Giáo án Tiếng Anh Lớp 9 - Chương trình học kỳ 1 (Mới)

Teaching date: 9A .
 9B . 
Period 1
REVISION
I. Objectives: By the end of the lesson students will be able to:
- Review all main what they have studied in the 8th form
- Practice doing some exercises
1. Knowledge: 
- Vocabulary: Review
- Structure: Tenses, Passive voice, structures.
2. Skill: Speaking, writing.
3. Attitude: Study seriously. 
4. Competence development orientation: 
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher: Teaching plan.
2. Students: Books and notebooks.
III. Procedures:
1. Check old lesson: No
2. New lesson
Teacher’s and students’ activities
The main contents
A. Warm up. 
Goal: To attract Ss’s attention to the lesson and to lead in the new lesson
T lets students play game: review some vocabularies 
* Groupwork:
- Divide the class into two teams
- Time: 7 minutes
- Each student in each team write a word you have learnt.
- The team with more and correct words is the winner.
Review
Goal: Review some structures they have learnt in class 8
T asks students to retell the way to use the present tense, past simple tense, future tense.
Ss retell and give examples
T asks students to retell the way to use of the passive voice.
Ss retell and give examples
T reviews conditional sentence
Ss listen and remember
I. Tenses. 
1. Present tenses: simple/ cont./ perfect
Ex. - Nam goes to school everyday.
 - He is writing a letter.
 - They have built that house for 3 months. 
2. Past : simple/ cont
Ex. - My mother bought me a new shirt yesterday.
 - We were having dinner when Lan came yesterday.
3. Future : simple/ cont. 
Ex. - We will travel to HN next weekend. 
 - We will be traveling by this time next month. 
II. Passive voice. 
Passive voice.
Form: 
Active: S + V + O + .
 → Passive: 
 S + be + PP2 + by + O + 
Ex: Active: She arranges the books on the shelf every weekend.
 Passive: The books are arranged on the shelf by her every weekend.
III. Conditional sentence 
Type 1.
Form: If + S + V (present simple), S + will + V (infi)
Use: Điều kiện có thể xảy ra ở hiện tại hoặc tương lai
Type 2.
Form: If + S + V (past simple), S + would + V (infi)
Use: The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.
C. Practice
Goal: Help students do exercises about the structures they have reviewed
T gives exercises about tenses and asks students to do it.
Ss do exercise
T corrects
T gives exercises about passive voice and asks students to do it.
Ss do exercise
T corrects
T asks students to rewrite the sentences.
Ss do exercises
T corrects
Ex1. Correct verbs form/ tense
1. There (be) 3 accidents on this street in the past 3 days.
2. Is this the first time you (visit) our beautiful country?
3. Scientists (find) cures for many illnesses in the last 50 years. 
4. My uncle's health (improve) since he (leave) India.
5. I (buy) a new shirt last week but I (not wear) it yet.
6. I (not see ) Lan since we (leave) school.
Ex 2. Change into passive.
1. John collects money.
 Anna opened the window.
We have done our homework.
I will ask a question.
He can cut out the picture.
The sheep ate a lot.
 We do not clean our rooms.
William will not repair the car.
Did Sue draw this circle?
 Could you feed the dog?
Ex3. Suply the correct verb form of the verbs in brackets.
1/ If he (study) ________ harder, he can pass an exam.
2/ She may be late if she (not hurry) ________.
3/ Tell him to ring me if you (see) ________ him.
4/ If you are kind to me, I (be) _______ good to you.
5/ If he (give) _______ up smoking, as his doctor orders, he will be soon well again.
7/ You (not pass) ________ your driving test unless you drive more carefully.
8/ He’ll be ill if he (not stop) ________ worrying so much.
9/ We’ll go to the beach tomorrow if it ( be) ________ nice.
10/ Jane never( get) ________there on time if the train leaves soon.
Ex 4: Suply the correct verb form of the verbs in brackets.
1/ He (come) _______ if you waited.
2/ If you (ring) _______ the bell, the servant would come.
3/ If it (not, rain) _______ a lot, the rice crop wouln’t grow.
4/ If today (be) _______ Sunday, we wouldn’t have to work
5/ You would have to stay in bed unless your health (improve) _______.
6/ If I (have) ________ a typewriter, I could type it myself.
7/ What (you do) ________ if you got fat ?
8/ If we meet at 9:30, we (have) _________________plenty of time.
Ex 5: Reported speech.
