Giáo án Tiếng Anh 9 - Tiết 76 đến 81

Week : Planning:
Period: 76 Teaching : 
 REVIEW 3
Lesson 1: Language
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, students can revise the vocabulary, grammar they've learnt in Unit 7, 8, 9.
2. Competences: 
 - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages.
- Practice and develop 4 skills.
3. Quality: 
 - Study hard, self-study spirit, enthusiastically participate in activities in the classroom. 
- Make students be interested in English.
II. TEACHNG AIDS.
T: Textbook, English room.	
Ss: Textbooks, notebooks, prepare the lesson at home.
III. PROCEDURE
1. Pronunciation: (10’)
a. Goal: Sts tone in statements, questions correctly.
b. Content: Have sts mark the questions with falling, rising, or falling-rising arrows and mark the sentences with falling or rising arrows.
c. Expected result: Sts tone sentences and questions in exercises 1(42) correctly. 
d. Performance:
Teacher's & Ss' activities
Contents
1a. Mark the questions with falling, rising arrows. Then listen, check, and repeat.
? Read and mark the questions with falling or rising arrows.
- T plays the recording and students listen, check and repeat. Play the recording as many times as necessary. Pause and correct Ss’ pronunciation.
1b. Mark the sentences with falling or rising arrows. Then listen, check, and repeat.
? Read and mark the sentences with falling or rising arrows.
- T plays the recording and students listen, check and repeat. Play the recording as many times as necessary. Pause and correct Ss’ pronunciation.
1a. Mark the questions with falling, rising arrows. Then listen, check, and repeat.
a:	
A: What are you doing ? Are you baking ?
B: Yes. I'm trying a recipe for Japanese cotton cheesecake.
A: Japanese cotton cheesecake ? Sounds strange.
B: Right, but my friends say it's really delicious.
A: Do they sell that kind of cake in bakeries ?
B: Yes. But I want to make it myself.
1b. Mark the sentences with falling or rising arrows. Then listen, check, and repeat.
A: This tour is cheap.
B: That tour is cheaper.
A: Let's book that tour today.
B: But the travel agent is closed today.
A: Tomorrow is fine.
2. Vocabulary (15’)
a. Goal: Students revise vocabulary which they have learnt in unit 7,8,9.
b. Content: Fill each blank with a word/phrase from the box or with the correct form of the word given.
c. Expected result: Sts may do exercise 2,3 (p.42) correctly.
d. Performance: 
Teacher's & Ss' activities
Contents
 2.Fill each blank with a word/phrase from the box 
? Work individually to fill each blank with a word/ phrase from the box to complete these sentences.
? Compare with your partner.
- Teacher checks as a class.
3. Fill each blank with the correct form of the word given. 
? Run through all the words in capital.
? Fill in each blank with the correct form of the word given to complete these sentences.
- teacher has some students the words on the board.
2.Fill each blank with a word/phrase from the box ( P.42)
1. marinate; tender 2. garnish
3. stew	 4. jetlag
5. excursion 6. full boar 
7. bilingual 8.official language
3. Fill each blank with the correct form of the word given. (P.42)
1. guide	2. reasonable	3. rusty
4. fluent	5. season	6. Grated
7. steam	8. passer
3. Grammar (15’)
a. Goal: Students revise quantifiers; articles; conditional sentences type 1, type 2; relative clauses.
b. Content : Find and correct mistakes in the sentences; write sentences by using conditional structures or relative pronouns.
c. Expected result: Sts may do exercise 4,5,6 (43) correctly. 
d. Performance: 
Teacher's & Ss' activities
Contents
4.There is one mistake in the underlined words in these sentences. Find and correct it. 
? Find and correct a mistake in each sentence.
? Work individually and compare your answers with a partner. 
- Call some Ss to go to write their answers. Other Ss comment. 
- T corrects as a class.
5.What would you say in these situations? Use conditional structures and the words given to write suitable sentences 
? Study the given situations.
