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Giáo án đầy đủ từ tiết 1 đến tiết 103. Soạn ky càng, chia cột, ghi thời gian phân bổ rõ ràng. Nhiều giáo án trên diễn đàn chỉ có phần đầu, còn các giáo án khác bên dưới, ko đầy đủ và ko được trình bày đẹp. Giáo án này khắc phục được tất cả các lỗi trên. 101 tiết được thiết kế hoàn chỉnh Week: - Period: Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… REVIEW (handout acttached) Week: - Period: Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… Unit 1: LOCAL ENVIRONMENT Lesson - GETTING STARTED: A visit to a traditional craft village I OBJECTIVES: By the end of this Unit, students will be able to:  Use some vocabularies and structures to talk about traditional crafts and places of interest in an area II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Activity 1: -Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED Ask them some questions: "Who and what can you see in the picture?" "Where are they?" "What you think the people in the picture are talking about?" -Ss answer the questions as a class If they mention 'Bat Trang', elicit what they know about this village -Play the recording and have Ss follow along After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers a/.Ss work independently to find the words with the given meanings in the dialogue Allow Ss to share their answers before asking them to discuss as a class Remember to ask Ss to read out the lines in the dialogue that contain the words Quickly write the correct answers on the board -Have Ss look at the Watch out! box and quickly read the information Tell them that there are some similar expressions such as 'as far as I can remember', 'as far as I can see', or 'as far as I can tell' b/.Have Ss read the questions to make sure they understand them Ask them firstly to answer the questions without reading the dialogue again Ss exchange their answers with a classmate Now ask them to check their answers by reading the dialogue again Ask for Ss' answers Content craft set up take over artisans attraction specific region remind look round 1.They are at Phong’s grandparents’ workshop in Bat Trang It’s about 700 years old His great-grandmother did buy things for their house and make pottery Time 15’ Activity 2: -Have Ss look at the pictures Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam Ss match these handicrafts with the pictures Ss compare their answers in pairs before giving their answers to T: Activity 3: -Tell Ss to complete the sentences with the words/phrases in The complete sentences will give Ss information about the places where the handicrafts are made Call on two Ss to write their answers on the board Confirm the correct answers -If time allows, T may organise a short activity to check Ss' shortterm memory Have -Ss close their books Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made Ss can also be asked to share any other places that produce these handicrafts Activity 4: a/Ss work in pairs to the quiz The pair which has the answers the fastest is invited to read out their answers Elicit feedback from other pairs Confirm the correct answers b/Ss work in groups to write a similar quiz about places of interest Set a time limit of about five to seven minutes When time is up, ask the first group to read out a question in their quiz Ss from other groups give the answer The group confirms the correct answer The second group then reads out a question in their quiz This question should be different from the one of the first group Continue the activity until all the groups have read out all of their questions or when time is up themselves there It’s in Hue … the handicrafts remind them of a specific region 10’ A paintings B drums C marble sculptures D pottery E silk F lacquerware G conical hats H lanterns 10’ conical hat lanterns silk paintings Pottery marble sculptures park museum zoo beach beauty spot IV- HOMEWORK: 3’ -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare A CLOSER LOOK V TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 7’ Week: - Period: Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… Unit 1: LOCAL ENVIRONMENT Lesson – A CLOSER LOOK I OBJECTIVES: By the end of this Unit, students will be able to:  Use the lexical items related to traditional crafts and places of interest in an area  Say sentences with correct stress on the content words II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Activity 1: -Ss work individually to this exercise and then compare their answers with a classmate Elicit the answers from Ss and quickly write them on the board Do not confirm the correct answers at this stage Have Ss explain the meaning of each verb in English or Vietnamese Correct Ss' explanations when needed The two verbs cast and mould are quite difficult, so make sure that Ss understand them: - cast: shape hot liquid metal, etc by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct Activity 2: a/The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts