Giáo án English 9 - Period 88-90, Unit 11: Changing Roles in society - Năm học 2021-2022

 WEEK 30
Date of planning: ......./......../2022
Date of teaching: Lớp 9........., Lớp 9.........,Lớp 9........., 
 Unit 11: CHANGING ROLES IN SOCIETY
 Lesson 2 - Period 88 – A closer look 1
a. Aims:
 - Attract Ss’ attention to the lesson and to lead in the new lesson..
 - Help Ss use the lexical items related to the changing roles in society..
 - Help Ss Identify the rising or falling tones in agreement and disagreement 
 sentences and say the sentences correctly.
 - Interact to each other about the changing roles in society.
b. Contents 
 - Complete the table with appropriate words.
 - Use the words in the table in 1 to complete the sentences.
 - Choose the correct answer A, B or C which is closest in meaning to the 
 underlined word/phrase in the sentences.
 - Complete the sentences with phrases formed with ‘sense of’.
 - Listen carefully and tick (√) the correct box. Then listen again and repeat.
 - Mark Mike’s sentences with falling (agreeing) or rising (disagreeing) arrows. 
 Then listen and check.
c. Products:
 - Talk about the role of robots in the future in part 1. 
 - Written answers : 
 + Complete exercise 1. 
 + Use the words in the context 
 + Choose the correct closest meaning of the underlined word/phrase in ex. 3.
 + Complete the sentences with phrases formed with ‘sense of” in ex.4.
 - Oral answers:
 - Listen and tick (√). Then listen again and repeat in ex.5
 - Mark with falling (agreeing) or rising (disagreeing) arrows in ex. 6
d. Steps:
 Teacher’s and students’ activities Target content
 Task 1. Warm up:
 - Ask Ss to talk about the role of robots in *Chatting.
 the future. 
 Task 2. Presentation
 Step 1. Ask Ss to complete the table 1. Complete the table with appropriate 
 individually or in pairs. words.
 Step 2. Then allow them to share their Key: answers with a partner/ another pair. Verb Noun Noun 
Step 3. Check as a class. (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
Step 1. This is quite a demanding 2. Use the words in the table in 1 to 
exercise. Let Ss work in pairs. complete the sentences.
Step 2. Ask them to determine the form of Key:
the word which is missing from each 1. attend 
sentence first. Then ask them to read the 2. facilitate 
whole sentence carefully and determine 3. provider 
the meaning of the missing word. 4. developed 
Step 3. Choose the correct word. 5. interviews 
Step 4. Allow Ss to share their answers 6. evaluation 
with other pairs. Check the answers as a 7. participation 
class. 8. apply
Step 1. Have Ss work individually. Ask 3. Choose the correct answer A, B or C 
Ss to use the context of each sentence as which is closest in meaning to the 
guidance. Once they have completed the underlined word/phrase in the 
exercise, they can exchange their answers sentences.
with a partner. Key: 1. B 2. C 3. A 4. B 5. A
Step 2. Check the answers as a class.
Step 1. Before Ss do the task, ask them 4. Complete the sentences with phrases 
to read the REMEMBER! box. Ask Ss formed with ‘sense of’.
to read the phrases in the table. Make Key:
sure they understand the meanings of 1. sense of direction 
the phrases by giving equivalents in 2. sense of humour 
Vietnamese. 3. sense of time 
Step 2. Have Ss then complete all the 4. sense of responsibility
sentences. 5. sense of style
Step 3. Confirm the correct answers as a 
class.
Task 3. Practice Step 1. Use the REMEMBER! box to 5. Listen carefully and tick (√) the 
 instruct how the rising and falling tones correct box. Then listen again and 
 are used when you want to show your repeat.
 agreement or disagreement with some Key
 idea or opinion. Write the examples in the 1. No one can deny it? ⤻
 box on the board and have the whole class 2. All of us can see your point. ↷
 practice them. Make sure that Ss 3. We will help him with the money. ↷
 understand the rules before they do the 4. You will be cooking. ⤻
 exercises. 5. Well, you may be right. ⤻
 Step 2. Have Ss listen to the recording 6. Mark Mike’s sentences with falling 
 and tick the correct column for each (agreeing) or rising (disagreeing) 
 question. Then let them listen again and arrows. Then listen and check.
 have them repeat the sentences with a Mike: Yes, that’s important. ↷
 focus on the tones. Laura: And we must act to save 
 Step 3. Have Ss work individually. Ask endangered species. ↷
 them to read the conversation carefully Mike: That’s an important point ⤻
 and refer to the REMEMBER! Box as Mike: Umm, yes I suppose so ⤻
 they do the exercise. Then play the 
 recording. 
