Giáo án Tiếng Anh Lớp 9 (Thí điểm) - Chương trình học kỳ I

Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period 1 
REVISION
I. Objectives:
* By the end of the lesson, Ss will be able to master the structures and words they have already studied.
* Language contents:
+ Vocabulary: Review the previous words
+ Grammar: past progressive, passive form, reported speech, pronoun words, .
* Language skills: 4 skills
II. Preparetion: 
* Teacher: Teaching plan, extra – board
* Students: book, notebook 
III. Method: 
 Complex method
IV. Procedure:
1. Classroom organization.
+ Greeting: Goodmoring !
+ Checking attendances: Is every body here”?
2. Checking up: No
3. New lesson
Teacher’s & students’ activities
content
1/ Warm up: 
- T asks Sts recall the structures which they study in english 8.
- Sts give out.
T recalls the ways of using ordinary verbs in past progressive tense, 
- Sts smart the structeres.
2/ Practice:
-T: Asks ss do the excrises
-T: writes the excrises on the board, sts practise
- Some sts write the answer on the board
-T : corects the errors.
- T writes the excrises in part II 
- Sts practise by speaking and writing on the board.
- T checks and helps them to correct the errors.
4/ Production: 
T : reminds all the structures which have reviewed
1/ past progressive:
S+ was/were + v+ing
2/ passive:
Present passive:
S + is/am/ are+pp
Future passive:
S + will +be +pp
Present perfect passive:
S+ have/ has + been + pp
Past passive:
S+ was / were +pp
3/ reported speech:
S + asked/ told + if / whether +s+v +o
S+v+ question word + to infinitive.
Rewrite each of the following sentences:
1/ they posted all the letters yesterday.
All the letters ..
“Is the big ben in london”Mai asked.
Mai asked ..
“ I am a doctor “ 
He said 
You must pay me now.
He said me ..
“ do many people live at my son”
Nga ased Mai .
“Can you turn off the TV?”
Would you mind ..
Shall I sit here.
Do you mind if ..
The boy is Bad, he is reading the book. 
The boy ..
II/ Choose the best answer:
The book _____ in blue paper is mine(wraps, wrapped, wrapping)
___you mind if I smoked? ( do, would , could)
We ___dinner when the phone__ ( had/ was ringging, were having/ was ringging.
Finally, we decided ___ to the concert (to go, going, go).
 ..
4. Summary:
Remember Past progressive, Passive form, Reported speech 
5. Homework:
Learn by heart the structures 
Prepare the next lesson: Unit1 “ a visit from a pen pal” – “getting started- listen and read”
V. Comment.
 .
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 2
UNIT 1: LOCAL ENVIRONMENT
Lesson 1: Getting started
I. Objectives:
1. Knowledge
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.
2. Skills:
- Listen and read for specific information about traditional craft villages
3. Attitudes: 
 - To be ready to learn getting started
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2.New lesson: 
Teacher’s activities
Students’ activities
- Ask Ss to open the book, look at the pictureand the phrases under getting started, Ask them some Qs: + Who and what can you see in the picture?
+ Where are they?
+ What do you think the people in the picture are talking about? 
- Asks Ss to listen to the tape
Asks Ss to do the task
- Goes through each statement and asks Ss how the text and the visual in the dialogue support their answers. 
After the discussion, T writes the correct answers on the board.
Explain:” as far as I know”
Have Ss do this task individually first, then compare the answers with their partner. They should be able to give ideals from the text that support their answers.
Ss work in pairs to write the name of each traditional handicraft under each picture.
Make sure if Ss understand all the words, then check with the whole class
Ss work individually to do the task then compare their answers with a partner. Tell Ss they need to use the words ỏ phrases from part 2
Asks Ss to work in pairs to do the quiz	
I. Listen and read
- Ss look at the picture and answer the questions
- Listen to the tape
Ss work individually to find a word/phrase that means:
Ss compare their answer with a partner and then discuss as a class. 
