Giáo án môn Tiếng Anh Lớp 9 - Tuần 20 - Năm học 2016-2017

week: 20	 Preparing date: 
Period: 55	 Teaching date: 
UNIT 7: POLLUTION
Lesson 1: Getting started
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about a factory in Mi's home village for details and then do some related exercises.
- use lexical items related to the topic ‘Pollution’ to talk about types of pollution
2. Skills: Speaking, listening, reading, writing.
3. Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: 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./. Procedure
Ss and T’s activities
Content
1.Warmer (5'): Shark attack
- Teacher gives instruction
? Guess one by one letters.
- Teacher gets feedback.
A project on pollution
(-/ -------/ --/ ----------)
2. Getting started: (10')
Vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Matching (Activity 2 P7)
- poison
(n/v):
chất độc, làm nhiễm độc
- dump
(v):
vứt, bỏ
- aquatic
(adj):
dưới nước
- illustrate
(n):
hạt chuỗi
- thermal pollution
(n):
ô nhiễm nhiệt 
- radioactive pollution
(n):
ô nhiễm phóng xạ
- visual pollution
(n):
ô nhiễm ánh sáng
- billboard
(n):
biển quảng cáo ngoài trời
- Repeat in chorus and individually
- Copy all the words
Key:
A.radioactive pollution B. noise pollution C. visual pollution D. thermal pollution
E. water pollution F. land/ soil pollution G. light pollution H. air pollution
 Listen and read
* Set the scenes:
Ask Ss to open their books and look at the picture. Ask them some questions:
Who can you see in the picture?
Where do you think they are?
- Answer the questions individually.
* Suggested answers
- Nick and Mi.
- They are near a factory.
What can you see in the picture?
What do you think the people in the picture are talking about?
Ss answer the questions as a class.
- Play the recording twice.
? Listen and read then check your answer for the last question.
- Accept all possible answers from Ss without any correction.
- I/We can see a factory dumping exhaust fume and poison into the lake.
- They are talking about pollution.
- Listen and read
3. Doing (20'')
3.1. Find the words / phrases (1a P7)
? Share answers with your partner.
- Teacher gets feedback
- Have Ss look at the Watch out! box and quickly read the information. Ask them if they know what I can’t believe my eyes means. 
3.2. Answer the questions (1b. P7)
- Have Ss read the questions to make sure they understand them. Ss read the conversation again to answer the questions. Ss exchange their answers with a classmate. Call on some Ss to write their answers on the board. Check their answers.
 Key: 1. dead 2. aquatic 3. dump 
 4. poison 5. polluted 6. to come up with
This expression means you are very surprised at something you see.
Key: 
1. They are in Mi’s home village.
2. It’s almost black.
3. She’s surprised because she sees the fish are dead.
4. It’s dumping poison into the lake.
5. He’s sneezing so much because the air is not clean.
3.3. Tick T, F or NI (1c P7)
? Read the sentences quickly 
? Firstly to decide if the sentences are true, false or there is no information without reading the dialogue. 
- Then have some Ss write their answers on the board. 
? Read the conversation again to check - Confirm the correct answers.
Key: 
 1. F ( It’s polluted by the factory). 
 2. T 
 3. NI 
 4. T 
 5. T
3.5. Complete the sentences (3 P7)
? Work individually to do the task then compare their answers with a partner.
T may teach some words which T thinks Ss do not know such as communication.
 Key:
1. thermal pollution 2. Air pollution 
3. radioactive pollution 4. light pollution
5. Water pollution 6. Land/ soil pollution
7. Noise pollution 8. visual pollution 
 Group work 
? Work in groups of five or six. 
- In five minutes, Ss write down the pollution types their neighbourhood 
- discuss and write the pollution types their neighbourhood faces and rank them in order of seriousness.
faces and rank them in order of seriousness. They also have to give reasons for their order. 
- Call group representatives to present their group’s order and reasons. 
? Vote for the group with the best reasons.
(If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.)
- present 
4. Further practice (2')
? Make a list of types of pollution?
5. Production(2')
? Learn by heart all the new words.
? Do Ex B1,2 , 3 P4 (Workbook)
? Prepare: Closer Look 1
- Collect pictures, songs, clips talking about pollution.