? Work in pairs to write suitable conditional sentences.
6. Combine each pair of sentences to a complete sentence, using a suitable relative pronounce
- Elicit from the Ss the relative pronouns and their uses (e.g. who, whom, which, that, where). 
? Combine each pair of sentences to make a complete sentence, using suitable relative pronoun.
- Ss do the task individually. 
? Then practice in pairs. 
- After checking their answers, ask one or two pairs to act out the dialogues.
4.There is one mistake in the underlined words in these sentences. Find and correct it. ( P.43)
1. B. the Lake Hudson ® Lake Hudson
2. C. bunches ® cloves
3. D. will be ® would be
4. B. the breakfast ® breakfast
5. C. have	® has
6. D. the Vietnamese American ® a Vietnamese American / Vietnamese American.
5. Write conditional sentences ( P.43)
Suggested answers
1. If you want to widen your English vocabulary, you should read short stories in English.
2. You can become a tour guide if you learn more about history and culture.
3. If you want to improve your English, you may go to either The Sun or The Shine language centre.
4. If I saw a fly in my soup, I would tell the manager.
5. If I were you, I would go to Song Nhi Resort.
6. Combine sentences using relative pronounce ( P.43)
1. Last holiday we stayed in a resort which/that Mi recommended to us.
2. I don't like people who talk too loudly in public places.
3. The dishes which/that my mother has cooked are so hot.
4. Last year I visited a small town where/in which they filmed The Little Girl.
5. Ms Mai was a teacher whom/who I will never forget.
4. Everyday English (5’)
a. Goal: Learn more about the vocabulary and grammar they need to know when using English everyday.
b.Content: Complete each short dialogue with a sentence in the box.
c. Expected result: Sts may do exercise 7 (P.43) correctly. 
d. Performance: 
Teacher's & Ss' activities
Contents
7. Complete each short dialogue with a sentence in the box
? Run through all the sentences in the box in 7 P43.
? Work in pairs, complete each short dialogue with a sentence in the box.
 7. Complete each short dialogue with a sentence in the box(p.43)
1. C	2. A	3. E
4. B	5. D
*Homework:
- Redo all the exercises in Review 3: language
- Prepare: Review 3: language
Week : Planning:
Period: 77 Teaching : 
 REVIEW 3
Lesson 2: Skills
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, students can revise the vocabulary, grammar they've learnt in Unit 7, 8, 9 by practice 4 skills.
2. Competences: 
 - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages.
- Practice and develop 4 skills.
3. Quality: 
 - Study hard, self-study spirit, enthusiastically participate in activities in the classroom. 
- Make students be interested in English.
II. TEACHNG AIDS.
T: Textbook, English room.	
Ss: Textbooks, notebooks, prepare the lesson at home.
III. PROCEDURE
1. Reading: (10’)
a. Goal: Practice and improve reading skills.
b. Content: Read Mi’s email to Nick and decide if the statements are true (T)/ false (F) then answer the questions.
c. Expected result: Sts may do exercise 1 (p.44) correctly. 
d. Performance:
Teacher's & Ss' activities
Contents
1a. Read Mi's email to Nick and decide if the statements are true (T) / false (F).
? Run through the statements.
? Read Mi's email once or twice. 
- T clarifies anything they do not understand fully.
? Do the task individually, then check with a partner. 
- T corrects.
1.b. Answer the question
? Run through all the questions.
? Read the email again the n answer the questions.
- Ss do the exercises in pairs. T corrects as a class.
1a. Read Mi's email to Nick and decide if the statements are true (T) / false (F).(P. 44)
1. T 
2. F (Nam, their classmate, also joined the camp)
3. F (They played the games before lunch.) 
4.T 
5. F (they let all the fish go)
1.b. Answer the question
1. They drew lots 
2. She comes from a school in Tokyo / from Tokyo
3. They won the first prize.
4. It's for non - native English speaking students.
5. It's about his tips on how to learn English.
2. Speaking (15’)
a. Goal: Practice and improve speaking skills.
b. Content: Work in groups and discuss the questions about joining an English speaking camp. 
c. Expected result: Sts may do exercise 2 (P.44) well.
d. Performance: 
Teacher's & Ss' activities
Contents
 2.Work in groups and discuss the questions( P44)
? Work in groups of four to discuss the questions.
