Giáo án Tiếng Anh 8 thí điểm HK2 (CV 5512) phát triển năng lực, phẩm chất theo các hoạt động, 4 bước

GIÁO ÁN TIẾNG ANH PHÁT TRIỂN NĂNG LỰC

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Giáo án Tiếng Anh 8 thí điểm HK2 (CV 5512) phát triển năng lực, phẩm chất theo các hoạt động, 4 bước (2 cột) Năm học 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

Preparation day: / 1/ 2021 Period 55: UNIT 7: RECIPES AND EATING HABITS LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: - By the end of the theme SS can use some vocabularies and structures to talk about their favourite dishes and recipes for dishes 2. Competences: To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - Talk about one of the wonders you like best 2. New lesson: A. Activity 1: Determining the task: * Chatting: *Aims: To help ss to relate to the topic of unit 7. *Content: Ask Ss what their favorite dishes are * Output: Ss can relate to the topic of unit 7 * Process: 1.Transfering the task: - Ask Ss to work in group to do the task.

2. Doing the task: In groups of three, ask what their favorite dishes are 3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks B. Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES

MAIN CONTENTS

I. Teaching vocabulary *Aims: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read.

*Contents: Vocabularyabout recipe and eating habits. * Output: Almost all the students can do this task well * Process: 1. Transfering the task: I. New words : - Elicit some new words from the pictures and situations thàn , realias ….. ingredient h 2. Doing the task: s phầ T: reads new words.

- prawn n - T: writes new words on the board. (n) tôm - SS: listen and repeat in individual first then the whole - celery cần class. (n) tây 3. Reporting the result and discussing: - spring hàn - Call 3- 4 SS to read the words again. onion (n) h lá - Checks vocab : slap the board. xốt 4. Feedback: mayonnai luộc - T corrects and gives the remarks. se (n) để Ask Ss to open their books and look at the picture and the - to boil ráo phrase under GETTING STARTED. Ask them some - to drain lột questions: - to peel vỏ Who can you see in the picture?

- to chop chặt What is there on the table?

- to starve đói Where are the people?

Kho : to cook What do you think the people in the picture are talking with sauce about?

Nướng : to grill Quay : to roast Rán, chiên : to fry Xào, áp chảo : to saute Hầm, ninh : to stew Hấp : to steam C. Activity 3: Practice *Aims:SS get the content of the conversation between Nick and Mi and then complete the exercises *Contents: read the conversation * Output: Almost all SS can complete the task(s). * Process: Ex1: Ex1. Listen and 1. Transfering the task: read.

- Explain the requirement of the task to SS a. Can you find a 2. Doing the task: word that means: - SS listen to the conversation Key:

- Ss work in pairs to complete the tasks.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks. a.Can you find a word that means: Have Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class.

Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.

- Have Ss look at the Watch out! box and quickly read the information. If time allows, ask Ss to make some examples with the expressions. b. Find all the words related to the topic of food in the conversation. Put them in the word webs.

Ask Ss to work in pairs and complete the word webs.

Call on one pair to write their answers on the board.

Other pairs add more words if needed.

c . Answer the questions.

Have Ss read the questions to make sure they understand them. Ask them firstly to answer

1. starter 2. versatile 3. drain 4. peel 5. chop 6. combine b.Find all the words related to the topic of food in the conversation. Put them in the word webs. c . Answer the questions.

Key: 1. Nick’s mum.

2. Because it’s simple and delicious.

3. In the summertime.

4. They are versatile, and you can use lots of different ingredients in a salad.

5. Nick’s mum boils and drains the prawns. Nick washes the celery, peels the prawns, and mixes the ingredients. Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients.

6. Because he is finding it difficult to wait for one hour.

Ex2. Write the name of each dish in the box under each picture.

A. Cobb A. salad Cob

the questions without reading the dialogue again. Have Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss’ answers Ex2.

- Explain the requirement of the task to SS - Ss look at the pictures. Tell Ss that in the box are some dishes from different countries in the world.

- Ask Ss to write these dishes under the pictures - Ss listen to the text - Ss work in pairs to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

Ex3 a.

Have Ss work in pairs to discuss what country in the box is associated with each dish in 2. Check and confirm the correct answers. b.

Tell Ss to complete the sentences with the names of the dishes in2. The complete sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board.

- If time allows, T may organise a short activity to check Ss’ short-term memory. Have Ss close their books. Point at each of Ss’ answers on the board and quickly Ss have to call out the country where the dish comes from.

B. sushi C. steak pie D. fajitas E.

lasagne

F. mango sticky rice G. beef noodle soup H. curry

b xà lách B. sush i C. bánh bít t ết D. fajit as D. mì ống Ý F. Xôi xoài Thái G. phở bò H. cà ri

Lasagna, hoặc Lasagne, (phát âm là [lazaɲɲa], số nhiều [lazaɲɲe Ex3a .In pairs, discuss which country from the box is associated with each dish in 2 A. The USA B. Japan C. The UK D. Mexico E. Italy F. Thailand G. Viet Nam H. India b. Fill each blank with the name of a dish in 2.

1. Lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi D. Activity 4: Application *Aims:Help Sstalk about the name of some food *Content:Make two big groups. One group names a service. The other group gives their vision of that service in the future. Take turns to do this. * Output: Almost all the students can complete the tasks * Process: 1. Transfering the task: 4. Food quiz - AskSs to work in groups to do the quiz. The group 1. beef which has the answers the fastest is invited to read out 2. prawn, potato their answers. Elicit feedback from other groups and 3. cheese, butter, ice ask them to add some other answers. cream 2. Doing the tasks 4. strawberry, - Ss work in groups to do the quiz. The group which lychee, cherry, has the answers the fastest is invited to read out their pomegranate answers. Elicit feedback from other groups and ask 5. broccoli, spinach, them to add some other answers. lettuce, celery, T moves around to provide help (if necessary) kohlrabi 3. Reporting the result and discussing: - Ss play the game - When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answers. Other Ss decide if their answers are correct.

Continue the activity until all the groups have read out all of their questions 4. Feedback: - T gives the remarks.

3. Homework: - Learn new words by heart.

- Read the conversation again.

-Copy the exercise into notebooks.

- Prepare: UNIT 7:A closer look 1/ Page 9- textbook.

Preparing day: 26/ 01/ 2021 Period 56: UNIT 7: RECIPES AND EATING HABITS LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to dishes and ways of preparing and cooking food

- ask statement questions with the correct intonation 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: S1: goes to the board to write new words - S2: answers some questions.

2. New lesson: A. Activity 1: Determining the task: Brainstorming *Aims:To encourage Ss in their new lesson by playing a game *Contents: Ask Ss to call out the types for preparing and cooking foods they remember in the previous lesson. Tell them that in this lesson they are going to learn some similar vebs * Output: Ss use the language correctly when talking about recipes * Process: 1.Transfering the task: - Ask Ss to do the task.

2. Doing the task: - Ss work individually 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks B. Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching Vocabulary *Aims:Ss know how to read new words, identify their meanings and do some exercises *Contents: new words * Output:Students complete the exercises * Process: 1. Transfering the task: I. Vocabulary - Explain the requirement of the task to SS

- whisk: beat eggs, cream, etc., with a special tool to add air and make the food light (đánh trứng, kem.,.)

- slice: cut something into thin flat pieces (thái lát) - grate: rub food (e.g. cheese) against a grater in order to cut it into very small pieces (nạo) - dip: put something quickly into a drink, sauce or batter and take it out again (nhúng) - chop: cut something into pieces with a knife (chặt, cắt) - spread: put a layer of a substance evenly onto the surface of something (phết) - sprinkle: shake small pieces of something, or drops of a liquid, on something (rắc) - marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or fish before it is cooked to add flavour or make it tender (ướp) C. Activity 3: Practice *Aims: - Ss know how to do exercises. *Content: Do exercises. *Output: Students complete the exercises. *Process: 1. Transfering the task: Ex1. Write a food preparation verb - Explain the requirement of the task to from the box under each picture.

SS 1. Chop: chặt, cắt 2. Doing the task: 2. Slice: thái lát - Ss work individually 3. grate : nạo - Use the verbs correctly to talk about 4. marinate: ướp food preparation.

5. whisk: đánh trứng 3. Reporting the result and discussing: 6. dip: nhúng - T calls two Ss to write on the board.

7. sprinkle: rắc - Other SS give their answers orally.

8. spread: phết 4. Feedback: Ex2. Complete the sentences with - T corrects and gives the remarks the correct form of the verbs in 1.

Ex1: Key: - Have Ss work individually to do this exercise and then compare their answers with a classmate.

2. Doing the task: - Teach some new words : - T: writes new words on the board.

- SS: listen and repeat in individual first then the whole class.

3. Reporting the result and discussing: Call 3- 4 SS to read the words again.

Checking: rub out and remember.

4. Feedback: - T corrects and gives the remarks.

Elicit the answers from Ss and quickly 1. chop; Slice 4. whisk write them on the board 2.grates; 5. Dip Ex2: sprinkles 6. spread The purpose of this exercise is to help 3. Marinate Ss use the verbs correctly to talk about Ex3. Match each cooking verb in food preparation. Ask Ss to work in A with its definition in B. pairs to do the exercise. Check the Key: answers as a class. If time allows, have 1. g 5. e Ss make sentences.

2. f 6. a Ex3.

3. h 7. d Have Ss do this exercise individually 4. c 8. b and then compare their answers with a Ex4a. What can you see in the partner. Check and confirm the correct pictures? Do you know what dish answers. Have Ss give the Vietnamese these ingredients are used for? translation of the words if needed.

Key: Ex4a. tomato sauce, onion, cheese, apple, a. Ask Ss to answer the two questions. bacon, pizza base —> pizza Elicit their answers. Ask them if they b. Complete the instructions have ever eaten or made a pizza. If Ss below with the verbs in 1 and 3. have eaten pizza, ask them if they like One verb is used twice. the dish. If they have made a pizza Key: themselves, ask them to describe the 1. Chop 2. Grate process of making one briefly.

3. Spread 4. Sprinkle b. Have Ss complete the instructions 5. Spread 6. Bake individually and then compare their answers with a partner. Check the answers as a class. Ask Ss who have not made a pizza before if they can make a pizza themselves after heading the instructions.

II. Teaching pronunciation *Aims:Help SS to learn and practice the Tones in statements used as questions *Contents:. * Output: Almost all the students can do this task * Process 1. Transfering the task: II. Pronunciation: - Explain the requirement of the task. Tones in statements used as - Explain to Ss the meaning of questions ‘statement’ (a telling sentence that ends with a full stop) and ‘statement Ex5. Listen to the conversations. question’ (used to check information; Draw ↘ or ↗ at the end of each has the order of a statement but ends line. Practise the conversations with a question mark). with a partner - Have Ss listen to the recording 2. Doing the task:

Let them listen again and have them repeat the sentences with a focus on the tones 3. Reporting the result and discussing: - SS read aloud.

4. Feedback: - T corrects and gives the remarks Ex5. Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. Have Ss compare their answers in pairs. Call on some pairs to read the conversations out loud.

Correct any mistakes.

For a more able class, have Ss work in pairs and draw the arrows first. Then play the recording for them to check their answers.

D. Activity 4: Application Aims:Help SS to learn and practice the Tones in statements used as questions *Contents:. learn and practice the Tones in statements used as questions * Output: Almost all the students can do this task * Process 1.Transfering the learning task: Ex6. a. Work in pairs. Complete the Ex6. a. Ask Ss to work in pairs to mini-dialogues with suitable complete the mini-dialogues with statement questions. suitable statement questions. Call on b. Practise the dialogues using the some pairs to write their answers on correct intonation. the board. Give comments when Suggested answer: needed.

1. You don't like pasta?/Don't like b Practise the dialogues using the pasta? correct intonation.

2. Add some salt?

Have Ss practise the dialogues and act them out in front of the class with the correct intonation. Ask other Ss to comment.

If time allows, let Ss write their own dialogues with statement questions.

2. Doing the task: Work in pairs.

3. Reporting the task result and discuss: Calls on some sts to read loudly.

4. Giving the remarks to their doing the task: - Correct and give marks - Feedback 3. Homework: - Learn by heart the new words - Prepare UNIT 7: A CLOSER LOOK 2- page 11,12 - textbook Preparing day: Period 57: UNIT 7: RECIPES AND EATING HABITS LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use some quantifiers correctly - write and use conditional sentences type 1 with modal verbs 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking S1: Does A1- workbook S2:Write the words and make sentences 2. New lesson: A. Activity 1: Determining the task: * Play game: Network *Aims: To lead in the new lesson *Contents: giving examples with quantifiers. * Output: - Most ss can complete the task(s). * Process: 1.Transfering the task: - Write down all quantifiers that they know in two minutes. The winner in the pair with has the most answers.

2. Doing the task: - Students work in pairs 3. Reporting the result and discussing:

- SS present 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching Grammar: *Aims:Help SS to review quantifiers: a, an, some or any, use Conditional sentences type 1. *Contents: Review quantifiers: a, an, some or any, use Conditional sentences type 1. * Output: Almost all the students can review quantifiers: a, an, some or any, use Conditional sentences type 1 and complete the exercises correctly. * Process: 1. Transfering the task: I. Quantifiers: review - Asks sts to retell the grammar.

II. Modal verbs in conditional 2. Doing the task: sentences. type 1. Điều kiện có thể Ss work individually. xảy ra (open/likely/possible 3. Reporting the result and condition) discussing: If + S + V (present simple), - T calls two Ss to write on the board. S + can/must/may/might/should + V - Other SS give their answers orally. (infinitive).

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice Modal verbs in conditional sentences type 1 ( 15 minutes) *Aims:Help SS use modal verbs in conditional sentences type 1 and quantifiers. *Contents: Conditional sentences type 1, quantifiers. * Output: Almost all SS can complete the exercises * Process: Ex1: Ex1: Fill each blank with o, an, - Ask Ss about the use of the four some, or an quantifiers. Make any necessary Key: comments. Have Ss do this exercise 1.a 2. a 3. individually and then compare their some answers in pairs.

4. some/any 5. a 6.

- Tell Ss that when talking about some recipes people usually use food 7. an 8. any 9. Some quantifiers and that the Look out! Box Ex2: Match the food quantifiers contains the most common ones. with the nouns. Some quantifiers - Have Ss read the information in the can go with more than one noun.

Look out! box. Explain any unclear Key: points. If time allows, ask Ss to give 1.a, g 2. a 3.f,g 4.c examples with the quantifiers. Ss may 5.h 6. b,d 7.e,f 8. b

also add some more food quantifiers they know to the list.

Ex2: Have Ss do the exercise individually and then compare their answers with a partner. Remind them that some quantifiers can go with more than one noun. Check the answers as a class.

Ex3: a. 3 a Have Ss work in pairs to read the instructions to make a chicken salad and to fill each blank with a word/ phrase from the box.

Check as a class. b. Ask Ss to work in pairs, and think about a simple salad they know.

Together Ss write the instructions to J make it Call on some pairs to read aloud their instructions. Other Ss listen, make comments, and vote for the best salad.

T may also organise a competition.

Have Ss work in groups to write the instructions to make a salad on a big piece of paper. Once they have finished, each group sticks their instructions on the board. A board of five Ss act as examiners. This board reads the instructions and gives each group a mark.

Ex 4 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: Ss work individually, doing Ex 4,5,6 T moves around to provide help (if necessary).

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks Ex4:

Ex3: a. Read the instructions to make a salad. Fill each blank with a word/phrase inthe box.

Key: 1.200grams 2. an 3. tablespoons 4. teaspoon 5. teaspoon 6. some b Work in pairs. Think about a simple salad Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. Share the instructions with the whole class. Vote for the best salad.

Ex4: Read these sentences from the conversation in GETTING STARTED. Pay attention to the underlined part and answer the questions.

In conditional sentences type 1, we use a simple present tense in the Ifclause and will + bare infinitive in the main clause. This is the standard form.

Instead of will, we can use other modal verbs such as can, must, may; might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc.

Example: If you cut your finger, it will bleed. (standard form) If you finish your dinner, you can watch TV. (permission) She can learn to become a good cook if she tries hard, (ability) if he likes eating spicy food, he may/might add chilly, (possibility) If you don't want to get burnt, you must follow these safety instructions. (necessity) If you feel unwell, you shouldn't eat fast food. (advice) Key

Have Ss read the two given sentences 1. ability 2. Advice and answer the questions. Elicit their answers and confirm the correct ones. Ex5: Match the first half of the Ask them to give the standard form of sentence in A with the second half conditional sentences type 1.T may in B. call on one student to write the form on Key: the board. Now have Ss read the 1. c 2. information and examples in the e 3. a 4. b 5. f 6. d grammar box. Write the form ofthe examples on the board: Ex5: Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.

D. Activity 4: Application *Aims: Help Ss use Conditional sentence type 1. * Content: Conditional sentence type 1. * Output: Ss can do exercises. * Process: Ex6: Ex6: What will you say in these 1.Transfering the learning task: situations? Use suitable modal verbs - AskSs to work in pair to complete with conditional sentences type 1. the sentences, using suitable modal Example: verbs with conditional sentences type Your friend, Mai, is not good at 1. cooking, but she wants to study 2. Doing the task: abroad. You think learning to cook is Work in pairs to do. a good idea because she can cook for 3. Reporting the task result and herself when she's away from home. discuss: Give her some advice.

Then calls some pairs to practice —> If you want to study abroad, you before class. should learn to cook.

4. Giving the remarks to their doing Suggested answers: the task: 1. If you want to have good health, - T corrects and gives the remarks. you must reduce the amount of salt in your food.

2. If my brother is hungry, he can eat three bowls of rice.

3. You can take a cooking class if it is at the weekend.

4. If I eat this undercooked pork, I may have a stomachache.

5. You should whisk the eggs for 10 minutes if you want a lighter cake.

3. Homework:

- Learn by heart the form of conditional sentences types 1 - Do ex B4,5,6,7 page 5,6- workbook - Prepare UNIT 7: COMMUNICATION - page 13- textbook.

Preparing day: Period 58: UNIT 7: RECIPES AND EATING HABITS LESSON 4: COMMUNICATION SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - talk about the eating habits of Vietnamese people - listen for detailed and specific information about teenagers' eating habits 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: Does B5- workbook - S2: Write the structures and make sentences 2. New lesson: A. Activity 1: Determining the learning task * Chatting *Aims: To have fun time by playing game related to the learning topic *Contents: * Output: * Process: 1.Transfering the task: - Ask Ss to do the task.

2. Doing the task: - Ss work individually 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks - T: leads in the lesson.

B. Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary *Aims: Ss know the meaning of some new words. *Contents: new words. * Output: Almost all the students can the meaning of some new words. * Process: 1. Transfering the task: I. New words : - Explain the requirement of the task to - to puree: make fruit or vegetables SS into a thick smooth sauce, usually in a blender 2. Doing the task: - Teach some new words : - to garnish: decorate of food with a - T: writes new words on the board. small amount of another fruit.

- SS: listen and repeat in individual first - tender (adj): so easy to chew my then the whole class. grandmother can only eat beef if it is 3. Reporting the result and discussing: tender so my mother has to stew it Call 3- 4 SS to read the words again. from one hour Checking: rub out and remember.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims: Help Ssknow more food, ingredients.. *Contents: doing exercises * Output: Almost all the students can complete the exercise. * Process: 1. Transfering the task: II-Practice: - Explain the requirement of the task to Ex1. Look at the pictures. Answer SS the questions.

2. Doing the task: puree: bột nhuyễn - Ss work individually, doing Ex garnish Trình bày 1,2,3 shallot củ hẹ T moves around to provide help (if cube hình lập necessary). tender phương 3. Reporting the result and discussing: pumpkin m ềm - T calls two Ss to write on the board. leaves bí ngô - Other SS give their answers orally. fibre lá 4. Feedback: pinch chất xơ - T corrects and gives the remarks stick Nhúm tay Ex1. - Have Ss look at the picture and Bó, cây answer the questions. Quickly elicit Ex2a. Now listen to the first part of a their answers and write them on talk where Mi is presenting how to the board. Do not confirm the correct prepare the ingredients. Check your answers now. answers.

Ex2a. - Have Ss look at the picture Key: 1. pumpkin, celery, shallots, and answer the questions. Quickly butter, salt, cream elicit their answers and write them on 2b. Listen to the first part of the talk the board. Do not confirm the correct again. Fill each blank with a answers now. word/phrase.

Play the first part of the recording for Key: Ss to check their answers. Confirm the 1. a kilo/one kilo 2. two correct ones.

3. two sticks 4. two 2b. Play the recording again for Ss to tablespoons do the exercise. Have them compare 5. two tablespoons 6. a pinch their answers in pairs. Call on two Ss 7. peel 8. chop to write their answers on the board.

9. peel 10. slice Ask other Ss to correct these answers 11 . leaves if needed. Play the recording one more Ex3a: Read the steps to make the time for Ss to check their answers. dish. Rearrange them into the Ex3 a+b. Have Ss read the steps to correct order. cook the soup and try to rearrange the 3a+b. Key: steps. Ask some Ss to write their order 1.b 2. e 3. f 4. c 5. a 6. d on the board. Play the recording for Ss c. Listen to the second part again.

What are the health benifits of this to check their answers. Ask Ss to comment on the orders on the board. If dish?

Key: there are any unclear points, play the - a good source of fibre, minerals, and recording a second time. c. Without playing the recording again, vitamins, especially vitamin A. ask Ss about the benefits of the soup. If - improve your eyesight and protect Ss are not sure about any points play the yourself from certain cancers recording again. Have one student talk about the benefits.

D. Activity 4: Application *Aims: Ss can talk about ingredients, how to prepare it and the steps to cook the food *Contents: Discussdiscuss a dish they like * Output: Almost all the students can do this task well * Process: 1. Transfering the task: III. Further practice: - AskSs to work in groups to discuss Ex4a: Work in groups. Choose a a dish they like. Ss take notes of the dish you like. Discuss its ingredients, how to prepare the dish, ingredients, how to prepare it and and the steps to cook it on a big piece the steps to cook it. Write your ideas of paper. on a large sheet of paper.

2. Doing the task: Name of the dish: ...................

- Ss work in groups to discuss a dish Ingredients: ......................

Preparation: ........... they like. Ss take notes of the ingredients, how to prepare the dish, Steps: ..............................

Benefits of the dish: .................

and the steps to cook it on a big piece b. Organise a gallery walk. Move of paper. around to each group and listen to T moves around to provide help (if their presentation. Vote for the best necessary) dish.

3. Reporting the result and discussing: - Whentimeisup, T asks some Ss to report their writtings.

4. Feedback: - T corrects and gives the remarks 3. Homework - Redo all the exercises above and do exercises “ Communication” in the workbook.

- Prepare: UNIT 3: SKILLS 1 Page 14- textbook.

Preparing day: Period 59: UNIT 7: RECIPES AND EATING HABITS LESSON 5: SKILLS 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - read for general and specific information about the eating habits of Japanese people - talk about the eating habits of Vietnamese people 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - Talk ingredients and how to cook a dish.

2. New lesson: A. Activity 1: Determining the task: * Play game: *Brainstorm: *Aims: To lead in the new lesson *Content: The name of popular dishes of different countries in the world.

Eg: Lasagne in Italy Sushi in Japan Beef noodle soup in Viet Nam *Output: Almost all the students can take part in and do this task well. *Process: 1.Transfering the task: Have Ss discuss the questions in groups or as a class. Encourage them to give the name of popular dishes of different countries in the world 2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing: - SS present 4. Feedback: - gives the remarks.

B. Activity 2: Form the new knowledge: MAIN CONTENTS T AND SS’ ACTIVITIES I. Teaching vocabulary *Aims: Ss know how to read new words, identify their meanings. *Content: reading new words. *Output: know new words and how to use them. *Process: 1. Transfering the I. New words learning task: New words: * Pre- teach thực phẩm - raw food vocabulary: pictures/ thôbiến - flavour translation/ examples.

- sashimi hương vị.

- T: writes new words - spicy sashimi on the board.

- Japanese vị cay 2. Doing the task: horseradish cải ngựa Nhật - Ss: listen and repeat - vinegared rice Bản in individual first then - pickled ginger. gạo dấm the whole class. gừng ngâm.

- arrangement 3. Reporting the task - significant sắp xếp result and discuss: - feature tính năng quan - Call 3- 4 Ss to read - staple trọng the words again. kẹp giấy 4. Giving the remarks to their doing the task: Checking: what and where C. Activity 3: Practice: Reading *Aims:Help SS to get information about the eating habits of Japanese people and do some exercises. *Contents: A text abouttwo famous astronauts’ space travel

* Output:Almost all the students can get the information and do the tasks well. * Process: Ex1: I. Read 1. Transfering the Ex1:Work in pairs. Answer the questions. task: 2. Where do the Thai people live?

Explain the 3. What is their population? requirement of the task Suggested answers: to SS Picture A: different types of sushi - Have Ss work in Picture B: miso soup pairs to discuss the Picture C: a bowl of rice questions. Elicit their Picture D: sliced cucumber/pickled answers. Because it is cucumber an open activity, Ex2: Now read an article about Japanese eating accept different habits. Match the headings (1-3) with the answers. paragraphs (A-C).

2. Doing the task: Key: A. 3 B.2 C.1 - Ss work in pairs to Ex3: Answer the questions. complete the task.

Key: 3. Reporting the result 1. They like raw food and do not use sauces with a and discussing: strong flavour.

- SS give their answers 2. They cut fresh fish. orally.

3. Both can be served with soy sauce.

4. Feedback: 4. There are four (rice, soup, main dish, pickles).

- T corrects and gives 5. Rice is the staple food and is very nutritious. the remarks.

6. Because the dishes are presented in different Ex2: bowls and plates, and are arranged carefully according Explain the to a traditional pattern. requirement of the task to SS - Ask Ss to read the headings quickly.

Make sure they understand the meaning of each heading. Now Ss read the paragraphs and match them with the headings - Ss work individually to complete the task, then compare their answers with a classmate.

- T calls SS to give their answers.

- T corrects and gives the remark Ex3: Explain the requirement of the task to SS - Have Ss read the passage again to answer the questions.

Ss work in individually to complete the task.

- Ss can underline parts of the text that help them with the answers.

- T calls 2 St to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks D. Activity 4: Application: Speaking *Aims:Ss can practice speaking about eating habits of Vietnamese people *Contents: Discuss the eating habits of Vietnamese people . * Output:Most Ss can practice speaking skill. * Process: Ex4: II. Speaking.

1. Transfering the Ex4: Work in groups. Discuss the eating habits of task: Vietnamese people . You can use the following - AskSs to work in questions as cues. group to discuss the 1. Vietnamese people usually have big dinner with eating habits of at least 3 dishes and use many kinds of special Vietnamese people. Ss sauces for each dish. can use the following 2. Rice is the typical components in a Vietnamese questions as cues. meal.

2. Doing the task: 3. Rice is the staple.

- Ss to work in group 5. Vegetable and soup are two dishes that always to discuss the eating appear in a typical Vietnamese meal; after a meal, we habits of Vietnamese usually eat fruit for desserts. people . Ss can use the 6. Yes, because we eat a lot of vegetables and fruits. following questions as Ex5: Imagine that you take part in a international cues. competition in which competitors talk about the

3. Reporting the result eating habits of their own country. Present your group’s ideas about Vietmanese eating habits. and discussing: - SS give their answers orally.

4. Feedback: - T corrects and gives the remarks Ex5: Have one group of students act as examiners and other groups as competitors.

The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present.

Invite comments from the examiners.

Give additional comments.

3. Homeork: - Ask Ss to learn new words by heart.

- Do exercise C and D1,2,3 (P 8,9- workbook).

- Prepare: UNIT 6: Skills 2 Page 13- textbook.

Preparing day: Period 60: UNIT 7: RECIPES AND EATING HABITS LESSON 6: SKILLS 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, Students will be able to: - listen for specific information about a traditional dish - write the recipe for a traditional dish 2. Competences: - To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization:

Day Date Period Class Attendance Absence * Ckecking: - Talk about the eating habits of their own country.

2. New lesson: A. Activity 1: Determining the task Brainstorming: Healthy food and unhealthy food *Aims: To lead in the new lesson *Content: Talk about Healthy food and unhealthy food *Output: Almost all the students can take part in and do this task well. *Process: 1.Transfering the task: - Ask Ss to discuss.