- Answer individually
- Take note
-------------------------------o0o------------------------------
week:20	 Preparing date: 
Period:56	 Teaching date: 
UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
	- Learn more words about pollution
	- Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution
	- Pronounce the words ending in –ic and –al correctly in isolation and in context
2. Skills: Speaking, listening,use of English.
3. Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: 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./. Procedure
Ss and T’s activities
Content
1.Warmer (5'): Calling out
Ask Ss to call out the types of pollution they learnt in the previous lesson. 
-> You are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.
Examples:
1. thermal pollution 2. Air pollution 
3. radioactive pollution 4. light pollution
5. Water pollution 6. Land/ soil pollution
7. Noise pollution 8. visual pollution 
2. Vocabulary (15')
2.1. Teaching vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Slap the board
contaminate
(v):
làm bẩn
cause
(n/v):
nguyên nhân, gây ra
effect
(n:
làm ảnh hưởng
- Repeat in chorus and individually
- Copy all the words
2.2. Complete the table (1 P8)
Have Ss look at the table in the book. Make sure that they understand what to do.
? Complete the exercise individually
- Check their answers.
Key: 
1. poison 2. contaminate 
3. pollutant 4. polluted 
5. death 6. damaged 
2.3. Complete the sentences (2 P8)
? Read each sentence silently to have a general understanding and decide which word form should be put in each blank. 
- For example, the word to be filled in the blank in sentence 1 is an adjective. ? Do the exercise and then compare 
- Call on one or two Ss to give out the answers before confirming the correct ones
Key: 
 1. Poisonous 2. Pollutants 
 3. Dead 4. Contaminated 
 5. Damage 6. Pollute
2.4. Study the language box
? Look at the language box. 
- Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows:
Have Ss read the example sentences and underline the clause or noun phrase.
- because/since and due to/because of are used to talk about the causes of something.
- Because and since are synonyms and they come before a clause.
- Other words and phrases in the box express the effects of something.
 So comes before a clause.
To cause, to lead to and to result in are synonyms and come before a noun phrase. 
To make sb/sth do sth is another way to express the effects. After somebody/something is an infinitive verb without to.
CAUSE
EFFECT
because/ since + clause
E.g: Because/ Since the water is polluted, the fish are dead.
so + clause 
The water is polluted, so the fish are dead.
due to/ because of + sth
The fish are dead due to/ because of the polluted water.
to cause sth/ to lead to sth/ to result in sth
The polluted water causes/ results in the dead of fish.
to make sb/ sth do sth
The polluted water make the fish die.
2.5. Activity 3a
Ask Ss to read to each pair of sentences and decide which sentence is a clause and which is an effect. Ss compare their answers with a partner before giving the answers to the teacher. Confirm the correct answers.
 1. People throw litter on the ground. C Many animals eat the litter and become sick. E 
 2. Ships spill oil in oceans and rivers. C Many aquatic animals and plants die. E 
 3. Households dump waste into the river. C It is polluted. E 
 4. Their children have birth defects. E The parents were exposed to radiation C .
 5. We can’t see the stars at night. E There is too much light pollution. C 
2.6. Activity 3b
? Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship
2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants.
 3. Households dump waste into the river so it is polluted.
 4. Since the parents were exposed to radiation, their children have birth defects.
 5. We can’t see the stars at night due to the light pollution.
3. Pronunciation (15'')
3. 1. Stress in words ending in –ic and –al
Ask Ss to look at the rules in the box and the examples. Go through the rules with them. For a more able class, have Ss give some examples.
Adding the suffix –ic changes the stress of a word. Stress the syllable immediately before the suffix.
Example:
‘atom -> a’tomic
Adding the suffix –al to a word does not change its stress.
Example:
‘music’ -> ‘musical
Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable.
Example:
E’conomy -> eco’nomic -> eco’nomical
3.2. Listen and mark the stress (5 P9)
Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words.
Key:
1. ar’tistic 6. ‘physical
2. ath’letic 7. he’roic
3. his’toric 8. po’etic
4. his’torical 9. bo’tanic
5. ‘logical 10. Bo’tanical
3.3. Activity 6 p9
Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again Ss to repeat the sentences. Ask some Ss to read out the sentences.
