Giáo án Tiếng Anh Khối 9 - Chương trình học kỳ I

Period 1:
Introduction
English 9 is the fourth of four – level English language textbook for Vietnamese students of Lower Secondary School learning English as a foreign language (EFL). It follows the systematic, cyclical, and theme-based syllabus /: approved by the Ministry of Education and Training in January 2012, which focuses on the use of language (pronunciation, vocabulary and grammar) to develop the four language skills (listening, speaking, reading and writing)
1.The Student’s book contains
* The book map: Introduction to the basics of each unit 
* 12 topic – based Units, each covering seven sections to be taught in seven 45 -minute lessons
* Four reviews, each providing revision and further practice of the previous three units, to be dealt with in two periods
* Glossary : Giving meaning and phonetic transcription of the new words in the units
Each unit has seven sections
Section 1. Getting started
 It begins with a conversation followed by the activities which introduce the topic of the unit, it then presents the vocabulary and the grammar items to be learnt and practiced through the skills and activities of the unit.
Section 2. A closer look 1 
 Presents and practices the vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorize.
- Two or three sounds, which frequently appear in the unit, are given and practiced in isolation and in context. There are different exercises focusing on intensive practice of vocabulary and pronunciation.
- A grammar item may also be included in this section. 
 Section 3. A closer look 2
 This section deals with the main grammar point(s) of the unit. The new language points are presented in a short text or talk/interview. There are grammar tables and exercises which are well illustrated to help Ss remember and use the grammar items effectively. The “Remember” boxes appear wherever necessary and help students to avoid common errors.
 Section 4. Communication
 Help Ss use the functional language in everyday life contexts and consolidate what they have learnt in the previous sections. Gives Ss opportunity to learn and apply the cultural aspects of the language learnt. The communication section provides cultural information about Viet Nam and other countries in the world. The vocabulary is clearly presented in boxes wherever it is needed.
Section 5. Skill 1
* Reading
 This section aims to develop Students’ reading abilities. In order to make the activity achievable, the reading text is often based on the vocabulary and structures that Ss have previously acquired. The reading always links with the topic of the unit and is interesting and relevant to the students. Important new vocabulary is introduced in the text and practiced in a follow- up activity.
* Speak
 This section aims to provide further practice which supports Ss in their production of spoken English. The section users recently introduced items in combination with previously learnt language in new contexts.
Section 6. Skill 2 is composed of listening skill (receptive skill) and writing (productive skill).
*Listening
 This listening section provides Ss with an opportunity to develop their listening skills. This section trains them to listen for general and specific information
* Writing
This section focuses on developing Ss’ writing skills. There is a writing tip or a guideline which is very useful to help them to write effectively. The result of the writing section must be a complete piece of writing (which is ideally assessed by the group/class/teacher).
Section 7. Looking back and Project
- Looking back recycles the language from the previous sections and links it with unit topics. Various activities and exercises are designed to help Ss consolidate and apply what they have learnt in the unit. Through the students’ performance in this section, teachers can evaluate their study results and provide further practice if necessary.
 The project helps Ss to improve their ability to work by themselves and in a team. It extends their imaginations in a field related to the unit subject. The teacher can use this as an extra-curricular activity (for group work) or as homework for students to do individually.
2. The workbook
Mirrors and reinforces the content of the Students’ book. It offers:
Further practice for the language and skill taught in class.
Four additional tests for Student’s self - assessment.
Period 2:
UNIT 1: LOCAL ENVIRONMENT
Lesson 1: Getting started: A visit to a traditional craft village
	(Activities 1- 4 page 6,7)	
I. Learning outcome: By the end of the lesson, the students will be able to:
- Use the lexical items related to traditional crafts and places of interest in an area
- Listen and read for general and specific information about a traditional craft village 
* Practice the vocabulary and the grammar items to be learnt and through the skill and activities of the unit 1
- Words: The lexical items related to the topic “Local Environment”
Structures: 
- Complex sentences the uses of some common phrasal verbs
II. Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts, students’ books, recording.
 	* English grade 9 - Unit 1- Lesson 1: Getting started 
III. Anticipated problems: Students may not be familiar with many difficult Environment activities.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions
LESSON PROCEDURES
Competence
Learning activities
contents 
Modes 
WARM UP (5’)
Helping Ss revise some words about traditional crafts and places of interest as well as warming up the class and leading in the new lesson
Ask Ss where they like going to visit in Ha Noi.