a. Circle the correct answer 
1. pottery/ handicraft 
2. set up 3. Take over 
4. artisans5. Places of interest
6. specific region 7. Remind
8. look round
Watch out
It is used to say that you think you know smth but you can’t be completely sure, especially because you don’t know all the facts
b. Answer the questions
Key:
1. They are in Bat Trang, a traditional craft village (At Phong’s family’s workshop)
2. It is 700 years old
3. His great- grandparents
4. Because people go there to buy things for their house and can make pottery themselves in the workshop.
5. It is in Hue
6. Because various crafts remind people of a specific region
2. Write the name .
work in pairs
Paintings B. drums
Marble sculptures (Điêu khắc cẩm thạch)
Lacquerware (Đồ sơn mài)
Silk F. pottery
G. conical hat H. lanterns
3. Complete the sentences 
1. conical hat 2. Lanterns
3. silk 4. Paintings
5. lacquer ware 
6. Marble sculptures
4. Quiz
a. Do the quiz in pairs
S1: read the sentence
S2: Listen and say where it is
1.park 2. museum
3.zoo	4. beach 5. Beauty spot
b. Do in groups to write a similar quiz
V. Consolidation
Ss practice saying as many words about traditional crafts as many as possible. Ex. Pottery, conical hat, lanterns, ..
VI. Homework
- Prepare for the next lesson: Unit 1: A closer look 1.
- Do exercise B1, 2, 3 (Workbook)
VII. SELF- EVALUATION:
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 3
UNIT 1: LOCAL ENVIRONMENT
Lesson 2: A closer look 1
I. Objectives:
1. Knowledge
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.
- Stress on content words in sentences
2. Skills:
- Pronounce correct sentences with correct stress on content words .
3. Attitudes: 
 - To be ready to learn “ A closer look1”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2.New lesson: 
Teacher’s activities
Students’ activities
Vocabulary
 Have Ss work individually to complete the task. 
Explain some words
Have Ss work individually to complete this task. 
Once they have finished, Ss work in pairs to compare their answers. 
Check with the whole class
Watch out: 
You can use the verb: to make when talking about producing, creating, or constructing handicraft
Example: I made a basket at the workshop
Asks Ss to do the task in group
Have each group read aloud their answers.
The others listen and add to the list 
Asks Ss to do the task individually and compare with partner
Checks with the whole class
Plays the tape
Ask Ss to read the sentences
Ask Ss to answer the questions
Play the tape and asks Ss to check and then repeat
Asks Ss to draw the rule of stress on content words in sentences
Have Ss read in box
Ss do the task individually to underline the content words in the sentences and compare with partner
Plays the tape
Vocabulary
1. Write the verb in the box under the pictures
A. cast (đúc đồng) B. carve
C. embroider D. weave
E. mould (đổ khuôn, nặn khuôn))
F. weave (đan rổ, rá, dệt vải) 
G. knit (đan len)
2. Complete the table
a. Match the verbs with the groups of nouns 
1.- b 2. d	 3. e 4. a 
5. f 6. c
Write the correct verb form
inf
Past tense
P.P
To carve
carved
It was carved
cast
cast
It was cast
weave
Wove
It was woven
Embroider
Embroidered
It was embroidered
Knit
Knitted
It was knitted
Mould
Moulded
It was moulded
3. Complete the word web
Do in groups to complete the word web
Entertaining: cinema, theatre, park, zoo
Cultural: opera house, art gallery, exhibition
Educational: library, museum, 
Historical: building, museum, 
Complete the passage
do the task individually and compare with partner
Keys:
1. historical 2. Attraction
3. exercise 4. Traditional 
 5. culture	 6. handicrafts
Pronunciation
Stress on the content words in sentences
5a. Listen and answer the questions
Listen 
Read the sentences
Answer the questions
Craft village, lies, river bank .
They are nouns, verbs, question word, adjective, adverb, and negative auxiliary
The, on, this 
They are articles, preposition, be, conjunction, possessive adjective, auxiliary. 
5b. Listen, check and repeat
Listen and check
Listen and repeat
Stressed words are: nouns, main verbs, question word, adjective, adverb, and negative auxiliary 
Unstressed words are: pronouns, articles, conjunctions, possessive adjective, auxiliary be (even if it is a main verb in the sentence)
6a. Underline the content words in the sentences
Do the task individually
Listen and check 
Listen and repeat
V. Consolidation
- Play game: team game
- One team read out a sentence and the other have to find out the content words.
VI. Homework
- Prepare for the next lesson: Unit 1: A closer look 2.
- Do exercise B1, 2, 3 (Workbook)
VII. SELF- EVALUATION: 
.................................................................................................................................................................................................................................................................................
