GA Anh 9 cả năm soạn theo hướng PTNL

GA Anh 9 cả năm soạn theo hướng phát triển năng lực.Không cần chỉnh sửa! UNIT 12 CHANGING ROLES IN SOCIETY Period : Looking back + Project A. OBJECTIVES: By the end of this unit, Ss can: •Encourage Ss to complete the LOOKING BACK section without referring to the previous sections in the unit. •Ss should record their results for each exercise in order to complete the final Finished! self-assessment box and identify areas for review. B. AIDS: Pictures, visual aids in the classroom C. PROCEDURE: I. Check up: Check Ss’notebooks II. New lesson: Teacher’s and students’ activitiesContents VOCABULARY 1. Matching each job with its description - Have Ss complete this exercise individually. - Check their answers as a class. 2. Matching fragments - Ss work individually. - - Ss can then double check the answers with their partner. - Confirm the correct answers. 3. Fill in the blank with one suitable word / phrase from the box - Ss complete this task individually or in pairs. - Check as a class. GRAMMAR 4. Complete the sentences using the correct form V-ing or to infinitive - Have Ss complete the activity individually. - Have them double check their answers. - Call on two Ss to read their sentences aloud. - Comment and confirm the correct sentences. 5. Correct the italicised phrases where necessary - Ss work individually to complete the exercise. - Check the answers as a class. Finished! Ask Ss to complete the self-assessment. Discuss as a class what weaknesses remain, and what areas Ss have mastered. COMMUNICATION Game: True or untrue Ss work in pairs to think two things that are true of the job they are assigned and one thing that is not true about the job. - Ask Ss to take turn to come to the front of the class to introduce themselves and repeat the three ‘fact’. The class will together decide which ‘fact’ are true and which is untrue.VOCABULARY 1. Matching each job with its description Key:1. C 2. D 3. E 4. F5. A 6. B 2. Matching fragments Key: 1. H2. E 3. F 4. A5. D 6. G 7. C 8. B 3. Fill in the blank with one suitable word / phrase from the box Key: 1. vocational2. dynamic3. empathetic4. academic subjects5. took into account6. professional 7. burnt the midnight oil 8. make a bundle GRAMMAR 4. Complete the sentences using the correct form V-ing or to infinitive Key: 7.to lock 2. working 3. treating 4. to get 5. to finish 6. reading 5. Correct the italicised phrases where necessary Key: 1. working hard -> to work hard2. no change 3. to be -> being 4. no change 5. mind to burn - > mind burning 6. managed getting -> managed to get 7. no change 8. offer working - > offer to work 9. prefer working -> preferring to work 10. no change COMMUNICATION Game: True or untrue E. HOMEWORK: (3’) . - Do Looking back again.& project - Prepare for revision

Date of preparing 25/ 9 / 2019

Date of teaching: 26/ 9/ 2019

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”

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?

* Use: : Diễn tả một hành động thờng xuyên xảy ra, một thói quen trong câu thờng xuất hiện: - 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

* Use:Diễn tả hành động đang diến ra tại thời điểm nói Trong câu thờng xuất hiện : Now ,at the moment

III CÂU CHỦ ĐỘNG VÀ CÂU BỊ ĐỘNG:

1 Với thỡ 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 thỡ 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 thỡ 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

-Date of preparing: 26/8/2019

Date of teaching: 27/8/2019

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

1 Warmer : 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

A Presentation

*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

B/ PRACTICE

b Answer the following questions

In pairs, Ss ask and answer the

questions then present their work

before class

Suggested answers:

B 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:

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

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 makepottery 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.

C.PRODUCTION

3 Quiz: What is the place of interest?

2 Complete the sentences with the

words / phrases to show where in

Viet Nam the handicrafts are made.

C.PRODUCTION

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

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

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

Date of preparing: 27/8/2019

Date of teaching: 30/8/2019

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

1. Warmer : Checking the old

lesson

2 New lesson

1 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

2.New lesson 1.Activity 1: Vocabulary

T asks Ss to read the words in the box and write them under the pictures

2 Activity 2:

a Match the verbs in column A

with the groups of nouns in column

B.

b Write the correct verb forms

Ss review some irregular verbs

T checks and confirms the correct answers

b Write the correct verb forms

Ss review some irregular verbs and complete the table

3 to weave I wove it It was woven.

4 to

it

It was embroidered

knitted it

It was knit / knitted

moulded

3 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

3 ACTIVITY 3

a Complete the word web

b Complete the passage by filling each blank with a suitable word from the box.

Keys: 1 historical 2 attraction 3 exercise

4.traditional 5 culture 6.handicrafts

4 Activity 4: 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

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?

Places of interest

Cultural -opera house

Entertainin g

Date of preparing: : 03/ 9/ 2019

Date of teaching: 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

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.

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

Review types of dependent clause

A dependent clause of concession DC/ purpose DP/ reason DR / time DT begins with:

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

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

-Learn by heart the phrasal verbs

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:

1/ Warm – up:

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

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

Lunch: 11.30Afternoon: go to traditional (8)

…….at 1.30; (9)

……their own paintings

Nick: prepare gamesThanh: prepare (7)

- 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?

A day out

Details

PlaceMeans of transportTime to set offFood

DrinksActivities

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?