1. Loan explained, “My sister doesn't eat meat.”
2. Hung said, “I am doing my homework today.”
3. Mum said to me, “I'm angry with you.”
4. Mike asked John, “Do you like fruit juice?
5. Dad asked me, “Is the water warm?”
6. He asked me, “Have you finished reading the novel?”
7. I asked the receptionist, “What time does the train leave?”
8. “Who are you going to invite to the party?", Minh asked Thu
3. Consolidation. 
	- Retell the way to use tenses, passive voice and some main structures.
4. Homework 
- Review all by yourself.
- Prepare: Unit 1. Getting started
Teaching date: 9A .
 9B . 
UNIT 1: LOCAL ENVIRONMENT
Period 2: GETTING STARTED
I. Objectives: By the end of the lesson, students will be able to:
- Extend and practise vocabulary related to traditional crafts and places of interest in an area.
	- Interact a conversation about traditional crafts and places of interest.
1. Knowledge: 
- Vocabulary: related to traditional crafts and places of interest.
- Structure: Phrasal verbs.
2. Skill: Listening, reading and speaking.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest in their area.
4. Competence development orientation: 
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher: Text book, plan, computer.
2. Students’: Books and notebooks.
III. Procedures:
Teacher’s and students’ activities
The main contents
A. Warm up:
Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
T writes the unit title on the board ‘Local environment’. Ask Ss to guess the contents of the unit. Listen to their answers. Finally, tell them that the unit is not about environmental issues such as pollution, deforestation, or global warming, but it is about the physical conditions in an area such as its features, traditional crafts, or places of interest. Now start the lesson.
*Introduction.
 ‘Local environment’
B. Presentation
Goal: Ss can know some vocabulary related to the topic : local environment. 
T asks Ss to look at the picture and answer the questions
Ss answer the question
T lets Ss listen to the dialogue and read
Ss read the dialogue in groups.
T asks Ss to work independently to find the words/phrases with the given meanings in the dialogue. 
Ss share their answers before asking them to discuss as a class. 
Ss write the correct answers on the board.
T corrects
T asks Ss to read words and phrasal verbs.
T explains: “As far as I know” and 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’.
Ss listen and remember
1. Listen and read 
• Who and what can you see in the picture?
• Where are they?
• What do you think the people in the picture are talking about?
a. Can you find a word/phrase that means:
Key:
1. craft 
2. set up 
3. take over
4. artisans 
5. attraction 
6. specific region 
7. remind 
8. look round
C. Practice
Goal: Help Ss understand a dialogue about a visit to a traditional craft village and answer the question
T asks Ss to 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 classmates. 
Ss read and answer the questions and then share their answers with classmates
T corrects
b. Answer the following questions.
Key: 
1. They are at Phong’s grandparents’ workshop in Bat Trang.
2. It is about 700 years old.
3. His great-grandparents did.
4. Because people can buy things for their house and make pottery themselves there.
5. It’s in Hue.
6. Because the handicrafts remind them of a specific region.
D. Further practice
Goal: Helps Ss know and use some words and phrasal about traditional handdicrafts
T asks Ss to match some traditional handicrafts of different regions in the box under the pictures. 
Ss match and compare their answers in pairs.
T asks Ss to read words and phrasal verbs.
T asks Ss to complete the sentences with the words/phrases in 2. 
Ss to write their answers on the board.
T confirms the correct answers.
T may check Ss’ short-term memory by asking some questions to know information about the places where the handicrafts are made
Have Ss close their books.
2. Write the name of each traditional handicraft in the box under the picture.
Key:
A. paintings 
B. drums 
C. marble sculptures 
D. pottery
E. silk 
F. lacquerware
G. conical hats 
H. lanterns
3. Complete the sentences with the words/ phrases from 2 to show where in Viet Nam the handicrafts are made. You do not have to use them all.
Key:
1. conical hat 
2. lanterns 
3. silk 
4. paintings 
5. Pottery 
6. marble sculptures
*Questions
1. Where is the birthplace of bai tho conical hat?
2. Where can you enjoy the lights of many beautiful lanterns?
3. Which village in Ha Noi produces silk?
4. On the Tet holiday, What do Hanoians buy at Dong Ho village?
5. Where is the famous pottery?
E. Production
Goal: Helps Ss know some places of interest by doing the quiz
T asks Ss to 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.
*Groupwork:
- Divide the class into 6 groups
- Write 3 similar quiz about places of interest.
 - Time: five 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.
4. QUIZ: WHAT IS THE PLACE OF INTEREST?
a. Work in pairs to do the quiz.
Key:
1. park 
2. museum 
3. zoo 
4. beach 
5. beauty spot
b. Work in groups. Write a similar quiz about places of interest. Ask another group to answer the quiz.
* Homework. 
