Giáo án Tiếng Anh Lớp 9 - Chương trình cả năm - Năm học 2019-2020 - Nguyễn Thị Hường

Date of planning: 25/8/2019
Date of teaching: 29/8/2019
Period 1
KIỂM TRA KHẢO SÁT ĐẦU NĂM
I./. OBJECTIVE: - By the end of the lesson Students will be able to :
1. Knowledge: remember main contents of English 8
 and know how to learn English 9.
2. Skills: Practicing reading and writing skills
3. Attitude: - Students know how to learn English in the right way.
 - Students are interested in doing exercises.
II./.TEACHING AIDS
1.Teacher: book, planning, test papers.
2.Students: books, notebooks, pens, pencils
III./.PROCEDURE:
1. Class organization.
- Greeting.
- Checking attendance: 9A .. 
 9B ..
2. Checking –up: Nothing
3. New lesson.
45-min test
A. LANGUAGE FOCUS
I. Odd one out: Choose the word which has a different stress pattern from the others. Circle A, B, or C.
1. A. injure
B. shelter
C. erupt
2. A. property
B. tsunami
C. hurricane
3. A. medication
B. emergency
C. economy
4. A. evacuate
B. temporary
C. technology
5. A. evacuation
B. documentary
C. archaeology
II. Choose the best option to complete each sentence. Circle A, B, or C.
 1. Tom couldn’t find the way to the shelter because he __________ to bring a map.
A. had forgotten
B. forgotten
C. forget
2. Thanks to the weather forecast, many residents __________ the town before the storm swept through it.
A. have left
B. left
C. had left
3. By the time the ambulance _______, the victim had already been unconscious.
A. had arrived
B. arrived
C. was arriving
4. When people were celebrating the festival in the town centre, the volcano suddenly ___________.
A. had erupted
B. was erupting
C. erupted
5. These children ___________ any food for two days before help arrived.
A. hadn’t had
B. hadn’t have
C. haven’t had
III. Choose the best option to complete each sentence. Circle A, B, or C.
1. Environmental pollution has ___________ to lots of health problems.
A. caused
B. led
C. made
2. ___________ industrial waste, many fish cannot survive.
A. Because
B. Since
C. Because of
3. Oil spills from cargos and ships have ___________ many animals and plants die.
A. made
B. caused
C. resulted
4. This film is rated 18+ because there are too many ___________ scenes.
A. funny
B. violent
C. entertaining
5. ___________ effects created an amazing world in the movie, it looked so real!
A. Incredible
B. Moved
C. Special
B. READING
1. Read the passage about Miguel. Decide if the statements are true (T) or false (F). Circle T or F.
 Miguel moved to the United States from Brazil three years ago. He lives with his mother and his sister in a small house that they rent in Minneapolis. His father, Alfredo, stays behind in Brazil because he owns a small business. He'll rejoin the family sometime next year.
Miguel's family had to wait almost ten years to immigrate to the United States. They applied for a visa when Miguel was two years old. They didn't realize it would take so long to obtain permission to enter the United States. They're happy about their new lives, but they get homesick from time to time, and they miss Alfredo.
Miguel is gradually adjusting to his new life in Minneapolis. He still struggles a little with his English, but his new American friends are helping him learn about the language and the culture. He's in his second year in high school, which means he's a sophomore. He has two more years to go before he graduates. His grades are good and he's very active in sports. He plays American-style football in the fall and soccer in the spring.
1. Miguel is in USA now with his mother and sister.
T
F
2. Miguel’s dad is a businessman.
T
F
3. Miguel’s family had their visa right after application.
T
F
4. Miguel has no difficulty learning English.
T
F
5. Miguel will graduate in a couple of years.
T
F
2. Read the passage. Complete each sentence with no more than THREE words.
 The recent announcement from the Viet Nam government has claimed that Formosa – a Taiwan steel corporation based in Ha Tinh – was responsible for the mass fish deaths in central Vietnamese provinces in April and May 2016. According to this announcement, Formosa has discharged a significant amount of industrial waste, containing lots of harmful chemicals, into the ocean. This seriously polluted the water and killed the fish. The officials of the company, in a national correspondence meeting, apologized the Vietnamese people with a bow. Formosa would pay $500 million to treat the oceanic pollution and to compensate for economic losses of the region. However, according to environmentalists, it will take a long time for the ecosystem of the central Viet Nam to fully recover. In the mean time, local tourism and fishing industries have already been negatively affected. Due to the fear of polluted water and seafood, many tourists have cancelled their pre-booked tours to Ha Tinh, and fishermen haven’t been able to sell their fish to customers.
1. Formosa caused ______ fish deaths in Ha Tinh province.
2. The polluted water had many ______ and was dumped directly into the ocean.
3. The company promised to pay $500 million to treat the ______and to make up for economic losses.
4. ________ say that the polluted ocean will not restore its previous state very soon.
5. The incident has made tourists cancel their _______ to Ha Tinh.
III. WRITING
1. Complete each of the following sentences using the cues given. You can use other words in addition to the cues to complete the sentences.