- Teacher goes round to help them or give the modals.
- Some groups report in front of the class.
- T corrects if necessary.
2.Work in groups and discuss the questions( P.44)
1. Have you ever joined an English speaking camp? If yes, share your experience with your friends. If no, tell your friends about the class excursion you liked best.
Eg: I haven’t joined any English speaking camp yet but the class excursion I liked best is when my class went to history museum to get information in history lesson. We saw many artefacts and were provided a lot of interesting historic myth, stories and facts by the guilder in the museum. Therefore, we understood more about the past events that we had learned before in history and liked this subject more.
2. Do you think it is a good idea to take part in an English speaking camp? Why/ Why not?
Eg: I think participating in an English speaking camp serves a good chance to practice speaking English naturally as well as to experience new things. Moreover, during the camp, it is easy to make new friends through exciting activities.
3. Listening (10’)
a. Goal: Practice and improve listening skills.
b. Content: Listen to a presentation how to learn English well and complete the notes. 
c. Expected result: Sts may do exercise 3 (45) well. 
d. Performance: 
Teacher's & Ss' activities
Contents
3. Listen to Hung giving ..(P45)
- Have students some minute to read the tips.
- Play the recording once or twice. 
? Listen and complete the listener's notes. Use no more than three words
- Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary.
3. Listen to Hung giving a presentation on his tips for learning English well. Complete the listener’s notes. Use no more than THREE words for each blank.(P45)
1. Storied and books 2. vocabulary
3. correctly	 4. grammar books
5. international project 6. different cultures 
7. self - confident 8. activities
4. Writing (10’)
a. Goal: Practice and improve writing skills.
b.Content : Write a paragraph about “What are your tips for learning English well?” and “ What do you think you can learn from other countries’foods?”.
c. Expected result: Sts may do exercise 4 (P.45) well. 
d. Performance: 
Teacher's & Ss' activities
Contents
4. Choose one of the topics and write paragraph about it.(45)
? Choose one of the topics in 4 P45 and write a paragraph about it.
? Write individually
- Then collect their papers to check out of class.
 4. Choose one of the topics and write paragraph about it.(P.45)
1. What are your tips for learning English well?
2. What do you think you can learn from other countries’foods?
 Eg: Here are some of my tips for learning English well. The first good way to learn English is writing several times the new words and structures we learn. I usually write each new word five or ten times. The second good way to learn and practise our English is talking with our friends or teacher in class. This way we can practise new vocabulary and at the same time we learn with the mistakes that we might say during our speech. The next advice is to read more, not only books but newspapers and magazines as well. There is so much good and new vocabulary in a book that we have no idea. Last but not the least, I would recommend all people learning English to watch films, cartoons, TV shows and certain TV channels like BBC or Sky news. In short, you can improve your English in the ways you like.
*Homework:
- Complete the writing in the notebooks.
- Prepare for test 45 minutes.
Week : Planning:
Period: 79 Teaching : 
 UNIT 10 : SPACE TRAVEL
Lesson 1: Getting started
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, students can
- Use the lexical items related to astronomy and space travel.
- Grammar: relative clause, past perfect.
- Read for general and specific information about space travel	
2. Competences: 
 - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages.
- Practice and develop 4 skills.
3. Quality: 
- Study hard, self-study spirit, enthusiastically participate in activities in the classroom. 
- Sts are encouraged to love exploring the space and universe. 
II. TEACHNG AIDS.
T: Textbook, English room.	
Ss: Textbooks, notebooks, prepare the lesson at home.
