Giáo án Tiếng Anh Lớp 9 - Tuần 1 đến 15

Date of preparing 
Date of teaching: 
Week: 1 Period: 1 
REVIEW
Aim: - Review what students have leant at grade 8.
- Give a test 15 minutes to check students’ knowledge.
- Help students to prepare textbooks and notebooks.
Teaching aids: Test papers.
Procedure: Greeting:
Ask the students some questions about personal questions
I. The simple present tense:
a. With “to be”
(+) S + am/is/are + N/A
(-) S + am/is/are + NOT + N/A
(?) Am/is/are + S + N/A?
Example: - I am a student.
I am not a student.
Are you a student?
b. With “to verbs”:
(+) S (I/ you / we / they ) + Inf. she/ he / it + V ( s/ es ) .
(-) S (I/ you / we / they ) + don/t + Inf. she/ he / it + does not + Inf .
(?) Do + S ( I/ you / we / they ) + Inf ? Does + she/ he / it + Inf?
Note:
Example: - I read book. She watches T.V.
- I don’t read book. She doesn’t watch T.V.
- Do you read book? Does she watch T.V?
- always, usually, often, sometimes.
- every day( week. Month....)
- once, twice a week, 5 days a week.
II. The present progressive tense:
* Form: (+) S + am/is/are + V- ing
(-) S + am/ is/ are + NOT + V- ing
(?) Am/ is/ are + S + V- ing?
Example: - He is playing soccer now.
He is not playing soccer now.
Is he playing soccer now?
Now ,at the moment ...
III. CÂU CHỦ ĐỘNG VÀ CÂU BỊ ĐỘNG:
1 .Với thì hiện tại đơn : S + V(hiện tại đơn) + O + ........
S + am/ is/ are + P.P +.......... (by + O)
ex. I buy a new house today.
A new house is bought by me today.
2. Với thì hiện tại tiếp diễn :	S + am / is / are + V-ing + O + .....
S + am / is / are + being + P.P + ...... + (by + O)
ex. Lan is writing a letter now
A letter is being written by Lan/now.
3. Với thì tương lai gần :	S + am / is / are + going to + V(inf).... + O + .....
S + am / is / are + going to + be + P.P + ...... +( by + O)
ex. Lan is going to buy a new house next summer.
A new house is going to be bought by Lan next summer.
*have to/ ought to : S + have to/ ought to + V(inf..) + O +.....
S + have to / ought to + be + PP + .... +( by O)
4. Với thì tương lai đơn: S + will + V1 + O +...............
S + will + be + P.P ............... (by + O)
ex. He will buy a new bike tomorrow.
A new bike will be bought by him tomorrow.
5. Với thì quá khứ đơn : S + V (quá khứ đơn) + O + ........
S + was / were + P.P +........... by + O
ex. Lan bought a new dress yesterday.
A new dress was bought by Lan yesterday.
6. Với thì quá khứ tiếp diễn :	S + was / were + V-ing + O +.......
S + was / were being + P.P +........ by + O
ex. She was doing her homework at 5 O’clock yesterday.
Her homework was being done at 5 O’clock yesterday by her.
7. Với thì hiện tại hoàn thành : 	 S + has / have + P.P + O + ........
S + has / have + been + P.P + ........... by + O
ex. Nam has bought a new house since 1990.
A new house has been bought by Nam since 1990.
8. Với động từ khuyết thiếu (Modal Verbs): can / could / should / may / might / must + V(inf)
S + M.D + V(inf) + O + ......
S + M.D + be + P.P + ........ +by +O
ex. Lan can buy a new book today.
A new book can be bought by Lan today
9.Với dạng nhờ bảo:
EXERCISE 1- Ask students to do this exercise.
Use the correct from of the verbs:
1. She (ride) ..... her bike to work now.
2. I always (go) ........ fishing with my friends.
3. Now, I (play) ..... video games and my sister (watch)..........T.V.
4. He (fly) ....... kites every summer.
- Correct and give feedback.
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Date of preparing: 
Date of teaching: 
Week:1 Period: 2 Unit 1 LOCAL ENVIRONMENT 	 
 	 	 GETTING STARTED - A visit to a traditional craft village
I. OBJECTIVES: By the end of the lesson Ss can 
	Talk about traditional crafts. 
