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(1)English 9 lesson plan. Nam Hong Secondary School. PERIOD 1 / WEEK 1. Introduction I. Objectives - To help Ss get ready for the new school year. - To introduce the content of the book Tieng Anh 9 so that Ss can master the knowledge effectively. II. Language contents - Introduce the book Tieng Anh 9. - Remind the methods of learning English. III. Teaching methods - Ask & answer, communicative. - Individual – work, Pair – work, Group – work. IV. Teaching aids - Textbook. V. Teaching procedure Teacher’s activities 1.Warm – up - Let Ss sing some English songs which they learned in the previous grage. - Ask some questions about Ss and call some of them to answer before class.. Students’ activities - Sing some songs. - Listen to the T and answer the questions.. 2. Presentation The book Tieng Anh 9 - Ask Ss to have a quick look at the book Tieng Anh 9 and ask some questions. 1. How is the book Tieng Anh 9? 2. How many units are there in the book? 3. What are their names? “There are 12 units and each unit consists 7 lessons “ + Getting started. - Look at the book for a while and answer the T’ questions in pairs. Suggested answer => It is beautiful with many pictures and colors. => There are12 units. => Ss’ answer. => Four skills are trained. They are speaking, listening, reading and writing. => No. It is not much different..

(2) + A closer look 1 => Ss’ answer.. + A closer look 2 + Communication. - Team – work.. + Skills 1 - Pair – work.. + Skills 2 + Looking back 4. How many skills are trained in each unit? What are they? 5. Is the book Tieng anh 9 different from Tieng Anh 8? 6. What topic of Tieng Anh 9 attracts you most? - Check Ss’ answer by holding the game LUCKY NUMBER - Congratulate the winning team. Methods of learning English - Have Ss work in pairs to think of the ways they often used to learn English rthen write them on a piece of paper. Network - Circle the network on the board and call volunteered Ss to go to the board and write the methods they often used.. - Volunteer to write the methods on the board.. -. Listen to the teacher carefully.. -. Don’t worry about mistakes.. - Listen to the tape,disc,radio. - Watch English Programes. -. Learn the new words by heart.. - Speak English as much as possible. Try to use English every day. Read funny stories Methods of learning English. Do homework. - Look at the board and give remarks. - Listen to the T and then copy to.

(3) - Elicit the correction from Ss. - Give the final remarks. - Let Ss copy to their notebooks.. the notebooks. - Listen and take note.. Homework * Prepare Unit 1 – Getting started, listen and read.. PERIOD 2 / WEEK 1. Unit 1: LOCAL ENVIRONMENT Lesson 1 - 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. LANGUAGE CONTENTS Vocabulary -. lacquervawe (n): tranh sơn mài. -. handicraft (n) : sản phẩm thủ công. -. sculpture (n): đồ điêu khắc, điêu khắc. -. bracelet (n): vòng tay. -. Buddaha statue (n): tượng phật. -. set up (v); dựng lên, thành lập.

(4) -. take over (v): điều hành, tiếp quản. -. memorable experience (n): trải nghiệm đáng nhớ.. -. look around (v): tham quan. Grammar - Simple present III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook - A tape player - Cards V. TEACHING PROCEDURE Teacher’s and students’ activities. Content. 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 do you think the people in the picture are talking about?" -Ss answer the questions as a class. If they mention 'Bat Trang', Key a: elicit what they know about this village. -Play the recording and have Ss follow along. After that, Ss can. 1. craft. compare their answers with the information in the dialogue and. 2. set up. add some more details to their answers.. 3. take over. a/.Ss work independently to find the words with the given. 4. artisans. meanings in the dialogue. Allow Ss to share their answers. 5. attraction. before asking them to discuss as a class. Remember to ask Ss to. 6. specific region. read out the lines in the dialogue that contain the words. Quickly. 7. remind.

(5) write the correct answers on the board.. 8. look round. -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 Key b: them. Ask them firstly to answer the questions without reading 1.They are at Phong’s grandthe dialogue again. Ss exchange their answers with a classmate. parents’ workshop in Bat Trang Now ask them to check their answers by reading the dialogue 2. It’s about 700 years old. again. Ask for Ss' answers.. 3. His great-grandmother did.. Activity 2:. 4. buy things for their house and. -Have Ss look at the pictures. Tell Ss that in the box are some make pottery themselves there. traditional handicrafts of different regions in Viet Nam. Ss 5. It’s in Hue. match these handicrafts with the pictures. Ss compare their 6. … the handicrafts remind answers in pairs before giving their answers to T:. them of a specific region.. Activity 3:. Key:. -Tell Ss to complete the sentences with the words/phrases in The A. paintings. B. drums. complete sentences will give Ss information about the places C. marble sculptures D. pottery where the handicrafts are made. Call on two Ss to write their E. silk answers on the board. Confirm the correct answers.. F. lacquerware. G. conical hats H. lanterns. -If time allows, T may organise a short activity to check Ss' Key: short-term memory. Have -Ss close their books. Point at each of. 1. conical hat. Ss' answers on the board and quickly Ss have to call out the. 2. lanterns. place where this handicraft is made. Ss can also be asked to. 3. silk. share any other places that produce these handicrafts.. 4. paintings. Activity 4:. 5. Pottery. a/Ss work in pairs to do the quiz. The pair which has the. 6. marble sculptures. 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. 1. park.

(6) time is up, ask the first group to read out a question in their quiz.. 2. museum. Ss from other groups give the answer. The group confirms the. 3. zoo. correct answer. The second group then reads out a question in. 4. beach. their quiz. This question should be different from the one of the. 5. beauty spot. first group. Continue the activity until all the groups have read out all of their questions or when time is up. IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1  PERIOD 3 / WEEK 1. Unit 1: LOCAL ENVIRONMENT Lesson 2 – A I. OBJECTIVES:. CLOSER LOOK 1. 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. LANGUAGE CONTENTS Vocabulary -. weave /wi:v/- wove- wowen (v): đan (rá rổ), dệt (vải). -. mould / m^$ld/ (v): đổ khuôn, tạo khuôn. -. cast /ka:st/ (v) đúc. -. table-cloth / ‘teibl08/ (n): khăn trải bàn. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook.

(7) - Pictures from the textbook - A tape player - Cards V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content. -Ss work individually to do this exercise and. A. cast. then compare their answers with a classmate.. B. carve. Elicit the answers from Ss and quickly write. C. embroider. them on the board. Do not confirm the correct. D. weave. answers at this stage. Have Ss explain the. E. mould. meaning. F. weave. of. each. verb. in. English. or. Vietnamese. Correct Ss' explanations when. G. knit. needed. The two verbs cast and mould are quite difficult, so make sure that Ss understand them:. 1.b. - cast: shape hot liquid metal, etc. by pouring it. 2.d. into a container - mould: shape a soft substance. 3.e. into a particular form or object by pressing it or. 4.a. by putting it into a mould Now have Ss look at. 5.f. their answers on the board and say if these are. 6.c. correct.. Activity 2:. 2. cast; cast. a/The purpose of this exercise is to help Ss 3. wove; woven understand more deeply and use the verbs 4. embroidered; embroidered correctly to talk about producing and creating 5. knitted; knitted crafts. Ss work in pairs to do the exercise. 6. moulded; moulded Check the answers as a class. If time allows, have Ss make sentences.. Entertaining: cinema, theatre…. b/ This activity will help Ss to manipulate the Cultural: opera house, museum… verbs as they are not all regular. Have Ss do the Educational: library, museum… activity, then call two Ss to write their answers Historical: temples, craft village….

(8) 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 1. historical. 2. attraction. five minutes. T may prepare some large pieces 3. exercise. 4. traditional. of paper for the groups to write their answers 5. culture. 6. handicrafts. on. Ss write down as many places of interest in the word web as possible. The group with the S1: craft, village, lies, river, bank most places is the winner. The winning group S2: painting, embroidered presents their words/phrases. Other groups tick S3: what, region, famous the similar words/phrases they have and add S4: drums, aren’t, made, village more if they can. If time allows, T may ask Ss S5: famous, artisans, carved, table, to explain why they think the places are. beautifully. entertaining, cultural, educational, or historical. Activity 4:. 2. They are: nouns, verbs, adjectives,. Ss individually do the exercise. Check their adverbs, WH-question words, and answers as a class and confirm the correct ones. negative auxiliaries. Activity 5:. 4. They are: articles, prepositions,. a/Have Ss read the five sentences and underline pronouns and possessive adjectives. the words they think are stressed. Elicit answers from Ss. Do not confirm the correct S1: Art, Museum, popular, place, answers. Now ask Ss to read the four questions interest, city and make sure they understand them. Ask Ss to S2: cinema, attract, youngsters listen to the speaker read the sentences and at S3: artisans, would, clay, make, the same time check whether their answers are traditional, pots correct. Tell them that this is actually the first S4: Where, like, going, weekends question and other questions can be answered S5: shouldn’t, destroy, historical,.

(9) after listening. Ss discuss their answers to the buildings 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 do 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. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2 .

(10) PERIOD 4 / WEEK 2. Unit 1: LOCAL ENVIRONMENT Lesson 3 I. OBJECTIVES: . A CLOSER LOOK 2. 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 II. LANGUAGE CONTENTS Vocabulary -. arterfact /’a:tif`kt/(n): đồ tạo tác.. -. get on with: thân mật, có mối quan hệ tốt với ai đó.. -. turn down = refuse. -. put down= make a note. -. deal with = face up with: đối mặt với. -. close down= stop: ngừng hoạt động. -. pass down: kế tục. Grammar - Complex sentences: review III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook.

(11) - Pictures from the textbook - A tape player V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content. -Ss do thís exercise individually. Elicit Ss’ answers. 1. DT. 2. DP. Confirm the correct ones.. 3. DC. 4. DR. 5. DT. Activity 2: -Ss write the complex sentences individually and then 1. The villagers are trying to learn compare them with a partner. Have two Ss write their English. in. order. that. they. can. sentences on the board. Each student writes two or three communicate with foreign customers. sentences. Ask other Ss to give feedback. Confirm the 2. After we had eaten lunch, we went correct answers. For a stronger class, organise a quick to Non Nuoc marble village to buy game. One side is team A, and the other is team B. One some souvenirs. student from team A calls out a subordinator and points 3. Even though this hand-embroidered to one student from team B to make a sentence and vice picture was expensive, we bought it. versa. Set a time limit and keep a record of the scores 4.This department store is an attraction for the teams on the board.. in my city because the products are of. Activity 3:. good quality.. -Ask Ss to read the sentences taken from the 5.This is called a Chuong conical hat conversation in GETTING STARTED, paying attention since it was made in Chuong village. to the two verb phrases. Have them answer the two questions orally as a class. -Have Ss read the information in the yellow grammar. 1. set up: start something ( a business... take over: take control of something. box. Ask them to call out any phrasal verbs they know 2. No, the individual words in the and write them on the board. Have them explain the verb phrase do not help with meaning of these verbs.. comprehension. This is why they are. Activity 4:. sometimes considered difficult.. -Ss do this exercise individually, and then compare their 1. c. 2. g. 3. f. 4.a. answers with a classmate. Check Ss' answers and 5. h. 6. b. 7. e. 8. d. confirm the correct ones..

(12) Activity 5:. 1. face up down. 2. turned down. -Ss do this exercise individually. Elicit the answers and 3. passed down. 4. live on. give correction.. 6. did - come back. 5. close down. -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 4. The class is divided into two teams A and B. Read out the meaning of 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 1. Where did you find out about sure they understand the meaning of each sentence. Tell Disneyland Resort? Ss that all the phrasal verbs used in this exercise have 2. When did you get up this morning? been presented in this lesson. Ss write the sentences 3. I'll look through this leaflet to see individually and then compare their answers with a what activities are organised at this classmate. Call on two Ss to write their sentences on the attraction. board. Other Ss and T give feedback. For a less able 4. They're going to bring out a class, T may want to model the first sentence. Ss may guidebook to different beauty spots in just focus on the next two sentences. After two Ss write Viet Nam. their sentences on the board, check them carefully. If 5. I'm looking forward to the weekend! there is no time left, ask Ss to finish the remaining sentences as homework. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION.

(13)  PERIOD 5 / WEEK 2. Unit 1: LOCAL ENVIRONMENT Lesson 4 I. OBJECTIVES: . COMMUNICATION. By the end of this Unit, students will be able to:. Plan a day out to a place of interest for their class. II. LANGUAGE CONTENTS Vocabulary -. tug of war: trò kéo co. -. set off (v): khởi hành. -. team building (adj): xây dựng đội ngũ.. -. turn up (v) = arrive : đến, xuất hiện. -. quizzes (n) trò chơi đố vui.\. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook - A tape player - Cards V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content. -Ss read through the table. Play the recording once or 1. Green Park. 2. bus. twice for Ss to complete the table. Elicit the answers and 3. 8 a.m.. 4. own lunch. quickly write them on the board. Play the recording one 5. supermarket. 6. team-building.

(14) more time for Ss to check their answers. Confirm the 7. quizzes. 8. painting village. correct ones.. 10. 5 p.m.. 9. make. A DAY OUT. Activity 2: Ss work in groups to do this activity. It is a good idea if. Details Who to. T can prepare some big sheets of paper for Ss to draw. prepare. the table and make notes. Set a time limit of about 15 minutes for this activity. Ask Ss to do the following. Place Means of transport. + choose a place of interest to visit. Time to set up Food Drinks Activities. +decide what to do and make notes. Time to come back. things:. +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.. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1 .

(15) PERIOD 6 / WEEK 2. Unit 1: LOCAL ENVIRONMENT Lesson 1 I. OBJECTIVES: . SKILLS 1. 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. LANGUAGE CONTENTS Vocabulary -. layer /’le13/(n):lớp lá. -. frame /fre1m/ (n): khung. -. artisan= craftsmen: thợ thủ công. -. income (n): thu nhập. -. lose authenticity /0: 8en’t1s1t1/: mất tính xác thực. -. treat waste: ứng phó với lãng phí. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook V. TEACHING PROCEDURE. Teacher’s and students’ activities Activity 1:. Content. -Have Ss do this activity in pairs. One student looks at Similarities: conical hat, string Picture A on page 12 while the other looks at Picture Differences: Bon page 15. They ask each other questions to find out PictureA: light green, pictures between the similarities and differences between the two layers, blue string, look lighter pictures. They can focus on the colour and decoration of PictureB: white, no decoration, pink.

(16) the hats.. string, look heavier. Activity 2: -Ask Ss to read the titles in the box quickly. Make sure. 1. C. they understand the meaning of each title. Now Ss read. 2. A. the paragraphs and match them with the titles. Ask them. 3. B. to compare their answers with a classmate. Elicit their answers.. 1. Because it is a birthplace of the. Activity 3:. conical hat in Hue.. -Ss read the passage again to answer the questions. Ss 2. It’s 12 km from Hue City. can underline parts of the text that help them with the 3. It’s going to the forest to collect answers. Ss compare their answers before giving the leaves. answers to T. Ask them to give evidence when giving 4. They’re very thin. the answers.. 5. It has poems and paintings of Hue. Speaking. between the two layers.. Activity 4:. 6. Everybody can, young or old.. -Ask Ss to read the ideas. Explain any points they are 1. B not sure about. T may also have to give Ss the meaning 2. C of some words such as authenticity (the quality of being 3. B real or true) or preserve (protect). Elicit Ss' opinions as a 4. C class. Ask Ss to add some more benefits and challenges.. 5. C. -Other benefits: creating national/regional pride, helping 6. B develop tourism, helping improve local infrastructure and services, creating cohesion between craft families and communities Other challenges: limited designs, Other benefits: natural resources running out, competition from other regional pride, helping. creating. national/. helping. develop. countries.. tourism,. improve. local. Activity 5:. infrastructure and services creating. -Ss work in groups to work out an action plan to deal cohesion between craft families and communities with the challenges mentioned above. -It's an open activity, so there is no right or wrong Other challenges: answer as long as Ss can explain their points. Set a time natural resources. limited designs, running. out,.

(17) limit of about 10 minutes for this activity. Move around competition from other countries 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 IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2 . PERIOD 7 / WEEK 3. Unit 1: LOCAL ENVIRONMENT Lesson 1 – SKILLS I. OBJECTIVES: . 2. 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 do there II. LANGUAGE CONTENTS Vocabulary -. artefact /a:t1f`kt/ (n): hình giả tạo.

(18) -. ceramic /s1’r`m1k/(n): đồ gốm. -. pigeon /’p1dd2in/(n): chim bồ câu. -. explore /iks’plo:/(v): thăm dò, thám hiểm.. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content. -Tell Ss that they are going to listen to three students A. Ha Noi Botanical Garden talking about their places of interest. Before listening, Ss B. Bat Trang Pottery village look at the pictures and describe what they see in each C. Viet Nam National Museum of of them. Elicit answers from different Ss. Ask them if History 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:. 1. T. -Play the recording again for Ss to decide if the. 2. T. sentences are true or false. If they meet any difficulty. 3. F. doing this, play the recording one more time. Have Ss (His friend’s relatives own it.) compare their answers in pairs before giving T the. 4. F. answers. Ask for Ss' answers and write them on the (They also come from other countries.) board. Do not confirm the correct answers yet.. 5. T. Activity 3: -Without listening to the recording again, Ss complete. 1. artefacts. the table by filling each blank with no more than three. 2. exploring Vietnamese culture. words. Ss compare their answers with a classmate. 3. make things. before giving T the answers. Ask two Ss to write their. 4. paint on ceramics.