Ask some questions:
1. Where would you like to visit when you are in Ha Noi?
2. Do you like making handicrafts? 
comunicative
Problem-solving
language
REVISION: 
- T. summarize Ss’ answers and ask them what all of these activities are called. Elicit the word “handicrafts” from Ss and leading them to the game:
	Brainstorming:
with the words:
Visiting some famous places of interest in Ha Noi
- Students in each group in turn write different places of interest as quickly as possible
- 2 marks for one correct answer
- Ask Ss What is Bat Trang called in English?
“A traditional craft village”
- Explain the meaning of these words.
- Present new words and structures (using pictures/ visuals)
( Rub out and remember) 
Ex: Visiting Uncle Ho Mausoleum, The temple of literature, The West lake, Bat Trang,... 
Ss guess and make a short list
* Words
- an artisan: thợ thủ công (picture)
- a conical hat: nón hình chop (realia)
Work in 2 teams
T and Students
Whole class
LISTENING AND READING (12’)
Helping Students listen and read for general and specific information about the dialogue among Nick, Phong and Mi
Problem- solving
Self- learning
PRE - TASK 
- Teacher leads in Activity 1
Pre-question:
-Ask Ss to look at the picture and the phrase under GETTING STARTED. Ask them some questions: 
"Who and what can you see in the picture?" 
"Where are they?" 
"What do you think the people in the picture are talking about?" 
If they mention 'Bat Trang', elicit what they know about this village. 
- T accept all possible answers from Ss and do not provide correction at this stage.
- Play the recording and ask Ss to follow along. Then come back to the earlier questions and have Ss answer them. (Do not give corrections at this stage)
Activity 1 ( page 6)
-Ss answer the questions as a class. 
Before you read, work in groups and answer the questions 
Ss listen and remember Ss guess and make a short list
T and Students
work in groups
T and Students
PRACTICE (15’)
Helping Students practice asking and answering the questions from the dialogue. Practice the words relating the dialogue.
Self- learning
Problem-solving 
language 
language
Activity 1:
* Exercise a
a/.Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.
-Have Ss look at the Watch out! box and quickly read the information. Tell them that there are some similar expressions such as 'as far as I can remember', 'as far as I can see', or 'as far as I can tell'.
Exercise b:
b/.Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss' answers.
Activity 2: Find words/ phrases in the box to describe the photos:
Activity 2: 
-Have Ss look at the pictures. Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam. Ss match these handicrafts with the pictures. Ss compare their answers in pairs before giving their answers to T:
Activity 3: 
-Tell Ss to complete the sentences with the words/phrases in The complete sentences will give Ss information about the places where the handicrafts are made. Call on two Ss to write their answers on the board. Confirm the correct answers. 
-If time allows, T may organize a short activity to check Ss' short-term memory. Have -Ss close their books. Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made. Ss can also be asked to share any other places that produce these handicrafts.
*Key 1a.
craft
set up
take over
artisans
attraction
specific region
remind
look round
*Key 1b.
1.They are at Phong’s grand-
parents’ workshop in Bat Trang
2. It’s about 700 years old.
3. His great-grandmother did.
4. buy things for their house and make pottery themselves there.
5. It’s in Hue.
6. the handicrafts remind them of a specific region.
Act2:
A. paintings
B. drums
C. marble sculptures
D. pottery
E. silk
F. lacquer ware
G. conical hats
H. lanterns
Act 3:
conical hat
lanterns
silk
paintings
Pottery
marble sculptures
individually
Work in groups 
T and Students
individually
Whole class
individually
individually
FURTHER PRACTICE (12’)
Helping students sum up whole knowledge from the game.
Collaboration
Activity 4: 
a/Ss work in pairs to do the quiz. The pair which has the answers the fastest is invited to read out their answers. Elicit feedback from other pairs. Confirm the correct answers.
b/Ss work in groups to write a similar quiz about places of interest. Set a time limit of about five to seven minutes. When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answer. The group confirms the correct answer. The second group then reads out a question in their quiz. This question should be different from the one of the first group. Continue the activity until all the groups have read out all of their questions or when time is up.
b. Work in groups. Write a similar quiz about places of interest. 
Whole class
OUTCOME AND HOMEWORK (1’)
Self- learning
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 1
Write down.
Whole class
Period 3:
UNIT 1: LOCAL ENVIRONMENT
Lesson 2: A closer look 1
	(Activities 1- 6 page 8, 9)	
I. Learning outcome: By the end of this Unit, students will be able to:
*/ Use the lexical items related to traditional crafts and places of interest in an area
 - Listen and say sentences with correct stress on content words.