	Understand a dialogue about traditional craft villages. 
II. LANGUAGE CONTENTS 
	Vocabulary : Types of traditional crafts 
	Grammar : Complex sentences 
III.TEACHING AIDS :
	Textbook , tape, 
IV.PROCEDURES 
T & ss’ activities
Content
Warmer: 5’ Chatting ( Asking , Answering ) 
 ( Use the exercise 2 on page 7 in the stage to save the time )
Ss look at the picture in their textbook ( page 6) and answer the questions 
	1. Who are they? Where are they? What are they talking about? Do you know any traditional craft villages in our country? 
-> T tells some value of traditional crafts, handicrafts and then presents new lesson. 
1.New lesson: 
Presentation: 15’ 
 *New words 
* Checking vocabulary: ask Ss to tell the meanings of the words above and give some examples in English.
1.( Listen and Read )T plays the recording and asks Ss to listen and act out the dialogue.
a. Can you find a word / phrase that means: 
Ss read the conversation again and in pairs find the meanings of the words or phrases in the conversation. 
T asks Ss to compare their answers in groups , write the correct answers on the board if necessary 
Assess voc competence: Ss can read voc carefully and exactly
B/ PRACTICE: 20’ 
b. Answer the following questions
In pairs, Ss ask and answer the questions then present their work before class.
Suggested answers:
2. Complete the sentences with the words / phrases to show where in Viet Nam the handicrafts are made.
Assess comprehensive reading competence: Ss can understand the text and complete the tasks
C. PRODUCTION: 4’ 
3. Quiz: What is the place of interest?
a. Ss work in groups to do the quiz. They might think different answers.
b. Game:
Divide the class into 2 team. In turns ss of each team write a similar quiz and ask another team to answer the quiz.
Matching: keys:
A. paintings 	B. drums 	
C. marble sculptures D. lacquerware 	
 E. silk 	 F. pottery	 
 G. conical hats 	 H. lanterns
1.New lesson 
Presentation 
 *New words 
- the rest (n): (give examples, explain)
- as far as I know ( phrase): ( explain and give examples)
- set up (v) : ( synonym and examples)
- workshop (n): ( examples)
- great-grandparents (n) : (explain prefix and ex.)
- artisan (n) : ( explain suffix and example)
- memorable (adj): ( explain suffix and example)
- conical (adj) : (pictures or drawings and examples)
- handicraft (n): (explain and give examples)
1.( Listen and Read )T plays the recording and asks Ss to listen and act out the dialogue.
a. Can you find a word / phrase that means: 
* Keys : 
1. a handicraft – a thing which is skilfully made with your hand.
2. set up – start something ( a business, an organisation, etc )
3. took over – take control of something ( a business, an organisation, etc )
4. artisans – people who do skilled work, making things with their hands
5. a place of interest – an interesting or enjoyable place to go or thing to do
6. a specific region – a particular place.
7. memorable – make someone remember or thing about something
8. go outside and look around – walk around a place to see what is there.
B/ PRACTICE 
b. Answer the following questions
Suggested answers:
1.They are at a traditional craft workshop in Bat Trang.
2. It’s about 700 years old.
3. Phong’s great-grandparents started his family workshop.
4.Bcause it’s one of the most famous traditional craft villages of Ha Noi. People can go there to buy or make pottery themselves in workshops.
5.She visited a conical hat making village in Hue.
6,Because the various crafts remind people a specific region.
2. Complete the sentences with the words / phrases to show where in Viet Nam the handicrafts are made.
Keys: 1. (conical) hats	2. lanterns	3. silk	4. paintings	5. pottery	6. marble sculptures
C. PRODUCTION
3. Quiz: What is the place of interest?
a. Ss work in groups to do the quiz. They might think different answers.
Ex: 1. people go to this area to walk, play, and relax. Their answers may be “a park”, “ Botanical Park “ Theme Park” .... or some picnic area.
Then they play a game combined the Lucky animals and Noughts or Cross
Dog 1
Cat 5
Parrot LA
Bird L A
Elephant 2
Tiger 3
Lion 4
Mouse LA
Cow LA
b. Game:
Divide the class into 2 team. In turns Ss of each team write a similar quiz and ask another team to answer the quiz.