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 4
UNIT 1: LOCAL ENVIRONMENT
Lesson 3: A closer look 2
I. Objectives:
1. Knowledge
By the end of the lesson, Ss will be able to:
- understand and do exercises related to the complex sentences
- understand dependent and independent clauses
- use phrasal verbs in sentences	.
2. Skills:
- Doing exercises
3. Attitudes: 
 - To be ready to learn “ A closer look 2”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2.New lesson: 
Teacher’s activities
Students’ activities
Grammar
What is a complex sentence?
Where to put comma in a complex sentence?
Let Ss read the box on page 9
How many types of dependent clauses?
What are they?
- Lets Ss work by themselves 
- Ask some Ss give their answers
- Asks the others to give their comment
- Corrects if necessary
- Have Ss work in pairs make complex sentences
- Corrects if necessary
Have Ss read and answer the questions
Set up or take over are phrasal verbs
Have Ss read information in the box.
Make sure Ss understand all the information in the box.
- Have Ss work independently
Then let them work in groups to compare 
- Give corrections.
- Let Ss work individually to write sentences. Then share with your partner.
- Correct mistakes if necessary.
Asks Ss to work in pairs to complete the second sentence
- Correct mistakes if necessary.
Grammar:
I. Review: Complex sentences
A complex sentence is a sentence which has one independent clause and one or more than one dependent clause
If the dependent clause goes first, comma is put between the two clauses
If the independent clause goes first there is no comma.
E.g:
Although she was tires, she finished knitting scarf for her dad.
She finished knitting scarf for her dad although she was tired.
Read the information in the box answer the questions
There are many types of dependent clauses
A dependent clause of concession (begins with although )
A dependent clause of purpose (begins with so that, in order that)
A dependent clause of reason (begins with because, since, as, )
dependent clause of time (begins with when, while, before, after, as soon as)
Practice
1. Underline the dependent clause in each .
Do the work individually
1.DT 2. DP 3. DC
4.DR 5. DT
Make a complex sentence
Work in pairs
S1: read out the dependent clause
S2: read the independent clause to make a complex sentence
II. Phrasal verbs
Set up means “start something”
Took over means “take control of something”
A phrasal verb is a verb combined with a particle such as back, in, on, off, through, up, .
When a particle is added to the verb, the phrasal verb usually has a special meaning
A verb can go with two particles
Practice:
4. Matching 
Ss work independently
Then work in groups to compare 
Keys:
1.c
2.g
3.f
4.a
5.h
6.b
7.e
8.d
Complete each sentence ..
work individually
share with partner
1. face up to 2. turned down
3. passed down 4. live on
5. close down 6. did come back
6. Complete the second 
work in pairs to complete the second sentence
1. Where did you find the information about Disneyland Resort?
2. What time did you get up this morning?
3. I’ll look through this leaflet to see what activities 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.
V. Consolidation
Ss practice saying as many phrasal verbs as possible.
VI. Homework
- Prepare for the next lesson: Communication.
- Do exercise B4, 5, 6 (Workbook)
VII. SELF- EVALUATION: 
 .
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 5
UNIT 1: LOCAL ENVIRONMENT
Lesson 4: Communication
I. Objectives:
1. Knowledge
By the end of the lesson, Ss will be able to:
- Listen and complete the plan of Duong, Nick, Mai and Mi
- Make a plan to go to a place of interest for class
2. Skills:
- Practice speaking skill
3. Attitudes: 
 - To be ready to learn “ communication”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2.Warmer: Asks Ss to complete word web
Ss do in groups to complete the web
3. New lesson:
Teacher’s activities
Students’ activities
Listening
Nick, Mi, Duong and Mai are planning a day out to a place of interest for their class
Asks Ss to look at the picture and read the pan on page 11 carefully and make sure the Ss understand the all the information 
Asks Ss to listen and complete their plan (each plan with no more than three words)
Give correct answers: 
Imagine that your class is going to a place of interest in your area
Work in groups to discuss the plan for this day out. Make notes in the table
Move around and give help if necessary
Have each group present their plan to the class
Comment and find out which group is the best
Listening
Look at the picture and read their plan
Listen to complete
Compare with partner
1. Green Park 2. bus
3. 8 a.m 4. own lunch
5. Supermarket 6. team-building
7. fun quizzes 8. Painting village
9. make 10. 5 p.m
2. Writing
Work in groups to make notes in the table
A day out
details
Who to prepare
Place
Means of transport
Time to set off
Food
Drinks
Activities
Time to come back
3.Speaking
One volunteer from group presents the plan of theirs.
