Giáo án Tiếng Anh 9 chương trình mới thí điểm 2019 2020 đủ nhất

Giáo án Tiếng Anh 9 chương trình mới thí điểm 2019 2020 đủ nhất mới nhất soạn theo chương trình sách Tiếng Anh 9 chương trình mới thí điểm đủ nhất .Tiếng Anh 9 chương trình mới thí điểm 2019 2020 đủ nhất.Kế hoạch bài giảng Tiếng Anh 9 chương trình mới thí điểm 2019 2020 đủ nhất

Date of planning: 25/8/2019 Date of teaching: 27/8/2019

PERIOD 1: HƯỚNG DẪN HỌC/ KIỂM TRA

I Objectives:

Revise what Ss have leanrt in class 8

II Language content:

+ future tenses: Review

+ Reported speech: statements

Asks Ss to come to the board and give the

answer of the homework

- Others corrects

- T corrects and gives the answer

* Revise :

- future tenses

Exercise : Put the verb in brackets into

the correct form

1 They are staying at the hotel in London

At this time tomorrow, they (travel) in

5 At 8 o’clock this evening my friends and

I (watch) a famous film at the cinema

6 She (play) with her son at 7 o’clock

tonight

7 He (work) at this moment tomorrow

8 They (make) their presentation at this

time tomorrow morning

THE REPORTED SPEECH

1 will go – finish

2 had already seen

3 went ………

- Ss revise

+ Future simple : S+ will + Vinfi+ Future continuous:

S + will be + Ving

- Ss read the sentences carefully and find out which tense is used in each sentence

A – STATEMENTS IN REPORTED

SPEECH

I.Look at these examples :

1.He said , “ I will leave here tomorrow ”

II.Remember to make these five changes :

1)Repeat the introducing verb SAY (EX 1 )

or change SAY TO to TELL (EX 2 )

2)Change the comma (,) or colon (:) to

THAT and omit the quotation marks (“…”)

3)Change the personal pronouns and

possessive adjectives if necessary ,

according to the meaning of the sentence

4)Change the verb in the direct speech one

step into the past if the introducing verb

( usually TO SAY) is in any past tense

d)The simple past in the direct speech is

not changed if the meaning is quite clear

e.g:Tom said to me ,”My mother died of

cancer in 1985 “

=>Tom told me that his mother died of

cancer in 1985

e) If the direct speech expresses a general

truth ,the tenses of the verb can remain

unchanged in the reported speech

e.g :He said ,” The earth revolves around

the sun ”

=>He said that the earth revolves around

the sun

*Change the following sentences from

direct to reported speech

1.”I must go home to make the dinner”,said

Mary

àMary

Direct Speech Indirect Speech

 Simple present -> Simple past

 Present continuous Past continuous

 Present perfect Past perfect

 Simple past Past perfect

 Past continuous -> Past perfect continuous

 Simple future Future in the past

 Present conditional Perfect conditional

*The Past perfect and the perfect conditional are not change

5)Change the words showing Place and Time ,if the place and time

are different , so that the meaning

is quite clear

- This -> that , these -> those

- Here -> there Now -> then

-Last night -> the night before ( the previous night )

c)MUST is often changed to HAD

TO ; MUST NOT (MUSTN’T),which expresses a prohibition, remains

unchanged ;NEED NOT (NEEDN’T) is changed to DID NOT HAVE TO

e.g :The teacher said ,”you must dothe exercises carefully “

2.She said to me:”I can’t do it by myself”

àShe told me that

3.”I have just received a postcard from my sister,”my friend said to me àMy friend told me

(8A)4.”This story happened long ago”he said àHe said

(8A)5 The porter said to me, "I'll wake you up, when the train arrives in Leeds." -> The reporter told

6 My wife said to me: "While you are away, I'll do the packing." - > My wife told me

7 "After he leaves hospital, they'll take him to the South," the doctor said The doctor said

Homework : Change these sentences into reported speech 1 “The store isn’t going to open on New Year’s Day “The man informed us 2 She said,”I spent a summer here in this village.” 3 The students said,”We’ll be sitting for our exams next Monday 4 The nurse said ,”The patient in this room did not obey your orders ,Doctor.” 5 “The house will seem so empty without you and Tim”Mr.Brown said to Susan =>The teacher said that we had to do the exercises carefully e.g :”You mustn’t play ball in the street “ Said the policeman to the boys =>The policeman told the boys that they mustn’t play ball in the street - Ss listen and write down on the notebook - Ss read the sentences carefully and do this execise in pairs - Call some Ss come to the board and give the answer - Other correct * Answer: 1 Mary said she had to go … 2 … She couldn’t do it by herself 3 ….She had just … from her

4 … This story had happened … 5 … told me he would wake me up when the train arrived …………

- Ss do this exercise at home * Adjustment: ………

………

………

………

Date of planning: 26/8/2019 Date of teaching: 28/8/2019

PERIOD 2: UNIT 1: LOCAL ENVIRONMENT

LESSON 1: GETTING STARTED

I Objectives:

By the end of the lesson, Ss will be able to listen and read for information about Traditional craft and Places of interest, practice with phrase verbs

II Content:

- Vocab: Traditional craft and Places of interest

- Grammar: + Complex sentences: review; Places of interest

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

IV Procedures:

1.Warm up:Chatting:

+ Do you like crafts?