Ss work in pairs to the exercise Check the answers as a class If time allows, have Ss make sentences b/ This activity will help Ss to manipulate the verbs as they are not all regular Have Ss the activity, then call two Ss to write their answers on the board Elicit feedback from other Ss Confirm the correct answers -Draw Ss' attention to the Watch out! box Ask Ss to give example sentences with the verb to make Activity 3: -Organise a competition for this activity Ss work in groups of five or six Set a time limit of five minutes T may prepare some large pieces of paper for the groups to write their answers on Ss write down as many places of interest in the word web as possible The group with the most places is the winner The winning group presents their words/phrases Other groups tick the similar words/phrases they have and add more if they can If time allows, T may ask Ss to explain why they think the places are entertaining, cultural, Content A B C D E F G Time 7’ cast carve embroider weave mould weave knit 8’ 1.b 2.d 3.e 4.a 5.f 6.c cast; cast wove; woven embroidered; embroidered knitted; knitted moulded; moulded Entertaining: cinema, theatre… Cultural: opera house, museum… Educational: library, museum… Historical: temples, craft village… 10’ educational, or historical Activity 4: Ss individually the exercise Check their answers as a class and confirm the correct ones Activity 5: a/Have Ss read the five sentences and underline the words they think are stressed Elicit answers from Ss Do not confirm the correct answers Now ask Ss to read the four questions and make sure they understand them Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct Tell them that this is actually the first question and other questions can be answered after listening Ss discuss their answers to the four questions in pairs b/Call some Ss to give the answers and give feedback Play the recording again for Ss to repeat the sentences -Have Ss read the information in the box to remember the content of the lesson Activity 6: a/Ss this exercise individually and compare their answers with a classmate b/Play the recording for Ss to check their answers and practise reading the sentences Call some Ss to give the answers and read the sentences Give correction if needed 18’ historical exercise culture handicrafts attraction traditional S1: craft, village, lies, river, bank S2: painting, embroidered S3: what, region, famous S4: drums, aren’t, made, village S5: famous, artisans, carved, table, beautifully They are: nouns, verbs, adjectives, adverbs, WH-question words, and negative auxiliaries They are: articles, prepositions, pronouns and possessive adjectives S1: Art, Museum, popular, place, interest, city S2: cinema, attract, youngsters S3: artisans, would, clay, make, traditional, pots S4: Where, like, going, weekends S5: shouldn’t, destroy, historical, buildings IV- HOMEWORK: 2’ -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare A CLOSER LOOK V TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: - Period: Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… Unit 1: LOCAL ENVIRONMENT Lesson - A CLOSER LOOK I OBJECTIVES: By the end of this Unit, students will be able to:  Write complex sentences with different dependent clauses  Use some common phrasal verbs correctly and appropriately II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Activity 1: -Ss thís exercise individually Elicit Ss’ answers Confirm the correct ones Activity 2: -Ss write the complex sentences individually and then compare them with a partner Have two Ss write their sentences on the board Each student writes two or three sentences Ask other Ss to give feedback Confirm the correct answers For a stronger class, organise a quick game One side is team A, and the other is team B One student from team A calls out a subordinator and points to one student from team B to make a sentence and vice versa Set a time limit and keep a record of the scores for the teams on the board Activity 3: -Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases Have them answer the two questions orally as a class -Have Ss read the information in the yellow grammar box Ask them to call out any phrasal verbs they know and write them on the board Have them explain the meaning of these verbs Activity 4: -Ss this exercise individually, and then compare their answers with a classmate Check Ss' answers and confirm the correct ones Activity 5: -Ss this exercise individually Elicit the answers and give correction -To prepare for the next exercise T may organise a small game for Ss to help them remember the meaning of the phrasal verbs in the yellow box and exercise The class is divided into two teams A and B Read out the meaning of Content DT DC DP DR Time 10’ DT The villagers are trying to learn English in order that they can communicate with foreign customers After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs Even though this handembroidered picture was 10’ expensive, we bought it 4.This department store is an attraction in my city because the products are of good quality 5.This is called a Chuong conical hat since it was made in Chuong village set up: start something ( a business 10’ take over: take control of something No, the individual words in the verb phrase not help with comprehension This is why they are sometimes considered difficult c g f 4.a h b e d one phrasal verb The quickest student to raise their hand will be asked to say the verb out loud If the answer is correct, the team gets one point Otherwise, call one student from the other team to give the answer Keep a record of each team's scores on the board Remember to choose about eight to ten verbs that you think are difficult for Ss Activity 6: -Have Ss quickly read the provided sentences Make sure they understand the meaning of each sentence Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson Ss write the sentences individually and then compare their answers with a classmate Call on two Ss to write their sentences on the board Other Ss and T give feedback For a less able class, T may want to model the first sentence Ss may just focus on the next two sentences After two Ss write their sentences on the board, check them carefully If there is no time left, ask Ss to finish the remaining sentences as homework face up down down passed down close down come back turned live on did 13’ Where did you find out about Disneyland Resort? When did you get up this morning? I'll look through this leaflet to see what activities are organised at this attraction They're going to bring out a guidebook to different beauty spots in Viet Nam I'm looking forward to the weekend! IV- HOMEWORK: 2’ -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare COMMUNICATION V TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: - Period: Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… Unit 1: LOCAL ENVIRONMENT Lesson - COMMUNICATION I OBJECTIVES: By the end of this Unit, students will be able to:  Plan a day out to a place of interest for their class II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Content Activity 1: -Ss read through the table Play the recording once or twice for Ss to complete the table Elicit the answers and quickly write them on the board Play the recording one more time for Ss to check their answers Confirm the correct ones Activity 2: Ss work in groups to this activity It is a good idea if T can prepare some big sheets of paper for Ss to draw the table and make notes Set a time limit of about 15 minutes for this activity Ask Ss to the following things: + choose a place of interest to visit +decide what to and make notes +decide who will present what to the class + rehearse what to say -Move around to observe and give help if necessary Inform the groups that they will have only three minutes to talk about their plan Activity 3: - Groups present their plan to the class Keep watch of the time for each group Other groups and T give feedback Vote for the best plan Green Park a.m supermarket quizzes village make Time 15’ bus own lunch team-building painting 10 p.m A DAY OUT Details 20’ Who to prepare Place Means of transport Time to set up Food Drinks Activities Time to come back IV- HOMEWORK: 5’ -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare SKILLS V TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 5’ Week: - Period: Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… Unit 1: LOCAL ENVIRONMENT Lesson 5- SKILLS I OBJECTIVES: By the end of this Unit, students will be able to:  Read for general and specific information about traditional craft village  Discuss local traditional crafts, their benefits and challenges II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Content Activity 1: -Have Ss this activity in pairs One student looks at Picture A on page 12 while the other looks at Picture Bon page 15 They ask each other questions to find out the similarities and differences between the two pictures They can focus on the colour and decoration of the hats Activity 2: -Ask Ss to read the titles in the box quickly Make sure they understand the meaning of each title Now Ss read the paragraphs and match them with the titles Ask them to compare their answers with a classmate Elicit their answers Activity 3: -Ss read the passage again to answer the questions Ss can underline parts of the text that help them with the answers Ss compare their answers before giving the answers to T Ask them to give evidence when giving the answers Speaking Activity 4: -Ask Ss to read the ideas Explain any points they are not sure about T may also have to give Ss the meaning of some words such as authenticity (the quality of being real or true) or preserve (protect) Elicit Ss' opinions as a class Ask Ss to add some more benefits and challenges -Other benefits: creating national/regional pride, helping develop tourism, helping improve local infrastructure and services, creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries Similarities: conical hat, string Differences: PictureA: light green, pictures between layers, blue string, look lighter PictureB: white, no decoration, pink string, look heavier C A B Because it is a birthplace of the conical hat in Hue It’s 12 km from Hue City It’s going to the forest to collect 20’ leaves They’re very thin It has poems and paintings of Hue between the two layers Everybody can, young or old B C B C C B Activity 5: -Ss work in groups to work out an action plan to deal with Other benefits: creating national/ Time 20’ the challenges mentioned above -It's an open activity, so there is no right or wrong answer as long as Ss can explain their points Set a time limit of about 10 minutes for this activity Move around to provide help and comments Invite some groups to present their plan T and other Ss give feedback and ask any questions Vote for the best plan -If the classroom has space, T may organise an exhibition of ideas Give each group a big piece of paper Ss discuss and write their action plan on the paper After 10 minutes, ask them to stick their plan on the wall around the classroom Ss visit at least two groups and listen to their presentations When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why regional pride, helping develop tourism, helping improve local infrastructure and services creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries IV- HOMEWORK: 5’ -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare SKILLS V TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: - Period: Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… Unit 1: LOCAL ENVIRONMENT Lesson – SKILLS I OBJECTIVES: By the end of this Unit, students will be able to:  Listen for specific information about places of interest in an area  Write an email to give information about places of interest in an area and things to there II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Content Activity 1: -Tell Ss that they are going to listen to three students talking about their places of interest Before listening, Ss look at the pictures and describe what they see in each of them Elicit answers from different Ss Ask them if they know the name of each place Quickly write these names on the board Play the recording for Ss to check their answers Activity 2: -Play the recording again for Ss to decide if the sentences are true or false If they meet any difficulty doing this, play the recording one more time Have Ss compare their answers in pairs before giving T the answers Ask for Ss' answers and write them on the board Do not confirm the correct answers yet Activity 3: -Without listening to the recording again, Ss complete the table by filling each blank with no more than three words Ss compare their answers with a classmate before giving T the answers Ask two Ss to write their answers on the board Play the recording one last time to confirm the answers for both and WRITING -Activity 4: Ss work in pairs and discuss the places of interest in their hometown/city that can be visited in one day and the activities that can be done there Remind Ss that these places of interest should be most typical and worth visiting T should move around to, give comments as there may not be enough time for checking with the whole class Activity 5: -Ss write the email, using the notes they have made Ss may also write this in groups on big pieces of paper Ss or groups exchange their descriptions to spot any mistakes Share them 10 Time 5’ A Ha Noi Botanical Garden B Bat Trang Pottery village C Viet Nam National Museum of History 10’ T T F (His friend’s relatives own it.) F (They also come from other countries.) T artefacts exploring Vietnamese culture make things paint on ceramics the hill books pigeons watching Dear Mira, It's great to know that you're coming to VietNam What a pity you can only spend one day in Ha Noi There are so many interesting places in the city, but I think within one day you should be able to visit three places The first place I 5’ 24’ Pronunciation: 25’ High tones Have Ss silently read the information and examples in the box Ask some Ss to summarise the rules and read out the examples in the box or to give their own examples Ensure that Ss have understood the ideas before proceeding Inform Ss that negative adjectives (awful, terrible) can be a- ected by tone in the same way as positive ones (excellent, brilliant) 4./ Play the recording for Ss to listen Ask them to draw arrows to illustrate Tom’s tones Play the recording again for Ss to repeat the short dialogues paying attention to the tones Call on some pairs to act out the short dialogues 5./ Have Ss work in pairs to draw arrows to show the tones before reading out Then play the recording Ask the pairs to listen and check their lines showing the tones Con rm the correct answers Ask some pairs to practise saying the pairs of dialogues Correct them if necessary IV- HOMEWORK: Do exercise in workbook Prepare A CLOSER LOOK 