1. According to scientific research, tiny species may help clean radioactive pollution.
2. Water quality has become a national problem.
3. Many people have received medical treatment because of the disease.
4. Chemical waste can cause water pollution.
5. The reduction in air pollution was dramatic last year.
Key: 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic
3.4. Activity 4 P8
- Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. 
? In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper. 
- When time is up, the group with the most sentences is the winner. 
Suggested answers:
2. The soil is polluted, so plants can’t grow.
3. We won’t have fresh water to drink because of water pollution.
4. We plant trees, so we can have fresh air.
4. Further practice (2')
? Make a list of words ending in -ic and -al
.5. Production(2')
? Learn by heart all the new words.
? Do Ex A1, 2,3 P3 (wortkbook)
? Prepare: Unit 1: Closer Look 2
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Say out the words 
- Take note
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week: 20	 Preparing date: 
Period: 57	 Teaching date: 
UNIT 7: POLLUTION
Lesson 3: A Closer Look 2
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
	- Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution
2. Skills: Use of English.
3. Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: 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./. Procedure
Ss and T’s activities
Content
1.Warmer (5'): Recall
Conditional sentences type 1: review
Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.
 Conditional sentences type 1
The conditional sentence type 1 describes a thing which is true or is likely to happen in the present or future.
If + subject + V (present simple), subject + will/can... + V (bare infinitive)
2. Grammar 1 (15')
Conditional sentences type 2
- Teacher elicits the form, use of the conditional sentences type 2 from students.
? Give examples
Conditional sentences type 2
The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.
If + subject + V (past simple), subject + would/could/might + V (bare infinitive)
Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here)
The conditional sentence type 2 can be used to give advice.
Example: If I were you, I would see the doctor immediately.
Note: We can use both was and were with I/he/she/it in the if-clause.
3. Practice (15'')
3.1. Activity 1P9
Ss do this exercise individually then compare their answers with a partner. Have Ss read out their answers. Confirm the correct ones.
Key:
recycle; will help
won’t dump; fines
travel; will be
will save; don’t waste
use; will have
3.2. Activity 2 P10
? Read the pairs of sentences. 
- Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write own sentences. 
- Give feedback on these sentences and ask other Ss to correct them if necessary.
Key:
1. Student will be more aware of protecting the environment if teachers teach environmental issues at school.
2. When light pollution happens, animals will change their behavior patterns.
3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources.
4. If the water temperature increases, some creatures will be unable to reproduce.
5. People will get more diseases if the water is contaminated.
3.3. Activity 3 P10 
Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’answers.
Key: 1. b 2. c 3. d 4. e 5. a 
3.4. Activity 4 P10
Ss do this exercise individually. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary.
Key: 
1. were; would do
2. exercised; would be
3. had; would build
4. tidied; wouldn’t be
5. was/were; would grow
3.5. Activity 5 P10
? Quickly read the example. 
- Ask Ss to comment on the example. - the meaning of the orginal sentences was made opposite in the new conditional sentence. (i.e. positive into negative form for the first sentence and negative into positive for the second sentence). 
? Do this exercise individually and then compare the answers with a classmate. Ask one or two Ss to write their sentences on the board.
Key: 
 2. If there weren’t many billboards in our city, people could enjoy the view.
 3. If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly.
 4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month.
 5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner.
 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office.
Chain game
? Work in groups of five or six 
? Keep the chain going for as long as possible using type 1 or 2 conditional sentences. 
- If a group hesitates for more than 10 seconds they are out. 
- walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light.
Example
A: If each person plant a tree, there will be a lot of trees.
B: If there are a lot of trees, the air will be cleaner.
A: If the air is cleaner, fewer people will be ill.
4. Further practice (2')
? How do we use conditional sentences type 1 and 2?
.5. Production(2')
? Learn by heart all the new words and structures
? Do B4, B5, B6 P5 (Work book)
? Prepare: Unit 7: Communication
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Take note
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Kiểm tra ngày tháng năm 2017
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week:21	 Preparing date: 
Period:58	 Teaching date: 
UNIT 7(CONT)
Lesson 4: Communication
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Read some articles on the 4T website for general and specific information about .
- Understand some abbreviations and talk how they spend their free time.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: 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./. Procedure
Ss and T’s activities
Content
1.Warmer (5'): Introduction 
- Have a student talk about a leisure activity (from you, your friends or someone you know) a bit unusual. 