+ Have you ever visited traditional craft

- Introduce new words

- Get Ss to read again and then write

them on the notebook

- check up vocab: Rub…

Listen and read.

- Play the recording

- Ss listen and read

a Can you find a word/phrase that

• Where are they?

• What do you think the people in the picture are talking about?

- A visit to a traditional craft village

1 Listen and read Vocabulary:

- craft village : làng nghề thủ công

- set up: establish: thành lập

- take over: tiếp quản

- lacquerware: sản phẩm sơn mài

- marble sculpture: tác phẩm điêu khắc bằng đá cẩm thạch

- workshop: xưởng nghề

Listen and read.

a 1 craft 2 Set up 3 Take

over

4 artisan 5 Attraction 6 specificregion 7 Remind 8 Look round

b Answer the following questions

- Ask Ss to read the conversation again

before answering the questions

- Check the correct answers on the

board

2 Write the name of each traditional

handicraft in the box under the

picture.

- Have Ss write the name of each

traditional handicraft in the box under

the picture

- Have them compare the answers with

a partner

- Ask for Ss’ answers

- Give feedback and confirm the correct

answers

3 Complete the sentences with the

words/ phrases from 2 to show where

in Viet Nam the handicarft are made

You don’t have to use them all

-Ss work individually to complete the

following sentences with words in the

box

4 Quiz: What is the place of interest?

a Work in pairs to do the quiz

- Set a time 1 minute for Ss to do this

activity

- Direct Ss to do the quiz

b Write a similar quiz about places of

interest Ask another group to answer

the quiz

3 Homework:

- Do exercise in workbook

- Prepare a closer look 1

b Answer the following questions.

1 They are at Phong’s grandparents’ workshop in Bat Trang

2 It is about 700 years old

3 His great-grandparents did

4 Because people can buy things for their house and make pottery themselvesthere

2 Write the name of each traditional handicraft in the box under the

picture.

A paintings B drums

C marble sculpture D pottery

E Silk F lacquerware

G conical hats H lanterns

.3 Complete the sentences with the words/ phrases from 2.

1 conical hats 2 Lanterns

3 silk 4 Paintings

5 pottery 6 marble sculpture

4.Quiz: What is the place of interest?

Date of planning: 28/8/2019 Date of teaching: 30/8/2019

UNIT 1: LOCAL ENVIRONMENT PERIOD 3: LESSON 2: A CLOSER LOOK 1

I Objectives.

By the end of the lesson, Ss will be able to use lexical items related to

Traditional craft and Places of interest Stress on content words in sentences

II Content:

- Vocab: Traditional craft and Places of interest

- Grammar: + Complex sentences: review; Places of interest

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

IV Procedures:

1.Warm up:

- Have some Ss repeat the words/ phrases

indicating Traditional craft and Places of

interest they learnt in the previous lesson

Checking –up: Rub out and remember

1 Write the verbs in the box under the

pictures One of them should be used

twice.

- Ss work in pairs to do this activity

Have ss read all the sentences carefully to

make sure they understand the sentences

- Ss work in pairs to ask and answer the

questions

1.Warm up:

- Bat Trang pottery village in

- Bau Truc pottery in Ninh Thuan

- Van Phuc silk village in Ha Noi

- Dong Ho village in Ha Noi

- Non Nuoc marble village in Da Nang

- Tay Ho village in Hue

- knit (v): đan

- cast: shape hot liquid metal, etc by

pouring it into a container

- mould: shape a soft substance into a

particular form or object by pressing

it or by putting it into a mould

1 Write the verbs in the box under the pictures One of them should be used twice.

A cast B carve

C embroider

D weave E mould

G weave F.knit

- T corrects.

2 a Match the verbs in column A with

the groups of nouns in column B

- Ss work in pairs to complete the table

with information from the pie chart

- Ss share their answers

- Write the correct answers on the board

2 b Now write the correct verb forms

for these verbs.

-Ss to do this activity

-Ss share their answers with other group

-T remarks and corrects

3 Complete the word web.

- Ss work in pairs/ groups of 4 to do this

activity

- Ask Ss to think about places of interest

they know

- Add more places if necessary

4 Complete the passage by filling each

blank with a suitable word from the

box.

