Period: 2
Unit 1:
GETTING STARTED - A visit to a traditional craft village
I/ OBJECTIVES: By the end of the lesson Ss can
Talk about traditional crafts.
Understand a dialogue about traditional craft villages.
II/ LANGUAGE CONTENTS
Vocabulary : Types of traditional crafts
Grammar : Complex sentences
III/ TEACHING AIDS :
Textbook , tape, …
IV/ PROCEDURES
Teacher’s and activities
1. Warmer : Chatting
( Asking , Answering )
( Use the exercise 2 on page 7 in
the stage to save the time )
Ss look at the picture in their
textbook ( page 6) and answer
the questions
1. Who are they? Where are
they? What are they talking
about? Do you know any
traditional craft villages in our
country?
-> T tells some value of
traditional crafts, handicrafts and
then presents new lesson.
1.New lesson
A. Presentation
*New words

examples)
handicraft (n): (explain and
give examples)

-

Checking vocabulary: ask Ss to tell
the meanings of the words above and
give some examples in English.

*

1.( Listen and Read )T plays the
recording and asks Ss to listen
and act out the dialogue.

a. Can you find a word / phrase that
1.( Listen and Read )T plays the
means: * Keys :
recording and asks Ss to listen and
act out the dialogue.
1. a handicraft – a thing which is
skilfully made with your hand.
a. Can you find a word / phrase
that means:
2. set up – start something ( a business, an
organisation, etc…)
Ss read the conversation again and

in pairs find the meanings of the
words or phrases in the
conversation.
T asks Ss to compare their answers
in groups , write the correct
answers on the board if necessary

took over – take control of something
( a business, an organisation, etc…)

3.

artisans – people who do skilled
work, making things with their hands

4.

a place of interest – an interesting
or enjoyable place to go or thing to do
6. a specific region – a particular place.
5.

memorable – make someone
remember or thing about something
8. go outside and look around – walk
around a place to see what is there.
B/ PRACTICE
7.

b. Answer the following questions

Suggested answers:
B/ PRACTICE
b. Answer the following questions
In pairs, Ss ask and answer the
questions then present their work
before class.
Suggested answers:

1.They are at a traditional craft
workshop in Bat Trang.
2. It’s about 700 years old.
Phong’s great-grandparents started his
family workshop.

3.

4.Bcause it’s one of the most famous
traditional craft villages of Ha Noi.
People can go there to buy or make
pottery themselves in workshops.


2. Complete the sentences with the
words / phrases to show where in
Viet Nam the handicrafts are
made.

C.PRODUCTION
3. Quiz: What is the place of
interest?

a. Ss work in groups to do the quiz.
They might think different answers.

b. Game:
Divide the class into 2 team. In
turns ss of each team write a
similar quiz and ask another team
to answer the quiz.
V. HOMEWORK

Date of
preparing:


Period: 3

Date of teaching:

UNIT 1 : A CLOSER LOOK 1
I/ OBJECTIVES: By the end of the lesson Ss can
Use the lexical items related to handicraft
Pronounce the right stress on content words in sentences.
Talk about a place of interest
II/ LANGUAGE CONTENTS
Vocabulary : verbs used in handicraft
Review passive voice
III/ TEACHING AIDS :
Textbook , tape , pictures
IV/ PROCEDURES :
Teacher’s and activities

1. Warmer : Checking the
old lesson
2. New lesson
1. Activity 1: Vocabulary
T asks Ss to read the words in
the box and write them under
the pictures.
T explains some new words
and guide Ss to describe the
pictures.
2. Activity 2:
a. Match the verbs in column
A with the groups of nouns in
column B.
b. Write the correct verb
forms
Ss review some irregular
verbs and



3. to weave
4. to
embroider
5. to knit

6. to mould

3. ACTIVITY 3
a. Complete the word

web. Ss complete the
word web with some
places of interest.

3. ACTIVITY 3
a. Complete the word web.
Entertaining
- Cinema

Cultural
-opera house

b. Complete the passage by
filling each blank with a
suitable word from the box.

Ss complete the passage
then read it aloud.
Ss tell some similar places
of interests in their town.
Activity 4: Pronunciation
( stress on content words in
sentences)

4.

a. Listen to the speaker read
the following sentences and

b. Complete the passage by filling each

blank with a suitable word from the box.
attraction
handicrafts

historical
culture

traditional
exercise

Keys: 1. historical 2. attraction 3. exercise
4.traditional 5. culture 6.handicrafts


Activity 4: Pronunciation
( stress on content words in
sentences)
4.

a. Listen to the speaker read
the following sentences and
answer the questions.
In spoken English, main verbs,
nouns,


answer the questions.

Ss listen to the speaker then
go to the board and underline

the louder and clearer words
that they can hear with a piece
of red chalk. Other will
underline unstressed words
with yellow chalk.

adjectives, adverbs, wh-question words and
negative auxiliaries are usually stressed.
Words such as pronouns, prepositions,
articles, conjunctions, possessive
adjectives, be and auxiliary verbs are
normally unstressed.