- Learn new words.
- Find some traditional crafts which they know.
- Find some places of interest in your area.
- Prepare: A closer look 1
Teaching date: 9A .
 9B . 
UNIT 1: LOCAL ENVIRONMENT
Period 3: A CLOSER LOOK 1
I. Objectives: By the end of the lesson students will be able to:
- Practice vocabulary related to traditional crafts and places of interest.
	- Practice Stress on content words in sentences.
1. Knowledge: 
- Vocabulary: related to traditional crafts and places of interest.
- Pronunciation: Stress on content words in sentences
2. Skill: Improve their listening skill, writing skill and pronunciation.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest in their area.
4. Competence development orientation: 
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher: Text book, plan, computer.
2. Students’: Books and notebooks.
III. Procedures:
Teacher’s and students’ activities
The main contents
A.Warm up
Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
T asks Ss call out some traditional crafts which they know
T introduces the lesson: in this lesson we are going to learn some verbs that are used to talk about producing or creating a craft.
* Network.
embroider carve 
traditional crafts
B. Presentation
Goal: Help Ss know stress on content words in sentences
T explains how to stress in English (Part b). 
T lets Ss listen to the tape and answer the questions.
T calls some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.
T asks Ss to listen to the tape and underline the content words in the sentences.
Ss listen to the tape and underline the content words in the sentences.
T corrects
Ss listen and repeat.
1. Pronunciation
5a. Listen and answer the questions.
Key:
1. Sentence 1: craft, village, lies, river, bank
Sentence 2: painting, embroidered
Sentence 3: what, region, famous
Sentence 4: drums, aren’t, made, village
Sentence 5: famous, artisan, carved, table, beautifully
2. They are: nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries.
3. Sentence 1: the, on, the
Sentence 2: this, is
Sentence 3: is, this, for
Sentence 4: in, my
Sentence 5: a, this
4. They are: articles, prepositions, pronouns, and possessive adjectives.
6a. Underline the content words in the sentences.
Key + Audio script:
1. The Arts Museum is a popular place of interest in my city.
2. This cinema attracts lots of youngsters.
3. The artisans mould clay to make traditional pots.
4. Where do you like going at weekends?
5. We shouldn’t destroy historical buildings.
C. Practice
Goal: Ss know more the verbs to talk about crafts and know places of interest in their area.
T asks Ss to write the verbs in the box under the pictures. 
Ss work individually to do this exercise and then compare their answers with a classmate. and quickly write them on the board. 
T corrects
T asks Ss to read the words.
T asks Ss to match the verbs in column A with the groups of nouns in column B.
Ss work in pairs to do the exercise.
T corrects
T asks Ss to write the correct verb forms in the past and past participle.
Ss write their answers on the board.
T corrects
2. Vocabulary
1. Write the verbs in the box under the pictures. One of them should be used twice.
Key:
A. cast 
B. carve 
C. embroider 
D. weave 
E. mould 
F. weave 
G. knit
2a. Match the verbs in column A with the groups of nouns in column B.
Key: 
 1. b 2. d 3. e 4. a 5. f 6. c
b. Now write the correct verb forms for these verbs.
Key:
2. cast; cast 
3. wove; woven 
4. embroidered; embroidered
5. knitted; knitted 
6. moulded; moulded
D. Further practice
Goal: Ss can understand more deeply and use the verbs correctly.
*Groupwork
- Divide the class into 6 groups
- Organize a competition for this activity. 
- Time: 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. 
T asks Ss to complete the passage by filling each blank with a suitable word from the box.
Ss individually do the exercise. 
T corrects
3. Complete the word web. 
Suggested answers:
- Entertaining: cinema, department store, restaurant, café, theatre, opera house, club, park, zoo...
- Cultural: opera house, museum, craft village, historical building, theatre, market, craft village...
- Educational: library, museum, theatre...
- Historical: building, temple, shopping district, market, beauty spot, craft village...
4. Complete the passage by filling each blank with a suitable word from the box.
Key: 
1. historical 
2. attraction 
3. exercise 
4. traditional 
5. culture 
6. handicrafts
E. Production
Goal: Ss can talk about crafts and places of interest in their area.
T asks Ss to talk about crafts and places of interest in their area.
Ss do it
T corrects the mistakes
* Homework. 
- Learn new words by heart.
- Practice vocabulary and pronunciation again.
- Guide Ss how to do EX in WB. 
- Prepare: A closer look 2
Teaching date: 9A .
 9B . 
UNIT 1: LOCAL ENVIRONMENT 
Period 4: A CLOSER LOOK 2
I. Objectives: By the end of the lesson students will be able to:
- Use the lexical items related to traditional crafts and places of interest.
