Giáo án Tiếng Anh Lớp 9 - Chương trình học kỳ I - Năm học 2020-2021

Period 1 UNIT 1: LOCAL ENVIRONMENT
Pre- paring date: 03/9/2019 Lesson 1: Getting strarted
Teaching date: 9A: 09/9/2019; 9B: 09/9/2019
 :
	I. Aims: 
	1. Skills: 
 - Listening skills: Listen a dialogue about traditional crafts village
 - Reading skills: Read and understand a dialogue for general or detailed information about traditional crafts
 - Language practice:
 + Vocabulary: lexical items related to the topic local environment
 + Grammar: complex sentences with different dependent clauses
 - Individual skills, pairwork skills. 
	2. Knowledge: For better understanding of using the lexical items related to traditional crafts and places of interest in an area
	3. Attitude: Educate ss to learn hard and to have knowledge about traditional crafts.
 II. Resource: Radio, (adjusting: )
	III. Procedures:
Class orgnization:
9A: .9B: .
Activities
Contents
Activity 1
(6 minutes)
WARM UP : 
* Purpose : This activity focuses students on developing their language and free talk about the picture to elicit students on the lesson.
* Instruction: chatting
* Task : 
 - Form of learning: individuals
 - Students answer the 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
- Resources:CD player, loudspeaker.
- Evaluation: correct students’ answers and explain:
- Teacher introduces the lesson
Activity 2
(6 minutes)
 1 (a)
* Purpose :This activity focuses students on developing their language focus about the vocabulary and free talk to guess about the text to elicit students on the lesson.
* Instruction: learn some new words and structures
* Task : 
- Form of learning: individuals
- Teacher introduces the lesson: sets the context for the listening text show the title, picture and let ss guess what the conversation might be about
- 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.
Key:
1. craft 2. set up 3 take over 4. artisans
5. attraction 6. specific region 7. remind 8. look round
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’.
- Evaluation: correct students’ answers
- Resource: pictures in the textbook, loudspeaker, radio
Activity 3
(6 minutes)
Read then answer the questions ( 1b )
* Purpose :This activity focuses students on developing their listening and reading a dialogue for general or detail information.
* Instruction: listen and read a dialogue again then answer the questions
* Task : 
 - Form of learning: pairworks
 - Ss work in pairs.
 - Ss read the text silently and check their answers again, then give the results. 
- 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.
- Others provide comment.
- Some pairs pracitise.
- Evaluation: correct ss’ answers
- Suggested answers:
1. They are at Phong's grandparents'workshop in BatTrang.
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.
Activity 4
(6 minutes)
2
* Purpose :This activity focuses students on developing their language for communication and developing their using colloquial expressions
* Instruction: read a dialogue again, match these handicrafts with the pictures 
*Task : 
 - Form of learning: pairwork
 - 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.
-Suggested answer:
A. paintings B. drums C. marble sculptures D. pottery
E.silk F. lacquerware G. conical hats H. lanterns
Activity 5
(6 minutes)
 3 
* Purpose: This activity focuses students on developing their speaking skills
* Instruction: complete the sentences with the words/phrases 
* Task: 
- Form of learning: pairworks
- Tell Ss to complete the sentences with the words/phrases in 2 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.
Evaluation: giving comments
Resource: text book
- Suggested answer:
1. conical hat 2. lanterns 3. Silk
 4. paintings 5. Pottery 6. marble sculptures
Activity 6
(6 minutes)
( 4a)
* Purpose :This activity focuses students on developing their vocabularies 
* Instruction: do the quiz 
* Task : 
 - Form of learning: groupwork
- 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.
 - Some students present to the class. 
 - Others provide comment.
 - Resource: 
 - Evaluation: correct ss’ answers and pronunciation
- Suggested answers:
1.park 2. museum 3. Zoo 
4. beach 5. beauty spot
Activity 7
(5 minutes)
(4b)
* Purpose : This activity focuses students on developing their knowledge
* Instruction: write a similar quiz about places of interest.
* Task : 
- Form of learning: individuals
 - 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.
 - Resource: susboards
 - Evaluation: correct ss’ answers
Suggested answers: 
Consolidation
(2 minutes)
Reminds the students the content of the lesson, structures
Vocabulary: lexical items related to the topic local environment
Homework
(2 minutes)
- Learn the new words by heart
- Do Exercises B1,2 (WB)
- Prepare for the next lesson : A close look 1 
Teacher’s remarks
..............................................................................................................................................................................................................