Time to come back

Ss present their plans to the class

Quảng Phuc, ngày 4 tháng 9 năm 2019

Tổ trưởng chuyên môn

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:

1/ Warm up: Ss find out the similarities

and differences between the 2 pictures of

conical hats

2/ Pre – reading:

- 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

-Ss read the passage independently and

match the titles with the paragraphs

-T calls one student to give the answers

3/ While- reading:

+ Part a:

+ Key: A 2 Location and history of conical

hat making village

3 How the conical hat is made

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

2.It is 12 km from Hue City

3.Going to the forest to collect leaves4.The hat layers are very thin

5.The Bai tho conical hat is special andfamous with poems or paintings of Huebetween the two layers

6.Not only skilful craftmen can make conicalhats but also everybody, young or old, can takepart in the process

4/ Post – reading: *Speaking

* 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 craftsand everyone can be rich if they learn how tointroduce Vietnamese traditional handicraftsaround 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?

Part 5 can be done in class if we asked Ss toprepare this part at home as homework inthe previous period

Date of preparing: 09/ 9/ 2019

Date of teaching: 30/8/2019 Period 7

UNIT 1 LOCAL ENVIRONMENT LOCAL ENVIRONMENT 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: Chatting

Part 1: Ss will describe the pictures in the book

page 13

2/ Listening:

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

-class and correct the mistakes where and

when necessary

Ask some Ss to say their work

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

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?

Date of preparing: 09/ 9/ 2019

Date of teaching: 30/8/2019 Period 8

UNIT 1 LOCAL ENVIRONMENT : 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:

1/ Warm – up: *Vocabulary 1/ Warm – up: *Vocabulary

Activity 1:

* Part 1: Ss go to the board and write some

traditional handicrafts in the word web

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

* Part 3: Complete the passage with the words/ phrases from the box.

Keys: 1 zoo 2 looking forward to 3 looked

2/ Grammar:

* 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

*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

4 …….she never turned up

5 The artisans in my village can live on basketweaving

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.

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

PROJECT What makes you proud of your area?

Prepare Unit 2 lesson 1 Getting started – listen and read p.16,17

Quảng Phuc, ngày 10 tháng 9 năm 2019

Tổ trưởng chuyên môn

Date of preparing: 09/ 9/ 2019

Date of teaching: 30/8/2019 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

1 Warmer :

T asks Ss to do the puzzle below

Ss work in groups ( 2 groups )

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

- 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

- variety ( n) ) ( translation ) sự phong phú , đadạng

- trust (v)= believe

- urban (adj) ) ( translation ) thuộc đô thị , thành thị

- grow up ( ph v) example 1/ a/ Complete the sentences with information from the conversation (P 17)

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

T checks and writes the answers on the board

* 1 Visit 2 ancient 3 natural 4 variety 5 study b/ Find words in the conversation to match thesedefinitions

* Key

B Practice

c Answer the questions

Ss work individuaaly to answer the questions ,

compare their answers with apartner

T asks Ss to locate the information in the

conversation, calls on some pairs to ask and

answer , confirms the correct answers

d/ Think of other ways to say these expressions

from the conversation

Ss read the conversation again and find the

3 It is convenient and reliable

4 Because it is a metropolitan and multicultural city

3 I slep pretty well : I slep quite well

4 No worries : That’s Ok / It’s no trouble It’s not a problem/ It’s my pleasure

C/ Production

2/ ( p 17 )Replace the word(s) in italics with

one of the words from the box

Crowded , international , local , urban, neighbouring

Ss work in pairs , read each word correctly

T monitors, gets feedback and corrects their

T gives Ss a few minutes to do this exercise ,

awards extra points for pairs who can say which

country these cities are in, congratulates the

winners

Question for the good student: Do you want to

have a trip to abroad? Where do you want to

visit ?

-Question for the bad students: What is the

biggest city in Viet nam?

V/ HOMEWORK

Learn by heart all the vocabulary Read the conversation at home Find out all the places of interest of your neighbourhood

By the end of the lesson Ss can

- use the adjectives in the right context

- identify in which situation to stress pronouns in sentences and say these sentences

correctly

II/ LANGUAGE CONTENTS

- Vocabulary connected with cities and city life / Adjectives

- Stress on pronouns in sentences

III/ TEACHING AIDS

- textboob, cassette

IV/ PROCEDURES

1 Warmer/ Check up Brainstorming

T asks Ss to name all the adjectives they have learnt

-> adjectives connected with cities and city life

Ss call out as many words as possible

T explains to the ss the normal position of adjectives

-> new lesson

modern

BusyA/ ACTIVITY 1 : VOCABULARY

* 1a Put one of the adjectives in the box in each

blank

T goes through all the adjectives , read aloud

Ss check the meaning

read through the letter to understand the general

idea

T asks them what the content of the letter is ( Jack is

writing a letter to Oggy to tell about his trip to Hoi

T asks Ss to read the letter again and underline all

the other adjectives , asks them to give the meanings

of these adjectives in the context of the letter,

corrects their answers

fabulous, sunny, small Friendly, affordable, good

**2 Which of the following adjectives describe city

life ? Put a tick

T has Ss read through the given adjectives and

read aloud all the adjectives to make sure they

pronounce the adjectives correctly, checks the

meanings of the adjectives

Quickly , T teaches Ss the adjs they do not know

Ss work in groups and discuss which adjs describe

or are related to city life , encourage them to talk

about their choice

* forbidden : Bị cấm Populous : đông dân Cosmopolitan : thuộc toàn thế giới easy-going : thoải mái , dễ tính

