Giáo án Tiếng anh Lớp 9 - Unit 11: Changing Roles in Society - Năm học 2019-2020 - Trường THCS Long Biên

Week: Date of preparation: Period: Date of teaching: UNIT 11: CHANGING ROLES IN SOCIETY Lesson 1: Getting Started I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss will be able to use the lexical items related to the changing roles in society 2. Knowledge: a. Vocabulary: apart from, application, facilitate, drastically b. Grammar: The future passive and non-defining relative clauses. 3. Skill: Listening, reading, writing and speaking II. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary III. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Non 3. New lesson: Teacher’s activities Students’ activities Content - Have Ss answer some Qs about the picture. - Give feed back. - Introduce the topic - Teach some new words. - Tell Ss to to look at the text of the conversation. Play the recording and have Ss follow along. - Have Ss work independently. After that, allow Ss to share answers. Check their answers as a class. - Ask Ss to read the questions and underline the key words in each question (e.g. purpose in 1, who in 2). Then Ss refer back to the conversation and look for the answers. Correct the answers as a class. - Ask Ss to work in groups to find the phrases/sentences in the conversation. Ask them to look at the context around where these phrases/sentences appear and elicit their meanings. Correct the answers as a class. - Have Ss work independently to choose the correct option A or B for each question. Have them share their answers in pairs. Check as a class. - Have Ss work in groups. Ask them to look at the pictures and guess what future visions the pictures represent. Then have them present their ideas to the class. - 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. - Look at the picture and guess. - Listen - Listen, follow and coppy down. - Listen and follow. - Individually and in pairs to do the task and correct as a class. - Individually and in pairs to do the task and correct as a class. - Work in groups to do the task. Then write the answers on the board. - Individually and in pairs to do the task and correct as a class. - Work in groups to discuss the pictures. Then give their answers as a class. - Work in groups to play the game. Warm up: Ask Ss some questions: - What do you think the guests at the Beyond 2030 forum are talking about? - What does the title ‘Into the future’ mean to you? Presentation: 1. Getting started New words: - apart from (adv): ngoài ra - application (n): sự áp dụng - facilitate (v): điều phối - drastically (adv): nghiêm trọng Practice: a. Tick (v) the person who has this idea. Key: 1. Phong 2. Mai 3. Phong 4. Nguyen 5. Mai b. Answer the questions. Key: 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 will also take place outside school. 4. It will give them a sense of participation and of being part of the process. 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. Suggested answers: 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. 2. These words/phrases are taken from the conversation. Tick (v) the correct explanation for each one. Key: 1. B 2. A 3. B 3. Work in groups. These pictures.. Suggested answers: 1. Cars will be running on solar energy. 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. Production: 4. 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. 4. Homework - Learn by heart vocabulary and practice the conversation. - Prepare: A closer look 1 Experience Week: Date of preparation: Period: Date of teaching: UNIT 11: CHANGING ROLES IN SOCIETY Lesson 2: A Closer Look 1 I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss 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. 2. Knowledge: a. Vocabulary: facilitate, critical, external, male-dominated, envolvement, sense of b. Grammar: Non 3. Skill: Listening, reading, writing and speaking II. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary III. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Have Ss practice reading the conversation and practice a, b and c. 3. New lesson: Teacher’s act Students’ act Content - Have Ss play - Brainstorm - Give comment - Teach new words - Ask Ss to complete the table individually or in pairs. Then allow them to share their answers with a partner/ another pair. Check as a class. - Let Ss work in pairs. Ask them to determine the form of the word which is missing from each sentence first. Then ask them to read the whole sentence carefully and determine the meaning of the missing word. - Have Ss work individually, then exchange their answers with a partner. Check the answers as a class. - Ask Ss to read the phrases in the table. Have Ss then complete all the sentences. Confirm the correct answers as a class. - Have Ss listen to the recording and tick the correct column for each question. Then let them listen again and have them repeat the sentences with a focus on the tones. - Have Ss work individually. Ask them to read the conversation carefully and do the exercise. Then play the recording. Ss listen, check, and say the sentences. Call on some Ss to say the sentences individually. - Play game. - Listen, take notes and copy down. - Work individually to do this exercise and then share the answers - Work individually then check their answers in pairs. - Work individually then check their answers as a class. - Work individually then check their answers as a class. - Work individually then check their answers in pairs. - Work individually then read out the sentences. Warm up Ask Ss to recall some visions of future they have learnt in Getting: cars using solar energy, houses