173 Period: 96 UNIT 12 MY FUTURE CAREER PERIOD : A CLOSER LOOK I OBJECTIVES : By the end of the lesson, Ss will be able to use the structures Verb + to-infinitive/Verb + V-ing correctly II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids :, posters, pictures III PROCEDURES: T’s & Ss’ Activities CONTENTS Grammar (9 min/ activity) Despite/In spite of: review Have Ss read the REMEMBER!box, then Key: loving maths studying hard ask one or two Ss to summarise the rules T 3.laziness being short poor health can write the example sentences on the board Ask Ss to give further examples Make it clear to Ss that these expressions can be used interchangeably They both work with all the forms: before a noun, a noun phrase, or an -ingform 1./ Ask Ss to work individually to ll in the gaps Check the answers as a class Verb + to-in- nitive/Verb + V-ing Ask Ss to read the bubble quoted from the GETTING STARTEDconversation, then have them read the structures and examples in the grammar box carefully Help them with the meanings of the verbs if necessary Divide the board into four columns Write Verb + to-in- nitive, Verb + V-ing, Verb + to-in- nitive/V-ing with no change in meaning in each column, and a column for Verb + to infinitive/V-ing with change in meaning Ask four Ss to come to the board to write the verbs mentioned in the grammar box in the appropriate column Ask other Ss to give examples with these verbs 2&3 Have Ss work individually Allow Ss to share their answers with a partner Then check their answers as a class T can Key: 174 remind Ss that in both these exercises more than one of the options may be correct 4./ Firstly, have Ss work in pairs to describe what is happening in the pictures Then Ss can attempt to complete the sentences using the ideas and actions from the pictures Check the answers as a class 5./ Have Ss work individually to finish the sentences Allow them to share their answers with a partner Call on some Ss to write their answers on the board Correct their answers if necessary to give 2.to pass choosing 4.taking 5.to employ to talk/talking A A C C A& C B Key: 1.to lock 2.meeting 3.to contact to send 5.working 6.talking posting 8.to answer Key: The boy nally managed to deal with his peers at the vocational school She attempted to cooperate with the others in the team to nish the work He wasn’t promoted in spite of his efforts The boss denied bullying the new employee Despite being quali ed for the job, he wasn’t accepted./Despite qualifying for the job, he wasn’t accepted IV- HOMEWORK: Do exercise in workbook Prepare COMMUNICATION 175 Period: 97: Correcting 4th 45-minute test Period 98: UNIT 12 MY FUTURE CAREER PERIOD : COMMUNICATION I OBJECTIVES: By the end of the lesson, Ss will be able to talk about choosing future jobs and reasons for these choices II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids :, posters, pictures III PROCEDURES: T’s & Ss’ Activities 10’: Before Ss open their books, ask them to work in groups to discuss the jobs they want to in the future Then tell Ss that they are going to read posts on the 4Teenwebsite from several teenagers who are talking about their future career paths Check if Ss understand the meanings of the words in the Extra vocabularybox If they not, quickly teach the words by using de nitions, synonyms, or the equivalent phrases in Vietnamese • can’t stand + V-ing: used to describe an activity or situation that you really don’t like, or find extremely unpleasant • make a bundle: earn a lot of money • burn the midnight oil: work very hard; work through the night 10’: 1./ Have Ss skim-read the posts individually and try to remember the reasons each teen gives for their choice of career Then, in pairs, Ss compare the reasons that each of them gives Then Ss can read the posts a second time more slowly for details 10’: 2./Put Ss in groups of four Tell them that they can look back at the posts and choose one post to discuss Remind them that they can use the CONTENT Sample comments on: Post from Tu: - I agree that if Tu can sing, he should enroll in a school for performing arts - Tu is right A singer can make a bundle - I can’t agree with Tu’s reason Not every singer becomes famous - I don’t think every singer can travel all over the world Post from Anh: - I totally agree with Anh that it is a meaningful job, because architects can help improve people’s lives - I can’t agree with Anh that architects work flexitime My dad is also an architect and he has to be at work at a.m every day Post from Duong: - Duong is absolutely right If he is curious 176 phrases to express agreeing or disagreeing in the box Move around to observe and provide help 10’: a./ Have Ss work in pairs Ask them to choose a couple of example careers, either from elsewhere in the unit or from ideas of their own Ss should then gure out their own reasons why they or not want the chosen careers Set a time limit of ten minutes Tell them that they can also note down several key words/phrases