III. PROCEDURE
1. Warm up.(5’) 
a. Goal: Introduce the lesson and the topic of the lesson.
b. Content: aks sts to name our solar systerm, with the sun and eight plannets. 
c. Expected result: Ss can feel more interested in the theme “space travel’’
 d. Performance:
Teacher's & Ss' activities
Contents
-T shows a picture of our solar systerm, with the sun and eight plannets and ask sts to name them. 
- T shows a period of films about space (the martian, Apollo 13, Gravity). Discuss briefly with the class the content of the films and try elicting some key words. 
 Name the planets of our solar systerm.
2. Presentation.(20’) 
a. Goal:Ss can understand the situation and the context of the conversation between Nick and Phuc and get some vocabulary. 
b. Content:Listen to the conversation and present some vocabulary. 
c. Expected result:sts can pronounce, get the meaning of some vocabulary and understand the conversation briefly. 
d. Performance: 
Teacher's & Ss' activities
Contents
1a.Listen and read then draw lines..
 Before Ss start reading the getting started conversation, introduce the chractes Phuc and Nick and provide context: Nick ia visiting Phuc, and they are now talking in Phuc's room. Ask Ssto forcus on the heading "A mission to Mar". Ask questions:
What do you think Phuc and Nick are talking about?
What else can you see in the room?
What do you think Phuc is interested in ? Why do you think so?
Do not provide corrective feedback at this stage. 
- Tell Ss to look at the text of the conversation. Play the recording and have Ss follow along. Ask the class to revise their answers if necessary. 
- Have Ss then worlk in pairs to do the matching exercise.
2. Find a word in the box to match the picture in each description. 
Have Ss worlk individually for this exercise. Ask them to pay attention to the photos and the key worlds/ content worlds in the sentences. Have Ss then compare their answers with a partner.
1. Listen and read. 
a. Draw lines to match the words with the definitions.
1.d	
2.e	
3.f	
4.c	
5.b	
6.a
2. Find a word in the box to match the picture in each description. 
1. satellite
2. telescope 
3. universe	
4. meteorite 
5. rocket 	
6. Spacecraft
3. Practice.(12’)
a. Goal: Understand details the conversation. 
b. Content: read the conversation, answer the questions and understand some words. 
c. Expected result:Do exercise 1b and 2 correctly. 
d. Performance: 
Teacher's & Ss' activities
Contents
1b.Listen and read then answer the questions. 
Have Ss continue to work in pairs and answers the questions. Give feedback as a class. Ask Ss to say where in the conversation they found the answers to the questions.
c. Have Ss discuss the question: "Who is keener on space travel - Phuc or Nick? Why do you think so?
Ask Ss to give as much inforrmation in the text to support their answers as possible.
1b. Answer the questions.
- ss work in pairs to answer the questions.
1. Phuc was crazy about space.
2. He had learnt about the universe and had collected books about space.
3. To show that there are more things in the list but that it's not necessary to list everything.
4. He wasn't very impressed because he thought the mateoritte was like an ordinary piece of rock.
5. By scuba diving in a flight suit and taking a parabolic flight to experience microgravity.
6. He compares it to a ride on a rollercoaster.
c. Who is keener on space travel- Phuc or Nick?Why do you think so?
Phuc seems keener on space travel than Nick. He was crazy about space when he was young. Phuc knows more about space and astronauts. He says he'd astronauts. He says he'd love experience microgravity, whese as Nick thinks microgravity sonuds scary
4. Production.(8’)
a. Goal:Develope ability of creating, solving the problem, cooperating, using languages.
b. Content:play the game: Space bingo 
c. Expected result:Sts use the words that they have just learnt to play the game successfully.
d. Performance: 
Teacher's & Ss' activities
Contents
3. Game: Space bingo 
-Ask Ss to work in small groups for this game. Give Ss the following instructions. T may draw a bingo card on the board and fill in the first word as a demonstration.
- First, create a Bingo card of nine squares by drawing two horizontall lines and two vertical lines. Write "Bingo" in the middle square to from a "free space".