 Step 4. Ss listen, check, and say the 
 sentences. Call on some Ss to say the 
 sentences individually.
 Task 4. Further practice
 Step 1. T asks Ss to make sentences using 
 the vocabulary words
 Step 2. Ss make sentences
 Step 4. corrects and remarks
3. Guides for homework
 - Retell the main contents of the lesson
 - Practice vocabulary and pronunciation again.
 - Prepare: A closer look 2
 - Review: Future passive and Non - defining relative clauses
Teacher’s Assessments
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... Date of planning: ......./......../2022
Date of teaching: Lớp 9........., Lớp 9.........,Lớp 9........., 
 Unit 11: CHANGING ROLES IN SOCIETY
 Lesson 3 - Period 89 – A closer look 2
a. Aims:
 - Attract Ss’ attention to the lesson and to lead in the new lesson..
 - Help Ss review the future passive 
 - Help Ss know how to recognise non-defining relative clauses and use them 
 correctly - interact to each other about the changing roles in society.
 - Have Ss make sentences with a non-defining relative clause.
b. Contents 
 - Choose the future active or passive to complete the sentences.
 - Rewrite the sentences without changing their original meanings. 
 - Put a comma/commas where necessary in the sentences.
 - Cross out the relative clause which can be omitted without causing confusion to 
 the meaning of the sentence.
 - Make the sentence in brackets to make a non-defining relative clause.
c. Products:
 - Written answers : 
 - Choose the future active or passive to complete in part 1.
 - Rewrite the sentences without changing their original meanings part 2. 
 - Put a comma/commas where necessary in part 3.
 - Cross out the relative clause which can be omitted without causing confusion to 
 the meaning of part 4.
 - Make the sentence in brackets to make a non-defining relative clause in part 5.
d. Steps:
 Teacher’s and students’ activities Target content
 Task 1. Warm up:
 - Ask Ss to talk about the role of robots 
 in the future. 
 Task 2.Presentation
 1. Review. * Future passive.
 Step 1. Write the two example sentences Example: 
 using the future active and passive on the 1. They will build a new bridge here.
 board. Let Ss work out the difference 2. A new bridge will be built here.
 between the two sentences. This 
 reminder should help. Gives the Form of 
 the Future passive. 
 Step 2. Ss to complete exercise 1.
 2. Practice. 1. Choose the future active or passive 
 Step 1. Ask Ss to work individually. Step tocomplete the sentences. 2. They then share their answers with a Key: 
partner. 1. A 2. B 3. B 4. A 5. A 6. B
Step 3. Check the answers as a class.
Step 1. Have Ss work individually. Step 2. Rewrite the sentences without 
2. Ask them to exchange their answers changing their original meanings.
for checking. Key: 1. Classes will also be held in places 
 Step 3. Have Ss write their answers on like restaurants or supermarkets.
the board. 2. The school’s curriculum will constantly 
Step 4. T corrects if needed. be tailored to meet changes in society.
Note: For Ss who are weak at this kind 3. Students’ academic performance will not 
of exercise, ask them to underline the be evaluated through exams only.
verb phrases in the original sentences 4. Not all the decisions in the family will be 
which will have to be changed. Then made by men.
ask them to change the sentences into 5. Women will be freed from most 
future passive first, before completing housework by high technology.
the rest of the sentences. 6. More flyovers will be built to reduce 
 traffic in the city.
Task 3. Practice
Work with Ss on the REMEMBER! box. REMEMBER!
Write the examples in the box on the 
board as you explain the rules. Ensure 
that Ss understand the rules before 
beginning the exercises. T may keep the 
examples on the
board while Ss are doing the exercises.
Step 1. Ask Ss to work individually. 3. Put a comma/commas where 
Step 2. They can then exchange their necessary in the sentences.
answers with a partner. Key:
Step 3. Elicit the answers from Ss and 1. Minh told me about his new job, which 
correct them if necessary. he’s enjoying very much.
