GIÁO ÁN TIẾNG ANH 9 PHÁT TRIỂN NĂNG LỰC THEO CÁC HOẠT ĐỘNG (CHƯƠNG TRÌNH MỚI) (HỌC KÌ 1) (2 CỘT) by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH PHÁT TRIỂN NĂNG LỰC

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GIÁO ÁN TIẾNG ANH 9 PHÁT TRIỂN NĂNG LỰC THEO CÁC HOẠT ĐỘNG (CHƯƠNG TRÌNH MỚI) (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

PHÂN PHÓI CH Ư Ơ NG TRÌNH GIẢNG DẠY Môn: Tiếng Anh lóp 9

Tồng

t iế t

= 1 0 5 tiết

SỔ tiểt thực dạy:

7 tiết/ bài

ỉ 2 bài

= 84 tiết

Học kỳ I;

18 tuần

03 tiếư tuần = 54 tiết

tiết trong năm

học:

35 tuần

Nội dung chi tíct

Tên hài/ Unit

Hướng dẫn ■học/ kiểm t UNIT 1

Getting started

UNIT 1

A closer look 1 A closer look 2 Communication

UNIT 1 UNlTil

ills 2 Looking back & project Getting started A closer look 1 A closer look 2 Communication

UNIT 2

Skills I

UNIT 2

Skills 2

UNIT 2

Looking back & project

UNIT 3

Getting started

UNIT 3

A closer look 1

UNIT 3

A closer look 2

UNIT 3

Communication

UNIT 3

Skills 1

UNIT 3

Skills 2

ị

Tuân 8

T ũẫn 9

Tuân 10

Looking back & project

Review 1

45-minute test

UNIT 4

Getting started

UNIT 4

A closer look 1

UNIT 4

A closer look 2

UNIT 4

Communication

30 Tuân 1 1

Tuân 12

Tuân 13

:v G

Feedback on test 1 _

UNIT 4

Skills I

UNIT 4

Skills 2

UNIT 4

Looking back & project

started

look 1

closer look 2

Communication

Skills 1 Skills 2

39 ______ _

IT 5

Tuân 14

Looking back & project Review Written test 2

UNIT 6

Getting started

UNIT 6

A closer look ]

UNIT 6

A closer look 2

UNIT 6

Communication

Tuần ĩ l

Tuần 16

Feedback on test 2

Tuân 17

UNIT 6

Skills I

UNIT 6

Skills 2

UNIT 6

Looking back & project

Tuân 18

Review' 2 (Language)

Review' 2 (Skills)

Ist term exam

Feedback on 1S[ term exam

Preparing date: Teaching dat^

W EEK: 1 Period: I

REVISION LA O B JE C T IV E : - By the end o f the lesson S will be able to nemember main contents o f English 8 and know how to learn English 1. Knowledge 2. Skills: Practicing skills 3. Attitude: - Students know how to learn English in right way. - Ss are interested in doini 4. Competences: - Co-operation - Self- study - Using language to do e » ./.P R E P A R A T IO N : J.Teacher: book, planning, picture, laptop, projector 2*Stu(lents: books, notebooks I » ./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. I V ./A tf ) C E D U R E : 1. W ai>rm u n: Y?- freee talk about summer activities . Revision: * Present perfect: a, Use:Thi hiện tại hoànthànhdiẻn tả hành dòng: - bát dầu từ quá khứ, kéo dài dấn hiện tại và có thể tiếp tục ơ tương lai. - dã xảy ra trong quá khứ nhung khống rõ thời gian. - vừamớixảy ra. - dã xảy ra và đã chấm dứt nhưng kết quả còn đ ể lại hoặc liên quan dến hiện tại. - chira bao giờ xảy ra.

- lặp lại nhiều lẩn trong quá khứ. - dùng trong cáubìnhphẩm. b, Form:, s + have/ has + p II........... s + have/ has + not+ p II. Have/ has + s + p [I......... ?

c, Sign: - since/ for/just/ already/ recently^ lately/ ever/ never...before/ nor...yet/ o n c ^ twice/ three times..../ so fan= up to now= up to the present^ until now/ first time/ second rime.... 4. Present perfect progressive: a, Useíĩhì hiên tai hoàn thành tiếp diễn diễn tả hành dông: - bát đầu từ quá khứ, kéo dài liêntục dến h iện tại. - vừa mói kết thức nhưng kết quả còn để lại hoặc liên quan đến hiện tại. b. Form: s + have/ has + been + V-ing................ s + have/ has + not+ been + V-ing................ Have/ has + s + been + V-ing................^

cf Sign; - since/ for/ 2*2. P ast simple: a. Use :Thì quá khứ đơn diẻn tả hành đớng: - đã xảy ra và đã chấm dứt biết rõ thòigian. b. Form: S + V -e d s + did + not+ V Did + S +

C..

c. Sign: - yesterday - last + N - íigo/ then 2*3. Past progressive: tì, Use:Thì quá khứ tiếp diễn diễn tả hành động: - đang xáv ra tại một Thời điểm cụ thể trong quá khứ. - đã xảy ra và kéo dài một thòi gian ỏ quá khứ. - đang xảy ra ỏ quá khứ tliì hành động khác xen vào. - hai hành độngxảy ra song song cùng m ột lức orm: s + was / were + V-ing................ s + was/ were + V-ing................ Was/ were + s + V-ing.................. ?

o*'

c, Sign: - at that time, then - when - while........... 2,4, Past perfect:

ữf Use:Thi quá khứ hoàn thành diễn tả hành động: - xảy ra trước mốt thời gian quá khứ hoặc trước một hành dộng khác. b ,F o n n : S + h a d + P I t J ........... s + had not + p II................ Had + s + p n .................. ? 2.5. Past perfect progressive: ữị Use :Thì quá khứ hoàn thành tiếp diễn diễn tả hành dộng: - xảy ra trang quá khứ và kéo dài lièn tục cho đến khi hành dộng quá khứ thứ hai XÄV ra, hành động nàyoố khoảng thời gian đi kèm. Hành dộng thứ hai dược chia ờ thì quá khứ đơn. b. Form: s + had been + V-ing................ s + had + not + been + V-ing................ Had + S + been + V-ing.................. ? 3.Further practice: 4. Production: - Review all the knowledge in English 8 - Prepare:Unit 1: Getting started + listen a —.......................................... oOo

Preparing date: Teaching date:

WE E K : 1 Period: 2

SI Ỉ H UNIT 1: LOCAL ENVIRONMENT Less< ^ pn 1: G etting started

AJ, OBJECTIVE: E ^ t h ^ fihd o f the lesson, students will be able to: - listen and read for specific information about Nick's, Phuc's and Mi's visit to Bat^Jrang traditional craft village - practice reading and doing some exercises with the lexical items related to litional craft village 1. Knowledge: - Vocab: traditional crafts items 2. Skills: Practicing skills 3. A ttitude: - Positive about local environment. - Students knowr how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested in and proud of the traditional crafts 4. Competences: - Co-operation - Self- study - Using language to talk about traditional craft villages I IM PR E PA R A T IO N :

1.Teacher: book, planning, picture, laptop, projector 2.Stu{lents: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV ./.PR O C E D U R E :

Teacher and student!»4 activities Content!» L Warm up (5‘>: Matching - Teacher shows all the pictures in 2 p7. ? Look at the pictures. - Tell Ss that in the box are some Key: traditional handicrafts o f different A. paintings regions in Vietnam. c. marble sculpture t ư res ? Work in groups and match these E. silk handicrafts with the pictures. lacqueiA\are ? giving your answers to class G. conical hats

2. Getting - started

2.1. New words - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps o f teaching vocabulary * Checking vocab: R

B. drums D. pottery F. H. lanterns.

I. New words - take over

(v);

tiếp quản

- artisan

(n):

thợ làm nghề thù c

-m em orable

(adj)

đáng nhó

- Repeat in chorus and individually - Copy all the words____________________ 2.2. Getting sta * Set the sceni - Answer the questions individually. it t h ^ i k t u r e on page 6 * Suggested answers an<S^hat can you see in the - Nick, Phong and Mi - a lot o f pieces o f pottery lere are they? - in Bat Trang traditional craft village do you know about Bat Trang? answer the questions as a class

-+We are going to listen and read a II. dialogue about Nick, Phuc and Mi’s

Listen and read

visit to Bat Trang. - Play the recording twice.

a. Find a word or phrase ? Listen and read then do la P7 ? Work independently to find the words

la* Find a word or phrase Key: 1. craft 3. take over

2. set up 4. artisans

with the given meanings in the dialogue. ? Read out the lines in the dialogue that contain the words. ? Share the answers - Quickly write the correct answers on the board. ? Study the Watch out box. - lfAs far as I know 1' is an expression. It is used to say that you think you know something but you cannot be completely sure, especially because you do not know all the facts.

5. attraction region 7. remind 8. look round

6. specific

.b. Answer the questions

Lb. Answer the questions

v ,\G

■

t f 8

3. Doing(2flfM

Key: X 1. They are at Phong's grandparents’ workshop in Bat Trang. 2. It is ali^ut 700 years old. 3. His greal-grandparents did. 4. Because people can buy things for their house and make pottery themselves there. 5. Itfs in Hue. 6. Because the handicrafts remind them o f a specific region. IH. Practicc (20")

3.1. Complete the sentence\ ( 3 P7)

1. Complete the sentences (3 P7)

- Have Ss read the questions to make sure they understand them. ? Answer the questions without reading the dialogue again. - Ss exchange their answers with a classmate. ? Check your answers by reading the dialogue again. - Ask for Ss1answers..

? Complete the sentences with the I. conical hat words/phrases in 2. 3. silk - The complete sentences will give Ss 5. Pottery information about the places wrhere the sculptures handicrafts are made. - Call on t w o j y r o write their answers on the board. Confirm the correct answ ^J«0^ - If tim e^llow s, T may organise a short activity to check Ss' short-term memory. T,ave Ss close their books. Point at each Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made.

3.2. Quiz (4 P7) a: Work in pairs to do the quiz

2. lanterns 4. paintings 6. marble

2. Quiz (4 P7)

? Work in pairs to do the quiz. 1. park - The pair which has the answers the 3. zoo fastest is invited to read out their 5. beauty spot answers.

2. museum 4. beach

- Elicit feedback from other pairs. Confirm the correct answers. b : Work in groups (If time allows) ? Ss work in groups to write a similar quiz about places o f interest. 4. Further practice (3 1) ? Recall some information about Bat Trang traditional craft village. ? Are there any craft villages in your neighbourhood? ? What products do the artisans make? 5. Production (2T) ? Learn by heart all the new words. ? Do Ex B1,2 , 3, 4P4 (Workbook) ? Prepare: Closer Look 1_____________

- Answer individually

c>x

£ © rv

— ------------------------

W EEK;1 Period: 3

Preparing date; Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesso esson 2: A c lo s e r lo o k 1 LA OBJECTIVE: By the end o f the lesson, ss will be able to: - use the lexical items related to traditional crafts and places o f interest in an area - say sentences with correct stress on content words

1. Knowledge: - Grammar: present simple, verb form - Vocabulary: traditional crafts 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Students know how to learn English in right way. - Ss are interested in doing exercises and are interested in making handicrafts 4/C om petences: - Co-operation - Self- study - Using language to talk about traditional craft villages 11. APREPARATION: LTeacher: book, planning, picture, laptop, projector 2*Students: books, notebooks

111... I K A C IIlM i METHODS: Communicative approach, group Ss and V s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. I W 1PRQCED URE; Teacher and students * activities 1- Warm ui> (5f): Ask Ss to call out some traditional crafts they remember from the previous lesson. Tell them that in this lesson they are going to learn some verbs that are used to talk about producing or creating a craft. These will help them use the language correctly when they talk about the making of traditional crafts in a specific region.________________________________ 2. Vocabulary (15r) 2.1. Ss work individual to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do no confirm the correct answers at this s Have Ss explain the meaning verb in English or Vietnamese. Correct Ssf explanations when needed. The two verbs cast and mould are quiet difficult so make that Ss understand th Now have Ss look at their answers on the :orrect.

Contents - Listen to the teacher

- Work in groups - Write on the bo

- cast: shape hot liquid metal, etc. by ftmg it into a container. Jd: shape a soft substance into a ilar form or object by pressing )r by putting it into mould (v)

due

embroide r

(v) theu :

mould

(v) Đồ khuôn, tạo khuôn

weave

(v) Dan {rồ,

Knit Kev: A. cast

rá), dệt

(v): dan (len) B.

carve

C.embroider

D. weave E. mould F. weave G.knit Repeat in chorus and individually - Copy all the words________________ 2.2. a. The purpose o f this exercise is to help Ss understand more deeply and use - Listen the verbs correctly to talk about - Pair work producing and creating crafts. Ss work in pair to do the exercise. Check the answers Kev: l b 2 d

4 a

as a class. If time allows, haceSs make 6.c sentences. b. This activity will help Ss to manipulate the verbs as they are not all regular. Have Ss do the activity, then call two Ss to write their answers on the board. Elicit Key: feedback from other Ss. Confirm the 2. cast; cast correct answers.

3.wove; 4.embroidered;

embroidered 5. knitted; knitted 6. moulded

3/ v5r woven

moulded

2.3. Complete the table(2 P8) Organise a competition for this activity. Ss works in groups o f five or six. Set a time limit o f five minutes. Ss in each group write down as many places of interest in the word web as possible. The group with the most places is the winner. The winning group presents their words. Others tick the similar words they have and add more if they can. It time allows, T may ask ss to explain why they think the places are entertaining, cultural educational or historical

te the passage ’ exercise individually, swer as a class and confirm t ones

Pronunciation Stress on content words in sentences Tell Ss that they are going to learn about sentence stress. Explain that in spoken English, we use sentence stress to show our listeners which parts o f our sentences are the most important. These are the parts that carry the most meaning._______

- Work in groups Suggested answer: - Entertaining: cinema, department store, restaurant, cafe, theater, opera house, c lu b ... - Cultural: opera house, museum, craft village, historical building, theater, market ... - Educational: library, museum, th e a te r... - Historical: building, temple, shopping district, market, beauty s p o t... - Do the task individually Key: I. historical exercise 4. traditional 6.handicraft

2. attraction 5. Culture

- Listen to the teacher

5 a Have Ss read the live sentences and underline the words they think are stressed. Elicit answers from Ss. Do not confirm the correct answers. Now ask Ss to read the four questions and make sure they understand them. Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct. Tell them that this is actually the first question and other questions can be answered after listening. Ss discuss their answers to the four questions in pairs. b Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.

- Have Ss read the information in the box to remember the content o f the lesson

- the whole class Audio script: 1. The craft villagelies on the river hank. 2. This painting is embroidered. 3. W hat is this region famous for? 4. Drums aren't made in my village. 5. A famous arl an catirved this table heai autifuHy Key: Sentence 1 village, lies, river,

Sentence 2: painting, embroidered Sentence 3: what, region, famous entence 4: drums, aren’t . made. Se ntence 5: famous, artisan, carved, I table, tali beautifully They are : nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries. Sentence I : the, on, the Sentence 2: this, is Sentence 3: is , this, for Sentence 4: in, my Sentence 5: a, this They are: articles, prepositions, pronouns, and possessive adjectives.

.s do this exercise individually and compare their answers with a classmate. 'lay the recording for Ss to check their answers and practice reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed.

Audio script and Key: 1. The Art Museum is a popular place o f interest in m y city. 2. This cinema attracts lots of yoLinasters3. The artisansmouldclay to maketraditionalpots. 4. Where do you like going at weekends? 5. We shouldn't destroyhistorical ______buildings.___________________

4, Further practice i2'} - Retell the whole lesson 5. P roduction^1) ? Learn by heart all the new words. ? Do Ex A 1, 2,B 1, 2 (workbook) ? Prepare: Unit 1: Closer Look 2

- Answer teacher's questions.

- Take note

-ữOo-

Kiếm tra ngỉty

W E E K :2 Period: 4

tháng

Preparing date: Teaching date:

UNIT 1: L O O U & N V IR O N M E N I L e sso n 3: A c lo s e r lo o k 2

LL OBJECTIVE:

_^ „ . be able to By o f the ^ lesson, __ students will - write complex sentences with different dependent clauses - use some common phrasal verbs correctly and appropriately L Knowledge: - Grammar:complex sentences ,commonphrasalverbs - Vocabulary related to traditional crafts. 2. Skills: Practicing skills 3. Attitude: - Positive about local environment. - Students know how to learn English in right way. - Ss are interested in doing exercises, -Ss are interested in using complex sentences ,common phrasal verbs in COmnmmumcation. mI 4. Competences: - Co-oporation: work in pairs, groups, teams -£ e lf- study: work individually. - Creativeness: Discuss about traditional crafts in Viet Nam. - Using language to talk about traditional crafts in Viet Nam IIX P RE PARAT1 O N : I.'Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks H U T O A C H IN G METHODS: Communicative approach, group Ss and T ’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

nnm

IV ./.P R O C E D l RE: Teacher and students 4 activities LW arm up |5'): Fre talk abouttraditional crafts

Contents - T- Ss

- SS- ss 2, Grammar U I5r) Complex sentences: review - Elicit from Ss what they still remember about complex sentences. Have them make sentences with although, when, so that and because. Give feedback and quickly write the sentences on the board. Underline the dependent clause with these subordinators. Tell Ss that today they are going to focus on these dependent clauses. Now ask Ss to read the information in the yellow box. When Ss have reading, ask them to name the dependent clai causes on the board. l.Ss do this exercise individually.. Elicit Ss' answers. Confirm the correct ones rrect oi key: 1. When people talk about traditional paintings -> DT 2. So that she could buy some bai tho conical hats -> DP 3. Although this museum is small -> DC 4. Because we have space to skate 2Ss write ite the complex cor sentences board -> DR individually and then compare them 5. Before they make the drumheads with a partner. Have two Ss write their -> DT sen sentences on the board. Each student - Ss do this exercise individually tes two or three sentences. Ask other Key: Ss 1to give feedback. Confirm the correct 1. The villagers are trying to learn answers. English in order that they can communicate with foreign customers. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs. 3. Even though this hand-_________

3. Grammar 2f (10*) Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases. Have them answer the two questions orally as a class. - Mi: Wow! When did your grandparents set up this workshop? - Phong: My great-grandparents started it, not m y grandparents. Then my grandparents took over the business. - T gives examples: Get up ( get out o f bed ) Find out ( get informatiodj* Bring out ( publish/ ladflch ) Look through ( tead ) - Note: a verb cSln go with two particles. Exam ple ( stay^equal w ith ) Look forward to ( be thinking with pleasure about something to come ) pl< ~ un out o f ( have no more o f )

embroidered picture was expensive, wre bought it. 4. This department store is an attraction in my city because the products are o f good quality. 5. This is called a Chuong conical hat since it was made Chuong village. - Answer teacher's question: A phrasal verb is a verb combined with a particle such as back, in, on, off, through, up,etc. When a particle is added to the verb, the phrasal verb usually has a special meaning. - Ss explain the underlined words in the dialogue: Key: 1. S etu p : start something ( a business, an organization, etc. ) Take over: take control of something ( a business, an organisation, etc. ) 2. No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult. - Have Ss read the information in the yellow grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning o f these verbs. Ss do this exercise individually, and then compare their answers with a classmate

V>^

4Ss do this exercise individually, and then compare their answers with a classmate. Check S s’ answers and confirm the correct ones.

5 Ss do this exercise individually. Elicit

Key: 1. c 3. f 2 -g 5. h 6. b 7. e

4. a 8. d

Ss do this exercise individually. Key:

the answers and give correction.

6 Have Ss quickly read the provided sentences. Make sure they understand the meaning o f each sentence. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board. Other Ss and T give feedback.

1. Face up to 2. Turned down 3. Passed down 4. Live on 5. Close down 6. Did...com e back - Ss read the sentences and complete them individually, then compare their answers with a classmate Key: 1 Where did you find out a b ^ ^ N * Disneyland Resort? When did you get up th i^ morning? I ’ll look through this leaflet to see what activities are organized at this attraction. They’re going to bring out a guidebook to different beauty spots in Viet Nam. I ’m looking forward to the weekend!

4.Further practice (2*) ? Retell complex sentences and phrasal - Answer teacher's questions. verbs .5. production (2r) ? Learn by heart all the ne\ s and - Take note structures ? Do 3 3 ,4 , 5, 6 (Work bo< ? Prepare: Unit I: Com m i nication

--oOoWE P eriod:*

Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 4: Communication U OBJECTIVE: By the end o f the lesson, Ss w ill be able to arrange a visit a place o f interest in the region. 1. Knowledge: - Vocabulary: vocabulary related to visiting a place o f interest like: team-building; set off, turn up, picnic food drink, activities . . - Grammar: planned future tenses 2. Skills: Practicing skills 3. Attitude: - Positive about local environment.

- Ss are interested in making arrangements for a picnic - Students know how to learn English in right way. - Ss are interested in doing exercises. -Ss are interested in outdoor activities and places o f interest 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about future plan for a picnic ILL P R E P A R A T IO N : LTeacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TKACH 1M ; M E T H O D S: Communicative approach, grou activities, play as a character, teaching methods with game, tea visual, teaching methods by practising, discussion group, tec IV./.FROC ED URE: Teacher and students * activities 1. Warm up: check the old lesson in 5m 2.Communication Extra vocabulary 6 ’ Go through the extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. To teach the word team-building, ask Ss for the meaning o f each word. Then ask them to guess the m e a n i n ^ f the whole word and give examples o f some team-building activities. For the lother two phrasal verbs, give out the d e f i n i t i N ^ ^ ^ -turn up: arrive -set up: begin a journey Listen and complete the plan: (10m) Ex 1: Nick, Duong, and Mai are planning a day out to a place o f interest for their class. Listen to the conversation and complete their plan by filling each blank with no

Vth

- Listen and repeat. - Guess the meaning. -C o p y

Ex 1: D on’t turn this task into a serious test o f information. Ss is expected to be able to answer questions 1, 2, 4.

more mi than three words.

Set the scene: Nick, Duong, and Mai are planning a day out to a place o f interest fo r their class. - Guess and fill in the table. - Ask Ss to guess and fill in the table. - Answer key: - Play the disc twice, ask Ss to listen and l T Green park 2. Bus fill in the gaps from 1 to 10. 3. 8 a m 4. Own lunch

5. Supermarket 6.Team-building skSs to share the answer with the 7. Quizzes 8. Painting village 9. Make 10. P.M partner. Get feedback Ask Ss to listen once more to check.

3.Comm unication 2: Discuss the plan for this dav out. (1 in) Ex 2: Imagine that your class is going to a place of interest in your area. W ork in Share the ans group to discuss the plan for this day out. Make note in the table. - Ask Ss to work in groups o f 5 or 6 to make note in the table. - Give groups. Ask Ss to do the following things: - choose a place o f interest to visit

e partner. the teacher, ore to check.

- decide what to do and make notes - decide who will present what to the class - rehearse what tto s a y Work in groups o f 5 or 6. 4.FURTHER P RAC.TICE:Present the plan before class. (12m) - Ask Ss to p resent in groups before class. - Ask other grotips to give comment. - T eacier gives comment and choose the best habitation.

E o

Present before class in groups Give comment to other groups.

iU M l£ IiO N L (2 m )

_ do all the ex. o ex ercise___(Workbook) - Prepare Unit I Skill 1 --^00-

W EEK: 2 Period: 6

Preparing date: Teaching date: UNIT 1: LOCAL ENVIRONMENT

Lesson 5: Skills 1 1./.

O B JE C T IV E : By the end o f the lesson, ss will be able to: - Read and get general and specific information about a traditional craft village. - Listen and get specific information about places o f interest in an area.

1, Knowledge: - Vocab: vocabulary related to local traditional crafts like: paintings, pottery, drumb, silk, lanterns, conical hats... 2♦ Skills: Practicing skills 3♦ Attitude: - Positive about local environment. - Students know how to learn English in right way.

- Creativeness: talk about benefits and challenges o f traditional craft villages - Using language to talk abouttraditional craft villas » ./.P R E P A R A T IO N : 1.Teacher: book, planning, picture, laptop, p ro j^ to r ¿.Students: books, notebooks 111./. T E A C H IN G METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising,discussion group, technical present. .. I W .P R O C E D U R E :

Teacher and studen

tivities

Contents

1. W a rm up: Chatting - Work in pairs. 2 .Pre-reading* Ex I: Ask Ss to work in pairs, one - Possible answer: look at Picture A, and the other look Suggested answers: at picture B. - Similarities: conical hat, string - AAsk : each other questions to find out - Differences: Picture A: light similarities and differences between pictures between layers, blue two pictures. look lighter

green, string,

Picture B: white, no decoration, pink string, look heavier.