V. HOMEWORK: 1’
-Prepare next lesson
Date of preparing: 
Date of teaching: 
Week: 1 Period: 3 UNIT 1 LOCAL ENVIRONMENT 
 A CLOSER LOOK 1	
I/ OBJECTIVES: By the end of the lesson Ss can 
	Use the lexical Date of teaching: items related to handicraft
 Pronounce the right stress on content words in sentences. 
 Talk about a place of interest 
II/ LANGUAGE CONTENTS - Vocabulary : verbs used in handicraft
	Review passive voice 
III/ TEACHING AIDS : Textbook , tape , pictures 
IV/ PROCEDURES :
T & ss’ activities
Content
Warmer: 5’ Checking the old lesson
New lesson: 30’ 
Activity 1: Vocabulary 
T asks Ss to read the words in the box and write them under the pictures.
T explains some new words and guide Ss to describe the pictures.
Assess voc competence: Ss can understand the meaning of the words, read them exactly and apply them for some exercises
2.New lesson 
1.Activity 1: Vocabulary 
T asks Ss to read the words in the box and write them under the pictures.
2. Practice 
Activity 2: 
a. Match the verbs in column A with the groups of nouns in column 
b. Write the correct verb forms
 Ss review some irregular verbs and
 Activity 2: 
a. Match the verbs in column A with the groups of nouns in column B.
Keys: 1- b	2 – d	3 – e	4 – a	5 – f	6 - c
T checks and confirms the correct answers.
b. Write the correct verb forms
Ss review some irregular verbs and complete the table
Infinitive
Past tense
Past participle
1. to carve
I carved it.
It was carved.
2. to cast
I cast it.
It was cast.
3. to weave
I wove it.
It was woven.
4. to embroider
I embroidered it.
It was embroidered.
5. to knit
I knit / knitted it.
It was knit / knitted.
6. to mould
I moulded it.
It was moulded.
 ACTIVITY 3 
a. Complete the word web.
Ss complete the word web with some places of interest.
b. Complete the passage by filling each blank with a suitable word from the box.
Ss complete the passage then read it aloud.
Ss tell some similar places of interests in their town.
Assess voc competence: Ss can apply voc to do the tasks
 ACTIVITY 3 
Entertaining
- Cinema
a. Complete the word web.
Educational
- library
Cultural
-opera house
Places of interest
Historical
-building
b. Complete the passage by filling each blank with a suitable word from the box.
attraction	historical	traditional
handicrafts	 culture	exercise
Keys: 1. historical	2. attraction	3. exercise	4.traditional 	5. culture	6.handicrafts
3: Pronunciation ( stress on content words in sentences)
a. Listen to the speaker read the following sentences and answer the questions.
Ss listen to the speaker then go to the board and underline the louder and clearer words that they can hear with a piece of red chalk. Other will underline unstressed words with yellow chalk.
Ss listen again, repeat and T gives feed back and explain the rules of stress on content words in sentences:
b. 6a. Underline the content words in the sentences.
Ss look at the exercise 6a and listen to the cd. They listen to it the second time and underline the content words.
Ss listen one more time and repeat sentence by sentence
Assess stress pronunciation competence: Ss can know the way to stress on the content words in sentencesand practice with stress
V. HOMEWORK: 1’ 
T gives feedback.
Pronunciation ( stress on content words in sentences)
a. Listen to the speaker read the following sentences and answer the questions.
In spoken English, main verbs, nouns, adjectives, adverbs, wh-question words and negative auxiliaries are usually stressed.
Words such as pronouns, prepositions, articles, conjunctions, possessive adjectives, be and auxiliary verbs are normally unstressed.
b. 6a. Underline the content words in the sentences.
Questions for the good student: What is a places of interest?
-Questions for the bad students: Where do you like going at weekend?