? Listen and give your opinions about this activity: boring, interesting, strange, challenging, etc. 
Work individually
Answer individually 
Listen
2. Communiction 1 (15')
2.1. Teaching vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocabulary: What and where
2.2. Open prediction
* Set the scene: You are going to read about some Ss and T’s activities teenagers do in their spare time.
? Cover the text and just look at the
photos ( with name and country ).
- Encourage Ss to guess what these
students in the photos like doing as
leisure Ss and T’s activities.
- Then set a reading time limit
? Close books and play a memory
game in competing groups.
? Tell how much information you can
remember from the text. 
- Motivate Ss by counting every detail they remember without any checking comprehension 
- window shopping
(n):
đi chơi ngắm đồ bày ở cửa hàng
- weird
(adj):
kì cục
- addicted
(adj):
nghiện (thích) cái gì
- hang out
(v):
đi chơi với bạn bè
- imagination
(n):
sự tưởng tượng
- Repeat in chorus and individually
- Copy all the words
- Guess
- Read and play a memory game in competing groups
3. Communiction 2
3.1. Study the abbreviation
- Ask Ss if they notice any other particular features of the text. 
 - drawing their attention to the form of the text (e.g. its layout and the abbreviation). Explain that this is from a webpage and that these abbreviations are informal language that is used online and in texting messages. 
- Introduce the first abbreviation. 
? Work in pairs to complete the task.
? Add to the dictionary with any other abbreviations you know that are used online. 
? Work in pairs to create your own mini dictionary, then ask other pair to guess the meaning.
- Work in groups
- Listen
- pair work
3.2. Complete the table
- Have Ss work in pairs or small groups to complete the table. Allow Ss to read the text more closely to fill in the table.
Who?
What activity is mentioned?
What does he/she thick of it?
Emily
-hanging out with friend ( window shopping)
-working as a volunteer
She loves it.
Hang
Cloud watching
She adores it. It’s easy
Linn
Going to community centre, painting, dancing, doing drama
She loves it
Minh
-playing football
-helping his aunt in running cooking class
He likes it.
He’s fun.
Manuel
-Playing computer games
-doing judo
He’s addicted to it.
It’s Ok.
? Work in pairs to put the leisure Ss and T’s activities in the text in order from the most interesting to the most boring. 
- Once they have their list, form a bigger group of four and each pair shares their list with the other. 
? Discuss, give opinions, and negotiate with each other in order to agree on a mutual list. 
- Pair work
- Work in group
4. Further practice (2')
? Sum up the main content of the lesson
.5. Production(2')
? Learn by heart all the new words and structures
? Do C1, 2, D1 P 6-7 (SBT)
? Prepare: Skill 1
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Take note
-------------------------------o0o------------------------------
week:21	 Preparing date: 
Period:59	 Teaching date: 
UNIT 7(CONT)
Lesson 5: Skills 1 
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Read for general and specific information about the positive and negative effects of using computer.
- Talk about the impacts of using the computer and find out the solution.
2. Skills: Speaking, reading,
3. Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: 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./. Procedure
Ss and T’s activities
Content
1. Warmer (5'): Listing
- Divide the class into two teams
? Discuss and make a list of benefits of using computer or mobile phone for leisure Ss and T’s activities
? Take turns to write on the board.
- Get feedback.
? What are the harmful things of using computer or mobile phone for leisure Ss and T’s activities? 
Benefits of using computer or mobile phone for leisure Ss and T’s activities
E. g: 
- means of e-mail or chatting
- a source of information (news, articles, the weather forecast....)
- a source of entertainment (music, movies, games...)
Answer individually
2. Reading(15')
2.1. Vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia, situation, explanation)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Matching
- virtual
(adj):
thực sự
- effect
(n):
sự ảnh hưởng, hậu quả
- mind
(n):
tâm trí, trí tuệ
- exist
(n):
tồn tại, hiện có
 - Repeat in chorus and individually
- Copy all the words
2.2. Activity 1 (Read and choose the correct answer)
* Set the scene: 
? Look at the title and the picture and predict what you are going to read. 
- We are going to read about a student named Quang. 
- Encourage Ss to develop their ideals by guessing what Quang’s story is about.
? Read the text and underline any words you don’t know.
? Work individually to choose the best answer. 