in the sky... Presentation Vocabulary - facilitate (v): điều phối - critical (adj): bình phẩm - external (adj): bên ngoài - male-dominated (adj): nam giới áp đảo - involvement (n): sự bao gồm - sense of (n): có hướng 1. Complete the table with appropriate.. Key: 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 Practice 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 or C... Key: 1. B 2. C 3. A 4. B 5. A 4. Complete the sentences with phrases formed with ‘sense of’. Key: 1. sense of direction 2. sense of humour 3. sense of time 4. sense of responsibility 5. sense of style Production: PRONUNCIATION Agreeing and disagreeing tones 5. Listen carefully and tick (v) the correct box. Then listen again and repeat. Key: 1. rising 2. falling 3. falling 4. rising 5. rising 6. Mark Mike’s sentences with falling (agreeing) or rising (disagreeing) arrows. Key: Laura: Mike: falling Laura: Mike: falling Laura: Mike: rising Laura: Mike: rising 4. Homework - Learn by heart all the new words. Practice saying and reading exercises 1, 2 and 3 - Prepare: Closer Look 2 Experience Week: Date of preparation: Period: Date of teaching: UNIT 11: CHANGING ROLES IN SOCIETY Lesson 3: A Closer Look 2 I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss will be able to: - use the future passive correctly - recognise non-defining relative clauses and use them correctly 2. Knowledge: a. Vocabulary: Non b. Grammar: The future passive and non-defining relative clauses. 3. Skill: Reading, writing and speaking II. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary III. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to practice 1, 2 and 3 in “A Closer Look 1” 3. New lesson: Teacher’s activities Students’ act Content - Let Ss work out the difference between the two sentences. - Ask Ss to work individually. They then share their answers with a partner. Check the answers as a class. - Have Ss work individually. Ask them to exchange their answers for checking. Have Ss write their answers on the board. T corrects if needed. - Ask Ss to work individually. They can then exchange their answers with a partner. Elicit the answers from Ss and correct them if necessary. Ask Ss to explain their answers to check their understanding of the rule. - Have Ss work individually to do this exercise. They may refer to the rules in Remember. Check the answers as a class. - Have Ss work individually. Let Ss share their writing with their partner. Check as a class, paying special attention to the commas and the relative pronouns. - Study the difference between the two sentences. - Work individually then in pairs to do the task. - Work individually then in pairs to correct and write on the board. - Work individually then in pairs to do the task. - Work individually then in pairs to do the task. - Work individually then in pairs or in groups to do the task. Warm up: Grammar - Future passive: review Before doing the exercise, T may write the two example sentences using the future active and passive on the board. Example: 1. They will build a new bridge here. 2. A new bridge will be built here. Presentation: 1. Choose the future active or passive to complete the sentences. Key: 1. A 2. B 3. B 4. A 5. A 6. B Practice: 2. Rewrite the sentences without changing.. 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. Students’ 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 flyovers will be built to reduce traffic in the city. Non-defining relative clauses 3. Put a comma/commas where necessary in.... 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 word. 6. Jane refused a position which would be a dream job for many of her peers. 4. Cross out the relative clause which can.. 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. Production: 5. Combine two sentences into one. Use the sentence in brackets to make a non-defining relative clause. 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 built over two hundred years ago. 4. Homework - Learn by heart grammar notes and practice saying the senteces in 1,2,3,4 - Prepare: Communication Experience Week: Date of preparation: Period: Date of teaching: UNIT 11: CHANGING ROLES IN SOCIETY Lesson 4: Skills 1 I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss will be able to: - read for specific information about the changing roles of women in society and its effects - talk about roles in the future 2. Knowledge: a. Vocabulary: witness, content with, burden, sector b. Grammar: Non 3. Skill: Reading, writing and speaking II. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary III. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to read and talk about exercises 1 and 2 in communication. 3. New lesson: Teacher’s activities Students’ activities Content - Have Ss discuss the questions in groups or as a class. - Teach some new words - Ask Ss to read the passage individually, paying special attention to the underlined words/phrases. Then let them do the matching exercise. Check and confirm the correct answers. - Have Ss read the passage again and answer the questions. Ss can share their answers with their partners. Check Ss’ answers as a class. - Have Ss work individually. Ask them to read the predictions and tick the one(s) they agree with. Ss should prepare to back up their choices with reasons and examples. - Ask Ss to work in groups. Each student shares his/her list. Other Ss discuss the predictions and say whether they agree or disagree, backing their opinions up with reasons and examples. - Allow Ss some time to discuss in groups the changes which may happen. Then each group presents their ideas to the class. - Work in groups to discuss the questions. - Follow, listen, repeat and copy down - Work individually to do the task and then compare their answers with a partner. - Work individually to do the task and then compare their answers with a partner. - Work individually to do the task and then compare their answers with a partner. - Work in groups to do the task. - Work in groups to do the task. Warm up: Reading 1. Discuss in groups. Encourage them to use their imagination, and consider even the smallest changes and their possible effects. Presentation: New words: - witness (v): chứng kiến - content with (v): hài lòng - burden (n): gánh nặng - sector (n): lĩnh vực Practice: 2a. 