(19) answers on the board. Play the recording one last time to. 5. the hill. confirm the answers for both 2 and 3.. 6. books 7. pigeons. WRITING. 8. watching. -Activity 4: Ss work in pairs and discuss the places of interest in Dear Mira, their hometown/city that can be visited in one day and It's great to know that you're coming to the activities that can be done there. Remind Ss that these places of interest should be most typical and worth. VietNam. What a pity you can only spend one day in Ha Noi. There are so many interesting places in. visiting. T should move around to, give comments as the city, but I think within one day you there may not be enough time for checking with the should be able to visit three places. The whole class.. first place I suggest is VietNam National. Activity 5:. Museum of History. You like history, so it's. -Ss write the email, using the notes they have made. Ss. a. must-see place. There's an. extensive. collection of artefacts tracing Viet Nam's. may also write this in groups on big pieces of paper. Ss history. They're arranged chronologically or groups exchange their descriptions to spot any from primitive life to modern times. The mistakes. Share them with the whole class. T may second place is Hoan Kiem Lake. It's one collect some Ss' work to mark at home or ask them to of the symbols of Ha Noi. There you can rewrite the email as homework. In this case, remember to ask for Ss' revised work in the next lesson. enjoy the beautiful scenery and visit Ngoc Son Temple. You can also have a look at the Old Quarter. Wander around the old streets and some ancient houses to explore Vietnamese culture. Conveniently, these places are close to one another, so we can walk around easily. Tell me when you're coming, so I can show you around these places. Look forward to seeing you soon! Best wishes, Thuc Anh. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks..

(20) -Prepare LOOKING BACK . PERIOD 8 / WEEK 3. Unit 1: LOCAL ENVIRONMENT Lesson 1 – LOOKING 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. LANGUAGE CONTENTS Vocabulary -. outskirts = suburb. Grammar -. Review: Complex sentences, Phasal verbs. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. BACK. TEACHING AIDS.

(21) - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content ( in any other ). -Ss complete the word web individually. Check Ss' 1. paintings. 2. pottery. answers as a class. If time allows, ask one or two Ss 3. drums. 4. marble sculptures. to write their answers on the board.. 5. silk. 6 lacquerware. 7. lanterns. 8. conical hats. Activity 2: -Ss do this exercise individually, then compare their 1. cast. 2. embroidering. answers with a partner. Elicit the answers from Ss.. 3. wove. 4. knitted. 5. carved. 6. moulded. Activity 3:. 1. zoo. 2. looking forward to. -Ss do this exercise individually. Have some Ss read 3. looked. 4. team-building. out their answers. Confirm the correct ones.. 5. lunch. 6. museum. 7. craft. 8. interest. Activity 4: -Ss complete the sentences with their own ideas. Call on two Ss to write their answers on the board. Other Ss give feedback. Check their answers. Activity 5: -Ss write the sentences individually. Have two Ss 1. I don't remember exactly when my write the sentences on the board. Ask other Ss to give parents set up this workshop. comments. Correct the sentences if needed.. 2. We have to try harder so that our handicrafts can keep up with theirs.. Activity 6:. 3. What time will you set off for Da. -Ss work in groups to play the game. One student is Lat? the group secretary. Group members take turns to 4. We arranged to meet in front of the.

(22) think of a place of interest in their area. Other Ss ask lantern shop at 8 o'clock, but she never Yes/No questions to guess the place. The secretary turned up. writes down all the places of interest they have 5. The artisans in my village can live guessed. Finally, the secretary reports on the places.. on basket weaving.. -Finished! Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice. Project: What makes you proud of your area? -Have Ss read the project. Ask them what the one special thing about their area is. Elicit Ss' answers. Ss work in groups to do the project. Ss follow the instructions in the book. Answer Ss' questions if there are any. Remember to have Ss present their findings in the next lesson and vote for the best. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare GETTING STARTED - Unit 2  PERIOD 9 / WEEK 3. Unit 2: CITY LIFE Lesson 1 - GETTING STARTED: Duong’s first visit to Sydney I. OBJECTIVES:. By the end of this Unit, students will be able to:.  use some vocabularies and structures to talk about important features of a city. II. LANGUAGE CONTENTS Vocabulary -. jet lag (n): sự mệt mỏi sau chuyến đi dài.

(23) -. metropolitan/,metr6’polit6n/ (adj): (Thuộc về : đô thị, thủ phủ). -. fabulous /’f`bjul6s/ (adj): tuyệt vời. -. reliable /ri’la16bl/ (adj): đáng tin cậy. -. natural features (n): đặc điểm tự nhiên. Grammar -. Review: Comparision of adjectives and adverbs. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities. Content. Activity 1: Ask them some questions: What can you see in the picture? -Do you know these two boys? -Where are they now? -What are they talking about? Sts answer the questions as a class. Also ask Ss what they know about Sydney. -Where is it? -Is it the capital city? -What is it famous for? Then play the recording and have Ss follow along. a) Ask Ss to read the conversation again and do the -visit exercise individually. Check and write the correct answers -ancient on the board.. -natural -variety -study.

(24) b) Ss work in pairs. Sts share answers before discussing as 1.jet lag a class. Ask Ss to read out the lines in the conversations 2. a feature that contain the words. Check and confirm the correct 3. reliable answers.. 4. metropolitan 5. multicultural. c) Ss work individually, then compare their answers with a 1.He grew up in Sydney. partner. Ask them to locate the information in the 2.Sydney is. conversation. Call on some pairs to give the questions and 3.It’s convenient and reliable. answers. Confirm the correct answers.. 4.Because Sydney is a metropolitan and multicultural city. 5.It was built in 1850.. d)Tell Ss to find the phrases in the conversation and 1.How’s it going = How is practise saying them together. Explain the meaning to Ss ,. everything? / How are you doing?. then elicit other examples from Ss.. 2. Getting over the jet lag = Recover from a tired trip. 3.I slept pretty well = I slept quite well. 4.No worries = It’s my pleasure.. Activity 2: Tell Ss that most of the words they need to use related to 1.international cities or city life. Let them work in pairs. Check their 2.local work, then let them read each word correctly. Check and 3.crowded correct their pronunciation.. 4.neighbouring 5.urban. Activity 3: Sts work in pairs. Award extra points who can say which 1.A Ha Noi countries these cities are. Congratulate the winner.. 2. C Canberra 3.C New York 4.A.Luanda.

(25) 5.C Hoi An 6.B. Moscow V- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1. PERIOD 10 / WEEK 4. Unit 2: CITY LIFE Lesson 2 – A CLOSER LOOK 1 I. OBJECTIVES:. By the end of this Unit, students will be able to:.  use the lexical items related to important features of a city.  say sentences with correct stress on pronouns. II. LANGUAGE CONTENTS Vocabulary -. cosmpolitan /kozm6’pol1t6n/(adj) : chủ nghĩa thế giới. -. canal (n): kênh, mương. -. downtown (adj) : thuộc khu buôn bán. -. easy- going (adj): ung dung. -. populous (adj): đông dân. Pronunciation: stress on pronouns in sentences III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE.

(26) Teacher’s and students’ activities Activity 1:. Content VOCABULARY. a)Have Ss read through the letter so that they Adjectives understand the general ideas. Ask the what the purpose 1.ancient of the letter is ( Jack is writing the letter to Oggy to tell 2.warm about his trip to Hoi An). Have Ss read the adjectives in 3.comfortable the box and quickly elicit the meaning of each adjective. 4.helpful Sts work in pairs. Have some Ss read the answers. 5.fascinating Correct their pronunciation and confirm the correct 6.historic answers.. 7.local 8.delicious. b) Ask Ss to read the letter again and underline all the other adjectives. Have them give the meaning of these fabulous / sunny/ small / friendly / adjectives in the context of the letter. Correct their affordable / good answers. Activity 2:. stressful. Have Ss read through the given adjectives. Have some exciting Ss read aloud all the adjectives to make sure they historic pronounce the adjectives correctly. Sts work in groups busy and discus which adjectives are related to city life. forbidden Encourage them to explain their choice.. modern frightening populous polluted cosmopolitan unemployed annoying downtown fashionable. Activity 3:. 1.fashionable.

(27) Sts work individually, then compare their answers with 2.annoying a partner’s. Ask some Ss to write their answers on the 3.forbidden board. Check their answers as a class.. 4. cosmopolitan 5.modern 6. polluted. Activity 4. PRONUNCIATION. Play the recording and Ss repeat. Play the recording as Stress on pronouns in sentences. many times as necessary. Correct their pronunciation B.. me ( strong ). and stressed words. Have them circle the stressed B. you (strong). pronouns.. A him ( strong) B. us ( strong). A. he (W). a)Play the recording. Ss listen and mark the underlined B. he ( S). words as W( weak) and S( strong)Ask some Ss to give B. he (S) / her ( W). the answers and quickly write them on the board. Play A. we (W). the recording for Ss to check their answers.. we ( S) / I (S). Activity 5. B. b)Ss work in pairs to practice the exchanges above. Go B around and give support if necessary. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2. us (S) / we (W).

(28) PERIOD 11 / WEEK 4. UNIT 2: CITY LIFE LESSON 3 - A CLOSER LOOK 2 I. OBJECTIVES:. By the end of this Unit, students will be able to:.  use the suitable form of the adjectives to complete a passage.  use some common phrasal verbs correctly and appropriately. II. LANGUAGE CONTENTS Vocabulary -. get on > <get off. -. pull down: phá dỡ. -. get on with: sống hòa thuận với.. -. go on = continue. -. take off = remove: cởi bỏ. Grammar -. Review: Comparision of adjectives and adverbs, phrasal verbs.. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content GRAMMAR. Have Ss work individually. Check their answers as a Comparison of adjectives and.

(29) class.. adverbs: review. Give explanations if necessary. Sts give more examples.. 1-f 2-d 3-e 4-h 5-g 6-a 7-c. Activity 2:. 8-b. Ss work individually. After they have done the activity, 1.the largest ask some Ss to write their answers on the board. Correct 2.smaller their mistakes.. 3. the most popular 4. wider 5. the dirtiest 6. cleaner 7. the best 8. the most exciting. Activity 3:. Phrasal verbs (cont.). Tell Ss to look at the conversation in GETTING to set up STARTED again , find and underline the phrasal verbs.. to look forward to to find out. Activity 4: Have Ss work individually. Ask Ss to underline the 1.set up correct particle. Call on some Ss to read out their 2.get on answers. Correct their mistakes. Explain them the 3. take off meaning of these phrasal verbs in sentences.. 4. grow up 5. show around 6. pull down. Activity 5:. 1.turn of = press the switch.

(30) Ask Ss to read the sentences, underline the phrasal verbs 2.turn down = refuse and match them to their meaning from the box.. 3. go over= examine. Call on Ss to read the sentences. Correct their answers 4. go on = continue doing as a class.. 5.take off = remove 6. put down = make a note. Activity 6: Have Ss read the text, find eight phrasal verbs and 1dress up = put on smart clothes match them with their definitions from the box. Tell 2.turn up = arrive them to study the context of these phrasal verbs and 3. find out = discover elicit their meanings.. 4. go on = continue 5. get on = make progress 6. think over = consider 7. apply for = ask for ( a job) 8. cheer up = make someone feel happier.. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION. PERIOD 12 / WEEK 4. Unit 2: CITY LIFE Lesson 4 - COMMUNICATION I. OBJECTIVES:. By the end of this Unit, students will be able to:.  Use the simple present to talk about important features of a city. II. LANGUAGE CONTENTS Vocabulary -. lighthouse / ‘la1haus/ (n): đèn biển, hải đăng. -. Worldwide Arms Museum : Bảo tàng vũ khí thế giới. -. financial centre : trung tâm tài chính.

(31) -. afordable :/ 6’fo: d6bl/ (adj) phải chăng. Grammar -. Review: simple present. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, pictures. V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content CITY LIFE. a) Sts work individually. They read the sentences 1a) Which of the following features do carefully and make their three choices. Call on some Ss you like best about a city? to say the three things they like best about the city.. - Students’ answers. b)Sts work in groups of three discuss their choices and b) Work in groups. Discuss your give reasons why. Encourage them to talk as much as choices. Give reasons. possible. Move around the class to give assistance if “ I’d like a busy and exciting city with needed.. good transport, so I can get around and see all the cultural attractions it has to offer….”. Activity 2: Tell Ss they are going to read a passage about. “ What is the best attraction in. Singapore. Elicit what Ss know about Singapore.. Singapore, according to the writer? Would you like to go there? Why?” - Its location - Its attractions “What is liked most about the city?”. Activity 3: Elicit as much information as possible. about these three +Vung Tau cities from the students. Ss work in groups to talk about -location.

(32) each city. Walk around to observe, give help if needed.. -main features -attractions +New York City -location -main features -attractions +Melbourne -location. Activity 4:. -main features. Ask Ss to choose one of the three cities and write a short -attractions paragraph about it. Walk around to observe, give help if Write a short paragraph ( 80-100 needed. words ) about one of the cities above. You can refer to the passage in 2 as a guide. ………………………………………... Activity 5: After Ss finish writing, let them talk about the city of their choice in groups. Go around to observe and give feedback. If time allows, have some Ss talk about the city they have chosen in front of the class.. ……………………………………….. ……………………………………….. ……………………………………….. ……………………………………….. ……………………………………….. The city I’d like to visit most is New York. There are many things to see and to do there. You can……………. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1 PERIOD 13 / WEEK 5.

(33) Unit 2: CITY LIFE Lesson 5 - SKILLS 1 I. OBJECTIVES:. By the end of this Unit, students will be able to:.  read for specific information about the features of cities  rank a town or a city they know II. LANGUAGE CONTENTS Vocabulary -. urban> < rural (adj) thuộc nông thôn. -. sprawl / spro:l/ (v, n): sự vươn vai, sự bành trướng. -. urban sprawl (n) : sự đô thị hóa. -. determine / d1’t6:m1n/ (v): xác định. -. conflict / k6n’fl1kt/ (n): sự xung đột. -. index / 1ndeks/ (n): chỉ số. -. conduct / k6n’d^kt/ (v): thực hiện. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, pictures. V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content READING. Have some Ss read through the given features. Ss transport work in pairs to put the factors in order of education importance. Call on some pairs to present their order climate and give some explanations.. culture safety cost of living entertainment.

(34) convenience Activity 2:. 1.The Economist Intelligence Unit ( EIU). Ask Ss to individually read the passage quickly and 2.2014 find the information to fill the blanks. Call on Ss to 3.the best city: Melbourne read out their answers and where they can find the. the worst cities : Dhaka, Tripoli, Douala.. answers. Confirm the correct answers.. Activity 3: Have Ss read the questions. Ss read the passage 1.Climate, transport, education, safety, again and find answers to the questions. Remind and recreational facilities are used. them to locate the answers in the passage. Check and 2.They were among the top 20. confirm the correct answers.. 3.Because the living conditions there were the most difficult and dangerous. 4.Osaka was. 5. a city’s green space, urban sprawl, natural features, cultural attractions , convenience, and pollution.. SPEAKING. SPEAKING. Activity 4:. 4a) Work in groups of five or six. Conduct. a) As a class, Ss decide which town or city they are a survey to rank your own town / city or a going to rank. Divide the class into groups of five or town / city you know. Give fro 10 points six, Sts take turns to ask each other the ten questions ( the best) to 1 point ( the worst) to each and write the points that each Ss gives fir each factor factor. in the table. Go around to give assistance if Ask each student in your group the necessary.. question:. Then write the points in the table.. “ How many points do you give to factor 1–safety?”.

(35) Factors. Points given StA. StB. StC. StD. Total StE. ………………………………………... points. 1.safety 2.transport 3.education 4.climate 5.culture 6.facilities 7.entertainments 8.natural features 9.urban sprawl 10.pollution control. b) Next they work out the final result of their group. Finally, one student from each group presents the result to the class. Invite and encourage Ss to comment the result.. 4b) Work out the final result of your group . Then present it to the class. Is your group’s result the same or different from that of other groups?. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2. PERIOD 14 / WEEK 5. Unit 2: CITY LIFE Lesson 6 – SKILLS 2 I. OBJECTIVES:. By the end of this Unit, students will be able to:.

(36)  listen for specific information about some problems of city life  write a paragraph about disadvantages of city life. II. LANGUAGE CONTENTS Vocabulary -. drawbacks (n): mặt hạn chế. -. dweller /’dwel6/ (n): cư dân. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV. TEACHING AIDS - Textbook - Pictures from the textbook, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities. Content. Activity 1:. LISTENING. Let Ss work in small groups. Then tell Ss to imagine the. -urban sprawl. problems they have experienced in the city.. -noise -high cost of living -traffic jam -air pollution -bad weather -crime -overcrowding. Activity 2: Play the recording one or two times. Ask Ss to listen. 1.cities. carefully and write down the words they hear in the. 2.office. passage.. 3. traffic 4. roads. Activity 3: Play the recording again. Tell Ss to take notes the. 1.C. keywords as they listen. Then they choose the correct. 2.A.

(37) answers as required. Correct as a class.. 3.A 4.B 5.B. WRITING. WRITING. Activity 4:. Outline. Tell Ss to read the sample paragraph carefully and. Topic sentence: Living in a city has a. complete the outline. Tell them to pay attention to the. number of drawbacks.. connectors/ markers: Firstly, Secondly, Thirdly…. Problem 1: traffic jams and traffic accidents Problem 2: air pollution Problem 3: noise / noise pollution Conclusion: These factors contribute to making city life more difficult for its. Activity 5:. residents.. Have Ss write the paragraph in about 100 words. Make. Writing tips. sure that they use their outline, along with connectors,. Remember to organise your ideas to. and pay attention to spelling and punctuation.. make your paragraph clearer: -firstly… -secondly… / next …. -thirdly … / lastly …. / finally … -In conclusion … / to conclude….. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK 5. Choose one item from the list in 1. Make an outline, and then write a paragraph on one of the topics. (Chọn 1 từ ở bài 1. Viết dàn ý và sau đó viết 1 đoạn văn về 1 trong số các chủ đề.) There are a lot of disadvantages of living in a big city, but air pollution, traffic jam, and the high living standard are three main disadvantages. Firstly, air pollution is a big disadvantage that people living in big cities have to face. Big cities attract a lot of investments of inside and outside country, so the number of factories is increasing fast. This makes the air extremely polluted by smoke from factories,.