2. Doing the task: - Ss work in groups 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks - T: leads in the lesson.

B. Activity 2: Form the new knowledge: MAIN CONTENTS T AND SS’ ACTIVITIES I. Listening *Aims:SS will be able to complete the exercises by listening to the tape. *Contents: listening tasks about eating habits. * Output: Most ss can complete the exercises. * Process: Ex1 I. Listening 1. Transfering the task: Ex1. Work in pairs. One of you looks at - Explain the requirement of the picture A, and the other looks at picture task to SS B on page 17. Ask each other questions 2. Doing the task: to find out the differences between your Have Ss do this activity in pairs. pictures.

They ask each other questions to A boy is eating find out the differences between the chocolate. On two pictures the table there are junk 3. Reporting the result and foods Picture A: discussing: such as crisps, a - T calls Ss to give their answers. hamburger, soft drinks, 4. Feedback: and sweets. The boy - T corrects and gives the remarks. looks fat.

Ex2: A girl is having rice. On - Explain the requirement of the Picture B: the table we can see task to SS soup, fish, vegetables,

- Before listening, Ss read through the statements to make sure they understand them and to underline key words.

- Ss complete the task. (listen to two students talking about their eating habits) - T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks Ex3: - Explain the requirement of the task to SS - Ss complete the table by filling each blank with no more than three words.

- Ss listen to the recording again.

Have Ss compare their answers with a classmate.

- T calls two Ss to write on the board - T corrects and gives the remarks

and watermelon. The girl looks slim and fit.

They show the contrast Meaning between healthy eating and unhealthy eating.

Ex2: 4Teen Radio is asking two students about their eating habits.

Listen to what they say and decide if the statements are true (T) or false (F).

Key: 2. 1.T 2. F 3.T 4. F 5.T 6. F Ex3: Listen again and complete the complete the table. Use no more than three words for each blank.

1. biscuits 2. hamburger 3. crisps 4. fried 5. vegetables 6. cereal beef 8. slices of 9. boiled 7. a banana bread egg 10. steamed fish C. Activity 3: Practice: Writing *Aims: SS can write about each other's eating habits. *Contents: writing about each other's eating habits. * Output: Almost all the students can write about each other's eating habits * Process: Ex4: III. Writing 1. Transfering the task: Ex4: Work in pairs. Ask and answer - Explain the requirement of the questions about each other's eating task to SS habits. Take notes of your partner's 2. Doing the task: answers in the table.

- Ask Ss to work in pairs to ask and Do you think your partner has healthy answer questions about each eating habits? Why/Why not? other’s eating habits, and take Is there anything he/she should change if notes of their partner’s answers in he/she wants to be healthier? the table.

3. Reporting the result and discussing: - T calls two Ss to give answers.

4. Feedback: - T corrects and gives the remarks.

D. Activity 4: Apllication

* Aims: Help Ss write a sport / game they like. *Content: Write a sport /game they like. * Output: do the tasks well. * Process: Ex5a: Write about your partner's Ex5a: 1. Transfering the task: eating habits. Include information Then Ss write about their partner's about his/her meals, your opinion about eating habits. Include information his/her eating habits and possible about his/her meals, their opinion changes. about his/her eating habits and Sample writing: My friend, Trang, does not have healthy possible changes. eating habits. She sometimes skips 2. Doing the task: breakfast. When she has it, I she usually - Write individually. buys a hamburger and a soft drink from a 3. Reporting the result and café near our school. For lunch, her discussing: favourite is fried ! rice and deep-fried - When time is up, T asks some Ss to read their writing to the chicken. The good thing is that she whole class. prefers to have dinner at home. However, 4. Feedback: she likes eating a lot of rice and fatty pork - T corrects and gives the remarks. for dinner. She rarely eats vegetables, but loves fruits.

I think Trang should change her diet.

First, if she wants to have more energy for the day, she should never skip breakfast. Second, she must reduce the amount of fast food she eats. Also, eating more vegetables would be good for her.

She should also eat less rice for dinner.

These changes will definitely keep her fit. b, Exchange your work and give comments.

3. Homework: - Do exercises: E1,2 – page 10 - workbook.

- Complete the writing on the notebook.

- Prepare: UNIT 7: Looking back & project - Page 16-17- textbook.

Preparing day: Period 61:

UNIT 7: RECIPES AND EATING HABITS LESSON 7: LOOKING BACK & PROJECT. SUBJECT: ENGLISH 9 (Total: 7 lessons)

I. OBJECTIVES: 1. Knowledge After the lesson, students will be able to:

- remember and use what they have learnt during the unit 7 to help them answer the questions so Ss can see how far they have progressed, and which areas they need further practice - complete LOOKING BACK without referring to the previous sections in the unit.

Ss should see what they remember from the unit to complete this section.

- record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now you can... assessment and identify areas for review.

2. Competences: - To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- To drill reading, writing and speakingskills.

3. Qualities: To educate ss mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: Does E1-1,2,3,4- workbook page 10 -S2: Does E1—5,6,7,8 workbook page 10 2. New lesson : A. Activity 1: Determining the task Play game: List the things related to cooking *Aims:To help SS remember the words *Contents: words related to space trip *Output: Most ss can recall the learned words * Process: 1.Transfering the task: - Ask SS to work in groups of four to do the task.

2. Doing the task: - SS do the task in groups of four: write the words on a A3 size sheet.

3. Reporting the result and discussing: - SS write the words on BB. 4. Feedback: - T together with ss quickly corrects and gives the remarks on each and find out the best group in the game.

A. steam B. deep-fry C. stir-fry D. bake E. roast F. grill G. simmer H. stew B. Activity 2: Practice MAIN CONTENTS T AND SS’ ACTIVITIES I. Vocabulary *Aims: Help Ss revive vocabulary by using exercises. *Contents: Do somevocabulary exercises related to the topic * Output: Most ss in can complete the tasks. * Process: Ex1.

Ex1. Match the words in A with 1. Transfering the task: their description or definition in B. - Explain the requirement of the task to 1. d 2. e 3. g 4. b SS 5.a 6.cH 7. h 8. f

2. Doing the task: Ex3: Fill each blank with a - SS: do this exercise individually word/phrase in the box. There is 3. Reporting the result and discussing: one extra word.

Call on Ss to read out loud their answers. Key: 4. Feedback: 1. hamburger 2.sushi - T corrects and gives the remarks.

3. deep-fry 4. steam 5. stew Ex3: - Ask Ss to do this exercise individually.

Have some Ss read out their answers.

Confirm the correct ones.

II. Grammar *Aims: To help SS to practice grammar by completing exercises *Content: Quantifiers, Modal verb … * Output: Ss can complete exercises. * Process: Ex4: Ex4:Circle the correct answer.

1.Transfering the task: Key: - Explain the requirement of the task ss slice 2. sticks 3. any-some 2. Doing the task: 4. bag 5. clove 6. bunch - SS do the ex individually Ex5: Complete the sentences with 3. Reporting the result and discussing: your own ideas. Use the modal - SS write their answers on BB verbs provided.

- Others read out loud their answers Sample answers: 4. Feedback: 1. If you keep eating fast food, - T corrects and gives the remarks. you might become overweight.

Ex5: - Ask Ss to write the sentences 2. If you promise to finish your individually. Have two Ss write the homework tonight, you can go to sentences on the board. Ask other Ss to the cinema with your friend. give comments. Correct the sentences if 3. He should eat less sweets if he needed. doesn't want to have toothache.

4. She must eat less rice and bread if she wants to lose weight.

5. If you join this cooking lesson, you can cook many delicious dishes.

III. Communication *Aims:To help SS to practice speaking *Contents:rearrange the lines to make a complete conversation *Output: Ss can complete exercises. *Process: Ex6.

Ex6. Rearrange the lines to make a 1.Transfering the task: complete conversation.

- Explain the requirement of the task ss. 1. B 2. E 3. F 4. I 5.A 6. H 7. J 8. C 9. G 10. D

Have Ss rearrange the lines to make a Finished! I can... complete conversation.

- use lexical items related to dishes 2. Doing the task: and ways of preparing and cooking - SS work individually and then share some food their answers with a partner.

- ask statement questions with the 3. Reporting the result and discussing: correct intonation - Ask some pairs to read out loud the - use some quantifiers correctly conversation.

- write and use conditional 4. Feedback: sentences type 1 with modal verbs - T corrects and gives the remarks.

- discuss the recipe for a dish Finished!

- read for general and specific Ask Ss to complete the self-assessment. information about the eating habits Identify any difficulties and weak areas of Japanese people and provide further practice if - talk about the eating habits of necessary.

Vietnamese people Finish! Now I can…

- listen for specific and detailed - Ask students to complete the selfinformation about teenagers' eating assessment. habits - Identify any difficulties and weak are and provide further practice if need be. ? Sum up the main content of the lesson C. Activity 3: Application: Project *Aims: To help SS to make their own traffic signs and explain and to display them *Content: Have Ss make their own traffic signs and explain and to display them * Output: Almost all the students can make their own traffic signs and explain and to display them * Process: Ex1: A survey on eating habits 1. Transfer of learning tasks: Ex1: Work in groups. Go to other Ask Ss towork in groups of four or classes and ask different students five. They go to other classes and ask about their eating habits. Write the different Ss about their eating habits. students' answers in the table.

To reduce the workload, each student 1. How often S1 S2 S3 S4 interviews three other Ss and records do you eat fast their answers in the table. food?

2. Perform learning tasks: 2. How often Ss work in groups of four or five. They do you eat go to other classes and ask different Ss homemade about their eating habits. To reduce the food? workload, each student interviews three 3. How many other Ss and records their answers in meals do you the table. have per day?

T moves around to provide help (if L 4. Which necessary) meal is the 3. Report the results and most important discuss: Whentimeisup, T asks some to you? representations to report their results of 5. Which do the learning task to the class, you prefer: 4. Assess results of the learning task: eating at home T and other Ss give the comments or eating out? results of other Ss' learning task 6. What is your Ex2: Group members meet together and favourite dish? organise the answers in the form of an Ex2: Now work together again. answer to each question. The following Analyse the answers you have got table can serve as an example. This and organise them in the form of an summarises the answers of 12 Ss (Ss answer to each question. This could work in groups of 4). be done using a visual organiser Their findings might look like this: such as a chart.

- Question 1: Of 12 students answered, Ex3: In general, do the students at only three usually eat fast food. Four of your school have healthy eating them sometimes eat fast food, and five habits?

Present your group’s never have this kind of food. finding to the class - Question 2: ...

Ex3: Have groups present their findings to the class. Finally, they conclude whether Ss at the school have healthy eating habits.

3. Homework: - Redo all the exercises above and do exercises in the workbook.

- Prepare: Unit 8: Getting started. Page 18-19- textbook.

Preparing day: Period 62: UNIT 8: TOURISM LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: By the end of this Unit, students will be able to: -use the lexical items related to tourism 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence 2. New lesson: A. Activity 1:Determining the task *Play a game: Before staring the new lesson, let Ss review the privious unit by making a comparison *Aims: To lead in the new lesson *Content: Eating habits” *Output:Almost all the students can take part in and do this task well. * Process: 1.Transfering the task: Divide the board into two columns with a heading in the middle: “Eating habits” and some key words: staple foods, famous dishes, special foods at festivals,... . On the top of the column write Western and on the other write Vietnamese. Ask Ss to use the key words t o compare these two. Alternatively, ask Ss to compare the eating habits of old people and teenagers in Viet Nam( any differences? any changes?)

Then ask Ss to name famous foods and specialities of Viet Nam that foreign tourists enjoy most and write them on the board.

2. Doing the task: - SS do the task 3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming the new knowlege T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary. *Aims:Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read. *Content: vocvab *Output:Almost all the students know new words and what they are going to listen. *Process: 1. Transfering the task: I. New words : - Explain the requirement of the task - to make up one’s mind: quyết định to SS - to be in to st: thích 2. Doing the task: - to picture st/sb: tưởng tượng - Teach some new words : - package tour: chuyến du lịch chọn gói - T: writes new words on the board.

- to tan: làm rám nắng - SS: listen and repeat in individual first then the whole class.

3. Reporting the result and discussing: Call 3- 4 SS to read the words again.

Checking: rub out and remember.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims:SS get the content of the conversation between Nick and Chau and then complete the exercises; the collocations of common words related to the topic of travelling and tourism. *Content: conversation between Nick and Chau; collocations of common words related to the topic of travelling and tourism. *Output: Almost all the students can understand the conversation and complete the exercises. *Process: Ex 1: II-Practice: 1. Transfering the task: 1. Listen and read - Explain the requirement of the task -What are Nick and Chau talking to SS about?

2. Doing the task: -What place/ city may they be - Ss work individually to complete the mentioning? task.

-What do you know about thus city 3. Reporting the result and country? discussing: Ex a) Find a word / phrase in the - T calls two Ss to write on the board. conversation that means: - Other SS give their answers orally. 1. made up your mind 4. Feedback: 2.narrowed it down - T corrects and gives the remarks.

3. a package tour - Explain the requirement of the task 4.explore to SS 5.not my cup of tea - Ss work pairs to complete the task. Ex b)Tick (✓) true (T) or false (F) - T calls two Ss to write on the board. 1. F - Other SS give their answers orally. 2.T - T corrects and gives the remarks.

3.T Sts work individually, then compare 4.F their answers with a partner.

5.F Help them find the information in the Ex c) Answer the following conversation. questions.

Call on some pairs ro read out the 1.It means Nick’s parents are relaxed questions and give their answers. and open-minded.

Check their answers.

2. It’s quite warm ( warmer than in Ex2.

Britain) - Explain the requirement of the task 3.Visit the Alps , and climb Mont to SS Blanc, explore Paris , and go - Ss work pairs to complete the task.

sightseeing in the historic city of Versailles.

4. Eat frogs’legs and snails.

5.She says “ lucky you” when Nick says he can make his own decisions.

Ex2. Collocation: Which word goes with which list below?

1.hoilday 2.resort 3.tour 4.trip Ex3. Fill each blank with a word / phrase from the list.

1. seaside resort 2.souvenir 3.destination 4.in advance 5. delayed 6.luggage 7.accommodation 8.price D. Activity 4: Application *Aims:SS will be able toreview the name of some famous places they have known. *Content: famous places *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: III. Further practice: AskSs towork in groups of four to Ex4. Quiz. give the names of the following. And 1. Da Nang City choose one to talk it with their 2. The Great Wall of China partner 3. Jeju island 2. Doing the task: 4. Ss’ answers Ss work in groups of four to give the 5. Ss’ answers names of the following.And choose 6. Ss’ answers one to talk it with their partner T moves around to provide help (if necessary) 3. Reporting the result and discussing: Whentimeisup, T asks some representations to report their results of the learning task to the class, 4. Feedback: T and other Ss give the comments results of other Ss' learning task 3. Homework: - Learn new words by heart.

- Read the conversation again.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

Ex3.

This exercise is a revision of words / phrases from previous lessons.

Let Ss work individually to do the task. Check their answers.

If time allows , call on some Ss to read the passage with the correct answers.

- Translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 8:A closer look 1/ Page 21-22- textbook.

Preparing day: Period 63: UNIT 8: TOURISM Lesson 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: - use lexical items related to tourism - identify tones in asking for information and ask questions for information with the correct intonation - use common compound nouns correctly 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: goes to the board to write new words - S2: reads the conversation and translate the conversation.

2. New lesson: A. Activity 1: Determining the task Ask some questions *Aims: To lead in the new lesson *Content: questions related to the new lesson *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: - Ss answer T’Qs 3. Reporting the result and discussing: - SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming the new knowlege T AND SS’ ACTIVITIES MAIN CONTENTS

Teaching grammar *Aims:SS will be able touse common compound nouns correctly *Content: common compound nouns *Output:Almost all the students can take part in and do this task well. *Process: Look out Compound nouns A compound noun is a noun that is 1. Transfering the task: made of two or more words.

- T introduces compound nouns.

A compound noun can be written as a Compound nouns can be formed single word ( motorbike), a word with using the following combinations. a hyphen ( passer-by) , or two words ( Noun + noun : toothpaste driving license) then asks sts to give Noun + verb : rainfall Noun + particle : passer-by example.

Verb + Particle : check out 2. Doing the task: Verb-ing + noun : driving license - Ss work individually.

3. Reporting the result and Adjective + noun : greenhouse Particle + noun : underground discussing: - T calls two Ss to write on the board. Particle + verb : output Note : A particle is a preposition or an - Other SS give their answers orally. adverb 4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims: Ss practice doing exercises. *Content: Practice doing exercises. * Output: Almost all the students can practice doing exercises.

Ex 1: Ex1: Match each word/phrase with a 1. Transfering the task: definition.

- Explain the requirement of the task Adjectives to SS 1.tour 2. Doing the task: 2.resort - Ss work pairs to complete the task.

3.travel 3. Reporting the result and 4.tour guide discussing: 5.trip - T calls two Ss to write on the board. 6.expedition - Other SS give their answers orally.

Ex2: Fill each blank with a word 4. Feedback: from the list. There are two extra - T corrects and gives the remarks. words.

Ex2: 1.travel - Explain the requirement of the task 2.book to SS 3.visit T may ask some Ss to answer some 4.environment questions about the passage: 5.guides 6.holiday 7.reasonable

-What piece of writing is it? ( 8.pleased introduction of a tourist attraction?

Ex3: Use the words below to itinerary? advertisement?) complete the compound nouns that -What is EcoTours? ( A travel match the definitions.

Agency / company?)

1. jet lag -What is special about EcoTours? ( It 2.drawback gives some money to protect the 3.stopover environment) 4.peak season Give examples of the compound 5.check-in nouns Ss already know: blackboard, 6.bus stop swimming pool, haircut, tablespoon.. Ex4: Complete the sentences using Help sts study the Grammar box and the compound nouns below. the Look out box.

1.checkout Tell them to look up the spelling of 2.swimming pool words in the dictionary if they are not 3.mix-up sure.

4. pile -up - Ss work pairs to complete the task.

5.touchdown - T calls two Ss to write on the board. 6.full board - Other SS give their answers orally.

- T corrects and gives the remarks.

Ex3: Ss work individually. Tell them to look at the words given and think which of them can go with which one in each definition.When they finish, check their answers and write the words on the board.

Ask sts to take notice of the spelling : whether the words are written as one word or as two separate words, or with a hyphen.

Ex4: - Explain the requirement of the task to SS Have them read the sentences carefully and insert the compound nouns appropriately.

- Ss work pairs to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

II. Teaching pronunciation *Aims:SS will be able to identify tones in asking for information and ask questions for information with the correct intonation *Content: asking for information and ask questions for information with the correct intonation

*Output:Almost all the students can identify tones in asking for information and ask questions for information with the correct intonation *Process: Ex5: II. Pronunciation: 1. Transfering the task: Tones in asking for information.

- Explain the requirement of the task Finding out questions ( ‘ open’ questions) usually end with a falling to SS 2. Doing the task: tone: - Ss work individually to complete the What part of Australia have you been task. to?

3. Reporting the result and Making sure questions ( ‘ check’ discussing: questions) usually end with a falling - T calls two Ss to write on the board. raising tone: - Other SS give their answers orally.

Have you just come back from South 4. Feedback: Africa?

- T corrects and gives the remarks.

Ex5: Listen and repeat the following mini-talks, paying attention to the tone in the questions.

1.Where would you like to go sightseeing?

2. What do you think of the newly discovered cave?

3. Have you been sightseeing all day?

4. Is Egypt a famous tourist attraction D. Activity 4: Application *Aims: Help SS to identify tones in asking for information and ask questions for information with the correct intonation * Content: identify tones in asking for information and ask questions for information with the correct intonation * Output: identify tones in asking for information and ask questions for information with the correct intonation * Process: Ex6: Ex6: Mark the questions with falling 1. Transfering the task: or falling-rising arrows, and practise - Explain the requirement of the task the conversation with a partner. to SS Then listen to check your AskSs tolisten and repeat the pronunciation. following mini-talks, paying attention -What’s the matter, Janet? to the tone in the questions.

- I’m looking for my passport. It 2. Doing the task: seems to be lost.

- Have you already searched your And then work in pairs to mark the questions with falling or falling-rising purse? arrows, to practise the conversation -Not yet. Oh, where are my glasses? with a partner.

-They may be in your plastic bag.

3. Reporting the result and Where is it? discussing: -Oh, no. It’s not here. Have I dropped Whentimeisup, T asks some pairs to it on the plane? practise the conversation to the class. -Oh my God. 4. Feedback: -What should I do now?

- T corrects and gives the remarks.

-Let’s report it to the customs office D. Activity 4: Application(5 minutes) - Retell the main content of the lesson 4. Homework(2 minutes) - Do exercises A1, A2, B1,2 page 11-12- workbook - Prepare UNIT 8: A CLOSER LOOK 2- page 22-23 - textbook WEEK 22 Preparing day: Period 64: UNIT 8: TOURISM LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: -use the lexical items related to tourism - use a / an / the / and zero article.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence 6A1 * Checking: - S1: does B1- page 12- workbook - S2: does B2 - page 12- workbook 2. New lesson: A. Activity 1:Determining the task *Aims: To lead in the new lesson

*Content: uses of the articles a,an and the *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: Ss have already learnt some uses of the articles a,an and the in English 8. SS will be able torecall these and have them give some examples. Their sentences should be related to topic of travellingand tourism.

- Ss work individually to complete the task.

3. Reporting the result and discussing: - SS give their answers orally.

4. Feedback: - T corrects and gives the remarks. =>In this unit some more uses of a, an and the are introduced. In addition, the uses of zero article are added and studied.

B. Activity 2: Forming the new knowlege T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching grammar *Aims:- SS will be able toknow the usesof a / an / the / and zero article. *Content: a / an / the / and zero article *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: I. Grammar - Explain the requirement of the task to Articles : other uses ( a / an – the SS zero article) Explain carefully th uses of a,an, the Look out and zero article in the REMEMBER We use the with the name of a few box. Give more examples if need be. countries : The UK, The USA, The Introduce the special use of the in Netherlands, The Philippines. the Looksout box. Refer back to the We also use the with islands groups, conversation in Getting started and mountain ranges, oceans and names ask them to find the special use of rivers.: The Thames, The Pacific, of the.

The Amazon, The Danube.

2. Doing the task: - Ss review the uses of the articles 3. Reporting the result and discussing: - SS give their examples.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims:- SS will be able to practice the uses of a / an / the / and zero article by doing exercises.

*Content: doing exercises on a / an / the / and zero article *Output:Almost all the students can take part in and do this task well. *Process: Ex1.

II. Practice 1. Transfering the task: Ex1. Complete the text with a / an / - Explain the requirement of the task to the / or zero article ( Ø ) .

SS 1.a T may have to give Ss some 2.the information about the Dominican 3. the Republic.

4. the -Location: on the island of Hispaniols, 5. the in the Caribbean region.

6. ( no article) -Area: 48, 445 square kilometers.

7. the -Official language :Spanish.

8. ( no article) 2. Doing the task: 9. ( no article) - Ss work individually to complete the 10. the task.

11. ( no article) 3. Reporting the result and 12. ( no article) discussing: 13. the - T calls two Ss to write on the board. 14.an - Other SS give their answers orally.

Ex2. a. Ask and answer the 4. Feedback: questions. Choose from the list. Use - T corrects and gives the remarks. ‘the’ if necessary.

Give the correct answers and explain 1.the Forbidden City the use of a certain article in some 2.the Thames cases.

3. Lake Baikal Ex2. a.

4. Ha Long Bay - Explain the requirement of the task to 5. Son Duong Cave SS 6. The Statue of Liberty - Ss work in groups to complete the Ex2b. Choose one item above and task. say what you know about it as a - T calls two Ss to write on the board. tourist attraction.

- Other SS give their answers orally.

- T corrects and gives the remarks.

Ex2b. Sts work in groups. Tell Ss that each of them chooses one item in 2a) and says what they know about it as a tourist attraction. Give them two or three minutes to prepare before they talk D. Activity 4: Application *Aims:SS will be able topractice more about articles *Content: articles *Output:Almost all the students can understand and know how to do exercises correctly

*Process: Ex 3a) III. Further practice: 1. Transfering the task: Ex 3a. Write answer to the questions, - Explain the requirement of the task using a, an, the or zero article in each to SS answer. Give three true answers, but Make sure they understand fully that two untrue ones.. they have to write down in their 1. notebooks. the answers to questions 2.

1-5 , using a, an, the , or zero article 3. in each answer. Remind them that 4. they answer three questions 5. truthfully, but write untrue answers Ex 3b. Tell your answer to a partner for the other two. Go around and and ask him / her to guess which assist where and when necessary. answers are not true.

2. Doing the task: Ex 4. Make full sentences from the - Ss work individually to complete words or phrase , adding articles as the task. needed. Then mark them as true (T) 3. Reporting the result and or false (F). discussing: 1. F - T calls two Ss to write on the board. 2. T - Other SS give their answers orally. 3. F Ex 3b.

4. T - Ask Ss to work in pairs to tell their 5. T answers the a partner and ask him/her to guess which answers are not true.

Ex 4.

- Explain the requirement of the task to SS Sts work individually to make sentences from words / phrases, and write them down. Tell Ss to pay attention to the use of articles in their sentences.

- Ss work individually to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

3. Homework: - Learn by heart the uses of a,an, the and zero articles.

- Do ex B3,4,5,6,7,8 page 13,14- workbook - Prepare UNIT 8: COMMUNICATION - page 24,25- textbook Preparing day: 02/ 02/ 2021 Period 65: UNIT 8: TOURISM

LESSON 4: COMMUNICATION SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - use the lexical items related to tourism - talk about important features of a city.

2. Competences: - Talking about some popular plac es in the world people want to visit.

- Giving reasons why tourists come to our country.

- To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: Does B3- workbook page 13 - S2: Does B4- workbook page 13 - S3: Does B5- workbook page 13 2. New lesson: A. Activity 1:Determining the task (3 minutes) *Aims: To lead in the new lesson *Content: when using a, an, the or zero article *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work to complete the task.

3. Reporting the result and discussing: - SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming the new knowlege MAIN CONTENTS T AND SS’ ACTIVITIES I. Teaching vocabulary *Aims:SS will be able to know new words - get their meaning and use them to make sentences.

*Content: vocab *Output:Almost all the students know new words and what they are going to read. *Process: 1. Transfering the task: I. New words : - Explain the requirement of the task - breathtaking(adj): ấn tượng, hấp dẫn to SS - not breaking the bank: không tốn 2. Doing the task: nhiều tiền - Teach some new words : - affordable (adj): có thể chi trả được, - T: writes new words on the board. hợp túi tiền.

- SS: listen and repeat in individual first then the whole class.

3. Reporting the result and discussing: Call 3- 4 SS to read the words again.

Checking: rub out and remember.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims:SS will be able to talk about important features of a city. *Content: important features of a city *Output:Almost all the students can take part in and do this task well. *Process: Ex 1a,b II. Practice 1. Transfering the task: Ex 1a. Read the following information - Explain the requirement of the task about tourism in Viet Nam. to SS. Tell them to look at the Students’ answers picture sand read that these foreign Ex 1b. Work in groups. Discuss the visitors say about their choice of visitors’ opinions. Do you agree? Add Viet Nam as a holiday destination two more reasons to the list..

2. Doing the task: -cultural diversity - Ss work individually to complete -beautiful beaches the task.

-easy and various means of transport 3. Reporting the result and -traditional festivals discussing: -natural beauty - SS give their answers orally.

Ex 2. These are the top-ten most visited 4. Feedback: countries according to the figures - T corrects and gives the remarks. published by the United Nations World Ex 2: Tourism Organisation ( UNWO) .

- Explain the requirement of the task Work in pairs. Complete the table by to SS writing one or two famous things that Have Ss read the facts about the top- visitors can see or do in each country. ten most visited countries.

1.France: Go up the Eiffel Tower , visit Ss work in in groups of five or six. the Louvre Museum in Paris.

- SS give their answers orally.

Whentimeisup, T asks some representatives to report their groups' opinion to the class.

2.United States: visit the Statue of Liberty, visit the Grand Canyon, shop in New York, go surfing in Hawaii.

3.Spain: Pour Madrid, visit the legendary land of Don Quixote, visit the Olympic Ring in Barcelona 4.China: Climb the Great Wall, tour Beijing National Stadium ( Bird’s Nest) , Tour The Forbidden City, visit the Stone Forest.