 - The lexical items related to the topic “Local Environment”
Structures: 
 - Complex sentences the uses of some common phrasal verbs
II. Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts, students’ books, recording.
 	* English grade 9 - Unit 1- Lesson 2: A closer look 1 
III. Anticipated problems: Students may have difficulty in distinguishing the stressed words in stenteces.
IV. Proposed solutions: Teacher should download pronunciation power to help sts pronounce correctly.
LESSON PROCEDURES
Competence
Learning activities
contents 
Modes 
WARM UP (5’)
Helping Ss revise some words about traditional crafts as well as warming up the class and leading in the new lesson
comunicative
Problem- solving
REVISION: 
- Have Ss play - Brainstorm 
- Give comment
- Tell them that in this lesson they are going to learn some verbs that ear used to talk about producing or creating a craft. These will help them use the language correctly when they talk about the making of tradition crafts in a specific region.
traditional crafts
silk
Work in 2 teams
T and Students
Vocabulary AND PRESENTATION (11’)
Problem- solving
2. Presentation:
Activity 1: 
-Ss work individually 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 not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss' explanations when needed. The two verbs cast and mould are quite difficult, so make sure that Ss understand them: - cast: shape hot liquid metal, etc. by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct.. 
Compare the answers with a classmate
Explain the meaning of each verb in English or Vietnamese
*Key 1
A. cast	
B. carve
C. embroider 	
D. weave 
E. mould 	
F. weave 	
G. knit
- cast: shape hot liquid metal, etc. by pouring it into a container 
- mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould 
Work individually
Look at the board and check
Practice 1 (12’)
Helping Students practice using the verbs correctly to talk about producing and creating crafts
Self learning
problem solving
3. Practice
Act 2.
Activity 2:	
a/The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make 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 feedback from other Ss. Confirm the correct answers.
-Draw Ss' attention to the Watch out! box. Ask Ss to give example sentences with the verb to make. 
Act3
Organise a competition for this activity. Ss work in groups of five or six. Set a time limit of five minutes. T may prepare some large pieces of paper for the groups to write their answers on. Ss 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/phrases. Other groups tick the similar words/phrases they have and add more if they can. If time allows, T may ask Ss to explain why they think the places are entertaining, cultural, educational, or historical.
Key Act 2:
A. 
1.b 
2.d
3.e
4.a
5.f
6.c
B. 
2. cast; cast
3. wove; woven
4. embroidered; embroidered
5. knitted; knitted
6. moulded; moulded
Key Act 3:
Entertaining: cinema, theatre 
Cultural: opera house, museum 
Educational: library, museum 
Historical: temples, craft village 
Individually
work in small groups 
FURTHER PRACTICE (9’) 
Helping Students sum up whole knowledge from speaking.
Collaboration
Act 4.
Ss individually do the exercise. Check their answers as a class and confirm the correct ones.
Key Act 4:
1. historical 
2. attraction
3. exercise 
4. traditional
5. culture 
6. handicrafts
work in small groups
PRONUNCIATION (4’)
self learning
language
self learning
5. Presentation 2
Activity 5:
a/Have Ss read the five 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 of the lesson.
S1: craft, village, lies, river, bank
S2: painting, embroidered
S3: what, region, famous
S4: drums, aren’t, made, village
S5: famous, artisans, carved, table, 
 beautifully 
2. They are: nouns, verbs, adjectives, adverbs, WH-question words, and negative auxiliaries.
4. They are: articles, prepositions, pronouns and possessive adjectives.
work in pairs
PRACTICE 2 (3’)
self learning
Activity 6:
a/Ss do this exercise individually and compare their answers with a classmate. 
b/Play the recording for Ss to check their answers and practice reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed.
S1: Art, Museum, popular, place, interest, city
S2: cinema, attract, youngsters
S3: artisans, would, clay, make, traditional, pots
S4: Where, like, going, weekends
S5: shouldn’t, destroy, historical, buildings
OUTCOME AND HOMEWORK (1’)
self learning
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 2
write the homework down.
T - whole class
Period 4:
UNIT 1: LOCAL ENVIRONMENT
Lesson 3: A closer look 2
 (Activities 1- 6 page 9, 10)	
I. Learning outcome: By the end of this Unit, students will be able to:
- Use the lexical items related to traditional crafts and places of interest in an area 
- Write complex sentences with different dependent clauses
Structures: 
- Use some common phrasal verbs correctly and appropriately
II. Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts, students’ books, recording.