Ss listen again, repeat and T
gives feed back and explain
the rules of stress on content
words in sentences:
b. 6a. Underline the content
words in the sentences.

b. 6a. Underline the content words in the
sentences.

Ss look at the exercise 6a and
listen to the cd. They listen to
it the second time and
underline the content words.
Ss listen one more time and
repeat sentence by sentence
V. HOMEWORK

T gives feedback.
**************
**************
*********
Date of
preparin
g:
Period: 4
Date of teaching:
UNIT 1 ( Cont ) A
CLOSER LOOK
2
I/ OBJECTIVES: By the end of the lesson
Ss can master some different types of


dependent clause.and know about
the phrasal verbs
II/ LANGUAGE
CONTENTS Grammar :
complex sentences ,
clauses III/ TEACHING
AIDS :Textbook , tape ,
pictures IV/
PROCEDURES
1.
2.

Warmer / check up
New lesson



Teacher’s and activities
Warm up:
Review types of dependent clause
A dependent clause of concession
DC/ purpose DP/ reason DR / time
DT begins with:

* Activity 1 :
a. Underline the dependent clause
in each sentence below.

b. Make a complex sentences
Ss make complex sentences from
pairs of sentences then some of them
go to the board and write down. One
student will write 1 complex sentence.
Other stand up and read aloud.
T give feedback.


* Activity 2: Phrasal verbs
a. Introduce a phrasal verb.

A phrasal verb is a verb combined with a
particle such as back, in ,on ,off, up…etc.
When a particle is added to the verb, the
phrasal verb usually has a special
meaning.


* Activity 3:
a. Complete each sentence using the
correct form of a phrasal verb in 4.
Ss complete the sentences and read
them out aloud.

b. Make new sentences with similar
meanings to the first sentences
using the words given.


V/ HOMEWORK
Do Ex A – B in workbook
- Prepare communication
**********************************************
-

Period:5

I/ OBJECTIVES: - By the end of the lesson , students will be able to :
- talk about a plan of a day out to a place of interest.
II/ LANGUAGE CONTENTS:
- Vocabulary: related to planning a day out..
III/ TEACHING AIDS : Textbook ,sub- boards, pictures
IV/ PROCEDURES:
Teacher’s and activities
1/ Warm – up:
Do you like to plan a day out to a place
of interest for your class?

Where to go? How to go? What time?
What to bring? When to come back?
Who to prepare?
2/ New lesson
a. Activity 1: Listen and complete the
table with no more than 3 words.
- Ss predict what Nick, Mi, Duong
and Mai are planning and try to
complete the blanks before listening.
- Ss listen to the conversation and
correct their predictions.


T gives feedback.
- In pairs Ss practice asking
and answering the content of
the conversation
Ex: Where are they going to go?
Who to prepare?............some kinds
of questions.
-

Place
Mean
s of
trans
port
Time
to set
off

Food
Drink
s

Activ
ities

Time
to
come
back
KEY:
1. Green Park
2. bus
3. 8 a.m


b. Activity 2: Imagine a similar plan
to a place of interest
- Ss work in groups. They have to
imagine that their class is going to a
place of interest in their area. They
discuss the plan and make notes in
the table.
- Ss present their plans to the class.
Which group has the best plan?

V/ Homework:
- Write a plan to a place of interest.
- Prepare skills1


Period: 6
9 /9/2016
UNIT1: LOCAL
ENVIRONMENT
Lesson 5:
SKILLS 1
I/ OBJECTIVES: - By the end of the
lesson, students will be able to :

read
and
unders
tand
some
passag
es
about
conical
hat.
talk
about
the
benefit
s of
traditio
nal
crafts



- Skills: reading, speaking.
II/ LANGUAGE CONTENTS:
- Vocabulary related to the topic.
III/ TEACHING AIDS : Textbook ,pictures, sub- boards
IV/ PROCEDURES:
Teacher’s and activities
1/ Warm up:
similarities and differences between
the 2 pictures of conical hats.
2/ Pre – reading:
- T asks Ss to read the text and
underline any words they don’t
know.
words from the passage.
- Set the scene.
3/ While- reading:
+ Part a:
-Ss read the passage independently
and match the titles with the
paragraphs .
-T. calls one student to give the
answers before the class, get the Ss’
agreement.
1. Present status of the craft.
+ Part b: Answer the questions:
-T. asks Ss to read the text again and
answers the questions in pairs.
- calls some pairs to ask and answers
to questions as a class .



-T. checks and confirms the correct


answers.

between the two layers.
6.Not only skilful craftmen can make
conical hats but also everybody, young or
old, can take part in the process.

4/ Post – reading: *Speaking
* Part 4: Discussion:

Ss present their group’s work.