5. Italy: visit the Vatican City, visit famous Museum, Tour Florence , Tour Venice.

6. Turkey: enjoy Turkish cuisine in Istanbul, go sightseeing in the Bosphonus ( the strait separating two continents- Europe and Asia) , visit Buyuk Ada ( Big island in Prince’s islands) 7. Germany : visit the “ Jewel of the Middle Ages” –Rothenburg ob der Tauber( = Rothenburg above the Tauber ) , visit the famous “ Cinderella castle” , go up the BerlinTower , take the Berlin Segway Tour.

8. United Kingdom: go sightseeing in London, visit Stonehenge, visit Liverpool, home of the Beatles 9.Russia : Tour Moscow, ( The Kremlin, Red Square, Moscow metro..) visit St. Peterburg, Hermitage Museum, Cruise on Neva river, experience the White Nights.

10. Mexico: Visit the UNESCO world heritage site of Antigua,have a boat tour on the water of Rio Duice, try the delicious local speciality tapado(= seafoodcoconut soup) climb some of the tallest Mayan temples.

D. Activity 4: Application *Aims:SS will be able to work in groups to find out st about a country they choose. *Content: countries *Output:Almost all the students can take part in and do this task well.

*Process: Ex3.

III. Further practice: 1. Transfering the task: Ex3. Work in groups. Discuss which - Explain the requirement of the country/ place you would like to visit for task to SS a holiday.

2. Doing the task: Ex : I’d like to go to Spain for my - Ss work groups of five or six to holiday. It would be wonderful to tour talk about their choice of holiday Madrid, and visit the legendary land of 3. Reporting the result and Don Quixote. discussing: ………………………………………..

- T calls two Ss to write on the ……………………………………….. board. ………………………………………...

- Other SS give their answers …………… orally.

4. Feedback: - T corrects and gives the remarks.

3. Homework: - Talking some information about an English speaking country you like.

- Prepare: UNIT 8: SKILL 1 Page 22- textbook.

Preparing day: Period 66: UNIT 8: TOURISM LESSON 5: SKILLS 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: - use the lexical items related to tourism - read for general and specific information about a tourist attraction.

- talk about their choice of holiday 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - During the lesson 2. New lesson: A. Activity 1:Determining the task

Work in groups . Name some famous caves in Viet Nam and in the word *Aims: To lead in the new lesson *Content: some famous caves in Viet Nam and in the word *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: Ss work in groups and name some famous caves in Viet Nam and in the world that they have prepared already for homework..

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

REFERENCE: In Viet Nam: - Phong Nha Cave - En Cave - Thien Duong Cave - Sung Sot Cave ( Ha Long Bay) - Tam Coc –Bich Dong Cave ( Ninh Binh) In the world: - Deer Cave ) Borneo , Malaysia) -Onondaga Cave( Missouri, USA) - Gouffre Berger( France) - Reed Flute Cave( Gullin, China) - Fingal’s Cave( Scotland) - Cave of Crystals ( Mexico) 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming the new knowlege MAIN CONTENTS T AND SS’ ACTIVITIES I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Output: know new words and how to use them. * Process: 1. Transfering the learning task: I. Vocabulary - Teach vocabulary: translation/ - to air: phát sóng(đài, vô tuyến) example/ pictures - magnificence (n): sự nguy nga, - T: writes new words on the board. tráng lệ...

2. Doing the task: - to erod away: mòn đi - SS: listen and repeat in individual - limestone (n): đá vôi first then the whole class.

3. Reporting the task result and discuss: - Call 3- 4 SS to read the words again.

4. Giving the remarks to their doing the task: Checking: slap the board.

C. Activity 3: Practice: Reading *Aims:SS will be able toget some information about Son Doong cave by reading the text and completing some tasks. *Content: information about Son Doong cave *Output:Almost all the students can get the information and do the tasks well. *Process: 1. Transfering the task: I. Read - Explain the requirement of the task to Ex1b. Answer the questions with SS your own ideas.

2. Doing the task: Ex2. Read the passage again and - Teach some new words : answer the questions, or choose the - T: writes new words on the board. correct answers.

- SS: listen and repeat in individual first 1.The American Broadcasting Company ( ABC) aired a live then the whole class.

3. Reporting the result and program ( featuring the magnificence of Son Duong) on ”Good morning discussing: Call 3- 4 SS to read the words again. America” Checking: rub out and remember.

2.By river water eroding away the 4. Feedback: lime stone underneath the mountain - T corrects and gives the remarks.

3.From February to August Ex1b. Answer the questions with 4. C your own ideas.

5.D Ss work in pairs and answer the questions with their own ideas.

Sts are not allowed to read the passage. T doesn’t need to check their answers and correct mistakes.

Have Ss quickly read the passage and check the information themselves. Sts write down the correct answers in their notebooks.

-Ask ss to read the passage then check their answers.

Ex2.

1. Transfering the task: - Explain the requirement of the task to SS T may have Ss read the passage in chorus first, paying special attention to new words. Explain and clarify anything difficult. Then allow Ss time

to read the passage individually, silently or aloud.

2. Doing the task: - Ss work in pairs complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

D. Activity 4: Application: Speaking *Aims:SS will be able todevelop their speaking skill by completing some tasks *Content: completing some tasks *Output:Almost all the students can take part in and do this task well. *Process: Ex3.

II. Speaking.

1. Transfering the task: Ex3. Which would you like to do - Explain the requirement of the task to most on holiday ? Tick ( ✓) three SS things in the list.

2. Doing the task: 1. Ss’ answers - Ss work to in groups to study the list 2. of holiday ideas and to ask them what 3. they think about these ways of Ex4. Work in groups. Talk about spending one’s holiday and whether one of your choices, trying to they have done any of them. Then let persuade your group to join you. them choose three things from the list.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Ex 4: Ss work in groups to study the list of holiday ideas and to ask them what they think about these ways of spending one’s holiday and whether they have done any of them. Then let them choose three things from the list.(tick ( ✓) three things in the list in Ex3). Then talk about one of their choices,and try to persuade their member of group to join him/her.

T moves around to provide help (if necessary) 3. Homework: - Ask Ss to learn new words by heart.

- Do exercise C1,2,3 D1,2 (P 15,16,17- workbook).

- Prepare: UNIT 8: Skills 2 Page 27- textbook.

WEEK 24 Preparing day: Period 67: UNIT 8: TOURISM LESSON 6: SKILLS 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: - use the lexical items related to tourism - listen for specific information about the benefits of tourism to an area / country - write a paragraph about the negative effects of tourism on an area / country.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: Does D1- workbook page 16 - S2: Does D2- workbook page 17 2. New lesson: A. Activity 1:Determining the task Listing: *Aims: To lead in the new lesson *Content: some famous caves in Viet Nam and in the word *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task:

Ss work in groups and name some famous caves in in the world 3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming the new knowlege T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Output: know new words and how to use them. * Process: 1. Transfering the learning task: New words: - widespread (n): sự lan rộng - Teach vocabulary: translation/ - remote part (n): vùng xa xôi hẻo example/ pictures lánh - T: writes new words on the board.

- economic growth: sự phát triển 2. Doing the task: - SS: listen and repeat in individual first kinh tế - to contribute: tham gia then the whole class.

3. Reporting the task result and discuss: - income (n): thu nhập - Call 3- 4 SS to read the words again. - to promote: đẩy mạnh 4. Giving the remarks to their doing the - diverse field: nhiều lĩnh vực task: - coopration (n): sự hợp tác Checking: slap the board.

- drawback (n): mặt hạn chế - local community: người dân nông thôn - rural community: người dân thành thị C. Activity 3: Practice: Listening *Aims:SS will be able to listen to the tape about the benefits of tourism to an area / country *Content: the benefits of tourism to an area / country *Output:Almost all the students can take part in and do this task well. *Process: Ex1. Let Ss work in pairs. Encourage I. Listening Ss to think about the importance of 1. New words tourism to Viet Nam. Elicit as many Ex1. Work in pairs. is tourism ideas from them as possible. important to Viet Nam? give at Ex2. least one reason.

1. Transfering the task: Ex2. Listen and tick ( ✓) true (T) or - Explain the requirement of the task to false (F) SS 1.T 2.T 2. Doing the task: 3. F 4. T

- Ss work individually to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Ex3. Play the recording again. Tell Ss to pay special attention to the last sentence of the lecture. Then they choose the correct answers as required. Correct as a class.

5.T 6.F Ex3. Listen again and choose the correct answer.

Key : C Audio script: Thanks to the widespread use of modem means of transport, people have more choice of holiday destination and can now visit even the remotest parts of the world. Tourism has certainly become an important factor in the development of many countries.

An obvious benefit of tourism is that it plays a key role in economic growth. It contributes greatly to the income of a region or country. It also brings job opportunities to all kinds of people, and therefore helps promote prosperity in diverse fields. Another positive aspect of tourism is that it helps promote international understanding and cooperation among nations. In addition, tourism can improve the standard of living of local or rural communities, so young people are encouraged to stay in their hometown to build a good life rather than move to big cities. Finally, tourism brings cultural benefits, as travellers learn about the history and culture of a place, and spread them around the world.

On the other hand, the drawbacks of tourism can't be denied ....

D. Activity 4: Application: Writing *Aims:SS will be able to know how to write a review film. *Content: write a review film. *Output:Almost all the students can take part in and do this task well. *Process: Ex4. Work in groups. Talk about the II. Writing negative effects of tourism ....

Ex4. Work in groups. Talk about the 1. Transfering the task: negative effects of tourism on a - Explain the requirement of the task to region or country. The following SS ideas may be helpful to you..

Ask Ss to work in groups of five or six. Have them discuss the negative effects of tourism on a region or country (Ss can use the cues in 4).

2. Doing the task: - Ss work to complete the task.

3. Reporting the result and discussing: - SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Ex5.

- Explain the requirement of the task to SS Ss work in in groups of five or six and read any of their previous work about the negative effects of something. Let them choose one negative effect that they have discussed in 4) and write a paragraph in about 100 -120 words.

- Ss work individually to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T comments

Ex5. Choose one negative effect that you have discussed above and write a paragraph about it. Make sure you use the right connectors. : -first /firstly / the first / one of the ……

-second/ secondly /another ….

-third/ thirdly / furthermore / in addition ….

Sample writing: One of the drawbacks of tourism is the damage to the environment of a country or area. In the first place, tourists use a lot of local resources such as water , food, energy , etc … and this put pressure on the environment. Secondly, there is the problem of pollution. Many cities and towns become overcrowded with tourists, with all their vehicles causing traffic jams as well as air and noise pollution. Another bad effect of tourism is the destruction of the wide life in some places. The habitat ofwild plants and animals is lost because of the building of tourist resorts, and by visitors’ activities. In short, the development of tourism has bad effects on the environment.

3. Homework: - Do exercises: D3- E1,2,3 – page 18,19 - workbook.

- Complete the writing on the notebook.

- Prepare: UNIT 8: Looking back & Project - Page 28-29- textbook.

Preparing day: Period 68: UNIT 8: TOURISM LESSON 7: LOOKING BACK &PROJECT SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: - recycle the language from the previous lessons in Unit 9 and link it with unit topics.

- consolidate and apply what they have learnt in Unit 9 through various activities and exercises.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - Check SS’ writing, give marks and remarks.

2. New lesson: A. Activity 1:Determining the task (3 minutes) What would you like to do most on holiday? Tick three things. Share your idea with a partner. *Aims: To lead in the new lesson *Content: Ex6: a. What would you like to do most on holiday? Tick three things. Share your idea with a partner. *Output:Almost all the students can take part in and do this task well. *Process: 1. Transfering the task: Have Ss read the things one can do on holiday, and tick the three things they would most like to do, then share their ideas with a partner.

2. Doing the task: Ss work in pairs 3. Reporting the result and discussing: ss present Go camping Watch the wild fife Visit a museum Meet local people Visit historic places Make new friends Go to a theme park 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Practice T AND SS’ ACTIVITIES AIN CONTENTS I. Vocabulary *Aims:SS will be able to revise vocabulary.

*Content: vocabulary. *Output:Almost all the students can take part in and do this task well. *Process: Ex1: Ex1: Fill in the ga with a word from 1. Transfering the task: the box to complete the passage. There - Explain the requirement of the task are two extra words. to SS 1.safaris / expeditions 2. Doing the task: 2.expeditions / safaris - Ss work individually to complete 3.holidays the task.

4.touring 3. Reporting the result and 5.travelers discussing: 6.experience - T calls two Ss to write on the board. Ex2: Form compound nouns from the - Other SS give their answers orally. following words, then fill the gaps to 4. Feedback: complete the sentences.

1.jet lag - T corrects and gives the remarks.

2.checkout Ex2: 3. stopover 1. Transfering the task: - Explain the requirement of the task 4.sunglasses 5.holidaymaker to SS - Ss work individually to complete 6. take-offs Ex3: Form compound nouns from the task.

- T calls two Ss to write on the board. these words then make sentences with - Other SS give their answers orally. them, and share with your partner.

- T corrects and gives the remarks.

-Key: package tour , return ticket , Ex3: software, round trip - Explain the requirement of the task Example: to SS Tour operator - Ss work individually to complete If there are any problems, you should the task. contact your tour operator.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

II. Grammar *Aims: SS will be able to do practice grammar by completing exercises *Content: completing exercises *Output:Almost all the students can take part in and do this task well. *Process: Ex4: Ex4: Find and correct the mistakes in 1. Transfering the task: the sentences, using a/an/the or zero - Explain the requirement of the task article. to SS 1. My aunt and uncle love sun! They Quickly review the articles a, an, the, stay in UK in summer and visit friends zero article Ss have learned. Then in Australia in winter.

have them do a task and write down their answers in their notebooks.

2. Doing the task: - Ss work individually to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: Check and correct their answers as a class.

Ex5: This task helps Ss use the grammar and vocabulary they have learned in the unit to rewrite sentences. T may have some Ss write sentences on the board. Let other Ss give comments. Check as a class.

Finished!

Ask Ss to complete the selfassessments. Identify any difficulties and weak areas and provide further practice if necessary.

- the sun, the UK 2. Not much is known about how brain works.

- the brain 3. Bicycle is among the most efficient machines invented by man.

- the bicycle 4. They plan to launch expedition into interior of Australia.

- an / the expedition . the interior 5. If you want to go on long trip , you should prepare properly for it.

- a long trip 6. I’m very interested in the history, especially history of Asian countries.

- in history , the history of Ex5: Review each sentence so that it has a similar meaning, using the word in CAPITALS. 1.What a terrible journey ( it was)!

2. We stayed at a lovely hotel by the sea.

3.The program I watched yesterday was interesting.

4.My friend has just bought an old guitar.

5. She needs to go on a business trip to Kyoto.

C. Activity 3: Application: Project *Aims:SS will be able to know more about English speaking countries *Content: English speaking countries *Output:Almost all the students can know more about English speaking countries.*Process: 1. Read the following advertisement 1. Read the following advertisement for a holiday in Italy. for a holiday in Italy.

2. What are good ways to write an 2. What are good ways to write an advertisement? Put a tick. advertisement? Put a tick.

1. Transfering the task: An advertisement for a tourist - Explain the requirement of the task attraction to SS 1. create a striking headline (✓) Ask Ss to work in groups of five or 2. Keep your ad brief (✓) six. Have them read the following 3. Write some drawbacks advertisement for a holiday in Italy 4. Try to attract attentions (✓) and underline the features that may

attract tourists and make them want 5. Ask a lot of questions to visit the country.Have 6. Give the main features. (✓) Ss tick good information to write an 3. Write a short advertisement for a advertisement. tourist attraction in your area.

2. Doing the task: ………………………………………

- Ss work to complete the task. ……………………………………….

3. Reporting the result and ……………………………………….. discussing: ……………………………………….

- SS give their answers orally. ………………………………..

4. Feedback: - T corrects and gives the remarks.

3. Write a short advertisement for a tourist attraction in your area.

Ss work in in groups of five or six.

Tell Ss to think of a place in their locality or neighboring area to introduce to tourists. It may be a museum. a craft village, a workshop,, a temple, a church, an ancient house, a wood / forest, a lake -T moves around to provide help (if necessary) Whentimeisup, T asks some representatives to report their groups' writing to the class.

-T and other Ss listen and check.

3. Homework: - Redo all the exercises above and do exercises in the workbook.

- Prepare: Unit 9: Getting started- Page 30-31- textbook.

Preparing day: Period 69: UNIT 9: ENGLISH IN THE WORLD LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to languages and language use and learning.

- understand the content of the conversation between the teacher and her students and complete the tasks.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities:

To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: Two Ss to go to the board, each writing we compound nouns they have learnt/known. Give comments and correct any mistakes if needed.

2. New lesson : A. Activity 1: Determining the learning task * Play game: Listing *Aims: To lead ss to the new topic *Contents: information Ss know about English in the world. * Output: general understanding about English * Process: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work individually to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Write the Unit title on the board: English in the world. Elicit any information Ss know about the language by asking what they know about the charateristics of the English language. (Devide ss into 3 groups-> which groups have most appropriate idea will win the game) B. Activity 2: Forming new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary *Aims:Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read *Contents:Vocabulary about the topic * Output:Almost all the students know new words and what they are going to listen. * Process: 1.Transfering the task: I. New words : - Teacher elicits the words from - simplicity (n): sự đơn giản students.

- to simplify: đơn giản hóa 2. Doing the task: - to operate: đóng vai rò - Follow the steps of teching vocab - dialect (n): tiếng địa phương

3. Reporting the result and - accent (n): giọng điệu discussing: - variety (n): thể loại Checking: Matching - Some ss read the words aloud -> Make sentences with some.

4. Feedback: - T give comments.

C. Activity 3: Practice *Aims:SS know the content of the conversation *Contents: conversation among the four people * Output:- Almost all SS can complete the exercises. * Process: * Set the sence: II-Practice: Ask Ss questions about the pictures: 1. Listen and read E.g. Where are Duong and Vy? Vocabulary Who is standing at the board?

Nouns are often formed by adding What are they talking about? suffixes to adjectives. Two suffixes Ask Ss to guess what the topic of the which are often added to adjectives to conversation is and where it takes form nouns are -ness and -ity. place. T may also ask 5s to tell about Example: the English club they have taken part open → openness in: similar → similarity Do you take part in an English Ex1: a. Read the converation again club? and find the nouns of the adjectives When is it? Where is it? simple and flexible.

Whot is special about it? a . Key: simplicity - flexibility Play the recording and have Ss b. Convert these adjs into nouns. You follow along. After that, Ss can may use a dictionary. compare their ideas with the Adjective Noun information in the converation. sad sadness Ex1: a. dark darkness 1. Transfering the task: stupid stupidity - Explain the requirement of the task popular popularity to SS happy happiness -Tell Ss to refer to the conversation punctual punctuality to find the nouns of the adjectives c. Read the conversation again and simple and flexible. Ask them to pay choose the correct answer. attention to how to form the nouns Key: from these adjectives.

1. B 2. C 3. A 4. C 5. B 2. Doing the task: Ex2: Match the words/phrases in - Ss work in pairs to complete the column a with the definition in task. column B 3. Reporting the result and Key: discussing: 1. c - T calls two Ss to write on the board. 2. e

4. Feedback: 3. b - T corrects and gives the remarks.

4. a b. Convert these adjs into nouns.

5. d You may use a dictionary.

Ex3: Match the beginning of each - Explain the requirement of the task sentence (1-6) to its ending (a-f). to SS Key: - Ss work individually to complete the 1. f task.

2. c - T calls two Ss to write on the board. 3. a - Other SS give their answers orally.

4. b - T corrects and gives the remarks.

5. e Ex 2, 3: 6. d - Explain the requirement of the task to SS - Ss work individually to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

D. Activity 4: Application *Aims:Help Ssknow more about English in the world. *Contents: Ask and answer questions about the English language using the information from 3. * Output:Almost all the students can talk about the English language. * Process: 1. Transfering the task: III. Further practice: - Explain the requirement of the task Ex4. Work in pairs. Ask and answer to SS questions about the English 2. Doing the task: language using the information from Ss work in in pairs. Ask and answer 3. questions about the English language using the information from 3.

3. Reporting the result and discussing: - SS give their answers orally.

4. Feedback: Whentimeisup, T calls on some pairs to practise in front of the class.

3. Homework: - Learn new words by heart.

- Read the conversation again.

-Translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 9: A closer look 1 - P33-34 - textbook.

WEEK 25 Preparation day: 19 / 2 / 2019

Period 70: UNIT 9: ENGLISH IN THE WORLD LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - identify the correct tones for new and known information and say sentences with the correct intonation - use the lexical items related to the topic ‘English in the world” 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: goes to the board to write new words - S2: reads the conversation and answer some questions 2. New lesson: 1. Activity 1: Determining the task Chatting: *Aims: To lead ss in the new lesson comfortably *Contents: Name the countries using English as a second language in Asia * Output:Almost all the students can talk or know about the countries. * Process: 1.Transfering the task - Explain the requirement of the task to SS 2. Doing the task: - Ss work in pairs to complete the task.

- Ss work in groups of four to complete the task 3. Reporting the result and discussing: - SS give out their answers orally.

4. Feedback: - T corrects and gives remarks.

-T can give SS marks if their presentation is good enough.

B. Activity 2: Forming the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I.Teaching vocabulary

*Aims:Ss will be able to enrich their vocabulary about the topic. *Contents: vocabulary about language. * Output:- Almost all SS can complete the task * Process: 1. Transfering the task: I. Vocabulary T uses some techniques to present 1. New words some new words.

- rusty (adj): trình độgiảm đi (do lâu Checking the understanding by không được thực hành). making sentences with the new - fluent (adj): trôi chảy words.

- billingual (adj): người sử dụng được 2 2. Doing the task: thứ tiếng.

- Ss work individually - reasonable (adj): thích hợp, chấp nhận 3. Reporting the result and được hoặc tạm được discussing: - to imitate: bắt trước - SS read aloud to pick up a language: học một ngôn ngữ 4. Feedback: theo cách tự nhiên từ môi trường xung - T corrects and gives the remarks. quanh.

- to get by in a anguage:cố gắng sử dụng được một ngôn ngữ với những gì mình có.

C. Activity 3: Practice *Aims: - Ss know how to do exercises. *Content: Do exercises. *Output: Students complete the exercises. *Process: Ex 1: Ex1:Match the words/phrases in - Explain the requirement of the column A with the definitions in task to SS column B. - Ss work in pairs to complete the Key: task 1. b 2. e 3. a 4. d 5. f 6. c -With a stronger class, T may wish Ex 2: a. Choose the correct words in to ask Ss to make sentences with the following phrases about language the-expressions. learning.

- SS give their answers orally.

Key: - One St writes the anwers on BB. 2. at 3. by 4. in 5. of 6. bit 7. up - T corrects and gives the remarks. b. Choose phrases from 2a to make Ex 2: sentences about yourself or people you - Explain the requirement of the know. task to SS Eg: - Ss work individually to complete I picked up a bit of Thai on holiday in the task Phuket. I can say “sawadeek”|, which - SS give their answers orally. means ‘hello”.

- One St writes the anwers on BB.

- T corrects and gives the remarks. Ex3: a. Match the words/phrases in column A with the words/phrases in Ex 3: column B to make expressions about 1. Transfering the task: - Explain the requirement of the language learning.

Key (suggested): task to SS Key: 2. Doing the task: 2. h 3. g 4.

SS work in in pairs.Choose phrases 1. e 5. a 6. c 7. d 8. f from 2a to make sentences about b herself/ himshelf or people they b. Fill the blanks with the verbs in the box. know 3. Reporting the result and Key 1. know 2. guess 3. look up discussing: 4. have 5. imitate 6. make - SS give their answers orally.

7. correct 8. translate - One St writes the anwers on BB. 4. Feedback: Whentimeisup, T calls on some pairs to practise in front of the class.

II. Teaching pronunciation *Aims:Ss can identify tones in new and known information. *Contents: tones in new and known information * Output:Almost Ss can pronounce pronounce two-syllable words with correct stress in isolation and in context * Process: Ex 4: II. Pronunciation: 1. Transfering the task: Tones in new and known information - Explain the requirement of the Ex4: Lisen and repeat, paying attention task to SS to the tones of the underlined words in - Play the recording and ask Ss to each conversation.

Audio script: listen and repeat the sentences, paying attention to whether the 1. A: I'd like some oranges, please. voice B: But we don't have any oranges. on the underlined word in each 2. A: What would you like, sir? sentence goes up or down.

B: I'd like some oranges.

2. Doing the task: 3. A: I'll come here tomorrow.

- Ss work individually to complete B: But our shop is closed tomorrow. the task.

4. A: When is your shop closed?

3. Reporting the result and B: It is closed tomorrow. discussing: Ex5:Listen to the conversations. Do - SS read the sentences and some Ss you think the voice goes up or down at to give some more examples. the end of each second sentence? Draw 4. Feedback: a suitable arrow at the end of each line.

- T corrects and gives the remarks. Key + Audio script: Ex 5:

- Explain the requirement of the task to SS Play the recording and ask Ss to listen to the conversation, paying attention to whether the voice of each second sentence goes up or down - Ss work individually to complete the task.

- SS give their answers orally.

- T corrects and gives the remarks.

1. A. Tom found a woatch on the street.

B. No. He found a wallet on the street.

2. A. Where did Tom find this watch?

B. He found it on the street.

3. A.Let's have some coffee.

B. But I don't like coffee.

4. A. Let's have a drink. What would you like?

B. I'd like some coffee.

5. A. This hat is nice.

B. I know it's nice, but it's expensive.

6. A. This bed is big.

B. I know it's big but that one's bigger.

D. Activity 4: Application *Aims:Ss can identify tones in new and known information. *Contents: tones in new and known information * Output:Almost Ss can pronounce pronounce two-syllable words with correct stress in isolation and in context * Process: 1. Transfering the task: Ex6:Read the conversation. Does the - Explain the requirement of the voice go up or down on the underlined task to SS words? Draw a suitable arrow at the end 2. Doing the task: of each line. Then listen, check and - Ss to work in pairs to practise repeat reading aloud the conversation and Key + Audio script: identify whether the voice on A: What make of TV shall we buy? the underlined word in each B: Let's get the Samsung. sentence goes up or down.

A: I think we should get the Sony. It's 3. Reporting the result and really nice. discussing: B:But the Samsung is nicer.

- SS give their answers orally A: But the Sony has a guarantee.

4. Feedback: B: They both have a guarantee.

- T corrects and gives the remarks. A: How much is the Sony?

B: It's $600 A: It's too expensive.

B:I know it's expensive, but it's of better quality.A: They're both of good quality.

3. Homework: - Learn by heart the new words - Do exercises A1,2, B1 P20-21 - workbook

- Prepare UNIT 9: A CLOSER LOOK 2 –P. 35-36 - textbook Preparation day: 20 / 2 / 2 Period 71: UNIT 9: ENGLISH IN THE WORLD LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - use conditional sentences type 2 correctly and appropriately - use relative clauses correctly and appropriately 2. Competences: - To develop ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- Ss work hard and know about the importance of learning English.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility., II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: goes to the board to write new words - S2: Does B1 – WB Page: 21 2. New lesson: A. Activity 1: Determining the learning task * Play game: Lightning games *Aims: SS can review Conditional sentences type 2 *Contents: Conditional sentences type 2: form by the rule and examples to illustrate. * Output:Almost all the students can take part in and do this task well. * Process: 1.Transfering the task: - Ask Ss to work in groups to do the task.

2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing: - SS present their answers.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming new knowledge

T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching Grammar *Aims:Ss can use review Conditional sentences type 2, know the form and the use of the relative clauses and complete these exercises *Contents: Conditional sentences type 2, relative clause. * Output:Almost all the students can know how to use conditional sentences type 2, relative clause correctly and approproaately and complete the exercise(s). *Process: Ex 1: I. Conditional sentences type 2: 1. Transfering the task: review - Explain the requirement of the task Ex1: a Read this sentence from the to SS conversation in GETTING 2. Doing the task: STARTED. Do you remember when - Ss work individually to complete we use conditional sentences type 2: the exercise.

Key: 3. Reporting the result and 1. No discussing: 2. Yes - T calls two Ss to write on the board. 3. No - Other SS give their answers orally 4. No 4. Feedback: 5. No - T corrects and gives the remarks. b. Write Yesor Noto answer the - Explain the requirement of the task questions about each sentence to SS Key: - Ss work individually to complete 1. My parents told me they would the exercise. visit me that week.