Step 4. Ask Ss to explain their answers to 2. The Board of Directors are usually those 
check their understanding of the rule. 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.
 Step 1. Before doing this exercise, 4. Cross out the relative clause which can 
 remind Ss that only non-defining relative be omitted without causing confusion to 
 clauses can be omitted. the meaning of the sentence.
 Step 2. Have Ss do this exercise Key:
 individually. 1. Sarah works for a company that makes 
 Step 3. They may refer to the rules on the bikes.
 board. 2. I’ve got a sister called Caroline.
 Step 4. Check the answers as a class. 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.
 Task 4. Further practice
 Step 1. Have Ss work individually. 5. Make the sentence in brackets to make 
 Step 2. Let Ss share their writing with a non-defining relative clause.
 their partner. Key:
 Step 3. Check as a class, paying special 1. We are staying at the Grand Hotel, 
 attention to the commas and the relative which will be demolished for a department 
 pronouns. 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.
3. Guides for homework
 - Retell the main contents of the lesson
 - Review structures.
 - Prepare: Communication.
Teacher’s Assessments
.
 Date of planning: ......./......../2022
Date of teaching: Lớp 9........., Lớp 9.........,Lớp 9........., 
 Unit 11: CHANGING ROLES IN SOCIETY
 Lesson 4 - Period 90 – Communication
a. Aims:
 - Attract Ss’ attention to the lesson and to lead in the new lesson..
 - Help Ss read the introduction about the changing roles of schools
 - Help Ss describe the changing roles of schools
 - Have Ss discuss and support answers with specific reasons and examples
b. Contents 
 - Read the introduction to the Just imagine! Forum and discussion about how they 
 think the roles of school will change in the future.
 - Read the introduction to the Just imagine! forum. Discuss and take notes of your 
 own predictions. 
 - Read the predictions which have been posted and see if any are similar to yours.
 - Look at the coloured words/ phrases in the posts; discuss and find their meanings 
 from the context.
 - Response (1-4) is the most relevant to each of the posts in 1b
 - Support your answers with specific reasons and examples.
c. Products:
 - Written answers : 
 - Read and discussion about how they think the roles of school will change in the 
 future.
 - Read and discuss and take notes of your own predictions. 
 - Read the predictions which have been posted.
 - Discuss and find their meanings from the context.
 - Response (1-4) is the most relevant to each of the posts in 1b
 - Support your answers with specific reasons and examples.
d. Steps:
 Teacher’s and students’ activities Target content
 Task 1. Warm up:
 Step 1. Start this session by writing ‘The *Chatting.
 roles of schools in the future’ on board. 
 Step 2. 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. 
 Step 3. Encourage Ss to be imaginative 
 and come up with ideas. There are no 
 wrong answers at this stage. Task 2. Presentation
Step 1. Have Ss read the posts 1 a. Work in groups. Read the 
individually as quickly as possible. Then introduction to the Just imagine! forum. 
refer to their predictions in 1a and see if Discuss and take notes of your own 
there are any similarities. predictions.
Step 2. Ask Ss to work in groups of three 
or four. Ask them to look for the 
words/phrases in each post in 1b and 
work out their meaning, based on the 
context. 
Step 3. Check the answers as a class. b. Read the predictions which have been 
 posted and see if any are similar to 
 yours.
Task 3. Practice
Step 1. Have Ss work in groups. 2. Work in groups. Look at the coloured 
Step 2. Ask them to read each post in 1b words/ phrases in the posts. Then discuss 
carefully and choose the most relevant and find their meanings from the 
response (1-4) for it. context.
Step 3. Check as a class. Suggested answers:
 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 the most 
 relevant to each of the posts in1b?
 Key: Post 22: 4
 Post 51: 3
 Post 76: 1
 Post 101: 2
Task 4. Further practice
Step 1. Have Ss discuss each of the 4. WHAT DO YOU THINK?
questions in groups of four or five. They Discuss in groups. Support your answers 
can refer back to the posts in 1b. with specific reasons and examples.
Step 2. Ask them to note down all the 
changes they see in the posts. Tell them 
to support their answers with reasons. Step 3. Ss then share their opinions with 
 the class. 
 Step 4. Give comments on groups’ ideas.
3. Guides for homework
 - Retell the main contents of the lesson
 - Write about the changing roles of schools.
 - Prepare next lesson: Skills 1.
Teacher’s Assessments
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