Giáo án môn tiêng anh lớp 9

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.. The others listen and add to the

TiÕt 01 Ngµy d¹y: /8/2017

IV Anticipated problems

Weak students may get confused with the present perfect.

I Change the following sentences into Indirect Reported Speech or vice-versa

1 The doctor told him that he worked too hard.

5 “Keep away from this area”, said the security guard when we approached the fence.

→ The security guard told………

6 Isabel: “You can’t borrow my pen, Robert!”.

7 She asked John to repeat what he had said.

8 “I don’t want to be criticized by non-professionals”, said the film star.

→ The film star objected… ………

9 “If I were you, I’d look for another job”, said one of my friends.

10 She wanted to know if he had studied French.

II Rewrite the sentences so that it has the same meaning as the sentence printed before.

1 1 It’s three years since we last visited Ha Noi.

9 Your younger brother is too weak to lift that box.

- Your brother is not

10 I study English so that I can improve my knowledge.

- I study English so as

III Use the following words and phrases Make all the necessary changes and additions to complete the letter

Dear Hoa,

1 Dave/ I/ have/ best holiday/ our lives!

2 We/ be/ Barbados/ one/ most lovely islands/ Caribbean.

3 Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/ Jamaica.

4 Moreover/ people here/ seem/ be/ friendlier/ those/ other islands.

5 We/ stay/ most modern hotel/ I/ ever/ seen.

6 It/ large/ cool/ and/ many people/ think/ it/ best hotel / island.

7 It/ comfortable/ than/ any/ other hotels.

8 Nearest beach/ less/ hundred meters/ away.

9 So/ we/ spend/ lot/ time/ swim/ sea.

10 It/ really good/ and/ I wish/ you/ be/ here.

IV Change the following sentences into the passive:

1) Someone saw him pick up the gun.

2) He has caught a lion and shot 2 others.

3) He received a letter from home by the evening post.

4) I put the 5 pound note into one of my books yesterday.

5) After he had told a story, we clapped our hands.

6) His wife usually brings him sandwiches at lunch time.

7) They were continually asking question.

8) We have to pick fruit very early in the morning

9) She decided to paint her house blue.

10) My classmates used to call me John

Homework

- Prepare for the next lesson: Unit 1: Getting started.

Unit 1 Local environment

getting started

I Aims

By the end of the lesson, Ss will be able to:

- Use the lexical items related to: traditional crafts and places of interest

- Listen and read for specific information about traditional craft villages

- Practice listening and speaking with the lexical items related to the topic

- A cassette and an audio compact disk

IV Anticipated problems

There may not be enough time for all the activities

Prepare photos or magazine cut-outs about some

popular leisure activities

including those you often do in your spare time.

Ask Ss to describe them in English

Then ask them to guess which activities they

enjoy doing Encourage Ss to do the

same in pairs: One student writes a short list of

activities and the other guesses.

- Ask Ss to open their books to the picture.

Introduce Mai, Phuc, and Nick Ask Ss to guess

where they are and what they are doing For

more able classes, brainstorm questions with Ss

and write them on the board Questions may

include:

Accept all possible answers from Ss and do not

provide correction at this stage Play the

recording and have Ss follow along Then come

back to the earlier questions and have Ss answer

them Again, do not give correction at this stage.

- Ss work in groups

What can you see in the picture?

Why do you think Mai, Phuc, and Nick are there?

What are they holding in their hands? What are they talking about?

Can you guess what Mai, Phuc, and Nick like doing in their free time?

etc.

3 New lesson

Teacher’s activities Students’ activities

- Asks Ss to listen to the tape

Asks Ss to do the task

I Listen and read

- Listen to the tape

- 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

Ss work individually to find a word/phrasethat means:

Ss compare their answer with a partnerand then discuss as a class

a Circle the correct answer

1 pottery/ handicraft

2 set up 3 Take over

4 artisans 5 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.