 	* English grade 9 - Unit 1- Lesson 3: A closer look 2 
III. Anticipated problems: Students may have difficulty in using some common phrasal verbs.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions.
LESSON PROCEDURES
Competence
Learning activities
contents 
Modes 
WARM UP (5’)
Helping Ss revise complex sentences as well as warming up the class and leading in the new lesson
comunicative
REVISION: 
1. Complex sentences: review 
Act 1:
- Elicit from Ss what they still remember about complex sentences. 
- Have them make sentences with although, when, so that, and because. 
- Give feed back and quickly write sentences on the board.
- Underline the dependent clause with these subordinators. 
- Tell Ss that today they are going to focus on these dependent causes.
Make sentences
Compare
Write on board
Feedback
One student from team A calls out a student from team B to make a sentence and vice versa. 
subordinator and points to one
- Underline the dependent clause with these subordinators.
1. DT 2. DP 3. DC 4. DR 5. DT
Work individually
PRESENTATION (14’)
self learning
language
2. Presentation 1 
Activity 2:	
-Ss write the complex sentences individually and then compare them with a partner. Have two Ss write their sentences on the board. Each student writes two or three sentences. Ask other Ss to give feedback. Confirm the correct answers. For a stronger class, organise a quick game. One side is team A, and the other is team B. One student from team A calls out a subordinator and points to one student from team B to make a sentence and vice versa. Set a time limit and keep a record of the scores for the teams on the board.
1. The villagers are trying to learn 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-embroidered picture was expensive, we bought it. 
4.This department store is an attraction in my city because the products are of good quality. 
5.This is called a Chuong conical hat since it was made in Chuong village.
Work individually
	Practice (14’)
Helping Students practice using phrase verbs.
self learning
Collaboration
self learning
creative
Activity 3:	
-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.
-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 of these verbs. 
Activity 4:
-Ss do this exercise individually, and then compare their answers with a classmate. Check Ss' answers and confirm the correct ones.
Activity 5:
-Ss do this exercise individually. Elicit the answers and give correction. 
-To prepare for the next exercise T may organise a small game for Ss to help them remember the meaning of the phrasal verbs in the yellow box and exercise 4. The class is divided into two teams A and B. Read out the meaning of one phrasal verb. The quickest student to raise their hand will be asked to say the verb out loud. If the answer is correct, the team gets one point. Otherwise, call one student from the other team to give the answer. Keep a record of each team's scores on the board. Remember to choose about eight to ten verbs that you think are difficult for Ss.
1. set up: start something ( a business...
 take over: take control of something
2. No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult. 
1. c 2. g 3. f 4.a 5. h 6. b 7. e 8. d
1. face up down 
2. turned down
3. passed down 
4. live on
5. close down 
6. did - come back
Work individually
Compare answers
Work individually
Listen
Write
Compare answers
Write on board
Feedback
FURTHER PRACTICE (11’) 
Helping Students write sentences that have the same meaning as the first after speaking and practicing the phrases.
self learning
Collaboration
Activity 6:
-Have Ss quickly read the provided sentences. Make sure they understand the meaning of 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. For a less able class, T may want to model the first sentence. Ss may just focus on the next two sentences. After two Ss write their sentences on the board, check them carefully. If there is no time left, ask Ss to finish the remaining sentences as homework.
1. Where did you find out about Disneyland Resort? 
2. When did you get up this morning? 
3. I'll look through this leaflet to see what activities are organized at this attraction. 
4. They're going to bring out a guidebook to different beauty spots in Viet Nam. 
5. I'm looking forward to the weekend!
Ss work individually
Listen
Write
Compare answers
Write on board
Feedback
OUTCOME AND HOMEWORK (1’)
self learning
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare COMMUNICATION
write the homework down.
T - whole class
Period 5:
UNIT 1: LOCAL ENVIRONMENT
Lesson 4: Communication
 (Activities 1- 4 page 11)	
I. Learning outcome: By the end of this Unit, students will be able to:
- Use the lexical items related to traditional crafts and places of interest in an area 
- Plan a day out to a place of interest for their class
- Read for general and specific information about a traditional craft village 
- Discuss local traditional crafts, their benefits and challenges.
Structures: 
 	* Teach the word team-building.
II. Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts, students’ books, recording.
 	* English grade 8 - Unit 1- Lesson 4: Communication 
III. Anticipated problems: Students may have difficulty in finding the word team-building. 
IV. Proposed solutions: Teacher should encourage sts to add to the finding the word team-building they know that are used online.