Date of preparing: 
Date of teaching: 
Week: Period: 4 UNIT 1: LOCAL ENVIRONMENT 
 A CLOSER LOOK 2
I/ OBJECTIVES: By the end of the lesson Ss can master some different types of dependent clause.and know about the phrasal verbs
II/ LANGUAGE CONTENTS Grammar : complex sentences , clauses
III/ TEACHING AIDS :Textbook , tape , pictures 
IV/ PROCEDURES 
Warmer / check up 
New lesson 
T and ss’ activities
Content
1. Warm up: 5’
Review types of dependent clause
A dependent clause of concession DC/ purpose DP/ reason DR / time DT begins with: 
2. Practice: 39’ Grammar
* Activity 1 : complex sentences
a. Underline the dependent clause in each sentence below.
b. Make a complex sentences
Ss make complex sentences from pairs of sentences then some of them go to the board and write down. One student will write 1 complex sentence. Other stand up and read aloud.
T give feedback.
Assess grammar competence: Ss can understand the complex sentences and practice combining the sentences
* Activity 2: Phrasal verbs
Review types of dependent clause
A dependent clause of concession DC/ purpose DP/ reason DR / time DT begins with: 
* Activity 1 :
a. Underline the dependent clause in each sentence below.
Keys:
1. DT When people talk about traditional paintings
2. DP so that she could buy some bai tho conical hats
3. DC Although this museum is small
4. DR because we have space to skateboard
5. DT before they make the drumheads
 b. Make a complex sentences
* Activity 2: Phrasal verbs
a. Introduce a phrasal verb.
A phrasal verb is a verb combined with a particle such as back, in ,on ,off, up etc. When a particle is added to the verb, the phrasal verb usually has a special meaning.
 b. Matching:
Ss match the phrasal verbs in A with their meaning in B.
Keys: 1. c, 2. g, 3. H,4. A,	5. f, 6. b, 7. e,	8. d
* Activity 3: 
a. Complete each sentence using the correct form of a phrasal verb in 4.
Ss complete the sentences and read them out aloud.
b. Make new sentences with similar meanings to the first sentences using the words given.
Assess grammar competence: Ss can know the way to make the phrasal verbs and complete the sentences with them
* Activity 3: 
a. Complete each sentence using the correct form of a phrasal verb in 4.
Keys: 
1. face up to	2. turn down	3. pass down	4. live on 	5. close down	6. did .come back
b. Make new sentences with similar meanings to the first sentences using the words given.
Keys: 
1.Where did you find out the information 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!
(Ss’ sentences) 
V/ HOMEWORK: 1’ 
-Learn by heart the phrasal verbs
- Do Ex A – B in workbook
- Prepare communication
Date of preparing: 
Date of teaching: 
Week: 2 Period: 5 UNIT 1: LOCAL ENVIRONMENT 
 COMMUNICATION
 I/ OBJECTIVES: - By the end of the lesson , students will be able to :
 - talk about a plan of a day out to a place of interest.
 II/ LANGUAGE CONTENTS: 
 - Vocabulary: related to planning a day out..
 III/ TEACHING AIDS : Textbook ,sub- boards, pictures
 IV/ PROCEDURES: 
T & ss’ activities
Content
 1/ Warm – up: 5’
 Chatting: 
Do you like to plan a day out to a place of interest for your class?
Where to go? How to go? What time? What to bring? When to come back? Who to prepare?
Chatting: 
2/ New lesson: 39’
a. Activity 1: Listen and complete the table with no more than 3 words.
- Ss predict what Nick, Mi, Duong and Mai are planning and try to complete the blanks before listening.
- Ss listen to the conversation and correct their predictions.
- T gives feedback.
- In pairs Ss practice asking and answering the content of the conversation
Ex: Where are they going to go? Who to prepare?............some kinds of questions.
Assess listening competence: Ss can understand the listening and fill the words in each blank
2/ New lesson
a. Activity 1: Listen and complete the table with no more than 3 words.
A day out
Details
Who to prepare
Place
(1) .
Means of transport
(2) 
Time to set off
(3) 
Mai: stick a notice
Food
(4)bring ..
Drinks
For everyone
Nga: buy in (5) 
Activities
Morning: (6) .games and quizzes
Lunch: 11.30
Afternoon: go to traditional (8) .at 1.30; (9) their own paintings 
Nick: prepare games
Thanh: prepare (7) ..
Time to come back
(10) .
KEY:
1. Green Park
2. bus
3. 8 a.m
4. own lunch
5. the supermarket
6. team-building
7. fun quizzes
8. painting village
9. make
10. 5 p.m
b. Activity 2: Imagine a similar plan to a place of interest
- Ss work in groups. They have to imagine that their class is going to a place of interest in their area. They discuss the plan and make notes in the table.