Period 2 UNIT 1: LOCAL ENVIRONMENT
Pre- paring date: 05/9/2019 Lesson 2: A closer look 1
Teaching date: 9A:10/9/2019; 9B:11/9/2019
	I. Aims: 
	1. Skills: 
 - Listening skills: Listen to the sound /e/, /ei/ 
 - Language practice:
 + Vocabulary: the new words that relate to historic places
 + Structures:
 + Preposition of places
 + Pronounce the two sounds /e/, /ei/
 - Individual skills, pairwork skills. 
	2. Knowledge:
For better understanding and using lexical items related to the topic”traffic”
and practicing the sound /e/, /ei/ correctly in isolation and in the context.
	3. Attitude: Motivate students to like English, work hard and know about the traffic and roadsigns.
	II. Resources/devices: Radio
	II. Procedures:
Checking ss’ attendence:
Class 9A:................................................. Class 9B:...................................................
Activities
Contents
Activity 1
(4 minutes)
Warm up
*Purpose : This activity reminds students of traditional crafts they have known
*Instruction: Ss give all traditional crafts they know
*Task : 
- Form of learning: Individuals
- Brainstorm the Ss: let them give all road signs they see every day on the way to school, or elsewhere, and all the words they know related to the topic of traffic and transport. Encourage them to say out as many words as possible.
- Resource: book
- Evaluation: correct their mistakes
Activity 2
(7 minutes)
Vocabulary ( 1 )
* Purpose : This activity focuses students on developing their using the words to talk about traditional crafts
* Instruction: Ask Ss to talk about traditional crafts then write out their answers.
* Task : 
*Form of learning: Individuals
- 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.
- Resource: book
- Evaluation: correct the exrcise as a class. 
- Key:
A. cast B. carve C. embroider 
D. weave E. mould F. weave G. knit
Activity 3
(10 minutes)
( 2 ) 
* Purpose : This activity focuses students on developing their using the words to talk about traditional crafts
* Instruction: Ask Ss to label the signs in 1 with the words / phrases below.
* Task : 
- Form of learning: Individuals
-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.
Key: 1.b 2.d 3.e 4. a 5.f 6.C
-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.
Key:
2. cast; cast 3. wove; woven 4. embroidered; embroidered
5. knitted; knitted 6. moulded; moulded
 -Draw Ss'attention to the Watch out! box. Ask Ss to give example sentences with the verb to make.
- Resource: pictures
- Evaluation: correct the exercise as a class.
Activity 4
(7 minutes)
3 
*Purpose : This activity focuses students on developing their using the words to talk about the roadsigns they see on the way to school.
* Instruction: Ask Ss to work in pairs. Discuss which of the signs you see on the way to school
* Task : 
- Form of learning: pairworks
- 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.
- Evaluation: check their answers 
- 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...
Activity 5
(5 minutes)
 4
* Purpose: This activity focuses students on developing their words
* Instruction: complete the passage
* Task : 
 - Form of learning: individuals
 Ss individually do the exercise. Check their answers as a class and confirm the correct ones.
Key: 
 - Evaluation: correct students’ answers
 - Resource: 
Suggested answers: 
1. historical 2. Attraction 3. exercise 
4. traditional 5. Culture 6. Handicrafts
Activity 6
(6 minutes)
Pronunciation ( 5,6 )
*Purpose: This activity focuses students on developing their pronunciation: listen and recognize the words that have the sound /e/, /ei/ in each sentence they hear.
* Instruction: Listen to these sentences carefully. Single-underline the words with sound /e/, and double-underline the words with sound /ei/
* Task : 
*Form of learning: pairworks
 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.
 Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.
 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, w/i-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.
Have Ss read the information in the box to remember the content of the lesson.
-Ss practice reading aloud 
- Once more listening for check and repeat
- Resource: loudspeaker, Cd 
Consolidation
(4 minutes)
6a. Ss do this exercise individually and compare their answers with a classmate.
6b. 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.
Audio script and Key:
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,
Homework
(2 minutes)
 - Practice stress on content words in sentences
 - Do the exercise: Do Ex A1,2 (WB)
 - Prepare for the next lesson : Part “ A closer look 2 
Teacher’s remarks
................................................................................................................................................................................................................
Period 3 UNIT 1: LOCAL ENVIRONMENT
Pre- paring date: 06/9/2019 Lesson 3: A closer look 2
Teaching date:9A: 13/9/2019; 9B: 14/9/2019
	I. Aims: 
	1. Skills: 
 - Writing skills: making complex sentences and using phrasal verbs in sentences.