*3/ Put a suitable adjective from 2 in each blank

Ss work individually, compare their answers with a

partner’sT asks Ss to write their answers on the

board.,checks their answers as a class

B/ ACTIVITY 2 : PRONUNCIATION

* Stress on pronounces in sentences

T explains the weak form and strong form of

4/ Listen and repeat , paying attention to the

difference in the underlined pronouns Circle the

pronouns that sound strong

T plays the recording Ss repeat

T plays the recording as many times as necessary,

corrects their prounciation, especially the stressed

words , has Ss circle the stressed pronouns

* Key

2 A you : weak B you : strong

T plays the recording , Ss listen and check Ss listen

again and mark

T elicits the answers and corrects Ss’ mistakes

5b/ Practise the exchanges above

Ss work in pairs to practise the mini-talks above T

goes around and gives support if necessary

including the weak and strong form

* Key

1 A: Is he (W) there?

B: No, everybody else is ,but he’s(S) gonehome

2 A: Do you know that woman

3 B: Her (S) er … No, I don’t recognise her(W)

4 3 A: I’m afraid we(W) can’t stay any longer

B: What do you mean ?:We” (S) I’ve (S) got plenty of time

4.A: Look! Everybody’s leaving B: What about us ? (S) Shall we(W) go ,too?

V/ HOMEWORK

Practise reading 4, 5 at home Learn by heart all the adjectives

Do exercise : A (1,,2,3), B (1) workbook –Unit two

Date of preparing: : 16/ 09/ 2019

T: 19 /09/ 2019

Period: 11 UNIT 2 : CITY LIFE

Lesson 3 : A CLOSER LOOK 2

I/ OBJECTIVES

By the end of the lesson ,Ss can

- use adjectivs and comparison of adjectives and adverbs correctly

II/ LANGUAGE CONTENTS

Vocabulary : Adjectives/ adverbs (revision)

Grammar : Comparison of adjectives and adverbs

Phrasal verbs

III/ TEACHING AIDS

- Pictures, textboob, workbook

IV/ PROCEDURES

1/ Warmer/ check up

T invites two Ss to make sentences in which Ss

have to use comparison ,using the cues

1 City life / country life

2 Your house/ Lan’s house

3 Ho Chi Minh City / Pleiku City

4 Nam (1m50)/ Hoa (1m40)

Ss can use the right adjectives to write

T gets feedback , gives marks -> the new lesson

5 Ho Chi Minh City / our country Example

S1 : City life is more comfortable than country life

S2 : City life is busier than country life 2/ New lesson

A/ ACTIVITY 1 : Comparison of adjectives and

adverbs

T asks ss to remind of the comparison of adj and

adverbs ( comparative/ superlative …) , asks Ss to

do exeercise 1

1/ Match the beginings to the correct endings

T goes through the meanings

Ss work individually T checks their answers as a

class

T helps Ss study the REMEMBER box , gives

explanations Ss give some more examples

key :

2/ Complete the text with the most suitable form of

the adjectives in brackets , add the where necessary

Ss work individually

T asks Ss to write their answers on the board,

corrects thei mistakes

T invites one or two Ss to read the passage aloud

* Key

1 The largest 2 smaller

3 the most popular 4 wider

5 the dirtiest 6 cleaner

7 the best 8 the most exciting

B ACTIVITY 2 : Phrasal verbs

T asks SS to recall all the phrasal verbs they have

learnt in unit one

To find out , to (be )set up , to take over, to grow up ……

3/ Look at the conversation in Getting started again ,

find and underline the phrasal verbs

Ss read through the conversation , find and

underline the phrasal verbs

T asks Ss to recallsome other phrasal verbs they

may have learnt

Asks ss to study the rule in REMEMBER box

To get over, ………

4/ Underline the correct particle to complete each

phrasal verb

Ss do this exercise individually, read and underline

the correct particle, write down the phrasal verbs ->

read out their answers

T corrects the mistakes , explains the meaning of

these phrasal verbs in the sentences

* Key

1 set up 2 gets on with

3 take your hat off 4 grown up

5/ Underline the phrasal verbs in the sentences and

match them to their meaning

T asks Ss to read the sentences, underline the

phrasal verbs and match them to their meaning from

the box, calls on some Ss to read the sentences ,

corrects their answers as a class

Remove, examine, press the switch, refuse, make a note, continue doing

1 turn it off : press the switch

2 turned it down : refused

3 go over : examine

4 go on with : continue doing

5 take off : remove

6 put it down : make a note 6/ Find eight phrasal verbs Match each of them

with a definition from the box

Consider , ask for ( a job), arrive, put on smart

* key

1 dress up : put on smart clothes

2 turn up : arrive

clothes, discover, continue,

Make someone feel happier, make progress

T goes through the meaning of the words in the box

Ss read the text find 8 phrasal verbs ,then match

them with the right words from the box

Ss study the context of these phrasal verbs , elicit

their meaning

3 find out : discover

4 go on : continue

5 get on : make progress

6 think over : consider

7 apply for : ask for

8 cheer up : make someone feel happier

Question for the good student: Do you like to live

in the city or in the countryside? why/ why not?

-Question for the bad students: What are there in

your neiborhood?

V/ HOMEWORK Learn all the phrasal verbs by heart

Do exercises B ( 2,3,4,5,6,7,) work book – page 12,13, -Unit two

By the end of the lesson Ss can

- discuss some some features of the city

- speak and write about one of the cities they like

II/ LANGUAGE CONTENTS

Vocabulary : related city life

III/ TEACHING AIDS

- Pictures, textbook

IV/ PROCEDURES

2/ New lesson

A/ PRE SPEAKING

1a/ Which of the following features do you like best

about a city ? Choose three from the list

Ss work individually ,read the sentences carefully and

make their three choices

T gets feedback

1b/ Discuss their choices

Ss work in groups of three or four to discuss their

choices and gives reason why

T asks them to study the example , encourages them to

talk as much as possible , gives some cues, moves

around and gives help if needed

B/ WHILE SPEAKING

2/ Read the passage , answer the questions

T asks some questions to get ss’ interest

Have you ever gone abroad ? Which country did

you visit ?