related to their reasons b./Ask several pairs to report their decisions and reasons to the whole class Have other Ss give comments This is an open exercise and there are no wrong answers about the natural world, that job can satisfy him in many ways - I’m sorry, I can’t agree with Duong He wants to become a physicist because he is curious about the world, but can he be sure that he is able to the job? Is he good at physics? Post from Dzung: - Exactly What Dzung says is true Student doctors have to burn the midnight oil They have to learn about everything related to their patients because their advice a- ects the patients’ lives - I totally agree with Dzung because it is very hard to work in hospitals All around you are patients waiting for your help - Hold on If everyone only thinks about the hardships, who will become doctors? Who will treat the patients, then? IV- HOMEWORK: 5’ Do exercise in workbook Prepare SKILLS 177 Period: 99 UNIT 12 MY FUTURE CAREER PERIOD : SKILLS I OBJECTIVES : By the end of the lesson, Ss will be able read for general and specific information about choosing a career II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.Teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities Reading: 20’ 1./ Ask Ss to work in pairs to discuss the questions Elicit the answers from Ss Give Ss three minutes to skim the article and compare their answers with the information from the article CONTENT Suggested answers: A job is something people to earn money A career is more than a job It is an ongoing process of learning and development of skills and experience 3.Very di- erent (A job describes what you are doing now, a career describes your job choices over your working life, with the aim of improving your quality of life.) Key: 2./Have Ss read the article to the 1.career path 2.peers ongoing exercise in pairs Ask some Ss to share alternatively 5.take into account their answers 3./Ask Ss to work individually Remind Key: 1.T F F T 5.T T them to pay attention to key words in each statement Then allow them to share their answers before checking as a class To check their understanding, ask some Ss to explain their answers Speaking: 25’ Have Ss work in groups Each group should choose one job to discuss Ideally each group would have a different job If you have more groups than jobs on the list, Ss can contribute more jobs Ask them to make notes on a small poster, using the example as a guide Set a time limit Have each group present their ideas and opinions on their chosen job to the class Once they have nished, ask the rest of the class to say whether they agree with the 178 points or not and whether they should add some other points As an extension activity, ask groups to choose another job that they didn’t work on Have Ss read the notes from the group who chose this job in Tell them to add any extra ideas their group may have Ss report their ideas to the class IV- HOMEWORK: Do exercise in exercise book Prepare SKILLS 179 Period: 100 UNIT 12 MY FUTURE CAREER PERIOD : SKILLS I.OBJECTIVES :By the end of the lesson, Ss 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 II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities CONTENT Introduction Ask Ss to say what jobs their parents Ask them if they are aware of any difficulties which their parents face when doing those jobs Listening (25’) Key: mountains of work 1: 5’ Ask Ss to work in pairs to answer the 2.work overtime Rewarding sociable questions Ask a pair to share their ideas 5.applied skills good with his with the class 2: 10’ Tell Ss that they are going to listen to a conversation between Phong and Mrs Warner, Nick’s mother, about jobs that he and his friends want to in the future Ask them to read the information in carefully Tell them to listen carefully to find out the words/phrases from the recording needed to fill in the blanks T can play the recording twice if necessary Have two Ss write their answers on the board Confirm the correct answers 10’ Have Ss work individually to underline the key words in the statements Key: T 2.T T F F 6.T and predict the answers Write their answers on the board without confirming 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 Con rm the correct answers Writing: 20’ First check that everybody understands 180 the meaning of the adjectives in the box If not, T can spend some time explaining them Set a time limit for pairs to brainstorm the ideas and the discussion Ask them to refer back to and as 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 5./ Have Ss work individually to get their ideas down on paper and check the accuracy of what they have written Give them ten minutes to write and edit their work Swap their writing with a partner for peer review, comments, and corrections Then ask Ss to write the second draft as homework IV- HOMEWORK: Do exercise in exercise book Prepare LOOKING BACK _ 181 Period: 101 UNIT 12 MY FUTURE CAREER PERIOD : LOOKING BACK & PROJECT I OBJECTIVES : By the