- Second, create a vocabulary list that contains eingt new words that Ss have learnt in this lesson.
- Third, each player fills in his or her Bingo card with the worlds from the list. Each player should have his or her world in different squares for the game to work.
- Write the eingt vocabulary words on small pieces of paper, shuffle the paper, and keep them face down. Then, one paper one by one, and calls out either the actual worlds or the definitions. (See the illustratinon beside).
-Players find the worlds in their grid as they are called, and mark them off. When a player has marked three boxex down, acrooss, or diagonally (counting the 'free space'), he or she calls out 'Bingo' and wins the round.
Ss can play several rounds with the same card. Use a different symbol to mark the card for each round.
*Homework:
- Learn by heart all the new words in exercise 1b + 2
- Find information about the solar system.
- Prepare: Unit 10. A closer look 1
Week : Planning:
Period: 80 Teaching : 
 UNIT 10 : SPACE TRAVEL
Lesson 2: A closer look 1
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, students will be able to 
- Use the lexical items related to astronomy and space travel.
- Identify continuing or finishing tones and say sentences with the correct intonation.
2. Competences: 
- Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages.
- Practice and develop 4 skills.
3. Quality: 
- Study hard, self-study spirit, enthusiastically participate in activities in the classroom. 
- Sts are encouraged to love exploring the space and universe. 
II. TEACHNG AIDS.
T: Textbook, English room.	
Ss: Textbooks, notebooks, prepare the lesson at home.
III. PROCEDURE
1. Warm up.(5’) 
a. Goal: Get some vocabulary about space travel and revise the forms of verb. 
b. Content: Fill in the gaps with the verbs provided. Modify the verb with the correct form.
c. Expected result: Sts may do exercise 1(P49) correctly. 
d. Performance:
Teacher's & Ss' activities
Contents
 1. Fill in the gaps with the verbs provided. Modify the verb if necessary.
Have Ss work individually to complete the exercise. Remind them to modify the verbs where necessary.
They then compare their answers in pairs.
For a more able class, apter Ss have finished, ask them which world(s) can be used as a nound as well. Give feedback: orbit, experience launch. Ask Ss to make sentences with these nouns.
 1. Fill in the gaps with the verbs provided. Modify the verb if necessary. (p49)
1. orbit 
2. experienced 
3. launched 
4. landed 
5. trained
2. Presentation.(10’) 
a. Goal: Revise and get some vocabulary about astronomy and space travel. 
b. Content: Choose a word/phrase in the box to fill in each blank.
c. Expected result: Sts may do exercise 2(P49) correctly. 
d. Performance: 
Teacher's & Ss' activities
Contents
2. Choose a word/phrase in the box to fill in each blank.
 For this exercise, remind Ss of some worlds about space they have learnt earlier, for example: astronaut, jet pilot, weightlessness, water tank laboratory, microgravity.
Then have Ss word individually to complete the gaps. Ask Ss to play attention to the key worlds to understand the text, as well as to the part of speech of the missing worlds.
2. Choose a word/phrase in the box to fill in each blank.(P49)
1.good health 
2. a flight suit 3. parabolic flights 
4. operate 
5. space walks
3. Practice.(20’)
a. Goal: Practice the vocabulary about astronomy and space travel. 
b. Content: Match the space-related idoms to their meanings and play game about planets of the solar system.
c. Expected result: Sts may do exercise 3,4 (P49) correctly. 
d. Performance: 
Teacher's & Ss' activities
Contents
3a. Match these space-related idoms to their meanings.
As a class, ask Ss to cover the column on the right so that they can attempt to guess the meaning of the idioms first. Then they uncover the column and do the matching exercise. Check the answers as a class, and make sure the idioms are understood before moving on to 3b.
3b. Now practise saying them with a partner.
Have Ss then work in pairs to make short dialogues using the idioms they have learnt.
 4. Game.
This game can be played in small groups in two rounds.