T tells some more benefits of traditional
Ss read the ideas given and in groups crafts and everyone can be rich if they
they discuss if the ideas are about the learn how to introduce Vietnamese
benefits of traditional crafts or traditional handicrafts around the world
challenges the artisans may face.
* Part 5 : Promoting traditional
Part 5 can be done in class if we asked Ss
crafts in your area.
to prepare this part at home as
Divide the class into groups. They
homework in the previous period.
have to imagine that their group is
responsible
fotr

promoting
traditional crafts in their area.
Propose an action plan to deal with
the challenges.
V/ Homework:
- Prepare U1- Skill 2
- Prepare U1- Skill 2
- Do Ex C in workbook
- Do Ex C in workbook

Date of
preparing:
Period: 7
Date of teaching:
UNIT 1: LOCAL ENVIRONMENT
Lesson 6: SKILLS 2
I/ OBJECTIVES: - By the end of the
lesson, students will be able to :
- listen to 4Teen radio’s interview.


-

write an email to give advice.
- Skills: listening, writing.


II/ LANGUAGE CONTENTS:
- Vocabulary related to the topic “ place of interest”
III/ TEACHING AIDS : Textbook , pictures, CD, sub- boards

IV/ PROCEDURES:
Teacher’s and activities
1/ Warm – up: Chatting
Part 1: Ss will describe the pictures in the
book page 13.
2/ Listening:
a/ Pre – listening:
Supply new words if necessary.
Ask Ss where they will go and what they can
do if they has a day to spend in a place of
interest.
- Ss predict the statements in part 2
b/ While – listening:
Part 2: - T. plays the recording for Ss to
listen through. Play the recording again and
ask Ss to listen and tick true or false to the
statements.
*

- Ss work in pairs to compare their
answers with each other.

* Part 3: Listen and complete the table
Ss listen again and complete the table using
no more than 3 words for each blank.
- T. calls on some SS to give the
answers to the class .Check and confirm the
correct answers.
c/ Post – listening:
- Prepare a sub-board with a filling gap

exercise.
- Play the recording again and ask Ss to


listen and complete the sentences.
- Call on some Ss to give the answers to
the class and correct the mistakes where
and when necessary
Ask some Ss to say their work
b/ While – writing:
Ss imagine that their Australian pen
friend is coming to Viet Nam and will spend a
day in their hometown / city. He / She has
asked for advice on the places of interest he /
she should go to and the things he /she can do
there.
Ss write an email to give him / her
some information.
c/ Post – writing:
- T. gets feedback - corrects the
mistakes- asks some students to read aloud.
V/ Homework:
- Write an email .

Period: 8
UNIT 1 : LOCAL ENVIRONMENT
Lesson 7: LOOKING BACK & PROJECT
I/ OBJECTIVES: - By the end of the lesson , students will be able to :
- Review what they have learnt in the unit 1
Self – assessment to see how far they have progressed and which areas

need further practice.
- Skills: Listening, speaking, reading and writing.
II/ LANGUAGE CONTENTS:
- Vocabulary and Grammar: Review
III/ TEACHING AIDS : Textbook , pictures, sub- boards
-


IV/ PROCEDURES:


T and ss’activities
1/ Warm – up: *Vocabulary
Activity 1:
* Part 1: Ss go to the board and write
some traditional handicrafts in the word
web.
1…...

8….

7….
6….

Activity 2:
* Part 2: Complete the sentences:
Ss complete the second sentence in each
pair by putting the correct form of a
verb from the box into each blank


* Part 3: Complete the passage with
the words/ phrases from the box.
Ss read the passage and choose suitable
words / phrases to fill in the blanks.

2/ Grammar:


* Part 4 – Complete the complex
sentences with your own ideas.
-Ss complete this task individually .
(Weaker classes can complete it in pairs
or small groups )


Period: 9

Date of preparing:
Date of teaching:

UNIT TWO : CITY LIFE
GETTING STARTED – DUONG’S FIRST VISIT TO SYDNEY
I/ OBJECTIVES
- To present the topic of the unit.
- To present the vocabulary and some structures .
- By the end of the lesson , Ss can
use the lexical items related to citylife.
Talk and write about the life in the city.
II/ LANGUAGE CONTENTS
-Vocabulary : City life

-Grammar : Simple present tense, simple past tense
Comparison of adjectives and adverbs
( Review ) Phrasal verbs
-Topic of the lesson : City life
III/ TEACHING AIDS
- Pictures, textbook, cassette
New lesson: UNIT 3: CITY LIFE
Teacher and students’activities
1. Warmer :

1.

T asks Ss to do the puzzle below
Ss work in groups ( 2 groups )
T gets feedback


A.Presentation
*
books and answer
Ss amswer the questions as a class
the lesson
*
( Repeat the procedure of teaching
vocabulary )
*T plays the recording and has Ss follow
along
Ss read the conversation again in pairs,
then read
individually


b/ Find words in the conversation to match
these definitions
Ss work in pairs to do the task , share the
answers with a partner
T asks Ss to discuss as a class, asks them
to read the lines in the dialogue that
contain the words , checks and confirms
the correct answers
B. Practice
c. Answer the questions
Ss
work
questions
apartner

Pre teach

individuaaly to