Have you ever gone to Singapore ?

T can give some cues about Singapore if ss do not know

anything about this country

Ss read the passage ,work in groups to ask and answer ,

share their answer with a partner

T gets feedback , gives the best answers

T asks Ss to read the passage again to find out the points

mentioned in the passage T elicits the answers from ss,

summarises the main points of the passage

- The location of the city ( Southeast Asia )

- Its attractions

- What is liked most about the city

Answers

1 According to thewriter, the best attraction in Singapore is that it is multi cultural

2 Ss’ answers

3/ Read the information about these cities and try to find

them on a map

T elicits as much information as possible from Ss

Ss find the three cities on a world map or a globe

T checks Ss’ understanding

Ss work in groups to talk about each city ( giving full

sentences )

T monitors and gives help if necessary

Example : Vung Tau

- Vung Tau is a small coast city in ……

4/ Write a short passage about one of the cities above

T asks ss to choose one of the three cities and write a

short passage about it , gives the time , goes around to

provide help

Ss work individually

C/ POST SPEAKING

5/ Talk about the city

T asks Ss to talk about the city they choose , listens and

gets feedback

Invites some of excellent students to talk in front of the

class

T and other Ss give comments, gives marks if Ss do well

Question for the good student: Which is the best city in

the world to live?

-Question for the bad students:Which is the best city in

Viet nam to live ?

V/ HOMEWORK

Write at home

Do exercise C –Speaking 1,2,3, - workbook –page 15

Quảng Phuc, ngày 17 tháng 9 năm 2019

Tổ trưởng chuyên môn

By the end of the lesson Ss can

-read for specific information about the features of cities

- talk about important features of a city

II/ LANGUAGE CONTENTS

- Vocabulary : related to the city

III/ TEACHING AIDS

- Pictures, textbook

IV/ PROCEDURES

1/ Warmer/ check up

S1 talks about one of the cities he/ she likes

( five mains points )

T gets feedback and gives marks

2/ New lesson

A PRE READING

1.What features are important to you in a

city? Put the following in order 1-8 ( 1 is the

most important )

transport safety education

cost of living climate entertainment

T goes through the given features, asks Ss to

read through-> read aloud

T checks Ss’ inderstanding

Ss work in pairs and put the factors in order

of importance

T calls on some pairs to present their order

and gives some explanations ( Ss’answers)

2/ Read the pasage quickly and find the

information

T asks Ss to read the pasage individually

and find the information to fill the blanks

T calls some Ss to read out their answers

and where they can find the answers ,

confirms the correct answer

Key

1 The Economist intelligence Unit ( EIU)

2 2014

3 The best city : Melbourne

The worst cities : Dhaka, Tripoli and Douala

B/ WHILE READING

3/ Read the passage again and answer the

questions

Ss read the questions then read the passage

again and find the answers to the questions

T reminds Ss to locate the naswers in the

passage

Ss compare their answers in pairs

T checks and confirms the correct answers

T invites four Ss to read 4

paragraphs ( if have time ) , corrects their

pronunciation

Answers

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

2.Among the top twenty 3.Because the living conditions there were the mostdifficult or dangerous

4.Osaka was

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

C/ POST READING – Speaking

4a/ Conduct a survey to rank your own city/

town or a town / city you know Give 10

points ( the best ) to 1 point ( the worst) to

each factor

Ss decide which town or city they are going

to rank

T divides the class into groups of two tables

Ss take turns to ask each other the ten

questions and write the points that each

student gives for each factor in the table

T goes around to give help if necessary

4b/

Ss work in group , work out the final result

of their groups

T invites Ss from groups to present the

results to the class , encourages and

comments about the results

points

StA

StB

StC

StD

StE

8.natural features

9 urban sprawl

10 pollution control

Question for the good student: Which is the

famous city in the world ?

-Question for the bad students:Which is

the famous city in Viet nam ?

Date of preparing: 23/ 09/ 2019

T: 26 / 09/ 2019

Period: 14 UNIT TWO : CITY LIFE

Lesson 6 : SKILLS 2 I/ OBJECTIVES

By the end of the lesson Ss can

- listen for the specific information about some problems of the city

- Write a paragraph about the disadvantages/ drawbacks of city life

II/ LANGUAGE CONTENTS

- Vocabulary about city life

III/ TEACHING AIDS

- Pictures, textboob, cassette

Ss work in pairs , think about the problems they have

experienced in the city

- high cost of living - crime

- traffic jams - overcrowding

2/ New lesson

* While listening

2 Listen and write the missing world in each gap (P

23)

T plays the recording one or two times

Ss listen carefully and write down the words they

hear in the passage

T plays the recording again ( as many times as

3 Listen again and choose the correct answer

T plays the recording again

Ss listen and take notes the key words as they listen ,

choose the correct asnwers as required

T corrects as a class

* key

B WRITING

* 4 Read the passgeand complete the outline below

T asks Ss to read the passage carefully and complete

the outline, asks them to pay attention to the

connectors/ markers : Firstly, secondly……

Outline Topic sentence : Living in a city has a member of drawbacks

-Problem 1: Traffic jams and traffic accidents

-Problem 2: air pollution -Problem 3: noise/ noise pollution-Conclusion : These factors contribute to making city life more difficult for its residents