C. Marble sculptures (Điêu khắc cẩm thạch)

D. Lacquer ware (Đồ sơn mài)

E. Silk F pottery

G conical hat H lanterns

3 Complete the sentences …

1 conical hat 2 Lanterns

3 silk 4 Paintings

to use the words ỏ phrases from

1. 1 park 2 museum

3 zoo 4 beach 5 Beauty spot

b Do in groups to write a similar quiz

4 Consolidation

Ss practice saying as many words about traditional crafts as many as possible.

Ex Pottery, conical hat, lanterns,…

5 Homework

- Prepare for the next lesson: Unit 1: A closer look 1.

- Do exercise B1, 2, 3 (Workbook)

Unit 1 Local environment

A closer look 1

I Aims

- By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic “traditional crafts and places of interest

- Stress on content words in sentences

- Pictures, a cassette and an audio disk.

IV Anticipated problems

Ss may have difficulty in pronunciation.

2 Revision :

Ss do the quiz about places of interest

Divides the class into two teams

Team A read the statement and team B say what is the place of interest

- ………

- People go there to look round and buy handicrafts as souvenirs

Traditional craft village

3 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,

E mould (đổ khuôn, nặn khuôn))

F weave (đan rổ, rá, dệt vải) G knit (đanlen)

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

b. Write the correct verb form

inf Past tense P.P

To carve carved It was carved

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,

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

- Historical: building, museum,

do the task individually and compare withpartner

Stress on the content words in sentences

5a Listen and answer the questions

- Listen

- Read the sentences

- Answer the questions

1. Craft village, lies, river bank…

2. They are nouns, verbs, question word, adjective, adverb, and negative auxiliary

3. The, on, this…

4. They are articles, preposition, be, conjunction, possessive adjective, auxiliary

5b Listen, check and repeat

Listen and checkListen and repeatStressed 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 individuallyListen and check

Listen and repeat

6 Consolidation

- Play game: team game

- One team read out a sentence and the other have to find out the content words.

7 Homework

- Prepare for the next lesson: Unit 1: A closer look 2.

- Do exercise B1, 2, 3 (Workbook)

Unit 1 Local environment

A closer look 2

I Aims

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 .

II Objectives

- understand dependent and independent clauses

- use phrasal verbs.

III Materials

- Text book

- Board, chalk,

- A cassette and an audio compact disk

IV Anticipated problems

Ss may have difficulty in understanding some phrasal verbs.

Prepare 6 cards, on each card write a word or a clause

Ss have to order to make a complex sentence

When I have free time, I usually go to the museum.

? How many clauses are there in each sentence?

3 There are two

? Which type of the sentence is it?

4 Complex sentence

3 New lesson

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

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.

There are many types of dependent clauses

A dependent clause of concession (begins withalthough…)

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)

- Have Ss work in pairs make

Make sure Ss understand all

the information in the box

- 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

Work in pairsS1: read out the dependent clauseS2: read the independent clause to make acomplex 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,

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. 1 Where did you find the information about Disneyland Resort?

2. 2 What time did you get up this morning?

3. 3 I’ll look through this leaflet to see what activities at this attraction

4. 4 They’re going to bring out a guidebook to different beauty spots in Viet Nam

5. 5 I’m looking forward to the weekend

4 Consolidation

Ss practice saying as many phrasal verbs as possible.

5 Homework

- Prepare for the next lesson: Communication.

- Do exercise B4, 5, 6 (Workbook)

Unit 1 Local environment

communication

I Aims

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

II Objectives:

Make a plan and speak about the plan

III Materials

Textbook, cassette player

IV Anticipated problems

Ss may have difficulty in making their plan to go to a place of interest

Asks Ss to complete word web

Ss do in groups to complete the web

3 New lesson:

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

1 Green Park 2 bus

3 8 a.m 4 own lunch

Means of transport Time to set off Food

Drinks Activities Time to come back

Skills 1

I Aims

By the end of the lesson, Ss will be able to:

- Read about for specific information about the conical hat

- Speak about the benefits of traditional crafts and challenges that artisans may face

II Objectives:

Practice reading and speaking skills

III Materials

Textbook, two pictures (one on page 12 and the other on page 15)

IV Anticipated problems

There may not be enough time for the activities

3 New lesson:

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

Reading

Yes She visited a craft village.