2. W hile-reading Ex 2: Mi visited T ay Ho village in Hue last month. She has decided to present what she knows about this place to the

-Work individually and match class. - Share with the partner. - Ask Ss to read what Mi has prepare Answer: and match the tittles with the paragraphs. 1 -C 2 -A 3- B

c>x

Ex 3: Read the text again and answer the questions. - Work individually then share with the - Ask Ss to work individually then share partner with the partner AnsweiV^ - Get feedback 1. Because it is the birthplace o f the conical - Help Ss to correct the answers. hat in H i> ^r2 km from Hue city. :’s going to the forest to collect leaves. They’re very thin. 5. It has poems and paintings o f Hue between the two layers. 6. Everybody can, young or old. -

- Work individually then share with the

4 .Post-Reading: Sp

Ex 4: Read the following ideas. Are they partner. about

the

traditional

crafts

(B)

or - Answer: challenges that artisans may face (C) 1. providing environment Write 2. losing authenticity 3. 4. 5. 6.

I. B 2. C

providing additional income Relying too much on tourism treating waste and pollution preserving cultural heritage.

Ex 5: imagine that your group is responsible for promoting the traditional crafts in your area. Propose an action plan to deal with the challenges. - Work in groups o f 5 or 6. -Ask Ss to work in groups to work out

3. 4. 5. 6.

B C C B

an action plan to deal with the challenges mentioned from other above. It’s an open activity, so there is no right or wrong answer as long as Ss can explain their points. - Set a time limit o f about 10 minutes for this activity. - More around to provide help and comments. - Invite some groups to present their plan. T and other Ss give feedback and ask any questions. - Vote for the best plan. - If the classroom has space, T may organize an exhibition o f ideas. Give each group a big piece o f paper. Ss discuss and write their action plan on the paper. After 10 minutes, ask them to stick their plan on the wall around the classroom. Ss visit at least two groups and listen to their presentations. Wh< the time is up, ask some Ss to report what they have heard to the clasi say which action plan they prefer and why. 5. Production: 1. Review this lesson 2. Do e x e rc ise s....... . (Workbook)

- Make a plan to promote the traditional crafts in your area.

- Present their plan - Vote for the be

- Copy and do at home!

3. Prepare lesson Skills 2

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Kiêm tra ngày

W EEK: 3 Period: 7

tháng

Preparing date: Teaching date:

ttùm

UNIT 1: LOCAL ENVIRONMENT Lesson 6: Skills 2 I./. OBJECTIVE: By the end o f the lesson, Ss will be able to listen for specific information and write an email to give information about places o f interest in an area and things to do there. 1. Knowledge; vocabulary to describing a place o f interest - Grammar: present simple 2, Skills: Practicing skills 3♦ Attitude:- Love and protect places o f interest - Positive about local environment. - Students know how to learn English in right ight way. - Ss are interested in doing exercises. 4. Competences: - Co-oporation: work in pairs, g ro u p s^ G !)|n \ - Self- study: work individually. - Creativeness: write an email to give information about places o f interest in an area and things to do there. - Using language to write an email IIX P RE PA R A T ION: I*'Teacher: book, planning, pictur , projector 2.Students: books, notebooks HI./. TEACHING METHODS: C unicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by^jraclleing, discussion group, technical present. IV./.PROCEDDRE: Teacher and Contents activities 1. Warm up: Face to face: laces o f interest in Ha Noi 5 ss come to the board and play the 51. Hoan Kiem lake game. 52. Ho Chi Minh1s Mausoleum hu Le Park at Trang pottery village

F O

2.. Listening What can you see in the pictures? Can you guess the name o f the places of interest? 1,- Tell Ss that they are going to listen to three students talking about their places of interest. Elicit answers from different Ss. Ask them if

they know the name o f each place. Quickly write these names on the board. Play the recording for Ss to check their answers

2 -Play the recording again for Ss to decide if the sentences are true or false. If they meet any difficulty doing this, play the recording one more time. Have ss compare their answers in pairs before giving T the answers. Ask for S s5 answer and write them on the board. Do not confirm the correct answers yet. 3 - Without listening to the recording again, Ss complete the table giving T the answers. Ask two Ss to write their answers on the board. Play the recording one last time to confirm the answers for both 2 and 3.

In this writing part, Ss are asked to write an email to give an Australian pen friend some information about the places o f interest in their hometown/city and the activities they can do there. 3. W riting.

2. Listen to what these students say and decide T or F, Key: A / 2 l . T 2 .T 3. F ( His friend’s relatives own i t . ) 4. F { They also come from other countries) 3* Listen again and complete the

table. 3 1. Artefacts 2. Exploring Vietnamese culture 3. Make things Paint on ceramics 5/T he hill . Books 7. pigeons 8. Watching

II. W riting.

4-Ss work in pairs and nd discu discuss the places o f interest in their hometown, city that can be visited in one day and the activities that can be done^there. Remind Ss that these places of interest should be most typical and worth ' gW 1should move around to give ents as there may not be enough time Peking with the whole class

4. Further practice: 5 -Ss write the email, using the notes they have made. Ss may also write this in groups on big pieces o f paper. Ss or groups exchange their descriptions to spot any mistakes. Share them with the whole class. T may collect some S s’work to mark at home

Sample writing: Dear Mira, I t 's great to know that you ’re coming to Viet Nam. What a pity you can only spend one day in Ha Noi. There are so many interesting places in the city , but 1 think within one day

or ask them to review the email as homework. In this case, remember to ask for S s’ revised work in the next lesson.

you should be able to visit three places. The first place Ĩ suggest is Viet Nam National Museum o f History. You like history, so it rs a must-see place. There rs an extensive collection o f artefacts tracing Viet Nam A history. They 're arranged chronologically from primitive life to modern times. The secondpkicet&r Hoan Kiem Lake. It fs one o f the symbols o f Ha Noi. There yott can enjoy the beautiful scener)’and visit Ngoc Son Temple. Yotrcan also have a look at the Old Quarter. Wander around the oỉd streets and some ancient housed to explore ViettoimeS&ulture. Conveniently, ĩces are close to one er, so we can walk around hily. me when you *re coming, so I can show you around these places. Lookforward to seeingyou soon/ Best wishes, Thuc Ánh

5.Production - Complete the writii - Do exercises in the workbook. - Do Looking back, complete the project

-ỠỮO-

ss A W EEKÍ3 Peri)

Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT L e sso n 7: L o o k in g b a c k a n d p r o je c t

OBJECTIVE: By the end o f the lesson, Ss will be able to revise the vocab. „ grammar they’ve learnt in Unit I make the presentation about their places o f interest or a local product confidently

1. Know ledge;

- Vocabulary: vocabulary relating to places o f interest... - Grammar: complex sentences, phrasalverbs 2. Skills: Practicing skills 3. Altitude: - Positive about local environment. - Students know howr to learn English in right way.

- Ss are interested in doing exercises. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. II ^.PREPARATION:

IV ./.PR O C ED l RE: Contents

T's mid Ss’ activities 1. Warm un:

1. Vocabulary.

Brainstorming:

1. Write som&traditional handicrafts in the word web below.

Divide the class the games. 1. paintings Drums 5. lanterns Lacquerware

2.Lookin£ hack - the group with wins the aaj

into 3 groups to play 2. Pottery 4. Silk 6. Conical 8. Marble s

res

ect words

2Ss do this exercise individually, then compare their answers with a partner. Elicit the answers from Ss.

- ss works in groups to write all handicrafts they know into a piece o f paper.(2 minutes) - go to the board and write 2. Complete the second sentence in ech pair

by putting the correct form o f a verb from the box into each blank. Key: I . cast 2. Embroidering 3. Wove 4. knitted 5. Carved 6. Moulded 3. Complete the passage wth the words/

phrases from the box. 3Ss do this exercise individually. Have some Ss read out their answers. Confirm the correct ones.

Key: I . zoo Looked 5. lunch Craft

. Looking forward to 4. Team-building Museum 8. Interest

IL Grammar. 4 Ss complete the sentences with their own ideas. Call on two Ss to write their answers on the board. Other Ss give feedback. Check their answers.

4. Complete the complex sentences with your own ideas. 5. Rewrite each sentence so that it contains the phrasal verb in brackets. Key: 1. I don’t remember exactly when my

5 Ss write the sentences individually.

parents set up this workshop.

Have tw o Ss write the sentences on the board. Ask other Ss to give comments.

2. We have to try harder so that handicrafts can keß i with theirs.

Correct the sentences if needed. 3. W 'hattim ew r 4. We a m lanterr

off for Da Lat? meet in front o f the 8 o ’clock, but she never

turned artisans in my village can live on sket weaving. 6Ss work in groups to play the game. One student is the group secretary. Group members take turl to think o f a place o f interest they have guessed. Finally* the secretary reports on the plai 3. Project

4 F u rlh ei Ask Ss to^om plete the self assessment. Identify any difficulties and weak and provide further practice.

II. Communication.

IV. Project presentation. -give the presentation to the class in the group. - the others vote for the best.

- organise the competition - give feedback ^.Production: Complete the Looking back into the notebook.

-oOoWEEK:3

Preparing date:

Period: 9

Teaching date:

U NIT 2; C IT Y LIFE Lesson 1: Getting started 1.L O B JE C T IV E : By the end o f the lesson, ss will be able to: - use the lexical items related to city life - listen and read Paul and Duong’s conversation for specific information about the features o f Sydney. 1* Knowledge; - Vocabulary: lexical items related to city life 2. Skills: Practicing skills 3. Altitude: - Positive about city life. - Students knowr how to learn English in right way. - Ss are interested in doing exercises. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about features o f Sydney » ./.P R E P A R A T IO N : I.Teacher: book, planning, picture, laptop, projector

visual, teaching methods by practising, discussion group, technical present. \\X P R O C E D T RE:

¿0 Ss andTcacher’s activities

Contents

* lAVaVm up-'nuzzle - 71"

1. The...village o f Bat Trang lies on the bank o f the Red River. 2. This kind of. ..hat is made in _. Chuong village. Hoi An you can see colourful... ' ging in the streets. 4* Some people...that a place of interest should be a wrell-known site. 5. The children can...the clay into many shapes. 6. T h e ...o f Ha Noi began over a thousand years ago. 7. This village is...for its wood carving craft.

1 2 3 4 5 6 7 8

2. C 3. L

I.C I

A 4.

N A

T Y

R C

A A

F L

Ss and T oucher’s activities 8. A place o f...is sometimes simply one that people like going to.

Conten ts

S 0

6. H

7. F E

A R

M O E S

- Write the unit title on the board. T may ask Ss to name some cities and towns in Viet Nam. especially those in or near their region.

8. I

2.G etting started L New words New w ords - 5' - j e t lag - Teacher use different techniques to teach vocabulary (situation, realia) - light rail - Follow the seven steps o f teaching - metropoli vocabulary * Checking vocab: jumbled words tural

adj)

(adj)

U, S

F ÇJ

su. met r moi sau mol f'hi v chuyên bay dài tàu diên (thuôc) thù phù, dô da van hoa

Listen and read ? Open your books to Unit 2. - Ask students some questions. - What can you see in the pictures? - Do you know these two boys? - Where are they now? - What are they talking about? ...Ss answer the questions as a class - T may also ask Ss what they know about Sydney ti^ a s k in g them some guiding que Where is IÀ it a^caPital city? - _What is it jim w u s jb r ? _________

IL Listen and read

La. Complete the sentences (hiPI 7)

La. Complete th e sen ten ces

""len play the recording and have Ss 1follow along J ? JRead i the conversation again and do the exercise individually. - Check and write the correct answers qntheboard.

** Suggested answers: -- Pictures o f Sydney and Ha Noi. - N ick and Duong - In Sydney - Sydney {places o f interest, transport...)

- In Australia - No. The capita] o f Australia is Canberra. - It1s famous for Sydney Opera House, the HarboLir bridge.._..

1. visit natural

2. ancient 4. variety

Lb. Find words in the conversation l.b. Find words in the conversation (ihP l 7) ? Work in pairs to do the task. 1. jet lag - Allow Ss to share answers before 2. afeature

3. 5. study

Ss andTeacher’s activities asking them to discuss as a class. 3. reliable ? Read out the lines in the dialogue 4. metropolitan that contain the words. 5. multicultural - Check and confirm the correct answers.

Contents

I.e. Answer the que$tions(1cPl 7)

I.e. Answer the questions

? Run through the questions ? Work individually to answer the questions. ? Then compare the answers with a partner. - Ask them to locate the information in the conversation. - Call on some pairs to give the questions and answers. - Confirm the correct answers. 3. Doing l.d. Find the phrases in the conversation (ldP l 7) ? Find the phrases in the conversation and practice saying them together. - Explain the meaning to Ss, then elicit other examples from Ss.

1. He grewr up in Sydney. 2. Sydney is. 3. It is convenient and reliable. 4. Because it is a metropolitan multicultural city. 5. In 1850.

________________________

III. Practice

1.d Think o f other way to say these expressions from the conversation y Howr are you? How are things? Howr are you doing? 2. ( Are you ) recovering from the jet lag? 3 . 1 slept quite well. 4. That's OK/It’s no trouble/It’s not a problem /if s myjileasure.

2. Replace the words(2Pl 7)

2. Replace the words

- Tell Ss that most o f the words they need to use are related to cities or city life. ? Work in pairs to replace the word(s). - Check their work, then let them read each word correctly. Check and correct their jironounciation

1. 2. 3. 4. 5.

mT ^jtyq u iz(3 P 1 7 )

and

international local crowed neighbouring urban

3. City quiz

S^Work in pairs. 1. A -.«Give them a fewr minutes to do the 3. C quiz. Award extra points for pairs who 5. C can say which country cities are in. - Congratulate the w inners. 4 .Further practice: ? Recall some typical features of Sydney. 5. Production

2. C 4. A 6. B

Ss andTeacher’s activities ? Learn by heart new words ? Do exercises B l, 2 P I 2 (workbook) ? Prepare: U nit 2: A closer look 1

Contents

—oOo--------------------------------Kiem tra ngdy

thdn g

tut at ..................

C .* Preparing date:

YVE E K :4 Period: 10

Teaching date:

UNIT 2: CITY LIFE L e s s o n 2: A ^& >ser lo o k 1 I.A O B JE C T IV E : By the end o f the lesson, ss will be able to: - Use the lexical items related to city life - Identify in which situations to stress pronouns in sentences and say these sentences correctly 1, Knowledge; - V o c ab u l\y ; lexical items related to city life 2* Skills: Practicing 3. Attitude: - Positive about city life. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. C om pctenceV - Co-oporation: work in pairs, groups, teams - Self- studv: work individually. » ./.P R E P A R A T IO N : 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks ^ H L / . T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... IW .P R O C E D U R E : Teacher and students 1 activities Contents 1- W arm up (S'): Introduction - Listen to the teacher Explain to the Ss the normal position o f - Work in groups

adjectives in sentences. Then let Ss - Write on the board. brainstorm all adjectives they have learnt, especially adjectives connected cities and city life. Encourage them to call out as many words as possible._____ 2. Vocabulary (15r) 1 aHave S read through the letter so that Ss work in pairs to do the task. they can understand the general idea. Key: Ask them what the purpose o f the letter 1. ancient historic is ( Jack is writing the letter to Oggy to 3. Comfortable tell about his trip to Hoi An ). Have Ss read the adjectives in the box and 5. fascinatin quickly elicit the meaning o f each Historic/ancient 7. Local adjective. Have some Ss read their 8. Del answer.Correct their pronunciation if needed and confirm the correct answers. bAsk Ss read the letter again and underline all the other adjectives. Have them give the meanings o f these K ey: fabulous, sunny, small, friendly, adjectives in the context o f the letter. affordable, good Correct their answers. 2HaveSs read through the given adjective adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives they do not know.

{cosmopolitanforbidden populous i easy-going)

- Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice. Sample answer: Ss may have different answers providing that they can explain) Stressful busy

fright eningcosm opoli tan cheerful rural Excit ingforb iddet ¡populous unemployed easy-going Delicious exhausted annoying downtown Historicmodernpolluted pleased fashionable - Ss w'ork individually 3Ss work individually, then compare Key: 2. 1. fashionable their answers with a partner’s, ask some 3. Forbidden Annoying to write their answers on the board. 4. cosmopolitan Check their answers as a class.

5. Modern 3, P ronunciation O S '1) Stress on pronoun in sentences Explain to Ss that pronouns in general, and persona] pronouns in particular, are normally unstressed ( weak ) in sentences, but when they are especially important, or when we want to show a contrast, they are stressed ( strong ). Give some examples. Have Ss read the yellow box in the book to fully understand the rule. 4 T plays the recording and Ss repeat. Play the recording as many times as necessary. Correct their pronounciation, especially the stressed words. Have them circle the stressed pronouns.

6. Polluted

- Listen to the teacher - Do as requested

L j Can you come andJ give me a hand? ( me is weak ) B: Ok. Wait for me! ( me is strong ) 2. A: Did you come to the party last night? ( youlis weak ) B: Yes. But I didn’t see you. ( you is s tro n g ) 3. A: Look-it’s him! ( him is weak ) B: where? 1 can’t see him. ( him is 5 a Play the recording. Ss listen and ) mark the underlined words as W ( weak ) or S ( strong }. Elicit their answers and 4. A: They told us to go this way. (us is weak ) correct their mistakes. B: Well, they didn't tell us. ( us is s tro n g ) Key: 1.A: Is he ( W ) there? B: No. everybody else is, but h e’s (S ) bSs w'ork in pairs to practice the mini talks above. Go around and give support gone home! 2. A: Do you know that woman? if necessary B: Her ( S ) Er...No. I don’t recognize her ( W ). 3. A: I’m afraid we ( W ) can’t stay any longer. B: What do you mean ‘w e ’ (S )? I’ve got plenty o f time. 4. A: Look! Everybody’s leaving. B: What about us ( S )? Shall we (W) go, too? K y; 1.cA:

-Ss work in pairs to practice the mini talks above 4 .Further practice - Retell the whole lesson

5. Production ? Learn by heart all the new words. ? Do Ex in workbook ? Prepare: Unit 1 : Closer Look 2

- Answer teacher's questions.

- Take note

—oOoPreparing date:

W EEK;4 Period : 11

Teaching d a t ^ ^ ^ ^ C

UNIT 2: CITY LIFE Lesson 3: Â closer look 2 LA OBJECTIVE: By the end o f the lesson, studen able to : - Use adjectives, and comparison o f adjectives and advi bs correctly - Use common phrasal verbs correctly and appt riately 1. Knowledge; - Gram mar: adjectives and cor ommon phrasal verbs - Vocabulary related to city life 2. Skills: Practicing skills 3. Altitude: - Positive about city life - Students know how to learn English in right way. - Ss are interested in doing exercises. -Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about city life II,/.P R E P A R A T IO N : L T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks HI./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. X \V .P R O C E D U R E :

Teacher and students ‘ activities ^lAVarm u n i 5'): Introduction Ss have already learned the different forms o f comparison o f adjectives and adverbs. Tell s that this is a review' section. T may help Ss recall these forms and have them give examples. Their sentences should stick to the topic o f this

Contents

- Ss retell the form o f comparison

unit.__________________________________ - work individually 2, Grammar 1 U S 'I Comparison o f adjectives and adverbs: Key: I f 2. D 3. E 4. h review 1 HaveSs work individually. Check their 6. A 7 .C 8. B answers as a class. - Help Ss study the REM EMBER! box. Give explanations if necessary. Ss give more examples. 2 SS work individually. After they have done the activity, ask some Ss to write their answers on the board. Correct their mistakes.

- work individually Key: I. the largest

5. g

2. Smaller

The most popular 4. Wider 5. the dirtiest 6. Cleaner 7. 8. The most

3. Grammar 2: Phrasal verbs (1CT) Ask Ss to recall the phrasal verbs they have leamt in Unit 1: - To set up - To look forward to - To find out.T_ 3 TelISs to look at the conversation in GETTING STARTED again and find and underline the phrasal v e r b s ^ k ^ V

-To get over -To show someone around -To grow up

- Have Ss study the REM EMBER! box. Let them recall some other phrasal verbs they may have learnt. 4Ss do this task individually. Ask Ss to read and underline the correct particle. T may ask them to write down the phrasal verbs in their copy books. Call on some to read out their answers. Correct their mistakes. Explain to them the meaning o f these phrasal verbs in the sentences.

5 AskSs to read the sentences, underline the phrasal verbs and match them to their

-To be set up - Do as requested

- Work individually Key: I . set up 2. Gets on with 3. Take your hat o ff 4. grown up 5. Shown around 6. Pull down Key: I. turn it off: press the switch

2. turned it down: refuse

meaning from the box. Call on some Ss to read the sentences. Correct their answers as a class.

6 HaveSs read the text, find eight phrasal verbs and match them with their definition from the box. Tell them to study the context o f these verbs and elicit their meaning.

3. 4. 5. 6.

go over: examine go on with: continue doing take off: remove Put it down: make a note

Key:

1. dress up: put on smart clothes. 2. turn up: arrive 3. find out: discovA: 4. go on: continu^W 5. get on jjfrtake progress 6. think over: consider 7. apply far: ask for ( a job }

8. cheeMip: make someone fell happier 4 .Further practice: P ? Retell comparison and phrasal verbs - Answer teacher's questions. 5 ,Production ? Learn by heart all the new words and structures - Take note ? Do exercises in Work book ? Prepare: Unit 1: Communication

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Preparing date: Teaching date:

UNIT 2: CITY LIFE Lesson 4: Communication O B J E C T IV E ; By the end o f the lesson, Ss will be able to talk about some important features o f cities. 1. Know ledge; -

- Vocabulary: vocabulary related to features o f cities.

- Grammar: comparision o f Adj and Adv. 2, Skills: Practicing skills 3♦ Attitude: - Positive about city life. - Students know how to learn English in right way.

- Ss are interested in doing exercises. -Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about city life »./.PR EPA R A T IO N : 1.Teacher: book, planning, picture, laptop, projector

visual, teaching methods by practising, discussion group, technical p ^ s e n IW .PRO CEM JK E: Teacher and students 4 activities

onterits

1. Warm up: check the old lesson Introduction This should be carried out as a speaking am writing lesson. First, play an optional wi Listen to teacher’s guide association game with Ss. Say the n a m ^ 3 | a famous city and have Ss write down the first For example, T says ‘Paris’; Ss may thing they think of. Compare answeis^as a write down 'Eiffel Tower’, group. Some Ss may think o fN ^ famous ‘romance’, ‘food’, ‘fashion’, etc. attraction while others may think o f the mood or impression o f that city. For example, T says T a r is ’; Ss may write dow if ^Eiffel Tow er’, - Play in groups. ‘romance’, 'food', Tashiofl’, etc. - Now ask for a volunteer to choose another famous city and pl^y again. Note there are no right or wrong answers in this game. 2.Comm unication I : l a AskSs to work individually. They read the - Work individually. sentences carefully and make their three ^ i c h1 oices. Call on some Ss to say the three things they like best about a city, thi b Ask Ss to work in groups o f three to discuss their choices, and give reasons why. Tell them to study the example before they begin. Encourage them to talk as much as possible. T

- Some Ss say the three things they like best about a city. - Work in groups o f three - Eg: I like a busy and exciting city with good transport, so 1 can get around and see all the cultural

may give some cues. Move around the class attractions it has to o ffer... and give assistance if needed.

- Ask some Ss to present before class. 3.Communication 2:

- Some Ss present before class.

2 TellSs that they are going to read a short passage about Singapore. Ask if any student has visited Singapore. If there is one, have him/her share with the whole class what he/she knows about this city-state, what he/she did during the visit and what he/she

- Listen to teacher’s eliciting.