end of the lesson, Ss will be able to review of what they have learnt in Unit 12 II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities Encourage Ss not to refer back to the unit pages Instead, they can use what they have learnt during the unit to help them the exercises Ss should record their results for each exercise to complete the self-assessment box at the end of the unit and identify areas to review Vocabulary & Grammar: 25’ For 1, 2, 3, 4, and 5, rst have Ss work independently Then they can check their answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so that they can use that information in their selfassessment CONTENT Key: 1 C D E F A B H E F A D G C B vocational dynamic empathetic academic subjects 5.took into account professional 7.burnt the midnight oil make a bundle to lock working treating 4.to get to nish reading 1.working hard →to work hard 2.promised to make →no change 3.to be →being 4.refused to attend →no change mind to burn →mind burning 6.managed getting →managed to get admitted to study →no change 8.o- er working →o- er to work 9.prefer working →preferring to work 10.agreed to take →no change Communication: 20’ 6./ Have Ss work in pairs to think of two things that are true of the job they are assigned, and one thing that is not true about the job Give them seven minutes to work together When the pairs have finished preparing, ask them to take turns to come to the front to introduce themselves and repeat the three ‘facts’ The class will together decide which ‘facts’are true, and which is untrue Finished! 182 Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice PROJECT (Homework) 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 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 ve and instruct them on what they have to Encourage them to think of a real path they might want to follow Tell them to: • give reasons for the choice • consider factors like quali cations, 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 IV- HOMEWORK: Do exercise in exercise book Prepare Review 183 Period 102 – 103: REVISION NỘI DUNG ƠN TẬP KIỂM TRA HỌC KÌ II NĂM HỌC 2016-2017 MƠN TIẾNG ANH LỚP - CHƯƠNG TRÌNH 10 NĂM I/ Kiến thức ngôn ngữ Pronunciation Quantifiers Conditional sentences type 1, Articles Relative clauses Verb forms and tenses Passive voice Adverb clauses of concession Word forms 10 Prepositions 11 Expressions 12 Question words 13 Vocabulary II/ Đọc hiểu Các đọc sách giáo khoa lớp 9, học kì II đọc khác có chủ đề, mức độ tương đương Đọc đoạn văn chọn câu trả lời (trắc nghiệm khách quan phương án lựa chọn, có 01 phương án đúng) Đọc đoạn văn hoàn thành câu trả lời III/ Viết Hoàn thành câu theo từ gợi ý Viết lại câu cho nghĩa câu không thay đổi CẤU TRÚC ĐỀ KIỂM TRA HỌC KÌ II MƠN TIẾNG ANH LỚP - CHƯƠNG TRÌNH 10 NĂM + PHẦN I: Sở GD&ĐT đề (8 điểm) - Đề kiểm tra gồm 03 kĩ năng: kiến thức ngơn ngữ, đọc hiểu, viết - Hình thức: tự luận (4 điểm) kết hợp với trắc nghiệm khách quan 04 phương án lựa chọn, có 01 phương án (16 câu, điểm) - Thời gian làm bài: 45 phút I/ Kiến thức ngôn ngữ Trắc nghiệm khách quan phương án lựa chọn, có 01 phương án Viết hình thức động từ cho ngoặc II/ Đọc hiểu Đọc đoạn văn chọn câu trả lời (trắc nghiệm khách quan phương án lựa chọn, có 01 phương án đúng) Đọc đoạn văn hoàn thành câu trả lời III/ Viết Hoàn thành câu theo từ gợi ý Viết lại câu cho nghĩa câu không thay đổi + PHẦN II: kĩ nghe nói Sở GD&ĐT giao cho đơn vị chủ động thực (2 điểm) 184 - HẾT - Giáo viên phổ biến đề cương ôn tập, cho học sinh ôn lại nội dung đề cương theo sách giáo khoa - GV yêu cầu HS chuẩn bị trước nội dung theo đề cương cho tiết sau _ SAMPLE TEST Part 1: Use of English I Write the correct form of the verbs in brackets (1, point) I will never forget (work) _ so hard to become an architect Well, I think the role of fathers (drastically/change) _ in the future He (be) _ an experienced salesman before he decided to set up his own business Which roles are women expected (play) _ in the future? II Choose the best option for each gap to complete the sentences (2 points) My cousin is university student A a B an C the D X Her mother has just bought a of bananas at the market A pinch B stick C slice D bunch There are numerous jobs in tourism and hospitality for you to choose A The sky’s the limit B Over the moon C Out of this word D Once in a blue moon He has a strong You can always rely on him A sense of a time B sense of a direction C sense of a humour D sense of a responsibility Have you ever seen Picasso’s La Guerre, is really a masterpiece? A who B they C which D that My best friend couldn’t come to the party because she was suffering from after her trip to the USA A full board B jet lag C checkout D touchdown As an _, he has many opportunities to perform in the Grand Theatre A tour guide B architect C opera singer D mechanic Choose the underlined word which has different tone from others “On his farm, his father used to have five horses, four cows, four hens, and one cat.” A B C D