(38) trucks, and motorbikes. As a result, more and more people get many serious diseases, such as lung cancer, tuberculosis and so on. Next is traffic jam. There are a lot of people and transportation in big cities, so traffic jam is an unavoidable problem. People can not go to work on time because they are always stuck for hours in rush hour. Besides, transport system which is stuck will cause a lot of serious problems. For example, ambulance and fire engine can not get in time to complete duty, so there is a big loss of humans and property. It also takes a lot of money of producers when their goods do not get in time. Lastly, the living standard in big cities is very high. Nowadays, the development of big cites is faster and faster, so these big cities become big economic centers of country. Because of that, public services such as health service, postal service, etc cost a lot. It will be difficult for the poor and workers to live in big cities because they have to pay too much for public services while their salary is too low. In conclusion, it is not easy to live in a big city.. Có rất nhiều điều tiêu cực khi sống ở thành phố lớn, nhưng ô nhiễm không khí, kẹt xe và điều kiện sống cao là 3 bất lợi chính. Đầu tiên, ô nhiễm không khí là bất lợi lớn nhất mà người dân sống ở các thành phố lớn phải đối mặt. Thành phố lớn thu hút nhiều nguồn đầu tư trong và ngoài nước, vì vậy số lượng nhà máy tăng nhanh. Điều này làm cho không khí cực kỳ ô nhiễm bởi khói nhà máy, xe tải và xe máy. Kết quả là ngày càng nhiều người mắc các căn bệnh nguy hiểm như ung thu phổi, lao... Kế tiếp là nạn kẹt xe. Có rất nhiều người và phương tiện giao thông ở những thành phố lớn, vì vậy kẹt xe là vấn đề không thể tránh khỏi. Người dân không thể đi làm đúng giờ bởi vì họ luôn bị kẹt vào giờ cao điểm. Bên cạnh đó, hệ thống giao thông ùn tắc sẽ gây ra nhiều vấn đề nghiêm trọng. Ví dụ như xe cứu thương và cứu hỏa không thể đến kịp giờ để hoàn thành nhiệm vụ, gây ra thất thoát về người và tài sản. Nó củng tiêu tốn nhiều tiền bạc của nhà sản xuất khi sản phẩm của họ không kịp đáp ứng. Cuối cùng, điều kiện sống ở thành phố lớn rất cao. Ngày nay, sự phát triển của các thành phố lớn ngày càng nhanh hơn, vì thế những thành phố này trở thành các trung tâm kinh tế lớn của quốc gia. Vì thế, dịch vụ công cộng như dịch vụ y tế, bưu diện... có chi phí cao. Điều này sẽ là khó khăn đối với những người nghèo, công nhân sống ở thành phố lớn vì họ phải trả quá nhiều cho dịch vụ công cộng trong khi đồng lương quá thấp. Nói tóm lại, thật không dễ dàng để sống ở một thành phố lớn. PERIOD 15 / WEEK 5. Unit 2: CITY LIFE Lesson 7 – LOOKING BACK & PROJECT I. OBJECTIVES:. By the end of this Unit, students will be able to:.  use some vocabularies and structures to talk about important features of a city. II. LANGUAGE CONTENTS Grammar -. Review: Comparision of adjectives and adverbs, phrasal verbs..

(39) III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities. Content. Activity 1:. LOOKING BACK. Give Ss a few minutes to complete the word web. Give. VOCABULARY. some cues / examples if needed.. Nouns:. Adjectives:. - street. - crowded. - gallery. - cosmopolitan. - shopping mall - exciting …. …. Activity 2: Let Ss read the passage and complete this exercise. 1.fascinating. individually. After that, let some Ss read the passage. 2.noisy. aloud- sentence by sentence. Check and confirm the. 3. full. correct answers.. 4.crowded 5.urban 6. fabulous 7.bored GRAMMAR. Activity 3:. 1.as/ so interesting as. Sts do the task in pairs. Correct their answers as a class.. 2.the fastest 3.the shortest / a shorter 4.less entertaining 5. more carefully. Activity 4:. 1.turned down.

(40) First, let Ss review the phrasal verbs. Then have them do 2.going on a task. Check and correct their answers as a class.. 3.get over 4.cheered up 5.turn back 6. found out. Activity 5:. 1.Turn off the light when you leave the. Sts use phrasal verbs to write sentences. Have some Ss. classroom.. write sentences on the board. Let Ss give comments.. 2.Mai grew up in a small town in the. Check as a class.. south. 3.Kathy looked up the restaurant on her mobile phone. 4. My grandmother has got over her operation.. Activity 6:. 5. We are looking forward to seeing. Make sure the Ss know the names of the cities in Viet. you again.. Nam. Divide the class into 2 teams to play the games.. COMMUNICATION. Encourage them to be as quick as possible. Try to call. Team 1: Hai duong City. out famous man-made or natural attractions , or feature. Team 2: Well, it is famous for its green. of different cities in the country.. bean cakes.. Finished!. Team 2: Da Nang City. Ask Ss to complete the self-assessment. Discuss as a. Team 1: It has fabulous Ngu Hanh Son. class what difficulties remain and what areas Ss have. (Marble Mountains)…. mastered.. PROJECT. Project: What makes you proud of your area?. Writing interesting notices. -Ss work in groups to do the task. T checks. Note that. In a town, you can see a lot of notices.. other orders are also possible.. A notice should attract the reader’s. Ex1) Put the items in these scrambled notices in the. attention and send a message in just a. correct order, starting with the heading in capitals.. few words. It may be effective to use. A. Classes as normal tomorrow. different sizes of writing or type, or to. Groups 9B + 9D to gym. put the heading in colour. Above all,.

(41) QUIET PLEASE. the notice must be easy to understand.. Exams in progress B. Town Hall every evening. 1.You are organising a seminar for. Ring Dylan on 42564039. teenage girls about city life. Write a. Offered by native teachers. notice to put on the notice board,. ENGLISH CONVERSATION LESSONS. giving some details about time, place,. Language exchange also a possibility. and content of the seminar.. Where are you most likely to find these notices? -Ss work independently and exchange their work with a. 2.You are a travel agent. You are. partner. T. checks.. organising a one-day trip around your. -Ask Ss to do this task out of the class, and in the next. city/ town for foreigners. Write a. lesson, Have them present what they have written to the. notice to put at the travel agency.. rest of the class. The class gives comments. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare GETTING STARTED - Unit 3. PERIOD 16 / WEEK 6. UNIT 3: TEEN STRESS AND PRESSURE LESSON 1:. GETTING STARTED. I. OBJECTIVES: By the end of the lesson, Ss will be able to:.  use some lexical items related to “TEEN STRESS AND PRESSURE” II. PREPARATION: sub -board, pictures, cassette III. PROCEDURES:.

(42) Teacher’s and students’ activities Warm –up. Content. Introduce the students in the picture: Phuc,Nick, and Veronica. Explain that Mai was supposed to Vocabulary be there but she couldn't come in the end . Ask worried/tense/stressed; relaxed/confident the class to describe what is happening in the relaxed/calm/delighted/depressed/frustrated picture: " Where are Phuc, Nick, and Veronica? " " What are they going to do? " " What are they talking about? " " Why do you think Mai couldn't come? " Activity 1 a.Tell Ss they can uncover the text. Play the a recording again. Have Ss work individually, 1.to stay up late 2.to disappoint someone then in pairs, to find the words/phrases. Remind 3.to be stressed (out) 4.to take a break Ss they need to find the words in the text with 5.good grades 6.to be fully booked opposite meanings. b.Have Ss work individually, then in pairs, to b compare their answers with each other. Correct 1.C. 2.B. 3.C. the task as a class and encourage Ss to explain 4.A. 5.B. 6.A. why the chosen option is the correct answer. c. Ask Ss what they think Veronica's statement Veronica wishes her parents could put means. Then explain if necessary. For a more themselves in her situation to better able class, ask them if they have ever felt like understand her. Veronica, and what happened. Activity 2: -Ss work in pairs to complete this task. 1. worried/tense/stressed; relaxed/ Remind them to pay attention to the content confident words in each sentence, which may help them 2. calm to choose the most suitable word. Tell Ss in 3. depressed/frustrated.

(43) most cases more than one. option may be 4. confident/relaxed/calm. suitable. After they have finished, go through 5. delighted/confident each item as a whole class. -T. may. explain. the. 6. frustrated/worried difference. between. 'depressed' and other words such as. 'tense',. 'worried', or 'stressed'. (The word 'depressed' is very strong and used only to describe someone who is deeply sad and has lost hope.) Activity 3: Before Ss start doing this exercise,. 1. encourage someone. Explain the meaning of 'give advice','encourage', 2. give advice to someone 'empathise', and 'assure'.. 3. empathise with someone. +give advice: to give suggestions and ideas to 4. assure someone help somebody make a decision. 5. empathise with someone. +encourage: to give someone support and 6. encourage someone confidence to do something +empathise: to be able to understand how someone else feels +assure: to tell someone that something is going to be all right, so that they do not worry Ss work individually first, then. in pairs. Then. give. corrective feedback to the whole class. Ask Ss to give examples of the situations in which these sentences are said.. IV. HOMEWORK: Write new words then learn them by heart. Do exercise in exercise book. Prepare A CLOSER LOOK 1.

(44) PERIOD 17/ WEEK 6. UNIT 3: TEEN STRESS AND PRESSURE LESSON 2:. A CLOSER LOOK 1. I. OBJECTIVES: By the end of the lesson, Ss will be able to  use the lexical items related to changes in adolescence  identify in which situations to stress the verb be in sentences and say these sentences correctly II. PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities Vocabulary. Content. Activity 1 . Ss work individually to complete this 1. shape and height exercise. Tell Ss to pay attention to the 2. reasoning skills content words surrounding the gaps, and 3. embarrassed identify the part of speech of the missing 4. independence.

(45) words. Ss then work in pairs to compare 5. self-aware their. answers before T gives corrective 6. informed. feedback to the whole class. Activity 2 Explain the phrases in the box first. Elicit A. 5 from Ss some examples for each item, for B. 2 example, ‘Can you think of an example of C. 6 school pressures and frustrations?’. D. 3. -Share some of your personal experience E. 1 from your teenage years where relevant.. F. 4. Activity 3 Ss work in pairs to discuss which solution A. 1; 3; 4 can be used for which situation. Then elicit B. 4 the answers from the whole class. Ask Ss to C. 1 explain their decisions.. D. 4. Activity 4. E. 2; 1. Refer back to what you have told the class F. 4 in 2. Now tell Ss the ways you used to deal with these (difficult/stressful) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion. Pronunciation Stress on the verb be in sentences -Play the recording again or say the fi rst sentence in the conversation in GETTING STARTED. Draw. Ss’ attention to the. stressed ‘Isn’t’ and ask them to practise saying the question. Now explain the REMEMBER!. box.. Emphasise. that. normally the verb be is unstressed, except.

(46) for the situations mentioned in the box. Activity 5. 1. - You aren’t worried about the exam?. Play the recording as many times as needed Good for you! so that Ss are familiar with the stressed be in the statements. Note that only the words. - I am worried!But I try not to show it. 2. - Do you think Jack is good at. in italics should be stressed, the other forms Japanese? of be are unstressed. With the whole class,. - He is. But he’s a bit shy to speak it.. refer to the REMEMBER! box to elicit the 3. - Isn’t badminton her favorite sport? reasons why the verb be is stressed in each. - Yes, it is.. item. Ss then practise saying the sentences 4. - Who’s he? (no stress) in pairs. Activity 6. 5. - Sorry – we’re late! - Actually, you aren’t. We haven’t. Tell Ss that these sentences contain both started yet. stressed and unstressed verb forms of be. Ss 6. - Is she happy at the new school? work individually first to underline those that should be stressed. Then play the recording for Ss to check. Give corrective feedback as a class, then Ss practise saying the sentences.. IV. HOMEWORK: Write new words then learn them by heart. Do exercise in workbook Prepare A CLOSER LOOK 2. - Yes, she is. She likes it a lot..

(47) PERIOD 18/ WEEK 6. UNIT 3: TEEN STRESS AND PRESSURE LESSON 3: A CLOSER LOOK 2. I. OBJECTIVES: By the end of the lesson, Ss will be able to:  use reported speech with confidence  use question words before to-infi nitive II. PREPARATION: sub -board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Activity 1.. Content. Remind Ss of what the conversation in Mai: ‘I’m too tired and don’t want to go out.’ GETTING STARTED is about. Ss then Mai: ‘I want to be a designer.’ work in pairs to complete the task. If Mai’s parents:. ‘Design graduates won’t find. needed, give Ss a quick review of reported jobs easily. We want you to get a medical speech (e.g. verb tense, pronouns, time degree.’ expressions, etc.) Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B.

(48) says some sentences in indirect speech for side A to change into direct speech. Activity 2. 1. My parents told me they would visit me that. Ss work individually to complete this week. exercise. Then they compare their answers. 2. Our teacher asked us what we were most. in pairs before T gives corrective feedback worried about. as a whole class.. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even when she had lots of pressure. 5. She told her mother she had got a very high score in her last test. 6.. The doctor asked him if he slept at least. eight hours a day. Activity 3. 1. I don’t know what to wear.. Do the first sentence with the class as an 2. Could you tell me where to sign my name? example. Ss then work individually to 3. I have no idea when to leave for the bus. rewrite the sentences. before receiving 4. We’re not sure where to hang the painting.. correction from T.. 5. He wondered how to tell this news to his parents.. Activity 4. 6. They can’t decide who to go first.. Ss can work in pairs to complete this exercise. Remind them they can choose 1. They wondered/couldn’t tell how to use that from the verbs ask, wonder, (not) be sure, support service. have no idea, (not) know, (not) decide, 2. He had no idea who to turn to for help. (not) tell to report these questions.. 3. Mai asked her mother when to turn off the oven. 4. Phong and Minh couldn’t decide where to park their bikes..

(49) 5. He was not sure whether to call her then. Activity 5. 6. They wondered what to do to make Linh feel. First, ask the whole class to agree on five happier. questions they would like to ask about you. Write them on the board. Prepare two different versions of answers to these five questions. (The more contradictory the two versions are, the more fun the game will be!) Write each version on a separate piece of paper so that you do not forget them. -Then divide the class into two groups. Tell Ss that one group will stay inside the classroom and the other outside. Each group will listen to you for the answers to the questions and the group will then have to report to the other group what they have heard from you. IV. HOMEWORK: Write new words then learn them by heart. Do exercise in workbook. Prepare COMMUNICATION.

(50) PERIOD 19 / WEEK 7. UNIT 3: TEEN STRESS AND PRESSURE LESSON 4:. COMMUNICATION. I. OBJECTIVES: By the end of the lesson, Ss will be able to:  talk about teen stress and pressure II. PREPARATION: sub -board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Write ‘Life skills’ on the board and ask Warm up:. Content. Ss what they think it means. Ask them to Knowledge about teen stress and pressure give some examples of life skills. Explain. the. words. in. the. Extra. vocabulary box. Use a dictionary or translate the words since they are all abstract concepts. Activity 1 Ss work in pairs to complete this task. 1. C Go around and offer help if needed. 2. B Otherwise, T may turn this into a group 3. D competition. Prepare red paper strips 4. A with the five skill categories, and blue 5. E paper strips with the skill examples. In small groups Ss will match the red strips.

(51) to the blue strips. The first group to have the correct answers is the winner. Activity 2. Discuss:. Give Ss plenty of time to look closer at “Do we teenagers in Viet Nam need all or each skill to discuss the questions in some of these skills? Why/Why not?” pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions. Write on the board two lists: one containing the skills Ss think are necessary for Vietnamese teenagers, and one containing those that they think are not. As an alternative, Ss work in small groups. After their discussion, each group should cross out the life skills which they think are not suitable for Vietnamese teens. As a whole class, compare the results from different groups. Remember each group will need to explain their decisions. Activity 3 Ss work in small groups to make their own list for Vietnamese teens. They can base it on the text and add their own information. Now the class needs to combine all the group lists to make a big list for the whole class. Write this list on a poster, or on the board. Activity 4 Ask Ss to copy down the ‘big list’ they Which skills do you already have? have created in 3 in their notebooks. Ss Which skills do you need to develop? then work individually: each student.

(52) goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their results. If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on. IV. HOMEWORK: Write new words then learn them by heart. Do exercise in workbook. Prepare SKILLS 1.

(53) PERIOD 20 / WEEK 7. UNIT 3: TEEN STRESS AND PRESSURE LESSON 5:. SKILLS 1. I. OBJECTIVES: By the end of the lesson, Ss will be able to:  read for general and specific information about a helpline service for teens in Viet Nam  talk about teen stress and pressure and how to cope with them II. PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities READING. Content. Activity 1 a. Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help. b Ask Ss to read through the text quickly to get its main ideas. Ask them to answer the question “What is the article about?” using the text title, photos, and key words. Activity 2. 1.. It’s a free service for counselling and. Now ask Ss to read the text again to protecting children and young adults in Viet complete the task. Ss work in pairs to Nam..

(54) answer the questions.. 2. They were callers in the 11-14 year old and. Activity 3. 15-18 year old groups.. For this task, allow Ss to have another close 3.. The calls were mostly questions about. reading (or as many times as they wish). Ss family relationships, friendships, and physical work individually first, then compare the and mental health. answers with their partner. Ask them to 4.. Because they were cases of missing or. discuss and explain each person’s own abandoned children, or children who were decision if their answers are not the same. suffering from violence, tracking, or sexual Then provide feedback as a class. For each abuse. answer, ask Ss to refer back to the text to 5.. The helpline promotes child participation. find the relevant information.. in its operations by involving children as peer. SPEAKING. communicators and decision makers.. Activity 4. 6. It aims to create favourable conditions for. Tell Ss they are going to listen to two children to develop physically and mentally. students calling a child helpline. Ask Ss to look at the note form to get oriented about 1. T. 2. T. 3. F. what they are going to hear. Remind Ss that 4. F. 5. F. 6. T. these are notes so they only need to write key words or phrases and not full sentences. After. Ss. have. completed. the. task. individually, give feedback as a class. Then. Caller 1. Ss work in pairs to role-play the callers. Caller: girl, from Ha Noi, last year of high Ask them to use the notes for the role-play, school and remind them to put some emotional Feeling now: a bit depressed and confused expression in their voice for the role-play.. Problem:. wants to be a designer; but her. parents want her to be a doctor Question:. doesn’t know what to say to her. parents Caller 2 Caller: boy, named Long, 13 years old, from.