Read

short

passage

about

Singapore. - Work in the same groups o f three likes about the place. Otherwise, elicit what Ss to ask and answer the questions. know about Singapore. Now ask Ss to read the passage in the book. Let them work in the same groups o f three to - Work int ask and answer the questions. Have - Ansi representatives from some groups to share - The location o f the city: their answers. apore is a small city in To prepare Ss for the following writing am ast Asia. speaking activities, have ss read the passage

attractions: The outdoor food

again. Ask them what are the « A t e market. mentioned in the passage. Elicit answers am froln - What is liked most about the city: Singapore is a multicultural Ss. Summarise the main points o f th the passage e pasi - The location o f the city country: Chinese, Malay, Indian , - Its attractions European and Vietnamese. - What is liked most about the city 3. Elicit as m u c l ^ n format ion as possible - Find the three cities on a world about these three cities from Ss. Let them find map or globe. the three cities on a world map or globe. T h e n ^ i f Ss work in groups to talk about - Work in groups to talk about each each city ( giving full sentences based on the city ( giving full sentences based on information given }. W'alk around to observe the information given ). and give help if needed. 4. Ask Ss to choose one o f the three cities and - Choose one o f the three cities and wr ite a short passage about it. Give Ss 10-15 write a short passage about it. minutes to write. Go around to provide help if necessary. 5 AfterSs finish writing, let them talk about - Talk about the city o f their choice the city o f their choice in groups. Go around to observe and give feedback. If time allows, have some Ss talk about the city they have chosen in front o f the class. T and other Ss

in groups.

give comments. ( In the previous lesson, T may ask Ss to find out at home as much information about three cities as possible so that they can prepare for their writing and talking in class. ) 4. Further practice: 15min test (photocopied papers) 5. Production: 1. Review this lesson 2. Do ex ercises____ (Workbook) 3. Prepare lesson Skills 2

-oOo-

Kiem ira ngày

thâng

Preparing date: Teaching date:

W E E K :5 Period: 13 INI I 2: CITY LIFE

Lesson 5: SKILLS 1 LA OBJECTIVES By the end o f the lesson, ss will be able to: - Read and get general and specific information about the features o f cities - Speak about important features o f cities. I . Knowledge; - - Vocabulary: vocabulary' related to features o f cities. 2. Skills: Practicing skills 3. Attitude: - Positive about city life. ♦ - Students know howr to learn English in right way. - Ss are interested in doing exercises. -Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about city life - Creativeness: talk about problems o f city life - Using language to talk about problems o f city life

Itiiftl

»./.PR EPA R A T IO N : LTeacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. IV./.PROCEDDRE: Teacher and students 1 activities

Contents

1. W a r m up: Chatting

2. Pre-reading 1 Have Ss read through the given features. - Ss work in pairs and put the factors in Ask them what each means to them. Nowr order o f importance. Ss work in pairs and put the factors in order - EresSut their order and give some o f importance. Call on some pairs to lanations. present their order and give some explanations. - Work individually then share with the 3. W hile-reading 2 AskSs to individually read the passage

parner.

quickly and find the information to fill the Key: blanks. 1. The Economics Intelligence Unit ( EIU - Call on some Ss to reatrout their answers ) and where thevfc. can find the answers. 2.2014 Confirm the es. 3. The worst cities: Dhaka, Tripoli, and Douala - Work individually then share with the read the questions. Ss read the parner. ;e again and find answers to the Key: ju£stions. Remind them to locate the 1. Climate, transport, education, safety, answers in the passage. Ss compare their and recreational facilities for cities { are answers in pairs. Check and confirm the used) correct answers. 2. Among the top twenty. 3. Because the living conditions there were the most difficult or dangerous. 4. Osaka w as

5. They are a city; green space, urban sprawl, natural features, cultural attractions, convenience, and pollution. 6. For stronger classes, T may extend the activity by asking Ss to talk in groups, giving their opinion about the most “liveable" cities in Viet Nam. 4. POST-READING :Speaking 4 a As a class, Ss decide which town or city they are going to rank. Ideally it should be the local town as it should be a place that Ss know personally. - Divide the class into groups o f five or six. - Work in groups o Ss take turns to ask each other the 10 questions and write the points that each student gives for each factor in the table. While Ss are talking, go around to give assistance if necessary, b Next they work out the final result their group. Finally, one student frot group presents the results to the claj as a facilitator encouraging I comments

: v

G or six.

e student from each group presents esults to the class.

about the results. 5 .Production: 1. Review this lesson 2. Do e x e rc ise s.........(Workbook) 3. Prepare lesson Skills 2

- C opy and do a! home!

-oOo-

Preparing date:

W EEK:5 Period: 14

Teaching date:

UNIT 2: CITY LIFE Lesson 6: SKILLS 2 I O B J E C T I V E : By the end o f the lesson, Ss w ill be able to listen for specific information about some problems o f city life, write a paragraph about the disadvantages/drawbacks o f city life. 1. Knowledge; - - Vocab: vocabulary to describe city life - Grammar: present simple, connectors

2. Skills: Practicing skills 3. Altitude: - Positive about city life. - Students know how to learn English in right way. - Ss are interested in doing exercises. -Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Creativeness: write a paragraph about the disadvantages/drawbacks o f city life - Using language to w rite about problems o f city life »¿P R E P A R A T IO N : 1.'Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks »1./. TEACHING METHODS: Communicative approach, ind T’s methods by activities, play as a character, teaching methods with game visual, teaching methods by practising, discussion grou ical present.... IV ¿PR O C E D U R E; Teacher and students 1 activities Contents _________ 1. Warm up. nois Chatting: ? What can you see in the pictures? ? Do you like living in the city or in the country? Why? why not? crime

Brainstorming: (T- whole class) 2, Listening: - p re teach some

the scene: do you know about Bangkok? lat are the problems in Bangkok?

* Vocab. increase (v): gia tăng vehicles (n): xe CỘ crime (n) tội phạm sprawl (n) lộn xộn knock down : phá đỏ suffer from: chịu đựng contribute (v): đỏng góp, góp phần. [. Listening. 1. Listen and write the missing words. Key 1. Cities Roads

2 Play the recording one or two times. Ask Ss to listen carefully and write down the words they hear in

2. Office

3. Traffic

2. Listen again ami choose the correct answer.

the passage. For less able Ss, T may play the recording again, or as many times as needed. Ask ss to share the answer Get feedback 3 .Writing: 3 Play the recording again. Tell Ss to take notes/write down the key words as they listen. Then they choose the correct answers as required. Correct as a class. Retelling the story: askss to retell about the problems in some cities.

4TellSs to read the sample paragraph carefully and complete the outline. * Tell them to pay attention to the connectors/makers: Firstly, Secondly, Thirdly. 4.Furlhcr practice: 5 HaveSs write the paragraph in about 100 words. Make sure that they use their outline, along with connectors first firstly, second: secondly, and pay attention to spelling and punctuation. Ss can use the passage in 4 to help them structure their paragraph, go round and offer help. O' T may collet some S s’ papers and mark them, then give comments to the class. 5. Production: - learn by heart the newr words - prepare looking back.

S’S

Key: l.C

2. A

3.A

4.B

5. B

O. W riting. 3. Read the passage then write complete

the outline below. Outline:

Topic sentence: living in a city has a member o f draw backs. Problem /: traffic jams and traffic accidents Problem 2: air pollution Problem 3: noise/noise pollution Conclusion: these factors contribute to making city life more difficult for its residents. ss choose one o f the items in 1 the write a paragraph -i- make an outline -i- use connectors to connect the ideas.

W eek 5 Period 15: Writing date: 1 5 /9 / Unit 2: CITY LIFE Teaching date: 25/ 9/ Lesson 7: LOOKING BACK 4PROJECT

-oQoPreparing date: Teaching date:

W EEK:5 Period: 15

c>x

UNIT 2: CITY LIFE Lesson 7: Looking back and projec 1./. OBJECTIVE: - By the end of the lesson, Ss will b grammar they've learnt in Unit 2, write a notice

to revise the vocab.

1, Knowledge; - Vocabulary: vocabulary to describe city life - Grammar: comparisons and phrasal verbs 2. Skills: Practicing skills 3. Attitude: - Positive about city life. in right way. - Students know how to learn - Ss are interested in doing exercises -Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually . IIJ.PREPARATION: I .Teacher: book, annin j "picture, laptop, projector >ooks 2.Students: bool IODS:— Communicative Ss and T’s ____ _________approach, _______, group _______ HI./. TEACHING ___________ activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. IV./. PROCEDI !R E: _________

Teacher and students ‘ activities i W arm up. in storming

Contents Vocabulary* /. Complete the word webs with nouns and adjectives connected with the city.

divide the class into 3 groups to play - ss play in three groups

skycrapers askss come to board and write, the groups with more right words wins the

/ Nouns

game.

cosmopolitan

2. Looking back 2 LetSs read the passage and complete this exercise individually. Less advanced classes can complete this exercise in pairs. After that, let some Ss read the passage aloud sentence by sentence. Check and confirm the correct answers.

G ram m ar 3. Ss can do the task by themselves or in pairs. Correct their answers as a class. 4 First let Ss review the phrasal verbs they have learntjh units I and 2. Then have them do the task. Correct their answers as a class.

A O

5 This task helps Ss use structures with phrasal verbs to review sentences. T may some Ss write sentences on the board. Let other Ss give comments. Then check as a cla

2. Put the word from the h Key: 1. fascinating Full 5. urban Bore

ach gap.

usy jwed Fabulous

3. 7.

yeach sentencewitH the riven, using comparision.

1. 2. 3. 4. 5.

as interesting as/so interesting as the fastest the shortest/a shorter less entertaining more carefully

4. Complete each space with a phrasal verb from the list. Key: 1. ( has ) turned down 3. get over 4. cheered up 6. found out

2. going on 5. turn back

5. Rewrite each sentence so that it has similar meaning and contains the word given. Key: 1. Turn off the lights when you leave the classroom. 2. Mai grew up in a small town in the south.

- make sure Ss know the names o f the cities in Viet Nam. divide the class into two teams to play the game. Encourage them to be as quick as possible, and try to call out famous man-made or natural attractions, or features o f different cities in the country. When time is up, stop the game and congratulate the winning team.

3. Kathy looked up the restaurant on her mobile phone. 4. My grandmother has got over her operation. 5. we are looking fo rw a rd lo seeing you again. Communication

3 .PROJECT W riting interesting notices This activity is aimed at helping Ss to form a habit o f observing signs and notices around them, especially when QIJIET PLE they go to a town/city where there is Exams in ogr lots o f information all around them. D to Gym Grou They also learn how to write Classes as ormal tomorrow appropriate notices. JSH CONVERSATION ISs work in groups to do the task. T ENGLISH checks. Note that other orders are also LESSONS possible. Town Hall every evening Offered by native teachers Language exchange also a possibility Ring Dylan on 42564039 A: In a school B: On the notice board o f the tow n’s cultural centre Explain to Ss the W atch outJbox. Give more examples if needed.

<>'

Key: VENDING M ACHINE No soup. Tea and coffee, I Op and 50p coins only. No more canned drinks. Machine to be repaired soon. Sample: SEM INAR ABOUT FEATURES OF CITY LIFE Monday Nov 10lh in town hall. All teenage girls are welcome. For further details, ring Trang - 098456789 4.Furlher practice;

2 Ss work itidepetidently, then exchange their work with a partner. T check 3 AskSs to do this task out o f class, and in the next lesson, have them present what they have written to the class. The class gives comments. ^.Production: - Complete the writing -------------------------- 0 @ 0 -----------------

KiSm

thang

num

E WEEK: 6 Period: 16

Preparing date: Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE son 1: Getting started U O B JE C T IV E : By the end o f the lesson, ss will be able to: - use some adjectives o f emotions and feelings - liste^^ihd read Phuc, Nick and Veronica's conversation for specific information about Mai's stress. 1. Knowledge; - Vocabulary: adjectives o f emotions and feeling - Grammar: Give advice, encourage, empathise or assure someone 2.. Skills^Practicing skills 3. Attitude: - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Competences: - Co-oporation: w ork in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings 11¿ P R E P A R A T IO N : 1.'T eacher: book, planning, picture, laptop, projector 2,Students: books, notebooks

111... I E A C I I lM i M E T H O D S : Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. I W . P R O C ED U R E : Teacher an J students ‘ activities Contents 1. W a rm un - C h a ttin g - T - T can prepare three magazine cut-outs or photos o f teenagers with different facial expressions: worried, happy, angry, scared, relaxed, etc. ? Describe the photos ? Guess w hy these teenagers are feeling this way. 2. Getting - started; I. New words Nett words - 5* - Teacher use different techniques to teach vocabulary (situation, re alia) - Follow the seven steps o f teaching vocabulary - depressed * Checking vocab: jumbled words

xy Listen and read ? Open thei book GETTING STARTED with the text covered.

- graduate

adj)

căng thẳng

(n)

áp lực

(adj) (adj)

bực bội (vì không gi quyết được việc gì) tuyệt vọng

(n/v)

người tốt nghiệp, tổt nghiệp cam đqan, đậm bao

- ạssụre ____ (v) [[. Listen and reacl

on the page but

? Wkere are Phuc, Nick and * Suggested answers: Veronicb? - They are at the play ground. at are they going to do? - They are going to play badminton. - Explain that Mai was supposed to be there but she couldn’t some 1in the end. ? Why do you think - 1 think she is busy with her studies.

Mai couldn't come? - Tell Ss they are going to listen to the conversation between Phuc, Nick, and Veronica. Play the recording and have Ss follow along.

1,0. Find the_ opposite words (la La. Find the opposite words

P27) ? Uncover the text. Play the recording again. ? Work individually, then in pairs, to find the words phrases. - Remind Ss they need to find the words in the text with opposite meanings. - Check and write the correct answers on the hoard.

1. to stay up late 2. To be stressed (out) 3. Good grades 4. to disappointed someone 5. To take a break 6. To be fully booked

Lb. Choose the best answer (lb Lb. Choose the best answer P27) ? Work individually, then in pairs to do the task. - Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer.

I.e. What Veronica means

l.C 6. A

2. B

ica means

? What do you think Veronica’s shes her parents could put statement means. lemsehes in her situation to better ? Have you ever felt like understand her. Ver o nic_ai and what hajipened0 3.Doing:Practice ¿ / . G a p fill (2 P27> Cap nil (2 P27) ? Ss work in pairs to ete 1. worried/tense/stressed; this task. relaxed/confident 2. Calm - Tell Ss in most cafes vA, e than 3. depressed/frustrated one option may be suitable 4. Confident/relaxed,1'calm ? What is the difference between 5. delighted confident "depressed’ and other words such 6. Frustrated, worried as ‘tense’. ‘worried’. or ‘stressed? - The word depressed’ is very strong and used only to describe ^ L q m e o n e who is deeply sad and h^s lost hope V *? Study the REMEMBER! ? Add more adjectives of emotions and feelings formed from the -ed form o f verbs.

3 ~2~Matching (2P27)

2. Matching (2P27) this Give advice: to give suggestions and ideas to

Before Ss start doing exercise, explain the meaning of help somebody make a decision (_gi ve adv ice^,___*en courage ’, Encourage_ t_o_give someone s upp ort apad

confident to do something 'em pathise1 and ‘assure’. Empathise: to be able to understand how ? Work individually first, then in someone else feels pairs. - Then give corrective feedback to Assure: to tell someone that something is going to be all right, so that they do no worry the whole class. 1, encourage 2. Give advice ? Give examples o f the situations 3. Empathise 4. assure in which these sentences are said. _5. E m p ath ise______________ 6LEncourage >uraga_

3.3. How do you feel today? (4 3. How do you feel today? (4 P27) P27) I fe e l worried because my cat is sick . - Teacher give some examples. I fe e l disappointed because it has been ? Select appropriate statement in raining all day long 3 to respond to what I have told I fe e l delightful because my son is Star o f the you? ? Work in pairs. Tell your Week at his primary si partner how you feel today and your friend responds to you. - If time allows, call on some pairs to report their stories to the class. 4.Furlher practice: ? Recall some adjectives emotions and feelings. ^.Production: ? Learn by heart new words ? Do exercises 8 1 , 2 , 4 (workbook) Prepare: Unit 3: A c G(fl (I-------------------------

Preparing date: Teaching date:

W EEK Period

UNIT 3: TEEN STRESS AND PRESSURE Lesson 2: A closer look 1 OBJECTIVE: By the end o f the lesson, ss will be able to: - Use the lexical related to changes in adolescence - Identify in which situations to stress the verb be in sentences and say these sentences correctly 1. Knowledge; - Grammar: - Vocabulary: words related tochanges in adolescence 2. Skills: Practicing skills 3♦ Attitude: - Positive about teen stress and pressure. - Students know how to learn English in right way.

- Ss are interested in doing exercises. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings

IL/.PREPARATION:

1- W arm up (5r); - Free talk - Check up old lesson 2. V ocabulary (15r) 1 . Tell Ss to pay attention to the - Ss work individually to complete this content words surrounding the exei gaps, and identify the part of lape and height 2. Reasoning skills speech o f the missing words. Ss then work in pairs to comp; I. Embarrassed their answers before T 4 . Independence 5. Self-aware feedback to the whole cli 6. Informed

2 Explain the phrases in the box Individual work first. Elicit from Ss some Key: mples for each item, for C. 6 D. 3 A. 5 B. 2 iple, T a n you think o f an 1 F. 4 mple o f school pressures and frustrations?* Share some o f your personal experience from your teenage years where relevant. - Ss work in pairs to discuss which solution 3HaveSs work in pairs to discuss can be used for which situation which solution can be used for which situation. Then elicit the answers from the whole class.

Ask Ss to explain their decisions. - Ss work in pairs to complete the task 4 Refer hack to what you have told the class in 2. Now tell Ss the ways you used to deal with these ( difficult/stressful ) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion.______________ REM EM BER! 3. Pronunciation (15^j - Stress on the verb be in Normally the verb be is uj sentences middle or at the start o f i Play the recording again or say statement or question the first sentence in the Example: She was stressed. conversation in GETTING STARTED. Draw Ss’ attention Are you worried about something? to the stressed T sn’t ’ and ask H ow eve^th% /erb be is stressed in negative them to practice saying the questions and at the end o f sentences. question. Now explain the en't you coming? REMEMBER! box. Emphasise es, I am. that normally the verb be Is Also, it is stressed for emphasis or contrast. unstressed, except for Example: situations mentioned in the box. 9. She isn ’t coming? 5 Play the recording as many times as needed so that Ss are 10. She is coming, but she 71be a little late. familiar with thA^tres3£d be in the statements. Note that only the words in. italics should be - Ss listen, thenpractice saying the sentences in stressed* the other forms o f be pairs. are unstressed. With the whole class, refer to the EMBER!box to elicit the asons why the verbs be is s^esses in each item. Ss then - Ss work individually first to underline those practice saying the sentences in that should be stressed. Then check pairs. 6 TellSs that these sentences Key: contain both stressed and 1. - You aren’t worried about the exam? unstressed verb forms o f be. Ss Good for you! work individually first to - 1 am worried! But 1 try not to show it. underline those that should be 2. - Do you think Jack is good at Japanese? stressed. Then play the recording

for Ss to check. Give corrective feedback as a class, then Ss practice saying the sentences.

4 .Further practice - Retell the whole lesson 5.Production: ? Learn by heart all the new words. ? Do Ex in workbook ? Prepare: Unit : Closer Look 2

- He is. But h e’s a bit shy to speak it. 3. - Isn't badminton her favourite sport? - Yes, it is. 4. - W ho’s he? (no stress) 5. - Sorry - w e’re late! - Actually, you aren’t. We haven’t started yet. 6. - Is she happy at the new school? - Yes, she is. She likes it a lot.

- Answer teacher's questions. - Say out the words - Take note

-----------------------------------0 @Ü

Preparing date: Teaching date:

WEEK; 6 Period: 18

UNIT 3: TEE Less m

ÏSS AND PRESSURE A closer look 2

LA OBJECTIVE: By the end o f the lesson, students will be able to : - Use reported speech with confidence - Use question words before to -infinitive L Knowledge; - Grammar: reported speech, quest ion words before to -infinitive - Vocabulary: words related tochanges in adolescence 2.. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises -Ss are interested in using reported speech,question words before to -infinitive 4, Competences: - Co-oporation: work in pairs, groups, teams -£ e lf- study: work individually. - Using language to report what others say »./.PR EPA R A T IO N ; LTeachcr: book, planning, picture, laptop, projector 2.Students: books, notebooks 111./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present....

rW .P R Q C E D lI R E Teacher and students 4 activities Contents LW arm up {5'): Introduction Ss have already learned reported - Ss retell the form of reported speech speech in English 8. Tell s that this is a review section. T may help Ss recall these forms and have them give examples. Their sentences ■ t f 8 should stick to the topic o f this unit. 2. Grammar 1 ( 1>') Reported speech: review 1 RemindSs o f what the Ss work in pairs to complete the task conversation in GETTING STARTED is about. Ss then work in Key: pairs to complete the task. If needed, Mai: ‘Ijjri too tired and don't want to go give Ss a quick review o f reported out.’ speech ( e.g. verb tense, pronouns, Mai: '1 want to be a designer.’ time expressions, etc. ) Divide the M ai's parents: "Design graduates w on’t class into side A and side B. Side A find jobs easily. We want you to get a will say some sentences in dirt medical degree.’ speech for side B to change int< indirect speech. Then side B

complete compare before

Then they - Ss work individually to complete this in pairs exercise Key: feedback 1. My parents told me they would visit me that week. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even w hen she had lots o f pressure. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if slept at least eight hours a day.

3. G ram m ar 2: Question words before to-iiifm itivc(l(T) - Tell Ss that the question words

who, what, where, when, and how can be used before a to-infinitive to express a situation that it is difficult or uncertain. Give examples. Explain the Look out!box. - Highlight the verbs ask, wonder, (

not ) be sure, have no idea, ( not ) know, ( not jdecide, (not) tell which

are often used before the question word -i- to-infintive. 3HaveSs do the first sentence with the class as an example. Ss then work individually to rewrite the sentences before receiving correction from T. Reported questions with question words before to - infinitive. Question words before to-infinitives can be used to report questions about something that should be done. - Example: :What should said She wondered whai t Look out! To report Yes/N questions we use whether before t infinitive R e m e m b ^ n f c a ot be used in this case. Ex a ‘Should 1 tell my parents what I really think?” she wondered. ^te=>She wondered whether to tell her parents what she really thought. 4HaveSs work in pairs to complete this exercise. Remind them they can choose from the verbs ask, wonder, (not) be sure, (not) know, (not) decide, (not) tell to report these questions

Look out! The question word why cannot be used before a to-infinitive. We often use the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell before the question word + to-infinitive. Example: I have no idea where to ggH information.

G ntenct with the class as - Ss do the first sentence an example. Ss then work individually to rewrite the^sentences before receiving correction from T

Key: 1. I don’t know what to wear. 2. Could you tell me where to sign my name? 3 . 1 have no idea when to leave for the bus. 4. W e’re not sure where to hang the painting. 5. he wondered how to tell this news to his parents. 6. They can't decide who to go first.

- Ss can work in pairs to complete this 5 First, ask the whole class to agree

on five questions they would like to exercise ask about you. Write them on the Key: board. Prepare two different 1. They wondered'couldn’t tell howr to versions o f answers to these five use that support service. questions. ( the more contradictory 2. He had no idea who to turn to for the two versions are, the more fun help. the game will be !) Write each 3. Mai asked her mother when to turn version on a separate piece o f paper off the oven. so that you do not forget them. 4. Phong and Minh couldn’t decii - Then divide the class into two where to call her then. groups. Tell Ss that one group will 5. He was not sure whether to call her stay inside the classroom and the then. other outside. Each group will listen 6. They wondered what to do make to you for the answers to the Linh feel happier questions and the group will then have to report to the other group what they have heard from you. - T- Ss - W'hen the two groups have been separated cannot hear each other, go to each group and tell them one version o f the answers. Ask them to remember what you say. fork in groups the five questions written on the' board according to the information they have received by reporting what you have told them, 4.Further practice: ? Retell reported speech, quest ion - Answer teacher's questions. words before to 'infinitive ^.Production: ? Learn by heart all the structures - Take note L> Do ercises in Work book prepare: Unit 1: Communication _

--------------- Kiem tra ngày

thâng

tutm

Preparing date: Teaching date:

W EEK:? Period: 19

UNIT 3: TEEN STRESS AND PRESSURE Lesson 4: Communication 1./. OBJECTIVE: By the end o f the lesson, Ss will be able to Talk about teen stress and pressure and how to cope with them 1* Knowledge; - Vocabulary: vocabulary related to teen stress and pressi - Grammar: Use reported speech with confidence Use question words before to -infinitive 2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure. - Students knowr how to learn English in ri£ - Ss are interested in doing exercises -Ss are interested in using reported speech,questiorn|vorc fore to -infinitive 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about teen stress and pressure. »./.PR EPA R A T IO N : 1.Teacher: book, planning, picture,Sjaptop, lap >, projector 2.Students: books, notebooks HI./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods^by practising, discussion group, technical present.... I V./.PROCE D l1RE _______ ______________________

Teacher and si

.ents ‘ activities Contents and check the old lesson in

Life skills’ on the board and ask Ss what they think it means. Ask them to give ^ I S G I me examples o f life skills.

--MExplain the words in the Extra vocabulary box. Use a dictionary or translate the words since they are all abstract concepts.

Extra vocabulary: (5m) - Cognitive /'kognstiv/ (adj): connected with - Listen to the teacher's explain mental processes of understandingthuộc, hoặc -C o p y lién quan tới nhạn thức - An emotion: sự cám động, sự xủc động, sự

xuc cam - (to) concentrate /''knnsntreiư: tập trung - Self-discipline (adj): the ability to make yourself do something, especially something difficult or unpleasant - Resolve conflict: Giải quyết xung đột - Risk taking: Chap nhận rủi ro 2. Camtmmicatjon 1: (10m) - Ask Ss to work in pairs to complete this task. ■ t f 8 Go around and offer help if needed. complete the - Otherwise, T may turn this into a group - Work in competition. Prepare red paper strips the five task. skill categories, and blue paper strips with the skill examples. In small groups Ss will match In s mall gr oups Ss will match the trips to the blue strips. The first the red strips to the blue strips. The first group to have the correct answers is to have the correct answers is the winner

winner. Key: 3. Communication 2: I. C 2. B 3. D - Give Ss plenty o f time to look closer at each 4. A 5. E skill to discuss the questions in pairs. Then, as a whole class, go through each skill £nd elicit from them the answers to the questions. Write on the board two l i s f ^ o n e containing the - Work individually to write on the skills Ss think are necessary for Vietnamese board two lists: one containing the teenagers, and one containing those that they skills Ss think are necessary for Vietnamese teenagers, and one think are n containing those that they think are not.

tive, Ss work in small groups, discussion, each group should ____ ___ the life skills which they think are - Work in small groups. no suitable for Vietnamese teens. As a whole “Do we teenagers in Viet Nam need not ass, compare the results from different all or some o f these skills? Why or groups. Remember each group will need to why not?” explain their decisions. 4. Further practice; Exercise 3: (8m) - AskSs to work in small groups to make their own list for Vietnamese teens. They can base - Work in small groups. it on the text and add their own information.