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 2b. Read the passage again and answer the questions. Key: 1. The ever increasing involvement of women in education and employment. 2. The socio-economic picture of these countries. 3. Their  nancial burden will be reduced. However, they will no longer be the dominant  gures and will learn to share decision-making and housework. 4. They will learn to be more independent. 5. The service sector. 6. It will develop. Speaking 3a. Here are some predictions about the changing roles of males and females in the future. Tick (v) the one(s) you agree with. b. Work in groups. Share the predictions you agree with in 3a in the group. Discuss if you agree with your groupmates’ choices. Give reasons and examples to support your opinion. T moves around the class to facilitate the discussions. If something interesting comes up, T may wish to bring the whole class together to discuss it. c. Production: 4. With more women having well-paid jobs, what changes will we see in the service sector? Make a list, and present it to the class. Start this activity by brainstorming the areas of the service sector which are most likely to be affected by having more women go out to work. Write the list of ideas on the board. 4. Homework - Learn by heart all the new words - Practice talking about the affects of having more women go out to work. - Prepare: Skills 2 Experience Week: Date of preparation: Period: Date of teaching: UNIT 11: CHANGING ROLES IN SOCIETY Lesson 5: Skills 2 I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss 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 2. Knowledge: a. Vocabulary: percentage, support, be ahead b. Grammar: Non 3. Skill: Listening, writing and speaking II. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary III. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to read and answer the questions in 2 and 3 in skills 1. 3. New lesson: Teacher’s activities Students’ activities Content - 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. - Explain some new words. - Have Ss read the statements first. Play both parts of the recording for the class now. Ss listen and tick (v) the answers. Check the answers as a class. - 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. - Have Ss work in groups of three or four. Together they discuss and make a list of the possible changes in the roles of teenagers in the future. - Have Ss write a short paragraph about one of the changes their group has listed in 4 individually. If time allows, T can ask one or two Ss to share their writing with the class by writing it/them on the board. Other Ss give comments. - Look at the maps and discuss with your partner. - Listen and copy down. - Work individually to do the task, then compare answers with their partner. - Work individually to do the task, then compare answers with their partner. - Work individually to write the notes and explanations, then compare answers with their partner. - Work in small groups to write a short paragraph, then compare their writing with their partner. Warm up: 1. Look at the maps. Where is Kenya located? What do you know about this country? - Kenya is in the east of Africa, about halfway up the map. Ask them to share any information they know about this country. Presentation: New words: - percentage (n): tỷ lệ phần trăm - support (v): chu cấp - be ahead (v): dẫn đầu Practice: 2. Listen to the description of some changes in the roles of women in Kenya. Decide if the statements are true (T) or false (F). Key: 1. T 2. T 3. T 4. F 5. F 3. Listen to part 2 again and fill the blanks with the correct information. Key: 1. 1995: 65% 2. 2010: 47% 3. 2025: 30% 4. 1995: 22% 5. 2010: 36% 6. 2025: 48% Writing 4. Work in groups. How do you think the roles of teenagers will change in the future? Brainstorm and make a list of possible changes. Encourage Ss to explain why they think these changes will happen. Production: 5. Choose one of your group’s ideas, and write a short paragraph about it. Sample writing: It is likely that teenagers in the future will be more in charge of their studies. There are at least two reasons for this. Firstly, there is the rise of the Internet, which provides teenagers with various reliable sources of information. It also allows teenagers to develop a large social network with their peers. They can therefore self-search, exchange, and discuss information in order to plan their studies. Secondly, the fact that they start school early and spend a lot of time by themselves when their parents go out to work makes them more independent. Decision-making will become a larger part of their lives. Teens will make decisions concerning their own lives, instead of being told what to do and how to do it. In short, these are the two reasons why teenagers will become more responsible for their studies. 4. Homework - Learn by heart the new words. - Complete the writing and practice talking - Prepare: Looking back Experience