5. T

1. a hotel receptionist

2. two weeks

1. sociable

2. dealing with

3. telephone manner

4. experience

5. night shifts

I think one of the most popular jobs in the future can be astronaut, the ‘driver’ of expensive spacecrafts. The first reason is many people are dreaming of flying into the space and are willing to pay for such ‘ trips’ if the costs are not as high as they are now. In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys. This also means the demand for spacecraft drivers will be increasing. Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher. Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth. In
short, because of the increasing demand for space travelling, the opportunities to earn money, and the
interesting nature of the job, this job will likely be a favourite job for many people in very near future.