- T calls two Ss to write on the board. 2. Our teacher asked us what we - Other SS give their answers orally were most - T corrects and gives the remarks. worried about.

3. Phuong told me she was so Ex 3: delighted 1. Transfering the task: because she had just received a - Explain the requirement of the task surprise to SS birthday present from her sister.

2. Doing the task: 4. Tom said Kate could keep calm - Ss work individually to complete even when she had lots of pressure. the exercise.

5. She told her mother she had got a 3. Reporting the result and very high score in her last test. discussing: 6. The doctor asked him if he slept at - T calls two Ss to write on the board. least - Other SS give their answers orally eight hours a day.

4. Feedback: II. Relative clauses - T corrects and gives the remarks.

Ex3: a. Read part of the conversation from GETTING STARTED. Pay attention to the underlined part

Teacher: Question one: Is English the language which is spoken as a first language by most people in the world?

REMEMBER: A relative clause is introduced by a relative pronoun sach as: who,whom. which,that, whose, where, why and when. b. When do we use relative clauses?

Can you think of any rules?

We use relative clauses to give extra information about something/someone or to identify which particular thing/person we are talking about.

C. Activity 3: Practice *Aims: Help SS to practice the use of the grammar by doing the exercises. *Content: Do some exersises. * Output: understand the structure and do exercises. * Process: Ex 2: Rewrite the sentences using the Ex 2: conditional sentences type 2.

1. Transfering the task: - Explain the requirement of the task Key: 1. If my English were/was good, I to SS would feel con dent at interviews.

2. Doing the task: - Ss work individually to complete 2. If Minh had time, she would read the exercise. many English books.

3. Reporting the result and 3. If I were you, I would spend more discussing: time improving my pronunciation.

- T calls two Ss to write on the board. 4. If Mai didn’t have some friends - Other SS give their answers orally who were/are native speakers of 4. Feedback: English, she wouldn’t be so good at the - T corrects and gives the remarks. language.

Ex 4: 5. If you could speak English, we Ask Ss to study the rules in the would grammar box. Draw Ss’ attention to offer you the job. the use of relative clauses by Ex4: Circle the correct word. analysing Sometimes more than one answer the examples in the grammar box in is possible.

3b.

Key: 1. who/that 2. where 3. whose 4. when/that 5. whom/who 6. why D. Activity 4: Application

*Aims: Help Ss use imperatives. * Content: Imperative * Output: Ss can do exercises. * Process: Ex 6: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work individually to complete the exercise.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally 4. Feedback: - T corrects and gives the remarks.

Ex6. Rewrite these sentences as one sentence using a relative clause.

Key: 2. Parts of the palace where/in which the queen lives are open to the public.

3. English has borrowed many words which/that come from other languages.

4. I moved to a new school where/in which English is taught by native teachers.

5. There are several reasons why I don’t like English.

6. The new girl in our class, whose name is Mi, is reasonably good at English.

3. Homework: - Do Ex B2,3,4, 5,6 P21,22,23 - workbook - Prepare UNIT 9: COMMUNICATION – P.37 - textbook Preparing day: Period 72: UNIT 9: ENGLISH IN THE WORLD LESSON 4: COMMUNICATION SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use use the lexical items related to the topic ‘English in the world” - discuss experiences in learning and using English 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization:

Day Date Period Class * Checking: - S1: Does B4- workbook page 22 - S2: does B6- workbook page 23

Attendance

Absence

2. New lesson: 1. Activity 1: Determining the learning task 2. (3 minutes

*Brainstorming: *Aims:Brainstorm in groups to give the best ways to master E *Contents: * Contents: the best ways to master E * Output:Almost all the students can take part in and do this task well * Process: 1.Transfering the task: - Ask Ss to work in group todo the task.

- Teacher models 2. Doing the task: - Ss do the task in groups of four to add as many dishes as possible 3. Reporting the result and discussing: - SS present their lists.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Presentation *Aims:Ss can judge their English themselves. *Contents: Make notes about oneself, ask and answer Qs. * Output: - Almost all SS can complete the task(s). * Process: Ex 1: Ex1: Make notes about yourself.

1. Transfering the task: 1.How long have you been learning - Explain the requirement of the task to English?

SS 2.What do you remember about your 2. Doing the task: first English - Ss work individually to complete the classes? task.

3.What exams have you taken in

Give Ss about 6 minutes to work independently, making notes about themselves by answering the questions in the table in 1.

3. Reporting the result and discussing: - SS give out their answers orally.

4. Feedback: - T corrects and gives the remarks.

English?

4.Why are you interested in learning English now?

5.Which English-speaking countries would you like to visit?

6.What do you think is your level of English now?

7. How can you improve your English outside class?

8.For what purposes would you like to use English in the future?

9.What do you like about the English language?

10.What don’t you like about the English language?

3. Activity 3. Practice *Aims:Ss will be able make Qs and answer questions when being asked. *Contents: making Qs and answering questions * Output: - Almost all SS can complete the task(s). * Process: Ex 2: Ex2 : Work in pairs. Take turns to 1. Transfering the task: ask and answer the questions in 1 .

- Explain the requirement of the task to Make notes about your partner. How SS many things do you have in 2. Doing the task: common?

- Ss work in pairs, taking turns to ask and answer the questions in 1.

Remind them to make notes on what their partners say in the table in 1.

Then ask each of them to identify how many things they have in common with their partners.

3. Reporting the result and discussing: - SS give out their answers orally.

4. Feedback: - T corrects and gives the remarks.

- Give them lots of encouragement and praise for their communicative efforts.

D. Activity 4: Application *Aims: SS will be able to talk about experiences in learning and using English

*Contents: experiences in learning and using English * Output:Almost all the students can do this task well. * Process: Ex 3: Ex3: Work in groups. Tell your group 1. Transfering the task: the things that you and your partner - Explain the requirement of the have in common. exercise to SS - Ask Ss to work in groups of 4 to You Your complete the task.

‘One thing we have in common is that 2. Doing the task: we both want to study English at an - Ss work in groups of four to overseas complete the task. T moves around to university. I’m interested in going to provide help (if necessary) Australia and Mi is interested in the 3. Reporting the result and US. ’ discussing: - The group leader present their finished task.

4. Feedback: - T corrects and gives the remarks.

3. Homework: - Write your experiences in learning and using English - Prepare UNIT 9: SKILLS 1 – P.38 - textbook WEEK 26 Preparing day: Period 73: UNIT 9: ENGLISH IN THE WORLD LESSON 5: SKILLS 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - use the lexical items related to the topic ‘English in the world” - read for general and specific information about English as a means of international communication.

- discuss experiences in learning and using English 2. Competences: - To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- Ss to work hard and know about the importance of learning English.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES:

1. Class organization: Day Date Period Class Attendance Absence * Checking: During the lesson 2. New lesson: A. Activity 1: Determining the learning task *Chatting : *Aims:To introduces the new lesson *Contents: English language * Output:Almost all the students can take part in and do this task well * Process: 1.Transfering the task: - Ask Ss to work individually to do the task.

2. Doing the task: - Talk about English 3. Reporting the result and discussing: - SS present.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Forming new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Output: know new words and how to use them. * Process: 1. Transfering the learning task: I. Vocabulary - Teach vocabulary: translation/ - settlement (n) = the process of example/ pictures people making their homes in a place - T: writes new words on the board.

- immersion (n) = the language 2. Doing the task: teaching method in which people are - SS: listen and repeat in individual put in situations where they have to first then the whole class. use the new language for everything 3. Reporting the task result and - derivatives (n) = words that have discuss: been developed from other words - Call 3- 4 SS to read the words again. - establishment (n) = the act of 4. Giving the remarks to their doing starting or creating something that is the task: meant to last for a long time Checking: slap the board.

- dominant (adj) = more important, powerful or noticeable than other things C. Activity 3: Practice: Reading *Aims:SS can understand the text about English and do exs. *Contents: a text about English as a mean of international language

* Output: Almost all SS can complete the exercise(s). * Process: Ex 1: I. Reading.

Ex1: Read the following text about 1. Transfering the task: - Ask ss to work in groups to discuss English as a means of international either of these questions communication. Look at the words in - Ss may look somewhat confused by the box, then find them in the text and underline them. What do they this question. If so, give them more mean? guidance: 1. Who owns English?

- Explain some new words -‘Which countries speak English 2. Doing the task: - SS to discuss either of these around the world?’

- ‘Does the English language belong questions: 3. Reporting the result and to England? If not, why discussing: not?’

- ‘Is the English language changing?

- SS give out their answers orally.

If so, how?’

4. Feedback: 2. Does ‘Vietglish’ exist?

- T corrects and gives remarks.

Ex2: a.

If necessary, explain that this is a - Explain the requirement of the blend of Vietnamese and English. exercise to SS Give some guidance: - ‘Can you think - have Ss work independently, reading of any words or phrases which blend through the text and choosing a the two languages?’ suitable heading for each paragraph - ‘Is this increasing in Viet Nam? - Ss work individually to complete the Ex2: a Read the text again and match exercise. the headings (a-c) to the paragraphs - One St writes the anwers on BB. (1-3).

- Other SS give their answers orally. Key: 1. b 2. c 3. a - T corrects and gives remarks. b. Read the text again and answer the b. questions.

- Explain the requirement of the Key: exercise to SS 1. It is the export of the English - Ss work in pairs to complete the language and the great growth of exercise. population in the United States that - T calls two Ss to write on the board. has led to its dominance in the world - Other SS give their answers orally. today.

- T corrects and gives the remarks.

2. Mass immigration.

3. They do all their school subjects and everyday activities in English.

4. It is a blend of English and Hindi words and phrases.

5. They are being invented every day all over the world due to the free admissions of words from other

languages and the easy creation of compounds and derivatives.

C. Activity 4: Application: Speaking *Aims:Ss have chance to practice talking about experiences in learning and using English *Contents: experiences in learning and using English * Output:Almost all the students can do this task well. * Process: Ex3+ Ex4 II. Speaking.

1. Transfering the task: Ex3: Put the list of ways to improve your English in order of importance Ask Ss to work in groups.

2. Doing the task: for you. Can you add any more -put their own list in order of ideas? importance.

- taking tests 3. Reporting the result and - memorising English vocabulary discussing: - writing emails and texts - T calls on some Ss to present their - speaking for fluency and not being discussing the way to achieve it corrected all the time top three methods and the reasons for - listening to songs in English it in front of the class.

- reading English social media 4. Feedback: websites - T corrects and gives the remarks. writing essays Ask Ss to work in groups. To put - imitating English pronunciation their own list in order of importance. Ex4. Work in groups. Compare your Encourage Ss to think of the reasons lists. Explain your order. for their order. They may add other Ex5: Work in pairs. Take one of the methods they use that aren’t on the ideas from 3 and think about how you list. can achieve it.

Ss compare their lists and explain Example: their order to group members.

B: So then we should watch English videos online.

Ex 5 - Explain the requirement of the A: Good idea. We can pause the video exercise to SS and repeat.

- Ss work in pairs to complete the B: We can even record ourselves and exercise. play it back.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

Take one of the ideas from 3 and think about how they can achieve it.

T and other Ss listen and give comments.

3. Homework: - Ask Ss to learn new words by heart.

- Do exercise C1,2; D1 P.24- 25- workbook.

- Prepare: UNIT 9: SKILLS 2 – P.39- textbook.

Preparing day: Period 74: UNIT 9: ENGLISH IN THE WORLD LESSON 6: SKILLS 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - use the lexical items related to the topic ‘English in the world” - listen for general and specific information about some students’ experiences in learning - use languages write a paragraph about the uses of English in everyday life 2. Competences: - Ss to work hard and know about the importance of learning English.

- To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: Does C1- workbook page 21 - S2: Does D1 - workbook page 22 2. New lesson: A. Activity 1: Determining the learning task * Chatting: How to master English *Aims: SS can gain some experiences in learning English *Contents: Ways to master English * Output:Almost all the students can take part in and do this task well. * Process: 1.Transfering the task: - Ask Ss to work in groups to do the task.

2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing: - The group leader present their finished task.

4. Feedback: - T corrects and gives the remarks.

-T can give SS marks if their presentation is good enough.

B. Activity 2: Forming new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Output: know new words and how to use them. * Process: 1. Transfering the learning task: New words: - Teach vocabulary: translation/ - border (n): biên giới example/ pictures - multinational company (n): công ty - T: writes new words on the board. đa quốc gia 2. Doing the task: - to recommend: giới thiệu - SS: listen and repeat in individual first then the whole class.

3. Reporting the task result and discuss: - Call 3- 4 SS to read the words again.

4. Giving the remarks to their doing the task: Checking: slap the board.

C. Activity 3: Practice: Listening *Aims: SS will be able to understang the listening to get general and specific information about some students’ experiences in learning *Contents: listening task about speaking and learning languages * Output: Most ss can complete the task(s). * Process: Ex 1, 2: I. Listening 1. Transfering the task: Ex1: Listen to four different people - Explain the requirement of the talking about speaking and learning exercise to SS languages. Match the summaries (A2. Doing the task: E) to each speaker. There is one extra Ss read the summaries and underline summary. the key words in each.

Key: Play the recording and ask Ss to match Speaker 1: E Speaker 2: the summaries to the speakers.

A 3. Reporting the result and Speaker 3: B Speaker 4: discussing: D - T calls two Ss to write on the board. Ex2: Listen to the extracts again and - Other SS give their answers orally. answer the questions.

Key: 4. Feedback: - play the recording again and allow Ss 1. He went to Rome. to check if their answers are correct 2. She can have a conversation in -T corrects and gives the remarks.

Italian, but it’s a bit rusty.

3. He used to be quite bad at English.

4. He picked up enough words and phrases to get by.

5. She thinks that she has learned a lot since she started an English course at an English centre.

D. Activity 4: Application: Listening *Aims: SS will be able to write a paragraph about the uses of English in everyday life *Contents: Writing about the uses of English in everyday life * Output:Almost all the students can do this task well * Process: Ex 3: II. Writing 1. Transfering the task: Ex3: Make notes of four uses of - Explain the requirement of the task English in your daily life and give an explanation/example for each of to SS them. Then compare your list with.

Brainstorm the language necessary Ex4. a Use your notes in 3 to write for their writing with Ss: an about what you use English for in introduction paragraph, organising your daily life. ideas using connectors – Firstly, Secondly, Finally, providing Sample writing: examples I use English for different purposes in to illustrate the points. my everyday life.

Firstly, English helps me 2. Doing the task: communicate with people all over the - Ss work individually to complete the task. Then compare your list with world. I have made friends with some their friends. students from the UK and Australia. I 3. Reporting the result and use English to chat with them about discussing: many things.

- SS give their answers orally.

Secondly, English helps me get 4. Feedback: information and improve my - T corrects and gives remarks. knowledge.

Ex 4: Because almost any information is - Explain the requirement of the task available in English, it is easy for me to SS to get access to all sources of -Ask Ss to work individually to information with my English. Finally, complete the task.

English is useful when I want to go - Ss work individually to complete the abroad to study. A lot of schools task. and universities in diff erent countries - T corrects and gives the remarks. which provide scholarships and courses in English. I am learning English hard to get an IELTS score of 6.5 so that next year I can go to Australia to study.

In conclusion, English is useful for me in various ways 3. Homework: - Do exercises: D2,3 ,E1-2 – page 25-26- workbook.

- Complete the writing on the notebook.

- Prepare: UNIT 9:LOOKING BACK & PROJECT – P.40-41 - textbook.

Preparing day: Period 76: UNIT 9: ENGLISH IN THE WORLD LESSON 7: LOOKING BACK & PROJECT SUBJECT: ENGLISH 6 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - use what they have learnt during the unit to help them answer the questions.

-will help T and Ss see how far they have progressed, and which areas need further practice.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: -S1: Does D3- workbook page 26 -S2: Does E1- workbook page 27 2. New lesson: A. Activity 1: Determining the learning task. * Play game: toss the ball *Aims: SS can review some vocab related to the topic. *Contents: vocab related language * Output: Almost all the students can take part in and do this task well. * Process: 1.Transfering the task: - Explain the rule of the game to SS 2. Doing the task:

- Ss play the game.

3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Practice: T AND SS’ ACTIVITIES AIN CONTENTS I. Vocabulary *Aims:SS can revise vocabulary and grammar *Contents: vocabulary about language; Grammar onrelative pronouns . * Output: - Almost all SS can complete the exercise(s). * Process: Ex 1,2: Ex1:Underline the correct word in For 1, 2, 3, 4 and 5, First have Ss each sentence. work independently. Then they can 1. first 2. accent 3. dialect check their answers with a partner 4. second 5. official Ex2:Read what three people say before discussing the answers as a about speaking languages. Fill each class. However, tell Ss to keep a blank with a phrase in the boxes. record of their original answers so 1. am reasonably good they can use that information in their self- 2. can also get by assessment.

3. picked up 4. am bilingual For exercise 3, T may ask some Ss to write their sentences on the board 5. also fluent in 6. can have a conversation and give necessary correction.

7. it’s a bit rusty 8. am quite bad at Ex 3, 4: 9. know a few words 1. Transfering the task: - Explain the requirement of the task 10. can’t speak a word Ex3:Rewrite these sentences using to SS the words/ phrases in brackets.

2. Doing the task: - Ss work in pairs to complete the 1. I can’t speak a word of French.

2. I picked up a few words of task.

English on holiday.

3. Reporting the result and 3. My brother is fluent in English. discussing: - T calls two Ss to write on the board. 4. I am bilingual in English and - Other SS give their answers orally. French.

4. Feedback: 5. I can get by in German on - T corrects and gives the remarks. holiday.

6. My Russian is a bit rusty.

Ex4:Use the words from the box to complete the sentences.

1. accent 2. imitate 3. guess 4. look up 5. translate 6. mistakes 7. corrects 8. communicate

II. Grammar *Aims:SS can review & practice grammar *Contents: relative pronouns * Output:Almost all the students can do this task well * Process: Ex 5: 2. Those are the stairs where I broke 1. Transfering the task: my arm.

- Explain the requirement of the task 3. There’s a shop where you can buy to SS English books and CDs. 2. Doing the task: 4. The English couple who/that live First have Ss work independently. next to us can get by in Vietnamese.

Then they can check their answers 5. There’s a shop near my house with a partner. which/that sells cheap DVDs. 3. Reporting the result and 6. Look up the new words in the discussing: dictionary which/that has just been - T calls two Ss to write on the board. published by Oxford University Press.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

T may ask some Ss to write their sentences on the board and give necessary correction.

III. Communication. *Aims:SS have chance to practice speaking *Contents: complete the following conversation * Output:Almost all the students can do this task well. * Process: Ex 6: Ex6:Choose A-E to complete the 1. Transfering the task: following conversation. Practise the - Explain the requirement of the task conversation with your partner. to SS Key: 2. Doing the task: 1. D 2. C 3. A 4. E 5. B - Ss work in pairs to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Finished !

Ask Ss to complete the selfassessment. Identify any difficulties

and weak areas and provide further practice C. Activity 3: Application: Project *Aims:Ss will be able to talk about the differnces between varieties of English *Contents: the differnces between varieties of English * Output:Almost all the students can take part in and do this task well. * Process: Ex1,2: Ex1: Read the chart and fill the 1. Transfering the task: blanks with the words from the box.

- Explain the requirement of the task Key. to SS 1. sweets 2. soccer 2. Doing the task: 2. nappy 3. pavement - Ss work in pairs to complete the 5. highway 6. underground task.

7. rubbish 8. flashlight 3. Reporting the result and Ex2: Choose two varieties of discussing: English.Write a similar chart - T calls two Ss to write on the board. showing the differences in - Other SS give their answers orally. vocabulary between them.

4. Feedback: Ex3: Organise an exhibition of the - T corrects and gives the remarks. charts you have made among your Ex 3: group or class members. Vote for the - Explain the requirement of the task best. to SS - Ss work in pairs to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

When Ss have finished their charts, ask them to display them on the walls of the classroom. Have the Ss move around to look at all the charts and discuss them. Finally, ask the whole class to vote for the best one T and other Ss listen and give comments.

3. Homework: - Redo all the exercises above and do exercises in the workbook.

- Prepare: REVIEW 3 – P.36- Textbook.

Preparing day: 08/ 03/ 2021 Period 76: REVIEW 3 LESSON 1: LANGUAGE SUBJECT: ENGLISH 9 (Total: 2 lessons) I. OBJECTIVES: 1. Knowledge:

After the lesson students will be able to: - Revise all the learnt words and structures from unit 7 to unit 9. They can make sentences using them.

- Do some exercises in the form/tense of the verbs pronunciation, vocab, grammar from unit 7 to unit 9 2. Competences: To develop ss’ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

III. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: (during the lesson) 2. New lesson : A. Activity 1: Determining the task * Play game: Listing *Aims: To lead to the new lesson. *Contents: focusthings ss learnt in Unit 7,8,9 *Output:Almost all the students can do this task well. *Process: 1.Transfering the learning task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work to complete the task.

3. Reporting the task result and discuss: - SS give their answers orally.

4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

B. Activity 2: Practice: T AND SS’ MAIN CONTENTS ACTIVITIES * Language *Aims:Ss review all the pronunciation, vocabulary, main grammar, and everyday English they’ve learnt from Unit 7-9. *Contents: vocabulary, main grammar, vocabulary and everyday English *Output:- Ss can remember and understand the use of these structures. * Process:

1. Pronunciation.

Ex1: 1. Transfer of learning tasks: a. Mark the questions with falling, rising, or falling- b rising arrows. Then listen, check, and repeat - Review the use of falling, rising, and falling-rising tones in statement questi ons, finding out questions, maki ng sure questions, and sentences to show new and known information.

- Ask Ss to do this exercise individually and then share their answers with a partner before giving T the answers. Play the recordings for Ss to check and repeat.

2. Doing the task: - Ss work in pairs to do.

3. Reporting the task result and discuss: - Have some Ss read out the conversations with correct intonation. 4.

Giving the remarks to their doing the task:

1. Pronunciation.

Ex1: a. Mark the questions with falling, rising, or falling- b rising arrows. Then listen, check, and repeat. b. Mark the sentences with falling or rising arrows.

Then listen, check, and repeat.

2. Vocabulary Ex2: Fill each blank with a word/phrase from the box.

1. marinate; tender 2. garnish 3. stew 4. jet lag 5. Excursion 6. full board 7. bilingual 8. official language Ex3. Fill each blank with the correct form of the word given.

1. guide 2. reasonable 3. rusty 4. fluent 5. season 6. grated 7. steam 8. passer Grammar Ex4. There is one mistake in the underlined words in these sentences. Find and correct it. → LakeHudson → cloves

- T corrects and gives the remarks.

Ex2: Have Ss do this exercise in pairs.

Check the answers as a class.

Ex3.

Ask Ss to work out what kind of word each blank needs to complete the sentence (e.g. noun, verb, adjective, etc.). Then have Sscomplete the sentences individually. T can ask some Ss to write their answers on the board. Confirm the correct answers.

Ex4.

Have Ss read the sentences. Then ask them to find the mistake in each sentence, and write the corrected version of the sentence. Now have Ss compare their answers in pairs.

Check their answers as a class.

1. B the Lake Hudson 2. C bunches 3. D will be 4. B the breakfast 5. C have 6. D the Vietnamese American Ex5.

→ would be → breakfast → has → a Vietnamese American /Vietnamese American Ex5. What would you say in these situations? Use conditional structures and the words given to write suitable sentences.

1. If you want to widen your English vocabulary, you should read short stories in English.

2. You can become a tour guide if you learn more about history and culture.

3. If you want to improve your English, you may go to either The Sun or The Shine language centres.

4. If I saw a fly in my soup, I would tell the manager.

5. If I were you, I would go to Song Nhi Resort.

Ex6. Combine each pair of sentences to make a complete sentence, using a suitable relative pronoun.

1. Last holiday we stayed in a resort which/that Mi recommended.

2. I don’t like people who talk loudly in public places.

3. The dishes which/that my mother has cooked are so hot.

4. Last year I visited a small town where/in which they filmed The Little Girl.

5. Ms Mai was a teacher whom/who I will never forget.

Have Ss read the situations and write suitable sentences.

Call on two Ss to write their sentences on the board. T and other Ss give comments.

Correct any mistakes.

Ex6.

Elicit from Ss the relative pronouns and their uses (e.g. who, whom, which, that, where). Ask Ss to do this exercise individually and compare their answers with a partner. Have some Ss read out their sentences. Correct any mistakes.

C. Activity 3: Application: Everyday English *Aims: To help SS to practice using real situation. *Content:practice using real situation. * Output: Practice using real situation. * Process: 1. Transfer of Everyday English learning tasks: Ex7. Complete each short dialogue with a sentence in Ask Ss to work in the box. pairs to discuss in 1. C pairs and choose 2. A the suitable 3. E words/phrases to 4. B complete the talks. 5. D 2. Perform learning tasks: Ss work in pairs to discuss in pairs and choose the suitable words/phrases to complete the talks.

T moves around to provide help (if necessary) 3. Report the results and discuss: Whentimei sup, T asks some pairs to practiseto the class.

4. Assess results of the learning task: T and other Ss listen and check.

3. Homework: - Prepare REVIEW 3 -2 – P.44-45- Textbook - Do the test yourself in textbook (P.28-31) Preparing day: Period 77: REVIEW 3 LESSON 2: SKILLS SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: * After the lesson students will be able to: - Revise the languages Ss have learnt and the skills they have practised since Unit 7 to unit 9.

- Do some exercises about four skills.

- Speaking: Choose one of the topics and talk about it.

- Writing: Write a passage about “ tips for learning English” or “ things you learn from other countries’food” to introduce to your friends .

- Listening: Listen to Hung giving a presentation on his tips for learning English and complete the tasks - Reading: Read an email and do the exercises.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

III. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: 2. New lesson: (37 minutes) A.Activity 1: Determining the task *Chatting:

*Aims: To lead to the new lesson. *Contents: tips to learn English well. *Output:Almost all the students can do this task well *Process: 1.Transfering the learning task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work to complete the task.

3. Reporting the task result and discuss: - SS give their answers orally.

4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

B. Activity 2: Practice T AND SS’ MAIN CONTENTS ACTIVITIES * Skills *Aims:Ss review all the skills they’ve learnt from Unit 7-9 *Contents: - Speaking: Choose one of the topics and talk about it.

- Writing: Write a passage about “ tips for learning English” or “ things you learn from other countries’food” to introduce to your friends .

- Listening: Listen to Hung giving a presentation on his tips for learning English and complete the tasks - Reading: Read an email and do the exercises. *Output:Almost all the students can do this task well * Process: Ex1: 1. Reading a. Decide if the Ex1: Read Mi's email to Nick and do the exercises statements are true that follow.

(T) or false (F). a. Decide if the statements are true (T) or false (F).

Have Ss read the email 1. T and decide if the 2. F (Nam, their classmate, also joined the camp) statements are true or 3. F false. Ask Ss to (they played the games before lunch) compare their answers 4. T with a partner before 5. F (they let all the fish go) giving T the answers. 1. They drew lots.

Confirm the correct 2. She comes from a school in Tokyo/from Tokyo. answers. Ask Ss to 3. They won the first prize. explain the false 4. It’s for non-native English speaking students. statements.

5. It’s about his tips on how to learn English.

Have Ss do these 2. Speaking exercises individually, Ex2. Work in groups and discuss the questions. check their answers 2. Have you ever joined an English speaking camp? with a partner before If yes, share your experience with your friends. If no,

giving the answers to T. Two Ss can write their answers on the board if time allows.

Ex2.

Ask Ss to work in groups to discuss the questions. Have Ss report their groups’ answers to the class.

Give comments and summarise Ss’ ideas.

Ex3.

tell your friends about the class excursion you liked best.

Do you think it is a good idea to take part in an English speaking camp? Why/Why not?

3. Listening Ex3. Listen to Hung giving a presentation on his tips for learning English well. Complete the listener's notes. Use no more than THREE words for each blank.

1. stories and books 2. vocabulary 3. correctly 4. grammar books 5. international project Have Ss read the notes 6. different cultures carefully. Play the 7. self-confident recording for the first 8. activities time. Ss listen and fill each blank with no more than three words.

Elicit the answers from Ss and write them on the board. Play the recording a second time for Ss to check their answers. If there are any difficulties, play the recording a third time, stopping at difficult points.

Confirm the correct answers.