- Use complex sentences and phrasal verbs
- Practice doing exercises with verbs of liking.
1. Knowledge: 
 - Vocabulary: Review
	- Structure: complex sentences and phrasal verbs 
2. Skill: Writing.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest in their area.
4. Competence development orientation: 
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher: Text book or softbook, projector.
2. Students’: Books and notebooks.
III. Procedures:
Teacher’s and students’ activities
The main contents
A.Warm up
Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss to remember the subordinator.
- Divide Ss into 4 groups, which groups write more in 2’ is winner.
*Network.
although while 
 subordinator
*Complex sentences: review
B. Prerentation
Goal: Help Ss review complex sentences and do exercises
T explains types of dependent clause. Give example with although, when, so that, and because.
Ss listen and copy
T asks Ss to do exercise 1: Underline the dependent clause with these subordinators.
Ss do this exercise individually. Name the dependent clauses on the board.
T corrects
T asks 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.
1. Complex sentences
1. Underline the dependent clause in each sentence below. Say whether it is a dependent clause of concession (DC), of purpose (DP), of reason (DR), or of time (DT).
Key:
1. When people talk about traditional paintings → DT
2. so that she could buy some bai tho conical hats → DP
3. Although this museum is small → DC
4. because we have space to skateboard → DR
5. before they make the drumheads → DT
2. Make a complex sentence. Use the subordinator provided and make any necessary changes.
Key:
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.
Practice
Goal: Help Ss know and use phrasal verbs.
T asks 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.
*Groupwork
- Divide the class into 4 groups
- Organize a competition for this activity. 
- Time: five minutes.
- Call out any phrasal verbs they know and have them explain the meaning of these verbs.
- The group with the most phrasal verbs is the winner.
T asks Ss to match the phrasal verbs in A with their meaning in B.
Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confirm the correct ones.
T asks Ss to complete each sentence using the correct form of a phrasal verb in 4.
Ss do this exercise individually. Elicit the answers and give correction.
3. Read and answer the questions.
Key:
1. set up: start something (a business, an organisation, etc.)
take over: take control of something (a business, an organisation, etc.)
2. No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult.
4. Match the phrasal verbs in A with their meaning in B.
Key: 
1. c 2. g 3. f 4. a 
5. h 6. b 7. e 8. d
5. Complete each sentence.
Key: 
1. face up to 
2. turned down 
3. passed down 
4. live on 
5. close down 
6. did ... come back
Further Practice
Goal: Ss can practise more using phrasal verbs
T asks Ss to do exercise 6. 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. 
T calls on five Ss to write their sentences on the board. Other Ss and T give feedback.
6. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given.
Key:
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!
E.	Further Practice
Goal: Ss can make sentences with phrasal verbs
T asks Ss make sentences with phrasal verbs
Ss do it
T corrects the mistakes
* Homework. 
- Make 7 sentences to use complex sentences and find 10 phrasal verbs
- Complete the exercises part writing in exercise’sbook.
- Prepare: Communication.
Teaching date: 9A .
 9B . 
UNIT 1: LOCAL ENVIRONMENT 
Period 5: COMMUNICATION
I. Objectives: By the end of the lesson students will be able to:
- Talking about arranging a visit to a place of interest in the region.
1. Knowledge: 
- Vocabulary: Extra vocabulary. 
- Structure: Review
2. Skill: Speaking, writing.
3. Attitude: Students will be aware of protecting places of interest in their area.
4. Competence development orientation: 
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher’s: Textbook, computer.
2. Students’: Textbook and notebooks.
III. Procedures:
Teacher’ and students’ activities
The main contents
A.Warm up
Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss some qs:
Do you know any place of interest? 
What are they?
Where will you go if you have a day out?
What activities will you do there?
B. Presentation
Goal: Help Ss listen and complete a plan a day out to a place of interest for their class.
T teaches some extra vocabulary 
Ss read and copy
T encourages Ss to share the experience of preparing for a class trip by asking the questions: what should you do to prepare for a class trip.
Ss discuss and answer the question
T introduces the table: A day out
And then asks Ss to listen to the tape about and complete their plan by filling each blank with no more than three words
Ss listen and complete
*Vocabulary.
- team-building
- turn up: arrive
- set off : begin a journey
1. Listen and complete their plan by filling each blank with no more than three words.
Key: 
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.
C. Practice
Goal: Help Ss talk about arranging a visit to a place of interest in the region.
*Groupwork
- Divide the class into 4 groups.