It is in Hue

It is famous for (Bai tho) conical hat

1. Read the paragraphs and match the titles with the paragraph

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

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

4. Read the ideas….

Read and write B or C

Keys:

1. B 2 C 3.B 4 C5.C 6.B

Developing tourism Developing society Contributing to the economic development (helping to develop the economy)

Lacking of capital Disappearing of some crafts

Exercises Unit 1: D1,2,3 (workbook)

Prepare: Unit 1: Skills 2:

Unit 1 Local environment

Skills 2

I Aims

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

II Objectives:

Practice listening and writing skills

III Materials

Textbook, cassette player, CD

IV Anticipated problems

Ss may not know much about the places of interest

V Procedure

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

Listening:

1. 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

culture

3 paint

4.cemanics (thuật làm đồ gốm) 5.the hill 6.books7.pigeon 8 watching

Writing:

4 Discuss and take notes

Place 1Place 2Place 3

5 Write an e-mail to give her/him some information

Write individually

common mistakes 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

Unit 1 Local environment

Looking back & project

I Aims

By the end of the lesson, Ss will be able to:

- revise the vocabulary, grammar they've learnt in Unit 1

II Objectives:

- vocabulary relating to the handicrafts, places of interest

- Grammar: phrasal verbs, complex sentences

III Materials

Textbook, a cardboard for the word web activity

IV Anticipated problems

Ss may not have enough time to do all the 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)

Vocabulary:

1. 1 Write some traditional handicrafts in the word web

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

1.cast 2 Embroidering 3 Wove

4 knitted 5 Carved 6 Moulded

3 Complete the passage

do the task individually

compare with partnerKeys:

1. zoo 2 Looking forward to

5 Rewrite the sentence

do this task individually and then compare with partner

comment and correctKeys:

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 groupsOne student thinks of a popular place of interest in their area

Asks Ss to do this at home

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

Unit 2 City life

Getting started

I Aims

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 aboutthe features of Sydney

II Objectives:

lexical items related to city life

III Materials

Ss’ books, text books, audio-visual aidsids

IV Anticipated problems

Students may get difficulty in finding other ways for the expressions in 1d P17

V Procedure

1 Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2 Revision: 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.

Teacher use different techniques to

teach vocabulary (situation, realia)

- 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

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

natural 4 variety 5 study

1.b Find words in the conversation

1 jet lag

2 a feature

3 reliable

4 metropolitan

? 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

3 It is convenient and reliable

4 Because it is a metropolitan andmulticultural city

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

Learn by heart new words

? Do exercises B1, 2 P12 (workbook)

? Prepare: Unit 2: A closer look 1

Unit 2 City life

A closer look 1

I Aims

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

II Objectives:

- Vocabulary: adjectives describing city life

- Grammar: stress on pronounce in sentences

III Materials

Ss’ books, text books, cassette player

IV Anticipated problems

Students may not read the exchanges in 5a well

- 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:

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

New words

- fabulous (adj) tuyệt vời

- affordable (adj) (giá cả) phải

chăng

- populous (adj) đông dân

- cosmopolitan (adj) (thuộc) toàn thế

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

each blank

? Ss work individually, then

compare the answers with a

* Stress on pronoun in sentences

- Explain to Ss that pronouns in

general, and personal pronouns in

particular, are normally unstressed

(weak) in sentences, but when they

are especially important, or when

we want to show a contrast, they

are stressed (strong)