(55) Ho Chi Minh City Feeling now: worried Problem:. online friend asked for 5 million. dong; said if he refused to give it, his life would be difficult Question: wonders whether to tell somebody about this IV. HOMEWORK: Write new words then learn them by heart. Do exercise in exercise book. Prepare SKILLS 2. PERIOD 21 / WEEK 7. UNIT 3: TEEN STRESS AND PRESSURE.

(56) LESSON 6:. SKILLS 2. I. OBJECTIVES: By the end of the lesson, Ss will be able to:  listen for general and specific information about the work of an advice columnist  write a short note to ask for advice and to give advice II. PREPARATION: sub -board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities LISTENING. Content. Activity 1 a+b/ Ask Ss if they know what an ‘advice 1. likes columnist’ does. Introduce the word. If 2. no longer in possible, bring in to the class some 3. not easy examples of the advice column page in 4. takes time local magazines for teens (or you can look 5. need them up on the Internet). Tell Ss they are now going to listen to an interview with Miss Sweetie, the advice columnist of 4Teen magazine. Ask Ss to look at the questions in Exercise 1b first. Ss then work individually to complete the task. Play the recording once to check how much Ss understand it. Then play the recording again when providing the key. Listening Activity 2 For this task, play the recording as many 1. She feels like she is living her teenage years times as needed. Ss work individually first, again, and she loves helping readers by giving then compare the answers with a partner. them advice. Then provide corrective feedback as a. 2.. She said it’s most important that we put.

(57) class.. ourselves in other people’s shoes. 3.. Because language should be used. sensitively so that the person can get over the negative feelings. Activity 3 Ss work in pairs for this task. Ask them to 1. No explain their decision afterwards. The 2. Yes options that are in the ‘no’ category are 3. No because the language is too strong or direct. 4. No 5. Yes WRITING Work through the Study skill box together with Ss. For each expression, make an example.. Ask. Ss. to. add. in. other. expressions for giving advice that they have learnt, or know. Activity 4. B. I know how you feel, but I don’t think you. Ss need to look at 2, A CLOSER LOOK 1. should worry about this change. It’s normal,and Then they work individually to complete it shows that you’re growing up. this task. Remember this is a writing C.. If I were you, I wouldn’t have too high. exercise so Ss need to write down their expectations. I would do my best in the exam, advice notes in full sentences. Remind but I don’t think it’s a good idea to feel so them to use the expressions in the Writing stressed. Study skill box ‘Giving advice’. Ss then D. Have you thought about telling this to your swap their writing for peer correction.. parents? They might think of a good solution to. If time allows, let Ss work in pairs when help you. they have finished the writing. Student A E . It might help to consider breaking this big will read out the notes randomly for task into smaller tasks and then tackle them one Student B to guess which advice note is for by one. which student in the exercise.. F. It might be a good idea to talk about this to.

(58) someone. Have you thought about turning to your teacher for help? IV. HOMEWORK: Write new words then learn them by heart. Do exercise in exercise book. Prepare LOOKING BACK. PERIOD 22 / WEEK 8. UNIT 3: TEEN STRESS AND PRESSURE LESSON 7:. A LOOKING BACK & PROJECT. I. OBJECTIVES: By the end of the lesson, Ss will be able to:  review of what they have learnt in Unit three ( Teen stress and pressure ).

(59) II. PREPARATION: sub -board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Activity 1. Content 1. excited/delighted. Ask Ss to complete the sentences by using 2. frustrated/upset the support from the pictures, the options 3. tense/stressed provided, and the meaning of the sentences. 4. worried/tense They work individually first and then 5. disappointed/frustrated compare with a partner.. 6. emotional/depressed. Activity 2. 1. ‘Congratulations!’/ ‘Well done! You. Ask Ss to remember the meanings of these did a really great job!’ verbs: congratulate, empathise, encourage, assure, and advise.. 2.. ‘You must have been really. disappointed.’/ ‘If I were you, I would. Then Ss need to look at the situations in 1 to talk to my parents.’ say appropriate sentences.. 3.. ‘Stay calm. Everything will be all. right.’/ ‘It might be a good idea to have a break when you feel too stressed.’ 4.. ‘I understand how you feel.’/ ‘It. might help to consider talking about this to someone.’/ ‘Have you thought about calling a counselling service?’ 5.. ‘I understand how you feel.’/ ‘It. might help to consider focusing on the good points of the presentation rather than only the weak points.’ 6. ‘You must have been really emotional.’/ ‘I understand how you feel.’ Activity 3 Challenge Ss to complete this exercise 1.. concentrate on doing something;.

(60) without. looking. back. at organize your timetable. COMMUNICATION. They can write in similar skills, or add new skills as they wish.. 2.. control feelings; know how to get. over negative feelings 3. cooperate with others; communicate well 4.. know how to act in emergencies;. know when to stop taking risks 5. cook for oneself and others; manage a small budget Activity 4 Ss work individually then in pairs when they 1. She said she was really stressed out, compare their answers with each other.. and that she had had three sleepless nights thinking about her exam. 2.. He said he couldn’t concentrate. because it was too noisy in there. 3. She said she had been very upset at first but she was fine then. 4. He said he didn’t think taking risks too often was a good idea. 5. She said he would take a cooking class before he went to college. 6. He said he really wished he could make informed decisions Activity 5. 1. Today I’m going to tell you what to. Ss work individually to complete this task.. do in case of fire. 2. Be sure you know where to find the nearest exit or stairway. 3. You should know how to activate the fire alarm. 4. You should know what number to.

(61) call to report the fire and ask for help. PROJECT “Teen support group” Ss work in small groups to design the set up of a teen support group. First, Ss choose an idea for the support group and find out more about that idea. For example, one group chooses the idea ‘study skills group’. Ask them to think about:. • Which study skills do you think are necessary in your class/school? How can you find out more about this information? • How can the students improve these skills? (for this information you can ask your teacher, or use books, magazines, or. the. Internet). • What can a support group do to help them do that? Then Ss decide how to set up their support group. Ask them to consider:. • What is the name of the support group? • What are the support activities it provides? • How does the support reach students? • How is the group organised? Who will do what? How can the teacher and. The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realise some of these projects in their own class or school. IV. HOMEWORK: Write new words then learn them by heart. Do exercise in exercise book. Prepare Review 1. the school help the operations of the group?.

(62) PERIOD 24/ WEEK 8. Review 1: UNIT 1 – 2 – 3 Lesson 1 - LANGUAGE I. OBJECTIVES:  This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to recall the language and encourage them to contribute as much as possible. II. LANGUAGE CONTENTS Vocabulary -. entire /in’ta16/ (n): toàn bộ. -. erect (v): lắp ráp. -. observation wheel (n) vòng quay quan sát. -. diameter / dai’`m1t6/(n): đường kính. -. look back down (v): nhìn xuống.

(63) -. confution/ k6n’fiu:d2n / (n): sự lộn xộn. -. If I were in your shoes: nếu tôi ở địa vị của bạn. -. As far as I know: đó là tất cả những gì tôi biết. -. get on well (v) hợp nhau. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities. Pronunciation Activity 1: Ask Ss what kinds of words are underlined. Elicit the rule from Ss (they are content words and are stressed because they contain all the important information being conveyed). Play the recording for Ss to listen and read along silently, then they can repeat out loud trying to stress the same words. Call on some Ss to read out the sentences again. Correct their pronunciation as a class. Note: All the underlined words are stressed. 1. My town is nice and peaceful, but it isn’t very big. 2. Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors. 3. A: Were you wearing a helmet when you fell off your bike? B: No, I wasn’t. 4. Son: Can I go to a party tonight, mum? Mother: OK, but please don’t make noise when you come home. 5. A: My mum’s really a good friend of mine. B: Is she? Mine is very strict towards me.. Content.

(64) Activity 2: Ss work in pairs first to mark the underlined words as W (weak) or S (strong). Then T plays the recording for Ss to check. Play the recording again and Ss repeat. Pause and correct their pronunciation. 1. A: Is (W) Minh happy about winning the scholarship? B: Yes, he is (S). But his parents are (W) happier. 2. A: I can’t (S) understand it! Aren’t (S) you my son? B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault. 3. A: Pho Hien is (W) a very old town in North Viet Nam. B: Is it (S)? Where is it (W) located? 4. A:It’s (W) raining. Are they (W) wearing raincoats? B: She (S) is, but he (S) isn’t.. Key activity 3 - reduce pollution - pull down an old building - empathise with someone. Vocabulary. - make a handicraft. Activity 3:. - set up a home business. Ss do the task individually and then share their answers with a - feel worried and frustrated partner. Check Ss’ answers. - have high expectations - provide employment Activity 4:. Key activity 4. Let Ss read the passage, then do this exercise individually. T 1. giant 2. tallest may ask some Ss to write their answers on the board. T corrects 3. attractions 4. symbol as a class. 5. fascinating 6. excited 7. affordable 8. interest. Grammar. Key activity 5. Activity 5: Ss work individually and then compare their answers with a 1. set up. 2. deal with. partner. Call on some Ss to write their answers on the board. 3. turned down 4. look up Other Ss comment. T corrects as a class. Activity 6:. 5. give up. 6. put up with. 7. got over. 8. keep up with. Key activity 6.

(65) Ss do the task individually. Tell them to write the reported 1. Trang wondered what to wear sentences in their notebooks. Call on some Ss to read their to the fancy dress party. sentences. T checks.. 2. She couldn’t decide whether to help Chau with the money her mum had given to her. 3. Nick wondered where to get those traditional handicrafts. 4. Phuc had no idea who to turn to for help with his homework.. Everyday English Activity 7: Ask Ss to discuss in pairs and choose the suitable words/phrases to complete the talks. After checking their answers, have some pairs act out the mini-talks.. 5. Hoa was not sure when to break the sad news to him. Key activity 7 1. As far as I know 2. what to do 3. Cool 4. No worries 5. If I were in your shoes. IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare Review 1 ( Skills ) .

(66) PERIOD 25/ WEEK 8. Review 1: UNIT 1 – 2 – 3 Lesson 2 - SKILLS I. OBJECTIVES:  This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to recall the language and encourage them to contribute as much as possible. II. LANGUAGE CONTENTS Vocabulary -. negative things (n): những điều xấu. -. headmaster/ headmistress (n): ông/ bà hiệu trưởng. -. - gosip (v,n) ( chuyện ) ngồi lê mách lẻo. -. a nasty problem (n): một vấn đề khó chịu. -. earplug (n): nút bị tai. -. keep away from = avoid. -. distracted (adj): mất tập trung, sao nhãng. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS.

(67) - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE. Teacher’s and students’ activities. Content. Reading. a. Activity 1:. - found out: got information - face up. Have Ss read the letters silently. T clarifies anything to: deal with they do not understand. Choose Ss to read the letters - go on with: continue - keep away aloud sentence by sentence. Correct their pronunciation. from: avoid Then Ss do the exercise in pairs. T corrects as a class.. b 1. F. Speaking. 2. T. Activity 2:. 3. T. Ss work individually first. Have them read all three 4. T situations and think of the one that interests them the 5. F most. Then they talk in groups. Give them a few minutes to prepare what they want to say. Encourage them to use the language they have learnt. Go around and give assistance if need be.. Listening Activity 3: a/ Play the recording once. Ss listen and write their answers. Play the recording again for Ss to check. Explain any difficult words if necessary.. 1. In a (little) town.. b/ Play the recording again once or twice, or as required. 2. In a city. Ss write down the words/phrases as they hear them. T checks. Audio script:. 1. a stranger 2. at night.

(68) Michelle: Hi, Mike! How’s it going? Mike: Hi. I’m good, thanks. Are you still living in the same place? Michelle: Yes, I’m still in that ‘sleepy’ little town. But you. 3. downtown 4. entertainment Key activity 4:. know, I enjoy living there. It’s quiet, and everyone is friendly. I don’t really like the city. I feel like a stranger here. And it seems kind of dangerous, especially at night. Mike: Well, I live here in the city, as you know. We live in an apartment downtown. The city is big, and it doesn’t feel as safe as a small town like yours. But I think the people here are pretty friendly. My neighbourhood is like a small town with its own stores, cafés, and restaurants … and. we can enjoy all kinds of entertainment: cinemas,. museums … Michelle: OK, so then on weekends I should come into the city for all that. Mike: OK. Sure!. Writing Activity 4: Before Ss write, brainstorm Ss’ ideas about a craft village (or a place of interest they have been to if they haven’t been to a craft village). Tell them to look at the cues given; note, they will need modifying slightly for a place of interest. Encourage them to use the words/phrases they have learnt in the units. Give Ss time to do the writing task. Then have them swap their work with a partner to check before handing it in. Collect their papers to check at home.. Dear Lan, I got a wonderful trip with Nam to Chang Son fan - making village last weekend. For a long time, the Chang Son fan was not only a useful utensil in daily life, but also a beautiful image appearing in many poems, on stage and in the cultural and spiritual life. To make a beautiful and durable fan requires meticulousness and skillfulness from fan makers. Normally, the fan's blades are made from bamboo, which are at least three years old and grow in the middle of a grove. Moreover, to make fans more durable, the fan makers use joined blades, which have to undergo many stages, such as cutting the bamboo into short pieces, scratching off its green cover, splitting the bark of bamboo and applying a layer of varnish between the slats. Then, they are tied up in a bunch. After a few months when the layer of varnish is dry, the slats of bamboo are whittled to make the fan blades. Paper to make fans must be do (poonah) or diep (poonah paper covered with egg shell powder) bought in Dong Ho Village, Bac Ninh Province. Looking at the Chang Son fans, only simple colours, such as green, red, violet and yellow are seen. However, when the fans are unfolded and seen in the light, all the delicate decorative pattern, and designs will appear lively and bright. To foreigners, they can see the characteristics of the Vietnamese people: simple but profound, and beautiful but discreet..

(69) I am look forward to hearing from you Best wishes, Hoa IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A 45-minute Test  Listening 3 a- P39 Audio script: Michelle: Hi, Mike! How’s it going? Mike: Hi. I’m good, thanks. Are you still living in the same place? Michelle: Yes, I’m still in that ‘sleepy’ little town. But you know, I enjoy living there. It’s quiet, and everyone is friendly. I don’t really like the city. I feel like a stranger here. And it seems kind of dangerous, especially at night. Mike: Well, I live here in the city, as you know. We live in an apartment downtown. The city is big, and it doesn’t feel as safe as a small town like yours. But I think the people here are pretty friendly. My neighbourhood is like a small town with its own stores, cafés, and restaurants … and we can enjoy all kinds of entertainment: cinemas, museums … Michelle: OK, so then on weekends I should come into the city for all that. Mike: OK. Sure! Review 1 Unit 1,2,3 4. Write a letter to your pen friend about: your last visit to a craft village. (Viết một bức thư cho bạn qua thư của mình nói về chuyến thăm tới làng nghề mới nhất của bạn.) Dear Lan, I got a wonderful trip with Nam to Chang Son fan - making village last weekend. For a long time, the Chang Son fan was not only a useful utensil in daily life, but also a beautiful image appearing in many poems, on stage and in the cultural and spiritual life. To make a beautiful and durable fan requires meticulousness and skillfulness from fan makers. Normally, the fan's blades are made from bamboo, which are at least three years old and grow in the middle of a grove. Moreover, to make fans more durable, the fan makers use joined blades, which have to undergo many stages, such as cutting the bamboo into short pieces, scratching off its green cover, splitting the bark of bamboo and applying a layer of varnish between the slats. Then, they are tied up in a bunch. After a few months when the layer of varnish is dry, the slats of bamboo are whittled to make the fan blades. Paper to make fans must be do (poonah) or diep (poonah paper covered with egg - shell powder) bought in Dong Ho Village, Bac Ninh Province..

(70) Looking at the Chang Son fans, only simple colours, such as green, red, violet and yellow are seen. However, when the fans are unfolded and seen in the light, all the delicate decorative pattern, and designs will appear lively and bright. To foreigners, they can see the characteristics of the Vietnamese people: simple but profound, and beautiful but discreet. I am look forward to hearing from you Best wishes, Hoa. PERIOD 26 / WEEK 9. A 45-MINUTE TEST TEST 1. I. OBJECTIVES:. By the end of this period, students will be able to:.  use grammar points fluently to do exercises  develop their reading, writing and listening skills II . PREPARATION: test papers, cassette III. PROCEDURES:. Full name: Class. A Written Test – Grade 9 2017- 2018 Time Allowed: 45 minutes (1A). I. Listen again and complete the sentences. (2pts) 1. I enjoy living there. It’s ……………………...(1), and everyone is ……………….(2). I don’t really like the ………………….(3). I feel like a stranger here. And it seems kind of………………(4), especially at night. 2. I live here in the………………(5) , as you know. We live in an …………………….(6) downtown. The city is big, and it doesn’t feel as…………….(7) as a small town like yours. 3. My neighborhoods is like a …………….. (8) with its own stores, cafés, and restaurants … and we can……………..(9) all kinds of ………………………. (10): cinemas, museums … II. Find the word which has a different sound in the part underlined. (1pt) 1. A. frame B. artisan C. attraction D. handicraft 2. A. weave B. please C. seafood D. clear 3. A. strip B. visual C. artist D. remind 4. A. drum B. earplug C. sculpture D. turn up 5. A. workshop B. concentrate C. confident D. conflict III. Circle the best option A, B, C, D to complete the following sentences.(1,6 pts) 1._____ she’s young, she is the most famous artisan in the village.