 - Language practice:
 + Vocabulary: review 
 + Grammar: complex sentences, phrasal verbs.
 -Individual skills, pairwork skills. 
 2. Knowledge: For better understanding of writing complex sentences with different dependent clauses and using some common phrasal verbs correctly and appropriately
	3. Attitude: Motivate students to like English and use English grammar correctly.
	II. Resources: Pictures in textbooks
	III. Procedures:
Checking ss’ attendence:
Class 9A:................................................. Class 9B:...................................................
Activities
Contents
Activity 1
(3 minutes)
Warm up
* Purpose : This activity helps students elicit to the lesson 
* Instruction: What do we use it for ?
* Task : 
- Form of learning: Individuals
- Present: There are different types of dependent clause.
A dependent clause of concession begins with a subordinator although, though, or even though.
It shows an unexpetted result.
 A dependent clause of purpose begins with a subordinator so that or in order that It tells the purpose of the action in the independent clause.
 A dependent clause of reason begins with a subordinates because, since, or as. It answers the question “Why?”
 A dependent clause of time begins with a subordinates when, while, before, after, as soon as, etc. It tells when the action described in the independent clause takes place.
 - Resource: pictures from the students
- Evaluation: correct their mistakes
ACTIVITY 1
(8 minutes)
 ( 1 )
*Purpose :Focus ss on writing complex sentences.
* Instruction: 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).
*Task : 
- Form of learning: Individuals
-T explains, then give example
-Let Ss work by themseves and write down the sentences. T observes and help when and where necessary. After that ask some Ss to read their sentences. T corrects Ss’ mistakes.
- Ss do this exercise individually. Elicit Ss' answers. Confirm the correct ones.
-Evaluation: correct ss’ answers 
- Resource: susboards
Suggested answers:
When people talk about traditional paintings - DT 
because we have space to skateboard — DR
so that she could buy some bai tho conical hats - DP 4. 
before they make the drumheads — DT
Although this museum is small — DC
Activity 2
(6 minutes)
 ( 2 )
*Purpose: This activity focuses students on developing their Asking and answering the questions about distances 
* Instruction: Make a complex sentence from each pair of sentences. Use the subordinator provided and make any necessary changes.
*Task: 
- Form of learning: pairworks 
- 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.
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.
- Evaluation: check the answers and correct students’mistakes 
Activity 3
(8 minutes)
 ( 3 )
* Purpose: This activity focuses students on developing their grammar of using phrasal verbs.
* Instruction: Read this part of the conversation from GETTING STARTED. Pay attention to the underlined part and answer the questions.
* Task : 
Form of learning: individuals
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.
A phrasal verb is a verb combined with a particle such as back, in, on, off, through, up, etc. When a ; particle is added to the verb, the phrasal verb usually has a special meaning.
-Evaluation: correct students’ answers 
- Suggested answers: 
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.
Activity 4
( 6 minutes)
* Purpose: This activity focuses students on developing their grammar of using phrasal verbs.
* Instruction: Match the phrasal verbs in A with their meaning in B.
* Task : 
- Form of learning: individuals
- 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.
- Ss do this exercise individually, and then compare their answers with a classmate. Check Ss' answers and confirm the correct ones.
- Evaluation: correct students’ answers 
Suggested answers:
 1.c 2.g 3.f 4.a 5.h 6.b 7.e 8.d
Activity 5
(6 minutes)
( 5 )
* Purpose: This activity focuses students on developing their grammar of using phrasal verbs.
* Instruction: Complete each sentence using the correct form of a phrasai verb in 43. You don't need to use ail the verbs.
* Task : 
- Form of learning: individuals
Ss do this exercise individually. Elicit the answers and give correction.
- Evaluation: correct students’ answers 
- Suggested answers: 
1. face up to 2. turned down 3. passed down 
4. live on 5. closedown 6. did ... come back
Consolidation
(6 minutes)
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.
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.
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!
Homework
(2 minutes)
 - Learn the structures
- Redo all exercises
- Do the exercises part B in their workbooks
- Prepare for the next lesson: Communication
Teacher’s remarks
.......................................................................................................
.......................................................................................................