5 Choose one item from the list in 1 Make an

outline , and then write a paragraph on one of the

topics

T asks ss to make outline first , based on part 4

*** T asks ss to practise writing the paragraph in

about 100 words

Ss use their outline along with connectors : Firstly ,

secondly …….,pay attention to spelling and

punctuation

Ss can use the passage in 4 to write their paragraph

T monitors and gives help , collects some ss/ papers

and marks them -> gives comments to the class

V/ HOMEWORK

Do exercise E – writing 1,2,3, - workbook ,p 18

Date of preparing: 23/ 09/ 2019

T: 27/ 9/ 2019

Period: 15 UNIT TWO : CITY LIFE

LOOKING BACK + PROJECT I/ OBJECTIVES

By the end of the lesson , Ss can

- revise all the knowledge of the unit

- do some controlled exercises in the unit 2

- Write interesting notices

II/ LANGUAGE CONTENTS

* Complete the word webs with nouns and adjectives

connected with the city

Ss have a few minutes to complete the word web

( individually or groups )

T encourages ss to find out as many words as possible

**2 Put one word from the box in each gap

Noisy, full, crowded, bored, fabulous, urban,

fascinating

Ss remind the meaning of these words

SS read the passage and complete this exercise

individually-> read aloud sentence by sentence

T checks and confirms the correct answers

3/ Complete each sentence with the word given, using

comparison include any other necessary words

Ss work in pairs ( individually )

T corrects their answers as a class

Ss read aloud sentence by sentence

Key

1 as interesting as/ so interesting as 2 the fastest 3 the shortest/ a shorter

more carefully

4/ Complete each space with a phrasal verb from the

list Change the form of the verb if necessary

Ss remind the phrasal verbs -> do this task

T gets feedback

5/ Rewrite each sentence so that it has a similar

meaning and contains the word in capitals

T explains part 5

Ss have to use structures with phrasal verbs to rewrite

sentences

Ss work individually -> write on the board

Ss give comments -> T checks as a class

• key 1.Turn off the lights when you leave the room

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

We are looking forward to seeing you again

Quảng Phuc, ngày 12 tháng 9 năm 2019

Tổ trưởng chuyên môn

Date of preparing: 29/ 09/ 2019

T: 02/ 10/ 2019

GETTING STARTED " SHE'S BEEN A BIT TENSE

LATELY "

I objectives: By the end of the lesson, students will be able to:

- understand a dialogue about teen stress and pressure

- avoid stress and pressure

II Knowledge:

1 Grammar:

2 Vocabulary: graduate, medical degree, tense

III Skills:

- Main skills: Speaking, Listening

- Sub skills: Writing, Reading

IV Methods: Communicative

V Teaching techniques: pair-work, group-work, ordering, gap-filling

VI Teaching aids: textbooks, posters, pictures and cassette

VIII Procedures:

Warm-up : Chatting

T prepare three magazine cut-outs or photos of

teenagers with different facial expressions Ask the

whole class to describe the photos and ask them to

guess why these teenagers are feeling this way

New lesson GETTING STARTED

T introduces the students in the picture: Nick, Phuc

and Veronica

Ask ss to answer the following questions

Tell ss they are going to listen to the conversation

between Nick, Phuc and Veronica Play the recording

and have ss follow along

T explains some new words by giving examples,

pictures, antonyms and explanation

* Checking vocabulary: ask Ss to tell the meanings

of the words above and give some examples in

English

a Find the opposite of the following words in the

text

Tell ss they can uncover the text Play the recording

again Have ss work individually, then in pairs, to

find the words/phrases Remind ss they need to find

the words in the text with opposite meanings

b Choose the best answer

Have ss work individually, then in pairs, to compare

their answers with each other Correct the task as a

class

Ask ss what they think Veronica's statement means

Then explain if necessary

Ss work in pairs complete this task Remind them to

pay attention to the content word in sentence, which

helps them to find the suitable word

T asks Ss to compare their answers in groups , write

the correct answers on the board if necessary

T explains the meaning of those words

give advice: to give suggestions and ideas to help

someone make a decision

encourage: to give someone support and confidence

to do something

empathise: to be able to understand how people else

feel

assure: to tell someone that something is going to be

alright, so that they do not worry

PRACTICE

As an example, tell the class how you feel today and

what was happened that made you feel that way

Encourage ss to select appropriate statements in 3 to

resond to what they have told them

HOMEWORK

Question:

1 Where are Nick, Phuc and Veronica?

2 What are they going to do?

3 What are thay talking about?

4 Why do you think Mai couldn't come?

Vocabulary

tense (a): unable to relax because

of nervousness, anxiety, or stimulation.graduate (v):

successfully complete an academic degree, course of training, or high school

a Find the opposite of the following words in the text

Veronica wishes her parents could put themselves in her situation to understand her better

1 encourage 2 assure 3 empathise

PRACTICE

How do you feel today?