4. Consolidation
Sums up the content of the lesson
5. Homework
Do exercises C1,2 P15, D1 P16 (workbook)
 Prepare: Unit 1: Skills 1: 
V. SELF- EVALUATION: 
 .
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 6
UNIT 1: LOCAL ENVIRONMENT
Lesson 5: Skills 1
I. Objectives:
1. Knowledge
By the end of the lesson, Ss will be able to:
- Read for general and specific information about the conical hat
- Speak about the benefits of traditional crafts and challenges that artisans may face
2. Skills:
- Practice reading and speaking skills
3. Attitudes: 
 - To be ready to learn “ skills 1”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2. Warm up
Tell me the traditional villages you know
3. New lesson:
Teacher’s activities
Students’ activities
Do you remember Mi?
What did she visit last month?
Where is the village?
What is village famous for?
Mi visited Tay Ho village in Hue last month. She decided to present what she knows about this place to the class.
Read what she has prepared and match the titles with the paragraph.
Compare with partner
Give correct answer	
Asks Ss to read the text again and answer the questions in pairs
Have Ss read the ideas and decide are they about the benefits of traditional crafts (B) or challenges that artisans may face (C) write B or C
Asks Ss to add some more benefits and challenges
Imagine that your group is responsible for promoting traditional crafts in your area.
Propose an action plan to deal with the challenges
Reading
Yes
She visited a craft village.
It is in Hue. 
It is famous for (Bai tho) conical hat
Read the paragraphs and match the titles with the paragraph
Keys:
C 2. A 3. B
3.Read the text again and answer the questions
Keys: 
1. Because it is the birthplace of the conical hat in Hue.
2. It is about 12 km from Hue city
3. it is going to the forest to collect leaves
4. they are very thin
5. The artisans add poems and paintings of Hue between the two layers
6. Everybody, young or old can take part in the process of making conical hats
Speaking
Read the ideas .
Read and write B or C
Keys:
B 2. C 3.B 4. C
5.C 6.B
Developing tourism
Developing society
Contributing to the economic development (helping to develop the economy)
Lacking of capital
Disappearing of some crafts
Imagine that ..
Do in group to propose an action plan to deal with the challenges
4. Consolidation
Sums up the content of the lesson: What is special about conical hat in Hue?
What are the benefits of traditional crafts?
5. Homework
Exercises Unit 1: D1,2,3 (workbook)
 Prepare: Unit 1: Skills 2: 
V. SELF- EVALUATION: 
 .
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 7
UNIT 1: LOCAL ENVIRONMENT
Lesson 6: Skills 2
I. Objectives:
1. Knowledge
By the end of the lesson, Ss will be able to:
- listen for specific information about places of interest
- write an email to a friend about a place of interest
2. Skills:
- Practice listening and writing skills
3. Attitudes: 
 - To be ready to learn “ skills 2”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2. Revision
Name some places of interest in Viet Nam?
3. New lesson:
Teacher’s activities
Students’ activities
Asks Ss to look at the pictures on page 13 and answer the questions
What can you see in the picture?
Do you know what places they are?
Play the tape
Plays the tape for Ss to listen again. Which are true and which are false
Plays the tape again
Have Ss work in pairs to take notes of their ideas where will they advise her/him to go and what can they do there?
Have Ss write individually
Asks Ss to exchange and correct 
Comments and give some common mistakes
Listening:
Describe what you see in each picture
Look at the picture and answer the questions:
I can see in
Picture A: trees, hill, grass
Picture B: people are making pottery
Picture C: A big building
They are: 
A: Ha Noi Botanical Garden
B: Bat Trang
C: Viet Nam National museum of history
Listen and check
2. Listen to what these students say
T 2. T 3. F 4. F 5. T
3. Listen and complete the table
1.Artifact (đồ tạo tác)
2. exploring V.namese culture
3. paint
4.cemanics (thuật làm đồ gốm)
5.the hill
6.books
7.pigeon
8. watching
Writing:
4. Discuss and take notes
Places
Activities
Place 1
Place 2
Place 3
5. Write an e-mail to give her/him some information
Write individually
Exchange and correct
4. Consolidation
Sums up the content of the lesson
5. Homework
	Exercises E1,2,3 P18 (workbook)
	Prepare: Unit 1: Looking back
V. SELF- EVALUATION: 
 .