- Give some examples Have Ss

read the yellow box in the book to

fully understand the rule

Listen and repeat (activity 4 P19)

historic/ancient

7 local 8 delicious

1.b Underline the adjectives

fabulous, sunny, small, friendly, affordable, good

2 Which adjectives describe city life?

* Sample answer: (Ss may have different answers providing that they can explain)

stressful busy frightening cosmopolitan cheerful exciting forbidden rural

unemployed easy-going delicious exhausted populous annoying downtown historic modern polluted pleased

4 Listen and repeat (activity 4 P19)

1 A: Can you come and give me a hand?(me is weak)

? Listen and repeat

- Play the recording as many times

as necessary

- Correct their pronunciation,

especially the stressed words

? Circle the stressed pronouns

Listen and mark W (weak) or S

(strong)

- Play the recording Ss listen and

mark the underlined words as W

B: Ok Wait for me! (me is strong)

2 A: Did you come to the party last night?(you is weak)

B: Yes But I didn’t see you (you isstrong)

3 A: Look-it’s him! (him is weak) B: where? I can’t see him (him isweak)

4 A: They told us to go this way (us isweak)

B: Well, they didn’t tell us (us is strong)

5 Listen and mark W (weak) or S (strong)

1 A: Is he (W) there?

B: No everybody else is, but he’s (S)gone home!

2 A: Do you know that woman?

B: Her (S) Er…No I don’t recognize her(W)

3 A: I’m afraid we (W) can’t stay anylonger

B: What do you mean ‘we’ (S)? I’ve gotplenty of time

4 A: Look! Everybody’s leaving

B: What about us(S )? Shall we (W) go,too?

Unit 2 City life

A closer look 2

I Aims

By the end of the lesson, Ss will be able to:

- use adjectives, and comparison of adjectives and adverbs correctly

- use common phrasal verbs correctly and appropriately

II Objectives:

- adjectives, and comparison of adjectives and adverbs

- phrasal verbs

III Materials

Ss’ books, text books

IV Anticipated problems

Some weak students may not complete all the exercises

Teacher elicits some quantity words from students

What do we use these quantity words for?

Expressions of quantity tell us how many or how much of something there

is

=> - a bit, a little, a few, a lot, much, many

3 New lesson:

? Recall the forms of comparison

of adjectives and adverbs

? Give examples

- Their sentences should stick to

the topic of this unit

? Work individually

- Check their answers as a class

- Help Ss study the

Noun (subject) + verb + comparative

adjective + than + noun (object).

? What do we use to show how

much the different is in

comparative

? Which words do we use with

the superlative form of adjective?

? Do we use "by far" to

emphasize superlative?

Complete the text

? Work individually After they

have done the activity, ask some

Ss to write their answers on the

board Correct their mistakes

? Recall the phrasal verbs you

have learnt in Unit 1:

? Make a list of the phrasal verbs

which can and can never be

- T may ask them to write down

the phrasal verbs in their copy

books

? Read out the answers

- Correct their mistakes Explain

to them the meaning of these

phrasal verbs in the sentences

Underline the phrasal verbs

(activity 5 P20)

? Read the sentences, underline

the phrasal verbs and match them

to their meaning from the box

- Call on some Ss to read the

sentences Correct their answers

- a bit, a little, a lot, much, + comparative adj

- second, third, by far

2 Complete the text

1 the largest 2 Smaller

3 The most popular 4 Wider

5 the dirtiest 6 Cleaner

7 The best 8 The most exciting

II Phrasal verbs

3 Look at the……

-To get over-To show someone around-To grow up

-To be set up

* The phrasal verbs which can be separated (the object of verb can come between the verb and the participle): put sth on, turn sth/sb down

* The phrasal verbs which can never be separated: set off, look forward to, put up with

4 Underline the correct participle

1 set up 2 gets on with

3 take your hat off 4 grown up

5 shown around 6 pull down

5 Underline the phrasal verbs

1 turn it off: press the switch

2 turned it down: refuse

3 go over: examine

4 go on with: continue doing

5 take off: remove

6 Put it down: make a note

as a class.