(71) A.When B. Although C. If D. In order to 2. It’s difficult to _____ changes in technology. A. keep up with B. set up C. get over D. turn on 3. She is skilled at ____ cloth . A. giving B. doing C. carving D. weaving 4. The doll has been___ out of clay. A . moulded B. cast C. woven D. embroidered 5. Japan is the ___ developed country in the world . A .most second B. second in most C. second most D. two most 6. He asked me ___ it was too early to apply for the course. A. if B. do C. does D. for 7.On the way home yesterday, his bicycle broke down so he felt very …….. A. relaxed B. delighted C. confident D. frustrated 8. Peter couldn’t decide ___ to work with on the project. A. who B. what C. how D. when IV. Find the mistakes and write the sentences correctly ( 0,4 pt) 1.Nick asked Phong if he had gone to Mai’s birthday party last night. A B C D 2.Remember to finding out how many people are coming to the party. A B C D V. Complete the sentences with the words/phrases from the box to show where in Viet Nam the handicrafts are made. You do not have to use them all.(1,2 pts) paintings conical hats. pottery drums lacquerware. silk lanterns marble sculptures. 1. The birthplace of the famous bai tho ________ is Tay Ho village in Hue. 2. If you go to Hoi An on the 15th of each lunar month, you can enjoy the lights of many beautiful ________. 3. Van Phuc village in Ha Noi produces different types of ________ products such as cloth, scarves, ties, and dresses. 4. On the Tet holiday, many Hanoians go to Dong Ho village to buy folk _______. 5. ________ products of Bau Truc, such as pots and vases, have the natural colours typical of Champa culture in Ninh Thuan. 6. Going to Non Nuoc marble village in Da Nang, we’re impressed by a wide variety of ________from Buddha statues to bracelets. VI. Read the passage and answer the questions. ( 0.8pt) Hi! My name is Peter . I will tell you about my hometown. My hometown is not very big, but it is beautiful. The streets of the town are straight and long. You can see many cars , trams and buses there. There are a lot of bus stops and car parks in my town. We don’t have.

(72) the underground .There is a nice big square in the centre of my town. On one side of the square you can see the hotel “ Victoria” and there is the museum on the other side. It has a big collection of old things. Questions: 1. Is Peter’s hometown very big? A. Yes, it is B. Yes, it does C. No, it isn’t 2 . How are the streets in Peter’s hometown ? A. long B. straight and long C. wide and long VIII. Using the words given and other words, complete the second sentence in each pair so that it has a similar meaning to the first sentence( 2pts) 1. I think Da Nang í not so exciting as Ho Chi Minh City. (more) → I think Ho Chi Minh City …………………………………………………… 2. I don’t remember exactly when my parents started this workshop. ( set up) →I don’t remember exactly ………………………………………… 3. I don’t know what I should do to make my mother happy. ( to –infinitive ) → I don’t know ………………………………………………………………… 4. This hand-embroidered picture was expensive. We bought it. (even though) →……………………………………………………………………………… 5. “ I am very upset at first”. She said ( reported speech) → She said she…………………………………………………………………… VIII. Make up sentences using the words and phrases given ( 1pt ) 1. If/ I/ be / you, I/ not / play music/ the lesson. -> ……………………………………………………………………………… 2. I/ think/ you/ ask/ a friend/ help/ you/ do this exercise. -> ………………………………………………………………………………. Full name: Class. A Written Test – Grade 9 2017- 2018 Time Allowed: 45 minutes (1B). I. Listen again and complete the sentences. (2pts) 1. I enjoy living there. It’s ……………………...(1), and everyone is ……………. (2). I don’t really like the ………………….(3). I feel like a stranger here. And it seems kind of………………(4), especially at night. 2. I live here in the………………(5) , as you know. We live in an ………………. (6) downtown. The city is big, and it doesn’t feel as…………….(7) as a small town like yours. 3. My neighborhoods is like a …………….. (8) with its own stores, cafés, and restaurants … and we can……………..(9) all kinds of ………………………. (10): cinemas, museums … II. Find the word which has a different sound in the part underlined. (1pt) 1. A. frame B. artisan C. attraction D. handicraft.

(73) 2. A. weave B. please C. seafood D. clear 3. A. strip B. visual C. artist D. remind 4. A. drum B. earplug C. sculpture D. turn up 5. A. workshop B. concentrate C. confident D. conflict III. Circle the best option A, B, C, D to complete the following sentences.(1,6 pts) 1. He asked me ___ it was too early to apply for the course. A. if B. do C. does D. for 2. On the way home yesterday, his bicycle broke down so he felt very …….. A. relaxed B. delighted C. confident D. frustrated 3. Peter couldn’t decide ___ to work with on the project. A. who B. what C. how D. when 4._____ she’s young, she is the most famous artisan in the village A.When B. Although C. If D. In order to 5. It’s difficult to _____ changes in technology. A. keep up with B. set up C. get over D. turn on 6. She is skilled at ____ cloth . A. giving B. doing C. carving D. weaving 7. The doll has been___ out of clay. A . moulded B. cast C. woven D. embroidered 8. Japan is the ___ developed country in the world . A .most second B. second in most C. second most D. two most IV. Find the mistakes and write the sentences correctly ( 0,4 pt) 3.Nick asked Phong if he had gone to Mai’s birthday party last night. A B C D 4.Remember to finding out how many people are coming to the party. A B C D V. Complete each sentence using a verb from the box.(0.4 pt). get up. turned down. passed down. turn up. 1.The craft of basket weaving is usually __________from generation to generation 2.What time does your mother usually _________ in the morning? 3.I invited her to join our trip to Trang An, but she __________ my invitation. 4. We arranged to meet in front of the lantern shop at 8 o’clock, but she didn’t ______ VII.Read the text and choose the best option to fill the blanks (1.6pts) To better take (1) ___ of children, the hotline 18001567 will increase its time of service from 14 hours to 24 hours per day. Vietnamese children will get (2) ____ help with this service..

(74) The hotline will diversify its services which will include postal service, email, and much more so that all children can easily (3) _____the services. (4) _____ ,the hotline will also provide more measure to protect some unfortunate child groups including the ( 5) _____ children in remote areas and victims of human trafficking. (6)______ the support from the international humanitarian organization Plan Vietnam, the Department of Children Protection and Care under the Ministry of Labour, War Invalids and Social Affairs (MoLISA) will be responsible ( 7) ___ the hotline operation and making it an efficient tool to (8)_____ children nationwide. 1.A. care B. careful C. careless D. carelessly 2.A. more B. any C. less D. fewer 3.A. excess B. entrance C. access D. accessible 4.A. Moreover B. However C. And also D. An addition 5.A.abled B. disabilities C. unabled D. disabled 6.A. With B .In C. At D. By 7.A. to B. for C.in D. at 8. A.protect B. protected C. protecting D. protects VIII. Using the words given and other words, complete the second sentence in each pair so that it has a similar meaning to the first sentence( 2pts) 1. I think Da Nang í not so exciting as Ho Chi Minh City. (more) → I think Ho Chi Minh City …………………………………………………… 2. I don’t remember exactly when my parents started this workshop. ( set up) →I don’t remember exactly ………………………………………… 3. I don’t know what I should do to make my mother happy. ( to –infinitive ) → I don’t know ………………………………………………………………… 4. This hand-embroidered picture was expensive. We bought it. (even though) →……………………………………………………………………………… 5. “ I am doing this exercise”. She said ( reported speech) → She said she…………………………………………………………………… VIII. Make up sentences using the words and phrases given ( 1pt ) 1. If/ I/ be / you, I/ not stay/ late. -> ……………………………………………………………………………… 2. I/ think/ you/ tell her/ this. -> ………………………………………………………………………………. IV- HOMEWORK: -Prepare UNIT 4 ( Getting started ) .

(75) PERIOD 27 / WEEK 9. Unit 4: LIFE IN THE PAST Lesson 1 - GETTING STARTED: Preserving the past I. OBJECTIVES: By the end of this lesson, students will be able to:  use the lexical items related to life in the past II. LANGUAGE CONTENTS Vocabulary loudspeaker / la$d’spi:k6/ (n) : loa phóng thanh appreciation (n): sự đánh giá how cool: thật tuyệt funeral / ‘fiu:n6r6l/(n): đám tang attendant (n): người tham gia III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE. Teacher’s and students’ activities. Content. Activity 1: 1 Ask Ss to look at the title of the conversation and the picture. Ask them some questions:. Key:. • What do you think the people in the conversation are talking a. 1. Fathers make kites for sons. about?. 2. Once every two months.. • How do you understand the title ‘Preserving the past’?. 3. They used to come early,.

(76) Ss answer the questions as a class. Play the recording and have trying to get a place near the Ss follow along.. screen.. a./ Ss work independently. Encourage them to answer the 4. Only wealthy households. questions without looking back at the conversation. Then 5. Yes, he does. He said: allow Ss to share answers. Check their answers as a class.. “Sometimes I wish I could go back to that time.. b./ Ask Ss to find the expressions in the conversation and read Key: the context where they appear to make sure that they understand 1.c 2.a 3. d 4.b the meanings of the expressions correctly. Ss then do the matching. Correct the answers as a class. Ask Ss if they can think of some more expressions with the same meaning. c./. Key:B. Have Ss work independently to find the most suitable 1. Sure.. response to each item. Ss can then exchange their answers. T that. checks as a class and explains the answers where necessary.. 2. I can’t imagine. 3. How cool!. 4. I wish I could go back to that time. 5. How cool!. Activity 2:. 6. I can’t. imagine that.. Make sure Ss understand the meaning of the words/phrases in Key:C the box. T can ask them to give some examples to show that 1.a 2. d 3.c. 4. b 5. e 6.. they understand the phrase ‘technological changes’. Ss then F work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class. Activity 3:. Example: Women in Hue used. Have Ss work in small groups to come up with as many past to go swimming at the beach events and practices in their areas as possible.. fully clothed, to wear palm leaf. Give the groups a time limit, for example, five minutes. Have conical. hats,. to. wear. the. them present the list they have made to the class. As a whole traditional long dress whenever class, decide if these practices were specific to their region or they went out, to stay at home neighbourhood or were also practised elsewhere.. as housewives, ....

(77) IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1. . PERIOD 28 / WEEK 9.

(78) Unit 4: LIFE IN THE PAST Lesson 2 – A closer look 1 I. OBJECTIVES: By the end of this lesson, students will be able to:  identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly  use used/didn’t use + to-infinitive to talk about past practices II. LANGUAGE CONTENTS Vocabulary -. bare- footed (adj): chân đất. -. act out (v): diễn, đóng vai. -. illiterate /i’l1t6r6t/(adj): thất học. -. face to face (adv): trực diện, mặt đối mặt. -. street vendor / stri:t’ vend6/ (n): người bán hàng rong. -. seniority (n): người trên, tiền bối.. -. take a nap (v): ngủ một giấc. -. be fired: bị sa thải. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities. Content. Grammar Activity 1: Ask Ss to do the matching individually. Then allow them to share their answers with a partner. Check as a class. Note: Ss might have difficulty with the meaning of ‘act. Key: 1.f 2.g 3.b 4.a 5. c 6.e 7. h 8.d.

(79) out stories’, ‘go bare-footed’, and ‘dance to drum music’. To check comprehension, T can ask Ss to mime activities to ensure everyone has a thorough understanding of the phrases. Activity 2: Ss work individually or in pairs. Ask them to Key: choose the correct answer for each sentence first.. 1.kept a diary 2. entertain themselves. They then read the sentence carefully to determine the 3.preserve our traditions 4.Use your form and the tense of the verb. Check the answers as. imagination 5.acting out stories. a class. 6. collect the post 7. going bare-footed 8. dance to drum music. Activity 3:. Key:. Have Ss work individually. Then they can exchange. 1.seniority 2.illiterate 3.street. their answers with a partner. Check as a class. Now ask. vendors. for volunteers, or select Ss, to make new sentences. 4.strict rules 5. Physical 6.face to. using these words and phrases. Let the rest of the class. face. decide whether the sentence makes sense or not. Try to give lots of Ss a go, not just the ones who are the most extrovert in the class. Activity 4:. Key:. These words have similar meanings. Before doing the. 1.habit. task, ask Ss to cover the REMEMBER! box and elicit. 2.behaviour. the definitions if possible. Then allow them to read the 3.tradition definitions before doing the task. Have Ss read each. 4. habit. sentence and decide what part of speech is missing from 5. practice the sentence. For example, sentence 1 needs a noun. 6. Behaviour. because this word stands after article ‘a’. They then complete all the sentences. Confirm the correct answers as a class. Activity 5:. Key + Audio script:.

(80) Ask Ss to note all the auxiliaries they find in the. 1. Life will be improved in those. sentences first. Discuss with them which ones they think remote areas. will be stressed. Play the recording. Ss listen and. 2. They can see the rain coming in. underline the stressed auxiliaries. They then repeat the. from the west.. sentences with a focus on the stressed ones.. 3. You did make me laugh!. Since Ss often see auxiliaries as unstressed, it is a good 4. He hasn’t handed in his assignment. idea to give Ss some initial guidance from the. 5. I don’t like the idea of going there. REMEMBER! box under exercise 5 before they actually at night. do the exercise.. 6. Sam doesn’t like fast food but I do Key + Audio script:. Activity 6:. 1.- The men in my village used to. Have Ss work individually to stress the auxiliaries. Ask catch fish with a spear. them to refer to the REMEMBER! box as they do the. - Could you do that?. exercise. Then play the recording. Ss listen, check,. - No, I couldn’t.. and say the sentences. Call on some Ss to say the. 2. I have told you many times not to. sentences individually.. leave the door open. 3. We’re going to visit Howick, a historical village. 4. - You aren’t going to the party? Is it because you can’t dance? - I can dance. Look! 5. - I hope she doesn’t do any damage to the car. - Don’t worry. She does know how to drive.. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2.

(81) . PERIOD 29/ WEEK 10. Unit 4: LIFE IN THE PAST Lesson 3 - A CLOSER LOOK 2 I. OBJECTIVES: By the end of this lesson, students will be able to:  use used/didn’t use + to-infinitive to talk about past practices  express wishes for the present.

(82) II. LANGUAGE CONTENTS Vocabulary dye/dai/ (v): nhuộm pull out (v): nhổ tuberculosis TB / tju:b6:kju’loisis/(n) : bệnh lao fatal disease /’feItl di’zi:z/ (n): bệnh chết người Grammar: USED TO A. 1. Form; S + used to + V S + didn’t use to + V Did + S + use to + V? 1. The use of used to Nói về thói quen trong quá khứ nhưng nay không còn diễn ra nữa. Ex: When I was a child, I used to go to the zoo. to be used to/ get used to + Ving: chỉ thói quen ở hiện tại Ex: I am used to listening to the radio in the morning. B. Wish sentences Wish for the present Ex: I don’t have a sister. I wish I had a sister. Câu mong ước không có thật ở hiện tại trái với thực tế. S wish(es) + S + Ved/ C2 ( simple past) were III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities Activity 1:. Content Key: B.

(83) Have Ss underline the sentences containing used to/didn’t use to + infinitive in the conversation in GETTING STARTED. Ask them to choose the correct answer A, B, or C. T may write the rule on the board as a reminder for Ss as they do exercise 2.. Key:. Activity 2:. 1. used to be. Have Ss work individually. Then ask them to exchange their answers. Correct them as a class. 2. didn’t use to transport. 3. used to. dye 4. used to kill 5. used to pull out. 6.. didn’t use to spend Activity 3:. Key:. Ask Ss to read the conversation in GETTING. 1. for the present. STARTED again and look for sentences containing. 2. the past simple and past continuous. wish. Ask them to underline the main verbs in the sentences and answer the questions. Elicit the rule for the main verbs in the wish sentences for the present. Then have them read the Look out! box. T may write the rule on the board. Activity 4:. Key:. Have Ss do this exercise individually. They may refer to Correct: 1 and 4 Incorrect: 2. will →would the rule on the board. T checks the answers as a class. 3. can →could 5. don’t → didn’t 6. is →was/were Key: Activity 5: 1. I wish we could communicate with Have Ss look at the prompts first and decide whether the animals. sentence is a wish for the present/future or for 2. I wish no child was/were suffering something happening right at that moment. They then from hunger. choose the appropriate tense for each sentence. 3. I wish I was/were playing on the Once they have done this, ask them to write out the beach. sentences in full. If time allows, let Ss share their work 4. I wish there was/were/would be no with their partner. T checks as a class. more family violence in the world..

(84) 5.. I. wish. I. was/were. going. bushwalking with my friends. 6. I wish there were four seasons in my area. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION. . Period 13. PERIOD 30 - WEEK 11. CORRECT THE 45-MINUTE TEST 1 I.OBJECTIVES: After the lesson the students will be able to recognize their mistakes to avoid . Teacher will be able to raise the best students, encourage the bad ss to try more and more as well as give some resolutions II .PREPARATION:. Paper sheets, sub –board, charts, color chalk. III. PROCEDURES: Teacher’s activities 1. Warmer - Handing the test sheets to student and asking them to have to look on their test sheet carefully then giving their questions.. Content Answer keys (included).

(85) - Explaining some questions for them 2. Comments - Most of the students knew well all the structures and vocabularies they ‘ve leant, so they got good marks. - Some students didn’t revise the old lessons and didn’t practise redoing the exercises which I gave carefully, so they got poor marks. They had difficulties in writing and gap-fill - Teacher reads the names of the students who got 9 and 10 marks then asks the class clap their hands 3. Some common mistakes + Task 1 - Have Ss pay attention to some mistakes with how to ask the name, comparative, superlative, prepositions, exclamations, the simple present tense, the simple future tense, how to use much – many, ask and answer the place, job, birthday, question-words - Correct the writing + Task 2 - Have Ss do the difficult sentences on the board - Correct the test ( sentence by sentence) - Give some comments and ask students to take note some main points. IV. RESULTS. Class 9C. 9-10. 7-8. 5-6. 9E IV- HOMEWORK: -Copy the correct answer into notebooks. -Prepare Getting started – Unit 5 . average . 3-4. 1-2. average .

(86) PERIOD 31 / WEEK 10. Unit 4: LIFE IN THE PAST Lesson 4 - COMMUNICATION I. OBJECTIVES: By the end of this lesson, students will be able to:  make comments on or express opinions about facts in the past II. LANGUAGE CONTENTS Vocabulary downtown (n): trung tâm thành phố domed (n) : mái vòm igloo /’iglu;d/: lều tuyết remote area (n) : vùng hẻo lánh arctic (adj): (thuộc ) Bắc Cực treat= behave (v): đối xử dogsled /dogz,led/ (n) : xe trượt tuyết do chó kéo. block (n) : khối Grammar: USED TO III. TEACHING METHODS - Ask & answer, communicative.