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 8
UNIT 1: LOCAL ENVIRONMENT
Lesson 7: Looking back and project
I. Objectives:
1. Knowledge
By the end of the lesson, Ss will be able to:
- revise the vocabulary, grammar they've learnt in Unit 1 
+ Vocabulary relating to the handicrafts, places of interest
+ Grammar: phrasal verbs, complex sentences
2. Skills:
- Practice listening and writing skills
3. Attitudes: 
 - To be ready to learn “ looking back and project”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2. Revision
Name some places of interest in Viet Nam?
3. New lesson:
Teacher’s activities
Students’ activities
Asks Ss to do the word web in pairs
Asks them to write on the cardboard
(pots, vases, paintings, drums, silk, lanterns, conical hats, lacquer ware, marble sculpture)
Do the task individually
Asks some Ss to read aloud their sentences
Comments and corrects
Have Ss do the task individually
Asks them to compare with their partner
Comments and give correct answer
Have Ss complete the complex sentences with their own ideas
Ss do individually
Asks them to share their idea with each other
Asks Ss to do this task individually and then compare with partner
Have a S write the answer on the board
The others comment and correct
Asks Ss to work in groups 
Example:
Is the place near the city centre?
Can we 
Do 
Asks Ss to do this at home
Vocabulary:
1. Write some traditional handicrafts in the word web
Handicrafts
Complete the second sentence
Keys:
1.cast 2. Embroidering 3. Wove
4. knitted 5. Carved 6. Moulded
3. Complete the passage
do the task individually
compare with partner
Keys: 
zoo 2. Looking forward to
3. looked 4. Team-building
5. lunch 6. Museum
7. craft 8. Interest
Grammar
4. Complete the complex sentences
do individually
share with the other
5. Rewrite the sentence
do this task individually and then compare with partner
comment and correct
Keys:
1.I don’t when my parents set up this..
2. we have can keep up with theirs
3. What time will you set off..?
4. We ..but she never turned up.
5. The artisans .can live on money from basket weaving.
Communication
Work in groups
One student thinks of a popular place of interest in their area.
Other s ask Yes/No questions to guess what place he/she is thinking about
Project: What makes you proud of your area?
4. Consolidation
Guide students to do Finished
5. Homework
Review vocabulary and grammar of unit 1
Prepare: Unit 2: Getting started
V. SELF- EVALUATION: 
 .
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 9
UNIT 2: CITY LIFE
Lesson 1: Getting started
I. Objectives:
1. Knowledge
By the end of the lesson, Ss will be able to:
- use the lexical items related to city life
- listen and read Paul and Duong's conversation for specific information about the features of Sydney.
2. Skills:
- Practice ss listening, reading and speaking skills
3. Attitudes: 
 - To be ready to learn “ getting started”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2. Warmer: Play game:puzzle
1. The ..village of Bat Trang lies on the bank of the Red River.
2. This kind of .. hat is made in Chuong village.
3. In Hoi An you can see colorful . hanging in the streets.
4. Some people that a place of interest should be a well-known site.
5. The children can ..the clay into many shapes.
6. The ..of Ha Noi began over a thousand years ago.
7. This village is . for its wood-carving craft.
8. A place of .. is sometimes simply one that people like going to.
1. C
R
A
F
T
2. C
O
N
 I
C
A
L
3. L
A
N
 T
E
R
N
S
4. S
A
 Y
5. M
O
U
 L
D
6. H
 I
S
T
O
R
Y
7. F
A
M
O
U
S
8. I
N
T
 E
R
E
S
T
3. New lesson: 
Teacher’s activities
Students’ activities
Teacher use different techniques to teach vocabulary (situation, reality)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: jumbled words
Asks students some questions. 
- What can you see in the pictures?
- Do you know these two boys?
- Where are they now?
- What are they talking about?
Ss answer the questions as a class.
- T may also ask Ss what they know about Sydney by asking them some guiding questions:
Where is it?
Is it a capital city?
What is it famous for?
Then play the recording and have Ss follow along.
? Read the conversation again and do the exercise individually. 
- Check and write the correct answers on the board.