Find the phrasal verbs

? Read the text, find eight

phrasal verbs and match them

with their definition from the

box

- Tell them to study the context

of these verbs and elicit their

meaning

6 Find the phrasal verbs

1 dress up: put on smart clothes

2 turn up: arrive

3 find out: discover

4 go on: continue

5 get on: make progress

6 think over: consider

7 apply for: ask for ( a job )

8 cheer up: make someone fell happier

Prepare: Unit 2: Communication

Find out as much information about three cities in 3 P21 as possible

Unit 2 City life

communication

I Aims

By the end of the lesson, Ss will be able to talk and write about city life

II Objectives:

- vocabulary relating to city life

- Grammar: comparative adjectives and adverbs

III Materials

Textbook, a cardboard …

IV Anticipated problems

Ss may not have enough time to do all the activities

Ss work individually They read the

sentences carefully and make their

three choices Call on some Ss

to say the three things they like best

about a city

Ss work in groups of three to discuss

their choices, and give reasons why

Tell them to study the example before

they begin Encourage them to talk as

much as possible T may give some

cues Move around the class and give

assistance if needed

Tell Ss that they are going to read a

passage about Singapore Ask if any

student has visited Singapore elicit

what Ss know about Singapore

Now ask Ss to read the passage in the

book Let them work in the same

groups of three to ask and answer

the questions Have representatives

from some groups to share their

answers

To prepare Ss for the following

writing and speaking activities, have

Ss read the passage again Ask them

what are the points mentioned in the

passage Elicit answers from Ss

Summarise the main points of the

passage:

- Elicit as much information as

possible about these three cities from

Ss Let them find the three cities on a

world map or a globe

Then let Ss work in groups to talk

about each city (giving full sentences

based on the information given)

Walk around to observe and give help

if needed

Ask Ss to choose one of the three cities

and write a short paragraph about it

Give Ss 10-15 minutes to write Go

around to provide help if necessary

1a Which of the following features do you like best about a city? Choose three from this list.

1b Work in groups Discuss your choices Give reasons

2 Comprehension questions

- the location of the city

- its attractions

- what is liked most about the city

3 Read the information about these cities and try to fi nd them on a map

4 Write a short paragraph (80–100 words) about one of the cities above You can refer to the passage in 2 as

a guide.

The City of New York, often called New York City or simply New

After Ss fi nish writing, let them talk

about the city of their choice in groups

Go around to observe and give

feedback If time allows, have some Ss

talk about the city they have chosen in

front of the class T and other Ss give

comments

York, is the most populous city in the United States It is the fashion and financial centre of the world It is also well-known for many skyscrapers It is

a cosmopolitan city.

New York is very famous for many attractions such as the Statue of Liberty, Central Park and many museums and galleries.

Review vocabulary and grammar of unit 1

Prepare: Unit 2: Skills 1

Unit 2 City life

SKILLS 1

I Aims

read for specifi c information about the features of cities, talk about importantfeatures of a city

II Objectives

By the end of the lesson students will be able to:

- read for specifi c information about the features of cities

- talk about important features of a city

- Practise speaking and reading skills

III Materials

- Text book

- Board, chalk,

IV Anticipated problems

Weak students may find it difficult to catch up with the whole class

- Teacher checks Ss’ homework

? Read through the given features

- Ask them what each means to them

? Work in pairs and put the factors in order of importance

- Call on some pairs to present their order and give some explanations

-> Today we are going to read a survey ranking some cities in the world.