C. Activity 3: Writing *Aims: To help SS develop their writing skill by writing a complete passage about Mark and Tim’s visit to India last year. *Content: complete the task well. *Output:Complete the task well. * Process: Ex4.

Ex4.Choose one of the topics and write a paragraph 1. Transfer of about it. learning tasks: a. What are your tips for learning English well?

Ask Ss to discuss in b. What do you think you can learn fromother pairs and choose countries' foods?

one of the topics and write a paragraph about it.

2. Perform learning tasks: Ss work in pairs to discuss and choose one of the topics and write a paragraph about it.

T moves around to provide help (if necessary) 3. Report the results and discuss: Whentimeisu p, T asks someSsto read their ửitingsto the class.

4. Assess results of the learning task: T and other Ss listen and check.

3. Homework - Prepare for the mid- term test.

Preparing day: 08/ 02/ 2021 Period 78: REVISION SUBJECT: ENGLISH 9 (Total: 1 lesson) I. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 7-89 by doing exercises.

- Grammar: - The simple present tense, the past simple tense, the present perfect.

- Wh- questions - Superlatives of long adjs.

2. Competences: - Do exercises skills.

- Pair work.

3. Quality: - To teach SS to encourage sts to know more about the knowlesge they learnt.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence 2. New lesson : A. Activity 1: Determining the learning task * Play game: Brainstorming: *Aims: To help ss to revise the grammar they learnt. *Content: Write the grammar they learnt. * Output: Ss can revise the grammar they learnt. * Process: 1.Transfering the learning task: - Have Ss to write the tenses that they learnt.

2. Doing the task: - Calls some sts to write on the board.

3. Reporting the task result and discuss: - T calls some Ss to write on the board.

4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

- Give feedback MAIN CONTENTS T AND SS’ ACTIVITIES B. Activity 2: Practice *Aims: Help Ss do exercises using the grammar they learnt. *Content: Do some exercises. * Output: do the tasks well. *Process: 1. Transfering the learning Ex 1: Choose a word in each line that has task: different stress pattern.

- Asks sts to do Ex 1.

1.

A. foreign B.practice - T: writes on the board.

C. examine D.language 2. Doing the task: 2.

A. dormitory B.university - Do individually.

C. institute D.college 3. Reporting the task result 3.

A. academic B.reputation and discuss: C. experience D.intermediate - Call 3- 4 SS to do on the 4.

A. board. advertise B.express C.remember D. 4. Giving the remarks to improve their doing the task: 5.

A. scenery B. scholarship - T check and give the right C. dictionary D. advertisement answers.

Ex 2: Give the correct form of the verb in Ex 2: brackets - Put the correct form of 1.

The whole machine would fall to pieces verbs. if you (remove)……. that screw.

- Calls on some sts to do on 2.

I (keep)……… horse if I could afford it. the board.

- T checks and gives keys.

Ex 3: - Rewrite the sentences.

- Calls on some sts to do on the board.

- T checks and gives keys.

3.

I’d go and see him more often if he (live)…..on a bus route.

4.

If they (ban)………… the sale of alcohol at football matches, there might be less violence.

5.

I (offer)… to help if I thought I’d be any use.

6.

What would you do if the lift (get)…..stuck between two floors?

Ex 3. Rewrite the following sentence using a relative clause.

1.

India is a country. The earthquake occurred in this country last month. → 2.

Bac Giang is a city. I was born and grew up there. → 3.

We have not decided the day. We’ll go to London on that day.

4.

The man made me sad the most. I love him with all my heart. → 5.

The thief was caught. This was really good news C. Activity 3: Apllication * Aims: Help Ss to revise the grammar and do exercises. *Content: Revise the grammar and do exercises * Output: do the tasks well. * Process: 1. Transfering the learning Ex 4: Complete the sentence with one task: preposition - Asks sts to do Ex 4.

1.

You shouldn’t believe everything you - T: writes on the board. read the newspapers.

2. Doing the task: 2.

The course starts 3rd November - Do individually. and ends January.

3. Reporting the task result 3. first we didn’t like each other, and discuss: but the end we became good friends.

- Call 3- 4 SS to do on the 4.

I was disappointed the grade I board. received on my last exam.

4. Giving the remarks to 5.

Are you interested learning their doing the task: foreign languages?

- T check and give the right answers.

3. Homework:

- Redo exercises.

- Complete the writing on the notebook.

- Prepare: Mid- term test.

Preparing day: Period 80: UNIT 10: SPACE TRAVEL LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to astronomy and space travel.

- have some information about space travel 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence 2. New lesson: A. Activity 1: Determining the task *Play a game: Revise the main grammar point : Relative pronouns. *Aims:students will be able to reviewRelative pronouns *Contents: Relative pronouns * Outcome:Almost all the students can take part in and do this task well. * Process: 1.Transfering the task: - Write on the board some phrases that will need relative clauses to be complete.

Ask Ss to work in group to do the task.

2. Doing the task: In groups of three, Ss take turns to complete these sentences: the first student says one of these phrases, then the second student adds a relative pronoun. The last student will add a clause to finish the sentence For example: - The language…

- This is the place…

- I met the girl…

For example: Student 1: The language…

Student 2: …which…

Student 3: …I would like to learn the most is Spanish.

3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Form the new knowledge T AND SS’ MAIN CONTENTS ACTIVITI ES I. Teaching vocabulary *Aims:Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read. *Contents:Vocabularyabout space travel * Output:Almost all the students can do this task well * Process: 1.

I.Vocabulary Transfering • astronaut: a person who has been trained to work in space the task: • mission: a programme of space flights - Elicit some • microgravity: the state of weightlessness new words • astronomy: the science that studies the universe and its from the objects pictures and • habitable: with conditions that are suitable for life to exist situations , altitude: the height of something above the sea realias …..

2. Doing the task: T: reads new words.

- T: writes new words on the board.

- SS: listen and repeat in individual first then the whole class.

3. Reporting the result and discussing: - Call 3- 4 SS to read the words again.

- Checks vocab : slap the board.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims:SS get the content of the conversation between Phuc and Nick and then complete the exercises. *Contents: the conversation between Phuc and Nick * Output: Almost all SS can complete the task(s). * Process: Ex1: a.

II. Practice .

1.

Ex1: a. Draw lines to match the words with the definitions.

Transfering Key. the task: 1.d 2. e - Explain the 3. f 4. c requirement 5. b 6. a of the task to b. Answer the questions SS Key: - Ask Ss to 1. Phuc was crazy about space. focus on the 2. He had learnt about the universe and had collected books picture and about space. the 3. To show that there are more things in the list but that it’s not heading ‘A necessary to list everything. mission to 4. He wasn’t very impressed because he thought the meteorite Mars’. Ask was like an ordinary piece of rock. questions: 5. By scuba diving in a flight suit and by taking a parabolic - What do flight to experience microgravity. you think He compares it to a ride on a rollercoaster.

Phuc and c. Who is keener on space travel - Phuc or Nick? Why do you Nick are think so? talking Key: about?

Phuc seems keener on space travel than Nick. He was crazy - What else about space when he was young. Phuc knows more about can you see space and astronauts. He says he’d love to experience in the room? microgravity, whereas Nick thinks microgravity sounds scary - What do Ex2: Find a word in the box to match the picture in each you think description.

Phuc is Key: interested 1. satellite 2. telescope 3. universe in? - - Why 4. meteorite 5. rocket 6. Spacecraft do you think so?

2. Doing the task: - Ss work in pairs to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks. b.

- Explain the requirement of the task to SS - Ss work in pairs to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks. c.

- Explain the requirement of the task to SS

- Ss work in pairs to complete the task.

Ask Ss to give as much information in the text to support their answers as possible.

- SS give their answers orally.

Ask Ss to say where in the conversation they found the answers to the questions - T corrects and gives the remarks.

Ex 2: - Explain the requirement of the task to SS Ask them to pay attention to the photos and the key words/ content words in the sentences.

- Ss work individually to complete the task.

Have Ss then compare their answers

with a partner.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks D. Activity 4: Application *Aims: SS revise the content of the lesson by playing a game. *Contents: revise the content of the lesson by playing a game. * Output: Almost all SS can complete the task(s). * Process: Ex 3: III. Further practice 1.

Transfering the task: - Explain the requirement of the task to SS T may draw a bingo card on the board and fill in the first Ex3: GAME: SPACE BINGO! word as a demonstratio Create a Bingo card and play with the new words you have learnt from this lesson. n 2. Doing the task: - Ss work in small groups to play several rounds with the same card. Use a different symbol to mark the

card for each round.

3. Reporting the result and discussing: Ss play the game 4.

Feedback: - T gives the remarks.

3. Homework: - Learn new words by heart.

- Read the conversation again.

- Translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 10: A CLOSER LOOK 1 / Page 49-50- textbook.

Preparing day: Period 81: UNIT 10: SPACE TRAVEL LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: - use the lexical items related to astronomy and space travel - identify continuing or finishing tones and say sentences with the correct intonation

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - 1 st write new words.

- 1 st do ex on the board.

3. New lesson: A. Activity 1: Determining the task: * Play game: Lucky number Which planet of our solar system is being described in each sentence? Guess the planets and write their names. *Aims: To have fun time by playing game related to the learning topic. *Contents: have fun time by playing game related to the learning topic. * Output: have fun time by playing game related to the learning topic. * Process: 1.Transfering the task: - Ask Ss to do the task.

2. Doing the task: - S1: goes to the board to write new words - S2: answers the questions about the text.

This game can be played in small groups in two rounds.

• In the first round, all groups will read the definitions to guess the planets.

The game will be timed. The group who is quickest to have all correct answers is the winner. If time allows, have Ss play the second round. In this round, T writes the names of some of the planets on the board (one by one). In 30 seconds, each group has to write on a piece of paper one fact they know about these planets, without looking at the textbook. The papers will then be cross checked by groups to find the group which has the most correct answers Key: 1. Venus 2. Mercury 3. Jupiter 4. Mars 5. Neptune 6. Earth 7. Saturn 8. Uranus - Ss do the task in groups of four.

3. Reporting the result and discussing: - SS play the game

4. Feedback: - T gives the remarks.

B. Activity 2: Form the new knowledge: T AND SS’ MAIN CONTENTS ACTIVITIE S I. Teaching vocabulary *Aims:Ss know how to read new words, identify their meanings words related to the topic ‘Space travel'. *Contents: know how to read new words, identify their meanings words related to the topic ‘Space travel'. * Output: know how to read new words, identify their meanings words related to the topic ‘Space travel'. * Process: 1.

1. New words Transfering - parabolic flight: chuyến bay tạo môi trường không trọng lực the task: - to operate: vận hành - Explain the - orbit (n,v): xoa quanh. đi theo quỹ đạo requirement - spacewalk (n): đi bộ trên không gian of the task to SS 2. Doing the task: - Teach some new words : - T: writes new words on the board.

- SS: listen and repeat in individual first then the whole class.

3. Reporting the result and discussing: Call 3- 4 SS to read the words again.

Checking: rub out and remember.

4. Feedback:

- T corrects and gives the remarks.

C. Activity 3: Practice *Aims: - Ss know how to do exercises. *Content: Do exercises. *Output: Students complete the exercises. *Process: Ex1: Ex1: Fill the gaps with the verbs provided. Modify the verb - Explain the if necessary.

Key: requirement 2. experienced of the task to 1. orbit 3. launched 4. landed SS - Ss work in 5. trained pairs to Ex2: Choose a word/phrase in the box to fill each blank. complete the Key: 1. good health task.

- T calls two 2. a flight suit Ss to write on 3. parabolic flights 4. operate the board.

- Other SS 5. spacewalks give their Ex3:a Match these space-related idioms to their meanings.

1.c - over the moon: delighted answers 2.a - once in a blue moon: occasionally orally.

- T corrects 3.d - out of this world: amazing and gives the 4.b The sky’s the limit.: almost without Example: remarks.

Ex2: Remind A: How often do you play football?

Ss of some B: Oh, once in a blue moon. words about space they have learnt earlier, For example: astronaut, jet pilot, weightlessnes s, water tank laboratory, microgravity. (clips on youtube) Have Ss work

individually to complete the gaps.

Ask Ss to pay attention to the key words to understand the text, as well as to the part of speech of the missing words.

Ex3:a 1.

Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: Ss to cover the column on the right so that they can attempt to guess the meaning of the idioms first.

Then they uncover the column and do the matching exercise.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

- Check the answers as a class, and make sure the idioms are understood.

Have Ss then work in pairs to make short dialogues using the idioms they have learnt.

II. Teaching pronunciation *Aims:Help SS to learnhow to identify continuing or finishing tones. *Contents: finishing tones. * Output:Almost all the students can do this task * Process: 1.

II. Pronunciation.

Transfering Continuing or finishing tones the task: - Explain the requirement of the task to SS Play the recording from GETTING STARTED again, focussing on the part where Phuc tells Nick

about what he had learnt about space.

“I’d learnt about the planets, the stars, satellites, rockets, and stuff.”

• Draw Ss’ attention to the REMEM BER! box. Give an example of saying a list of Ex5. Practise saying the statements and short dialogues, then things, listen to the recording and check your pronunciation. such as: - items on the teacher’ s desk - items in your wardrob e at home - places you have visited 2. Doing the task: Ask Ss to work in pairs to practise the statements.

Play the recording and have Ss continue to

practise saying these lists.

3. Reporting the result and discussing: - SS give their answers orally.

4. Feedback: - T corrects and gives the remarks. *Aims:Help SS to learnhow to identify continuing or finishing tones. *Contents: finishing tones. * Output:Almost all the students can do this task * Process: Ex6: Ex6:Work in pairs and ask each other: 1.

- to list the names of the planets in our solar system.

Transfering - what you did yesterday. the task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work in pairs to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

3. Homework: - Learn by heart the new words - Do ex A1, A2 , B1,2 (P. 32-33-34) - workbook - Prepare UNIT 10: A CLOSER LOOK 2- P 50-51-52 textbook Preparing day: Period 82: UNIT 10: SPACE TRAVEL LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the simple past and past perfect with confidence - use defining relative clauses correctly and appropriately 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: During the lesson 2. New lesson: A. Activity 1: Determining the task * Play game: Timeline. *Aims: To lead in the new lesson *Contents:thestudy the timeline to familiarise themselves with the events and when they happened. * Output: Most ss can complete the task(s). * Process: 1.Transfering the task: • Ask Ss to study the timeline to familiarise themselves with the events and when they happened.

2. Doing the task: Read out any two of the events on the timeline, and ask Ss which event happened first.

3. Reporting the result and discussing: - SS present 4. Feedback:

- T corrects and gives the remarks.

B. Activity 2: Form the new knowledge T AND SS’ MAIN CONTENTS ACTIVITIES I. Presentation *Aims: Help Ss to review the simple past and past perfect, know the form of some verbs that are followed by fo-infinitive and do some exercises *Content: Students review the simple past and past perfect, know the form of some verbs that are followed by fo-infinitive * Output: Ss can apply to do *Process: Ex 1: 1. Review 1.

Transfering Past simple and past perfect the task: Ex1: Look at the timeline and put the verbs in brackets - Explain the into the correct tense. requirement of the Key: 1. had been sent; made task to SS Remind Ss of how 2. became; had (already) been launched to use the past simple and past 3. had flown; flew; walked 4. put; had (already) sent perfect.

Tell Ss to pay 5. was established; had (already) travelled attention to the position of 2. Defining relative clauses already in the Ex3: Complete the following sentences with/without a relative pronoun. sentences.

2. Doing the task: Key: - Ss work in pairs 1. who/that to complete the 2. where task.

3. which/that/× 3. Reporting the 4. which/that result and 5. which/that/ × discussing: 6. when - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Ex 3: 1.

Transfering the task:

- Explain the requirement of the task to SS 2. Doing the task: - Ss work in pairs to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims: Help SS to practice the grammar by doing the exercises. *Content: Do some exersises. * Output: understand the structure and do exercises. * Process: Ex2: Ex2: Had these moments already happened when the 1. Transfering the following people were born? Add the missing dates of task: birth to the box, then choose an event from the timeline.

Explain the Ask and answer questions about that event with a requirement of the partner. task to SS 2. Doing the task: - Ss work in pairs to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Ex4:

Explain the requirement of the task to SS Remind Ss that a relative pronoun may not be required to complete the sentences – this is indicated in the key with a cross (× Ss work ndividually to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and Mr Phuong, born in 1941 gives the remarks.

Thu, born in 1997.

Your teacher, born in ______.

You, born in ______.

Ex4:Combine each pair of sentences into one Key: 1. The fi lm which/that/(×) the class watched yesterday was about the Apollo 13 space mission.

2. We read about an astronaut who travelled into space in 1961.

3. This is the man who works for NASA. 4. The team who/that plays on the left has never won the championship.

5. The ground-breaking space mission which/that/(×) this article describes is called Rosetta.

The task which/that/(×) the Rosetta mission has is comparable to a fly trying to land on a speeding bullet.

D. Activity 4: Application *Aims: Help Ss practice speaking skill. * Content: Practice speaking skill. * Output: Ss can do exercises. * Process:

1. Transfer of Ex5: In pairs, use the information from the timeline to talk about someone, something, or some moments learning tasks: Devide Ss into two in space exploration history. Don't mention their big groups. One exact name so that the other has to guess. student or group Example: describes the A: It’s the dog that was the first dog ever to fly into object/person/event space. using defining B: That’s Laika! clauses for the other student or group to guess.

2. Perform learning tasks: Ss work in groups. One student or group describes the object/person/event using defining clauses for the other student or group to guess.

T moves around to provide help (if necessary) 3. Report the results and discuss: Whentimei sup, which group has more points is winer 4. Assess results of the learning task: T and other Ss listen and check.

1. Homework: + Learn by heart the structures + new words + Do exercises B3,4,5,6- page 34- 35-36- workbbok + Prepare UNIT 10: COMMUNICATION - page 52-53- textbook Preparing day: Period 83: UNIT 10: SPACE TRAVEL LESSON 4: COMMUNICATION SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES:

1. Knowledge: After the lesson students will be able to: Skills: - Speaking: Talking about the reasons for communication breakdown.

- Reading:Matching the body language with the meaning.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: does B4- P34- workbook - S2: does B5- P 35- workbook - S3: does B6- P 35- workbook - Gives remarks and marks 2. New lesson: A. Activity 1: Determining the learning task *Aims: To help ss to answer the questions. *Content: Look at the picture and answer * Output: Ss can know interlocked rings. * Process: 1.Transfering the task: • Write ‘International Space Station - ISS’ on the board and ask if Ss know anything about it.

• Show Ss the photo of the ISS on the top right corner of page 53.

• Explain that Ss are going to read about life aboard the ISS. 2. Doing the task: • As a class, create a list of as many questions as possible Ss may have about how they think astronauts live on the ISS. 3. Reporting the result and discussing: Write the list on the board.

4. Feedback: - T gives the remarks.

B. Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary *Aims:Ss know the meaning of some new words. *Contents: new words.

* Output:Almost all the students can the meaning of some new words. * Process: 1. Transfering the task: 1. New words - Explain the requirement of the task - to attach: buộc,gài to SS - to maintain: duy trì, giữ 2. Doing the task: maintenance (n): sự duy trì, sự giữ - Teach some new words : - rinseless (adj): không cần xả nước - T: writes new words on the board. - Mission Control - SS: listen and repeat in individual Centre: (MCC): trung first then the whole class. tâm điều khiển chuyến 3. Reporting the result and bay discussing: Call 3- 4 SS to read the words again.

Checking: rub out and remember.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims:Help Ssknow more about life on a space station by doing exercises. *Contents: doing exercises * Output:Almost all the students can complete the exercise. * Process: Ex 1: 2. Practice 1. Transfering the task: Ex1: Put a tick ( ) under the things you - Explain the requirement of the task think ISS astronauts do and a cross ( ) to SS under the things they don't. Then read Ask Ss to work in pairs to complete the text and check your answers. the exercise after they have looked at A Day in the Life of an Astronaut the pictures (taking a shower, Aboard the International Space Station sleeping in a sleeping bag, listening Key: to music, pouring salt).

1.ᴠ 2.☑ 3.☑ 4.ᴠ 2. Doing the task: Ex2: Life on the ISS. Match the - Ss work in pairs to complete the subheadings with the paragraphs of task. the text in 1.

3. Reporting the result and Key: discussing: 1. D Sleeping in space - T calls two Ss to write on the board. 2. E Morning routine in space - Other SS give their answers orally. 3. B Working in space 4. Feedback: 4. C Eating in space - T corrects and gives the remarks.

5. A Time off in space Ex2: Ex3: Work in groups, imagine that you - Explain the requirement of the task are going to spend one month aboard to SS the ISS. Discuss and agree on three Ask them to study the three photos of things that your team will bring to the the ISS in the textbook and connect ISS to meet each need in 2. Then share

these photos with the information in your list with other groups and explain your decisions. the text.

Provide the NASA blog URL above Imagine that you are going to spend one month aboard the ISS. Discuss and as an additional resource.

- Ss work in pairs to complete the agree on three things that your team will bring to the ISS to meet each need task.

- T calls two Ss to write on the board. in 2. Then share your list with other - Other SS give their answers orally. groups and explain your decisions.

- T corrects and gives the remarks.

Ex 3: SS discuss and agree on three things that their team will bring to the ISS to meet each need in 2. Then share their list with other groups and explain your decisions.

T moves around to provide help (if necessary) Whentimeisup, T asks the representatives of some groups to persuade the others that their items should be on this list, rather than those of the other groups.

T and other Ss listen and check.

D. Activity 4: Application *Aims:Ss can write one things they will take to the ISS as a personal item. *Contents: things should be taken to the ISS as a personal item. * Outcome:Almost all the students can do this task well * Process: Ex 4: Ex4: Now work individually and write 1. Transfering the task: on a piece of paper one thing that you - Explain the requirement of the task will take with you to the ISS as a to SS personal item because you can't live 2. Doing the task: without it. Then tell your partner what - Have Ss work individually and you have written write down a personal thing they will What will you take aboard the ISS? take aboard the ISS because they cannot live without it.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

3. Homework: - Redo all exercises

- Prepare: UNIT 10: SKILLS 1 P.54- textbook.

Preparing day: Period 85: UNIT 10: SPACE TRAVEL LESSON 5: SKILLS 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - talk about space travel history and life on a space station - read for specific information about two famous astronauts’ space travel 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: writes new words - S2: answers some questions 2. New lesson: A. Activity 1: Determining the task: * Play game: Quick facts *Aims: To lead in the new lesson *Content: International Space Station - ISS’ *Outcome:Almost all the students can take part in and do this task well. *Organization: 1.Transfering the task: Do you recognise the Vietnamese astronaut in these photos? Discuss with a partner what you know about him. Then turn the page around and read the Quick Facts box.

Have Ss work in pairs. Ask Ss to focus on the photos and try identifying the Vietnamese astronaut (Pham Tuan). Ask if they know anything about Pham Tuan.

- Ask Ss to work in group to do the task.

2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing:

- SS present: have Ss turn the page upside down and read the Quick facts box, then they tell each other some more information about Pham Tuan in full sentences.

4. Feedback: - gives the remarks.

Ex1: . After that,

B. Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS Pre- Reading *Aims: SS know about two famous astronauts’ space travel and do some exercises *Contents: A text abouttwo famous astronauts’ space travel * Output:Almost all the students can get the information and do the tasks well. * Process:

Ex 1 a: I. Reading 1. Transfering the task: a. Place these sentences in - Explain the requirement of the task to appropriate paragraphs SS Key: 2. Doing the task: 1. c - Ss work in pairs to complete the task. 2. a 3. Reporting the result and discussing: 3. B - T calls one St to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

C. Activity 2: Practice *Aims: SS know about two famous astronauts’ space travel and do some exercises *Contents: A text abouttwo famous astronauts’ space travel * Output:Almost all the students can get the information and do the tasks well. * Process: Ex 1 b: b: Answer the questions 1. Transfering the task: Key: - Explain the requirement of the task to 1. Pham Tuan is Viet Nam’s first SS astronaut, and Christer Fuglesang is 2.Doing the task: Sweden’s first astronaut.

- Ss work in pairs to complete the task. 2. He found that the Earth didn’t 3. Reporting the result and discussing: look as big as he thought, and he - T calls 2 St to write on the board. thought we should cooperate to take - Other SS give their answers orally. care of it.

4. Feedback: 3. It seemed he didn’t enjoy it much - T corrects and gives the remarks. since it wasn’t fresh.

When giving feedback, ask Ss to give 4. They talked to him when he was further information in the text to back in space and that made him happy. up their answers.

5. They think the chance to fly into 1. Transfering the task: space is equal for everyone.

- Explain the requirement of the task to 6. He thinks teamwork, social skills, SS and language skills are important for • Ask Ss to look at the reading text an astronaut. in 2 again and try to extract the II. Speaking. necessary characteristics/qualities/ Ex3. Discuss with your partner the skills for astronauts from the things qualities and skills that you think Pham Tuan and Christer Fuglesang are necessary for an astronaut said. today. You may look again at A 2. Doing the task: Have Ss work in pairs CLOSER LOOK 1 to discuss the qualities and skills.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

D. Activity 4: Application *Aims:Ss can practice speaking about space travel history and life on a space station *Contents: space travel history and life on a space station * Outcome:Most Ss can practice speaking skill. * Process: Ex4.

Ex4. Working harmoniously...

You are in a spacecraft and suddenly 1. Transfering the task: - Explain the requirement of the task these problems happen. Work with to SS your crew members to solve them.

2. Doing the task: - When looking at the monitoring - Have Ss work in groups for this system you discover a strange object role play and solve the problems. approaching Earth.

There are no wrong answers here.

Key (suggested): 3. Reporting the result and - One crew member feels extremely discussing: homesick: She/He can make phone - T calls two Ss to write on the board. calls to family and friends on Earth.

- Other SS give their answers orally She/He can exercise, read a book, listen to music, or play some games. Other Encourage Ss to be creative with their ideas. crew members can talk to her/ him, or Each group may present their together they can do something fun in decisions and the class chooses the their free time, for example having a best solutions ‘space party’.

4. Feedback: - When looking at the monitoring Whentimeisup, which group has system you discover a strange object more points is winer approaching Earth: The crew can contact the Mission Control Centre for help. They can start watching the object, record its movements, and report back to Earth.

3. Homework: - Ask Ss to learn new words by heart.

- Do exercises C1,2+ D1,2 (P 36,37) in workbook.

- Prepare: UNIT 10: Skill 2 Page 55- textbook.

Preparing day: Period 86: UNIT 10: SPACE TRAVEL LESSON 6: SKILLS 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, Students will be able to:

- Listen for general and specific information about some space tourism services - Write a short paragraph using advertising language.

2. Competences: - To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- Ss know about space travel, describie life on a space station and talk about possibilities of space tourism in the future 3. Qualities: To educate ss about studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1 does exercise C1 - workbook - C2 does exercise D1 - workbook 2. New lesson: A. Activity 1: Determining the task: *Aims: To lead in the new lesson *Content: Matching exercise *Outcome:Almost all the students can take part in and do this task well. *Organization: Matching

Have the Ss play in groups of six. Match words or phrases with products.

Key: 1. Yummy! Perfect! Out of this world! Just one more scoop, please…

2. Top quality at a low price! Perfect! Practical! You work, your world 3. The astronauts’ favorite! Perfect! Enriched with vitamin E. 1.Transfering the task: - Ask Ss to work in groups to do the task.

2. Doing the task: - Ss do the task in groups of 6 3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Form the new knowledge T AND MAIN CONTENTS SS’ ACTIVITI ES I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Output: know new words and how to use them. * Process: 1.

New words: Transfering - recreational purpose: the learning - realistic (adj): task: - client (n): - Teach - deposit (n): vocabulary: - unsustainable (adj): translation/ example/ pictures - T: writes new words on the board.

2. Doing the task: - SS: listen and repeat in individual first then the whole class.

3.

Reporting the task result and discuss: - Call 3- 4 SS to read the words again.

4. Giving the remarks to their doing the task: Checking: slap the board.

C. Activity 2: Practice: Listening *Aims:SS will be able to complete the exercises by listening to the tape. *Contents: listening tasks about some space tourism services . * Output:Most ss can complete the exercises. * Process: EX 2 &3 I. Listening.

1.

Ex1: Look at the pictures and discuss with your partner Transferin what is happening in them. Can you guess what the g the task: recording is about? Now listen and check.