Work in pairs to do the task.
 - Allow Ss to share answers before asking them to discuss as a class. 
? Read out the lines in the dialogue that contain the words. 
- Check and confirm the correct answers.
? Run through the questions
? Work individually to answer the questions.
 ? Then compare the answers with a partner. 
- Ask them to locate the information in the conversation. 
- Call on some pairs to give the questions and answers. 
- Confirm the correct answers.
Find the phrases in the conversation and practice saying them together. 
- Explain the meaning to Ss, then elicit other examples from Ss.
Tell Ss that most of the words they need to use are related to cities or city life. 
? Work in pairs to replace the word(s).
- Check their work, then let them read each word correctly. Check and correct their pronunciation
Work in pairs. 
- Give them a few minutes to do the quiz. Award extra points for pairs who can say which country cities are in. 
- Congratulate the winners.
I. New words
- jet lag
(n):
sự mệt mỏi sau một chuyến bay dài
- light rail
(n):
tàu điện
metropolitan
(adj
(thuộc) thủ phủ, đô thị
multicultural
(adj
đa văn hóa
II. Listen and read
* Suggested answers:
- Pictures of Sydney and Ha Noi.
- Nick and Duong
- In Sydney
- Sydney (places of interest, transport...)
- In Australia
- No. The capital of Australia is Canberra.
- It's famous for Sydney Opera House, the Harbor bridge....
1.a. Complete the sentences
1. visit 2. ancient 3. natural 4. variety 5. study
1.b. Find words in the conversation
1. jet lag
2. a feature
3. reliable
4. metropolitan
5. multicultural
1.c. Answer the questions
1. He grew up in Sydney.
2. Sydney is.
3. It is convenient and reliable.
4. Because it is a metropolitan and multicultural city.
5. In 1850.
III. Practice
1.d. Think of other way to say these expressions from the conversation
1. How are you? How are things? How are you doing?
2. ( Are you ) recovering from the jet lag?
3. I slept quite well.
4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.
2. Replace the words
1. international 
2. local 
3. crowed
4. neighboring 
5. urban
3. City quiz
1. A 2. C 3. C 4. A 
5. C 6. B
4. Consolidation
? Recall some typical features of Sydney.
5. Homework
	Learn by heart new words
? Do exercises B1, 2 P12 (workbook)
? Prepare: Unit 2: A closer look 1
V. SELF- EVALUATION: 
 . .
Date of planning: ..
Date of teaching:
ClasS 9A: .
ClasS 9B: .
Period: 10
UNIT 2: CITY LIFE
Lesson 2: A closer look 1
I. Objectives:
1. Knowledge
By the end of the lesson, Ss will be able to:
- learn some more adjectives describing city life
- Identify in which situations to stress pronouns in sentences and say these sentences correctly
2. Skills:
- Practice ss listening, reading and speaking skills
3. Attitudes: 
 - To be ready to learn “ A closer look 1”
- To provide Ss learning motivation 
II. Preparation 
* Teacher: Teaching plan, Cassette, pictures, extra – board
* Students: book, notebook 
III. Method
+ Communicative approach.
IV. Procedure
1. Organization: 	
- Greeting
- Checking attendance
2. Warmer: Brainstorming 
- Explain to the Ss the normal position of adjectives in sentences. 
? Brainstorm all adjectives connected cities and city life you have learnt
- Encourage them to call out as many words as possible.
3. New lesson:
Teacher’s activities
Students’ activities
New words 
- Teacher use different techniques to teach vocabulary (situation, .)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: jumbled words
Gap fill (activity 1 P18)
? Read through the letter so that you can understand the general idea. 
? What is the purpose of the letter?
(Jack is writing the letter to Oggy to tell about his trip to Hoi An).
? Read the adjectives in the box and quickly elicit the meaning of each adjective. 
? Work in pairs to do the task.
Underline the adjectives
? Read the letter again and underline all the other adjectives. 
- Have them give the meanings of these adjectives in the context of the letter. Correct their answers.
Which adjectives describe city life? (activity 2 P18)
? Read through the given adjective adjectives. 
- Have students read aloud all the adjectives to make sure they pronounce the adjectives correctly. 
? Work in groups and discuss which adjectives describe, or are related to, city life. 
- Encourage them to talk about their choice.
Put a suitable adjectives from 2 in e