3 New lesson

Teacher’s activities Students’ activities

- Teacher use different techniques to

teach vocabulary (situation, realia)

- Follow the seven steps of teaching

vocabulary

* Checking vocab: Ordering

1 Read and find the information

(Activity 2 P22)

? Individually read the passage quickly

and find the information to fill the

blanks

? Read out the answers

? Read the questions

? Read the passage again and find

I New words conduct (v): thực hiện

recreational facilities

(n): các phương tiện giải trí

:

sống được, đáng sống

- conflict (n/v) đối lập, xung đột

urban sprawl (n): sự đô thị hóa

- tend to (v): có khuynh hướng

II Reading

1 Read and find the information

1 The Economics Intelligence Unit (EIU )

2 2014

3 The worst cities: Dhaka, Tripoli,and Douala

2 Answer the questions

1 Climate, transport, education, safety, and recreational facilities for cities ( are used )

answers to the questions

- Remind them to locate the answers in

the passage

? Compare your answers in pairs

- Check and confirm the correct

answers

Rank your town/ city (Activity 4a P22)

- As a class, Ss decide which town or

city they are going to rank

- Divide the class into groups of five or

six

- While Ss are talking, goes around to

give assistance if necessary

? Work out the final result of your

group

- Finally, one student from each group

presents the results to the class Act as

a facilitator, inviting and encouraging

comments about the results

2 Among the top twenty.

3 Because the living conditions there were the most difficult or dangerous.

4 Osaka was

5 They are a city; green space, urban sprawl, natural features, cultural attractions, convenience, and pollution.

6 For stronger classes, T may extend the activity by asking Ss to talk in groups, giving their opinion about the most

“liveable” cities in Viet Nam

III Speaking

1 Rank your town/ city

Take turns to ask each other the 10 questions and write the points that each student gives for each factor in the table

2 Presents the results

4 Consolidation

Teacher gets students to retell what they have learnt

5 Homework

- Prepare for the next lesson: Unit 3: Skills 2.

- Learn by heart all the new words

- Do Ex D (WB)

Unit 2 City life

SKILLS 2

I Aims

By the end of the lesson, ss will be able to:

- Listen about for specific information about Bang Kok

- Know how to write a paragraph

II Objectives:

Practice listening and writing skills

III Materials

Ss’ books, text books,

IV Anticipated problems

It's difficult for students to write such a writing task

Write the words: ‘Bangkok

-Thailand’ on the board

? Talk about this city

- Encourage them to share

anything that they know about it

? Do you know any problems

people have to deal with?

‘Bangkok - Thailand’

* Suggested answers

- the most populous city of Thailand

- a major regional force in finance and business

- a regional centre for the arts, fashion and entertainment

- among the world's top tourist destinations: The historic Grand Palace and Buddhist temples including Wat Arun and Wat Pho .

+ Draw back:

- severe air pollution

- traffic jam

3 New lesson

Teacher use different techniques to

teach vocabulary (situation, realia)

- Follow the seven steps of teaching

vocabulary

* Checking vocab: R.O.R

1 Discussion (Activity 1 P23)

? Run through all the words in 1P23

? Work in small groups

? Think or recall/imagine the

nuisances/problems you have

experienced in the city

Gap fill (Activity 2 P23)

? Run through all the sentences in 2 P23.

- Play the recording one or two times

? Listen carefully and write down the words

you hear in the passage.

Listen and choose a correct answer

? Take notes/write down the key words as

you listen Then choose the correct

answers as required

- Correct as a class.

1 Read and complete the outline

(Activity 4 P23)

? Read the sample paragraph carefully

and complete the outline

- Tell them to pay attention to the

connectors/makers: Firstly,

Secondly, Thirdly.

Writing (Activity 5 P23)

? Choose one item from the list in 1.

? Make an outline, and then write a paragraph

on one of the topic.

- Have Ss write the paragraph in about 100

words

- Make sure that they use their outline, along

with connectors first/firstly, second/secondly,

and pay attention to spelling and punctuation.

- Ss can use the passage in 4 to help them

structure their paragraph.