PART 2: READING I Read the dialogue below and decide which option (A, B, C, or D) best fits each space (2.0 points) Nick’s mum: Today we’re making a prawn salad, (1) is a favourite of mine Mi: Fantastic I love salad Nick’s mum: This salad is simple (2) delicious Here are the ingredients: prawns, celery, spring onions, mayonnaise, lemon juice, salt and pepper Nick: What should I first, Mum? Nick’s mum: Get a big bowl for me And then can you wash the celery? Nick: Sure Mi: I can wash the spring onions (3) you like, Mrs Warner Nick’s mum: Please, I’ll boil the prawns Mi: So, English people eat lots of salad? Nick’s mum: Yes, especially (4) the summertime People often serve salad as a starter But salads also make a healthy lunch or supper Mi: You’re right, they’re so versatile And you can put anything in a salad 185 Nick: Mum, the prawns are pink now Nick’s mum: They’re pink? Nick: Yes Nick’s mum: Good, they’re ready I’ll drain them Nick, can you peel them? Mi, could you (5) the celery and spring onions? You should be careful if you use the red knife – it’s sharp Mi: Right, everything’s ready (6) we next? Nick’s mum: OK, first, combine the prawns and celery in the bowl Add two tablespoons of mayonnaise, half a teaspoon of salt, half a teaspoon of pepper and some lemon juice Now, mix all the ingredients (7) Nick: OK Nick’s mum: Finally, add the spring onion on top Now we cover the bowl and leave it in the fridge (8) an hour You’ve done a good job, both of you Mi: I can’t wait to try it Nick: Yeah, I’m starving! An hour is a long time… A who B whose C which D that A and B but C or D so A if B so C because D though A at B in C on D of A dip B sprinkle C grate D chop A How B When C Where D What A good B well C bad D badly A since B before C for D by II Read the passage and answer the following questions (1.0 points) Japanese people are famous for their well-balanced and healthy diet That is the main reason for their longevity Components in a typical Japanese meal Typically, a Japanese meal consists of rice, miso soup, the main dish(es) and pickles Rice is the staple and plays a central part in people’s eating habits Japanese rice is sticky and nutritious, so when combined with the main dishes and the soup, they make a complete meal The portions of each dish are individually served The habit of having raw food and simple sauces 186 The most important characteristic of their eating habits is they like raw food and not use sauces with a strong flavour Two typical examples are sashimi and sushi The Japanese make sashimi simply by cutting fresh fish Then they serve it with a dipping sauce made from soy sauce and spicy Japanese horseradish (wasabi) Sushi is similar The cooked, vinegared rice can be combined with raw fish, prawn, avocado, cucumber or egg Sushi is usually served with soy sauce and pickled ginger The art of arranging dishes It is said that the Japanese eat with their eyes Therefore, the arrangement of dishes is another significant feature of their eating habits If you join a Japanese meal, you may be excited to see how the colourful dishes are arranged according to a traditional pattern In addition, there are plates and bowls of different sizes and designs They are carefully presented to match the food they carry What does a Japanese meal consist of? => A Japanese meal consists the main dish(es) and pickles What sauce can both sashimi and sushi be served with? => Both can with soy sauce How many components are there in a typical Japanese meal? => There are Why people say that the Japanese eat with their eyes? => Because and are arranged carefully according to a traditional pattern PART 3: WRITING I Finish the second sentence so that it has the same meaning as the first one (1 point) The school will constantly tailor its curriculum to meet changes in society - The school’s curriculum _ Even though he is lazy, he was given the job - In spite of his Peter has such a lot of English homework that he won’t go to the party - If _ I have told you about the girl who won the first prize in the English speaking contest - The girl about II Make sentences using the words and phrases below to help you (1 point) If / my dad / cook dinner / my mom / may / surprised - _ She / not mind / work hard / reach her career goals - _ In the next future, paper books / be / replace / e-books / school - _ We / already / our homework / before / we / go / school 187 ... sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Activity 1: -Ss thís exercise individually Elicit Ss’ answers Confirm the correct ones Activity 2: -Ss write the... coming, so I can show you around these places Look forward to seeing you soon! Best wishes, Thuc Anh IV- HOMEWORK: 1’ -Write new words then learn them by heart -Copy the exercise into notebooks... ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 19 Week: - Period: 12 Class: ……………… ……………… Teaching date: ……………… ……………… Absence: ……………… ……………… Unit
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