In the first rounds, all groups will read the difinition to guess the planets. The game will be timed.
The group who is quickest to have all coreect answers is the winner.
If time allows, have Ss play the second round, T writes the names of some of the planets on the board (one by one). In 30 seconds, each group has to write on a piece of paper one fact they know about these planets, without looking at the textbook. The papers will then be cross checked by groups to and the group which has the most correct answers
3a. Match these space-related idoms to their meanings. (p49)
 1.c 
 2.a
 3.d
 4.b	
3b. Now practise saying them with a partner. (p49)
A. How often do you play football?
B: Oh, once in a blue moon.
4. Game. (p49)
Which planet in our solar system is being described in each sentences? 
1. Venus	2. Mercury	
3. Jupiter	4. Mars
5. Neptune	6. Earth	
7. Saturn	8. Uranus
4. Pronunciation.(10’)
a. Goal: Identify continuing or finishing tones and say sentences with the correct intonation.
b. Content: Practise saying the statements and short dialogues, then listen to the recording and check 
c. Expected result: Sts may pronounce sentences in exercise 5(49) correctly.
d. Performance: 
Teacher's & Ss' activities
Contents
5. Practse saying the statements and short dialogues, then listen to the recording and check your pronunciation
Ask Ss to work in pairs to practise the statements. Play the recording and have Ss contunue to practise saying these lists.
5. Practise saying the statements and short dialogues, then listen to the recording and check your pronunciation
(p49)
1. – Wow, your backpack is heavy!
 – Well, I didn’t put much in it. Just two T-shirts, one pair of jeans, a telescope, and my rock collection!
*Homework:
- Learn by heart all the new words in exercise 1 + 2
- Revise: Past simple and past perfect.
- Prepare: Unit 10. A closer look 2
Week : Planning:
Period: 81 Teaching : 
 UNIT 10 : SPACE TRAVEL
Lesson 3: A closer look 2
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, students will be able to 
- Use the past perfect with confidence
- Use defining relative clauses correctly and appropriately.
- Revise the words related to space travel
2. Competences: 
- Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages.
- Practice and develop 4 skills.
3. Quality: 
- Study hard, self-study spirit, enthusiastically participate in activities in the classroom. 
- Sts are encouraged to love exploring the space and universe. 
II. TEACHNG AIDS.
T: Textbook, English room.	
Ss: Textbooks, notebooks, prepare the lesson at home.
III. PROCEDURE
1. Warm up.(5’) 
a. Goal: Warm up sts before the lesson. 
b. Content: Read the “Space Travel Time” in 2 minutes and remember the time for each event. Then teacher checks.
c. Expected result: Sts are intersted in the lesson. 
d. Performance:
Teacher's & Ss' activities
Contents
 Sts read the “Space Travel Time” in 2 minutes and remember the time for each event. Then teacher read out any two of the events on the timeline, and asks sts which event happened first.
 Which event happened first?
Yuri Gagari became the first human in space or The Russian space dog Laika became the first animal to orbit Earth?
 .
2. Presentation.(10’) 
a. Goal: Review the past simple, past perfect and defining relative clauses. 
b. Content: Repeat the structures, the note and uses of the past simple, past perfect and defining relative clauses.
c. Expected result: Sts grasp the knowledge of the past simple, past perfect and defining relative clauses. 
d. Performance: 
Teacher's & Ss' activities
Contents
 - T asks sts to give the rule and use of the past simple tense.
- T corrects and explains to sts that many English words have an irregular past form. Give them examples. 
- Remind them about adverbs and uses. 
- T asks sts to give the rule and use of the the past perfect tense. 
- T corrects and explains to sts that many English words have an irregular past form. Give them examples. 
- Remind them about adverbs and uses. 
- T explains to sts that a defining relative clause give essential in formation about someone or something we are talking about. This is the information that we need in order to understand what or who is being referred to. 
1. The past simple tense
* Structure.
(+) S + V2/ V-ed) 
(-) S + didn’t + V ..