III Writing

1 Read and complete the outline Topic sentence: living in a city has a number of drawbacks.

Problem 1: traffic jams and trafficaccidents

Problem 2: air pollutionProblem 3: noise/noise pollutionConclusion: these factors contribute to making city life more difficult for its residents

Writing

4 Consolidation

? How to write a paragraph about problems of living in a city

5 Homework

? Learn by heart new words

? Do exercises E1,2,3 P18 (workbook)

? Prepare: Unit 2: Looking back

Unit 2 City life

Looking back & project

I Aims

By the end of the lesson, Ss will be able to:

- revise the vocab, grammar they've learnt in Unit 2

- present the writing a notice about the seminar about features of city life

II Objectives:

- Vocabulary: vocabulary relating to city life

- Grammar: phrasal verbs

III Materials

Ss’ books, text books, posters

IV Anticipated problems

Students may not complete their writing email

V Procedure

- Teacher gives some examples:

- Divide the class into 2 teams to play the games

? Write as many nouns and adjectives connected with city life as possible

- street - crowed

- gallery - cosmopolitan

- shopping mall - exciting

- Teacher monitors and gets feedback

Vocabulary: Activity 2 P24

? Read the passage and complete

this exercise individually

- After that, let some Ss read the

passage aloud - sentence by

? Write the answers on the board

- Other Ss give feedback

Complete each space with a

phrasal verb (4P24)

? Ss review the phrasal verbs you

have learnt in units 1 and 2

? Work individually

- Correct their answers as a class

Rewrite sentences (5 P24)

? Run through the sentences

? Rewrite each sentence so that it

has a similar meaning and contains

the word in capital

- T may some Ss write sentences on

the board Let other Ss give

comments Then check as a class

1 Vocabulary

1 fascinating 2 Noisy 3 Full 4 Crowed 5 urban

6 Fabulous 7 Bored

2.Grammar 2.1 Complete the sentences

1 as interesting as/so interesting as

1 ( has ) turned down 2 going on

3 get over 4 cheered up

5 turn back 6 found out

2.3 Rewrite sentences

1 Turn off the lights when you leave the classroom.

2 Mai grew up in a small town in the south.

3 Kathy looked up the restaurant on her mobile phone.

4 My grandmother has got over her operation.

5 we are looking forward to seeing you again.

- First, make sure Ss know the

names of the cities in Viet Nam

- Divide the class into two teams to

play the game

- Encourage them to be as quick as

possible, and try to call out famous

man-made or natural attractions, or

features of different cities in the

country

- When time is up, stop the game

and congratulate the winning team

- Have some group show their

writing

- Ask other students give comment

- Teacher check as a class

E.g:

Team A: Hai Duong City

Team B: Well, it is famous for its green bean cakes

? Review vocabulary and structures in Unit 2

? Prepare: Unit 3: Getting started

Unit 3 Teen stress and pressure

Getting started

I Aims

By the end of the lesson, Ss will be able to:

- use the lexical items related to the topic: “ Teen stress and pressure”

- listen and read Amelie, Phuc and Nick’s conversation for specificinformation

II Objectives:

lexical items related to stress and pressure

III Materials

Ss’ books, text books, cassette player

IV Anticipated problems

Students may not have enough time to do all the tasks

V Procedure

1 Warmer

- Greeting.

- Checking attendance.

- Asking for the teaching date.

2 Revision:

Write on the on “ Hue” and “Ho Chi Minh City” into two sides

Write some words/ phrases such as: air, entertainment, cost of living, traffic, weather…in the middle and ask the Ss to compare these when we talk about the two cities

Lets Ss open the books Introduces Ss in

the picture: Amelie, Phuc and Nick

Explains: Mai was supposed to be there

but she couldn’t come in the end

? What is happening in the picture

- Where are Amelie, Phuc and Nick?

- What are they going to do?

- What are they talking about?

- Why do you think Mai couldn’t

come?