- Time: 7 minutes
- Prepare some big sheets of paper for Ss to draw the table and make notes. 
- 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
2. Work in groups to discuss the plan for this day out. Make notes in the table.
D. Further Practice
Goal: Ss can present a plan a day out to a place of interest for their class
- Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan.
- Groups present their plan to the class. Keep watch of the time for each group. Other groups and T give feedback.
3. Present your plan to the class. 
Which group has the best plan?
E. Production
Goal: Ss can to talk about arranging a visit to a place of interest
T asks Ss to to talk about arranging a visit to a place of interest
Ss do it
T corrects
* Homework. 
- Learn new words/ workbook: C. Speaking 
- Prepare next lesson: Unit 1- Skills 1.
Teaching date: 9A .
 9B . 
UNIT 1: LOCAL ENVIRONMENT 
Period 6: SKILLS 1
I. Objectives: By the end of the lesson students will be able to:
- Read for general and specific information about a traditional craft village.
- Discuss local traditional crafts, their benefits and challenges 
1. Knowledge: 
- Vocabulary: Vocabulary about traditional crafts.
- Structure: Review.
2. Skill: Speaking, reading.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest in their area
4. Competence development orientation: 
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher’s: Textbook, plan.
2. Students’: Textbook and notebooks.
III. Procedures:
Teacher’s and students’ activities
The main contents
A.Warm up
Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss to give names of some traditional craft villages in Viet Nam.
- Ask them if they know any things about those villages.
B. Presentation
Goal: Ss can read for general and specific information about a traditional craft village 
T has Ss do this activity in pairs. One student looks at Picture A on page 12 while the other looks at Picture B on 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.
Ss work in pairs
T asks Ss to read the titles in the box quickly. And match them with the paragraphs. 
Ss do exercise 2 and compare their answers with a classmate.
T corrects
1. Reading 
1. Ask each other questions to find out the similarities and differences between your pictures.
Suggested answers:
- 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
2. Read and match the titles with the paragraphs.
Key: 
1. C 2. A 3. B
C. Practice
Goal: Ss can understand information about a traditional craft village and do exercises.
T asks Ss to read the passage again to answer the questions. 
Ss compare their answers before giving the answers to T. 
T asks them to give evidence when giving the answers.
3. Read the text again and answer the questions.
Key: 
1. Because it is the 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.
D. Further Practice
Goal: Help Ss talk about benefits and responsible for promoting traditional crafts.
T asks Ss to read the ideas. Explain any points they are not sure about. 
Ss read and decide the benefits of traditional crafts (B) or challenges that artisans may face (C)
T elicits Ss’ opinions as a class. 
T asks Ss to add some more benefits and challenges.
4. Read and decide the benefits of traditional crafts (B) or challenges that artisans may face (C). 
Key: 
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
E. Production
Goal: Ss can Dicuss about responsible for promoting traditional crafts in your area
*Groupwork:
- Divide the class into 4 groups.
- Work out an action plan to deal with the challenges mentioned above.
- Time: 7 minutes
- Move around to provide help and comments.
- Invite some groups to present their plan. 
- Give feedback and ask any questions. Vote for the best plan.
5. Dicuss about responsible for promoting traditional crafts in your area. Propose an action plan to deal with the challenges.
* Homework. 
.- Prepare next lesson: Unit 1. Skills 2
Teaching date: 9A .
 9B . 
UNIT 1: LOCAL ENVIRONMENT 
Period 7: SKILLS 2
I. Objectives: By the end of the lesson 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. 
1. Knowledge: 
- Vocabulary: Vocabulary about places of interest.
- Structure: Review.
2. Skill: Listening, writing.
3. Attitude: Students will be aware of protecting places of interest in their area.
4. Competence development orientation: 
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher’s: Textbook,computer.
2. Students’: Textbook and notebooks.
III. Procedures:
Teacher’s and students’ activities
The main contents
A. Warm up
Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
Talk about benefits and responsible for promoting traditional crafts
- Ask Ss to tell about a place of interest in their hometown.
B. Presentation
Goal: Help Ss listen for specific information about places of interest in an area and answer the questions.
T asks Ss to look at the pictures and describe what they see in each of them. 
Ss describe and guess the name of each place. 
T plays the recording for Ss to check.
Ss listen and check.
T plays the recording again for Ss to decide if the sentences are true or false. 
Ss listen and do exercise and then compare their answers in pairs 
T asks Ss to write their answers on the board.
T asks Ss to 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. 
T asks three Ss to write their answers on the board. 
T plays the recording one last time to confirm the answers for both 2 and 3.
1. Listening 
1. Describe what you see in each picture. Do you know what places they