Period 4 UNIT 1: LOCAL ENVIRONMENT
Pre- paring date: 06/9/2019 Lesson 4: Communication
Teaching date:9A: 13/9/2019; 9B: 12/9/2019
	I. Aims: 
	1. Skills: 
 - Reading skills: read for general and specific information about a traditional craft village
 - Language practice:
 + Vocabulary: team-building	turn up	set off
 + Grammar: review
 - Individual skills, groupwork skills
	2. Knowledge: For better understanding of traditional craft villages
	3. Attitude: Motivate students to like English and know about traditional craft villages
	II. Resources: Radio, textbook
	III. Procedures:
Checking ss’ attendence:
Class 9A:................................................. Class 9B:...................................................
Activities
Contents
Activity 1
(8 minutes)
Warm up : chatting
 *Purpose :This activity helps students to focus on the topic of 
the lesson
 * Instruction: brainstorming
 * Task : 
- Form of learning: groupwork
- Brainstorm to give the names of traditional craft villages. Each group then has to show the list they have written. ( The group that has the longest list wins the game).
- Evaluation: correct students’mistakes
- Teacher introduces the lesson: Today you are going to know more about traditional craft villages.
Activity 2
( 7 minutes)
Presentation
* Purpose: This activity focuses students on developing their vocabularies ( necessary words for the lesson)
 * Instruction: Learn some new words
 * Task: 
- Form of learning: individuals
- Students listen to the new words, repeat, guess the meaning and write. They read the words aloud in individuals and chorus 
team-building	turnup	set off
 Checking vocab: matching
 - Evaluation: correct students’pronunciation 
Activity 3
(10 minutes)
 ( 1 )
* Purpose: This activity helps ss know more about traditional craft village
* Instruction: Nick, Mi, Duong, and Mai are planning a day out to a place of interest for their class. Listen to their conversation and complete their plan by filing each blank with no more than three words.
*Task :
- Form of learning: groupwork
- Some ss give their answers to the class. Others comment.
- Resource: susboard, CD player, loud speaker..
- Evaluation: check answers together.
Suggested answers:
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
Activity 4
(8 minutes)
 ( 2 )
* Purpose: This activity focuses students on developing their writing skill.
* Instruction: Imagine that your dass is going to a placeof interest in your area. Work in groups to discuss the plan for this day out. Make notes in the table.
* Task : 
 - Form of learning: individuals
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.
- Evaluation: correct ss’ mistakes
 Suggested answers: 
Activity 5
(8 minutes)
 ( 3 )
* Purpose: This activity focuses students on developing their speaking skill: about their plans
* Instruction: Present your plan to the class. Which group has the best plan?
* Task : 
-Form of learning: individuals
- After the discussion, each group presents theirplans
- Evaluation: correct ss’ mistakes
- Resource: susboards
Suggested answers:
Consolidation
(2 minutes)
Reminds the students the structures and the content of the lesson
Homework
(2 minutes)
 - Learn the new words by heart.
 - Do the exercises C1,2 in the workbook.
 - Prepare for the next lesson: Skill 1
Teacher’s remarks
........................................................................................................
........................................................................................................
Period 5 UNIT 1: LOCAL ENVIRONMENT
Pre- paring date: 10/9/2019 Lesson 5: Skills 1
Teaching date: 9A: 16/9/2019; 9B: 16/9/2019
	I. Aims: 
	1. Skills:
 	-Reading skills: read for general and specific information about a traditional craft village. 
	-Speaking skills: Discuss local traditional crafts, their benefits and challenges 
	- Language practice:
 + Vocabulary: review.
 + Grammar: revise
- Individual skills, pairwork skills. 
	2. Knowledge: For better understanding of reading for general and specific information about a traditional craft village and discussing local traditional crafts, their benefits and challenges
	3. Attitude: Motivate students to like English and like traditional craft villages.
	II. Resources: textbooks, 
	III. Procedures:
Checking ss’ attendence:
Class 9A:................................................. Class 9B:...................................................
Activities
Contents
Activity 1
(7 minutes)
 (1) 
* Purpose : This activity helps students elicit the danngerous things in the pictures.
* Instruction: Ask Ss to look at the picture. Can you see anything that is dangerous?
*Task : 
- Form of learning: individuals
 - Chatting: Look at the picture. What can you see in the picture?
 - Have 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.
- Evaluation: correct ss’ mistakes 
- 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
Activity 2
(8 minutes)
 ( 2) 
* Purpose: This activity focuses students on developing their language focus, especially vocabulary necessary for the text 
*Instruction:
Mi visited Tay Ho village in Hue last month. She has decided to present what she knows about this place to the class.
Read what she has prepared and match the titles with the paragraphs.
*Task: 
-Form of learning: pairwork
-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.
-Resource: pictures in the textbooks
- Eval