(87) - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE. Teacher’s and students’ activities Activity 1:. Content. a./ T can start this session by writing ‘Looking Back’ on the board and leading Ss through the discussion of the questions. Encourage Ss to give any or all ideas. There are no wrong answers at this stage. b./. Before. Ss. read. the. passages,. check. their. understanding of the words in the Extra Vocabulary box by drawing simple pictures, giving definitions or examples of usage. Have Ss read the passages individually as quickly as possible. Then refer to their answers in 1aand see if their guesses are correct. Activity 2:. Key:. Have Ss read the definitions and look for the. 1.illiterate 2. pass on 3.treat. words in each story. They may do this individually or (someone) 4.block 5. survive in pairs.. 6.dogsled. Activity 3:. Suggested answers:. This task encourages Ss to use their critical thinking. 1.It was difficult to reach the. skills to find explanations for the questions. Ss will. villagers on the mountain./There. consequently gain a deeper understanding of what life. were no other means of transport. was like for these people.. available.. Have Ss work in groups. Encourage them to use their. 2. There was no school in the. imagination and background knowledge to explain. villages./The nearest school might be.

(88) some information from the stories. Ss then share their. too far away.. opinions with the class. T acts as a facilitator.. 3. There were no other materials available in that deserted land./There were no easy means to transport materials from other places to the island. 4.It was impossible to build a big house with several rooms in the ice and snow./People felt safer living in communal groups. Activity 4:. Key:. Have Ss work in groups to match the responses with the. Story 1:2, 4. stories. Ask them to underline the key words in. Story 2:1, 3, 5. the responses which help them do the matching. Activity 5: Ask Ss to work in small groups and work out a story of their own. Make sure Ss include the necessary information in the story as suggested in the task. Each group then presents the story to the class. The rest of the class can ask questions about the topic. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1. .

(89) PERIOD 32/ WEEK 10. Unit 4: LIFE IN THE PAST Lesson 5- SKILLS 1 I. OBJECTIVES: By the end of this lesson, students will be able to:  read for specific information about school life in the past  make comments on or express opinions about facts in the past II. LANGUAGE CONTENTS Vocabulary in shape (adj): dáng đẹp have a snack: ăn quà vặt private thounghts (n) : suy nghĩ thầm kín elastic- band jumping (n): nhảy lò cò Grammar: Used to, Wsihes for the present. III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE Teacher’s and students’ activities. Net work: Emtertainmemts in the past. -. Content hide nad seek, fling a kite,.

(90) Reading. reading, skipping, playing. Activity 1:. marble, elastic band. Brainstorm how teens entertained themselves in the past. jumpimg….. compared to the present. Make notes of the activities in two lists and leave them on the board while the class reads the conversation in2. Activity 2: Have Ss read the conversation individually and answer the questions. Check Ss’ answers as a class. Ask Ss to show where the information for each answer appears. Key:. Speaking. 1.They used to play outdoors, in the. Activity 3:. fresh air.. Ask Ss to read the example in 3and the expressions for. 2.They met and talked face-to-face.. opinions and comments in the REMEMBER! box at. 3.It kept them healthy and in shape.. the bottom of the page. Once they are clear about. 4.At home.. what they have to do, they can read each pastime in. 5.You had to use your own. the list and discuss what they think about it in groups of imagination. three or four. T should move around the groups and 6.No, they didn’t. offer guidance.. *** Express your opinion:. Activity 4:. In my opinion…... Apart from expressing an opinion on a practice in the I think/ belive…… I totally agree…. past, Ss have to decide whether they would like to keep the practice alive and explain why.. I’m afraid I can’t agree with….. Allow Ss some time to read the practices, make I’m sorry but I have to say that…. their decision, and think of the reasons for their choice. They can then start their discussion. T moves around the class to facilitate the discussions. If something interesting is expressed, T may wish to bring the whole class together to discuss it. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks..

(91) -Prepare SKILLS 2. PERIOD 33 / WEEK 11. Unit 4: LIFE IN THE PAST Lesson 5- SKILLS2 I. OBJECTIVES: By the end of this lesson, students will be able to:  listen for specific information about school life in the past  write a description of how children in the past studied without technology II. LANGUAGE CONTENTS Vocabulary -. strict rules (n): luật lệ nghiêm khắc. -. extra class (n): lớp học them. -. focuse on (v): thảo luận, tập trung vào. -. bow (v): khoanh tay. Grammar: -Simple past tense III. TEACHING METHODS - Ask & answer, communicative - Individual-work, pair-work, group-work IV.. TEACHING AIDS. - Textbook - Pictures from the textbook, sub -board, pictures, cassette V. TEACHING PROCEDURE II. Teacher’s and students’ activities. Listening. Content Key: Activity 1:. Activity 1: Ask Ss to look at the old photo and read the introduction. 1.F 2.T 3. T 4. NG 5.F 6. T.

(92) to the listening and the questions. T may even decide to do a prediction task by asking Ss to guess if each statement is true or false before listening. T then plays the recording and Ss tick (√) the answers. T can play the recording at least twice. Elicit the Key: Activity 2: answers from Ss. Ask them to explain their answers. 1. 15 Confirm the answers as a class.. 2.bare-footed. Activity 2:. 3. maths, history. - Have Ss read the questions first to determine. 4.strict rules. which information they need to fill the blanks.. 5.extra classes. Ss then listen to the recording again and write their answers. T checks the answers as a class. WRITING. Key: Activity 3:. -Activity 3. 1. projector. Ss may work in groups of three or four. Together they. 2. computer. make a list of the facilities they are using for their. 3. USB (Television). studies. They then tick the ones they think were not available about twenty years ago. T may have the groups write their lists on board. Leave the list there for 4. Activity 4: Ss work individually, referring to the framework while. Sample writing: It is most likely that students twenty years ago were not able to enjoy the Internet in their studies. That’s why it took them a lot of time, energy,. they are writing. If time allows, T can ask some Ss to. and even money, to do a project that we can. share their writing with the class.. now easily complete in one or two days.. In your writing, you should include: 0 a. what facility it is ( Phương tiện đó là gì) 1 b. what it is used for ( Nó được sử dụng để làm gì) 2 c. how students did the job in the past when they didn’t have it ( Làm sao học sinh làm việc trong quá khứ khi không có nó ) 3 d. how you feel about the change ( Bạn nghĩ thế nào về sự thay đổi). For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was useful for their assignment. They would also have to meet with some old people and talk to them about the past. At home, they had to handwrite their assignment, possibly with a lot of.

(93) erasing and rewriting of the first draft. After finishing the draft, they had to write a clean copy. on. another. piece. of. paper. submission.. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK Audio script: I went to a village school. In fact, there was only one classroom for 15 students of different ages, both boys and girls, and one teacher who taught everything. The school didn’t have a name, so we just called it ‘our school’. We used to walk to school. Some children went bare-footed. At school we learnt to read and to write. We also learnt a little maths and history. There were no science lessons, and we didn’t have exams, either. Although our school was small, it had strict rules. We had to behave ourselves. We stood up and bowed to greet our teacher at the start of every lesson. We could talk only when we were allowed to. However, we had no homework and no extra classes. I had a lot of time to play outside and to help my parents in the house. I loved my school and those school days. Sample writing: It is most likely that students twenty years ago were not able to enjoy the Internet in their studies. That’s why it took them a lot of time, energy, and even money, to do a project that we can now easily complete in one or two days. For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was useful for their assignment. They would also have to meet with some old people and talk to them about the past. At home, they had to hand-write their assignment, possibly with a lot of erasing and rewriting of the first draft. After fi nishing the draft, they had to write a clean copy on another piece of paper for submission.. PERIOD 34 / WEEK 11. for.

(94) Unit 4: LIFE IN THE PAST Lesson 7 – LOOKING I. OBJECTIVES: . BACK & PROJECT. By the end of this Unit, students will be able to:. Use some vocabularies and structures to talk about related to life in the past. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities Activity 1:. Content Key: 1. B 2. A 3.C 4. A 5.B. Have Ss complete this exercise individually. Check their answers as a class Activity 2: a./Ss work individually. They can then check with their Key: 1. b 2. e 3. a 4.c 5.d partner. Confirm the correct answers b./ Have Ss complete this exercise individually. Check Key: 1.acting out their answers as a class.. 2. die out. 3.preserve 4. collecting 5.entertains. Grammar Activity 3:. 1.Men used to be the bread winner of. Ss complete this task independently or in pairs. the family. Discussion may sometimes be necessary to decide if a thing was/was not practised in the past. Only then can they form the correct answers. Check as a class.. 2.Women didn’t use to go to work. 3.People didn’t use to travel on holiday. 4.Families didn’t use to be nuclear. 5.People used to make banh chung at Tet themselves. 6.Children used to play outdoor games..

(95) Activity 4: Have Ss complete the exercise independently. Have them share their wishes with the class.. Suggested answers: 1.I wish my village had access to clean piped water. 2.I wish there was/were a bridge over the river, so we did not have to cross the river by boat twice a day to school. 3.. I. wish. there. was/were. an. organisation for social activities for teenagers in my town. 4. I wish I was/were tall enough to play basketball. 5.I wish there were four seasons in my area./ I wish we had spring and autumn in my area. Activity 5:. Suggested answers:. Encourage Ss to use their imagination and work out. 1.I wish it would stop raining.. wishes for the situation. Have them share their. 2.I wish the wind weren’t blowing so. answers with the class.. hard. 3.I wish the sun were shining. 4. I wish I were sitting in a warm house.. Communication. Key:. Activity 6:. Order: 1-4-5-2-9-7-8-6-3. Ss work in pairs or small groups to complete the exercise. Check as a class. Then they can practise the conversation with their best pronunciation and fluency. Project: Preserving the past This project aims to encourage Ss to do more research.

(96) about the past with a focus on traditions and habits which are dying out. Divide Ss into groups of four to five and instruct them on what they have to do. Encourage them to interview previous generations – either members of their family or neighbours. Tell them to - choose the pastime they most appreciate and would most like to preserve - explain their choice - work on a plan of how they can help to preserve it Have Ss present their posters in the next lesson. When all the groups have given their presentations, the whole class can vote for the best. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare for a 15-minute-test  PERIOD 42 / WEEK 14. A 45-MINUTE TEST TEST 2 I. OBJECTIVES:. By the end of this period, students will be able to:.  use grammar points fluently to do exercises  develop their reading, writing and listening skills II . PREPARATION: test papers, cassette III. PROCEDURES: Test A + B.

(97) (included).

(98) IV- HOMEWORK: -Prepare UNIT 6 ( Getting started ) Period 13.  PERIOD 50 - WEEK 17. CORRECT THE 45-MINUTE TEST Test 2 I.OBJECTIVES: After the lesson the students will be able to recognize their mistakes to avoid . Teacher will be able to raise the best students, encourage the bad ss to try more and more as well as give some resolutions II .PREPARATION:. Paper sheets, sub –board, charts, color chalk. III. PROCEDURES: Teacher’s activities 1. Warmer - Handing the test sheets to student and asking them to have to look on their test sheet carefully then giving their questions. - Explaining some questions for them 2. Comments - Most of the students knew well all the structures and vocabularies they ‘ve leant, so they got good marks. - Some students didn’t revise the old lessons and didn’t practise redoing the exercises which I gave carefully, so they got poor marks. They had difficulties in writing and gap-fill. Content Answer keys (included).

(99) - Teacher reads the names of the students who got 9 and 10 marks then asks the class clap their hands 3. Some common mistakes + Task 1 - Have Ss pay attention to some mistakes with how to ask the name, comparative, superlative, prepositions, exclamations, the simple present tense, the simple future tense, how to use much – many, ask and answer the place, job, birthday, question-words - Correct the writing + Task 2 - Have Ss do the difficult sentences on the board - Correct the test ( sentence by sentence) - Give some comments and ask students to take note some main points. IV. RESULTS. Class 9A1 (30). 9-10. 7-8. 5-6. average . 3-4. 1-2. 9A2 (29) IV- HOMEWORK: -Copy the correct answer into notebooks. -Prepare Review 2  PERIOD 34 / WEEK 12. UNIT 5: WONDERS OF VIET NAM LESSON 1: Getting started I. OBJECTIVES: By the end of the lesson, Ss will be able to  use lexical items to describe wonders of Viet Nam II . PREPARATION: sub -board, pictures, cassette. average .

(100) III. PROCEDURES:. Teacher’s and students’ activities Activity 1:. Content. Play the recording. Ss listen and read along. T can play the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension. Ask Ss questions about the picture: 1-Have you ever visited a wonder of Viet Nam?. *Vocabulary - recommend(v) - rickshaw(n) - bother(v) - complex (adj) - be worth (+V- ing). 2-What is it? Where is it? 3-What is special about it? -First, have Ss work independently. Then allow them to share their answers before discussing as a-Read the conservation again and a class.. fill in each gap (with no more than. -Tell Ss to refer to the conversation to fid the expressions. Practise saying the expressions (play the recording again as a model if necessary). Pay attention to intonation when asking for, making,. three words). 1-Hue City 2-three 3-go by air 4-beautiful sights. or responding to recommendations.. 5-use rickshaw Activity 2:. 6-the museums. -Have Ss work independently. Then allow them b- Read the conversation again and to share their answers before playing the find the expressions Veronica and recording for them to check. Play the recording Mi use to ask for, make, and for Ss to repeat the phrases. T may remind Ss to respond to recommendations. pay attention to the intonation. 2-a) Write the responses into the -Ss. work. independently. to. do. the. matching.. Allow them to share their answers before giving comments, and make any corrections. Ask Ss to. correct column.

(101) work in pairs, practising the exchanges. T may go around to provide help. Activity 3: -First,. b)Match. have. Ss. work. in. pairs. to. match. sentences. (1-4). to. the sentences (a-d) to make exchanges.. names of the places of interest to the pictures. Then practice the exchanges with a Then check with the whole class. T may ask Ss partner. to say the names of these places of interest in 1-b; 2-c; 3-d; 4-a Vietnamese and where they are situated. -Ss. do. the. exercise. compare. their. answers. individually with. a. and. partner.. then Check. 3) a- Write places of interest under the pictures.. the answers with the whole class.. 1-b; 2-c; 3-e; 4-a; 5-f; 6-d Activity 4: Model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Note that weaker Ss can stick - T gets ss to put places of interest very closely to the model by substituting the in the correct column. names of different wonders in the conversation. Natural wonders: Ha Long, Phong However, it’s good to encourage more able Ss to Nha Cave; Cuc Phuong National conversation. Park Call on some pairs to practise in front of the Man-made wonders: One Pillar class, remembering that this is a fluency stage Pagoda, Sai Gon Notre-Dame and correction should be reserved for the end Cathedral, Po Nagar Cham Towers create. their. own. versions. of. the. and kept to a minimum so as not to deter Ss from taking risks with the language.. IV. HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1.

(102) . PERIOD 35 / WEEK 12. UNIT 5: WONDERS OF VIET NAM LESSON 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, Ss will be able to  identify in which situations to stress short words (a, of,…) in sentences and say them correctly. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities Activity 1: -Ask Ss to do the exercise independently. Then have them share their answers with one or more partners. T may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to find some real-life example of the nouns in the box. Activity 2: -Ss work independently and then share their answers with one or more partners. T may ask for translation of some adjectives to check their understanding.. Content -cavern(n) -fortress(n) -tomb(n) -astounding(adj) -picturesque(adj) 1-Write the words with the correct pictures. 1-B; 2-D; 3-A 4-E; 5-C; 6-F 2-Fill each blank with a suitable adj from the box. 1-located/situated. Activity 3:. 2-picturesque. -Ss work in pairs to match the nouns to the definitions. 3-astounding.

(103) Allow them to share their answers before checking 4-geological with the whole class. T may ask for translation of the 5-administrative nouns in the box to check their understanding. With a stronger class, ask Ss to make some example 3a-Match the nouns in A to the sentences with these words. -Have Ss complete the sentences individually, using the phrases in 3a. Then have some of them read out their answers before checking as a class. Activity 4: Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the words in red in each sentence are stressed or not. T may play the recording as many times as necessary.. definitions in B. 1-b; 2-d; 3-a 4-e; 5-c b-Use the nouns in 3a to complete the sentences. 1-structure 2-measures 3-setting 4-complex 5-recognition. -Read through and explain the rule in the REMEMBER! box and ask some Ss to give some examples of the 4-Listen and repeat, paying attention cases where the short words (a, of, the, etc.) are used in to the words in red in each pair of the strong form. Activity 5: -First, ask Ss to work in pairs to practise reading aloud the mini-talks and decide in which sentences the. sentences. 1. A: This is a (S) solution, but not the only. one.. B: Attempts to f nd a (W) solution have failed. 2. A: I’m fond of (W) bananas.. short words are stressed. Then play the recording. Ss. B: Bananas are what I’m fond of (S).. listen and underline the stressed words. T may pause. 3. A: It’s not trick and (S) treat; it’s. after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary. Activity 6: -Ss practise the mini-talks in pairs. T may go around to provide help. Call on some pairs to practise the mini-talks in front of the class. Correct their. trick. or. (S). treat.. B: I need Peter and (W) Mary or (W) John and (W) Nick to help me. 4. A: It’s good but (W) expensive. B: You shouldn’t put ‘ but’ (S) at the end of the sentence..

(104) pronunciation if necessary.. 5-Read the mini-talks and underline the short words using the strong form. 1. A: Where are you from? B: I’m from Ha Noi. 2. A: Can you come and check this paragraph for me? B: It’s OK but you shouldn’t use ‘ and’ at. the. beginning of the paragraph. 3. A: Did you ask her to join our group? B: I’ve asked her several times but she doesn’t want to. 4. A: Is this letter from Peter? B: No, the letter is to him, not from him.. IV. HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2. .