I objectives: By the end of the lesson, students will be able to:

- Use the lexical items related to change adolescence

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

- Avoid stress and pressure

II Knowledge: 1 Grammar:

2 Vocabulary: self-aware, frustrated, self-control, expectation

III Skills: - Main skills: Speaking, Reading

- Sub skills: Writing, Listening

IV Methods: Communicative

V Teaching techniques: pair-work, group-work, ordering, gap-filling

VI Teaching aids: textbooks, posters, and cassette

VIII Procedures:

Teacher & students’ activities Content

Vocabulary

Ss work individually to complete the exercise

Tell ss to pay attention to the content words

surrounding the gaps, and identify the part of

speech of the missing words

Ss then work in pairs to compare their answers

before T gives corrective feedback to the

whole class

T explains the phrases in the box first Elicit

from ss some examples for each item

1 Complete the paragraph with the words in the box.

5 self-aware (n): Having conscious knowledge

of one’s own character and feelings:

6 informed

2 Matching

T asks ss to share some of their personal

experience from their teenager years

T has ss work in groups to discuss which

solutions can be used for which situation

Elicit answers from the whole class and ask ss

to explain their decisions

T refers back to what has been told to the class

in 2 Tell ss the ways to deal with these

4 Have you been in any of these situations If

so, what did you do to deal with them?

Pronunciation

Play the recording again or say the first

sentence in the conversation in GETTING

STARTED Draw ss' attention to the stressed

"isn't" and ask them to practice saying the

question

Explain the Remember box Emphasise that

normally the verb be is unstressed, except for

the situation mentioned in the box

Ss practice in pairs

Tell ss that those sentences contain both

stressed and unstressed form of be

Ss work individually first to underline those

that should be stressed Then play the

recording for the students to check

HOMEWORK

Pronunciation

Stress on the verb be in sentences

5 Practice saying the sentences.

6 Underline the verb forms of be which should be stressed

KEY

1 I am worried! But I try not to show it

2 He is But he's a bit shy to speak it

3 Isn't badminton her favourite sport?

4 no stress

5 Actually, you aren't

6 Yes, she is She likes it a lot

However, the verb be is stressed in negative questions and at the end of sentences.

Also, it is stressed for emphasis or contract

Date of preparing: 29/9/ 2019

T: 04/10/ 2019

Period: 18

UNIT 3: TEEN STRESS AND PRESSURE A CLOSER LOOK 2

I Objectives: By the end of the lesson, students will be able to:

- Use reported speech with confidence

- Use question words before to-inf

- Do all exercises well

- Avoid stress and pressure

II Knowledge:

1 Grammar: reported speech, question words before to-inf

2 Vocabulary:

III Skills:

- Sub skills: Speaking, Listening

IV Methods: Communicative

V Teaching techniques: pair-work, group-work, ordering, gap-filling

VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Teacher and students’ activities Content

Reported speech

Remind ss of what the conversation in

GETTING STARTED is about Ss then

work in pairs to complete the task If

necessary, give ss a quick review of

reported speech

Divide ss into side A and side B Side A

will say some sentences in direct speech

for side B to change into directed speech

and vice versa

Ss work indiviidually to complete this

exercise Then compare their answers in

pairs before T gives corrective answers

Reported speech (review)

2 Rewrite the following sentences using direct speech

KEY

1 My parents told me they would visit me that week

2 Our teacher asked us what we were most worried about

3 Phuong told me she was delighted because she hadjust received a surprise present from her sister

4 Tom said Kate could keep calm even when she had

a lot of pressure

5 She told her mother she had got a very high score

in her last test

6 The doctor asked him if he slept at least eight

Mai: ' I'm too tired and don't want to go out!'

Mai:' I want to be a designer' Mai: ' Design graduates won't find job easily We want to get a medical degree'

Questions before to-infinitive

T gives explanation about question words

before to-inf

Ss listen carefully and copy down

Ss do the exercisse individually

T elicits ss' answers and then confirms the

correct ones

Ss work in pairs to complete this exercise

T gives feedback

HOMEWORK

Take a piece of paper and write

down five sentences that your teacher or

classmates said to you today

Then relay these sentences to your family

members, using reported speech

hours a day

Question words before to-infinitive

3 Rewrite the following sentences KEY

1 I don't know what to wear

2 Could you tell me where to sign my name?

3 I have no idea when to leave for the bus

4 We're not sure where to hang the painting

5 He wondered how to tell this news to his parents

Reported questions with questions words before to-inf

4 Rewrite the following sentences KEY

1 They wondered how to use that support device

2 He had no idea who to turn to for help

3 My asked her mother when to turn off the oven

4 Phong and Minh couldn't decide where to park their bikes

5 He was not sure what to do to make Linh happier

Quảng Phuc, ngày 01 tháng 10 năm 2019

Tổ trưởng chuyên môn

Date of preparing: 07/10/ 2019

We can use question words who, what, where, when, how before a to- inf to express situation that is difficult

Question words before to-inf can be used to report questions about something that should be done.

'What I should do?' she said - She wondered what to do.

To report Yes/ No questions we use whether before to-inf Remember if can not be used in this case.

T: 09/10/ 2019

Period: 19 UNIT 3: TEEN STRESS AND PRESSURECOMMUNICATION

I Objectives: By the end of the lesson, students will be able to:

- read about necessary life skills for teenagers in the United States

- talk about those life skills in Viet Nam

- avoid stress and pressure

II Knowledge: 1 Grammar:

2 Vocabulary: cognitive, self-discipline

III Skills: - Main skills: Speaking, Reading

- Sub skills: Writing, Listening

IV Methods: Communicative

V Teaching techniques: pair-work, group-work

VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Warm – up Brainstorming

Write life skills on the board and ask ss:

+ what they think it means

+ what words or phrases refer to life

skills

New lesson

Explain the words in the Extra

vocabulary box Help ss with the

pronunciation

Activity 1: Read about necessary life

skills for teenagers in the United States

Matching the skills to the category

Ss work in pairs to complete this task

Go around and offer help if needed

Activity 2: Discussion

Give ss plenty of time to look closer at

each skill to discuss the questions in

pairs Then, as a whole class, go through

each skill and elicit from them the

answer to the questions

Write down on the board two lists: one

containing the skills ss think are

necessary for Vietnamese teenagers, and

one containing those that they think are

not

Activity 3: Work out similar lists

Ss work in groups to make out similar

lists for Vietnamese teens They can

base on the text and add their own

Activity 1: Read about necessary life skills for

teenagers in the United States Matching the skills tothe category

Activity 4: Share what you think with

a partner

Ask ss to copy down the big list they

have created in 3 Ss then work

individually: each st goes through the

list and evaluates how good she/he is

with each skill

Ss then work in pairs to share their

result

Homework:

Activity 4: Share what you think with a partner

+ Which skills do you already have?

+ Which skills do you need to develop?

Supply the correct verb forms or tenses

1 My teacher always teaches me how (get) _ success in life

2 When (your bike/ steal) _? – Two days ago

3 I don’t have any money, so I wish I _ (have) some to buy that book now

4 The morning paper (read) by over 200,000 people every day

5 How long (you/ learn) English? - We (learn) English for

6 It is years since I last (meet) my uncle

At that time, he (be) in Paris

7 When (your bike/ steal) ? – Two days ago

8 I (not have) any money, so I wish I _ (have) some to buy that book now

Question for the good student: How many life skills

for teens? Which skills do you have?

-Question for the bad students: Do you have a pet?

What's its name?

Quảng Phuc, Ngày 08 tháng 10 năm 2019

TT TCM

Date of preparing: 07/10/ 2019

T: 10/10/ 2019

Reading and speaking

I objectives: By the end of the lesson, students will be able to:

- read for general and specific information about the helpline service for teens in VN

- talk about teen stress and pressure and how to cope with them

- the way to cope with stress and pressure

II Knowledge: 1 Grammar:

2 Vocabulary: counsel, helpline, mental health, sexual abuse

III Skills:

- Main skills: Speaking, Reading

- Sub skills: Writing, Listening

V Teaching techniques: pair-work, group-work, ordering, gap-filling

VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Warm up: Chatting

T asks ss some questions

Ss listen and discuss the questions in pairs

Question:

1 Do you know what a child helpline is?

2 What is its number?

Suggested answer:

A child helpline is a telecommunication support service for children and young people When you call a helpline you will get answer and someone from the helpline may even come directly to you to give help

Pre – reading:

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

Pre – reading

* New words:

- helpline (n) : a telephone service that providesadvice and information about particular problems

- counsel (v) : to advise somebody to do something

- sexual abuse (n) : sexually unfair, cruel or violenttreatment of somebody

While- reading

+ Part a: Answer the questions:

Ss read the passage independently and

answer the questions

T calls some pairs to ask and answers to

T calls one student to give the answers

before the class, get the Ss’ agreement

4 Because they are cases of abandoned or missingchildren, or children who were suffering fromviolence, trafficking, or sexual abuse

+ Part b: True or False

Key: 1 T 2 T 3 F 4 F 5 F 6 T Speaking

Find examples for each expression Ask for advice:+ What do you think I should do

+ What should I do?

+ What would you do in this situation?

+ Could you give me some advice about ?

+ If you were me, what would you do?

* Part 2 : Listen and complete the note.

Tell ss they are going to listen to two ss

calling a helpline Ask ss to look at the

note form to get oriented about what they

are going to hear

Ss do the task individually, give feedback

as a class

Question for the good studentImagine you

are one of these student in 4 You want to

call the magic number helpline to ask for

help What do you say?

?

-Question for the bad students:Do you

think Which skills is more important,

social skills or cognitive skills ?

HOMEWORK

Remember to:

+ briefly introduce yourself

+ describe your problem

I objectives: By the end of the lesson, students will be able to:

- Listen for general and specific information about the work of advice aolumnist

- Write a short note to ask for advice and to give advice

- know how to cope with stress and pressure

II Knowledge:

1 Grammar:

2 Vocabulary: expressions for giving advice

III Skills:

- Main skills: Writing, Listening

- Sub skills: Speaking, Reading

V Teaching techniques: pair-work, group-work, ordering, gap-filling

VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Caller 1 Caller: girl from Ha Noi, last year of

high school

Feeling now: a bit depressed and

confused

Problem: wants to be a designer; but

parents want her to become a doctor

Question: doesn't know what to say

to her parents

Teacher's & students’activities Content

Listening: Pre – listening:

Ask ss if they know what an advice columnist

does

Elicits answers from different ss

T introduces the word and gives examples of

advice column page in local magazines for

teens

Tell ss they are going to listen to an interview

with Mrs Blue hair, the advice columnist of

4teen magazine

While – listening:

Ask ss to work individually to complete the

task

T plays the recording for Ss to listen through

Ss work in pairs to compare their answers with

each other

Play the recording again when providing the

key

Listen and complete the table

Ss listen again and answer the questions

T calls on some SS to give the answers to the

class

Check and confirm the correct answers

Post – listening:

Ss work in pairs to do this task

Ask them to explain their decision afterwards

Writing:

Work through the Study skill box together

with ss For each expression , make an

example

Ss work individually to complete this task Ss

need to write down their advice notes in full

sentences Remind them to use the above

expressions

Ss work individually first to write a short note

to Mrs Blue Hair to ask her for advice about a

2 She said it's the most important that we putourselvess in other shoes

3 Because languages should be used sensitively

so that the person can get over the negativefeelings

3 Expressions for giving advice KEY 1 No 2 Yes 3 No 4 No 5 Yes

4 Give piece of advice to each student

Suggested answer:

1 I know how you feel but I don't think youshould worry about this change It's normal, and

it shows that you're growing up

2 If I were you, I wouldn't have too highexpectations I would do my best in the exam,

GIVING ADVICE

If I were you, I would/wouldn't

I (don't) think you should

Have you thought about ?