LESSON PROCEDURES
Competence
Learning activities
contents
Modes
WARM UP (5’)
Helping Ss revise some words about leisure activities as well as warming up the class and leading in the new lesson
comunicative
Problem- solving
creative
* Brainstorming:
- Tell Ss that in this lesson they will have the opportunity to organize a day trip to a place of interest and ask some questions:
1. What should we pay attention to a plan for a day out?
- Place
- Mean of transport
- Time to set off
- Food and drinks
- Activities
- Time to come back. 
Planning a day out
* Brainstorming:
Food and drink
Work in 2 teams
T and Students
Vocabulary (9’)
self learning
language
Refer Ss to any words in the “Extra vocabulary” that Ss don’t yet know and ask Ss to try to guess what the meaning is, and how that may relate to planning a day out
Ss guess the meaning of the words.
*Extra vocabulary:
- team building
- turn up 
- to set off
individually
T - whole class
PRESENTATION (10’)
Help sts read through the table and write their answers quickly.
self learning
Act 1. 
-Ss read through the table. Play the recording once or twice for Ss to complete the table. Elicit the answers and quickly write them on the board. Play the recording one more time for Ss to check their answers. Confirm the correct ones. 
-Listen to the tape and answer:
1. Green Park 
2. bus
3. 8 a.m. 
4. own lunch
5. supermarket 
6. team-building
7. quizzes 
8. painting village
9. make 
10. 5 p.m.
T - whole class
PRACTICE (DISCUSSION) (11’)
Helping students talk about a day out
Collaboration
creative
Collaboration
*1. Ss read through the table.
- Play the recording once or twice for Ss to complete the table.
- Elicit the answers and quickly write them on the board. 
- Play the recording one more time for SS to check their answers. 
- Confirm the correct ones. 
Ss work in groups to do this activity. - T prepares some big sheets of paper for Ss to draw the table and make notes. Set a time limit of about 15 minutes for this activity. Ask Ss to do the following things: 
 + choose a place of interest to visit 
 + decide what to do and make notes 
 +decide who will present what to the class 
 + rehearse what to say 
-Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan. 
Follow T’s instructions
Talk about their plan in three minutes
 A DAY OUT
Details
Who to prepare
Place
Means of transport
Time to set up
Food
Drinks
Activities
Time to come back
work in groups
work in pairs.
FURTHER PRACTICE (INTERVIEW SURVEY) (9’)
Helping Students to sum up whole knowledge from speaking.
Collaboration
Act 3. 
2. Ss work in groups to do this activity. 
- It is a good idea if T can prepare some big sheets of paper for SS to draw the table and make notes.
- Set a time limit of about 15 minutes for this activity. Ask Ss to do the following things: 
- choose a place of interest to visit 
- decide what to do and make notes 
- decide who will present what to the class 
- rehearse what to say 
- Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan.
3. Groups present their plan to the class.
- Keep watch of the time for each group. 
- Other groups and T give feedback. 
- Vote for the best plan.
Draw and make notes
Follow T’s instructions
Talk about their plan in three minutes
Present
Vote
work in groups
OUTCOME AND HOMEWORK (1’)
self learning
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 1
Work individually
Work individually
Period 6:
UNIT 1: LOCAL ENVIRONMENT
Lesson 5: SKILLS 1
 (Activities 1- 5 page 12)	
I. Learning outcome: By the end of this Unit, students will be able to:
- Read for general and specific information about traditional craft village
- Discuss local traditional crafts, their benefits and challenges 
II. Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts, students’ books, recording.
 	* English grade 8 - Unit 1- Lesson 5: Skills 1 
III. Anticipated problems: Students may have difficulty in talking about general and specific information about the craft villages.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions.
LESSON PROCEDURES
Competence
Learning activities
contents 
Modes 
WARM UP (4’)
Helping Ss tell about the differences between the two pictures as well as warming up the class and leading in the new lesson
comunicative
Problem- solving
*/Which team is smarter and quicker?
The differences between two pictures:
Activity 1: 
-Have Ss do this activity in pairs. One student looks at Picture A on page 12 while the other looks at Picture Bon page 15. They ask each other questions to find out the similarities and differences between the two pictures. They can focus on the color and decoration of the hats.
Similarities: conical hat, string
Differences:
Picture A: light green, pictures between layers, blue string, look lighter
Picture B: white, no decoration, pink string, look heavier.
PRE READING (3’)
Leading sts to the new lesson by answering the pre - questions.
self learning
Collaboration
langua