 Here is an example.
0. Ngoc/ usually/ play/ badminton/ Sunday.
 Answer: 0. Ngoc usually plays badminton on Sundays.
1. A boy/ trap/ two hours/ debris/ earthquake/ yesterday.
______________________________________________________
2. When/ rescuers/ arrive/ whole family/ already/ evacuate.
______________________________________________________
3. Three/ victims/ take/ shelter/ medical/ treatment/ this morning.
______________________________________________________
4. The typhoon/ gone/ but/ its/ damage/ remain/ long/ this area.
______________________________________________________
5. Because/ residents/ informed/ earlier/ this earthquake/ the/ damage/ not significant.
______________________________________________________
2. Your school is holding a writing competition about English speaking countries. Now write a paragraph (80-100 words) to describe one country you like best.
You should mention:
- The name of the country
- Its special features
- The reasons why you like it best
Đáp án
A. LANGUAGE FOCUS
I. Odd one out: Choose the word which has a different stress pattern from the others. Circle A, B, or C.
1. C
2. B
3. A
4. B
5. A
II. Choose the best option to complete each sentence. Circle A, B, or C.
1. A
2. C
3. B
4. C
5. A
III. Choose the best option to complete each sentence. Circle A, B, or C.
1. B
2. C
3. A
4. B
5. C
B. READING
1. Read the passage about Miguel. Decide if the statements are true (T) or false (F). Circle T or F.
1. T
2. T
3. F
4. F
5. T
2. Read the passage. Complete each sentence with no more than THREE words.
1. mass
2. harmful chemicals
3. oceanic pollution
4. Environmentalists
5. pre-booked tours
C. WRITING
1. Complete each of the following sentences using the cues given. You can use other words in addition to the cues to complete the sentences.
1. A boy was trapped for two hours under the debris in/of the earthquake yesterday.
2. When the rescuers arrived, the whole family had already evacuated.
3. Three victims were taken to shelter for medical treatment this morning.
4. The typhoon has gone but its damage will remain long in this area.
5. Because the residents had been informed earlier about this earthquake, the damage was not significant. 
2. Your school is holding a writing competition about English speaking countries. Now write a paragraph (80-100 words) to describe one country you like best.
I like Australia best among the English speaking countries. Australia is the smallest continent in the world. It is also the 6th largest country in the world. There are over 20 million people living in Australia. Australia is divided into six states and two territories. The capital city is Canberra, which is in the Australian Capital Territory. I have always wanted to visit Australia so that I can see the Sydney Opera house with my own eyes and touch the kangaroos with my own hands. Australia is the destination of my dream.
4. Consolidation:
- Hand in paper
5. Homework
- Review all the knowledge in English 8	
Date of planning: 25/8/2019
Date of teaching: / /2019
Period: 2
UNIT 1: LOCAL ENVIRONMENT
 Lesson 1: Getting started 
 (A visit to a traditional craft village)
I./. OBJECTIVES: By the end of the lesson, students will be able to:
- listen and read for specific information about Nick's, Phuc's and Mi's visit to Bat Trang traditional craft village
- practice reading and doing some exercises with the lexical items related to traditional craft village
1. Knowledge:
- Vocab: traditional crafts items
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 and proud of the traditional crafts
 II./.TEACHING AIDS
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.PROCEDURE:
1. Class organization.
- Greeting.
- Checking attendance: 9A .. 
 9B ..
2. Checking –up: Nothing
3. New lesson.
Teacher and students’ activities
Content
Activity 1: 
-Ask Ss to open their books and 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?" 
-Ss answer the questions as a class. If they mention 'Bat Trang', elicit what they know about this village. 
-Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. 
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'.
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: 
-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 organise a short activity to check Ss' short-term memory. Have -Ss close their books. Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made. Ss can also be asked to share any other places that produce these handicrafts.
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.
Getting started 
 (A visit to a traditional craft village)
craft
set up
take over
artisans
attraction
specific region
remind
look round
II Answer the questions
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. 
A. paintings B. drums
C. marble sculptures D. pottery
E. silk F. lacquerware
G. conical hats H. lanterns
conical hat
lanterns
silk
paintings
Pottery
marble sculptures
park
museum
zoo
beach
beauty spot
4 Consolidation (3')
? Recall some information about Bat Trang traditional craft village. 
? Are there any craft villages in your neighborhood?
? What products do the artisans make?
5.Homework (2')
-Practice reading the dialogue.
? Learn by heart all the new words.
? Do Ex B1,2 , 3, 4P4 (Workbook)
? Prepare: Closer Look 1
Date of planning: 25/8/2019
Date of teaching: / /2019
Period 3
UNIT 1: LOCAL ENVIRONMENT
Lesson 2: A closer look 1
I./. OBJECTIVE: By the end of the lesson, ss will be able to:
- use the lexical items related to traditional crafts and places of 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
II./.TEACHING AIDS
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.PROCEDURE:
1. Class organization.
- Greeting.
- Checking attendance: 9A .. 
 9B ..
2. Checking –up: 
ST1: ?Write all the new words they learned in the last lesson.