(105) PERIOD 36 / WEEK 12. UNIT 5: WONDERS OF VIET NAM LESSON 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, Ss will be able to  use the impersonal passive and the verb suggest+ Ving/clause with should II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities Activity 1: -First, ask Ss to study part of the conversation from GETTING STARTED. Draw Ss’ attention to how to form the impersonal passive by analysing the underlined part and the rule. Then ask some more able Ss to give some examples to illustrate. Next, ask Ss to read the conversation in GETTING STARTED. Content. 1a-Read part of the conversation. Pay attention to the underlined part. b-When do we use the impersonal passive? Can you think of any rules? It+ to be +P.P+ that + S+ V. again and underline another impersonal passive that they can f nd. Ask them to share their findings with a partner before checking with the whole class. -First have Ss cover up the yellow box in1b and try to work out the usage themselves for this structure. Accept all their ideas. Now uncover the box and allow Ss to analyse the rule and the examples in the box. Then ask some Ss to give some more examples to check understanding. Activity 2: -Ss complete the sentences independently. Ask them. 2-Complete the sentences using the correct passive form of the verbs in brackets. 1-It is known… 2-It is believed… 3-It is reported … 4-It is claimed… 5-It is understood… 6-It is expected....

(106) to share their answers with a partner. Ask some Ss to 3-Here are some things we hear about say their answers aloud. Give comments and make Po Nagar Cham Towers.Write sentences any correction if necessary.. about it using the impersonal passive.. Activity 3:. 1-It is claimed that Po Nagar Towers. -Ss write the sentences independently, then compare them with one or more partners. Ask some Ss to say their sentences aloud. Give comments, and make any correction if needed. Activity 4:. ….Viet Nam. 2-It is said that The Cham people…. 3-It is believed that the Po Nagar … 4-It is understood that Po Nagar Kalan… 5-It is known that a sculpture… 6-It is thought that in the 17th century…. -Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the 4a-Read part of the conversation. Pay underlined part. Then explain to Ss the structures attention to the underline part. used with the verb suggest and ask them to make b-When some examples to illustrate.. do. we. use. suggest+. V-. ing/clause with should? Can you think of. -Ask Ss to study the rules in the box. Draw Ss’ any rules? attention to the use of the verb suggest by analysing the examples in the box in 4b and the REMEMBER! 5-Write. answers. to. the. following. box. Then ask some able Ss to give some more questions using suggest+V-ing/clause examples. with should and the prompts in brackets. Then practice them with your partner.. Activity 5:. The first one has been completed for you.. -Ask Ss to do the grammar exercise individually. 1-I suggest the government should limit Remind them to refer to the box in 4b and the the number of visitors every day. REMEMBER! box and use a dictionary if necessary. 2-I suggest we should Then have Ss compare their answers in pairs before control/controlling deforestation. checking with the whole class.. 3-I suggest we should put/putting these valuable things in high security places.. Activity 6:. 4-I suggest we should raise/raising the money.. -First, model this activity with a more able student..

(107) Then ask Ss to work in pairs. T may go around to 5-I suggest we should reduce/reducing provide help. Call some pairs to practise in front of smoke and exhaust fumes. the class. 6a-Work in pairs. Tell your partners -Ask Ss to work in pairs, reporting their previous what they should do in the following partners’ ideas to the new ones. Then T may ask situations, using suggest +V-ing/clause some Ss to report their previous partners’ ideas to with should. the whole class.. b-Now report your partner’s ideas to another partner.. IV. HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMUNICATION .

(108) PERIOD 37 / WEEK 13. UNIT 5: WONDERS OF VIET NAM LESSON 4: Communication I. OBJECTIVES: By the end of the lesson, Ss will be able to  use lexical items to describe wonders of Viet Nam II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities. Content Game: Matching. Activity 1: -Ask. Ss. remind the to. to. read. them. to. statements. decide. the. instruction. remember. Play. whether. the the. the. carefully key. recording statements. and are. and. words. in. ask. Ss. true. (T). or false (F). Elicit the answers from Ss and write them on the board. Have them correct the false statements. where. applicable.. Play. the. (Words and meaning) *Vocabulary -proper name -contestant(n) -spectacular(n) -round(in a game). recording. again for Ss to check the answers.. 1-Listen to the radio programme. Activity 2:. from. 4Teen.. Then. decide. -First, have Ss read the next part of the radio whether the following statements programme. and. guess. what. the. missing. word are True or False.. for each gap in the conversation is. Then play 1-F; 2-T the recording. The first time, ask Ss to close their 3-F; 4-T books and listen only. Then play the recording 5-F again and allow Ss to fill in the gaps as they listen. 2-Listen to the next part of the Ask Ss to share their answers in pairs before radio programme. Then fill in playing. the. recording. the. final. time. to. allow the gaps with the words/numbers.

(109) pairs to check their answers. If time is limited, your hear. T may play only the sentences that include the 1-central information ask. Ss. need. for. Ss. to. read. the. attention. to. the. meaning. their. answers.. conversation of. again,. the. T. may 2-two hundred paying 3-park. words/phrases: 4-discovered. proper name, contestant, spectacular, round.. 5-paradise. Activity 3: -Ask. Ss. sentences. to that. work. individually,. describe. one. of. each. writing. six. the. wonders. of. Viet Nam they know. Remind them not to let anyone know their sentences.. 3-Write. six. sentences. that. describe one of the wonders of Activity 4:. Viet Nam you know.. -Ask Ss to work in groups of four or five to play the game ‘ What’s What?’ T goes around the groups to provide help.. 4-Work in groups. Play the game “What’s What?” IV. HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1 .

(110) PERIOD 38 / WEEK 13. UNIT 5: WONDERS OF VIET NAM LESSON 5: Skills 1 I. OBJECTIVES: By the end of the lesson, Ss will be able to  practice their reading and speaking skills related to the topic. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities. Content Guessing game. Activity 1:. Ask Ss to scan the article to f nd the words: vast, pilgrims, Picture and some information theme, the. backdrops,. meanings. of. and these. reign. words. Help from. Ss. work. the. out -vast(a): extremely large in size,. context. amount,… -pilgrims(n):. a. person. who. travels to a holy place for religious reasons. -theme(n): the subject or main idea in a talk, piece of writing, or work of art -backdrop(n): the general scene in which an event takes place -reign(n): a period during which a king, queen, emperor,etc,rules. Activity 2:. 1-It is located in Huong Son. T may set a longer time limit for Ss to read the text again Commune, My Duc District, and answer the questions. Ask Ss to note where Hanoi..

(111) they f nd the information that helps them to answer the 2-It questions.. Ss. can. compare. their. answers. with. includes. Den. Trinh. a (Presentation Shrine), Thien Tru. partner before discussing them as a class.. and the Perfume Temple. 3-The centre of this complex, the Perfume Temple, also known as Chua Trong, is located in Huong Tich Cavern. 4-Its beauty has been used as the theme of famous songs and a topic of lyric poetry. 5-Pilgrims from all Viet Nam do.. Activity 3: First, ask Ss to work in pairs, to put the things that have caused. damage. to. the. man-made. wonders. of. Viet Nam in order of seriousness. T may go around to provide help. After Ss finish, call on some pairs to report their choices and give the reasons for them. Activity 4:. Example:. a Ask Ss to work in pairs, and use the ideas in 3 to suggest. A: It is reported that many of our. ways. to. protect. and. preserve. the. man-made. wonders of Viet Nam. Go round to provide help.. man-made wonders What. have. been. damaged. should. b Have the representative of each pair in turn report their. we do to protect and preserve. best. them?. ideas. to. the. whole. class.. and make any correction if necessary. Activity 5:. Give. comments. B: I suggest that we should limit the. number. of tourists visiting them every day. A: That’s a good idea. I’d like to suggest. raising. money to restore and preserve them....

(112) IV. HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2 .

(113) PERIOD 39 / WEEK 13. UNIT 5: WONDERS OF VIET NAM LESSON 6: Skills 2 I. OBJECTIVES: By the end of the lesson, Ss will be able to  practice their listening and writing skills related to the topic. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities Activity 1 :. Content What do you know about Ha Long Bay?. Ask Ss to read the instruction carefully and -recognition(n) remind them to underline the key words in the -situate(v) statements.. -existed(a). Play the recording and ask Ss to decide whether -unforgettable(a) the statements are true or false. Then ask two or three Ss to write their answers on the board. Play 1) the recording again for Ss to check the answers.. 1-T ;2-F ; 3-T ; 4-T. Activity 2 : Ss work in pairs to discuss the missing word for 2) each gap from the information they have heard in 1-Northeast ; 1. . Play the recording again and allow Ss to f ll in 2-UNESCO the gaps as they listen. Ask Ss to share their 3-picturesque ; answers in pairs before playing the recording the 4-zones final time to allow pairs to check their answers. If 5-caverns ; time is limited, T may play only the sentences that 6-astouding include the information Ss need for their answers..

(114) Activity 3 : Ask Ss to make notes about a wonder of Viet Nam that they or their family members have visited in the given table. Remind them that they do not have to write full sentences and they can use abbreviations. Then ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class.. Activity 4 :. 4a. Use your notes in 3 to write a short. a. First, have Ss study the guidelines on how to article describing a wonder of Viet Nam. write a passage describing a place in the REMEMBER! box. Set up the writing activity. Ss should use their notes in 3 and the notes in the REMEMBER! box to help them to structure their writing. T can also help them get started by writing the opening sentence on the board, based on the audio script: It is said that [wonder] is a [adjective] place … b. Ask Ss to write the first draft. T may go around 4b. Swap articles with a partner and review to comment or provide help. Then have Ss write each other’s drafts. Make revisions and their final version in class or at home. If they write corrections if necessary. Then present your in class, they can also do it in pairs or groups. T final article to the class. may display all or some of the work on the wall/ noticeboard. Other Ss and T give comments. Ss edit and revise their writing for homework..

(115) IV. HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK . PERIOD 40 / WEEK 14. UNIT 5: WONDERS OF VIET NAM LESSON 7: Looking back & Project I. OBJECTIVES: By the end of the lesson, Ss will be able to  practice review the vocabulary and grammar in unit 5. II . PREPARATION: sub -board, pictures, cassette.

(116) III. PROCEDURES:. Teacher’s and students’ activities Activity 1. Content 1). -Have Ss match adjectives in column A to 1-b; 2-d; 3-e; 4-a;5-c definitions in column B. -Ss do the ex. Activity 2. 2). -Ask Ss to underline the correct word in each 1-fortress; 2-limestone sentence.. 3-cavern; 4-tombs. -Ss do the task. Activity 3. 3). -Get Ss to use the words from the box to complete 1-complex; 2-measures the sentences.. 3-recognition; 4-setting. -Ss do the task.. 5-structure. Activity 4. 4). -Ask Ss to rewrite the following sentences using 1/It is expected that more than….. the impersonal passive.. 2/It is reported that Thien Duong …. -Ss write the answers on the board.. 3/It is believed that the Perfume… 4/It is said that Ha Long Bay…. Activity 5 -Ask Ss to work individually to write down four bad things that happened to them yesterday. Then have Ss discuss with a partner what they should do in each situation. Remind them to use the verb suggest to tell their ideas about what their partners should do in each situation.. 5/It is hoped that many defensive….

(117) Activity 6 Model this activity with a more able student. Ask Example: Ss to work in pairs, one student using prompts in A: It’s well worth going to the Perfume the box to make suggestions and another Pagoda. It’s very picturesque. responding to them. T may have Ss refer to how to B: Yes, that’s what I’ve heard. make. and. respond. to. suggestions. or. recommendations in GETTING STARTED. Go around to provide help. Call on some pairs to practise in front of the class. Activity 7. 7). First, ask Ss to do the task individually to choose 1-E; 2-D; 3-F the sentences (A-F) to complete the conversation. 4-A; 5-C; 6-B Then ask them to check their answers with a partner. Confirm the correct answers. Ask Ss to practise the conversation with their partner. Finished! Finally, ask Ss to complete the self-assessment. Identify any difficulties and weak areas and PROJECT. provide further practice.. 1 Ask Ss to read the brochure about the Complex The wonders of Viet Nam! of. Hue. Monuments. and. point. out. what. information should be included in a brochure about a place of interest. 2 Ask each group to choose one of the wonders of Viet Nam they have visited and design a brochure about it. If time allows, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework. 3 When Ss have f nished their brochures, T asks them to display their leaf ets on the wall /noticeboard. T may choose some of the brochures.

(118) and ask Ss to give comments. Finally, ask the whole class to vote for the best. IV. HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare REVISION FOR THE 45-MINUTE TEST  Teaching date: November 29th. Unit 6:. Viet Nam: Then and Now. Lesson 2:. Period: 44. A closer look 1. A. Objectives: By the end of the lesson, student will be able to o. use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present. o. identify in which situations to stress all the words in sentences and say these sentences correctly. B. Preparations: sub-boards, hand-outs, pictures C. Procedures: T 3. Teacher and students’ activities 1. Warm-up. ’. Content Adjectives and adverbs describing. Start the lesson by reviewing the. degree and speed of change. previous lesson. - Ask two pairs of Ss to come to the front to play a quick game. Ask them to write as many adjectives and adverbs describing degree and speed of change that they have learned (on the previous page) as possible. - Set a time limit of two minutes. The pair with the most words wins 3. Vocabulary. Vocabulary. ’. Task 1: Matching (word – picture). Task 1: In the city. . Have Ss turn to the book and work in. Key:.

(119) pairs to label the pictures. T . Ask them to briefl y describe those pictures. Check the answers as a class. Then ask Ss: - Have you ever tried one of these means. 1. tram 2. flyover 3. elevated walkway 4. skytrain 5. underpass 6. tunnel. of transport or road systems? - How do you feel about using each of 5. these means of transport or road systems? Task 2: Gap-fill. ’. . Task 2: Fill in the gaps. Have Ss work individually to fill in the. Key:. blanks. Allow them to share answers with. Key:. a partner before checking as a class.. 1. tunnel. 2. elevated walkways. 3. fl yover. 4. Skytrain. 5. Task 3: Matching. ’. . Give Ss a couple of minutes to work in. 5. underpass 6. Tram Task 3: Words and phrases Key:. pairs to do the matching. Then check the answers as a class. . Ask the class these questions and ask for a show of hands: - Who lives in an extended family? - Who lives in a nuclear family?. . Ask individual Ss. more than two generations living together as a family unit (1. f) o tolerant: able to accept what other people. - Can any of these adjectives be used to. say or do even if you do not agree. describe your. with it. (2. b). father/mother/sister/brother? . o extended family:. Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets us watch what we like on TV.. o cooperative: working together with others towards a shared aim. (3. e) o sympathetic: kind to somebody who is hurt or sad; showing that you understand and care about their problems. (4. d) o obedient: willing to do what you are told to do. (5. c) o nuclear family: parents and children living together.

(120) 5. Task 4: Gap-fill. ’. . . Have Ss work individually to complete the. Key:. sentences. and compare their answers in. 1. extended family. 2. sympathetic. pairs.. 3. obedient. 4. tolerant. 5. nuclear family. 6. Cooperative. Check Ss’ answers as a class.. 3. Pronunciation . . Stress on all the words in sentences. the examples in the box.. (Textbook). Ask some Ss to summarise the rule and give their own examples.. Task 5: Repetition drill. . Pronunciation. Have Ss silently read the information and. read out the examples in the box or to. . as a family unit. (6. a) Task 4: Fill in each gap. Task 5: 1. OO – I know! That’s long?, Don’t cry!. Ss write the sentences next to the. 2. OoO – Go away!. patterns individually, then compare their. 3. OOo – Keep going!. answers in pairs.. 4. OOO – Don’t turn left!. Ask some Ss to give the answers and quickly write them on the board.. . Play the recording for Ss to check their answers.. . Have the whole class repeat chorally after the recording or after the T.. Task 6: Repetition drill . . Task 6:. Have Ss work in pairs to describe the. 1. Be quiet! OOo Don’t talk! OO. pictures quickly and to fill the bubbles. 2. Don’t turn right! OOO. with the utterances as in the example.. 3. Wake up! OO Get up! OO. Ask some pairs to read out their utterances with the correct stress.. . Confirm the correct answers.. . Have the class read all the sentences chorally.. 4. Production: Mindmap (Exercise 3, page 50 – workbook). 4. Smile please! OO Say cheese! OO 5. Don’t worry! OOo Don’t cry! OO 6. Look out! OO Look ahead! OoO.

(121) D. Comment: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………………………………………………………… Teaching date: November 30th Period: 45 – Lesson 3. Unit 6:. Viet Nam: Then and Now. Lesson 3:. A closer look 2. A. Objectives: By the end of the lesson, students will be able to o. use the past perfect correctly. o. use the structure adj + to-infinitive and adj + that-clause correctly. B. Preparations: sub-boards, hand-outs, pictures C. Procedures: T 1’. Teacher and students’ activities 1. Warm-up: Jumbled sentences. Content. ARRIVED WHEN GONE LONG, HAD MY HERE OUT Key:. When Long arruved here, My had. gone out. When My arrived here, Long had gone out * The students who first have the correct 2’. sentence win the game. 2. Grammar:. Grammar:. 2.1. Presentation. 1. PAST PERFECT. . Elicit from Ss when to use the past. (Textbook). perfect tense. If necessary, remind Ss that the past perfect is used to describe an action before a stated time in the 3’. past or an action that happened before. Task 1: Complete the sentence with. another action in the past.. the past perfect form of the verbs.. Task 1: Sentence building . Ask Ss to work individually to fill in the gaps. Check the answers as a class.. Key: 1. had been. 2. had played. 3. had (you) used. 4. had (only) seen. 5. had had. 6. had experienced. 10. 2.2. Practice. Task 2: Ask and answer with the cues. ’. Task 2: Question-answer drill. given.