Now the class needs to combine all the group lists to make a big list for the whole class. Write this list on a poster, or on the board. Exercise 4: (10m) - Ask Ss to copy down the ‘big list’ they have created in 3 in their notebooks. Ss then work - Work individually: each student individually: each student goes through the list goes through the list and evaluates and evaluates how good he/she is with each how good he/she is with each skill. skill. Then Ss work in pairs to share their Then Ss work in pairs to share their results. results. y ,

,< < - If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in :nree the class think they are now good at, and threi

rk in pair:

skills that most o f them think they nee< improve on. 5. Production: 1. Review this lesson >rkbook) 2. Do exercises......... (Work 3. Prepare lesson Skills 2

WEEK:? Period: 20

Preparing date:

Teaching date: TEEN STRESS AND PRESSURE Lesson 5: Skills 1 E: By the end o f the lesson, ss will be able to: genera] and specific information about a helpline service for teens in Viet

^ak about important features o f cities. Knowledge; - Vocabulary: vocabulary related to teen stress and pressure. - Grammar: Use reported speech with confidence Use question wrords before to 'infinitive 2. Skills: Practicing skills 3 . Attitude: - Positive about teen stress and pressure. - Students knowr how to learn English in right way. - Ss are interested in doing exercises - Ss are interested in a helpline service for teens in Viet Nam

4. Competences: - Co-operation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about teen stress and pressure. - Creativeness: talk about problems o f teens in VN - Using language to talk about problems o f teens in VN »./■PREPARATION: 1.'Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks »1./. TEACHING METHODS: Communicative approach, group Ss a activities, play as a character, teaching methods with game, teaching metli visual, teaching methods by practising, discussion group, technical present.

S .

IV ¿ P R O C E D U R E Teacher and students 1 activities

C ontents

<L -

1. W a r m up: CHATTING 2. Pre-reading ] a AskSs the question and explain that a child helpline is a telecommunication support service for children and young^ people. It is free o f charge. When you contact a helpline, often via telephone;you

D Listen

will get answered and someone from the helpline may even come directly to you to help.

- GuiSs to3 guess which senter itences are T/F

- Guess which is are T/F

Exercise 3

[lile-reading 3. While Exercise 3: For this task, allow Ss to have- Ss work individually first, then another close reading (or as many times as compare the answers w ith their partner. they wish). Ss work individually first, then Key: compare the answers w ith their partner. Ask IT 2. T 3. F 4. F \ S hthem e m to discuss and explain each person’s own decision if their answers are not the same. Then provide feedback as a class. For each answer, ask Ss to refer back to the text to find the relevant information. - E xercisel- b Ask Ss to read through the text quickly to get its main ideas. Ask them

5. F

6. T

- Read through the text quickly to get its main ideas.

to answer the question "What is the article

- Answer:

about? Using the text title, photos, and key words.

It is about The magic number which is a 24-hour toll-free service fo r counselling and protecting children and your adults in Vietnam.

- Exercise 2Now ask Ss to read the text again to complete the task. Ss work in pairs

Work in pairs to answer the Key:

to answer the questions.

1. It’s a free service for counselling and protecting children and young adults in Viet Nam. 2. They were callers in the 11-14 year old and 15-18 year old groups.

- Help Ss to check the answers.

3. The calls were mostly questions about relationships, and physical and mental ause they were cases of missing or ndoned children, or children who were suffering from violence, trafficking, or sexual abuse. 5. The helpline promotes child participation in its operations by involving children as peer. 6. It aims to create favourable conditions for children to develop physically and mentally. 4. POST-READING (15minutes) Spci Draw S s1 attention to the study skill box. Together with them, find an example for eacn expression. If time allows, ask Ss to add in other expressions for asking for ldvice that they have learnt or know.

Exercise 4 TellSs they are going to listen to two students calling a child helpline. AkSs to look at the note form to get oriented about what they are going to hear. Remind Ss that

- Possible answer: 1. What do you think I should do (about)...? 2. What should I do? 3. What would you do in this situation? 4. Could you give me some advice about...? 5. If you were me, what would you do? 6 . 1 wonder whether to . . . o r ...? 7. Do you know who to speak to about this?

these are notes so they only need to write

- Ask Ss to look at the note form to get

key words or phrases and not full sentences. After Ss have completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers. Ask them to use the notes for the role-play, and remind them to put some emotional expression in their voice for the role-play.

oriented about what they are going to hear

Ask

complete

the

task

individually. Key ( suggested): Caller 1 Caller: girl, from Ha Noi, last year of high s c h o p l ^ C Feeling now: a bit depressed and confused Problem: wants to be a designer; but her parents want her to be a doctor Question: doesn’t know w'hat to say her ^parents.

a few minutes to choose who they want to be and to think about what they should say

Caller 2 Caller: boy, named Long, 13 years old, from Ho Chi Minh City Feeling now: worried Problem: online friend asked for 5 million dong; said if he refused to give it, his life wrould be difficult

when th e ^ Ä lfn ^ f lo tlin e . - Ask Ss to work in pairs. Go around and offer help if needed.

Question: wonders whether to tell somebody about this.

ExereiseSAskSs to look back at Exercise 2, A CLOSER LOOK 1. Tell Ss the instructions to do the task. Remind Ss they should use the expressions in the Speaking Study skill box ‘Asking for advice’. Give Ss

When Ss have finished, call on some pairs to present their dialogue. To revise reported spee«*h, T may ask the student who listens and takes notes to report what his/her partner has told him/her. 5.PRODUCTION: 1. Review this lesson 2. Do ex ercises......... (W orkbook) 3. Prepare lesson Skills 2

- Look back at Exercise 2. A CLOSER LOOK 1. - Work in pairs

- Copy and do at home!

Preparing date: Teaching date:

W EEK:? Period: 21

UNIT 3: TEEN STRESS AND PRESSURE Lesson 6: Skills 2 I./. O B JE C T IV E : By the end o f the lesson, ss will be able to listen general and specific information about the work o f an advice columnist, and write write a short note to ask for advice and to give advice. Knowledge; - Vocab: vocabulary related to changes in a d o le sp llra - Grammar: Ask for and give eive advice Skills: Practicing skills Attitude: - Positive about teen stress and pressure - Students know how to learn English in ri ght way. - Ss TSs are are interested interested in doing exercises - Have good life skills 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about teen stress and pressure. - Creativeness: write a paragraph about the disadvantages/draw backs o f city life - Using language to write about problems o f city life »¿P R E P A R A T IO N : 1.'T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks HI./. T E A C H IN G M E T H O D S : Communicative approach, group Ss and T ’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... iv ./.P R n riifc a p Tcachcr and students 4 activities 1. W arm up

Contents

Chatting:

Do you often have proplems in your life? What are they? Who do you often ask for help? Do you know any Helpline in Viet Nam and in the world? 2, Listening:

Pre-teach vocab.

? W hat can you see in the pictures?

* Vocabulary. advice colomnist: (n): emphathise (v) counsel{v,n): khuyên rãn, khuyên báo,

? Who is she11 (advice columnist)

sir ban bac, hoi y kien. consider (v): can nhac, xem xet.

1 a+b Ask Ss if they know what an ^advice columnist’ does. Introduce the word. If possible, bring in to the class some examples o f the advice column page in local magazines for teens ( oryou can look them up on the Internet). Tell Ss they are now going to listen to an interview with Miss Blue Hair, the advice columnist of 4Teen magazine. Ask Ss to look at the questions in

*. Listening.

Exercise lb first. Ss then wrork individually to complete the task. Play the recording once to check how much Ss understand it. Then play the recording again when providing the key.

la. Listen to an interview with Miss Blue Hair, the advice columnist o f 4teen magazine. lb. Choose the best answer. Key: 1. likes 3. Not easy 4. takes time

2. Answer the questions. Kei els like she is living her eence again, and she loves helping readers by giving them advice. 2. She said it’s most important that we put ourselves in other people’s shoes. 3.Because language should be used sensitively so that the person can get over the negative feelings. 3. Which o f the follow ing expressions are more likely used by Miss Blue Hair when she gives advice? Ss work in p airs, explain their decision afterwards. The options that are in the 'n o ’ category are because the language is too strong or direct. 5. Which o f the following exprestons

are more likely to be used by Miss Blue Hair when she gives advice?

3 .Writing: 4 Ss need to look at 2>A C L O S E R L O O K 1. Then they work individually to complete this task. Remember this is a writing exercise so Ss need to write dowrn their advice notes in full sentences. Remind them to use the expressions in

Key: I . No 2. Yes No 5. Yes W ritin g

3. No

4. Look at 2y and A closer look 1 and give one piece o f advice to each student. Work through the Study skill box

the W riting Study skill box ‘Giving advice’. Ss then swap their writing for peer correction. If time allows, let Ss work in pairs when they have finished the writing. Student A w ill read out the notes randomly for student B to guess which advice note is for which student in the exercise. 4.Further practice:

together with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know. Study skill: Giving advice

K ey (Suggested): > a Sswork individually first to write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. Tell Ss that they can make up a situation and it can be funny or silly, for example, a student who wants to color his hair purple but is afraid that h e ll be laughed at or get into trouble with the school and his parents. Remind nd \ > Ss to sign the note with a made-up na me and not their real name.

bss workJ f f l ^ d u a l l y . Tell Ss when all group ave finished writing the advit ley will take turns to report the note they received, and the advice that they offered. If time allows, ask the group to discuss the problem and the ! advice. - get feed back. >.Production: Complete the writing Prepare Looking back and complete the project.

5. a. Write a short note to Miss Blue Hair..... b I know how yoiNfeel, but I don’t think you should worry about his change. It’s normal, and it shows that you^K growing up. c. if i were you, I wouldn’t have too high expectations. I would do my best in the exa, but 1 d on’t think it’s a good idea to feel so stressed. d. have you so thought about telling this to your parents? They might think o f a good solution to help you. e. it might help to consider breaking this big task into smaller tasks and then tackle them one by one. f. it might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help?

b. Write a short note to Miss Blue Hair..*„

Kiêtn ira ngày

thâng

Preparing d.r Teachin ting date:

W EEK: 8 Period: 22

nüm

..........................

UNIT 3: TEEN STRESS AND PRES SURE Lesson 7: Looking back and project ojeci U O B JE C T IV E : By the end o f the lesson, ss will be able» to listen revise the !i: reported speech and master the use o f To-infinitiverifier question words, give the presentation about a suport group in the school. 1, Knowledge; - Reported speech - Question words before To-infinitives. I 2. Skills: Practicing skills 3. Attitude: - Positive about teen stri ^ a n d pressure, - Students know how a m Engl ■nglish in right way. - Ss are interested in doi' exercises - Have good life skills 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about teen stress and pressure. - Using languagdho do exercises and design a set up o f a teen support group 11»/.PREPARATION: L T eacher: book, planning, picture, laptop, projector 2.Studcnts: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities^ play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

5“

/.P R O C E D U R E '

Teacher and students ‘ activities 1, Warm up: Check the old lesson

2.Looking hack:

Contents

1. Looking hack. /. Put yourself in these teen's shoes.

Choose the two best words to describe

1 AskSs to complete the sentences by using the support from the pictures, the option provided, and the meaning of the sentences. They work individually first and then compare with a partner.

your feelings in the following situ nitons.

2 AskSs to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. Then Ss need to look at the situations in 1 to say appropriate sentences.

2. Use the following prompts to say something to the students in 1.

3 ChallengeSs to complete this exercise without looking back at COMMUNICATION. They can write in similar skills, or add new skills as they wish.

4 Ss work individually then in pairs

Key: 1. exercise/delighted 2. Frustrated upset 3. Tense/stressed 4. worried/tense 5. Disappointed/frustrated 6. Emotional depressed

Key(suggcsted): 1. ‘Congratulations!1 ‘Well done! You did a really great job!' 2. you must have been really disappointed-’/ if I were you, I would talk to my parents.’ 3. ‘Stay calm. Everything will be all right Ml might be a good idea to have a break when you feel too stressed/ *1 understand how you feel.7 It might help to consider talking about this to someone .’/Have you thought about calling a counselling service?’ 5. ‘I understand how you feel.7 It might help to consider focusing on the good points o f the presentation rather than only the weak points.’ 6. ‘You must have been really emotional.VI understand how you feel.’ J. Give at least two examples fo r each

o f these sets o f skills. K ey (Suggested); 1. concentrate on doing something; organize your timetable 2. control feelings; know how to get over negative feelings 3. cooperate with others; communicate well 4. know how to act in emergencies; know when to stop taking risks 5. cook for oneself and others; manage a small budget other.

4. Rewrite the following in reported

when they compare their answers with each other

speech. I stressed out, and that she had had three sleepless thinking about her exam. 2. He said he couldn’t concentrate because it was too noisy in there. 3. She said she had been very upset at first but she was fine afterwards. 4. He said he didn't think taking risks too often was a good idea. 5. she said he would take a^ooking class before he went to college 6. he said he really wishes h e could make informed decisions.

5. Rewrite the underlined phrases in the following text, using question words + to-infinitives. 5 Ss work irlflfvidually to complete this tas

3 P R O JE C T Teen su up Ss work in groups to design the seFupjylfeen support group. First, Ss choose an idea for the support group and find out more about that idea. For example, one i group choose the idea 'study skills group’. Ask them to think about: ....................................................... Which study skills do you think are necessary in your

class/school? How can you fin d out more about this information ? How can the students improve these skills? (fo r this

lay I’m going to tell you what to io in case o f fire. 2. Be sure you know where to find the nearest exit o f stairway. 3. You should know how to activate the fire alarm. 4. You should know who to call. 5. You should also know how to reach them. M. Project. Ss decide how to set up their support group: - What is the name o f the support group?

What are the support activities it provides? - How does the support reach students? - How is the group organized? Who will do what? How can the teacher and the school help the operations o f the group? -

The class can then vote for the project that they think is most interesting,______

information you can ask your teacher, or use books, magazines, or the In ternet) What can a support group do to help them do that?

4 .F u rlh e r practice 6DirectSs to the two callers in 4, SK IL L S I. Using the notes they produced for that exercise, ask Ss to recall the details o f the two calls: who are the callers? Why are they calling the helpline? How do they feel? Now Ss discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. Call on five pairs to report the advice to the class. The class then vote for their favourite piece o f advice. Finished! - Ask Ss to complete the Fisnished!self-assessment bo Identify any difficult!

useful, and feasible. If possible, T may even help them realise some o f these projects in their own class or school.

c>x & Ô

weak areas and pr< practice 5. Production: looking back into

Review 1

------------------------------------------------------

Q@0—

Preparing date: Teaching date:

:E K :8 Period: 23

REVIEW 1 Lesson 1: Language 1.A O B JE C T IV E : This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to recall the language and encourage them to contribute as much as possible. 1* Knowledge; - Grammar: phrasal verbs, comparison, reported speech

- Vocabulary: related to unit 1-3 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing language function - Ss are interested in doing exercises 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Use language to do exercises

II. .PREPARATION; I.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group S activities, play as a character, teaching methods with game, teachin visual, teaching methods by practising, discussion group, technical pr IV ./.PR O C E D U R E

Ss and T's activities C onten I. W a rm up. Game: Face to face- Phrasal verbs - T divide the class into 2 teams toj yplay iay the game.

2.Pron uneiation. « ^ P rronunciation. ot 1 What kind o f underlined ned word rV it? /. Listen itntl practise saying the . Elicit the rule from Ss( they are sentences. Pay attention to the underlined content words and are stressed words. because they contain all the important information being Audio script: conveyed). Play the recording for S 1. My town is nice and peaceful but it isn't very big. to listen and read along silently, then they can repeat out loud trying 2. Da NanaMuseumo f to stress the same words. Call on ChamSculpture attracts a lot o f some Ss to read out the sentences foreignvisitors. again. Correct their pronunciation 3. A: Were you wearing a helmet ® a class. when you fell off your bike9 Note: All the underlined words are B: No, I wasn't. stressed. 4. Son: Can 1 go to a partytoniaht, m um ? Mother: Ok, but please dontm akenoisewhen you co me ho me. 5. A: M y m um ’sreallv a ftoodfriend o f mine. B: Is she? Mine is very strict towards

v Y r O

me. 2Ss work in pairs first to mark the underlined words as W{weak) or S(strong).

Then T plays the recording for Ss to check. Play the recording again and Ss repeat. Pause and correct their pronunciation.

2. Look at the underlined words in the sentences and mark them as W(weak), f S (strong). Listen and check. Audio script: 1 A: Is (W) Minh happy about winning the scholarship? B: Yes, he isJS). but h i ^ p ^ ^ i ^

B: I'm terribly so m ^d ad . But it isn’t (S) entiral^ nfy fault. 3. A: Pho Hienis(W) a very old town in North Viet Nam. B: A !L(W)? Where is k i W ) located9 4. A: I f s (W) raining. Are they (W) ^ w e a rin g raincoats? B: She (S) is, but he_(S) isn’t.

3. Vocabulary: 3 Ss do the task individually and then share their answers with a partner. Check S s’answers

CT read the passage, then do 4 LetSs re this exerci then do this exercise __ exercise, individually. T may ask some Ss to write their answers on the board. T corrects as a class.

4. Grammar 5 Ss work individually and then

V ocabulary.

3. Match the verbs in column A with the words in column B. Key: - reduce pollution - set up a home business - pull down an old building - fell worried and frustrated - empathise with someone - have high expectations - make a handicraft - provide employment

4. Fill in the box with the words from the box. Key: I . giant 3.Attractions 5. fascinating 7. Affordable

2. Tallest 4. Symbol 6. Excited 8. Interest

G ram m ar

5. Complete each sentence with the correct form o f a phrasal verb

compare their answers with a partner. Call on some Ss to write their answers on the board. Other Ss comment. T corrects as a

6 Ss do the task individually. Tell them to write the reported sentences in their notebooks. Call on some Ss to read their sentences. T checks:

7 AskSs to discuss in pairs choose the suitable w o r >es to complete the talks. A îcking their answers, havj lirs act out the mini talks

from the list. Key: I. set up 2. Deal with 3. Turned down 4. Look up 5. give up 6. Put up with 7. Got over 8. Keep up with

6. Rewrite the following questl. reported speech, using questk words before To-injinttives. 1. Trang wondered what to wear to the fancy dress party. 2. She couldn’t decide whether to help Chau with the money her mum had £iven to her. wondered where to get those indi crafts, had no idea who to turn to for rith his homework. [oa was not sure when to break the sad news to him. Everyday English.

7. Choose the suitable words/phrasaes to complete the talk. Key: 1. as far as I know 2. What to do 3. Cool 4. no worries 5. If I were in your shoes

5.P R O D U C T IO xercises iew I - Skills

------------------

0@0 —

Preparing date: Teaching date:

'E E K :8 Period: 24

REVIEW 1 Lesson 2: Skills LA O B JE C T IV E : This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss torecall the language and encourage them to contribute as much as possible

1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech - Vocabulary: related to unit 1-3 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Use language to do write an e-mail It ¿ P R E P A R A T IO N : 1.'T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M ETHODS: Communicative approach, group Sss and T’s 1 activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, ta^hmca!>present ecnmc

IV./.PROC ED URE Ss and T eaeherrs activities

Contents

1. Warm up (5f) - check the old lesson

I - Teach er- whole class

2. Readmn'JlO*)

- Have Ss read the letters y t ' clarifies anything they do not itand. - pair work Choose Ss to read the ages aloud sentence by sentence. rect their pronunciation. Then Ss d ^ h t ;ercise in pairs - give feed back Answer key: goes around to helpp weak sts a/ found out: got information get feedback go on with: continue face up to: deal with keep away from: avoid b/ IF 2.T 3.T 4.T 5.F 3 . Speaki/te flO') - Have sts work individually first. Have them the read all three situations and think o f the one that interests them the most. Then individual work the talk in groups. Give them a few they minutes to prepare what they want to say. group work Encourage them to use the language they give feedback have learnt. Go around and give assistance if need be individually - model with one good sts - get sts to report to the class after the Do as required interview

4. Listen ins (10') a/ Play the recording once. Have Ss listen and write their answers, b Play the recording again once or twice. Have Ss write down the w'ords, phrases as they hear. T checks - get feedback

5^ Writing (S') - Ask st to write a letter to their pen friend about their last visit to a craft village. They can refer to the following +tirne/ date o f your visit + people you went there with + the name o f the village + the crafts it makes +what you saw there +Your impression o f the visit

wrork at home

6. Production: - continue to write the letterat home prepare for the test

Preparing date: Teaching date:

W EEK Peri TEST 451

O B JE C T IV E ; - To check sts1 knowledge o f grammar and vocabulary from unit I unit 3 - Help sts improve their English 1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech - Vocabulary: related to unit 1-3 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences

- Self- study: work individually. II./. PR E P A R A T IO N : L T eacher: Test 4 5 ’, laptop 2.Students: HI./. T E A C H IN G M E T H O D S: Technical present IV ./.PR O C E D D R E KnuMkduL

Topics/

Comprehension

Application■

language & »klU*

□bjcctivc

Subjecti

Obj eçtivt

Subjective

Low

Total

Topic S

Listen 4 teen radio, then write T/F fo r each sentence

(20 %)

A items

2 points

3D %

I- L i s t e n i n ';

[I- Grammar and Vocab Topic I ■3

(30 %>

¡.Look al the sentences below, and put the underline w ord in correct column

jî points

Topic I ■3

( 30%)

„A <;> itin«

'opic 1- 3

(20 %)

2 .Circle the correct option A, B, C to complete each o f the following sentence 9 item*

[ll-Kcading

4itjcms

9 items

Jpoints 30%

: * Gi

Read the passage, then choose Ar B. C D to complete the passage

6 items 3 points.

6 item*

30%

3 points Rewn le sentences below by making the sentences

4 items 2 points

3 items 2 points

20%

T otal

13 items

6 items

4 items

21 items

5.0 points

3.0 points

2.0 points

10 pc) inLs

50%

30%

20%

100%

c>x & Bao Khe Secondary’ School Class: 9......... Student's name ....... s

.....

KIẺM TRA 45 PHÚT so 1 - NĂM HOC Môn; TIÉNG ANH - LỚP 9 Thòi gian làm bài: 45 phút Teacher's Opinion

: LISTEN rưsten 4 teen radio, then write T/F for each sentence. (2 pointsÌ 1.Tra is interested in history. 2.Nam likes making things with his hands. 3 Nam’s family owns a workshop in Bat Trang.

4.11oa loves nature and quietness.

I*ART II: GRAMMAR AND VOCAB ¡.Look at the sentences below, and pur the underline word in correct column (Ipt) A: Who broke the window? B: He did! 2. A : Are you angry? B: Yes, I am. Stressed I'nstresscd

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2. Circle the correct option A. B. C to complete each o f the followins sen fences f Ipt). 1 The flower was out o f a single piece o f valuable wood A.carved B.moulded C.cast D, given 2 .In this town, they all the fram A.make B.have C.mould D.cast 3.She is skilled at cloth A.giving B.weaving C .doing D. carving 4 .If you like, I can _______flowefs on the cushion covers for you A. grow B.make C.embroider D.knit 5.1s it true that you _______ this woollen hat yourself? A.knitted B.wove C.did D.carved P A R T IV: R E A D Read the passage, then choose A B. C D to complete the passage (2 pis) Homelessness is a problem in many big cities in the world It occurs when a part of the population does not have any (1 ) ______ place to call home Hundreds of millions of people in the world spend at least some time o f the year homeless. This is an issue that the authorities are trying to (2 ) ______ . However, there are ( 3 ) ______ things that each person can do to help^ those people. One o f the things that you can do to help the homeless is to volunteer your time. If you have a lot o f free time, you might go on an extended trip to help ( 4 ) ______ homes or improve an impoverished area Even with just a few hours a week, it is possible ro make an impact in your own city You can also sign up to help at a (5)--........... s&I^kkitchen: most cities have a mission of some kind (6)------------- food to the homeless and offering temporary shelter 1 A.common B.regular C.unusual D.fixed 2 A.deal with B.get over C.look through D.find out 3 A.little B.less C.more D. fewer 4 A.care for B.show around C.set up D.pull down 5 A.urban B.central C .capita I D.Iocal 6 A.cooking B.supporting C .helping D.serving

PART IV: WRITE Rewrite sentences below by making the senrences {.2pts)

1There are modem knitting machines The artisans in my village like using traditional looms, (although) 2.Many children like to go to Bat Trang Ceramic village. They can make their own pottery' there, (as) 3.We have to follow more than ten stages. We can make a .simple conical hat (so that)

A.Sink paintings are special. They are burned after worship, (since)

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The end

& DAP AN T A R T 1: 0,5 p f o r each correct sentence

L. T 2. T 2 PA R T II:

3. F

1. 0,25 p fo r each correct word Unstressed

Stressed 1 2

2. 0,4 p f o r each correct sentence. I. A > V ^ 2 . D 3. B

are

4. C

5. A

ifor each correct sentence. l.b ^ A 2.. A 3.C J.L 4.C 4.L 35.D .U 6.D P A R T I\ 7: 0,5 p f o r each correct sentence. Although there are modem knitting machines the artisans in my village like using

ltional looms.