St2:Read and translate the dialogue into Vietnamese
3. New lesson.
Teacher’s and students’ activities
Content
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.. 
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. 
Activity 3:	
-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.
Activity 4:
Ss individually do the exercise. Check their answers as a class and confirm the correct ones.
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.
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 practise reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed.
cast
carve
embroider
weave
mould
weave
knit
1.b 
2.d
3.e
4.a
5.f
6.c
2. cast; cast
3. wove; woven
4. embroidered; embroidered
5. knitted; knitted
6. moulded; moulded
Entertaining: cinema, theatre 
Cultural: opera house, museum 
Educational: library, museum 
Historical: temples, craft village 
1. historical 2. attraction
3. exercise 4. traditional
5. culture 6. handicrafts
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.
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
4.Consolidation (2')
- Answer teacher's questions.
- Retell the whole lesson
5. Homework(2')
? Learn by heart all the new words.
? Do Ex A1, 2,B1, 2 (workbook)
? Prepare: Unit 1: Closer Look 2
Date of planning: 25/8/2019
Date of teaching: / /2019
Period 4
UNIT 1: LOCAL ENVIRONMENT
Lesson 3: A closer look 2
I./. OBJECTIVE: By the end of the lesson, ss will be able to:
Write complex sentences with different dependent clauses
Use some common phrasal verbs correctly and appropriately
1. Knowledge: 
2. Skills: Practicing doing exercises using grammar
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
II./.TEACHING AIDS
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.PROCEDURE:
1. Class organization.
- Greeting.
- Checking attendance: 9A .. 
 9B ..
2. Checking –up: 
ST1: ?Write all the new words they learned in the last lesson.
St2: Do exercise B1 (workbook)
3. New lesson.
Teacher and students’ activities
Content
Activity 1: 
-Ss do thís exercise individually. Elicit Ss’ answers. Confirm the correct ones.
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.
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.
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. DT 2. DP 3. DC
 4. DR 5. DT
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.
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
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 organised 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!
4.Consolidation (2')
- Answer teacher's questions.
- Retell the whole lesson
5. Homework:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare communication
]
Period: 5 	Week: 2
Teaching date: 30/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 4 - COMMUNICATION
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Plan a day out to a place of interest for their class
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 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.
Activity 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. 
Activity 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.
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.
 A DAY OUT
Details
Who to prepare
Place
Means of transport
Time to set up
Food
Drinks
Activities
Time to come back
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 1
Period: 6 	Week: 2
Teaching date: 30/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 5- SKILLS 1 
I. OBJECTIVES: 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 . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
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 colour and decoration of the hats.
Activity 2:
-Ask Ss to read the titles in the box quickly. Make sure they understand the meaning of each title. Now Ss read the paragraphs and match them with the titles. Ask them to compare their answers with a classmate. Elicit their answers.	
Activity 3:	
-Ss read the passage again to answer the questions. Ss can underline parts of the text that help them with the answers. Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers.
Speaking
Activity 4:
-Ask Ss to read the ideas. Explain any points they are not sure about. T may also have to give Ss the meaning of some words such as authenticity (the quality of being real or true) or preserve (protect). Elicit Ss' opinions as a class. Ask Ss to add some more benefits and challenges.
-Other benefits: creating national/regional pride, helping develop tourism, helping improve local infrastructure and services, creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries.
Activity 5:
-Ss work in groups to work out an action plan to deal with the challenges mentioned 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 of about 10 minutes for this activity. Move 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 organise an exhibition of ideas. Give each group a big piece of 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. When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why
Similarities: conical hat, string
Differences:
PictureA: light green, pictures between layers, blue string, look lighter
PictureB: white, no decoration, pink string, look heavier
C
A
B
1. Because it is a birthplace of the conical hat in Hue.
2. It’s 12 km from Hue City.
3. It’s going to the forest to collect leaves.
4. They’re very thin.
5. It has poems and paintings of Hue between the two layers.
6. Everybody can, young or old.
1. B
2. C
3. B
4. C
5. C
6. B
Other benefits: creating national/ regional pride, helping develop tourism, helping improve local infrastructure and services creating cohesion between craft families and communities 
Other challenges: limited designs, natural resources running out, competition from other countries
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 2
Period: 7 	Week: 3
Teaching date: 5/9/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 6 – SKILLS 2
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Listen for specific information about places of interest in an area
Write an email to give information about places of interest in an area and things to do there 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Tell Ss that they are going to listen to three students talking about their places of interest. Before listening, Ss look at the pictures and describe what they see in each of them. Elicit answers from different Ss. Ask them if they know the name of each place. Quickly write these names on the board. Play the recording for Ss to check their answers. 
Activity 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 Ss' answers and write them on the board. Do not confirm the correct answers yet. 
Activity 3:	
-Without listening to the recording again, Ss complete the table by filling each blank with no more than three words. Ss compare their answers with a classmate before 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.
WRITING
-Activity 4:
Ss work in pairs and discuss the places of interest in their hometown/city that can be visited in one day and the activit