(122) . . Have Ss work in pairs. Together they. Key:. write the questions and answers.. 1. - What family groups had Vietnamese people lived in before 1990?. Have some Ss write their sentences on the board. Each student may write one. - They had lived in extended families.. or two pairs of questions and answers to 2. - How had people in Viet Nam travelled save time. . before the first motorbike was imported?. Have other Ss give comments. Confirm the correct sentences.. - They had travelled by bicycle. 3. - How had Vietnamese people lived before the open-door policy in 1986? - They had had a harder life. 4. - Where had your family spent holidays before 2005? - We had spent our holidays only in Viet Nam before then. 5. - Who had ruled Viet Nam right before the Tran dynasty? - Ly Chieu Hoang had ruled the country. 10. before the Tran dynasty 2. adj + to-infinitive / adj + that-. 3. Grammar. ’. adj + to-. clause. infinitive. (textbook). adj + thatclause 3.3. Presentation - Ask Ss to read the speech bubbles from the conversation in GETTING STARTED, then have them read the structures and examples in the grammar box carefully. Help them with the meaning of the adjectives if necessary. Then ask some more able Ss to retell the rules and give examples.. Correct. their. sentences. necessary Task 3: Matching . Have Ss work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then check. if. Task 3: Match Key:. 1. F. 2. A. 3. B. 4. E. 5. D. 6. C.

(123) their answers as a class. 5’. Task 4: Gap-fill . . Have Ss work in pairs to do the gap-fi ll. Key:. exercise, share answers with other. 1. glad/pleased. pairs. T. 2. sorry. Check their answers as a class, noting all the possible options.. 5’. Task 5: . Task 4: Fill in each gap.. Have Ss work in groups of about four and give each group an A3-size sheet. Ask them to write the sentences leaving a large space between each one.. 3. relieved/sorry/pleased 4. sure/certain 5. surprised/astonished 6. relieved/pleased Key: 1. We were relieved that we had done well in the exam. 2. I am sorry that our parents had very poor school facilities.. . Tell Ss to stick the sheets on the wall.. . Each group moves around clockwise to. government had decided to invest. read the other groups’ answers and, if. more in education.. necessary, correct the sentences by writing any corrections on a sticky note against each sentence. . Check the answers as a class.. 3. Everyone was glad that the. 4. Everyone is aware that it will be much safer to have elevated walkways and underpass systems for pedestrians. 6. 5. All of us are delighted that life in. Note that this kind of peer review is eff. the countryside has improved. ective and can be used in many diff. considerably.. erent teaching situations. 10. 4. Production. Task 6:. ’. Task 6: Goalkeeper game. Suggested answers:. . Ask Ss to work individually to finish the. 1. to support the victims after the. sentences. Allow them to share their. disaster. ideas with a partner.. 2. be able to build the country into a. . Ask some Ss to read out their sentences.. . Correct their sentences if necessary.. powerful one 3. Viet Nam has good potential for tourism 4. there would be less land for agriculture in Viet Nam 5. non-academic subjects are also significant 6. learn that some of his students could not get scholarships.

(124) 2’. 5. Homework - Write the exercises - Prepare: Communication. – recent changes in Viet Nam Comment. Teaching date:. Unit 6:. th. December 6. Viet Nam: Then and Now. Lesson 4:. Communication. Period: 46. A. Objectives: By the end of the lesson, students will get to know more about changes in transport systems, family groups, and school life in Viet Nam in the past and at present B. Preparations: sub-boards, hand-outs, pictures C. Procedures: D. Procedures: T 3’. Teacher and students’ activities 1. Warm-up: Yes-no contest. Content. Ss play the game in two teams. 5’. Topic: Life in the past 2. Lead-in. Communication. Before Ss open their books, ask them to work in groups to discuss a change. Vocabulary:. in their neighbourhood that they have. - suffer (v): to experience something. heard of or read about. Then tell Ss that. unpleasant, such as injury, defeat, or loss. they are going to read posts on Viet Travel. - mushroom (v): a metaphor verb. Forum from some foreigners who visited. showing something that grows or. Viet Nam a long time ago. Check if Ss. develops fast in terms of number and. understand the meanings of the words in. speed. Extra vocabulary. If they do not, quickly. - illiteracy (n): inability to read and write. teach. - exporter (n): a person, company, or. the. words. by. using. synonyms,. explanations, or even translations.. country that sells goods to another. 10. 3. Reading. country. Task 1: Read and remember. ’. Task 1: Skim-reading . Have Ss skim-read the posts individually. In pairs, Ss compare how many ideas from the posts they can remember..

(125) . Then they can read them a second time more slowly for detail. 10. Task 2: Kim game (read and retell). ’. . . Task 2: Retell. Put Ss in groups of three. Tell them that. Suggested answers:. they can look back at the posts and each. - Charles is from France. He said that. group member reports on one post as in. the fi rst time he had been to Viet Nam. the example. was in 1965. He said that many people. Ask some Ss to retell the posts to the class. Correct them if necessary.. were/had been illiterate then but he was astonished that after nearly 30 years there was no more illiteracy although the population had nearly tripled. He was also surprised to learn that the country was one of the largest rice exporting countries. - Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years. He was shocked/astonished to see that so much had changed over the last 18. 10. 4. Production. ’. Writing. years. –. flyovers. and. buildings were mushrooming. Task 3: Writing posts about recent changes in Viet Nam. Task 3: . Have Ss work in groups. Ask them to focus on a couple of the suggestions in the table to discuss and write down a few posts on a big sheet of paper. They can pretend to be foreign visitors and use the posts in 1 as a model.. . Set a time limit of ten minutes. Ss should also decide which changes are the most beneficial.. 5’. Task 4 . When the time is up, ask the groups to stick their papers on the wall. Each group reports their best post to the class, saying which changes have been the most benefi cial for the country. Vote. high-rise. Task 4: Present the posts.

(126) for the best posts. 2’. 5. Homework - Write 5 posts about recent changes in Viet Nam. - Prepare: Skills 1 Comment:. Teaching date: th. December 6. Unit 6:. Viet Nam: Then and Now. Lesson 5:. Skills 1. Period: 47 A. Objectives: By the end of the lesson, students will be able to o. read for general and specifi c information about the tram system in Ha Noi then and now.. o. talk about changes in transport in the neighbourhood and express opinions about these changes.. B. Preparations: sub-boards, hand-outs, pictures C. Procedures: T 3. Teacher and students’ activities 1. Warm-up: word-web. ’. - Ways for pedestrains: pavements. Content. - Ways for motorbikes or cars: motorways - Ways for tram or trains: underground 2. Pre-reading Task 1: Different pictures . Ask Ss to look at the two pictures and discuss the questions. Elicit the answers from Ss.. . Give Ss two minutes to skim the article and compare their answers with the information in the article.. Task 1: Asnwer the questions Suggested answers: - The first picture shows an old tram. - The second picture shows a modern train. - The tram would have been seen in a town or city. These trains can be seen nowadays in big, modern cities. - They are different in many ways: the first o has fewer compartments (two or three) than the second (four). o runs much more slowly..

(127) o is not air-conditioned while the second is. o runs along tracks on the ground at street level, while the second runs on elevated tracks. o was. powered. by. overhead. electricity wires, while the second runs on electromagnetics. 3. While-reading. Task 2: Read and answer. Task 2: Comprehensive questions. Key:. . Have Ss read the article to answer the. 1. In the 20th century.. questions in pairs. Ask some Ss to share. 2. It was a major means of transport for. their answers.. Hanoians. 3. In 1990. 4. The population has increased dramatically. 5. New rail systems including a skytrain and a subway are under way. 6. (Students’ own opinions) Task 4: True-False statements. Task 3: True-False statements . Ask Ss to work individually. Remind. Key:. them to pay attention to key words in. 1. F. 2. T. 3. F. 4. T. 5. F. each statement. Then allow them to share answers before checking as a class. Ask them to explain why some statements are false. 4. Speaking. Speaking:. Task 4:. Changes in transport in the. . Divide the class into two big groups.. neighbourhood. Members of each group take turns to. Suggested ideas. come to the board to add to the list of different types of transport systems in. Past road types: path,. Now road types:. Viet Nam. Set a time limit of a few. earthen road,. underpass, fl. minutes.. trench, brick road,. yover, skytrain. tunnel, alley, tram. system, skywalk. system vehicles:. system, cable car,. bicycle, rickshaw,. tunnel, alley. coach, train, tram. vehicles:. The. group. words/phrases wins.. with. more. motorbike, bicycle, coach, train, car,.

(128) tram, plane Task 5: Role-play . Ask Ss to work in pairs to do the discussion.. . Ask some pairs to present their ideas to the whole class.. 5. Homework - Do exercise C in workbook - Prepare: Skills 2 ( ideas for writing) Comment: Teaching date: th. December 8. Unit 6:. Viet Nam: Then and Now. Lesson 6:. Skills 2. Period: 48. A. Objectives: By the end of the lesson, students will be able to o. listen for general and specifi c information about life in an extended family.. o. write about some qualities a person needs to get along in an extended family.. B. Preparations: sub-boards, hand-outs, pictures C. Procedures:. T 3’. Teacher and students’ activities 1. Warm-up:. Content. Ask Ss to say if they are living in small families with their parents and siblings only or in big families with grandparents and other relatives. Ask them if they find any difficulties living in their family group or if they want to have 5’. anything changed. 2. Listening. Task 1: Describe what you can see. Task 1: . Ask Ss to work in pairs to describe the pictures and answer the question. Ask a pair to share their ideas with the class.. Task 2: Gap-fill. Task 2: Listen and write.

(129) 5’. . . Tell Ss that they are going to listen to. Key:. a talk between Nick and Mrs Ha,. 1. extended family. 2. three generations. Duong’s mother, about her family in. 3. shared. 4. their day. the past.. 5. their work. 6. things happening. Ask them to read the information in the table carefully and try to predict. 7. to be tolerant 9. listen. 8. talk 10. Compromise. the answers. Tell them to decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. . Play the recording twice.. . Have two Ss write their answers on the. board.. Confirm. the. correct. answers.. 10. Task 3:. ’. . Task 3: True or False. Have. Ss. underline. work the. individually. key. words. in. to. Key:. the. 1. T. 2. T. 3. F. 4. F. 5. T. 6. T. statements. . Ask Ss to do the exercise without listening to the recording.. . Write their answers on the board without. confi rming. the. correct. answers. . Play the recording again for Ss to check, pause at the sentences that include the information Ss need for their answers.. 10. 3. Writing. Task 4:. ’. Task 4. Qualities a person needs to get along in an. . First. check. that. everybody. understands the meaning of all the adjectives in the box. . Set. a. time. brainstorm. limit ideas. for and. pairs do. to the. extended family.

(130) discussion. . Move around and help Ss if necessary.. . Ask Ss to refer back to the listening in 2 and 3, and the example for useful language and ideas.. . Ask some pairs to present their ideas to the whole class. Confirm that they should give examples to support their main points.. 10. Task 5. ’. . Ss should work individually to get their ideas down on paper and check the. accuracy. of. what. they. have. written. . Give Ss about 10 minutes to write and edit their work.. . Ss pass their work to someone who wasn’t in their pair for them to do peer review and add their comments and corrections.. 5’. . Write some samples on the board:. . Positive comments. . Give feedback on a few Ss’ work.. 4. Homework - Do task 5. - Lookback the unit. Comment: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………………………. Teaching date: December 12 Period: 49. th. Unit 6: Lesson 6:. Viet Nam: Then and Now Looking back.

(131) A. Objectives: By the end of the lesson, students will get more knowledge about B. Preparations: sub-boards, hand-outs, pictures C. Procedures: T 3’. Teacher and students’ activities 1. Warm-up: Word web. Content. (task 1). Then earthen. now underpass. road,. , fl yover,. path,. skytrain. trench,. system,. brick. skywalk. road,. system,. tunnel,. cable car,. alley,. tunnel,. Have Ss work individually to list all the words on a piece of. tram. alley. paper. Set a time limit of three minutes. Then have them. system. combine to work in groups. Ask them to note down as many words they have just listed as possible on a larger piece of paper. Set a new time limit. When the time is up, groups stick their pieces of paper on the board. The group with the highest number of words/phrases wins. 2. Vocabulary Task 2: 5’. . Gap-fill. Vocabulary Task 2: Fill in each. Ask Ss to work individually, compare their answers with. blank. a partner, write their answers on the board.. Key: 1. extended. . Confirm the correct answers.. 2.. nuclear 3. facilities. 4. Rubber. sandals 10. Task 3: Close text. ’. . Have Ss work in pairs. Tell them that they should pay. 5. trenches Task 3: Fill in each gap.

(132) attention to the cues in the passage for their answers.. Key:. Elicit the answers from Ss.. 1. extended 2. nuclear 3. disobedient 4. sympathetic/understan ding 5. understanding/sympath etic 6. tolerant 7. caring. 15. 3. Grammar. 8. share Grammar. ’. Task 4: close sentences. Task 4: Complete the. . Ask Ss to work individually first, check their answers. sentences. with a partner before having them discuss as a class.. Key: 1. necessary/important 2. certain/sure/hopeful 3. certain/sure/confi dent 4. sorry/sure 5. sorry 6.. 10. Task 5:. ’. . convinced/certain/sure Task 5: Read and. Ask Ss to work individually first, check their answers. correct. with a partner before having them discuss as a class.. Key: 1, 3, 5, 6, 7, : no change 2. take could take 4. let to let 6. be was. 2’. 4. Homework - Looking back 4 – 6. - Feedback on Project 5,6 Comment: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………….

(133) PERIOD 51 / WEEK 17. Review 1: UNIT 4 – 5 – 6 Lesson 1 - LANGUAGE I. OBJECTIVES:  This unit reviews the language and skills Ss have learnt in Units 4, 5, and 6. Help Ss to recall the language and encourage them to contribute as much as possible. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities. Pronunciation Activity 1: Review the rules of stress on auxiliaries, articles, and prepositions with Ss as a class. Have Ss then circle the stress independently. Play the recording. Ss listen and check their answers. Confirm their answers. Ss listen again and repeat, in chorus and individually. 1. - Which hotel are you staying at? - The Grand Hotel. It’s by the sea. - Isn’t it the one you stayed in last year? - Yes, it is. 2. - I can’t fid my key. Do you happen to see it anywhere? - It’s on the coffe table. - There’s nothing on the coffe table. - Really? I did see it there when I was tidying up the room this morning. 3. - You have to help me with this assignment. - I won’t.. Content.

(134) - Please! - Are you going to rely on others all your life? 4. - Have you seen The Tomb Raider? - No, I haven’t. But I’ve seen The Smiths. - Is that the fim you often talk about? - Yes, it is. Look. This is the trailer for it.. Note: This exercise focuses on stressed auxiliaries, articles, and prepositions only.. Vocabulary Activity 2: Make sure Ss understand the meanings of the phrases in the. :. 1. d. 2. a. 3. g. 4. f. 5. c. 6. h. 7. e. 8. b. 1. extended. 2. obey. 3. solution. 4. preserve. 5. religious. 6. recognised. box. Then have them complete the exercise individually. Activity 3: Ask Ss to read the sentences and decide what kind of word is needed for each sentence (a noun? a verb? an adjective?...). Elicit their answers. Let Ss do the exercise independently. Ss. 7. contribution 8. illiterate. can then share their answers with a partner. Check and write the answers on the board.. Grammar Activity 4: This exercise revises the use of impersonal passive, suggest, adjectives + to-infinitive/that + clauses. Have a brief revision with Ss if necessary. Then have Ss do the exercise. 1. B 2. D 3. B 4. C 5. D 6. C. individually. Ss exchange their answers and discuss if there is any difference in their answers. Check and explain each answer.. 1. I wish I was now participating in an international summer camp in Brazil.. Activity 5: Have Ss read the situations and decide which type of wish is. 2. I wish we still had traditional markets..

(135) used in each sentence. Elicit their answers. Then let Ss do this 3. I wish I could visit Nha exercise independently, and share their answers with the class. Trang. T checks.. 4. I wish I had time to learn ceramic painting. 5. I wish I was not at home writing an essay./ I wish I was playing with my friends. 1. C 2. A. Everyday English Activity 6: Have Ss read the phrases and sentences carefully before they do this exercise in pairs. Correct their answers and ask some pairs to act out the dialogues. IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare Review 2 ( Skills ) . 3. D 4. B.

(136) PERIOD 52 / WEEK 18. Review 1: UNIT 4 – 5 – 6 Lesson 2 - SKILLS I. OBJECTIVES:  This unit reviews the language and skills Ss have learnt in Units 4, 5, and 6. Help Ss to recall the language and encourage them to contribute as much as possible. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:. Teacher’s and students’ activities. Content. Reading Activity 1:. 1. A. Ss read the text and answer the questions independently. 2. D They can then compare their answers with a partner. 3. D Check and have Ss explain where in the text they found 4. B the information for the answers.. Speaking Activity 2: This is an open speaking exercise. Allow Ss some time to read the ideas and form their own opinion. Ss can. 5. C.

(137) work in groups. Have some Ss/groups present their own opinions in front of the class.. Listening. 1. F. Activity 3:. 2. T. Ask Ss to carefully read the questions first. T then plays 3. F the recording. Ss listen and decide if the statements are 4. T true or false. Write Ss’ answers on the board. Don’t 5. T confirm their answers at this stage. Have them listen 6. F again and check their own answers. Then correct them.. Audio script: Moc. Chau. has. recently. become. a. popular tourist attraction that draws travellers. throughout. the. year.. People are attracted to this lovely town to. admire. its. picturesque. endless scenery. hills.. The. here. is. unlike anything else in Viet Nam. Many places remain untouched by people. Apart from its fabulous scenery, Moc Chau is also famous for its local dishes, which are new to outsiders. People usually try them out of curiosity and end up falling in love with their amazing taste. Another attraction of this small town is its honest and friendly people. Visiting small villages in Moc Chau, tourists are welcomed into the locals’ homes and treated with homemade corn wine. The warm and open hospitality of the people here has made it a delightful. Writing. experience for domestic as well as. Activity 4:. international visitors. Located only 187. Have Ss read the notes of a traditional home first. They can then arrange their ideas and start writing. T may call on a volunteer to write on the board. Other Ss and T comment on it. Ss then refer back to their own writings. kilometres from Ha Noi, Moc Chau can easily be reached by both private and public transport..

(138) and see if they want to make any changes. Collect some work to correct at home.. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare Revision for the 1st Exam .

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