Many children like to go to Bat Trang Ceramic village as they can make their own pottery there. 3.—»- We have to follow more than ten stages so that we can make a simple conical hat 4.Sinh paintings are special since they are burned after worship

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Preparing date: Teaching date:

W E E K :9 Period: 26

UNIT 4: LIFE IN THE PAST Lesson 1: Getting started I.A O B JE C T IV E : By the end o f the lesson, ss will be able to: Use the lexical items related lo life in the past

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1, Knowledge; - Vocabulary: lexical items related to life in the past Grammar: simple 2* Skills: Practicing skills 3. Attitude: - Positive about life in the past - Students know how to learn English in right way. - Ss are interested in doing exercises^ 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings » ¿P R E P A R A T IO N : LTeacher: book, planning, picture, laptop, projector 2.Students: books, notebooks IIL/. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching m e t h o d ^ y practising, discussion group, technical present.... I W .P R O C E D I H F -

Teacher and Students' activities 1, Warm up - Prepare some photos or magazine cut-outs about some common activities in the past ( maybe twenty or thirty years ago) and at the present. Show them to Ss and let them group the pictures into the past or the present. Ask for an explanation o f the groupings. 2 .Getting started: New words 1. New words

Contents

T each er an d Students' activities - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps o f teaching vocabulary * Checking vocab: Ordering

Contents -technological

(adj): thuộc công nghệ

- wealthy - gap

(adj) (n):

giàu sang, giàu cỏ sự khác biệt, khoảng trông loudspeaker (n) loa science fiction (n) khoa học viè - mobile movie (n): đoàn chigj^difll him lưu team động - fu n a ra l____ £n): đám tang, lề tai IL Listen and read ĩ

Listen ami read ? Open the book on the GETTING STARTED page but with the text covered. - What do you think the people in the conversation are talking about ? - How do you understand the title ‘Preserving the past ’? - Ss answer the question as a class. Play the recording and have Ss follow along. La. Answer the questions La. Answer the questions f P41) 1. Fathers make kites for sons. Ss work independently. 2. Once every two months. Encourage them to answer the 3. They used to come early, trying to find a place questions without looking back at near the screen. the conversation. Then allow Ss 4. Only wealthy households. to share answers. Check their 5. Yes, he does. He said:’Sometimes 1 wish I answers as a class. could go back to that time.”

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ink

Lb. Matching (lhP4l)

Lb. Matching

Find the expression in the 1.c nversation and read the context 2. A rwhi at where they appear to make sure 3. D that they understand the 4. B meanings o f the expressions correctly. ? Do the matching. Correct the answers as a class. ? Think of some more expressions with the same meaning.

Teacher and Students' activities

Contents

I.e. Complete the conversations I.e. Complete the conversations (1c P41) 1. sure. ? Work independent to find the most suitable response to each items. ? Exchange your answers. - T checks as a class and explains the answers where necessary. 3 ,Doing:

2.1 can’t imagine t h a t. 3. Howr cool! 4.1 wish 1 could go back to that time 5. Ho cool! 6.1 can’t imagine that.

HI. Practico

1. Complete the sentences (2 1. Complete the sentences P41) 1 A - Make sure Ss understand the meaning o f the words in the box. ? Give some examples to showr that you understand the phrases * technologic a I changes'. ? Work independently to complete the sentences. ? Share your answers in pairs - Then elicit the answers from the whole class. 1

2.Brainstorming (3P41)

2. 3. 4. 5. 6.

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? Work in small groups to coi come up with as many past events and practices as possible w h ic h w ere part o f daily life in their area. - Give the group^a time limit, for example, five minutes. ? Present the list they have made to the class. - As a whole class, decide if these practiceV were specific to their region or neighborhood or were o practiced elsewhere a Further practice: ? Sum up the main content o f the lesson. 5.Production: ? Learn by heart new words ? Do exercises B l, 2, 3 P31-32 (workbook) ? Prepare: l)nit 4: A eloser look

D C B E F

............

2. Brainstorming (3P41) Bra Example: women in Hue used to go swimming at the beach fully clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went o u t to stay at home as housew ives, to sm oke.,.

Teacher and Students' activities

Contents

W E E K :9 Period: 27

Preparing date: Teaching d a te ^ ^ ■ t f 8 UNIT 4: LIFE IN THE PAST *

Lesson 2: A closer look 1

, S

U O B JE C T IV E : By the end o f the lesson, ss will be aMe to - Use the lexical items related to life in the past - Identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly 1. Knowledge; - Vocabulary: lexical items relal life in the past - Grammar: simple 2. Skills: Practicing skills 3. Altitude: - Positive about life in ith< ¿t. English in right way. - Students knowr how to exercises. - Ss are interested in doi 4. Competences: work in pairs, groups, teams nces: - Co-oporation: Co-operation: wo - Self- study: work individually. »¿P R E P A R A T IO N : L T eacher: book , planning, picture, laptop, projector 2.Students: books :s, notebooks »1 7 . T E A C H IN G M E T H O D S : Communicative approach, group Ss and T’s activities, play as ^character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. ^¿PR O C ED U R E:

1 Teacher and students * activities Y fr-W arm up (5*): - FFree r talk - Check up old lesson 2. V ocabulary (15r) 1 AskSs to do the matching individually. Then allow them to share their answers with a partner. Check as a class. Note: Ss might have difficultly with

Contents T- Ss

- Ss work individually to complete this exercise Key: I f ' 2. g 3. b 4. a 5. c 6. e 7. h 8. d

the meaning o f "act out stories’, ‘go hare-footed’„ and ‘dance to drum music’. To check comprehension, T can ask Ss to mine activities to ensure everyone has a thorough understanding of the phrases 2Ss work individually. Ask them to choose the correct answer for each sentence first. They then read the sentence carefully to determine the form and the tense o f the verb. Check the answers as a class. 3 HaveSs work individually. Then they can exchange their answers w ith a partner. Check as a class. Now ask for volunteers, or select Ss, to make new sentences using these words and phrases. Let the rest o f the class decide whether the sentence makes sense or not. Try to give lots o f Ss a go, not ju s t the ones who are the most extrovert in the class. 4 These words have simj meanings. Before Ss do the task, asl Ss to cover the REM El and elicit the definitions if possible, then allow Ss to read the definitions before they ask Ss to do the task. Have Ss read each sentences. For example, sentence 1 needs a noun because this ivord stands sfter article V . they then complete all the sentences. Confirm the correct answers as a class.__________________ 3. Prom ulgation (15ri1 ^'ress on auxiliary in sentences Ask Ss to note all the auxiliaries they find in the sentences first. Discuss with them which ones they think will be stressed. Play the recording. Ss listen and underline the stressed auxiliaries. They then repeat the sentences with a focus on the stressed ones. Since Ss often see auxiliaries as

- Individual work Key: 1. kept a diary themselves 3. Preserve our traditions ___

/ N

2. Er 4. lipeyour

imagination 5. acting out stories >6. Collect the post 7. going bare-footed 8. Dance to drum music - Ss

ividually

niority 2. Illiterate set vendors strict rules 5. Physical face

3. 6. Face to

- Ss work individuallyto complete the task Key: I. habit 2. Behavior 3. Tradition 4. habit 5. Practice 6. Behavior Audio seript-l- Key: 1. Life will be improved on those remote areas. 2. They can see the rain coming in from the west. 3. You did make me laugh! 4. He hasn’t handed in his assignment. 5. 1 don’t like the idea o f going there

unstressed, it is a good idea to give Ss some initial guidance from the R E M E M B E R Ibox under exercise 5 before they actually do the exercise. 6 HaveSs work individually to stress the auxiliaries. Ask them to refer to the REMEMBER! box as they do the exercise. Then play the recording. Ss listen, check, and say the sentences. Call on some Ss to say the sentences individually.

4.Further practice: - Retell the whole lesson 5. Production: ? Learn by heart all the ? Do Ex in workbook ? Prepare: Unit 4: Closer Look 2

at night. 6.

Sam doesn't like fast food but I do.

Note: This exercise focuses only on stressed/unstressed auxiliaries. Sentences 1 and 2 contain no stressed auxiliaries Audio script + Key: 1 - The men in my village used to catch fish with a spear - Could you do that? - No, I couldn’t. I have told many times not to leave the door open. 3. W e’re going to visit Howick, a historical village. - You aren’t going to the party? Is it because $Tfu can’t dance? - 1 can dance. Look! - 1 hope she doesn’t damage to the cad - Don’t worried. She does knowr how to drive. Answer teacher's questions.

- Say out the words - Take note

Kiểm tra ngày

thảng

A W EEK: 10 Period: 28

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST Lesson 3: A closer look 2 I J, OBJECTIVE:

By the end o f the lesson, students w ill be able to

Use used didn’t use + to - infinitive to talk about past practices

- Express wishes for the present 1. Knowledge; - Grammar:used didn’t use + to - infinitive - Vocabulary:words related to life in the past 2. Skills: Practicing skills 3. Altitude: - Positive about life in the past. - Students know how to learn English in right way. - Ss are interested in usinguseddidn’t use + to - infinitive toi talk about abou past practices 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about past practices

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II./.P K h P A K V I IO N :

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L T eacher: book, planning, picture, laptop, projector l.S tu d e n ts: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach^ group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV ./.PR O C E D U R E : Teacher and stu d en ts4 activities [ AY'arm up (5 1): - Check up old leson 2. Grammar 1 (15‘) Used to: review 1 HaveSs underline the sentenc* containing used to didn’t use to + infinitive in the conversation in GETTING STARTED. Ask them to choose the correct answer At B. C. T m i r ^ m t e the ruler on the board as remainder for Ss as they do exercise 2. 2 HaveSs work individually. Then ask them to exchange their answers. Correct them as a class. Note: Dating back to the Middle Ages in many European countries, the "Barber Shop’, or the *Barker Sugeon' not only cut and shaved hair but also performed teeth extraction and cupping. 3. Grammar 2 3 AskSs to read the conversation

Contents -S s-T

- Ss work individually to complete the task Key: B

Ss work individually Key: 1. used to be 2. Didn’t use to transport 3. Used to dye 4. used to kill 5. Used to pull out 6. Didn’t use to spend

Look out! We use the past simple then we make wishes

in GETTING STARTED again and look for sentences containing wish. Ask them to underline the main verbs in the sentence and answer the questions. Elicit the rule for the main verb in the wish sentence for the present. Then have them read the Look out!box. T may write the rule on the board.

4 HaveSs to do this exercise individually. They may refer to the rule on the board. T checks the answers as a class. 5 Have Ss look at the prompts first and decide whether the sentence is a wish for the present/future or for something happening right at the moment. They then choose the appropriate tense for each sentence. Once they have done this, ask them to write out the sentence is full, allows, let Ss share tl with their partner, class.

for the present or future. Example: I wish my friends spend less time playing computer games and more time outdoors. We use the past continuous when we make wishes for something that we want to be happening write at this moment Example: My son wishes he was; studying Makerting instead o f hospitality Note: after wish, we can use either er was or were with l.he/she/it Key: 1. for the present ^ ^ inuous 2. the past simple and past c Key: ^ V V C orrect; I and 3. Can -> Incorrect: 2/Hyil I -> would could 6. Is-> 5. do > d i d n ’t

individually to complete this

I wish we could communicate w ith animals. I wish no child was/were suffering from hunger. I wish 1 was/were playing on the beach. 4. I wish there was/were no more family violence in the world. I wish 1 was/were going bushwalking with my friends. I wish there was four seasons in my area.

4.Further practice: ? Retell reported speech, quest ion words before to -infinitive ^.Production: ? Learn by heart all the structures ? Do exercises in Work book ?_____ Prepare;_____ Unit_____ 4^

Answer teacher's questions.

Take note

C om m unication

Preparing date:

W E E K : 10 Period : 29

UNIT 4: LIFE IN THE FAST Lesson 4: COMMUNICATION

’

1./. O B JE C T IV E : By the end o f the lesson, Ss will be able to 1* Knowledge; - Vocabulary: vocabulary related to the past - Grammar: Used to/ didn't use to - infinitive to talk Express Wish for the present 2. Skills: Practicing skills 3 * Attitude: - Positive about life in the past. - Students know how to learn E - Ss are interested in doing exe

right way

- Ss are interested in talki last practices 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - talking about past practices I.T eacher: book, planning!picture, laptop, projector banning, ] 2.Students: bookJ^iotebooks notebook III./. T E A C H IN G METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... IV ./.PR O C E D U R E : Teacher and students ‘ activities 1. W a rm tin: 3m and check the old lesson in 5m 2.Comm unication 1: ■ 1 a T can start this session by writing 'Looking back’ on the board and leading Ss through the discussion o f the questions. Encourage Ss to give any or all ideas, there are no wrong answers at this stage. Extra vocabulary: (5in) - downtown: in, towards or typical of the

Contents

centre of a city* especially its main business area Khu vực thành pho - remote (adj): far away from places where other people live - xa xôi, hèo lánh - igloo (N): a small round house or shelter built from blocks of hard snow by the Inuit people of northern N America: lều tuyết - domed (adj); hình vòm. mái vòm - arctic (Adj):related to or happening in the regions around the North Pole: thuộc Bac cực/ phương Bắc 2 haveSs read the definitions and look for the words in each story. They may do this individually or in pairs. ^^Communication 2 : 3 This task encourages Ss to use their critical thinking skills to find explanations for the questions Ss will consequently gain a dee understanding o f what life was like for t people. Have Ss work in groups. Encour use their imagination and backgrou knowledge to explain some information from the stories. Ss then share their opinions with the class. T acts as 4.F u rth e r practice 4 HaveSs worl group to match the respond with the^t them to underline the key words in the r onds which help them do the mat

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5 AskSs to work in small groups and work

t a story o f their own. Make sure Ss include the the necessary information in the story suggested in the task. Each group then presents the story to the class. The rest o f the class can ask questions about the topic.

5. Production: 1. Review this lesson

2. Do ex ercises____ (Workbook) 3. Prepare lesson Skills 2

Preparing date: Teaching date:

W E E K : 10 P erio d : 30

I O B J E C T I V E : - Help ss find out their mistakes and correct them . Students can improve their knowledge o f English I , Knowledge; - Grammar: phrasal verbs, comparison, reported sjleech - Vocabulary: related to unit I -3 2♦ Skills: Practicing skills 3♦ Altitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Com petences - Self- study: work individually. II./.PR E PA R A T IO N : 1.'T eacher: Test papers 2-Students: III./. T E A C H IN G M E T H O D S: Technical present IV ./.PR O C E D D R E A. R e m a rk on the tests: -The number o f the tests: +Exellent tests +Good test + Average; +Under average: JL~ -The n u n 1-----

sS1-

verage: +Under average: neral, all Ss have achieved the basic knowledge, ere are many exellent and good tests. - Some Ss' skill o f doing general test is not good. -The teacher shows some best and worst tests to correct before class: B. Kev

DAP AN T A R T I: 0,5 p f o r each correct sentence

2. T

PART H: 1.0,25 Ị) for each correct word 1 2

Unstressed

Stressed Who, is am

are

2. 0,4 p f o r each correct sentence. I A 2. D 3. B

4. C

PART 111: 0,5p f o r each correct sentence. LB 2. A 3.C 4.C 5.D PART IV: 0,5 p f o r each correct sentence. L Although there are modem knitting machines the artisans in m j^ e using traditional looms. 2. Many children like to go to Bat Trang Ceramic village as the make their own pottery' there. 3. We have to follow more than ten stages so that we can make a simple conical hat. 4.Sinh paintings are special since they are burned after worship

W E E K ; 11 Period: 31

Kiểm tra ngày

tháng

tiüm

.....71.Z.....

Preparing date: Teaching date: UNIT 4: LIFE IN THE PAS I Lesson 5: Skills 1

M.7. O B JE C T IV E : By the end o f the lesson, ss will be able to: - Read specific information about children’s pastimes in the past. - making comments on or expressing opinions about facts in the past. 1. Knowledge; - Vocabulary: vocabulary related to the past. Grammar: Used to/ didn't use to - infinitive to talk about past practices Express Wish for the present 2* Skills: Practicing skills

3* Altitude: - Positive about life in the past. - Students know how to learn English in right way - Ss are interested in doing exercises. - Ss are interested in talking about past practices 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Creativeness: talk about past practices - Using language to talk about past practices. n^P R E P A R A T IO N : I*'Teacher: book, planning, picture, laptop, projector 2,Students: books, notebooks IN./. T E A C H IN G M E T H O D S: Communicative approach, griroup Ss and T’s activities, play as a character, teaching methods with game, teaching methods by present. visual, teaching methods by practising, discussion group,

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IWAPROCEDDRE: Teacher anil students * activities I* Warm up: chating 2. Pre-reading Brainstorm how teens entertained themselves in the past compared to

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Contents

present. Make notes o f the activitie lists and leave them on the board while the class reads the conversation - Work in groups. Possible answer: Past - blind man’s bluff - hide and seek - fishing - land artillery/ Mud banger (phao dat) - capture the flag - spinning tops (con quay) 3. W hile-reading 2 HaveSs read the conversation individually and answer the questions. Check S s’ answers as a class. Ask Ss to show where the information for each answer appears.

work

Now Watching TV. surfing Internet. Internet games/ computer games playing in mall Friends. See Movies. Reading.

individually

first,

then

compare the answers with their partner. Key: 1. They used to play outdoors, in the

fresh air. 2. They met and talked face-to face. 3. It kept them healthy and in shape. 4. At home 5. You had to use your o) imagination 6. No, they didn’t

4. PO ST-R E A D IN G < 1 5 m m u M Speaking 3 AskSs to read the example in 3 and the expressions for options and comments in the R E M E M B E R Ibox at the bottom o f the page. Once they are clear about it in groups o f three or four. T should move around the

G *

- Work iningroups grou ?opv the comments in the Remember box

groups and offer guidance. 4 Apart from expressing an opinion on practices in the past, Ss have to d ecid c id efl^N ^ ^ T^ l

whether they would like to keep thle practie alive and explain why. 1 N Allow Ss some time to read the practice, make their decision, and think o f the reasons for their choice. They can then start their discussion. T moves around the class to facilitate the discussions. If something in terestin g ^ expressed, T may wish to bring the whole class together to discuss it. 4. Production: 1. Review this lesson 2. Doo eexxeerc rcise ises......... s........(W orkbook) Prepare lesson Skills 2

W E E K : 11 Period: 32

Ss have to decide whether they would like to keep the practice alive and explain why.

- Discuss in groups.

- Copy and do at home!

Preparing date: Teaching date: UNIT 4: LIFE IN THE PAST

L e sso n 6: S k ills 2 I./. O B JE C T IV E : By the end o f the lesson, ss will be able to listen for general and specific information about school life in the past and write write a description o f how children in the past studied without technology. 1. Knowledge; - Vocab: vocabulary related to school life in the past 2. Skills: Practicing skills 3. Altitude: - Positive about life in the past. - Students know how to learn English in right way. - nourishing and preserving the past 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Creativeness: write a description o f how children in died without technology. - Using language to write about problems in the past » ¿P R E P A R A T IO N : 1.T eacher: book, planning, picture, laptop, proj 2.S tudents: books, notebooks »1./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising,discussion group, technical present. .. I V ./.PR O C E Dl JRE

Teacher and students *

Contents

1, W a rm up

Chatting: in your life? Do you often have pi What are they? ^ Who do you often ask for help? Do you know any Helpline in Viet Nam and in the world 7 2. Listening:

Chatting: o are they in the picture? ere is it?

L Listening.

I An old man is talking about his school tlays. Listen and decide if the statements are T or F.

at do you know about schools in the - guess the statements. past? - ask ssto guess the statements first. Key: 2. T 3.T T then plays the recording and Ss tick the I F 6. T answers. T can play the recording at least 5.F twice. Elicit the answers from Ss. Ask them to explain their answers. Confirm

4.NG

the answers as a class. 2. Listen again and flit in the blanks 2 HaveSs read the questions, first to with the correct information. determine which information they need to fill the blanks. Ss then listen to the recording again and write their answers, Key: T checks the answers as a class. Audio script: 1.15 2. Bare - footed 3. Maths, history (in any order) I went to a village school. In fact, there 4. strict rules 5. Extra c l a s ^ was only one classroom for 15 students o f different ages, both boys and girls, and one teacher who taught everything. The school didn’t have a name, so we just called it 'our school'. We used to walk to school. Some children went bare-footed. At school we learnt to read and to write. We also learnt a little maths and history. There were no science lessons, and we didn’t have exams, either. Although our school was small, it had strict rules. We had to behave ourselves We stood up and bowed to greet our teacher at the start o f every lesson. We could talk only when we were allowed to. However, we had no homework and no extra classes. I had a lot o f time to play outside and to help my parents in the house. I love my school and those school days. 3AVriting: LL W ritin g

c>x

3 Ss work in g ^ J S s o f three or four. Together they make a list o f the facilities they are using for their studies. Then they tick the ones they think were not available about tw enty years ago. T may i have the groups write their lists on board. n_£ave the lists there for 4. 4 .F u rth e r practice;

Make a list o f the facilities you are using for your studies nowadays* Then tick the one(s) you think was/were not available about 20 years ago.

4. Choose facility which wasnot 4Ss work individually, referring to the available twenty years ago and write a framework while they are writing. If time short description o f how students in the past study without that facility. allows, T can ask some Ss to share their writing with the Sam ple w riting: It is most likely that students twenty

years ago were not able to enjoy the Internet in their studies. That’s why it took them a lot o f time, energy, and even money, to do a project that we can now easily complete in one or two days. For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was useful for their assignment. They would also have to meet with some old people and talk to them about the past. At home, they had to hand-write their assignment, possibly with a lot of erasing and rewriting o f the first draft. After finishing the draft, they had to write a clean copy on another piece o f paper for submission. 5,Production: Complete the writing Prepare Looking back and complete the project._____________________________ -

W E E K : 11 Period: 33

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Preparing date: Teaching date: ^ T J M I 4: LIFE IN THE PAST Lesson 7: Looking back and project

LA O B JEC E CTIV T ! IVE: E: By ithe end o f the lesson, ss will be able to listen revise vocab. to describe the past and Used to to talk about the past and Wish for the present. I , Knowledge; - used to present wish V y fc Skills: Practicing skills Attitude: - Positive about life in the past. - Students know how to learn English in right way. - nourishing and preserving the past 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to do exercises and preserve the past II./.P R E P A R A T IO N : L T eacher: book, planning, picture, laptop, projector

2.Students: books, notebooks III./. TEACHING! M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV ^ .P R O C E D U R E :

T and Ss' activities L W a rm up: C hange game: I used to - call 5 ss to the board and play the game 51.1 used to get up late when 1 was young 5 2 . 1 used to get up late and fly kites when 1 was young

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Contents

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2. Looking back. I. Looking back. 1 HaveSs complete this exercise Vocabulary rs as a 1. Choose the best A,B,C to complete the class. sentences. Key: l.B

ndividually. They can eck with their partner, the correct answers.

4.A

3.C

5. B

2a. Match the verbs in A with their definition in B. Kcv: l b d

bHaveSs complete this exercise individually. Check their answers as a class.

2. A

2. e

3. a

4. c

2b. Use the verbs in A in their correct forms to complete the sentences. Key: 1. acting out 4. collecting

2. die out 5. entertains

3. preserve

3Ss complete this task independently or in pairs. Discussion may sometimes be necessary to decide if a thing was/was not practiced in the past. Only then can they form the correct answers. Check as a class.

4HaveSs complete the exercise independent. Have them share their wishes with the class.

SEncourageSs to use their imagination and work out wishes for the situation. Have them share their Fers with the class.

6 Ss work in pairs or small groups to complete the exercise. Check as a class. Then they can practice the conversation with their best pronunciation and fluency.__________

Grammar 3. Write true sentences about the practice o f the following things in the past using 'Used to* and 'ứidn Vuse to ' Suggested answers: 1. Men used to b e the bread w inner o f the family. 2 . Women didn’t use to travel on holiday. 3. People didn’t use to travel on holiday. 4. Families didn't use to be nuclear. 5. People used to make banh Chung at Tet themselves. 6. Children u sed io play outdoor games

4. Read the situations and write wishes you want io make fo r them. Suggested answers: wish my village had access to clean ed water. sh there was/were a bridge over the river, so we did not have to cross the river by boat twice a day to school. I wish there was/were an organization for social activities for teenagers in my town. 4. I wish I was/were tall enough to play basketball. 5. I wish there were four seasons in my area./1 wish we had spring and autumn in my area. 5. Look (it the picture and finish the boy's

wishes. Suggested answers: 1. I wish it would stop raining. 2. I wish the wind w eren’t blowing so hard. 3. I wish the sun were shining. 4. I wish I were sitting in a warm house. C om m unication

6. Rearrange the sentences to make a m ean mgful con versation. Key: Order:

1-4-5-2-9-7-8-6-3

PROJECT

3. P ro je c t; This project aims to encourage Ss to do more research about the past with a focus on traditions and habits which are dying out. Divide Ss into groups o f four to five and instruct them on what they have to do. Have Ss present their posters in the next lesson. When all the groups have given their presentations, the whole class can vote for the best.