Plays the tape

Tell the Ss they can uncover the text

Plays the tape again

Have Ss work individually then in pairs

to find the words/ phrases

If time allows, encourage Ss to make

sentences using these words/ phrases

Have Ss work individually, then in pairs

to compare their answers with each

other

Correct the task as a class and encourage

Ss to explain why the chosen option is

the correct answer

Asks Ss what they think Amelie’s

statement mean Then explain if

necessary

For more able class ask them if they

have ever felt like Amelie and what

happened

1 Listen and read

Open the book and look at the picture

Answer the T’s question

Listen to the tape

1.a: Find the opposite of the following words in the conversation

themselves in my shoes”

Key:

Amelie wishes her parents could putthemselves in her situation to better understand her

2 Fill the gaps:

Asks Ss to work in pairs

Remind them to pay attention to the

content words in each sentence

Tells Ss in most cases more than one

option may be suitable

Goes through each item as a whole

class

Explains the difference between

“depressed” and other words such as:

tense, worried, or stressed

Explain the meaning of

- give advice : to give suggestions or

ideas to help smb make a decision

- encourage: to give smb support and

confidence to do smth

- empathize: to be able to understand

how someone else feels

- assure: to tell someone that smth is

going to be all right, so that they do

not worry

Ss work individually first, then in pairs

Give feedback

Asks Ss to give examples of the

situation in which these sentences are

said

Give some examples

I feel worried because my cat is sick

I feel disappointed because it has been

raining all day long.

I feel delighted because my son is Star

of the Week at his primary school.

Key:

1 Worried/ tense/stressed, relaxed/confident

3 Match the statements with the function

Teen stress and pressure

A closer look 1

I Aims

By the end of the lesson, Ss will be able to:

- use the lexical items related to changes in adolescence

- Identify in which situations to stress the verb be in sentences and say these

sentences correctly

II Objectives:

- Vocabulary: school pressure and frustrations

- Grammar: stress on the verb be in sentences

III Materials

Ss’ books, text books, cassette player

IV Anticipated problems

Students may not have enough time to do all the tasks

Have you ever been in a stressed situation?

When do you feel stressed or pressure?

3 New lesson

Asks Ss to do the work individually

Tell them to pay attention to the content

words surrounding the pages, and

identify the part of speech of the missing

words

Asks Ss to compare with partner

Give corrective feedback to the whole

class

- Explain the phrases in the box

- Elicit from Ss some examples for each

school pressure and frustrations?”

- Share some personal experience from

teenage years where relevant

- Asks Ss to work in pairs to discuss

which solution can be used for which

situation

- Elicit the answer from the whole class

- Asks Ss to explain their decision

Asks Ss to work in pairs to complete the

task

Asks Ss to listen again to what Amelie

said in the getting started Notice the

way she pronounced the verb BE in the

sentence

Explains the REMEMBER

Normally the verb BE is unstressed in

the middle or at the end of a sentence for

a statement or a question

However, the BE is stressed in negative

questions and at the end of sentences

Also it is stressed for emphasis or

contrast

Plays the tape as many times as needed

and asks Ss to listen and repeat

Asks Ss practice saying in pairs

Tells Ss that these sentences contain

both stressed and unstressed verb form

She was stressed

Aren’t you coming?

Yes, I am

She isn’t coming

She is coming, but she’ll be a little

late

5.Listen and practice saying

- Listen and repeat

- Practice in pairs

6 Look at the sentences and underline the verb form of BE which should be stressed

do the task individually

Plays the tape for Ss to check

Gives corrective feedback as a class

Asks Ss to practice saying the sentences

in pairs

Listen and check

practice saying the sentences in pairs

A closer look 2

I Aims

By the end of the lesson, Ss will be able to:

- understand and do exercises related to the reported speech

- use question words before to-inf

II Objectives:

o Reported speech

III Materials

Textbook

IV Anticipated problems

Ss may have no difficulty

Reminds Ss of what the conversation in the getting started is about.

Then Asks Ss to work in pairs to do the task: activity 1 (page 29): underline the reported speech and rewrite the direct speech what Mai said to her brother Phuc and to her parents

Mai: “I’m too tired and don’t want to go out”