- Explain Key: the The recording is about space tourism requiremen Ex2: Listen again then answer the questions withNOMORE t of the task THAN THREE WORDS. to SS Key: 2. Doing 1. recreational, leisure, business the task: 2. International Space Station Ss 3. ‘Spacewalk’ 4. ‘manned spaceflight’ complete 5. costly, dangerous, unsustainable the task.

(Allow Ss Ex3: Match the numbers to their references, then listen and to listen to check your answers. the Key: recording 1. D 2. C 3. A 4. E 5. B several times and give them plenty of time to

complete this task.)3.

Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4.

Feedback: - T corrects and gives the remarks.

D. Activity 4: Application: Writing *Aims:SS can write a short paragraph using advertising language. *Contents: writing aboutadvertising language * Outcome:Almost all the students can write a short paragraph using advertising language * Process: Ex 4: II. Writing Persuasive language for advertisements 1.

Ex4: Look at these advertising examples from the websites of Transferin some space tourism companies. Underline the words/phrases g the task: that you think make the advertisements sound more persuasive Explain Key: that ‘Become a lunar explorer. Join the greatest private expedition of advertisem our time.’ ‘An amazing, life-changing experience.’‘Ready To ents are Become An written in a Astronaut?’ special way to persuade customers to buy or use a product or service.

2. Doing the task:

Have Ss analyse the first advertise ment and underlin e the words or phrases that make it sound more persuasi Ex5: Can you guess what is being advertises? Find the answer ve. . in the box.

3.

Key: Reporting 1. a bakery slogan the result 2. a shampoo product and 3. a coffee product discussing: 4. a fuel-effi cient car - T calls 5. a tourism slogan two Ss to 6. a chocolate product write on the Ex6: Write a short ad (2-4 sentences) to advertise these board. products. You can use strong adjectives, active verbs, - Other SS imperatives, comparatives, questions, etc give their a. A new detergent product answers b. A new yoghurt product orally. c. A new model of bicycle 4.

Key: (suggested) Feedback: 1. Watch miracles happen as our extra-mild detergent removes - T corrects all your stubborn stains! An excellent way to protect your and gives clothes. the 2. Have you tried our new delicious and healthy yoghurt? Its remarks. tasty freshness will brighten your day!

Ex5: 3. The most stylish bicycle ever. Designed with you in mind.

- Explain the requiremen t of the task to SS - Ask them to pay attention to the way the advertisem

ents are written. Do they use any of the advertising techniques they have learnt so far?

- Ss may work in small groups of three or four to decide together what their advertisem ents will be like.

Remind Ss to select advertising techniques they have learnt (strong adjectives, active verbs, imperative s, comparati ves, questions, etc.) for their text.

Ex 6: Have Ss work individuall y to write their

advertisem ents.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

3. Homework: - Do exercises: D3 ,E1,2,3 workbook.

- Complete the writing on the notebook.

- Prepare: UNIT 10: LOOKING BACK & PROJECT- Page 46-47- textbook.

Preparing day: Period 87: UNIT 10: SPACE TRAVEL LESSON 7: LOOKING BACK & PROJECT SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able: - revise what they have learnt in the previous lessons - ask them to keep a record of their answers to each exercise so that they can use that information to complete the self-assessment box at the end of the unit.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

T drill the skills: -Reading: Read and complete the sentences -Writing:Complete the sentences using the simple past, past perfect and defining relative clauses.

- Speaking: Work in pairs and talk about daily life on the ISS. 3. Qualities: - To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

-Reading: Read and complete the sentences II- Preparation: II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class

Attendance

Absence

* Checking: - Check SS’s writing 2. New lesson : A. Activity 1: Determining the task: * Play game: List the things related to space trip *Aims: SS can review the vocab related to the topic. *Contents: words related to space trip * Output:Most ss can recall the leraned words * Process: 1.Transfering the task: - Ask Ss to work in group to do the task.

2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing: - SS present their lists.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Practice: MAIN CONTENTS T AND SS’ ACTIVITIE S I. Vocabulary *Aims:Help Ss revive vocabulary by using exercises. *Contents: Do somevocabulary exercises related to the topic * Output:Most ss in can complete the tasks. * Process: 1.Transfering Ex1: Complete the sentences using the prompts provided. the task: Key: Ask ss to 1. satellite complete the 2. parabolic flight sentences 3. habitable using the 4. attact prompts 5. spacecraf provided 6. meteorites 2. Doing the Ex2: Which verbs go with which phrases? task: Key: Ss work 1. f 3. e 5. c individually 2. d 4. a 6. b to fill the

gaps and then compare their answers with a partner.

3. Reporting the result and discussing: - SS give their answers (T may Challenge them to complete the task without using the prompts.)

4. Feedback: - T corrects and gives the remarks.

Give feedback Ex2: Ask Ss to work individually to do the matching exercise. If time allows, ask them to work in pairs to make sentences using the phrases.

II. Grammar *Aims: SS can practice grammar by completing exercises *Content: Past perfect, relative clauses * Output: Ss can complete exercises. * Process: Ex 3: Ex3: Complete the following tasks, using the past perfect.

1.Transfering a.These are the things that Jack had done before his the task: birthday party last week. Report them to your partner a. He had cleaned the house

- Explain the requirement of the task ss 2. Doing the task: - SS do the exb. individually 3. Reporting the result and discussing: - Two ss write their answers on BB - Others read out loud their answers 4. Feedback: - T corrects and gives the remarks.

Ex4. Have Ss work individually to complete the task and then compare their answers with a partner. A cross means no relative pronoun is required.

b. He had made a cake c. He had hung up balloons d. He had bought candles e. He had selected a nice music playist f. He dad choosen a funny movies b. Look at the following training tasks that Mai had completed before she became a professional astronaut.

Report them to your partner.

She had passes a swimming test She had learnt about the ISS She had taken parabolic flights She has studied spacecraft systems She had experienced mircogravity She had tried crew activities Ex4. Circle the best answer.

Key: 1. X 2. who 3. which 4. X 5. where 6. that

III. Communication *Aims: SS can talk about daily life on the ISS *Contents:use defining relative clause to describe the person * Output: Ss can complete exercises. * Process: Ex5: Ex5: Game: THE LONGEST SENTENCE IN THE 1.Transfering WORLD! the task: As a class, agree on a famous person/thing that will be Devide Ss described. In groups, pass a piece of paper around among the into two big group members. Each member adds a defining relative clause groups. In to describe the person. After five minutes, the group which groups, pass a has the longest sentence is the winner

piece of paper around among the group members.

Each member adds a defining relative clause to describe the person.

2. Doing the task: Ss work in groups.

They pass a piece of paper around among the group members.

Each member adds a defining relative clause to describe the person.

T moves around to provide help (if necessary) 3. Reporting the results and discussing: Whentimeisu p, After five minutes, the group which has the longest sentence is the winner

Example: (a footballer) This is a footballer who comes from Britain... .. .who used to play for Manchester United. .who is married to a famous singer. .who has four children.

Ex6: Role-play. In groups of four, take turns to be two interviewers for 4Teen radio station and two astronauts who have spent time on the ISS. Finished! Now I can...

4. Feedback: T and other Ss listen and give remarks.

Ex6: The role-play should be done in small groups first.

While Ss role-play, go around and provide help.

Later call on some volunteer groups to role play in front of the class.

Ask Ss to complete the Finished! selfassessment.

Identify any difficulties and weak areas and provide further practice.

C. Activity 3: Application: Project *Aims:SS have chance to practice their speaking skill. *Contents: design of attractive posters by using graphics and impressive advertising language about the topic “A holiday out of this world!” * Output:Almost all ss can take part in and complete the task. * Process: 1.Transfering A holiday out of this world! the task: - Explain the requirement of the task ss ( T can do this in the

previous lessons) -Encourage Ss to design attractive posters by using graphics and impressive advertising language.

Alternatively, Ss can prepare a short slide show presentation (3-4 slides) to talk about their company's tour. Ss may include videos and sound files in their presentation if they wish.

2. Doing the task: - SS do the task in groups of six 3. Reporting the result and discussing: - Organise a competition.

Each group shows their advertisement or slide show, while the rest of the class acts as ‘customers’.

During each group presentation, allow time for, and encourage, questions and answers between the ‘company’ and the ‘customers’ about the trip.

4. Feedback: Have the class vote for the presentation they find most appealing 3. Homework: - Redo all the exercises above.

- Prepare: UNIT 11- GETTING STARTED – P58-59 - textbook.

Preparing day: Period 87: UNIT 11: CHANGING ROLES IN SOCIETY LESSON 1 : GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to the changing roles in society - understand the conversation among the interviewer, Mai and Phong about roles of men in the future.

2. Competences: To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

Talking about male and female roles in domestic life.

3. Qualities: To educate ss mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization:

Day Date Period Class Attendance Absence * Checking: - Talk about tips for learning English 2. New lesson: A. Activity 1: Determining the task * Play game: Network: *Aims: To help ss to relate to the topic of unit 11. *Content: list some groups of people and their roles in society * Output: Ss can relate to the topic of unit 11 * Process: 1.Transfering the task: - Ask Ss to work in group to do the task.

2. Doing the task: In groups of three, ask if they think the roles of these people will change in the future. If yes, ask how they will change. Ask Ss to give explanations for their opinions.

3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks B. Activity 2: Form the new knowledge: MAIN CONTENTS T AND SS’ ACTIVITIES I. Teaching vocabulary *Aims: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read. *Contents: Vocabulary about changing roles in society. * Output: Almost all the students can do this task well * Process: 1. Transfering the task: I. Vocabulary - Elicit some new words from the - application (n): việc áp dụng, ứng pictures and situations , realias ….. dụng 2. Doing the task: - real-life (adj): cuộc sống thực T: reads new words.

- facilitator (n): - T: writes new words on the board. to facilitate: tạo điều kiện dễ dàng, - SS: listen and repeat in individual điều phối first then the whole class.

- drastically (adv): mạnh mẽ, quyết 3. Reporting the result and liệt discussing: - breadwinner (n): trụ cột gia đình - Call 3- 4 SS to read the words again. - externally (adv): bên ngoài - Checks vocab : slap the board.

4. Feedback: - T corrects and gives the remarks.

Ask Ss to look at the title of the conversation and the picture. Ask them some questions: - What do you think the guests at the Beyond 2030 forum are talking about?

- What does the title ‘Into the future ’ mean to you?

Have Ss answer the questions as a class. Play the recording and have Ss follow along.

C. Activity 3: Practice *Aims: SS get the content of the conversation between Phuc and Nick and then complete the exercises. *Contents: the conversation between Phuc and Nick * Output: - Almost all SS can complete the task(s). * Process: Ex1: a.

II. Practice 1. Transfering the task: 1. Listen and read - Explain the requirement of the task Ex1: a. Tick the person who has this to SS idea.

- Ask Ss to focus on the picture and Key: the heading ‘Into the future’. Ask 1. Phong 2. Mai questions: - What do you think 3. Phong 4. Nguyen 5. Mai Phuc and Nick are talking about? b. Answer the questions.

- What else can you see in the room? Keys: - What do you think Phuc is interested 1. It's for people to share their vision in? - - - Why do you think so? of the future.

2. Doing the task: 2. Some students from OakTree - SS listen to the conversation School in Happy Valley.

- Ss work in pairs to complete the 3. He says that learning will also take place outside school. task.

3. Reporting the result and 4. It will give them a sense of participation and of being part of discussing: - T calls two Ss to write on the board. society.

- Other SS give their answers orally. 5. No, he won't. He may still go to 4. Feedback: work.

- T corrects and gives the remarks.

6. No, he doesn't. b. c. Work in groups. Discuss and find - Explain the requirement of the task the meaning of the phrases and to SS sentences.

- Ss work in pairs to complete the Suggested answers: task.

1. after the year 2030 - T calls two Ss to write on the board. 2. ideas about what life will be like in - Other SS give their answers orally. the future

- T corrects and gives the remarks.

3. Both housework and paid work are worthy of respect. c.

- Explain the requirement of the task 4. I love being with my father to SS Ex2: These words/phrases are taken - Ss work in pairs to complete the from the conversation. Tick ( ) the task. correct explanation for each one.

Key: 1.

- SS give their answers orally.

- T corrects and gives the remarks.

B 2.

A 3.

B Ex2: These words/phrases are taken Ex3: Work in groups. These pictures from the conversation. Tick ( ) the represent some visions of the future. correct explanation for each one.

Discuss what they may mean.

1. Transfering the task: Suggested answers: - Explain the requirement of the task 1. Cars powered by solar energy will to SS be common 2. Doing the task: 2. People will live in houses in the - Ss work individually to complete sky. the task.

3. People will bé able to talk with their Have Ss then compare their answers pets with a partner.

4. Robots will be doing the 3. Reporting the result and housework. discussing: 5. Trains will be running as fast as - T calls two Ss to write on the board. 300km/h.

- Other SS give their answers orally. 6. Land will become barren.

4. Feedback: - T corrects and gives the remarks D. Activity 4: Application *Aims: Help Ss develop speaking skill. *Content: Make two big groups. One group names a service. The other group gives their vision of that service in the future. Take turns to do this. * Output: Almost all the students can complete the tasks * Process: 1. Transfering the task: III. Further practice - Explain the requirement of the task Ex4: Game: Make two big groups. to SS One group names a service. The - Divide the class into two teams. other group gives their vision of that One team names a service and the service in the future. Take turns to other team says what they think the do this. The group with the most service will be like in the future. Try predictions wins. to give every student a go, not just Example: the most advanced ones in the class.

2. Doing the task:- Ss work in small [Group A] [Group B] groups to write a service and the Operations will be vision in the future.

Hospitals! performed by 3. Reporting the result and 1 / robots! discussing:

- Ss play the game 4. Feedback: - T gives the remarks.

3. Homework: - Learn new words by heart.

- Read the conversation again and translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 11: A CLOSER LOOK 1 (P.61)/ textbook.

Preparing day: Period 88: UNIT 11: CHANGING ROLES IN SOCIETY. LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to the changing roles in society - identify the rising or falling tones in agreement and disagreement sentences and say the sentences correctly 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: goes to the board to write new words - S2+ S3: Read the conversation in Listen and read and then answer some questions.

2. New lesson: A. Activity 1: Determining the task * Chatting *Aims: To have fun time by playing game related to the learning topic. *Contents: play game related to the learning topic. * Output: play game related to the learning topic. * Process: 1.Transfering the task:

- Ask Ss to do the task.

2. Doing the task: - Ss work individually 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks B. Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary *Aims: Ss know how to form a noun, noun (person) and verbs and complete the exercises. *Contents: know how to form a noun, noun (person) and verbs and complete the exercises. * Output: know how to form a noun, noun (person) and verbs and complete the exercises. * Process: Ex1: Complete the table with I. Vocabulary appropriate words.

Ex1: Complete the table with 1. Transfering the task: appropriate words.

Verb Noun Noun - Explain the requirement of the task (person)) to SS 1 attend attendance attendant 2. Doing the task: 2 facilitate facility facilitator - Ss complete the table individually 3 provide provision provider or in pairs.

4 develop development developer 3. Reporting the result and 5 interviewer/ discussing: interview interview interviewee - Share their answers with a partner/ 6 evaluate evaluation evaluator another pair 7 participate participation participant 4. Feedback: 8 apply application applicant - T corrects and gives the remarks.

C. Activity 3: Practice *Aims: - Ss know how to do exercises. *Content: Do exercises. *Output: Students complete the exercises. *Process: Ex2: Ex2: Use the words in the table in 1 to 1. Transfering the task: complete the sentences - Explain the requirement of the task 1. attend 5. interviewer 7. participation to SS 2. Doing the task: 2. facilitate 6. evaluation - Ask them to determine the form of 3. provider 4. developed 8. apply the word which is missing from

each sentence first. Then ask them Ex3: Choose the correct answer A, B to read the whole sentence carefully or C which is closest in meaning to the and determine the meaning of the underlined word/ phrase in the missing word. After that, they sentences. choose the correct word.

1. B 2. C 3. A 4. B 5. A 3. Reporting the result and Ex4. Complete the sentences with phrases formed with ‘sense of’. discussing: - Ss share their answers with other Key: pairs.

1. sense of direction 4. Feedback: 21. sense of humour - T corrects and gives the remarks. 3. sense of time Ex3: 4. sense of responsibility - Explain the requirement of the task 5. sense of style to SS - Choose the correct answer. Ask Ss to use the context of each sentence as guidance - Ss share their answers with other pairs.

- T corrects and gives the remarks.

- T can check by asking questions like: ‘Can you name some countries which you think are maledominated?’

‘Do you always study in a traditional classroom?’

Ex4. Before Ss do the task, ask them to read the REMEMBER! box. Ask Ss to read the phrases in the table. Make sure they understand the meanings of the phrases by giving equivalents in Vietnamese. Have Ss then complete all the sentences.

Confirm the correct answers as a class.

II. Teaching pronunciation *Aims: Help SS know the rising or falling tones in agreement and disagreement sentences and say the sentences correctly. *Contents: know the rising or falling tones in agreement and disagreement sentences and say the sentences correctly. * Output: Almost all the students can do this task * Organization Ex5.

II. Pronunciation

Agreeing or disagreeing tones.

1. Transfering the task: - Explain the requirement of the task Ex5. Listen carefully and tick the correct box. Then listen again and to SS - Have Ss listen to the recording and repeat. tick the correct column for each Key + Audio scrip: question.

1. No one can deny it?

2. Doing the task: 2. All of us can see your point.

Let them listen again and have 3. We will help him with the money. them repeat the sentences with a 4. You will be cooking. focus on the tones 5.Well, you may be right.

3. Reporting the result and discussing: - SS read aloud.

4. Feedback: - T corrects and gives the remarks D. Activity 4: Application *Aims: Help SS to know the rising or falling tones in agreement and disagreement sentences and say the sentences correctly * Content: know the rising or falling tones in agreement and disagreement sentences and say the sentences correctly * Output: know the rising or falling tones in agreement and disagreement sentences and say the sentences correctly * Process: Ex6.

Ex6. Mark Mike’s sentences with 1.Transfering the learning task: falling (agreeing) or rising Have Ss work individually. Ask (disagreeing) arrows. Then listen and them to read the conversation check. carefully and refer to the Key + Audio script: REMEMBER! box as they do the Laura: We have to educate the public exercise. Then play the recording. about wildlife.

Ss listen, check, and say the Mike: Yes, that's important. sentences.

Laura: And we must act to save 2. Doing the task: endangered species.

Work in pairs.

Mike: That helps.

3. Reporting the task result and Laura: Keeping wild animals in zoos can discuss: help protect them.

Call on some Ss to say the sentences Mike: That's an important individually. point...

4. Giving the remarks to their Laura: Zoos can make moneyfor their doing the task: conservation programmes through T check and give the correct ones charging entrance fees. for the whole class.

Mike: Umm, yes I suppose so.

3. Homework: - Learn by heart the new words - Do ex A1, B1,2 (P40-41) - workbook - Prepare UNIT 11: A CLOSER LOOK 2 (P62-63)- textbook Preparing day: Period 89: UNIT 11: CHANGING ROLES IN SOCIETY. Lesson 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to the changing roles in society - use the future passive correctly - recognise non-defining relative clauses and use them correctly 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- Talking about male and female roles in domestic life.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: does exercise B1 (P.41) - S2: does exercise B2 (P.41) 2. New lesson: A. Activity 1: Determining the task * Play game: Timeline. *Aims: To lead in the new lesson *Contents:the study the timeline to familiarise themselves with the events and when they happened. * Output: - Most ss can complete the task(s). * Process: 1.Transfering the task: - Ask Ss to study the timeline to familiarise themselves with the events and when they happened.

2. Doing the task: Read out any two of the events on the timeline, and ask Ss which event happened first.

3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching Grammar *Aims: Help Ss to review Future passive, the use of Non- defining relative clauses and do some exercises *Contents: Future passive, Non- defining relative clauses * Output: Almost all the students can understand and know the form and the use of Future passive, the use of Non- defining relative clauses and complete the exercises correctly. * Process: 1. Transfering the task: I. Future passive: review - Help Ss use non- defining relative Simple future: clauses correctly and revise future S+ will/shall + V + A passive.

- S + will be + Vp2 + A + by + O - Explain the requirement of the task to Simple future continuous: SS S + will/shall + be + V.ing.

2. Doing the task: - S + will be + being + Vp2 + A + - Work individually. by + O 3. Reporting the result and discussing: Example: - T calls two Ss to write on the board.

1. They will build a new bridge - Other SS give their answers orally. here.

2. A new bridge will be built here.

4. Feedback: - T corrects and gives the remarks.

II. Non- defining relative clauses C. Activity 3: Practice *Aims: Help SS to practice the use of the grammar by doing the exercises. *Content: Do some exersises. * Output: understand the structure and do exercises. * Process: Ex 1, 2: Ex1: Choose the future active or 1. Transfering the task: passive to complete the sentences.

- Explain the requirement of the task to Key: SS 1. A 2. B 3. B - T asks Ss to do Ex 1,2 4. A 5. A 6. B 2. Doing the task: Ex2: Rewrite the sentences without Ss work individually, doing Ex 1,2 changing their original meanings.

T moves around to provide help (if Key: necessary).

1. Classes will also be held in places 3. Reporting the result and discussing: like restaurants or supermarkets.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

Ex1: Ask Ss to work individually. They then share their answers with a partner.

Check the answers Ex2: Have Ss work individually. Ask them to exchange their answers for checking. Have Ss write their answers on the board. T corrects if needed.

Note: For Ss who are weak at this kind of exercise, ask them to underline the verb phrases in the original sentences which will have to be changed. Then ask them to change the sentences into future passive first, before completing the rest of the sentences.

Ex3: Work with Ss on the REMEMBER! box first. Write the examples in the box on the board as you explain the rules. Ensure that Ss understand the rules before beginning the exercises. T may keep the examples on the board while Ss are doing the exercises.

Ask Ss to work individually. They can then exchange their answers with a partner. Elicit the answers from Ss and correct them if necessary. Ask Ss to explain their answers to check their understanding of the rule.

Ex4: Before doing this exercise, remind Ss that only non-defining relative clauses can be omitted. Have Ss do this exercise individually. They may refer to the rules on the board. Check the answers as a class.

2. The school's curriculum will constantly be tailored to meet changes in society.

3. Students' academic performance will not be evaluated through exams only.

4. Not all the decisions in the family will be made by men.

5. Women will be freed from most housework by high technology.

6. More flyovers will be built to reduce traffic in the city.

Ex3: Put a comma/commas where necessary in the sentences.

Key 1. Minh told me about his new job, which he's enjoying very much.

2. The Board of Directors are usually those who get the most votes.

3. The US, which stands for the United States, is sometimes confused with the UN, which stands for the United Nations.

4. Jack London, who is the author of The Call of The Wild, is a famous American writer.

5. Psychology, which is the study of the mind, originates from a Greek word.

6. Jane refused a position which would be a dream job for many of her peers.

Ex4: Cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence.

Key: 1. Sarah works for a company that makes bikes.

2. I've got a sister called Caroline.

3. This morning I met my exclassmate Janet.

4. The 6.30 bus was late today.

5. Only those who had booked in advance were allowed in.

6. The stairs which lead to the basement are rather slippery.

D. Activity 4: Application *Aims: Help Ss practice doing exercises. * Content: practice doing exercises. * Output: Ss can do exercises. * Process: Ex5: Ex5: Combine two sentences into one. Use the sentence in brackets 1.Transfering the learning task: Have Ss work individually. Let Ss to make a non-defining relative share their writing with their partner. clause.

Check as a class, paying special Key: attention to the commas and the 1. We are staying at the Grand relative pronouns.

Hotel, which will be demolished for 2. Doing the task: a department store.

Work individually.

2. The essays will be assessed by 3. Reporting the task result and Hans de Wit, who is the President of discuss: the EAIE. Then calls some sts to do.

3. The Second World War, which 4. Giving the remarks to their doing lasted from 1939 to 1945, destroyed the task: hundreds of cities in Europe.

- T corrects and gives the remarks.

4. I have read several short stories by Jack London, who is a famous American writer.

5. The Eiffel Tower, which is on the River Seine, was built over two hundred years ago.

3. Homework: + Learn by heart the structures + Do all exercises B3,4,5,6 (P 42-343) - workbbok + Prepare UNIT 11: COMMUNICATION (P.64-65) - textbook Preparing day: Period 90: UNIT 11: CHANGING ROLES IN SOCIETY Lesson 4: COMMUNICATION SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to the changing roles in society - talk about the roles of schools in the future

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: S1: does exercise B4- P.42 - workbook S2: does exercise B6 1,2,3-P.43- workbook S3: does exercise B6 4,5,6-P.43 - workbook - Gives remarks and marks 2. New lesson: A. Activity 1: Determining the learning task * Chatting *Aims: To have fun time by playing game related to the learning topic. *Contents: playing game related to the learning topic. * Output: playing game related to the learning topic. * Process: 1.Transfering the task: - Ask Ss to do the task.

2. Doing the task: - Ss work individually 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks - T: leads in the lesson.

B. Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary *Aims: Ss know the meaning of some new words. *Contents: new words. * Output: Almost all the students can the meaning of some new words. * Process: 1. Transfering the task: I. New words - Explain the requirement of the task to - hands-on (adj): thực hành, thực tế, SS ngay tại chỗ 2. Doing the task:

- Teach some new words : - individually-oriented (adj): có xu - T: writes new words on the board. hướng cá nhân - SS: listen and repeat in individual - to tailor: biến đổi theo nhu cầu first then the whole class.

- responsive to: phản ứng nhanh nhạy 3. Reporting the result and - to contribute: tham gia discussing: Call 3- 4 SS to read the words again.

Checking: rub out and remember.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice *Aims: Help Ss know more the roles of schools in the future by doing exercises. *Contents: doing exercises * Output: Almost all the students can complete the exercise. * Process: 1. Transfering the task: II. Practice - Explain the requirement of the task to Ex1: SS a. Work in groups. Read the 2. Doing the task: introduction to the Just - Ss work individually, doing Ex imagine! forum. Discuss and take 3,4,5 notes of your own predictions.

T moves around to provide help (if b. the predictions which have been necessary). posted and see if any are similar to 3. Reporting the result and yours.

Ex2: Work in groups. Look at the discussing: - T calls two Ss to write on the board. coloured words/ phrases in the posts.

- Other SS give their answers orally.

Then discuss and find their meanings 4. Feedback: from the context.

- T corrects and gives the remarks Suggested answers: Ex1: 1. real; practical a. Start this session by writing ‘The 2. focussed on a particular person; roles of schools in the future’ on customised board. Ask Ss to read the 3. a person who judges another introduction to the Just person's performance imagine! forum. Lead Ss through a 4. reacting quickly and positively; discussion about how they think the showing interest in something roles of school will change in the 5. making the necessary changes to future. Encourage Ss to be something to make it fit a person or imaginative and come up with ideas. situation There are no wrong answers at this Ex3: Which response (1-4) is the stage. most relevant to each of the posts in b.

1b?

Have Ss read the posts individually Key: as quickly as possible. Then refer to Post 22: 4

their predictions in 1a and see if Post 51: 3 there are any similarities.

Post 76: 1 Ex2: Post 101: 2 Ask Ss to work in groups of three or four. Ask them to look for the words/phrases in each post in lb and work out their meaning, based on the context. Check the answers as a class.

Ex3: Have Ss work in groups. Ask them to read each post in lb carefully and choose the most relevant response (1-4) for it. Check as a class.

D. Activity 4: Application *Aims: Ss can talk about the roles of schools in the future *Contents: Discuss about the roles of schools in the future * Output: Almost all the students can do this task well * Process: 1. Transfering the task: Ex4: WHAT DO YOU THINK? - Have Ss discuss each of the Discuss in groups. Support your questions in groups of four or five. Ss answers with specific reasons and can refer back to the posts in lb. Ask examples.

Ss to note down all the changes they see in the posts.

2. Doing the task: - Ss work in groups. Ss can refer back to the posts in lb, and note down all the changes they see in the posts. Support their answers with reasons. Ss then share their opinions with the class.

T moves around to provide help (if necessary) 3. Reporting the result and discussing: - When time is up, After five minutes, the groups share their opinions with the class.