Preserving the past Encourage them to interview previous generations - either members o f their family or neighbours. Tell them to: - Choose the pastime they most appreciate and would most like to preserve - Explain their choice - Work on a plan o f how they can help to preserve it

4 .F u rth c r practice: Sum up

5.Production; - Complete the Looking ing back - Prepare Unit 5 Getting ting start. start.________________________________ ------------------------------1Vi 11' — ,1 G@0-

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Ér/i ngtty it a Kiêm tra

W E E K ; 12 Period;

thâng

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Preparing date: Teaching date: UNIT 5: WONDERS OK VIE 1 NAM Lesson 1: Getting started

B JE C T IV E : By the end o f the lesson, ss canlisten and read the conversation betW'een Mi and Veronica for specific information about a trip to Hue City. 11 Ki Knowledge; - Vocabulary: words related to wonders o f Viet Nam 2. Skills: Practicing skills 3. Attitude: - Positive about wonder o f Viet Nam. - Students know how to learn English in right w ay. - Ss are interested in talking about wonders o f VN. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about w onders o f VN

II., .1*REPARATION^ 1 .Teacher: book, planning, picture, laptop, projector 2.S tudents: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV ./.PR O C E D IJR E :

Teacher and students ‘ activities___} Contents

o &

l .W arm up: Matching (3 a P 51) M atching (3a P51) ? Teacher shows the six pictures o f places l . b 2. c 4. a 5. f o f interest in Viet Nam. ? Match the words given with the correct Natural wonders picture s. correct columns ? Put them in the - Ha Long Bay ? Can you tell where they are situated. - Phong Nha Cave ? Have you ever visited a wonder o f Viet - Cue Phuong Nam? National Park ? What is it?. Where is it0 ? What is_special about it? ¿ .G e ttin g - started: INew words - Teacher use different techniques to teach vocabulary (situation, realia) \ - Follow the seven steps o f teaching i) vocabulary recommendation * Checking vocab: jumbled words

Listen and read ? Open the book STARTED page covered. ? W’here are M i and Vero ? W'hat may they be talking about? - T may ask Ss to guess what the bridge in the picture is and whCTe it is. 1,0. Fill in the gap with no more than three words 773 P51) ? Uncover the text. Play the recording again. ? Work individually, then in pairs, to find the words/phrases. ? Fill in the gap with no more than three words. - Check and write the correct answers on the board, _

l.b. Find the expressions (lb P51) ? Refer to the conversation to find the phrases.

3. e 6. d Man-made wonders - Po Nagar Cham Towers - One pillar Pagoda - Saigon Dame Cathedral

iới thiệu, khuyên sự giới thiệu, lời khuyen - complex ~(n) khu liên hợp, quần thế rickshaw (n) xích lô, xe kéo [1. Listen and read

ỉ. a. Fill in the gap with no more than three words (la P5Ỉ) 1. Hue City 3. go by air 5. use rickshaws

2. Three 4. Beautiful 6. The museums

Lb. Find the exiuressions (lb P5Í) Asking for rcco III mend

Making recommend

Responding to

? Practice saying the phrases (play the recording again as a model if necessary). Pay attention to intonation when asking for, making, or responding to recommendations

adons

niions - And do you know any good places to stay in Hue City? - W hat’s the best wray to get around? - So what are the things we shouldn’t m iss-any good museums? - So what else is worth se e iffl^ V X

recommend ations

- 1 suggest going by train - I’d recommend The Romance Hotel. - It’s probab tO US| don’t ir going museums. - You should definitely see the Royal Citadel.

2. a. Write the responses into the correct 2? a. Write the responses into the correct columns. (2.aP51) columits. (2.(t P51)____________ ? Work independently. Making Respond Asking - Then allow them to share their answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. T may remind Ss to pay attention to the ’ie initiation.

for recomm oxidation

-W h a t about places outside Hue City? Have you got any other tips?

recommendations

Rccomm ending things

Not

- I t ’s well worth seeing. - I t ’s probably best to go by train. You really

- Don’t drink the water. -1 wouldn’t eat anything that’s sold in the street.

ing to rccomm endation s

recooine nding things__ - Thanks, that’s really useful.

must go to Agra.

l b . Matching (2b. P51)

It isn’t really worth seeing.

2. b. Matching (2b. P51)

? Work independently to do the matching. l b - Allow them to share their answers 2. c before giving comments, and make any 3. d corrections. 4. a ? Work in pairs, practicing the exchanges. T may go around to provide help. 3.Doing: HL Practice

,C>

Ask an ft ansnswer questions about some Ask and ansnswer questions wonders o f Viet A7am (4 P>1) wonders o f Viet Nam {4 P 5 1) - Model this activity with a more able student. ? Work in pairs. T may go around to provide help. - Note that weaker Ss can stick very closely to the model by substituting the names o f different wonders in the conversation. However, it’s good to encourage more able Ss to create their own versions o f the conversation. ? Practice in front o f the class - Remembering that this is a fluency stage and correction should be reserved for the end and kept to a minimum so as not to deter Ss from taking risks with the lan g u ag e.________ 4.FurtIier practice: ? Sum up the main content o f the lesson 5.Production: ? Learn by heart new words ? Do exercises B2f 3 P40 (workbook) Unit 5: A closer look 1

-A

<r W E E K ; 12 Period: 35

Preparing date: Teaching date:

UNIT 5: WONDERS OF VIET NAM Lesson 2: A closer look 1

about some

I./. OBJECTIVE: By the end o f the lesson, ss will be able to: - Use the lexical items to describe wonders o f Viet Nam - Identify in which situations to stress short words (a, o f or, etc.) in sentences and say these sentences correctly 1, Knowledge; - Vocabulary: words related to wonders o f Viet Nam 2* Skills: Practicing skills 3 ♦ Altitude: - Positive about wonder o f Viet Nam. - Students knowr how to learn English in right way. - Ss are interested in talking about wonders o f VN. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about w onders o f VN »............ ¿PR E P A R A T IO N : ................................. LTeacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... IV./.PROCEDllRE:

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Teacher and stu d en ts4 activities* I- W arm ur> (5'): - Free talk - Check up old lesson

2. Vocabulary (15') 1 AskSs to do the matching independently. Then have them share their answers with one or more partners. T may ask for translation o f the nouns in the box to check their understanding. With a stronger class, ask Ss to find some real-life examples oftiie nouns in the box. work independently and then share their answers with one or more partners. T may ask for translation o f some adjectives to check their understanding. 3 aSs work in pairs to match the nouns to the definitions. Allowr them to share their answers before checking with the whole class. T may

Contents T- Ss

- Ss work individually to complete this exercise Key: 1. B 2. D 3. A 4. E 5. C 6. F

- Individual work Key: I. located^ituated 3. Astounding 4. geological Administrative - Ss work in pairs Key:

2. Picturesque 5.

ask for translation o f the nouns in the l . b 3. a 4. e 5. c 2d box to check their understanding. With a stronger classT ask Ss to make some example sentences with these - Ss work individuallyto complete the words. task b HaveSs complete the sentences Key: individually, using the phrases in 3a. 1. structure 2. Measures 3 then have some o f them read out their Setting 4. Complex 5. answer before checking as a class. Recognition

3. Pronunciation ( Stress on short words in sentences 4 Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the words in red in each sentences are stressed or not. T may play the recording as many times as necessary. - Read through and explain the rule in the RE MEMBER! box and ask some Ss to give examples o f the cases where the short words (a, of, the, etc.) are used in the strong form. REM EM BER! - Short words like articles (a, an, the), conjunctions (and, or), and prepositions (at, o f ^ B ^ a r e usually unstressed or in the weak form. However, we use these short words in the strong form in the following cases: When the short words are used at the end First, ask Ss to work in pairs to tice reading aloud the mini-talks d decide in which sentences the short words are stressed. Then play the recording. Ss listen and underline the stressed words. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary, o f sentences. 6Ss practice the mini-talks in pairs. T may go around to provide help. Call

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Audio script: 1. A: This is a (S) sc itiqn^but not the only one. B: Attempts to lint (W) solution have f a i l a d ^ ^ ^ 2. A: I’m fond o f (W) bananas. B: Bananas are what I ’m fond o f 3. A: it's not trick and (S) treat; it’s trick or (S) treat. B: 1 need Peter and (W) Mary or (W) John and (W) Nick to help me. 4. A: It’s good but (W) expensive. B: You shouldn’t put ‘but’ (S) at the end o f the sentence. Example: What are you playing at? Mary is the person I ’m looking for. - When the short words are used for emphasis and contrast. Example: This is the place to eat. It’s not a solution, but the solution. - When the short words are used for citation. Example: You shouldn’t put Land’ at the end o f the sentence.

Do as requested

on some pairs to practice the mini talks in front o f the class. Correct their pronunciation if necessary. 4 .Further practice: - Retell the whole lesson 5. Production: ? Learn by heart all the new words. ? Do Ex in workbook ? Prepare: Unit 5: Closer Look 2

- Answer teacher's questions. - Say ont the words - Take note

----------------------- 0(2 0---W E E K : 12 Period: 36

Preparing date: Teaching date: UNIT 5: WONDERS OF VIET NAM Lesson 3: A closer look 2 ✓

I.A O B JE C T IV E : By the end o f the less ents will be able to use the impersonal passive and the verb suggest + V-in lause with should d the verb suggest -i- V-ing/clause 1. Knowledge; - Grammar:impersonal Jpas: with should v " - Vocabulary:words related to wonders o f VN 2. Skills: Practicing skills 4 3. Attitude: - Positive about wonder o f Viet Nam. - Students know howr to learn English in right way. - Ss are interested in using impersonal passive and the verb suggest + V ing clause with should 4. C o m p e te n c e s ^ Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about w onders o f VN II »/.PREPARATION: L T each ctt book, planning, picture, laptop, projector 2.Students: books, notebooks J J M/. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... I ^ ./.P R O C E D U R E : Teacher and students 1 activities Contents l.W a r m u p : - Check up old lesson -S s-T 2. Grammar 1: The impersonal passive 1 a First, ask Ss to study part o f the Ia-Read part o f the conversation. Pay conversation from GETTING

STARTED. Draw Ss’ attention to how to form the impersonal passive by analyzing the underlined part and the rule. Then ask some more able Ss to give some examples to illustrate. Next, ask Ss to read the conversation in GETTING STARTED again and underline another impersonal passive that they can find. Ask them to share their findings with a partner before checking with the whole class, b First have Ss cover up the yellow box in 1b and try to work out the usage themselves for this structure. Accept all their ideas. Now uncover the box and allow Ss to analyse the rule and the examples in the box. Then ask some Ss to give some more examples to check understanding. We use the impersonal passive to express other people’s opinions. he can be used with reporting verbs, including say, think, believe, know, hope, expect, report, und erstan d , claim, etc. 2Ss complete me sentences independently. Ask them to share their answers with a partner. Ask some Ss to s ^ ^ i e i r answers aloud. Give commeafts and make any correction if necessary.

Ss write the sentences independently, then compare them with one or more partners. Ask some Ss to say their sentences aloud. Give comments, and make any correct if need.

attention to the underlined part. b-lVhen do use the impersonal passive? Can you think o f any rules? It+ to he + P J H th a t + S+ V

c>x & 6

2-Complete the sentences using the correct passive form o f the verbs in brackets . 1-It is known 2-lt is believed... 3-11 is reported ... 4-11 is claimed... 5-11 is understood . . 6-lt is expected... 3-Here are some things we hear about Po Nagar Cham Towers. Write sentences about it using the impersonal passive. 1-It is claimed that Po Nagar Towers ....Viet Nam. 2-lt is said that The Cham people.... 3-lt is believed that the Po N a g a r ... 4-It is understood that Po Nagar Kalan...

3. G r a m m a r 2 Suggest -l- V-ing/clause with should 4 a Ask Ss to read part o f the conversation from GETTING STARTED, paying attention to the underlined part. Then explain to Ss the structures used with the verb suggest and ask them to make some examples to illustrate. b Ask Ss to study the rules in the box. Draw S s’ attention to the use of the verb suggest by analyzing the examples in the box in 4b and the RE M EM B ER! box. Then ask some able Ss to give some more examples

5-11 is known that a sculpture... 6-11 is thought that in the I7 [jl century.

4a-Read part o f the conversation. Pay attention to the underline part, b- When do we use suggest + V-ingfclause with should? Can you think o f any rules7

5 AskSs to do the grammar exercise answers to the following questions individually. Remind them to refer to the box in 4b and the suggest* V-ing/clause with should and R E M E M B E R Ibox and use ^ prompts in brackets. Then practice them dictionary if necessary. Then have rith your partner. The first one has been Ss compare their answers ^ T 1« irs completed for you. before checking with ^the whole 1-1 suggest the government should limit the number o f visitors every day. 2-1 suggest should control!controlling deforestation. 3-1 suggest we should put!put ting these valuable things in high security places. 4-1 suggest we should raise/raising the money. 5-1 suggest we should reduce/reducing smoke and exhaust fumes. 'irst, model this activity with a rmore able student. Then ask Ss to 6a-Work in pairsTell your partners what work in pairs. T may go around to they should do in the following situations, provide help. Call some pairs to using suggest +V-ing/clause with should. practice in front o f the class, b-Now report your partner's ideas to b AskSs to work in pairs, recording another partner their previous partners’ ideas to the new ones. Then T may ask some Ss to report their previous partner's ideas to the whole class.

4.Further practice; ? Retell reported speech, quest ion words before to —infiniti 5 ,Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 5: Communication

W EEK: 13 Period: 37

UNIT 5: WO Lesso

- Answer teacher's questions.

- Take note

Preparing date: Teaching date: OF V I O NAM 'inm um cation

\.L O B JE C T IV E :

o f the lesson, Ss will be able to • use lexical items wonders o f Viet Nam 1. Knowledge; - Grammar: impersonal passive and the verb suggest -l- V-ing. clause with should - Vocabulary:words related to wonders o f VN 2. Skills: Practicing skills 3♦ Attitude: - Positive about wonder o f Viet Nam. - Students know how to learn English in right way. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about w onders o f VN ^R E P A R A T IO N : I.T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S : Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present....

IV./.PROC ED URE: T eacher’s and Contents 1.Warmer:

Content

Game: Matching

(Words and meaning) *Vocabularv -proper name -contestant^) -spectacular(n) -round(in a game) 2. Comimmication 1 : Activity I: -Ask Ss to read the instruction carefully and remind them to remember the key words in the statements. Play the recording and ask Ss to decide whether the statements are true (T) or false (F). Elicit the answers from Ss and write them on the hoard. Have them correct the false statements where applicable. Play the recording again for Ss to check the answers. Activity 2: -First, have Ss read the next part word programme and guess what the en play for each gap in the conversation the recording. The first time, ask close their e recording books and listen only. Then again and allow Ss to fill in the ga^is as they listen Ask Ss to share their answers in pairs before playing the recordings the final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information S ^ n e e d for their answers. T may ask Ss to^BjOT^the conversation again, paying attention to the meaning o f the words/phrases: propetinhme, contestant yspectacular, round. 3. Com munication 2 Activi _ -Ask Ss to work individually, each writing six S e n t e n c e s that describe one o f the wonders o f Viet Nam they knowr. Remind them not to let anyone know their sentences. 4.Furlhcr-practicc: Activity 4: -Ask Ss to work in groups o f four or five to play the game * W hat’s W hat?’ T goes around the groups to provide help.

1-Listen to the radio programme fro m 4Teen. Then décidé whether |the fo llo m n g statements are True or False. 1-F; 2-T

** 2-Listen to the next part o f the radio programme. Then fill in the gaps with the words/numbers your hear. 1-central 2-two hundred 3-park 4-discovered 5-paradise

3-Write six sentences that describe one o f the wonders o f Viet Nam you know.

4-Work in groups. Play the game " What’s What? ”

5. Production: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare S K IL L S 1 ------------------------------- 0

WEEK; 13 Period: 38

( g

0 ----------------

Preparing date Teaching date: UNIT 5: WONDERS OF VIET NAM Lesson 5: Skills 1

1.A O B JE C T IV E : By the end o f the lesson, Ss will be abl actice their reading and speaking skills related to the topic. 1* Know ledge; - Grammar: impersonal passive and the verb & est -i- V-ing. clause with should - Vocabulary:words related to wonders o f VN 2. Skills: Practicing skills 3. Attitude: - Positive about wonder o f Vi - Students knowr how to lea in right way. 4. Competences: - Co-oporation: woii , groups, teams - Self- study: work individually. - Using language to talk about wonders of VN I ¡¿ P R E P A R A T IO N ; l.T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks I1L/. TEACHING! METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IW .PROCEPIJRE:

Teacher's and Contents

Content

LW a. armer: Check the old lesson ¿ R eading 2.1.;.Ask Ss to scan the article to f nd the words: vast, pilgrims, theme, backdrops, and reign. Help Ss work out the meanings o f these words from the context.

Guessing game Picture and some information -vast(a): extremely large in size, amount,.. -pilgrims(n): a person who travels to a holy place for religious reasons. -theme(n): the subject or main idea in a talk, piece o f w riting, or wrork o f art -backdrop(n): the general scene in which an

event takes place -reign(n): a period during which a king, queen, em perorate, rule s. 2.2.T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they f nd the information that helps them to answer the questions. Ss can compare their answers with a partner before discussing them as a class.

3-Sneaking: Activity 3: First, ask Ss to work in pairs, to put the things that have caused damage to the man-made wonders of Viet Nam in order o f seriousness. T may go around to provide help. After finish, call on some pairs to report their choices and give the reasons for them. 1 > 4.Further practice: Activity 4: a Ask Ss to work in pairs, and use the ideas in 3 to suggest ways to protect and preserve #tfie man-made wonders Go round to provide help. sentative o f each pair in b Have turn ir best ideas to the whole class Give comments ake any correction if necessary.

1-It is located in Huong Son Commune, My Due District Hanoi. 2-lt includes Den Trinh (Presentation Shrine), Thien Tru and the Perfume Temple. 3-The centre o f this complex, the Perfume Temple, also known as Chua Trong, is located in Huong Tich Cavern. 4-lts beauty has b e e » used as the theme o f famous songs and a topic o f lyric poetry. 5-Pilgrims from all Viet Nam do.

E x a m p l^ ^ A: I^is reported that many o f our man-made wondersNhave been damaged. What should we do to protect and preserve them? B:T"suggest that we should limit the number tourists visiting them every day. A: That’s a good idea. I’d like to suggest raising money to restore and preserve them...

.Production: __________ -Write newr words then learn them by heart -Copy the exercise into notebooks. -Prepare S K IL L S 2

W E E K : 13 Period: 39

Preparing date: Teaching date:

UNIT 5: WONDERS OF VIE 1 NAM Lesson 6: Skills 2 U O B J E C T IV E : By the end o f the lesson, Ss will be able to practice their listening and writing skills related to the topic 1* Knowledge; - Grammar: impersonal passive and the verb suggest + V-ing. clause with should - Vocabulary:words related to wonders o f VN 2* Skills: Practicing skills 3 ♦ Attitude: - Positive about wonder o f Viet Nam. - Students know how to learn English in right way. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about w onders o f VN It ./.PR E PA R A T IO N : 1.T eacher: book, planning, picture, laptop, projectoi 2.S tudents: books, notebooks III./. T E A C H IN G M E T H O D S : Communicat ach, group Ss and T’s activities, play as a character, teaching metl game, teaching methods by visual, teaching methods by practising, dii group, technical present. .. IV ./.PR O C E D U R E :

c>x

T e a c h e r’s and C

Contents

1.Warmer: Check the old 2. Listening: Activity I : Ask Ss to read instruction carefully and remind them tc rline the key words in the statemer rding and ask Ss to decide ither the'statements are true or false. Then [two or three Ss to write their answers on )ard. Play the recording again for Ss to k the answers.

Activity 2 : Ss work in pairs to discuss the missing word for each gap from the information they have heard in 1. . Play the recording again and allow Ss to f 11 in the gaps as they listen. Ask Ss to share their answers in pairs before

What do you know about Ha Long Bay? -recognition(n) -situate(v) -existed(a) -Linforgettable(a) 1) l-T ,2-F ; 3-T ; 4-T

2) 1-Northeast; 2-UNESCO 3-picturesque ; 4-zones 5-caverns:

playing the recording the final time to allow 6-astouding pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers. 3.XY riling: Activity 3 : Ask Ss to make notes about a wonder o f Viet Nam that they or their family members have visited in the given table. Remind them that they do not have to write full sentences and they can use abbreviations. Then ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class. Activity 4 : a. First, have Ss study the guidelines on how to write a passage describing a place in the REMEMBER! box. Set up the writing activi Ss should use their notes in 3 and the not the REMEMBER! box to help ti em structure their writing. T can also h get started by writing the opening e on the board, based on the audio s^rip : is said

notes in 3 to write a short cribing a wonder o f Viet

that [wonder] is a [adjectix 4 .F u rth c r practice: b. Ask Ss to write tK^Tirst draft. T may go around to comment Nr provide help. Then have Ss write their final version in class or at home. If they Write La class, they can also do it in pairs or groups. T may display all or some o f thelworkVon the wall/ noticeboard. Other Ss T give comments. Ss edit and revise their itmg for homework.

Swap articles with a partner and review' each other’s drafts. Make revisions and corrections if necessary. Then present your final article to the class.

5,Production: -Write newr words then learn them by heart. -Copy the exercise into notebooks. -Prepare L O O K IN G BACK -------------------------------

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Kiêm ira ngày

tháng

năm

W EEK; 14 Period: 40

Preparing date: Teaching date: UNIT 5: WONDERS OF VIET NAM Lesson 7: L o o k i n g back and p r o j e c t

LA O B JE C T IV E : By the end o f the lesson, Ss will be able to practice review the vocabulary and grammar in unit 5 1. Knowledge; - Grammar: impersonal passive and the verl with should - Vocabulary:words related to wonders o f VN 2. Skills: Practicing skills 3. Attitude: - Positive about wonder o f Viet - Students knowr how to learn E 4. Competences: - Co-oporation: work in - Self- study: work individually - Using language to talk about wond IL /.P R E P A R A T IO N : L T eacher: book, planning, picture, laptop, projector

t + V-ing. clause

visual, teaching methods by practising, discussion group, technical present. IV ./.P R O C E D DURE: URE-

T e a c h e r’s and C ontents

C o n ten t

1. W a rm e r: Activity I I) -Have Ss match adjectives in column A to 1-b; 2-d; 3-e; 4-a;5-c definitions in column B. ¡s do the ex. a Looking hack: Activity 2 2) -Ask Ss to underline the correct word in each l-fortress; 2-limestone sentence. 3-cavern: 4-tombs -Ss do the task.

Activity 3 3) -Get Ss to use the words from the box to I-complex: 2-measures complete the sentences._____________________ 3-recognition; 4-setting

-Ss do the task.

5-structure

Activity 4 -Ask Ss to rewrite the following sentences using the impersonal passive. -Ss write the answers on the board.

4) I/It is expected that more than..... 2,It is reported that Thien Duong ...

Activity 5 -Ask Ss to work individually to write down four bad things that happened to them yesterday. Then have Ss discuss with a partner what they should do in each situation. Remind them to use the verb suggest to tell their ideas about what their partners should do in each situation. Finished! Finally, ask Ss to complete the self assessment. Identify any difficulties and wei areas and provide further practice. 3.Project: 1 Ask Ss to read the brochure about the Complex o f Hue Monuments and pbint out what information should be included in a brochure about a place o f i n t e n t . 2 Ask each group to choose one o f the wonders o f Viet Nam they have visited and design a brochure about it. If time allows, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework. 3 When Ss have f nished their brochures, T asks t h e \ to display their leaf ets on the wall fn o^ceboard. T may choose some o f the brochures and ask Ss to give comments. ijiaHy, ask the whole class to vote for the est. 4 .F u rlh e r practice: Activity 6 Model this activity with a more able student. Ask Ss to work in pairs, one student using prompts in the box to make suggestions and another responding to them. T may have Ss refer to how to make and respond to

R O JEC T The w onders of Viet Nam!

Example: A: It’s well worth going to the Perfume Pagoda. It’s very picturesque. B: Yes, that’s what I’ve heard._________

suggestions or recommendations in GETTING STARTED. Go around to provide help. Call on some pairs to practise in front o f the class. Activity 7 First, ask Ss to do the task individually to 7) choose the sentences (A-F) to complete the l-E; 2'D ; 3-F conversation. 4-A; 5-C; 6-B Then ask them to check their answers with a partner. Confirm the correct answers. Ask Ss to practise the conversation with their partner.