(?) Did + S +V .?
 Wh - did + S +V .?
* Adverbs: 
-Yesterday
- This morning
- In 2005
-In the past
-last ..
- ago
* Use: we use the past simple tense to talk about a finished action in the past.
2. The past perfect tense.
* Structure.
+ S + had + P2 .
- S + hadn’t + P2 ..
 ? Had + S + P2 .?
 WH- Had + S + P2 .?
* Adverbs: after; before
* Use: We use the past perfect to describe an action before a started time in the past and an action that happened before another action in the past.
3. Defining relative clauses. 
WHO: Who là đại từ quan hệ chỉ người, đứng sau danh từ chỉ người để làm chủ ngữ (subject) hoặc tân ngữ (object) cho động từ đứng sau nó. 
 WHOM: Whom là đại từ quan hệ chỉ người, đứng sau danh từ chỉ người để làm tân ngữ (object) cho động từ đứng sau nó. 
WHICH: Which là đại từ quan hệ chỉ vật, đứng sau danh từ chỉ vật để làm chủ ngữ (Subject) hoặc tân ngữ(object) cho động từ đứng sau nó.
Which làm tân ngữ có thể lược bỏ trong mệnh đề quan hệ xác định (defining relative clause).
THAT: That là đại từ quan hệ chỉ cả người lẫn vật. That có thể được dùng thay cho who, whom, which trong mệnh đề quan hệ xác định (defining relative clause)
That luôn được dùng sau các tiền tố hỗn hợp (gồm cả người lẫn vật), sau các đại từ eveything, something, anything, all, little, much, more và sau dạng so sánh nhất (superlative)
WHOSE: Whose là đại từ quan hệ chỉ sở hữu. Whose đứng sau danh từ chỉ người hoặc vật và thay cho tính từ sở hữu trước danh từ. Whose luôn đi kèm với một danh từ.
WHEN: When là đại từ quan hệ chỉ thời gian, đứng sau danh từ chỉ người hoặc vật và thay cho tính từ sở hữu trước danh từ chỉ thời gian. When được dùng thay cho at/on/ in which, then.
WHERE: Where là trạng từ quan hệ chỉ nơi chốn, đứng sau danh từ chỉ nơi chốn. Where được dùng thay cho at/ in/ to which, there. 
WHY: Why là trạng từ quan hệ chỉ lý do, đứng sau the reason. Why được dùng thay cho for which.
3. Practice.(20’)
a. Goal: Sts uses of the past simple, past perfect with confidence. Use defining relative clauses correctly and appropriately.
b. Content: Put the verbs in brackets into the correct tense: the past simple or the past perfect; Ask and answer the questions by using the past perfect; Complete the sentences with/without a relative pronoun. 
c. Expected result: Sts may do exercise 1,2,3 (P51) correctly. 
d. Performance: 
Teacher's & Ss' activities
Contents
1. Look at the timeline and put the verbs in brackets into the correct tense.
- Remind Ss of how to use the past simple and pesfect.
- Have Ss then work individually to complete the exercise. Tell Ss to play attention to the position of al already in the sentences.
2. Ask Ss to complete the box with T's year or birth and their own year of birth. Then Ask Ss to check where the dates fit the timeline. Ss can write out the dates and events from the timeline a long a line drawn on a piece of paper. They cam then add in this task four additional dates.
Have Ss now work in pairs to talk about these events. Remind them to use the world already. Walk around the class and provide help if necessary. Call on some pairs to give theie questions and answers in front of the class.
3. Draw Ss attention to the grammar box and look out! box. Give more examples if necessary. Ensure Ss have understood the rules before moving on.
Have Ss work individually to complete the exercise and then compare their answers with a partner. Remind Ss that a relative pronoun may not be required to complete the sentences (indicated in the key with a cross).
1. Look at the timeline and put the verbs in brackets into the correct tense.
1. had been sent / made
2. became / had (already) been launche