- Ss present their plans to the class. 
Which group has the best plan?
Assess speaking and listening competence: Ss can use their own language to discuss in groups, practice in groups and present their plan 
Question for the good student: Make a plan for a day out with your classmates?
-Question for the bad students: What is your favourite sport?
A day out
Details
Who to prepare
Place
Means of transport
Time to set off
Food
Drinks
Activities
Time to come back
Ss present their plans to the class. 
V/ Homework: 1’
 - Write a plan to a place of interest.
 - Prepare skills1
- Write a plan to a place of interest.
 - Prepare skills1
Date of preparing: 
Date of teaching: 
Week: Period: 6 UNIT1: LOCAL ENVIRONMENT
 SKILLS 1
 I/ OBJECTIVES: - By the end of the lesson, students will be able to :
read and understand some passages about conical hat.
talk about the benefits of traditional crafts
 - Skills: reading, speaking.
 II/ LANGUAGE CONTENTS: 
 - Vocabulary related to the topic.
 III/ TEACHING AIDS : Textbook ,pictures, sub- boards
 IV/ PROCEDURES: 
T & ss’activities
Content
1/ Warm up: 5’ Ss find out the similarities and differences between the 2 pictures of conical hats.
Assess speaking competence: Ss can say about similarities and differences between two pictures
 2/ Pre – reading: 7’
- T asks Ss to read the text and underline any words they don’t know.
 - T and Ss discuss any unfamiliar words from the passage.
 - Set the scene.
Assess voc competence: Ss can know the words and read them exactly 
 2/ Pre – reading:
 * New words:
 - layer of leaves (n.phr)
- process (n)
- employment (n)
- preserve (v)
- authenticity (n)
 3/ While- reading: 22’
 + Part a: 
-Ss read the passage independently and match the titles with the paragraphs .
-T. calls one student to give the answers before the class, get the Ss’ agreement.
1. Present status of the craft.
 + Part b: Answer the questions:
-T. asks Ss to read the text again and answers the questions in pairs.
- calls some pairs to ask and answers to questions as a class .
-T. checks and confirms the correct answers.
Assess reading competence: Ss can understand the content of the text and answer the questions about the conical hats
 3/ While- reading:
 + Part a: 
+ Key: A. 2. Location and history of conical hat making village.
3. How the conical hat is made.
+ Part b: Answer the questions:
+ Suggested answers:
1.Because it is the birthplace of the conical hat in Hue.
2.It is 12 km from Hue City.
3.Going to the forest to collect leaves
4.The hat layers are very thin. 
5.The Bai tho conical hat is special and famous with poems or paintings of Hue between the two layers.
6.Not only skilful craftmen can make conical hats but also everybody, young or old, can take part in the process.
 4/ Post – reading: *Speaking 10’
 * Part 4: Discussion:
Ss read the ideas given and in groups they discuss if the ideas are about the benefits of traditional crafts or challenges the artisans may face.
Ss present their group’s work.
T tells some more benefits of traditional crafts and everyone can be rich if they learn how to introduce Vietnamese traditional handicrafts around the world
* Part 5 : Promoting traditional crafts in your area.
Divide the class into groups. They have to imagine that their group is responsible fotr promoting traditional crafts in their area. Propose an action plan to deal with the challenges.
Question for the good student: How the conical hat is made?
-Question for the bad students: Can you make a conical hat?
Assess speaking competence: Ss can understand the challenges and benefits of the craft, they can add some challenges and benefits
Part 5 can be done in class if we asked Ss to prepare this part at home as homework in the previous period.
V/ Homework: 1’
 - Prepare U1- Skills 2
 - Do Ex C in workbook
 - Prepare U1- Skills 2
 - Do Ex C in workbook
Date of preparing: 
Date of teaching: 
Week: Period: 7
 UNIT 1: LOCAL ENVIRONMENT 
SKILLS 2
 I/ OBJECTIVES: - By the end of the lesson, students will be able to :
 - listen to 4Teen radio’s interview.
 - write an email to give advice.
 - Skills: listening, writing.