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5.Production: -Write newr words then learn them by heart. -Copy the exercise into notebooks. -Prepare R EV ISIO N FO R T H E 45-M IN U T E T E ST

—

W E E K ; 14 Period:4 I

REVIE: w

Preparing date: Teaching date:

LA O B JE C T IV E : By the end of if this thi lesson, students will be able to: recall the language and encourage them to contribute as much as possible. This lesson reviews the language and skills Ss have learnt in Units 4,5 1. Knowledge: 2. Skills: Practicing skills 3. Attitude: - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Competences: - Co-operation - Self- srady - Using language to do exercises .P R E P A R A T IO N : .Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S : Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV ./.PR O C E D D R E : 1. W a rm up:

free talk about activities

2.Practicc: I. Use the verbs below in their correct forms to complete the sentences. light act out change transport preserve worry communicate pass down 1. My grandparents used________________ their house with oil lamps. 2 . - 1 wonder how the farmers used__________________their crops home in tfie past. - They used buffalo-drawn carts. 3. We are making a great effort t o ________________ our valuable ¿u^om ^for the future. 4. Children love________________ the stories as they tell them. 5. Today teenagers have________________ a lot in comparison with teens in. the past, especially in the way they spend their free time. 6. Women in the past did not have to _________________ too much about their weight, diets, or obesity. 7. Customs and traditions are________________ frflkn generation to generation. H. ________________ by instant messaging has become an essential feature of teens' social life. J 1L ('house the one underlined word/phrase which is grammatically incorrect. I . When we are on holiday, we used to go to the beach every day. A B C D 2. We wish we can consult an expert tfn how to solve this problem. A B C D 3. He works much more hard for his exams than he does for his normal school work. A ✓ iX / C D 4. I used to listen to music during 1 was riding my bicycle to school. K B C D 5. None o f them had any idea about how make a raft with only a fewbamboo canes. A B C D 6. He said that they will have to set off soon after midnight. A B C D When he lived in Japan, he didn’t used to eat food with forks, but with chopsticks. z A B C D ». H,e thinks that geometry is_not as difficult than arithmetic. A B C D 9, She wished she is not getting stuck in another traffic jam. A B C D 1 0 .1am tired of being told all the time what to do, and when doing it A B C D

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III. ('house the best answer À, B, C, or Ü to complete the sentences.

1. All the best theatres and restaurants a re _____ within a few minutes" walk o f each other. A. laid B. situated C. seated D. stood 2. Would you like to Jive in a modern house or a(n )_____ cottage? A. picturesque B. awful C. terrible D. bad 3. A _____ is a solid figure or object, made by carving or shaping wood, stone, clay, etc. A. painting B. sculpture C. medal D. picture 4. Ho Chi Minh city has been divided into twenty-four_____ divisions since December 2003 A administer 5. A _____ is a castle on high ground in or near a city, where people could go when the city was being attacked A. cathedral B. monument C. centre D. citadel 6. The station building used to be a high w ooden_____ with, a^urved roof A. facility B. carriage C. complex D. structure 7. The new sports_____ has six tennis courts. A. complex B. match C. m e d i i m ^ ^ ^ D. game H. The local government is introducing tougher_____ to preserve historical sites. A. measures B. actions C. plans D. steps 9. The pagoda is in a beautiful_____ ,close to the sea. A. spaces B. selling C. tower D. set 10. There is general_____ that Vietnamese students lack know ledge o f the natural, or man-made wonders of Viet Nam. A. accepting B. saying C. recognition D. undertaking I. Rewrite the sentences below in the impersonal form of the passive. 1. People expect that the report will suggest some major reforms. - It is expected 2. They say that^ie invented the digital camera. - It is s a i d ^ 3 o ve discovered that there is water on Mars. 4. We expect the professor to arrive this moming. — >11 is expected_____________________________ 5. Many employers consider computer skills to be more important than work jerience. — ► It is considered

III. Choose the best answer A, B, C, or D to complete the sentences. 1. All ihe best theatres and restaurants a re _____ within a few minutes’ wa other. A. laid B situated C. seated D. stood 2. Would you like to live in a modern house or a(n )_____ cottage A. picturesque B awful C. terrible D. 3. A _____ is a solid figure or object, made bv carving or shaping wood, stone, clay, etc- . . . A. painting B sculpture C. medal ^ ^ ^ p ic tu re 4. Ho Chi Minh city has been divided into twenty-four_____ divisions since December 2003 ^ A administer B administration C. administrative D. administrator 5. A _____ is a castle on high ground in or near a city, where people could go when the city was being attacked A. cathedral B monument C, centre D. citadel 6. The station building used to be a l ^ h w ooden_____ with a curved roof. A. facility B carriage C. complex D. structure 7. The new sports___________ ha^six tennis courts. A. complex B match C. medium D. game H. The local govemmrfftns introducing tougher_____to preserve historical sites. A. measures B. actions C. plans D. steps 9. The paguda is in a beautiful_____ close to the sea. A. spaces B. selling C. tower D. set 10. There is general_that Vietnamese students lack know ledge o f the natural, or man-made wonders of Viet Nam. A. accepting B saying C. recognition D. undertaking IV. Rewrite the sentences below in the impersonal form of the passive. eople expect that the report will suggest some major reforms. - It is expected____________________________________________ They say that he invented the digital camera. It is said _________________________________________________ 3. Scientists have discovered that there is water on Mars. - It has been______________________________________________ 4. We expect the professor to arrive this moming. - it is expected____________________________________________ 5. Many employers consider computer skills to be more important than work experience. - It is considered

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3 .F u rlh e r practice: Choose the corrcct answ er 1. A _____is a building that has been made stronger and protected against attack. A. fortress B. cathedral C. temple 2. D on’t b o th er_____ to the museums. A. go B. to go C. going 3. From Port Eynon, t h e _____ cliffs extend for five or six miles to Worms Head. A. cement B. limestone C. clay 4. I’m travelling around Viet Nam next week. Can y o u _____ a good place to visit? A. introduce B. recommend 5. A _____is a cave that is big enough for humans to go A. cavern B. bay 6. The hotel is beautifully_____ in a quiet spot nea A. located B. situating 7. Hue’s most outstanding attractions are the e A. tombs B. graves C, cemetery 8. It’s well w o rth _____ to the Perfume A. go B. to go C. going 9. I t _____ that many o f our man-made wonders have been damaged. A. is reported ^ ^ C a s reported C. reported 10.1 suggest that w e t he number o f tourists visiting them every day. A. limited B. should limit C. limiting 11 T hat’s a good idea. I 'd like to suggest_____ money to restore and preserve them. A. raised B. should raise C_ raising 12.There is a g r o w in g ____ that protecting natural wonders has financial benefits as well as cultunftfmportance. A. recognition B. setting C. complex 13.In the l/m r e n tu r y , the Viet people to o k _____ the temple tower, calling it Thien Y Thanh Mau Tower. A. after B. over C. up 14.The players have to work out where the wonder is a n d _____ gives the correct answer first wins. A. however B. whoever C. whatever 15. D o __o f you have the answer, Mary and Linda? A. some B. either C. none 16.Many valuable things h a v e _____ from man-made wonders. A. stolen B. been stolen C. been stealing 17.Perfume Pagoda is a religious site as well as being a g reat_____ spot in Viet Nam. A. sight-seeing B. sight-seen C. sight-seer

18. I t t hat the first temple was built on the current site o f Thien Tru in the 15th century during the reign o f Le Thanh Tong. A. thinks B. is thinking C. is thought 19. W e _____ limiting the number o f tourists who can visit these important sites per day. A. advised B. suggested C. encouraged 20.It’s probably b e s t_____ by boat. A. go B. to go C. going 1. It’s ______ to see how the school used to look. A. fascinate B. fascinates C. fascinated 2. You can see there were only afew classrooms and the walls we|e im mud and straw. A in B. o f C. from .H /b y * e trenches right 3 . 1 think that was during the w a r _____ it was n e c e s s a r ^ ^ h there. A. but B. if C. or 4 . 1 can’t imagine h o w _____ in such poor conditions! A. those students can study those students could study C. can those students study D. could those students study ble da^si 5. We have everything... comfortable classrooms, learning facilities_____ computer rooms . . A. like B. such C. as D. same as 6. W e’r e _____ these days... But, I’m not sure our grades are better. A. many luckier K . mufeh luckier C. more D. most 7. The sch o o l_____ by ^addy fields. A. was initially surrounding B. initially was surrounding C. was initially surrounded D. initially was surrounded 8. There has been a increase in people’s income over the last ten years. A. gradual B. gradually C. slightly D. dramatically 9. A 1 is a bridge that carries one road over another one. A. tram B. skytrain C. flyover D. tunnel 10. The clanging sound o f the Ha N o i_____ in the 1970s has gone deep into people’s collective memory. . tram B. skytrain C. flyover D. tunnel 11. She lived in a (n )_______________ family, so she didn’t have much privacy. A. nuclear family B. extended familyC. family nuclear D. family extended 12. We live in a (n )_f amily with only my parents and me. A. nuclear family B. extended familyC. family nuclear D. family extended 1 3 _____ used to be an image associated w ith our soldiers in the past. A. Leather shoes B. Rubber sandals C. Boots D. Sneakers

14. Before the invention o f television, people_____ films at the cinema. A. have only seen B. has only seen C. had only seen D. will only see 15. Everyone w a s _____ that the government had decided to invest more in education. A. sorry B. confident C. glad D. afraid 16. Ten years later, when I came back, the city_____ , with 800,000 motorbikes and two million bicycles on the roads. A. had dramatical changed B. had dramatically c h a ^ ^ O ^ C. dramatical had changed D. dramatically had changed 17. In 1995,1 went back to Viet Nam after 30 years and to m y __ , th e population was three times higher but the country no longer suffered illiteracy. A. surprise B. surprises C. s u r p r is e d ^ ^ surprising 18. Viet N a m _____ decades o f fighting for freedom befofe^h^gountry became totally independent. A. experience B. have experienced C wiTT^xperience D. had experience 19. It w a s _____ to be able to solve the mafliLpVblem. A. unprofessional o f her B. kind o t t \ r l C. brave o f her D. smart o f her 20. Before the 1990s, tra m s_____ apopW ar means o f transport in Ha Noi. A. are B. have b e e t O ^ C. had been D. will be 4.Produclion; -Write newr words then learn them by heart. -Copy the exercise into notebooks. -Prepare FOR THE TEST 4<

Preparing date: Teaching date:

WEEK: 14 Period: 42

TEST 45’

I./. OBJECTIVE: - To check sts’ knowledge o f grammar and vocabulary from unit 4to unit 5 - Help sts improve their English Knowledge; - Grammar: from unit 4-5 - Vocabulary: related to unit 4-5 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually. IL /J1REPARATION:

1.Teacher: Test 4 5 ’, laptop 2.Students: HI./. TEACHING METHODS: Technical present IY-/-PRQCED1 RE T iipic*/

liin”ULip'Li & skills

i ’omprtjheimtiji

K ih w kü«t'

Objective

Subject!

O b jective

Applic^tinn

T util I

Su b jective

VC I- Listenin'; Topic 5

(20 %)

Listen Jo what the tourist sa y about lia Long Bay, then write T/Ffar each sentence

4 items [I- G r;im m ;ir dtntl Vocah

2 points S.Circle the underline auxiliary re/ -bs if they' are stressed

Topic 4 (3 0 %)

2.Circle the correct option A. B, C to complete each o f the follow ing sentence

9 item;

3puint: 30%

Read the passage, then choose A, B, C D to complete the passage

6 item: 3 point

(i items

30%

3 points Rewrite sentences below Jn the impersonal Jonn o f the passive

3 item: 2 point 20%

4 items 2 points

T otn]

13 item s

4 item s

21 item

5.0 poinu

3.0 points

2.0 points.

50%

30%

20%

10 pain 100%

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Class: 9....... Student's name; .............................. KIEM TRA 45 PHUT SO 2 - NAM HOC «•^NM&n: TIENG ANH - LOP 9 T hoi gian lam bai: 45 phut

ART I : LISTEN Listen to what the tourist say about Ha Long Bar, then write T/F for each s e n te n c e d

pints)

..............1.More tourists have chosen to visit Ha Long Bay since UNESCO’s recognition o f its natural beauty. 2.There are 1,696 islands concentrated in the southeast and the southwest.

3.Thien Cung, Dau Go, Sung Sot, and Tam Cung are at the centre o f the islands. _______4.People who are interested in history should visit Van Don Island, Poem Mountain, and the Bach Dang River.

PA R T H : G R A M M A R AND V O C A B

I. Circle the underline ciuxiliaiy verbs if they are stressed (Ip!) 1 Don’t you see the sign? - Yes, 1 do, but what does it mean? - It means you mustn^t walk on the grass.

2 - You don’t have the key, do you? - No, I don’t. I’m going to climb through the window. - A re you really? - Just kidding. I ’m using the back door. It isn ’t

Circle the incorrect option A, B, C ,D in each o f the following sentences? Ip tL I . When we are on holiday, w e used to go to the beach every day. A.are B.on holiday to D.every day 2.We wish w e can consult an expert on how to solve this problem. A.can B.an C.to solve D.this problem 3.He works much more hard for his exams than he does for his normal school work. A. works B.m orehard C.does D.normal 4.1 used to listen to music during I was riding my bicycle to school. A.listen tQ|^ B.during C.rny D.to school 5.None o f them had an^ idea about how make a raft with only a few bamboo canes. A .^ ^ B.any C.rnake D.a few

|V ^

PA R T IV: READ Read the passage, then choose A, B, C D to complete the passage (3 pts) The railway system in Viet Nam was first built in 1899, when Viet Nam was still a ^Frenfch colony. The total (1) o f the railroad is over 3,000 km, with the main track was

out o f the 63 cities and provinces o f Viet Nam. However, the system was (4)______ damaged by bombings during the war. In 1975, after the reunification o f the north and the south, the Vietnamese government decided to (5)______ the system. In the space o f a year, hundreds of bridges, tunnels, and stations were restored, along with 660 km o f tracks. The new and improved system was (6)______ the Thong Nhat Express. 1A Jo n g B.length C.wide D.will

2A .R ailw ay 3A .uncovers 4A.seriously S.A.build 6A .recalled

B.Road B.discovers B. importantly B.restore B.known

C. Route C.covers C.serious C.grow C .considered

D.Way D. stretches D.very D.upgrade D.renamed

PA R T IV: W R IT E Rewrite sentences below in the imgersi 1 People expect that the report will sug

—* It is e x p e c te d ..................... ................ 2 T hey say that he invented the digital —^ It is said ......................... .................... . 3.Scientists have discovered that there —^ It has been ................................ .......... 4.We expect the professor to arrive thi; —» It is expected

The end

DAP AN PA R T I: 0,5 p fo t each correct sentence. 3. T

4. T

(SKILLS 2 - UNIT 5}

2. 0,2 p fo r each correct word 1. - Don't you see the sign? - Yes? I do, but what does it mean? - It means you m ustn't walk on the grass.

2 - You don ft have the key, do you? - No, I don % I ’m going to climb through the window. - Arc you really? - Just kidding. I’m using the back door. It isn V locked.

2. 0,4 p fo r each correct sentence. I. A

2. A

3 .B

4. B

5. C

PA R T III : 0,5 p fo r each correct sentence. I B 2. A 3.C 4.A 5 B 6.D PA R T IV: 0,5p fo r each correct sentence. 1 It is expected that some major reforms will be suggested by the report 2. It is said that the digital camera was invented by him. 3. It has been discovered by scientists that there is water on Mars. 4 .It is expected that the professor will be arriving this morning.

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Kietn tra ngay

thang

nfim

WEEK: 15

Preparing date: Period: 4 3 ^ ^ ^ ^ Teaching date: UNIT 6: VIET NAM: THEN AND NOW Lesson 1: Getting started

I O HB RJE T FCnT IV E : By the end o f the lesson, ss will be able to: I J* - listen and read the conversation o f Duong, Phuc, Tom and Nhi about their school in the past for details - talk about the changes o f their own school . Knowledge; - Vocabulary: words related to Viet Nam in the past and at present - Grammar: simple past 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested talking about Viet Nam in the past and at present.

4. Competences: - Co-operation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present I ¡¿ P R E P A R A T IO N :

T each er and S tudents’ activities L W a r m e r : C om plete the table ? How do we form an adverd^

Com plete the table - Normaly, we add "ly" a nd o f an adjective.___________ ? Write the correct adverbs in the Adjectives A dverbs second column - dramatic dramatically considerably - considerable - significant significantly slightly - slight gradually - gradual L New w ords 2. G etting-started; New w ords ^ th a tc h e d (n)- nhà tranh mai la - Teacher use different techniques house to teach vocabulary (situation* - trench (n)- hào giao thong re alia) (n): mai ngôi - tiled roof - Follow the seven steps of teaching vocabulary_____________ Listen and read II. Listen and read * Set the scene; Past a n d P resent’ = Then and Now - W rite <the words 'P a s t and P resen t’ on the board. ? Give another expression for the tiaase. - We can see Duong, Phuc, Tom and Nhi. ?Zook at the picture and the - 1 think they are at a photo exhibition. hea ding O u r school in the past. - Yes, there is. ►? Who can you see in the picture? 9 W'here do you think they are"’ ? Is there anything in the small pictures on the wall related to past and present? - Ss give their answers as a class. T can write their ideas on the board. Play the recording and

have Ss follow along. After that, Ss can compare their answers with the information in the dialogue._______________________

la. Labeling the pictures (la la. Labeling the pictures (la P60) P60) 1. trench 2. Tiled roof ? Work in pairs to label the 3. Facilities pictures with the words given. 5. Rubber sandals Allowr pairs to share their answers before asking them to discuss as a class. ? Read the words aloud.

lb. Find a word/phrase (lb P60

4. photo exhibition 6. Thatched hous

lb. Find a word/phrase

? Work independently to find the 1. anniversary wo rds/ph rases with the given 3. missing meaning in the conversation. 5. improved - mThen have Ss share their answers with a partner before asking them to discuss as a class.

1c. True or false (1c P60) ? Read the dialogue again to do this exercise. ? Then exchange your answers with a classmate. - Ask for S s’ answers as well as the explanation for their choices. Write the correct answers on the board.

Id. Answer wer P60) 1 Run 1

Tr O 0) nating onditions proper

r false (1c P60) was founded in the 1960s) 3. F (They wore rubber sandals and straw hats 4. NG 5. T

estions (Id Id. Answer the questions (Id P60)

1 the questions. 9 Do the exercise without reading again the conversation cc - Ss ccompare their answers with a cla;ssmate. pheck your answers by reading the dialogue again. - Call on some Ss to give the answers.

3 .Doing:

1. Complete the sentences (2

1. The conversation takes place on the school’s 60th anniversary. 2. Because it explains a lot about how the school was in the past. 3. There were trenches outside the classrooms. 4. The roof was made o f tiles and some tiles were broken. The window frames were made of wood and some o f them were missing. 5. They can learn that they are lucky to have such great learning facilities nowadays.______ II, Practice /. Complete the sentences (2 P61)

P61)

1. ? Read the R E M E M B E R ! box 2. 3. individually. - Then go through the points as a 4. class and see if any Ss can make 5. sentences using these adjectives and adverbs. ? Work individually on the gapfill exercise. - Check the answers as a class.

slight dramatically significantly considerable gradual

your school (3 2. Talk about the changes to 2. Talk about the changes to► your school (3 P61) P61) ? Think about our own school’s history. - First, have pairs write a couple o f questions about the school in the past that they would like to ask T. - Then, as a whole class T can answer questions from Ss about the school when she/he started teaching ? Work in small groups to talk about the changes to the school. - Ask them to use the adjectives and adverbs in R E M E M B E R 1 box 4 .F u rth e r practice: idiectivi :tives and ? How do we use adj adverbs?

Talk about: - The school principal and scho ol teachers - The school play - The library - The compute - The clas

heart all the new words > a n d information info in R E M E M B E R ! box B l,2 P49 ? Do exercises (workbook) ? Prepare: U6: A closer look L

Learn by heart all the new words information in R E M E M B E R ! box. Do exercises B1,2 P49 (workbook) Prepare: U6: A closer look 1.

- jr

---------------------------------------------------------------------- 0

W E E K : 15 Period: 44

Preparing date: Teaching date: UNIT 6: VIET NAM: THEN AND NOW

and

L e sso n 2: A c lo s e r lo o k 1 I./. O B JE C T IV E : By the end o f the lesson, ss will be able to: - Use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present. - Identify in which situations to stress all the words in sentences and say these sentences correctly 1. Knowledge; - Vocabulary: words related to Viet Nam in the past and 2. Skills: Practicing skills 3. Altitude: - Positive about Viet nam in the past and at present - Students knowr how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested talking about Viet Nam in the past and at 4. Competences: - Co-oporation: work in pairs, groups, - Self- study: work individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present I IJ.P R E P A R A T IO N : l.T each er: book, planning, picture, laptop, projector 2.Students: books, notebooks 111./. T E A C H IN G M E T H O D S: C ortj^fcicative approach, group Ss and T ’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.

rVJ.PROCEDURE: T cacher and stud 1- W arm up (5r): - Free talk - Check up

vities

Contents T- Ss

¡on by reviewing the ¡son. Ask twro pairs o f Ss ¡ome'to the front to play a quick Ask them to write as many ictives and describing degree and sjfeed o f change that they have learned (on the previous page) as possible. Set a time limit o f two minutes. The pair with the most words wins. 2. V ocabulary i 15*) - Ss work inpairs to complete this 1 Now have Ss turn to the book and exercise work in pairs to label the pictures.

Then ask them to briefly describe those pictures. Check the answers as a Key: class. Then ask Ss: I. tram 2. flyover - Have you ever tried one of elevated walkway 4. skytrain 5. underpass these means o f transport or tunnel road systems? - How do you feel about using each o f these means of transport or road systems? 2 Have Ss a couple o f minutes to work in pairs to do the matching. Then check the answers as a class.

3 GiveSs a couple of minutes to work in pairs to do the matching. Then check the answers as a class.

- pairwork Key: 1. tunnel walkways 3. flyover 4. skytrain ïrpass 5 i m 6.tram Key: 1 4. d 5. « ' 1 • Ask the class the questions and ask for a show o f hands: - Who lives in an extended family? - Who lives in a nuclear family? Nowr ask individual Ss - Can any o f these adjectives be used to describe your fat he r/mo the r. s iste r/b rot h er?

rork individually to iplete the sentences. Have them are their answers in pairs, erwards, check Ss’ answers as a class.

Ask more able Ss to give a quick example the sentences. Have them compare their answers in pairs. Afterwards, check S s’ answers as a class. - work individually Key: 2. Sympathetic 1. extended family 3. Obedient 5. Nuclear family 4. tolerant 6. Cooperative_____

3. Pronunciation Stress on all the words in sentences Have Ss silently read the information - Do as requested and the examples in the box. Ask some Ss to summarise the rule and Key:___________

read out the examples in the box or to give their own examples. Typically, a sentence has one word or syllable that is stressed more strongly than the rest o f the stressed syllables on the content words. However, in some sentences used to show urgency or surprise, all the words are important. Therefore, we put stress on one syllable o f each word. Sentences with all the words stressed may have the patterns below: 00 W atch oul ! OoO Hurry up! OOo Say sorry! 000 Don’t come back! 5Ss write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Play the recording for Ss to check their answers. Hav IavCT the whole class repeat chorally aifter the recording or after the T. 6 This section can be done with some drama, so encourage Ss to exaggerate a little and have fun. T hejyfan also add hand gestures and facial expressions to increase the dramatic element. Have ifl^ v o rk in pairs to describe the pictures quickly and to fill the bubbles with the utterances as in the example. Then ask some pairs toiread out their utterances with the correct stress. Confirm the correct answers. Lastly, have the class read all the sentences chorally. It time allows, have Ss work in

1. 00 - 1 know!, That long?, D on’t cry! 2. OoO - Go away! 3. OOo - Keep going! 4. 000 - D on’t turn left! Audio script: 1. 1 know!, That long?, D on’t cry! 2. Go away! 3. Keep going! 4. Don’t turn left!

& 6 Suggested answers: 1. Be quiet! OOo 2. Don't turn right! 3. Wake up! 00 4. Smile please! 00 5. Don’t worry! OOo 6. Look out! 00 OoO

Don't talk! 00

Say cheese! 00 Don’t cry! 00 Look ahead!

groups and think o f some other surprising or urgent situations* They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class. 4.Furlhcr practice;

- Answer teacher's questions.