Study the picture and guess
Key: 
1. B
2. C
2.3. Activity 2 (Write the questions)
? Look at the keywords in the responses in order to find out the questions. 
? Work individually then compare their answers with a partner.
Key:
1. Is Quang’s garden real?
2. What is the problem with using technology in your free time?
3. What leisure Ss and T’s activities do teenagers do these days?
 4. What are the benefits of using the computer?
3. Speaking (15'')
3.1. Activity 1 (Exervise 4 P12)
 ? Study the language in the Language notes box. 
? How do you give an opinion? 
? How do you ask for an opinion?
- Explain to Ss that these speech bubbles are from Quang and his parents. 
? Work in pairs and say why you think who says what, based on the information from the passage. Go through the phrase in the Language notes box with Ss. 
- Then choose a speech bubble and combine it with the language in the Language notes box. 
- Ask for volunteers to demonstrate their exchanges.
Giving an opinion: 
- I think that...........
- In my opinion.........
Ask for an opinion
 - What do you think?
- How do you feel about that?
Agreeing: 
I agree with you./ That's so true./ Exactly
Disagreeing:
I'm afraid I don't agree./ I don't think so.
A: In my opinion, computer games train your mind
and your memory.
B: That’s so true./ I’m afraid I don’t agree.
Key:
- Teacher's book: P12
3.2. Role play (task 5 P12)
- Arrange Ss into three groups: 
Group 1: plays Quang
Group 2: plays Quang’s parents
Group 3: plays his teacher. 
? Brainstorm how you are going to
express your opinions. 
- When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang’s teacher.
- Tell Ss that they can use the language in 4 for their role-play, and emphasise in the Study skill box should be used in their discussion.
- Call on two or three groups to repeat their role-play for the class
Speak in front of the class.
4. Further practice (2')
? How do you give and ask for an opinion? 
? Recall the respond.
.5. Production(2')
? Learn by heart all the new words and structures
? Do D2 P 8 (Workbook)
? Prepare: Skill 2
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Take note
	-------------------------------o0o------------------------------
week:21	 Preparing date: 
Period:60	 Teaching date: 
UNIT 7(CONT)
Lesson 6: Skills 2
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Listening for specific information about ways of spending time with friends
 - Write to discuss an opinion about leisure Ss and T’s activities
2. Skills: Listening, writing.
3. Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: 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./. Procedure
Ss and T’s activities
Content
1. Warmer (5'): Sharing
? Share some of the things you often enjoy doing with friends in your free time. 
? Then tell each other what you usually do with your friends. 
- Ask some pairs to volunteer to tell the class if they find each other’s answers interesting..
- work in pairs
2. Listening(15')
2.1. Pre questions
* Set the scene: You are going to a radio programme.
? Run trough the questions in 2 P13 and underline the key words.
? Think of the answers first.
- Teacher gets Ss' prediction and write on the board.
? Listen and check your prediction.
2.2. Listen and complete the table
- Play the recording as many times as needed. Ss work individually then compare answers with their partner.
? Listen and choose the correct answer.
- Read the questions and think of the answers
Key: 
1. The topic of this week’s programme is hanging out with your friends.
2. There are two main ways: hanging indoors or outdoors.
Key: 1. movies 2. cinema 
 3. crafts 4. sports
 5. physical health 6. people 
 7. cultural centres
3. Writing (20')
3.1. Complete the paragraph (Activity 4 P13)
? Cover the box and write some of these words/phrases on the board. 
? Where in a paragraph they often see these words?
? What could be the purpose for using them.
? Work individually to complete the task, and discuss their answers with a partner. 
- Remind Ss that for some gaps there is more than one correct answer
- Answer teacher's questions
Key 1. In my opinion/ I believe 
 2. Firstly 
 3. Secondly 
 4. Besides/also/in addition
 5. for these reasons/in short/as I have noted.........
3.2. Activity 5 P13
? Work in small groups where each chooses one question . 
- Then agree on an opinion and work together to brainstorm the ideals to argue for your points. 
- Each member will need to write his/her own piece. 
? Remember to use the connectors you have earlier in order to better organize your ideals.
- Let some students read their writing.
Sample:
I believe the best leisure activity for teenagers is any group activity. This could be playing a team sport or joining a hobby group or even volunteering. Firstly, teenagers lik