4. Feedback: - T corrects and gives the remarks.

3. Homework: - Prepare: UNIT 11: SKILLS 1 (P.54) - textbook.

Preparing day: Period 91: UNIT 11: CHANGING ROLES IN SOCIETY LESSON 5: SKILLS 1

SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - use the lexical items related to the changing roles in society - read for specific information about the changing roles of women in society and its effects - talk about roles in the future 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II- Preparations: - Materials: textbook, pictures(P.65) - Equipment: II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - Talk bout the change in the roles of schools?

2. New lesson: A. Activity 1: Determining the task * Play game: quick answers *Aims: To lead in the new lesson *Content: Answer the questions *Outcome: Almost all the students can take part in and do this task well. *Organization: 1.Transfering the task: Have Ss discuss the questions in groups or as a class. Encourage them to use their imagination, and consider even the smallest changes and their possible effects - What changes in society will we see in ten years time?

- What will be the changes in the roles of men and women in society?

- How will the increasing involvement of women in public life affect society?

2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing: - SS present 4. Feedback: - gives the remarks.

B. Activity 2: Form the new knowledge

T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Outcome: know new words and how to use them. * Process: 1. Transfering the learning task: 1. New words - Teach vocabulary: translation/ - to witness: chứng kiến example/ pictures - no double: không nghi ngờ gì - T: writes new words on the board.

- sole: độc nhất, duy nhất 2. Doing the task: - burden: gánh nặng - SS: listen and repeat in individual first - to challenge: thách thức, đương then the whole class. đầu 3. Reporting the task result and discuss: - Call 3- 4 SS to read the words again.

4. Giving the remarks to their doing the task: Checking: slap the board.

C. Activity 3: Practice: Reading *Aims: to help Ss get information about the text *Content: Read the text and do some tasks. *Outcome: get the information and do the tasks well. * Process: 1. Transfering the task: II. Reading - Explain the requirement of the task to Ex2: a Read the passage and match SS the underlined words/phrases in the 2. Doing the task: passage with their definitions - Ss work in pairs to complete the task. Key: 3. Reporting the result and 1. d 2. e 3. b 4.f discussing: 5. a 6. c - T calls one St to write on the board. b. Read the passage again and - Other SS give their answers orally. answer the questions.

4. Feedback: Key: - T corrects and gives the remarks.

1. The ever increasing involvement of women in education and employment.

2. The socio-economic picture of these countries.

3. Their financial burden will be reduced. However, they will no longer be the dominant figures and

will learn to share decision-making and housework.

4. They will learn to be more independent.

5. The service sector.

6. It will develop.

D. Activity 4: Apllication: Speaking *Aims: Ss can practice about the changing roles of women in society and its effects *Contents: the changing roles of women in society and its effects * Output: Most Ss can practice speaking skill. * Process: Ex 3: III. Speaking.

1. Transfering the learning task: Ex3: a Here are some predictions - Ask Ss to read the text again then about the changing roles of males answer the questions and females in the future. Tick ( ) the 2. Doing the task: one(s) you agree with.

Work in pairs b. Work in groups. Share the 3. Reporting the task result and predictions you agree with in 3a in discuss: the group. Discuss if you agree with Calls on some ss write the answers on your groupmates' choices. Give the board. reasons and examples to support your 4. Giving the remarks to their doing opinion. the task: Ex4: With more women having well- T corrects and gives the remarks. paid jobs, what changes will we see in - Give feedback the service sector? Make a list, and Have Ss work individually. Ask present it to the class. them to read the predictions and tick Example: the one(s) they agree with. There 1. Supermarkets will sell more are no wrong answers here, though convenience foods.

Ss should be preparing to back up 2. There will be more beauty salons. their choices with reasons and 3. Tutoring centres will grow. examples.

4. ... b. Work in groups. Share the predictions ... Ask Ss to work in groups. Each student shares his/her list. Other Ss in the group discuss the predictions and say whether they agree or disagree, backing their opinions up with reasons and examples. T moves around the class to facilitate the discussions. If something interesting comes up, T may wish to bring the whole class together to discuss it.

Ex4: Start this activity by brainstorming the areas of the service sector which are most likely to be affected by having more women go out to work. Write the list of ideas on the board. Allow Ss some time to discuss in groups the changes which may happen. Move around the class to facilitate the discussions. Then each group presents their ideas to the class. Encourage responses from the class as they listen to the predictions 3. Homework: - Ask Ss to learn new words by heart.

- Do exercises C1,2 D1,2 (P45-46) in workbook.

- Prepare: UNIT 11: SKILLS 2 - P. 55- textbook.

Preparing day: Period 92: UNIT 11: CHANGING ROLES IN SOCIETY LESSON 6: SKILLS 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able: - use the lexical items related to the changing roles in society - listen for specific information about the changes that women in Kenya are going through - write about the roles of teenagers in the future 2. Competences: - To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- Ss know about space travel, describie life on a space station and talk about possibilities of space tourism in the future 3. Qualities: To educate ss about studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: writes new words

- S2: does exercises D1 (P.40) 2. New lesson: A. Activity 1: Determining the task *Chatting.

Ex1: Look at the maps. Where is Kenya located? What do you know about this country?

1 Ask Ss to look at the maps and work in groups to locate Kenya on the larger Africa map. If Ss are having problems, suggest they focus on the shape of the country. (Kenya is in the east of Africa, about halfway up the map). Ask them to share any information they know about this country. If they know nothing about Kenya, T can come back to this question after Ss have done the listening exercises. *Aims: To lead in the new lesson *Content: Answer questions *Outcome: Almost all the students can take part in and do this task well. *Organization: 1.Transfering the task: - Ask Ss to discuss.

2. Doing the task: - Ss work in groups 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks - T: leads in the lesson.

B. Activity 2: Form the new knowledge MAIN CONTENTS T AND SS’ ACTIVITIES I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Output: know new words and how to use them. * Process: 1. Transfering the learning task: New words: - Teach vocabulary: translation/ - to support: cung cấp example/ pictures - independent (adj): độc lập - T: writes new words on the board. - figure (n ): con số 2. Doing the task: - to drop =- to fall - SS: listen and repeat in individual - to go up = to rise first then the whole class.

3. Reporting the task result and discuss: - Call 3- 4 SS to read the words again.

4. Giving the remarks to their doing the task:

Checking: slap the board.

C. Activity 2: Practice: Listening Aims: SS will be able to complete the exercises by listening to the tape. *Contents: listen for specific information about the changes that women in Kenya * Output: Most ss can complete the exercises. * Process: Ex2, 3 I. Listening 1. Transfering the task: Ex2: Listen to the description of some - Explain the requirement of the task changes in the roles of women in Kenya. Decide if the statements are to SS 2. Doing the task: true (T) or false (F).

- Ss complete the task.

Key: - Ss listen to the recording 1. T 3. Reporting the result and 2. T discussing: 3. T - T calls two Ss to write on the board.

4. F - Other SS give their answers orally.

5. F 4. Feedback: Ex3: Listen to part 2 again and fill the - T corrects and gives the remarks. blanks with the correct information.

Key: 1. 1995: 65% 2. 2010: 47% 3. 2025: 30% 4. 1995: 22% 5. 2010: 36% 6. 2025: 48% D. Activity 4: Application: Writing *Aims: SS can write about the roles of teenagers in the future. *Contents: writing about the roles of teenagers in the future. * Output: Almost all the students can write about the roles of teenagers in the future * Process: 1. Transfering the task: II. Writing Have Ss do Ex 4,5 Ex4: Work in groups. How do you 2. Doing the task: think the roles of teenagers will Ss work in groups to do Ex4,5 change in the future? Brainstorm and T moves around to provide help (if make a list of possible changes. necessary).

Teenagers' roles in the future: 3. Reporting the result and 1. ................ discussing: 2. ................

- T calls two Ss to write on the board.

3. ................

4. Feedback: - T corrects and gives the remarks.

Ex4: Have Ss work in groups of three or four. Together they discuss and make a list of the possible changes in the roles of teenagers in the future. Encourage Ss to explain why they think these changes will happen. Walk around and help Ss with any difficulties.

T may have the groups write their lists on board. Leave the lists there for activity Ex5: Have Ss write a short paragraph about one of the changes their group has listed in 4 individually.

If time allows, T can ask one or two Ss to share their writing with the class by writing it/them on the board. Other Ss give comments

Ex5: Choose one of your group's ideas, and write a short paragraph about it.

In your writing, you should include: - what the change is - why you think the change will happen - what this change will mean for society.

Sample writing: It is likely that teenagers in the future will be more in charge of their studies.

There are at least two reasons for this.

Firstly, there is the rise of the Internet, which provides teenagers with various reliable sources of information. It also allows teenagers to develop a large social network with their peers. They can therefore self-search, exchange, and discuss information in order to plan their studies. Secondly, the fact that they start school early and spend a lot of time by themselves when their parents go out to work makes them more independent. Decision-making will become a larger part of their lives.

Teens will make decisions concerning their own lives, instead of being told what to do and how to do it. In short, these are the two reasons why teenagers will become more responsible for their studies.

3. Homework: - Do exercises: E1,2,3 (P.47) - workbook.

- Complete the writing on the notebook.

- Prepare: UNIT 11: LOOKING BACK & PROJECT - textbook.

Preparing day: Period 93: UNIT 11: CHANGING ROLES IN SOCIETY. LESSON 7: LOOKING BACK & PROJECT SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able: - Encourage Ss to complete the looking back section without referring to the previous sections in the unit.

- Record their results for each exercise in order to complete the final Finished! self-assessment box and identify areas for review.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - Check SS’s writing 2. New lesson: A. Activity 1: Determining the task * Play game: List the things related to changing role in society *Aims: SS can review the vocab related to the topic. *Contents: words related to changing role in society * Output: Most ss can recall the leraned words * Process: 1.Transfering the task: - Ask Ss to work in group to do the task.

2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing: - SS present their lists.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Practice T AND SS’ ACTIVITIES AIN CONTENTS I. Vocabulary *Aims: Help Ss revise vocabulary by using exercises. *Contents: Do some vocabulary exercises related to the topic * Output: Most SS can complete the tasks * Process: Ex 1, 2: Ex1: Complete the sentences with 1.Transfering the task: the words in the box.

Ask ss to complete the sentences.

Key: 2. Doing the task: 1. male-dominated SS do ex1,2 2. individually-oriented

Ss work individually to fill the gaps and 3. hands-on then compare their answers with a 4. responsive to partner.

5. financially 3. Reporting the result and discussing: 6. facilitators - SS give their answers Ex2: Use the words in their correct (T may Challenge them to complete the forms to complete the sentences task without using the prompts.)

Key 4. Feedback: 1. supports - T corrects and gives the remarks.

2. 2. provider - Give feedback 3. predicting Ex2: Ss work individually. Ask them to 4. tailored determine that form of word missing 5. evaluate from each sentence (a verb, a noun, or 6. witnesses an adjective) and then Ss work out the correct answer to complete the sentences. Ss can then double check the answers with their partner. Confirm the correct answers.

II. Grammar *Aims: SS can practice grammar by completing exercises *Content: Future passive, Non-defing relative clauses * Output: Ss can complete exercises. * Process: Ex3, 4: Ex3: Choose the correct answer to 1.Transfering the task: complete sentences.

- Explain the requirement of the task Key: to ss 1.C. 2. A 3. B 2. Doing the task: 4. B 5. C 6. D - SS do the ex individually Ex4: Use the correct form of the 3. Reporting the result and relative clause to combine the two sentences into one. discussing: Key: - Two ss write their answers on BB 1. Many tourists visit Liverpool, which - Others read out loud their answers is the home of The Beatles.

4. Feedback: - T corrects and gives the remarks.

2. The town hasn't got any parks where Ex3: Ss complete this task people can go and relax. individually or in pairs.

3. My son took part in the Beyond Ex4: 2030 forum, which invited people to Have Ss complete the activity share their vision of the future. individually. Have them double check 4. Baron Pierre de Coubertin, who was their answers. Call on two Ss to write the founder of the modern Olympic their sentences on the board.

Games, was not in favour of women Comment and confirm the correct participating in the Games. sentences 5. There will be an open discussion . which will look at the main challenges

and opportunities in the coming decades.

6. The changing economic role of women, which started in 1948, has greatly affected the role of men.

III. Communication * Aims: SS can talk about predictions *Contents: use future continuous to talk about predictions * Output: Ss can complete exercises * Process: 1.Transfering the task: Ex5: Match each predicion with - Explain the requirement of the task to two responses. Then practice ss saying them in pairs.

2. Doing the task: Key: 1. C,H - SS do the ex in pairs 2. D,F 3. Reporting the result and discussing: 3. B,G - Ss can practise reading aloud the 4. A,E predictions and responses with their best pronunciation and fluency. Call on some pairs to act them out in front of the class 4. Feedback: - T corrects and gives the remarks C. Activity 3: Application: Project *Aims: SS practice their speaking skill. *Contents: design your vision in the future * Output: Almost all ss can take part in and complete the task. * Organization 1. Transferring the tasks: Have Ss do Your vision of the future Ex 4,5 - What your vision of the future is 2. Doing the task: - How the world will be different to Ss work in groups to do Ex4,5 today's world This project aims to encourage Ss to - What brings about the change (s) work out what they think the world in - How you feel about it. the future will be like.

Divide Ss into groups of four or five and instruct them on what they have to do. Since this is a broad topic, it may be helpful if each group chooses an area which they can focus on (technology, education, medicine, etc.). Encourage every member of the group to actively participate in the project. Tell them their project has to answer the questions:

- what your vision of the future is - how the world will be different to today's world - what brings about the change, and - how you feel about it 3. Reporting the result and discussing: the groups share their writings with the class.

Have Ss present their ideas in the next lesson.

4. Feedback: T and other Ss check and give comments , the whole class can vote for the best 3. Homework: - Redo all the exercises above and do exercises in the workbook.

Preparing day: Period 95: UNIT 12: MY FUTURE CAREER. LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to jobs and careers - understand the conversation between Veronica and Nhi about what subjects they will choose.

2. Competences: To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

Talking about male and female roles in domestic life.

3. Qualities: To educate ss mercifulness, patriotism, studiousness, honesty and responsibility II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: 2. New lesson: A. Activity 1: Determining the task * Play game: brainstorming

*Aims: To help ss to relate to the topic of unit 12. *Content: list some future jobs * Output: Ss can relate to the topic of unit 12 * Process: 1.Transfering the task: - Ask Ss to work in group to do the task.

2. Doing the task: In groups of three, ask if they think future jobs.

3. Reporting the result and discussing: - SS present 4. Feedback: - T corrects and gives the remarks B. Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary *Aims: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read. *Contents: Vocabulary about future jobs * Output: Almost all the students can do this task well * Process: I.Vocabulary 1. Transfering the task: - traditional acdemic subject: những - Elicit some new words from the môn học truyền thống nhà trường pictures and situations , realias …..

2. Doing the task: - certificate (n): chứng chỉ T: reads new words.

- sector (n): thành phần - T: writes new words on the board.

- applied (adj): ứng dụng - SS: listen and repeat in individual - approad (n): phương pháp, cách tiếp cận first then the whole class.

- lodging manager : người phân phòng

3. Reporting the result and discussing: - Call 3- 4 SS to read the words again.

- Checks vocab : slap the board.

4. Feedback: - T corrects and gives the remarks.

Set the scene: Ask Ss what job or career they want to do in the future.

Then ask them another question: Do you have to choose some specific subjects to focus on if you want to do that job in the future? Elicit answers from Ss. Now, tell them to look at the picture and the heading ‘What subjects will you choose?’ and ask them these questions: Who can you see in the picture?

Where do you think they are?

What do you think they are talking about?

Have Ss answer as a class.Play the recording and have Ss follow along.

After that, Ss can compare their answers with the information in the conversation Ss guess the answers.

C. Activity 3: Practice *Aims: SS get the content of the conversation and then complete the exercises. *Contents: the conversation between Veronica and Nhi * Output: Almost all SS can complete the task(s). * Process: Ex1: a.

II. Practice 1. Transfering the task: 1. Listen and read - Explain the requirement of the task a.Put a word/phrase from the box to SS under each picture - Ask Ss to focus on the picture and K ey: the heading.

1. lodging manager 2. Doing the task: 2. event planner - SS listen to the conversation 3. customer service staff - Ss work in pairs to complete the 4. householdkeeper task.

5. tour guide 3. Reporting the result and 6. biologist discussing: b. Find a word/phrase in the - T calls two Ss to write on the board. conversation that means

- Other SS give their answers orally. Key: 1. GCSE 4. Feedback: - T corrects and gives the remarks.

2. vocational subjects b.

3. academic subjects - Explain the requirement of the task 4. applied approach to SS 5. tourism Have Ss work individually. Ss find 6. leisure the words/phrases with the given c. Tick ( ) true (T), false (F), or not meaning in the conversation. Then given (NG) have Ss share their answers with a Key: partner before asking them to discuss 1. T 2. F 3. F as a class.

4. NG 5. T 6. F - T calls two Ss to write on the board. Ex2 a Look at the phrases and cross - Other SS give their answers orally. out any noun/noun phrase that - T corrects and gives the remarks doesn't go with the verb. c.

Key: - Explain the requirement of the task 1. a job 2. leisure time to SS - Ss work in pairs to complete the 3. a job task.

4. a living - SS give their answers orally. b Complete each of the following sentences with a collocation in 2a .

- T corrects and gives the remarks.

Ex2 Note that one is not used. You may - Explain the requirement of the task have to change the forms of the to SS collocations to fit the sentences - Ss work individually to complete Key: 1. take/do (an English)course the task. a, b Have Ss then compare their answers 2. doing a nine-to-five job 3. work flexitime with a partner.

- T calls two Ss to write on the board. 4. earns money/ a living - Other SS give their answers orally. 5. did a course/ took a course - T corrects and gives the remarks 6. work overtime.

D. Activity 4: Application *Aims: Help Ss develop speaking skill. *Content: In groups, take turns to think of a job. The others can ask Yes/No questions to find out what that job is. * Output: Almost all the students can complete the tasks * Process: 1. Transfering the task: III. Further practice - Explain the requirement of the task 3. GAME: WHAT'S MY JOB? to SS In groups, take turns to think of a job.

- Devide Ss into groups. In groups, The others can ask Yes/No questions take turns to think of a job. The to find out what that job is. others can ask Yes/No questions to Example: find out what that job is. The aim is A: Do you work in an office?

to have Ss ask as many questions as B: No. possible. T can tell them that they C: Do you look after people? may ask questions about necessary B: Yes. qualifications, skills, likes, dislikes, D: Do you have a university degree? working conditions, salary, colleagues, or people they are working with.

2. Doing the task:- Ss work in small groups to ask and answer 3. Reporting the result and discussing: - Ss play the game - When time is up, which group has more points is winer 4. Feedback: - T gives the remarks.

3. Homework: - Learn new words by heart.

- Read the conversation again and translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 12: A CLOSER LOOK 1 - P. 60 / textbook.

Preparing day: Period 96: UNIT 12: MY FUTURE CAREER LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to jobs and careers - identify in which situations to use high tones and say sentences with the correct high tone 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence

* Checking: - S1: goes to the board to write new words - S2+ S3: Read the conversation in Listen and read and then answer some questions.

2. New lesson: A. Activity 1: Determining the task * Chatting: Ask some questions about their job in the future. *Aims: To have fun time by playing game related to the learning topic *Contents: Ask some questions about their job in the future. * Output: Ask some questions about their job in the future. * Process: 1.Transfering the task: - Ask Ss to do the task.

2. Doing the task: - Ss work individually 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks B. Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I. Vocabulary ( 20 minutes) Aims: Ss know how to read new words, identify their meanings words related to the topic. *Contents: Vocabulary about jobs. * Output: how to read new words, identify their meanings words related to the topic. * Process: Ex1: Put one word/phrase under each Ex1: Put one word/phrase under picture. There is one extra word. each picture. There is one extra word.

1. Transfering the task: - Explain the requirement of the task to Key: SS 1. craftsman 2. Doing the task: 2. physicist and collocations wins.

- Ss complete the ex individually or in 3. opera singer pairs.

4. fashion designer 3. Reporting the result and discussing: 5. pharmacist - Share their answers with a partner/ 6. architect another pair 7. businesswoman 4. Feedback: 8. mechanic - T corrects and gives the remarks.

- Which of these jobs would you like to do in the future?

Why would you like to do it?

C. Activity 3: Practice *Aims: - Ss know how to do exercises. *Content: Do exercises. *Output: Students complete the exercises. *Process: Ex2: Ex2: Fill each blank with a suitable 1. Transfering the task: job from 1, adapting them where - Explain the requirement of the task to necessary SS Key: 2. Doing the task: 1. physicist - Have Ss work individually to fill the 2. mechanic blanks. Remind Ss that the form of the 3. pharmacist word may need to be changed to fit the 4. fashion designer sentence.

5. opera singer 3. Reporting the result and discussing: 6. architects - Ss share their answers with other 7. businesswomen and businessmen pairs.

8. craftsmen and craftswomen 4. Feedback: Ex3: a. Match each word/phrase in - T corrects and gives the remarks. the left column with its definition in Ex3: the right one.

- Explain the requirement of the task to Key: 1. D 2. B SS 3.A 4. C - Do the matching and complete the b. Fill each gap with a word/phrase sentences. in 3a.

- Ss share their answers with other Key: pairs.

1. career - T corrects and gives the remarks.

2. job 3. profession 4. career path II. Pronunciation *Aims: Help SS to identify in which situations to use high tones and say sentences with the correct high tone *Contents: identify in which situations to use high tones and say sentences with the correct high tone * Output: Almost all the students can do this task * Process: Ex 4: II. Pronunciation 1. Transfering the task: Ex4: Listen to the conversations - Explain the requirement of the task to between Jenny and Tom. Notice how SS Tom uses the tones in his replies.

- Have Ss listen to the recording and tick Then practise the conversation with a the correct column for each question. partner.

2. Doing the task: Key:

Let them listen again and practice 1. Tom: Pretty. It’s amazing 3. Reporting the result and discussing: - SS read aloud.

2. Tom: OK? It’s fantastic 4. Feedback: - T corrects and gives the remarks 3. Tom: Good? It’s wonderful 4. Tom: OK? They are absolutely fantastic!

5. Tom: Pleasant.? It’s superb!

6. Tom: Nice? It’s gorgeous!

D. Activity 4: Application *Aims: Help SS to identify in which situations to use high tones and say sentences with the correct high tone * Content: identify in which situations to use high tones and say sentences with the correct high tone * Output: identify in which situations to use high tones and say sentences with the correct high tone * Process: Ex5: Ex5: The responses to the pairs of 1.Transfering the learning task: sentences are the same but the Have Ss work in pairs to draw arrows to speakers have opposite attitudes. show the tones before reading out. Then Listen, draw arrows to show the play the recording. Ask the pairs to tones, then repeat. listen and check their lines showing the tones. Confirm the correct answers.

1a. – Brilliant 1b. – 2. Doing the task: Brilliant Work individually.

3. Reporting the task result and 2a. Well done 2b. Well done discuss: Ask some pairs to practise saying the pairs of dialogues.

3a. Excellent 3b.

4. Giving the remarks to their doing Excellent the task: Correct them if necessary.

4a. Amazing 4b. Amazing 5a. How awful. awful.

3. Homework: - Learn by heart the new words - Do ex A1, A2 – B12, (P48 -49) - workbook

5b. How

- Prepare UNIT 12: A CLOSER LOOK 2 - P. 75-76- textbook Preparing day: Period 97: UNIT 12: MY FUTURE CAREER. LESSON 2: A CLOSER LOOK 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to jobs and careers - review the structures: despite / In spite of - use the structures Verb + fo-infinitive/Verb + V-ing correctly 2. Competences: - To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- talking about future jobs.

- aking for and giving reasons for future carees choices - expressing approval and disapproval of furute career choices 3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1: goes to the board to write new words - S2: does exercise B2- P.49 2. New lesson: A. Activity 1: Determining the task * Have Ss read the REMEMBER! box, then ask one or two Ss to summarise the rules. T can write the example sentences on the board. Ask Ss to give further examples. Make it clear to Ss that these expressions can be used interchangeably. They both work with all the forms: before a noun, a noun phrase, or an -ing form. *Aims: To lead in the new lesson *Contents: Have Ss read the REMEMBER * Output: - Most ss can complete the task(s). * Process: 1.Transfering the task: - Ask Ss to read the REMEMBER 2. Doing the task: Ss summarise the rules.

3. Reporting the result and discussing:

- SS present 4. Feedback: - T corrects and gives the remarks.

- T leads in B. Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching Grammar Aims: Help Ss to review the use of Despite / In spite of and do some exercises *Contents: Despite / In spite of * Output: Almost all the students can understand and know the form and the use of Future passive and complete the exercises correctly. * Process: 1. Transfering the task: I. Despite / In spite of: review - Explain the requirement of the tasks Ex1: Complete each second sentence so that it has a similar meaning to the to SS first. Write no more than THREE 2. Doing the task: Ss work individually words.

T moves around to provide help (if Key: necessary).

1. loving maths 3. Reporting the result and 2. studying hard discussing: 3. laziness - T calls two Ss to write on the board. 4. being short - Other SS give their answers orally. 5. poor health 4. Feedback: II. Verb + to V/ V.ing - T corrects and gives the remarks.

Read part of the conversation from - Help Ss use Verb + to V/ V.ing GETTING STARTED. Pay attention correctly. to the underlined part.

- Divide the board into four - Verb + fo-infinitive: Some verbs are columns. Write Verb + to-infinitive, usually followed by the full infinitive.

Verb + V-ing, Verb + toThese verbs include agree, expect, infinitive/V-ing with no change in manage, pretend, tend, promise, meaning in each column, and a attempt, offer, refuse... column for Verb + to-infinitive/VExample: I expect to get a good ing with change in meaning. Ask job in the future. four Ss to come to the board to write - Verb + V-ing form: Some verbs are the verbs mentioned in the grammar usually followed by the V-ing form. box in the appropriate column. Ask These verbs are finish, stop, admit, other Ss to give examples with these deny, avoid, discuss, keep, mention, verbs. mind...

Example: He doesn't mind working hard to earn more money.

There are verbs that can be used with either to-infinitive or V-ing form without a change in meaning. These verbs are begin, start, continue ...

Example: She began working/to work in our office last month.

There are verbs that can be used with either to-infinitive or V-ing form but there is a change in meaning. They are as follows: - remember to V/ V.ing - forget + to V / V.ing - try + to V/ V.ing - stop + to V/ V.ing C. Activity 3: Practice *Aims: Help SS to practice the use of grammar by doing the exercises. *Content: Do some exersises. * Output: understand the structure and do exercises. * Process: 1. Transfering the task: Ex2. Circle the correct words or - Asks sts to do Ex 2,3, phrases in bold. Sometimes both 2. Doing the task: options are correct.

Ss work individually, doing Ex 2, Key: 3,4,5 1.to give T moves around to provide help (if 2. to pass necessary).

3. choosing 3. Reporting the result and 4. talking discussing: 5. to employ - T calls two Ss to write on the board. 6. to talk / talking - Other SS give their answers orally. Ex3: Choose the correct answer(s).

4. Feedback: Key. - T corrects and gives the remarks.

1. A 2. B 3. C Ex4: 5. C 5. A&C 6. B Firstly, have Ss work in pairs to Ex4: Complete the sentences using the describe what is happening in the ideas in the pictures and the correct pictures. Then Ss can attempt to form of the verbs in brackets complete the sentences using the Key: ideas and actions from the pictures. 1. to lock 2. meeting Check the answers as a class.

3. to contact 4. to send 5. working 6. talking 7. posting 8. to answer.

D. Activity 4: Application *Aims: Help Ss practice doing exercise. * Content: practice doing exercise. * Output: Ss can do exercises. * Process:

Ex5: 1. Transfering the task: Have Ss work individually to finish the sentences. Allow them to share their answers with a partner.

2. Doing the task: Ss work in pairs.

3. Reporting the result and discussing: Call on some Ss to write their answers on the board.

4. Feedback: Correct their answers if necessary

Ex5: Complete each second sentence using the right form of the word given so that it has a similar meaning to the first. Write between two and five words.

Key: 1. The boy finally managed to deal with his peers at the vocational school.