- Retell the whole lesson 5. Production: ? Learn by heart all the new words. ? Do Ex in workbook ? Prepare: Unit 6: C loser L ook 2

W E E K : 15 Period: 45

- Say out the words - Take note

Preparing date: Teaching date: UNIT 6: VIET NAM: THEN AND NOW Lesson 3: A closer look 2

I. L O B JE C T IV E : By the end o f the lesson, students will be able to : - Use the past perfect correctly - Use the structure adj+ to-infinitive and adj + that-clause correctly L Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary: words related to Viet Nam in the past and at present 2* Skills: Practicing skills i J 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested talking about Viet Nam in the past and at present. - Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present II ./.PR E PA R A T IO N : 1.Teacher: book, planning, picture, laptop, projector 2.Stu dents: books, notebooks j A . T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV ./.PR O C E D U R E : Teacher and students 4 activities LW arm n o : - Check up old lesson -S s-T 2. Grammar 1 Past perfect: review Elicit from Ss when to use the past perfect tense. If necessary, remind Ss that the past

Contents

perfect is used to describe an action before a started time in the past or an action that happened before another action in the past. Kcv: 1 AskSs to work individually to fill in the I . had been gaps. Check the answers as a class. played 3. had (you) used seen 5. had had experienced -work in pairs

2 HaveSs work in pairs. Together they write the questions and answers. Have some Ss wriie their sentences and answers. Have some Ss write their sentences on the board. Each student may write one or two pairs o f questions and answers to save time. Have other Ss give comments. Confirm the corri sentences.

djective + to-infinitive/ Adjective + that V cj clause Read this part o f the conversation from GETTING STARTED. PAY attention to the underlined part. Phuc: Wow, that long ago? The school looks... and the walls were made o f mud and straw and, look - trenches! Duong: I think that was during the war so it was necessary to have the trenches rightthere.

4. had (only) 6. hat

Key: 1. - W hat family groups had Vietnamese people lived in before 1990? - The^Tiad lived in extended families. - How had people in Viet Nam avelled before the first motorbike was imported? - They had travelled by bicycle. 3. - How had Vietnamese people lived before the open-door policy in 1986? - They had had a harder life. 4. - Where had your family spent holidays before 2005? - We had spent our holidays only in Viet Nam before then. 5. - Who had ruled Viet Nam right before the Tran dynasty? - Ly Chieu Hoang had ruled the country before the Tran dynasty.

3. Grammar 2

2. had

1. It + he + adjcctive + to - infinitive is used to emphasise information by bringing it to the from o f the clause. We can add for/of noun/pronoun. Example: It is necessary (for you) to know about your country’s history. 2. Subject -l- he + adjective + to - infinitive is used to express emotions, confidence, or worries. . . Adjective can be happy, glad, pleased, relieved, sorry, certain, sure, confident, convinced, afraid, annoyed, astonished, aware, conscious. Example: I was happy to hear from you. 3. Subject + be + adjcctive + that - clause is used to express emotions )glad, pleased, relieved, sorry), confidence, or worries (certain, sure, confident, afraid, annoyed, astonished, aware, conscious). Example: I was glad that you gained the schola Ask Ss to read the speech bubbles from me conversation in GETTING STARTED, then have them read the structures and examples in the grammar box carefully. Help them with the meaning o f the adjectives if necessary. Then ask some more able Ss to retell the rules and give examples. Correct their sentences if necessary. 3 HaveSs w o rt in pairs to do the matching exercise. Allow pairs to share answers with other p air^-T h en check their answers as a class. 4 HaveSs work in pairs to do the gap-fill exe ■ercise. Allow pairs to share answers with er pairs. Then check their answers as a class, noting all the possible options.

- Listen and cop

Key: I F 5. D

2. A 6. C

3. B

4. E

- work in pairs Key: I. glad/pleased 2. sorry 3. re Ii ev e d so rry. p leased 4. sure/certain 5. surprised astonished 6. relieved/pleased - work in groups Key: I . We were relieved that we had

5 HaveSs work in groups o f about four and give each group and A3-size sheet. Ask them to write the sentences leaving a large space between each one. Then tell Ss to stick the sheets on the wall. Each group moves around clockwise to read the other group’s answers and, if necessary, correct the sentences by writing any corrections on a sticky note against each sentence. Check the answers as a class. Note that this kind o f peer review is effective and can be used in many different teaching situations.

done well in the exam. 1 am sorry that our parents had very poor school facilities. Everyone was glad that the

underpass systems for p e d e stria n ^ \ All o f us are delighted that life tie countryside had ved considerably

6 AskSs to work individually to sentences. For some classes it ma

work individually Suggested answers: 6. to support the victims after the disaster. 7. be able to build the country into a powerful one.

some Ss to read out their sentences. Correct their answers if necessary.

w o

8. Viet Nam has good potential for tourism. 9. there would be less land for agriculture in Viet Nam. 10.non-academic subjects are also significant. 11 learn that some o f this students could not get scholarships.

urther nracticc: ? Retell reported speech, quest ion words before - Answer teacher's questions. to -infinitive ^.Production: ? Learn by heart all the structures - Take note ? Do exercises in Work book ? Prepare: U nit 5: C om m unication__________

Kiểm tra ngày

tháng

nam

Preparing date Teaching date:

W EEK; 16 Period: 46

UNIT 6: VIET NAM: THEN AND NOW Lesson 4: Communication I.A O B JE C T IV E : By the end o f the lesson, Ss will be able to talk about some changes in Viet 1. Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing. clause with should - Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested talking about Viet Nam in the past and at present. - Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present »¿P R E P A R A T IO N : L T eachcr; book, planning, picture, laptop, projector 2,Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T ’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. ^¿PR O C ED U R E:

Si?

Teacher and students 4 activities

Contents

1. Warm up: Before Ss open their books, ask them to work in groups to discuss a change in their neighbourhood that they have heard o f or read about. - NETWORK: ? What are the changes in Viet Nam?_________

Make a list about changes in Viet Nam in groups. - Possible answer: Houses Traffic: means o f transport, roads.. School

- Houses

Family groups Entertainment Facility

2.Com muni eat ion 1: Set the scene: You are going to read posts on Viet Travel. Forum from some foreigners who visited Viet Nam a long time ago.

Extra vocabulary;(5m) Help Ss understand the meanings of the words - Find out the esxtrai wwords am in the Extra Vocabulary box by using underline t h e n ^ ^ ^ ^ ^ - Guess th s meaning from the examples, definitions, or even transaltions. context. Suffer (v): to experience something Listen to the teacher's unpleasant, explanation. such as injury, defeat, or loss. - Repeat Mushroom (v): a metaphor verb showing - Stress something that grows or develops lL -\o p y fast in terms o f number and speed Illiteracy (n): inability to read and write Exporter (n): a person, company, or - Workindividually. that Possible answer: sells goods to another country The posts are about the changes in Viet Nam. Exercise 1: individually. - Have Ss skim - read - Work in pairs ? What are the post - Workindividually. - Ask Ss to^teN^Ts pairs to compare how many ideas from the posts they can remember. - Then hsk Ss to read the posts the second time more slowly for detail. ■ - Work in groups o f three. Possible answers: 1. Charles is from France. He said Exercise 2: that the ftrst time he had been to - Put Ss in groups o f three. Viet Nam was in 1965. He said that - Tell them that they can look back at the posts many people were/had been and each group member reports on one post as illiterate then but he was astonished in the example. that after nearly 30 years there was no more illiteracy although the - Afterwards, ask some Ss to retell the posts to population had nearly tripled. He the class. Correct them if necessary. was also surprised to learn that the 3X om m unication 2:

country* was one o f the largest rive exporting countries. 2. Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had heen part o f ASEAN fo r two years. He was shocked/astonished to see that so much had changed over the Iasi 18 years - flyovers and big1, - ";t,a buildings were musl

Excrcise 3: - Have Ss work in groups. Ask them to focus on a couple o f the suggestions in the table to discuss and write down a few posts on a big sheet o f paper. - They can pretend to be a foreign visitors and use the posts in 1 as a model. - Set a time limit o ften minutes. They should also decide which changes are the mo beneficial. 4. F u rth e r practice: Exercise 4 ups to stick - When the time is up, ask their papers on the wall - Each group reports their best post to the class, saying which changes have been the most beneficial for the country. - Vote for the best posts 5. Prod 1. Review tli esson ______ ___ _ (Workbook). 2. Do exercises

- Work in

- Work in groups.

- Report to the class.

- Do at home

lesson Skills I j a j pPrepare . -----------------------0@0W EEK M 6 Period: 47

Preparing date: Teaching date:

FEEDBACK ON TEST 45’

LA O B JE C T IV E : - Help ss find out their mistakes and correct them . Students can improve their knowledge o f English 1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech

- Vocabulary: related to unit 4,5 2. Skills: Practicing skills 3. Altitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Com petences - Self- study: work individually. II./. PR E P A R A T IO N : L T each cr: Test papers 2 .Students I » ./. T E A C H IN G M E T H O D S: Technical present .................... IV ./.PR O C E D U R E A. R em ark on the tests: -The number o f the tests: +Exellent tests: +Good test +Average: +Under average: -The number o f the tests: +Exellent tests: +Good test +Average: +Under average: -In general all Ss have achieved the basic knowledge. -There are many exellent and good tests. - Some Ss' skill o f doing general test is not good. -The teacher shows some best and worst tests to correct before class: B. Key

DAP AN PA RT 1: 0,5 p for each correct sentence. 4

2. F

3. T

4. T

(SKILLS 2 - UNIT 5)

P A R T II:

0,2 p fo r each correct word I .- Don V you see the sign? - Yes, 1 do, but what does it mean? - It means you mustn V walk on the grass. 2.- You don't have the key, do you? - No, I don 7. I’m going to climb through the window.

- A rc you really? - Just kidding. I’m using the back door. It isn V locked.

2. 0,4 p fo r each correct sentence. 1 A

2. A

3. B

4. B

5. C

PA R T H I: 0 ,5 p fo r each correct sentence. 1.B 2. A 3.C 4.A 5.B 6.D PA R T IV: 0,5 p fo r each correct sentence. 1 It is expected that some major reforms will be suggested by the report. 2. It is said that the digital camera was invented by him. 3. It has been discovered by scientists that there is water on Mars* 4 .It is expected that the professor will be arriving this mornin

W E E K : 16 Period: 48

Preparing date: Teaching date: UNIT 6: VIET NAM: THLN AND NOW Lesson 5: Skills 1

IO B JE C T IV E : - By the end o f the lesson, ss will be able to:Read for general and specific information about the tram system in Ha Noi then and now 1* Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present 2.Skills: Practicing skills 3* A ltitude^ - Positive about Viet nam in the past and at present ►Students knowr how to learn English in right way. -Sti Ss are interested in doing exercises, - Ss are interested talking about Viet Nam in the past and at present, intere - S s ar are mterested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-cllause ompctences: - Co-oporation: work in pairs, groups, teams -¿Jelf- study: work individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present 11./.PREPA RA TION : L T eachcr: book, planning, picture, laptop, projector 2.Stu{lent&: books, notebooks

C ontents - Work in groups:

Suggested answers: - The first picture shows 9h an old tram. The secont^picture shows a modern train. The tram would have been seen in tc a town or city. These trains can be en nowadays in big, modem Elicit the answers from Ss. Give Ss two cm cities. minutes to skim the article and compare their They are different in many ways: answers with the information in the article. The first had fewer compartments {two or three) than the second (four). The first runs much more slowly The first is not air-conditioned while the second is. The first runs along tracks on the ground at street level, while the

second runs on elevated tracks. The first was powered by overhead electricity wires, while the second runs on electromagnetics. 2. Pre-reading Predict. True or false: - Work individually. - Guess.

3. W hile-reading 1. Exercise I : Ask Ss to work individually. Remind them to pay attention to key words

- Work individually. - Then share with the partner.

in each statement. Then allow them to share answers before checking as a class. Ask them to explain why some statements are false. 2. Answer the questions

4, PO ST-REA D 1N C (15mmutes) Speaking Exercise 3 - First, ask Ss to work in pairs, to put the things that have caused damage to the manmade wonders o f Viet Nam in order of seriousness. - T may go around to provide help. - After Ss finish, call on some pairs to report their choices and give the reasons for them. Excrcise 4 a Ask Ss to work in pairs, and use the ideas m 3 to suggest ways to protect and preserve the man-made wonders o f Viet Nam. Go around to provide help, t b HaVe the representative o f each pair in turn report their best ideas to the whole class. Give comments and make any correction if necessary.

Key: 4. T

I F 5. F

2. T

3. F

- Ss work individually first, then compare the answers w ith their partner. Key: 1. It is located in Huong Son Commune, My Due District, Ha 2. It includes Den T r in h |( Present at ion Shrine), Thien Tru (H eaven’s kitchen) pagoda, and the Perfume Temple. 3. The centre o f this complex, the Perfume also known as Chua Trong (Inner Temple), is located in Huong Tich Cavern. 4. Its beauty has been used as the theme o f many famous songs and a topic o f lyric poetry. 5. Pilgrims from all over Viet Nam do.

- Work in pairs, to put the things that have caused damage to the man-made wonders o f Viet Nam in order o f seriousness.

- Report their choices and give the reasons for them.

Ss work in pairs

In pairs, present the reports to the class. 5.Production: 1, Review this lesson 2. Do e x e rc ise s.........(Workbook)

- Copy and do at home!

3. Prepare Lesson Skills 2 ------------------------------------------- o

-----------------------------------

Kiểm tra ngày

W E E K : 17 Period: 49

tháng

nùm

Preparing Teachk UNIT 6: V IE ! NAM: THEN AN Lesson 6: Skills 2

A. I./. O B JE C T IV E : By the end o f the lesson, students will be able to o listen for general and specifi c about life in an extended family. o write about some qualities a eeds to get along in an extended 1. Knowledge; + V-ing/clause - Grammar:impersonal passive and the v e i „ suggest _...................... ■»____ with should - Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested talking about Viet Nam in the past and at present. - Ss are interested in^usingthe past perfect, the structure adj+ to-infinitive and adj + th a t- c la u ^ ^ 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: w ork individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present L /V r E P A R A T IO N : l.T each er: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T ’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IW .P R O C E D U R E ;

Teacher and Contents

Contents

1. W arm -u p : Ask Ss to say if they are living in small families with their parents and siblings only or in big families with grandparents and other relatives. Ask them if they find any difficulties living in their family group or if they want to have anything changed._______ 2. Listening Task 1: Describe what you Task 1: > Ask Ss to work in pairs to describe the pictures and answer the question. Ask a pair to share their ideas with the class.

Task 2: Gap-fill > Tell Ss that they are going to listen to a talk between Nick and Mrs Ha, Duong’s mother, about her family in the past. > Ask them to read the information in the table carefully and try to predict the answers. Tell them to decide tnb part o f speech o f the yo rd s they will need to Jill in thi? blanks, then listen carefully to find the words from the recording. > Play the recording twice. > Have tw ofte write their answers on the boarc^^Çonfirm the correct answ er

Task 2: Listen and write Key: I . extended family 2. three generations 3. shared 4. their day 5. their work 6. things happening 7. to be tolerant 8. talk 9. listen 10. Compromise

Task 3: Task 3: True or False > Have ave :ss Ss work individually to Key: underline the key words in the I T 2. T 3. F 4. F statements. >► Ask Ss to do the exercise without listening to the recording. > Write their answers on the board without confi rming the correct answers. > Play the recording again for Ss to check, pause at the sentences that include the information Ss need for

fcr

5. T

6. T

their answers. 3. Writing T ask 4: T ask 4 Qualities a person needs to get along in an extended fam ily > First check that everybody Example: understands the meaning o f all the adjectives in the box. I th in k y o u 'd h a ve t c b e f p a ti* n t p*r?!>n b » c a u 3 * p u d b e ^ > Set a time limit for pairs to li s' ng w ith lo t i o f o th e rs a n d if v s u w e re n 't paher-t, it co u ld lead to brainstorm ideas and do the p ro b le m s, fo u 'd h a w t o w a i t & discussion. y o u r tu rn fo r e iie r y t h m g - th e ' b it h r m m , t h s fo o d > Move around and help Ss if necessary. > Ask Ss to refer back to the listening in 2 and 3f and the example for useful language and ideas. > Ask some pairs to present their ideas to the whole class. Confirm that they should give examples to support their main points. ■'

4.Furlhcr nractice:Task 5 Ss should work individually to get their ideas down on paper and check the accuracy o f what they have written • . > Give Ss about 10 m mutes t o write and edit their w orja^> V > Ss pass their work to someone who w asn’t in their pair for them to do peer review and add their comments and corrections. > Write some samples on the board: > Positive comments > G iveNeedback on a few S s’ work. 5-Produclinn: Do task 5 - Lookback the unit

Kiem tra ngay

thang

nnm

Preparing date: Teaching date:

W E E K : 17 Period: 50

U N I T 6: V I E T N A M : T H E N A N D N O W

Lesson 7: Looking back and project \.i. O B JE C T IV E :

: By the end o f the lesson, students will be able to : - Use the past perfect correctly Use the structure adj+ to-infmitive and adj + that-clause correctly

1.Knowledge; C - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at prese 2♦ Skills: Practicing skills > ^ 3♦ Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way. - Ss are interested in doing exercises. - Ss are interested talking about Viet Nam in the past and at present. - Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. - Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present »¿P R E P A R A T IO N : L T eacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. T E A C H IN G M E T H O D S: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./.PRi

vacher mut Ss ’ activities

Contents

W o rd web

TRANSPORTATION THEN AND NOW eartten road

concrete roi

Then earthen road, path, trench, brick road, tunnel,

now underpass, fl y over, skytrain system, -I........H-.ll.

Have Ss work individually to list all the words on a piece o f paper. Set a time limit o f three minutes. Then have them combine to work in groups. Ask them to note down as many words they have just listed as possible on a larger piece of paper. Set a new time limit. When the time is up, groups stick their pieces o f paper on the board. The group with the highest number o f words/phrases wins. 2.. Looking hack: V ocabulary Task 2: Gap-fill > Ask Ss to work individually, compare their answers with a partner, write their answers on the board. > Confirm the correct answers. Task 3: Close text > Have Ss work in pairs. Tell them th£ should pay attention to the cues in the for their answers. Elicit the answers frc s.

lank nuclear ties 4. Rubber sandals

sk 3: Fill lii each gap Key: 1. extended 2. nuclear 3. disobedient 4r sympathetic/understanding 5. understanding/sympathetic 6. tolerant 7. caring 8. share________________ Grammar Grammar Task 4: close sente Task 4: Complete the Ask Ss to w ividually first, check their sentences artner before having them Key: answers discus 1. necessary/important 2. certain/sure/hopeful 3. cert a in/sure/c on il dent 4. sorry/sure 5. sorry 6. convinced certain/sure T ask 5: Task 5: Read and correct > Ask Ss to work individually first, check their Key: answers with a partner before having them 1 ,3 ,5 , 6, 7 ,: no change discuss as a class. 2. take -►could take 4. let - 't o let 6. be - 'w a s 3. Project: Do at home

4. Further practice: Sum up 4. Hom ework - Looking back 4 - 6 - Feedback on Project 5,6

Preparing date: Teaching date:

WEEK: 17 Period: 51

REVIEW 2 Lesson 1: Language

I O B J E C T I V E : - By the end o f the lesson, stu d e n t^ wwill be able to revise pronunciation, vocab, grammar from unit 4 to unit 6 1. Knowledge; - Grammar: related to unit 4-6 - Vocabulary: related to unit 4-6 2. Skills: Practicing skills 3* Attitude: - Ss are interested in practicing nction - Ss are interested in doing exen oups, teams 4. Competences: - Co-oporation: w ork in - Self- study: work individually - Use language to do exercises I U . PREPARATION: I T e a c h e r : book, planning, picture, laptop, projector 2,Students: books, note! IIL/. TEACHING METHOl ^C om m unicative approach, group Ss and T’s activities, play as a c, fteaching methods with game, teaching methods by visual, teaching ineti practising, discussion group, technical present. .. IV ./.PR O C E D

^s and S s’ activities ctivlty F: view the rules o f stress on auxiliaries, articles, prepositions with Ss as a class. Have Ss then ircle the stress independently. Play the recording. «5s listen and check their answers. Confirm their answers. Ss listen again and repeat, in chorus and individually. 1, - Which hotel are you staying at? - The Grand Hotel. It’s by the sea. - Isn’t it the one you stayed in last year? - Yes, it is. 2. - I can't fid my key. Do you happen to see it

Contents

anywhere? - It’s on the coffe table. - There’s nothing on the coffe table. - Really? I did see it there when I was tidying up the room this morning. 3. - You have to help me with this assignment. - 1 won’t. - Please! - Are you going to rely on others all your life? 4. - Have you seen The Tomb Raider? - No, I haven’t. But I’ve seen The Smiths. - Is that the fim you often talk about? - Yes, it is. Look. This is the trailer for it. Note: This exercise focuses on stressed auxiliaries, articles, and prepositions only.

C>^ < 4. f 6. h 8. b

2.Vocabularv Activity 2: Make sure Ss understand the meam phrases in the box. Then have them exercise individually.

1. 3. 5. 7.

Activity 3: Ask Ss to read the semen decide what kind o f word is needed fo sentence (a noun? a their answers. Let Ss verb? an adjective?...), do the exercise inden ntly. Ss can then share their answers rtner. Check and write the answers

LB 2. D 3. B 4. C 5. D 6. C

Activity Have Ss o f wish answers.

2. obey 4. preserve 6. recognised 8. illiterate

1 . 1 wish I was nowr participating in an international summer camp in Brazil. 2.1 wish we still had traditional markets. 3.1 wish I could visit Nha Trang. 4.1 wish I had time to learn 5: ceramic painting. read the situations and decide which type 5.1 wish I was not at home is used in each sentence. Elicit their writing an essay./1 wish I Then let Ss do this exercise was playing with my friends.

Activity 4; This ^exercise revises the use o f impersonal ¡ive, suggest adjectives +- /£>-infmitive///i<2/ + ses. Have a brief revision with Ss if necessary, en have Ss do the exercise individually. Ss exchange their answers and discuss if there is any difference in their answers. Check and explain each answer.

extended solution religious contribution

independently, and share their answers with the class. T checks.

1C 2. A 3. D 4. B

4.Evcrvdav English Activity 6: Have Ss read the phrases and sentences carefully before they do this exercise in pairs. Correct their answers and ask some pairs to act out the dialogues._____________________________________ ^.Production: -Practice reading the dialogue. -Write new words then learn them by heart -Copy the exercise into notebooks. -Prepare Review 2 ( Skills )

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Preparing date: Teaching date:

W E E K ; 18 Period: 52

REVIEW 2 Lesson 2: Skills VE: - This unit reviews the language and skills Ss have learnt in ; and 6. Help Ss to recall the language and encourage them to much as possible. Grammar: related to unit 4-6 ary: related to unit 4-6 ills: Practicing skills ttitudc: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Compctcnccs: - Co-oporation: work in pairs, groups, teams - Self- study: work individually. 11./.PREPARATION: L T eacher: book, planning, picture, laptop, projector 2,Students: books, notebooks

|1 U _ T C A C H 1 \G M E T H O D S ; Communicative approach, group Ss and V s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. DEPROCEDURE

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Teacher and Ss' activities 1. Reading Activity 1: Ss read the text and answer the questions independently. They can then compare their answers with a partner. Check and have Ss explain where in the text they found the information for the answers.

Contents A D D B

2 .Speaking Activity 2: This is an open speaking exercise. Allow Ss some time to read the ideas and form their own opinion. Ss can work in groups. Have some Ss. groups present their own opinions in front o f the class. 3. Listening Activity 3: Ask Ss to carefully read the questioi then plays the recording. Ss listen and decide if the statements are true or fa ls e .^ i^ ire S s’ answers on the board. Donit confirm their answers at this stage. ^H ave them listen again and check ir own ffhswers. Then correct them.

4. T 5. T 6. F Audio script: Moc Chau has recently become a popular tourist attraction that draws travellers throughout the year. People are attracted to this lovely town to admire its endless hills. The picturesque scenery here is unlike anything else in Viet Nam. Many places remain untouched by people. Apart from its fabulous scenery. Moc Chau is also famous for its local dishes, which are new to outsiders. People usually try them out o f curiosity and end up falling in love with their amazing taste. Another attraction o f this small town is its honest and friendly people. Visiting small 4 ,Writing villages in Moc Chau, tourists are Activity 4: welcomed into the locals’ homes Have Ss read the notes o f a traditional home and treated with homemade corn first. They can then arrange their ideas and start wine. The w arm and open

writing. T may call on a volunteer to write on the board. Other Ss and T comment on it. Ss then refer back to their own writings and see if they want to make any changes. Collect some work to correct at home.

hospitality o f the people here has made it a delightful experience for domestic as well as international visitors. Located only 187 kilometres from Ha Noi, Moc Chau can easily be reached by both private and public transport.

5.Produciion: -Write newr words then learn them by heart. -Copy the exercise into notebooks. -Prepare Revision for the 1st Exam

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GIÁO ÁN TIẾNG ANH 9 PHÁT TRIỂN NĂNG LỰC THEO CÁC HOẠT ĐỘNG (CHƯƠNG TRÌNH MỚI) (HỌC KÌ 1) (2 CỘT)

Articles inside

Review' 2 (Language

I st term exam