 II/ LANGUAGE CONTENTS: 
Vocabulary related to the topic “ place of interest”
 III/ TEACHING AIDS : Textbook , pictures, CD, sub- boards
 IV/ PROCEDURES:
T & ss’activities
Content
1/ Warm – up: 5’ Chatting
Part 1: Ss will describe the pictures in the book page 13.
2/ Listening: 20’
 a/ Pre – listening:
 Supply new words if necessary.
Ask Ss where they will go and what they can do if they has a day to spend in a place of interest.
- Ss predict the statements in part 2
 b/ While – listening: 
 * Part 2: - T. plays the recording for Ss to listen through. Play the recording again and ask Ss to listen and tick true or false to the statements.
 - Ss work in pairs to compare their answers with each other.
 * Part 3: Listen and complete the table
Ss listen again and complete the table using no more than 3 words for each blank.
- T. calls on some SS to give the answers to the class .Check and confirm the correct answers. + Key: 
c/ Post – listening: 
Prepare a sub-board with a filling gap exercise.
Play the recording again and ask Ss to listen and complete the sentences.
Call on some Ss to give the answers to the class and correct the mistakes where and when necessary
Ask some Ss to say their work
Assess listening competence: Ss can listen, understand and do the tasks 
 a/ Pre – listening:
b/ While – listening: 
 + Key: 
c/ Post – listening: 
Places
Activities
Place 1: ..
 ...
Place 2: ..
Place 3 
3. Writing: 15'
a/ Pre- writing:
Describe the pictures: WHAT PLACES THEY ARE
b/ While – writing:
Ss imagine that their Australian pen friend is coming to Viet Nam and will spend a day in their hometown / city. He / She has asked for advice on the places of interest he / she should go to and the things he /she can do there.
Ss write an email to give him / her some information.
a/ Pre- writing:
A/ HA Noi Botanical Garden
Bat Trang pottery village
Viet Nam national museum of history
b/ While – writing:
 c/ Post – writing:
 - T. gets feedback - corrects the mistakes- asks some students to read aloud.
 Question for the good student: What makes you proud of your village?
-Question for the bad students: Is there a park near your house? What do you see here?
Assess writing competence: Ss can write an email to give some information
 V/ Homework:1’
 - Write an email .
c/ Post – writing:
Date of preparing: 
Date of teaching: 
Week: 3 Period: 8
UNIT 1 LOCAL ENVIRONMENT 
LOOKING BACK & PROJECT
 I/ OBJECTIVES: - By the end of the lesson , students will be able to :
 - Review what they have learnt in the Unit 1 LOCAL ENVIRONMENT 
 - Self – assessment to see how far they have progressed and which areas need further practice.
 - Skills: Listening, speaking, reading and writing.
 II/ LANGUAGE CONTENTS: 
 - Vocabulary and Grammar: Review
 III/ TEACHING AIDS : Textbook , pictures, sub- boards
 IV/ PROCEDURES:
T and ss’activities
Content
1/ Warm – up: 15’ *Vocabulary
 1/ Warm – up: *Vocabulary
Activity 1:
2 .
* Part 1: Ss go to the board and write some traditional handicrafts in the word web.
1 ...
3 .
handicrafts
8 .
4 .
5 .
7 .
6 .
Activity 1:
- Suggested answers:
Egg shell carving, wood carving, calligraphy, pottery, toy making, knitting, glass blowing, toy making, puppet making, wooden vase crafts, sculpture, metalwork, mosaic, embroidery ..,
Activity 2:
* Part 2: Complete the sentences:
Ss complete the second sentence in each pair by putting the correct form of a verb from the box into each blank
Activity 2:
* Part 2: Complete the sentences:
Keys:
1.The artisan casted this statue in bronze.
2.I’m embroidering a picture.
3.They wove baskets out of bamboo.
4.My mum knitted a wool sweater for me.
5.He carved this flower from wood.
6.I moulded the clay into the desired shape.
* Part 3: Complete the passage with the words/ phrases from the box.
Ss read the passage and choose suitable words / phrases to fill in the blanks.
Assess voc competence: Ss can use learned words to complte the tasks
* Part 3: Complete the passage with the words/ phrases from the box.
Keys: 1. zoo	2. looking forward to	3. looked	4. team building 	5. lunch	6. museum	7. craft	8. interest
 2/ Grammar: 20’
 * Part 4 – Complete the complex sentences with your own ideas.