2. She attempted to cooperate with the others in the team to finish the work.

3. He wasn't promoted in spite of his efforts.

4. The boss denied bullying the new employee.

5. Despite being qualified for the job, he wasn't accepted./Despite qualifying for the job, he wasn't accepted.

3. Homework: + Learn by heart the structures + Do all exercises B3,4,5,6,7 - P 50-51 - workbbok + Prepare UNIT 12: COMMUNICATION – P 63 - textbook Preparing day: Period 98: UNIT 12: MY FUTURE CAREER. LESSON 4: COMMUNICATION SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - use the lexical items related to jobs and careers - read for general and specific information about choosing a career - talk about choosing future jobs and reasons for these choices 2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

Talk about choosing future jobs and reasons for these choices 3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence

* Checking: S1: does B3 –P.50 workbook S2: does B4- P.50 workbook S2: does B5- P.50 workbook S2: does B7- P.51workbook - Gives remarks and marks 2. New lesson: A. Activity 1: Determining the learning task * Chatting *Aims: To have fun time by playing game related to the learning topic *Contents: Before Ss open their books, ask them to work in groups to discuss the jobs they want to do in the future. Then tell them that they are going to read posts on the 4teen website from several teenagers about their future jobs. * Output: Tell them that they are going to read posts on the 4teen website from several teenagers about their future jobs. * Process: 1.Transfering the task: - Ask Ss to do the task.

2. Doing the task: - Ss work individually 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks - T: leads in the lesson.

B. Activity 2: Form the new knowledge MAIN CONTENTS T AND SS’ ACTIVITIES I. Presentation *Aims: Ss know the meaning of some new words. *Contents: new words. * Output: Almost all the students can the meaning of some new words. * Process: 1. Transfering the task: I. New words - Explain the requirement of - Can’t stand + V.ing: used to describe an the task to SS activity or situation that you really don’t like 2. Doing the task: or find extremely unpleasant..

- Teach some new words : - make a bundle: earn a lot of money - T: writes new words on the - burn the midnight oil: work very hard; work board. through the night - SS: listen and repeat in individual first then the whole class.

3. Reporting the result and discussing:

Call 3- 4 SS to read the words again.

Checking: rub out and remember.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice Aims: Help Ss read the forums and talk about the job they want to do in the future *Contents: doing exercises * Output: Almost all the students can complete the exercise. * Process: 1. Transfering the task: II. Practice - Explain the requirement of Ex1: The 4Teen website has launched a forum for teens to discuss their career paths. the task to SS Read these posts and underline the reasons 2. Doing the task: - Ss work individually, for their choices. doing Ex 1,2 Ex2: Read the posts again. In groups, T moves around to provide discuss and decide whose reasons for help (if necessary). choosing/not choosing the job you agree 3. Reporting the result and with and whose you disagree with. Say why. discussing: You can start with the phases below: - SS give their answers orally. Sample comments on: 4. Feedback: Post from Tu: - T corrects and gives the I agree that if Tu can sing, he should enroll in remarks a school for performing arts.

Ex1:.

Tu is right. A singer can make a bundle.

Have Ss skim-read the posts I can't agree with Tu's reason. Not every individually and try to singer becomes famous. remember the reasons each I don't think every singer can travel all over teen gives for their choice of the world. career. Then, in pairs, Ss Post from Anh: compare the reasons that each I totally agree with Anh that it is a of them gives. Then Ss can meaningful job, because architects can help read the posts a second time improve people's lives. more slowly for details.

I can't agree with Anh that architects work Ex2: Put Ss in groups of four. flexitime. My dad is also an architect and he Tell them that they can look has to be at work at 8 a.m. every day. back at the posts and choose Post from Duong: one post to discuss. Remind Duong is absolutely right. If he is curious them that they can use the about the natural world, that job can satisfy phrases to express agreeing or him in many ways. disagreeing in the box. Move I'm sorry, I can't agree with Duong. He wants around to observe and provide to become a physicist because he is curious help.

about the world, but can he be sure that he is able to do the job? Is he good at physics?

D. Activity 4: Application *Aims: Help Ss talk about what you want to do in the future. *Contents: Discuss about about what you want to do in the future. * Output: Almost all the students can do this task well * Process: 1. Transfering the task: Ex3 - Ask them to choose a couple a. Work in pairs. Tell your partner about a of example careers, either job you want/don't want to do in the future. from elsewhere in the unit or Remember to say why or why not. from ideas of their own. Ss I'm artistic. I want to become a fashion should then figure out their designer because I like fashion and I think own reasons why they do or it's a creative job. do not want the chosen careers. Set a time limit of ten minutes. Tell them that they can also note down several key words/phrases related to their reasons.

2. Doing the task: - Ss work in pairs T moves around to provide help (if necessary) 3. Reporting the result and b. Report your decisions to another pair or discussing: to the class.

- When time is up, After five minutes, the groups share their opinions with the class. .4. Feedback: - T corrects and gives the remarks.

3. Homework: - Write what you will do in the future - Prepare: UNIT 12: SKILLS 1 - P.78 - textbook.

Preparing day: Period 99: UNIT 12: MY FUTURE CAREER. LESSON 5: SKILLS 1 SUBJECT: ENGLISH (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able to: - use the lexical items related to jobs and careers - read for general and specific information about choosing a career - talk about choosing future jobs and reasons for these choices

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1,2: talks about what job you will do in the future.

2. New lesson: A. Activity 1: Determining the task * Discuss the questions. *Aims: To lead in the new lesson *Content: Answer the questions *Output: Almost all the students can take part in and do this task well. *Process: 1.Transfering the task: Have Ss discuss the questions in groups or as a class. Encourage them to use their imagination, Discuss the questions. Read the article from a career guide website and check your answers.

1. What is a job?

2. What is a career?

3. How different are they?

2. Doing the task: - Ask Ss to work in pairs to discuss the questions. Elicit the answers from Ss. Give Ss three minutes to skim the article and compare their answers with the information from the article.

3. Reporting the result and discussing: - SS present Suggested answers: A job is something people do to earn money.

A career is more than a job. It is an ongoing process of learning and development of skills and experience.

Very different. (A job describes what you are doing now, a career describes your job choices over your working life, with the aim of improving your quality of life.)

4. Feedback: - gives the remarks.

B. Activity 2: Form the new knowledge

T AND SS’ ACTIVITIES MAIN CONTENTS I. Teaching vocabulary * Aims: Ss know how to read new words, get their meanings. *Content: reading new words. *Outcome: know new words and how to use them. * Process: 1. Transfering the learning task: Ex2: Match the highlighted - Teach vocabulary: explanations/ words/phrases in the article with guess the meaning through the context. their meanings - T: writes new words on the board.

Key 2. Doing the task: 1. career path - SS: listen and repeat in individual first 2. peers then the whole class.

3. ongoing 3. Reporting the task result and 4. alternatively discuss: 5. take into account - Call 3- 4 SS to read the words again.

4. Giving the remarks to their doing the task: Checking: slap the board.

C. Activity 3: Practice: Reading *Aims: to help Ss get information about the text *Content: Read the text and do some tasks. *Outcome: get the information and do the tasks well. * Process: 1. Transfering the task: II. Reading - Explain the requirement of the task to Ex3: Decide if the statements are SS True or False.

- Ask Ss to work individually. Remind Key: them to pay attention to key words in 1. T each statement. Then allow them to 2. F share their answers before checking as a 3. F class. To check their understanding, ask 4. T some Ss to explain their answers 5. T 2. Doing the task: 6. T - Ss work individually.to complete the task.

3. Reporting the result and discussing: - SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

D. Activity 4: Apllication: Speaking *Aims: Help Ss practice talking about choosing future jobs and reasons for these choices *Contents: reasons for choosing future jobs

* Output: Most Ss can practice speaking skill. * Process: 1. Transfering the learning task: III. Speaking.

- Ss work in groups. Each group should Ex4: Think about the skills and choose one job to discuss. Ideally each abilities to do the jobs below. Work group would have a together to make notes. different job. If you have more groups Ex5: Choose one job from 4 and than jobs on the list, Ss can contribute present your group’s ideas more jobs. Ask them to make notes on Ex: a small poster, using the example as a S1: We think a nurse is a person who guide. Set a time limit. likes to take care of 2. Doing the task: other people and can work in Work in groups to choose one job to a team. discuss S2: We also think he or she shouldn't 3. Reporting the task result and be afraid of medical matters, like discuss: giving injections or Calls on some ss to give answers. doing stitches.

4. Giving the remarks to their doing S3:Nurses also have to be the task: emotionally strong, since they see - T corrects and gives the remarks. some pretty sad and upsetting things - Give feedback through their work.

3. Homework: - Ask Ss to learn new words by heart.

- Do exercises C1,2 and D1,2,3 - P. 52-53-54-55 - workbook.

- Prepare: UNIT 12: SKILLS 2 –P.79- textbook.

Preparing day: Period 100: UNIT 12: MY FUTURE CAREER. LESSON 7: SKILLS 2 SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, Students will be able: - use the lexical items related to jobs and careers - listen for general and specific information about choosing future jobs and reasons for these choices - write about the qualities one needs to be able to do a certain job 2. Competences: - To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

- expressing approval and disapproval of furute career choices 3. Qualities: To educate ss about studiousness, honesty and responsibility II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: - S1 does exercsie B2b- P54 - workbook.

- S2 does exercise B3- P55- workbook.

2. New lesson: A. Activity 1: Determining the task *Chatting.

Ask Ss to about the qualities one needs to be able to do a certain job *Aims: To lead in the new lesson *Content: Answer questions *Output: Almost all the students can take part in and do this task well. *Process:: 1.Transfering the task: - Ask Ss to discuss.

2. Doing the task: - Ss work in groups 3. Reporting the result and discussing: - SS answer the questions.

4. Feedback: - T gives the remarks - T: leads in the lesson.

B. Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I. Pre- Listening *Aims: SS will be able to listen for specific information about choosing future jobs and reasons for these choices and do exercises *Contents: listen for specific information about choosing future jobs and reasons for these choices * Output: Most ss can complete the exercises. * Process: 1. Transfering the task: I. Listening - Explain the requirement of the tasks to Ex1: Work in pairs and answer SS the questions below.

2. Doing the task: What job do you want to do in the - Ss complete the task. future?

- Ss listen to the recording What qualities do you think you 3. Reporting the result and discussing: need to do that job - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Feedback: - T corrects and gives the remarks.

C. Activity 3: Practice: Listening *Aims: SS will be able to listen for specific information about choosing future jobs and reasons for these choices and do exercises *Contents: listen for specific information about choosing future jobs and reasons for these choices * Output: Most ss can complete the exercises. * Process: Ex2: Ex2: Phong is talking to 1. Transfering the task: Mrs.Warner, Nick's mother, about Tell them to listen carefully to find out future jobs he and his friends want the words/phrases from the recording to do. Listen to the conversation needed to fill in the blanks. T can play and fill in the blanks with no more the recording twice if necessary than THREE words.

2. Doing the task: Key: - Ss complete the task.

1. mountains of work .2. work overtime - Ss listen to the recording 3. Reporting the result and discussing: 3. rewarding - T calls two Ss to write on the board.

4. sociable 5. applied skills - Other SS give their answers orally.

6. good with his 4. Feedback: - T corrects and gives the remarks.

Ex3: Listen again and decide if Ex3: the following statements are true Have Ss work individually to underline (T) or false (F). the key words in the statements and Key: predict the answers. Write their answers 1. T 2. T 3. T on the board without confirming the 4. F 5. F 6. T correct answers. Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for their answers. Confirm the correct answers.

D. Activity 4: Application: Writing *Aims: SS can write about the qualities one needs to be able to do a certain job *Contents: writing about the qualities one needs to be able to do a certain job * Output: Almost all the students can write the qualities one needs to be able to do a certain job * Process: 1. Transfering the task: II. Writing Have Ss do Ex 4,5 Ex4: Work in pairs. Choose a job 2. Doing the task: that you like. Discuss which three Ss work in groups to do Ex4,5 qualities would be necessary for T moves around to provide help (if people doing that job. You can use necessary).

3. Reporting the result and discussing: some of the ideas below.

Remember to give reasons.

- Ss present.

4. Feedback: Ex5: Based on your discussion in - T corrects and gives the remarks.

4, write a paragraph about the Ex4: three most important qualities a Ask them to refer back to 2 and 3 as person needs to be able to do a job examples for useful language and ideas. well. Remember to give reasons Ask some pairs to present their ideas to and examples to support your the whole class. Remind Ss that they opinion should give examples and reasons to What qualities a person needs to do support their main points. a job well depends on the job he Ex5: does. This passage will discuss Have Ss work individually to get their about the three most important ideas down on paper and check the qualities a teacher needs to do the accuracy of what they have written. Give job well them ten minutes to write and edit their First........ work. Swap their writing with a partner for peer review, comments, and corrections. Then ask Ss to write the second draft as homework.

3. Homework: - Do exercises: E1,2 – P56- workbook.

- Complete the writing on the notebook.

- Prepare: UNIT 12: LOOKING BACK & PROJECT – P.80-81 - textbook.

Preparing day: Period 101: UNIT 12: MY FUTURE CAREER LESSON 7: LOOKING BACK & PROJECT SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson, students will be able: - Review all vocabulary and grammar by doing some exercises.

Skills: - Writing: use the words to write full sentences.

• Speaking: talk about their future career path.

2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.

3. Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

II. TEACHING PROCEDURES:

1. Class organization: Day Date Period Class

Attendance

Absence

* Checking: - Check SS’s writing 2. New lesson: A. Activity 1: Determining the task Chatting: Ss talk about their future jobs *Aims: SS can review the topic. *Contents: words related to the topic * Output: Most ss can recall the leraned words * Process: 1.Transfering the task: - Ask Ss to work in group to do the task.

2. Doing the task: - Ss do the task in groups of four.

3. Reporting the result and discussing: - SS present their lists.

4. Feedback: - T corrects and gives the remarks.

B. Activity 2: Practice: T AND SS’ ACTIVITIES AIN CONTENTS I. Vocabulary *Aims: Help Ss revise vocabulary by using exercises. *Contents: Do some vocabulary exercises related to the topic * Output: Most SS can complete the tasks * Process: 1.Transfering the task: Ex1: Match each job with its Explain the requirement of the tasks description. to SS Key: 2. Doing the task: 1. C 2. D 3E SS do ex1,2,3 4. F 5. A 6. B Ss work individually to do the Ex2: Match fragments 1 -8 with matching and fill in the blank . fragments A-H to make sentences 3. Reporting the result and Key; discussing: 1. H 2. F 3. F - SS give their answers 4. A 5. D 6. G 4. Feedback: 7. C 8. B Ex3: Fill each blank with one suitable - T corrects and gives the remarks.

- Give feedback word/phrase from the box. Remember to change the form of the word/phrase where necessary.

Key: 1. vocational

2. dynamic 3. empathetic 4. acedemic subjects 5. took into account 6. professional 7. burnt the midnight oil 8. make bundle II. Grammar * Aims: SS can practice grammar by completing exercises *Content: V-ing form or to-infinitive * Output: Ss can complete exercises. * Process: 1.Transfering the task: Ex4: Complete the sentences using the - Explain the requirement of the correct form (V-ing form or toinfinitive) of the verb in brackets. tasks to ss Key: 2. Doing the task: 1. to lock 2. working - SS do ex 4,5 3. treating 4. to get - SS do the ex individually 5. to finish 5. reading 3. Reporting the result and Ex5: Correct the italicised phrases discussing: - Two ss write their answers on BB where necessary.

- Others read out loud their answers Key: 1. working - to work 4. Feedback: 2. promised to make - no change - T corrects and gives the remarks.

3. to be - being 4. refused to attend - no change 5. mind to burn - burning 6. managed getting - managed to get 7. admitted to study - no change 8. offer working - offer to work 9. prefer working - preferring to work 10. agreed to take - no change III. Communication *Aims: SS can practice their speaking skill. *Contents: think of two things that are true about your particular job and one thing that is not true. Then introduce yourselves to the class, repeating the three ‘facts’ you have thought of * Output: Ss can complete exercises * Process: 1.Transfering the task: Ex6: Game: TRUE OR UNTRUE - Explain the requirement of the task Work in pairs. Each pair is given a to ss card with a job. With your partner, 2. Doing the task: think of two things that are true about

- SS do the ex in pairs to think of two your particular job and one thing that things that are true of the job they are is not true. Then introduce yourselves assigned, and one thing that is not to the class, repeating the three ‘facts’ true about the job you have thought of. The class decides 3. Reporting the result and which ‘fact’ is not true. discussing: - T asks SS to take turns to come to the front to introduce themselves and repeat the three ‘facts’. The class will together decide which ‘facts’ are true, and which is untrue.

4. Feedback: - T corrects and gives the remarks C. Activity 3: Application: Project *Aims: Encourage Ss to think about possible career paths they may want to follow, and to do some more researches about the factors they have to consider if they are going to follow that pathway *Contents: Draw a picture of your imagined career path. Present it to your class. * Output: Almost all ss can take part in and complete the task. * Organization 1. Transferring the tasks: IV. Project: 1. Describe the picture.

- Talk about real path they might want to follow.

2. Draw a picture of your imagined 2. Doing the tasks: career path. Present it to your class.

Ss work in groups to think of a Explain: real path they might want to - Why do you think your career path is follow: giving reasons for the the way you have drawn it? choice, - What are the factors you will considering factors like consider as you go along the path?

- Who do you think will help you along qualifications, skills, hobbies, personalities, practical issues, and the path? even the employment market 3. Reporting the result and discussing: - the groups share their writings with the class.

Have Ss present their ideas in the next lesson.

4. Feedback: T and other Ss check and give comments, the whole class can vote for the best 3. Homework: - Redo all the exercises above and do exercises in the workbook.

- Prepare: REVIEW 4 - P.82- Textbook.

Preparing day: Period 103: REVIEW 4 LESSON 1: LANGUAGE SUBJECT: ENGLISH 9 (Total: 2 lessons) I. OBJECTIVES: 1. Knowledge: After the lesson students will be able to: - Revise all the learnt words and structures from unit 10 to unit 12. They can make sentences using them.

- Pronounce the sounds they’ve learnt, use everyday English fluently.

- Use simple past, past perfect, future passive, defining and non-defining relative clauses to do exercises - Do some exercises in the form/tense of the verbs pronunciation, vocab, grammar from unit 10 to unit 12 2. Competences: To develop ss’ self- studying skill, communicating and co-operating skills, problem- solving and creating skills.

3. Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

III. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: (during the lesson) 2. New lesson : A. Determining the task (3 minutes) *Chatting: *Aims:to lead to the new lesson *Contents: things ss learned in units 10,11,12 * Output:Almost all the students can do this task well * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work to complete the task.

3. Reporting the task result and discuss: - SS give their answers orally.

4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

B. Activity 2: T AND SS’ ACTIVITIES

MAIN CONTENTS

I. Language *Aims:Ss review all the pronunciation, vocabulary, main grammar, vocabulary and everyday English they’ve learnt from Unit 10-12 *Contents: pronunciation, vocabulary, main grammar, vocabulary and everyday English from Unit 10-12 *Output:Ss can remember and understand the use of these structures *Process: Ex1: I. Language.

Review the rule of tones (high or 1. Pronunciation rising tones to check information, to Ex1: Draw rising or falling arrows to indicate items in a list, to disagree illustrate the correct tones, then listen with someone or for emphasis and and practise saying the sentences. low or falling tones to indicate that a Key: list is finished, to agree with A. What do the astronauts do while someone, and with Wfi-questions) they are aboard the ISS? with Ss. Before listening to the B. They keep the station in good recording, have Ss draw arrows to condition, and do science experiments. illustrate the appropriate tones. Play A. Sounds hard! the recording. Ss listen and check the B. Not at all! answers. Confirm their answers as a A. They don't have ‘weekends’? class. Ss then listen again and repeat, B. They do. in chorus and individually.

A. What do they do during their Ex2: ‘weekends’?

B. They do various things like watching - Explain the requirement of the movies, playing music, reading books, task to SS Ss work in pairs to draw rising or and talking to their family falling arrows to illustrate the Ex2: Draw arrows to illustrate the correct tones. feelings and opinions of A and B. - some pairs practise saying the Then listen and repeat the conversation in front of the class. conversation, paying attention to the - T corrects and gives the remarks. tones.

Ex3: Key: 1. Transfering the learning task: A: In the near future, we will mostly - Explain the requirement of the task learn online. to SS: Make sure Ss understand the B: Incredible! But we will still have meanings of the verbs provided actual classrooms, won't we?

2. Doing the task: A: Sure. But teachers will no longer be - Ss work individually to complete knowledge providers. the task.

B: Really?

3. Reporting the result and A: They will be guides, or facilitators. discussing: B: Superb! What about the students' - T calls two Ss to write on the roles? board.

- Other SS give their answers orally.

4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

Ex4: - Explain the requirement of the task to SS - Ss work individually to complete the task.

- T calls two Ss to write on the board.

- Other SS give their answers orally.

- T corrects and gives the remarks.

Check if Ss remember the meaning of the phrases. Ensure all the phrases are understood before moving on.

Then have them work in pairs to complete the sentences. Check the answers as a class.

Ex5: 1. Transfering the learning task: - This exercise revises the use of V + to-infinitive and V + Ving forms. Have a brief revision session with Ss if necessary.

2. Doing the task: Then have Ss work individually. Ss exchange their answers.

3. Reporting the result and discussing: Finally, check the answers as a class 4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

Ex6: Have Ss write the sentences individually on a piece of paper.

Ask Ss to swap their answers with a partner. Allow Ss time to discuss if there is any difference between their answers. Check the sentences as a class

A: They'll be more responsible for their own learning, I think.

B: Amazing! And they will make their own decisions?

A: Absolutely right 2.Vocabulary Ex3: Change the form of the verbs provided to complete sentences.

Key: 1. facilitators 2. development(s) 3. training 4. launch 5. experienced 6. attendance 7. evaluators 8. participants Ex4: Complete each sentence with a phrase in the box.

Key: 1. work flexitime 2. sense of direction 3. make a bundle 4. burn the midnight oil 5. once in a blue moon 6. The sky's the limit 7. sense of responsibility 8. mountains of work 3. Grammar Ex5: Put the verbs in brackets into the infinitive or -ing form Key: 1. eating 2. to play 3. to work/working 4. to be 5. doing 6. to share 7. floating 8. checking Ex6: Rewrite the pairs of sentences as one sentence using a defining or nondefining relative clause Suggested answers: My grandfather, who has been retired for ten years now, used to be an astronaut.

The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA. She likes the career which/that her father pursued all his life.

He admires the teacher who initiated building the school library.

I work for a man whose farm covers thousands of acres.

Students will have to make their own learning decisions, which will be hard for many of them.

C. Activity 3: Application: Everyday English *Aims: To help SS to practice using real situation. *Content:practice using real situation. * Output: Practice using real situation. * Process: 1. Transfering the learning task: 4. Everyday English.

- Explain the requirement of the task Ex7: Choose the most suitable Have Ss read the phrases and expression to complete each of the sentences carefully short dialogues.

2. Doing the task: Key: - Ss work individually to complete 1. No worries the task.

2. I am not so sure about that 3. Reporting the result and 3. That’s not entirely true discussing: 4. Cool - Other SS give their answers orally: 5. Sounds interesting some pairs to act out the short dialogues.4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

3. Homework: - Prepare REVIEW 4 (2) – P.84 – Text book - Do the test yourself P.57-60 in workbook Preparing day: Period 104: REVIEW 4 LESSON 2: SKILLS SUBJECT: ENGLISH 9 (Total: 7 lessons) I. OBJECTIVES: 1.Knowledge: After the lesson students will be able to: Revise the languages Ss have learnt and the skills they have practised since Unit 10 to unit 12.

- Do some exercises about four skills.

+ Speaking: Talk about a dream job you would like to do. + Writing: Write about the job will be the most popular in the next 10 years. + Listening: Listen to the interview and do some exercises + Reading: Read the passage and some exercises 2. Competences: To develop ss’ self- studying skill, communicating and co-operating skills, problem- solving and creating skills.

SS know the importance of revision and need to study harder and do exercises on reading, speaking, writing and listening 3. Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.

II. TEACHING AIDS: - Students: Materials: book, board..

- Teacher: Equipment : laptop, projector.

III. TEACHING PROCEDURES: 1. Class organization: Day Date Period Class Attendance Absence * Checking: Check Ss’old lesson.

2. New lesson : A. Determining the task (3 minutes) * Play game: Listing words *Aims:To lead to the new lesson *Contents: words related to jobs * Output:Almost all the students can do this task well * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work to complete the task.

3. Reporting the task result and discuss: - SS give their answers orally.

4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

B. Activity 2: Practice MAIN CONTENTS T AND SS’ ACTIVITIES I. Skills *Aims:Ss review all the skills they’ve learnt from Unit 10-12 *Contents: the skills from Unit 10-12 + Speaking: Talk about a dream job you would like to do. + Writing: Write about the job will be the most popular in the next 10 years. + Listening: Listen to the interview and do some exercises + Reading: Read the passage and some exercises

*Output:Ss can understand and do all these exercises. *Process: Ex 1: a.

1. Reading 1 a Read the text and match the 1. Transfering the learning task: - Explain the requirement of the task headings with the correct paragraphs. to SS Key: Have Ss work individually to skim- 1. C 2. A read the text to match the headings 3. D 4. B with the correct paragraphs. b Read the text again and decide 2. Doing the task: whether the statements are true (T) or - Ss work individually to complete false (F). the task.

Key: 3. Reporting the result and 1.T 2. F 3. F discussing: 4. F 5. T - T calls two Ss to write on the board. 2. Speaking - Other SS give their answers orally. Ex2; Choose a dream job you would 4. Giving the remarks to their doing like to do. Say why you dream of doing the task: the job.

Check answers as a class.

3. Listening b.

Ex3: a. Listen to the interview and Ask Ss to read the text again carefully answer the questions. to decide whether the statements are Key: true (T) or false (F). Tell them that 1. a hotel receptionist they can underline the sentences that 2. two weeks have clues for their answers. Have Ss b. Listen again and complete the compare their answers with a partner. sentences.

Check the answers as a class. Ask Ss Key: to explain the reasons why an answer 1. sociable is false.

2. dealing with Ex2: 3. telephone manner This is an open speaking exercise. 4. experience Allow Ss time to get some ideas from 5. night shifts Unit 10 to 12, or to come up with some ideas of their own. Ss can work in groups. Have some Ss/groups come to the front to present their own choice and their reasons for the choice.

Ex3: a.

Firstly, ask Ss to read the questions carefully. Then play the recording. Ss listen and answer the questions. Ask some Ss to give their answers. Write Ss' answers on the board b.

1. Transfering the learning task:

- Explain the requirement of the task to SS 2. Doing the task: - Ss work individually to complete the task.

3. Reporting the result and discussing: - T calls two Ss to write on the board.

- Other SS give their answers orally.

4. Giving the remarks to their doing the task: - T corrects and gives the remarks.

C. Activity 3: Application: Writing *Aims: To help SS develop their writing skill by writing a paragraph of about 120 words to express your opinion. *Content: complete the task well. *Output:Complete the task well. * Process: Ex 4: 4.Writing.

1. Transfering the learning task: Ex4: Over time, the popularity of - Explain the requirement of the task different jobs may change. In your to SS opinion, what job will be the most Have Ss work in pairs to discuss the popular in the next 10 years? question. Ask the pairs to brainstorm Write a paragraph of about 120 words an outline of the main reasons why to express your opinion. Remember to they think their chosen job will be the discuss why you think so. most popular. Have pairs do the Sample writing: writing together.

I think one of the most popupar jobs in 2. Doing the task: the future can be astronaut, the ‘driver’ - Ss work in pairs to complete the of expensive spacecrafts. The first reason is many people are dreaming of task.

3. Reporting the result and flying into the space and are willing to discussing: pay for such ‘trips’ if the costs are not - T calls one St to write on the board. as high as they are now. In fact, this - T may read aloud one piece of kind of space travel has attracted many writing and ask other Ss to comment. world's travel agencies to exploit, so 4. Giving the remarks to their doing hopefully it will be much cheaper to the task: follow such journeys. This also means - T corrects and gives the remarks. the demand for spacecraft drivers will (T may also collect some of the Ss' be increasing. Secondly, astronauts paragraphs to correct at home) will certainly be able to make a bundle and the opportunities for this job will be much higher. Moreover, those astronauts will also have many chances to travel between planets, and enjoy the

spectacular views from outside the Earth. In short, because of the increasing demand for space travelling, the opportunities to earn money, and the interesting nature of the job, this job will likely be a favourite job for many people in very near future.

3. Homework: - Do exercises in workbook, prepare Final- term test.