It might help to consider

It might be a good idea to

problem at school or with friends.

HOMEWORK

- Learn vocabulary by heart

+ Finish all exercises of Unit 3

-Prepare the new lesson: Looking back and

5 Write a short note

Quảng Phuc ngày 08tháng 10 năm 2019

Tổ trưởng

Date of preparing: 14/10/ 2019

T: 16/10/ 2019 Period 22 UNIT 3- TEEN STRESS AND PRESSURE

Looking back and project

I objectives: By the end of the lesson, students will be able to:

- review what they have learnt in the unit 3

- self – assessment to see how far they have progressed and which areas need further practice

- know how to cope with stress and pressure

II Knowledge: 1 Grammar: review

2 Vocabulary: review

III Skills: - Main skills: Writing, Listening, Speaking, Reading

V Teaching techniques: pair-work, group-work, ordering, gap-filling

VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

1 Choose the two best words to describe

your feelings in the following situations.

Encourage ss not to refer back to the unit

Ask them to keep the record of their answer

to each exercise so that they can use that

information to complete the Finished!

Self-assessment box at the end of the unit

Ask ss to complete the sentences by using the

support from the pictures, the option

provided, and the meaning of the sentences

1 Choose the two best words to describe your feelings in the following situations.

Ss work individually first and then compare

with a partner

2 Say something to the students in 1

Ask ss too reemeber the meaning of the

verbs: sympathise, congratulate, assure and

advise

Ss complete the word web individually

Check ss' answers as a class

Suggested answer:

1 'Congratulation'/ 'Well done You did a great job!'

2 ' You must have been disappointed.'

3 ' Stay calm Everything will be alright'

4 ' I understand how you feel.' 'It might help to consider talking about this to someone.'

5 ' I understand how you feel.'

3 Giving examples

Challenge ss to complete this exercise

without looking back at COMMUNICATION

T elicits answers from ss

3 Giving examples KEY

1 concentrate on doing something, organise your timetable

2 control feelings, know how to get over negative feelings

3 cooperate with others, communicate well

4 know how to act in emergencies, know when to stop taking risks

5 cook for oneself and others, manage a small budget

Grammar

4 Rewrite the following sentences in

reported speech

Ss work individually

T has ss read out their answer and then

confirms the correct ones

2 He said he couldn't concentrate because itwas too noisy in there

3 He said he was very upset at first but she wasfine afterwards

4 He said he didn't taking risks too often was agood idea

5 He said he would take a cooking class before

he went to college

5 Rewrite the underlined phrases in the

following text.

Ss complete this task individually

Have Ss compare their answers with a

partner Check and confirm the correct

answers

Ss write their sentences on the board T

correct mistakes if necessary

5 Rewrite the underlined phrases in the following text.

4 You should know who to call

5 You should also know how to reach them

Communication

6 Work in pairs Look at the notes of the

two callers from 4 and given them advice.

Ask ss to recall the details of the two calls:

Who are the callers? Why are they calling the

Communication

6 Work in pairs Look at the notes of the two callers from 4 and given them advice.

helpline? How do they feel?

Homework

PROJECT Teen support group

Ss work in small groups to design the set up

of a teen support group

PROJECT Teen support group

Date of preparing: 14/10/ 2019

T: 17/10/ 2019 Period 23

REVIEW 1 (P1)

I OBJECTIVES:

By the end of the lesson, Ss can review the language and skills that they have learnt in Unit

1 LOCAL ENVIRONMENT ,2 and 3 Help Ss to recall the language and encourage them to

contribute as much as possible

II LANGUAGE CONTENT :

+ Vocabulary: about traditional crafts, city life and changes in adolescence.

+ Pronunciation: Stress on content words/ pronouns in sentences

+ Grammar: Phrasal verbs, reported speech.

+ Skills: reading, speaking, listening, writing

III TEACHING AIDS : Textbook

IV PROCEDURES :

Teacher and students’ activities Content

Activity 1

- Ask Ss what kinds of words are underlined

Elicit the rule from Ss( they are content

words and are stressed because they contain

all the important information being

conveyed)

- Play the recording for Ss to listen and read

along silently, then they can repeat out loud

trying to stress and the same words

- Call on some Ss to read out the sentences

- T plays the recording for Ss to check

- Play the recording again and Ss repeat

Pause and correct the pronunciation

Pronunciation 1.Listen and practice saying the sentences Pay attention to the underlined words.

1.My town is nice and peaceful, but it isn’t verybig

2 Da Nang Museum of Cham Sculpture attracts alot of foreign visitors

3 A Were you wearing a helmet when you fell offyour bike?

B No, I wasn’t

4 Son: Can I go to a party tonight, mum?

Mother: OK But please don’t make noise whenyou come home

5 A My mum’s really a good friend of mine

B Is she? Mine is very strict towards me

2 Look at the underlined words in the sentences and mark them as W or S Then listen

to check and practice

1 A Is (W) Minh happy about winning thescholarship?

B Yes, he is(S) But his parents are ( W) happier