-Ss complete this task individually .(Weaker classes can complete it in pairs or small groups )
2/ Grammar:
* Part 4 – Complete the complex sentences with your own ideas.
 *Part 5 - Rewrite the sentences
 SS rewrite each sentence so that it contains the phrasal verb in brackets. They can change the form of the verb.
 - T. asks some Ss to write the answers on the board. Check and confirm the correct answers.
 *Suggested answers:
1. I don’t remember exactly when my parents set up this workshop.
2. We have to try harder so that our handicrafts can keep up with theirs.
3. What time will you set off for Da Lat? / set off on your journey to Da Lat?
4. .she never turned up.
5. The artisans in my village can live on basket weaving.
Assess grammar competence: Ss can complete and rewrite the sentences with the complex sentences and phrasal verbs 
 *Part 5 - Rewrite the sentences
 *Suggested answers:
1. I don’t remember exactly when my parents set up this workshop.
2. We have to try harder so that our handicrafts can keep up with theirs.
3. What time will you set off for Da Lat? / set off on your journey to Da Lat?
4. .she never turned up.
5. The artisans in my village can live on basket weaving.
 3/ Communication: 9’
Part 6- Work in groups. One student thinks of a popular place of interest in their area. Other Ss ask Yes/No questions to guess what place he/she is thinking about.
 Finished!
Ask Ss to complete the self-assessment. Have Ss discuss as a class what difficulties remain and what areas they have mastered.
 3/ Communication:
Part 6- Work in groups. One student thinks of a popular place of interest in their area. Other Ss ask Yes/No questions to guess what place he/she is thinking about.
PROJECT
What makes you proud of your area?
1- In groups Ss discuss and choose something special about their area and make a presentation about it. It can be a local product, traditional craft or a place of interest.
2- Ss can do it at home according to the 6 steps in the book. They present their work to the class on the next period.
Assess language and speaking competence: Ss can collect or draw pictures about handicrafts and presenr them before the class
PROJECT
What makes you proud of your area?
* Homework: 1’
- Do exercises in the workbook.
Prepare Unit 2 lesson 1 Getting started – listen and read p.16,17
Date of preparing: 
Date of teaching: 
Week: 3 Period 9:
	 UNIT 2 : CITY LIFE 
 GETTING STARTED – DUONG’S FIRST VISIT TO SYDNEY
I/ OBJECTIVES 
To present the topic of the unit. To present the vocabulary and some structures .
By the end of the lesson , Ss can
use the lexical items related to citylife.
Talk and write about the life in the city.
II/ LANGUAGE CONTENTS
-Vocabulary : City life 
-Grammar : Simple present tense, simple past tense 
 Comparison of adjectives and adverbs ( Review ) 
 Phrasal verbs
-Topic of the lesson : City life 
III/ TEACHING AIDS
- Pictures, textbook, cassette 
IV/ PROCEDURES 
Teacher and students’activities
Content
Warmer : 4’ 
T asks Ss to do the puzzle below 
Ss work in groups ( 2 groups ) 
T gets feedback 
1. craft 	5. mould
2. conical	6. history
3. lanterns 	7. famous 
4. say 	8. interest 
 * Key word : City life 
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A. Presentation: 16’ 
* T asks some questions , Ss open their books and answer 
Ss amswer the questions as a class 
 From Ss’ answers -> present the topic of the lesson 
* Pre teach 
( Repeat the procedure of teaching vocabulary ) 
*T plays the recording and has Ss follow along 
Ss read the conversation again in pairs, then read again and do the exercise a individually 
b/ Find words in the conversation to match these definitions
Ss work in pairs to do the task , share the answers with a partner 
T asks Ss to discuss as a class, asks them to read the lines in the dialogue that contain the words , checks and confirms the correct answers 
Assess voc competence: Ss can know and read voc exactly, carefully
- What can you see in this picture ?Where is it - Is it a capital city ? 
- What is it famous for ? 
Do you know these two boys ? Where are they now ? What are they talking about ?
- jet lag ( n) (explanation )
- fabulous (adj ) = wonderful( synonym )
- reliable ( adj ) ( translation ) đáng tin cậy 
- metropolitan (adj) ) ( translation ) thuộc về đô thị 
- variet