- Ss work in pairs to complete the table

with information from the pie chart

- Ss share their answers

- Write the correct answers on the board

B PRONUNCIATION

Stress on content words in sentences.

5a Listen to the speaker read the

following sentences and answers the qs.

-Have some Ss read out the sentences

first

-Play the recording

-Listen to check your answers and repeat

- Ss compare their answers with the

whole class

5b.Now listen, check and repeat.

- Play the recording , ask ss to listen and

2 Match a) 1 f 2 c 3.a 4 e 5.b

6.d

b) 2 cast- cast 3 wove-woven

4 embroidered-embroidered

5 knit- knit 4 moulded-moulded

3 Complete the word web.

Suggested answers:

- Entertaining: cinema, department store, café, restaurant, theatre, opera house, club, park, zoo

- Cultural: opera house, museum, craft village, historical building, theatre, market, craft village, exhibition…

- Educational: library, museum, theatre

- Historical: building, temple, shopping district, market, beauty spot,craft village

4 Complete the passage.

Sentence 5: famous, artisan, carved, table, beautifully

2 They are: nouns, verbs, adjectives,

- Have some Ss read out the sentences

pay much attention to stress words

6a Underline the content words in the

sentences Practice reading the

sentences aloud.

-Play the recording

-Listen to check your answers and repeat

- Ss compare their answers with the

whole class

6b.Now listen, check and repeat.

- Play the recording , ask ss to listen and

repeat

3 Homework:

- Do exercise in Workbook

- Prepare: A closer look 2

adverbs, wh-question words, and negative auxiliaries

3 Sentence 1: the, on, the Sentence 2:this, is Sentence 3: is, this, for

Sentence 4: in, my Sentence 5: a, this

4 They are: articles, prepositions, pronouns, and possessive adjectives

6a Underline the content words in the sentences

-Have some Ss read out the sentences first

1.The Arts Museum is a popular place of interest in my city

2.This cinema attracts lots

Date of planning: 1/9/2019 Date of teaching: 3/9/2019

UNIT 1: LOCAL ENVIRONMENT PERIOD 4: LESSON 3: A CLOSER LOOK 2

I Objectives.

By the end of the lesson, Ss will be able to use some common phrasal verbs correctly and appropriately

II Content:

- Vocab: Traditional craft and Places of interest

- Grammar: + Complex sentences: review; Places of interest

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

IV Procedures:

1.Warm up.

* Complex sentences

- Have them make sentences with although,

when, so that, and because

- Tell Ss that today they are going to focus

on these dependent clauses

2 New lesson:

1 Underline the dependent clause in each

sentences below

- Ss do this exercise individually Elicit Ss’

answers Confi rm the correct ones

- Compare their answers

- Check the answers and write the correct

answers on the board

2.Make complex sentences from each pair

of sentences Use the

subordinatorprovided and make any

necessary changes

- Ss write the complex sentences

individually and then compare them with a

partner

- Have two Ss write their sentences on the

board Each student writes two or three

sentences

- Ask other Ss to give feedback Confirm

the correct answers

- Set a time limit and keep a record of the

scores for the teams on the board

2 After we had eaten lunch, we went to Non Nuoc marble village

to buy some souvenirs

3 Even though this embroidered picture was expensive, we bought it

hand-4 This department store is an attraction in my city because the products are of good quality

5 This is called a Chuong conical hat since it was made in Chuong village

3 Read this part of the conversation from

G.S Pay attention to the underlined part

and answer the questions.

- Have them answer the two questions

orally as a class

- Have Ss read the information in the

yellow grammar box Ask them to call out

any phrasal verbs they know and write them

on the board Have them explain the

meaning of these verbs

4 Match the phrasal verbs in a with their

meaning in B

- Ss do this exercise individually, and then

compare their answers with a classmate

Check Ss’ answers and confirm the correct

ones

5 Complete each sentence using the correct

form of a phrasal verb in 4

- Ss do this exercise individually

6 Complete the second sentences so that it

has a similar meaning to the firrst sentence,

using the word given

- Have Ss quickly read the provided

sentences

-Ss write the sentences individually and

then compare their answers with a

classmate

- Call on two Ss to write their sentences on

the board Other Ss and T give feedback

Key:

1 set up: start something (a business, an organisation, etc.) take over: take control of something (a business, an organisation, etc.)

2 No, the individual words in the verb phrase do not help with comprehension

Key:

1 c 2 g 3 f 4 a 5 h 6 b

7 e 8 dElicit the answers and give correction

Key:

1 face up to 2 turned down

3 passed down 4 live on 5 close down 6 did … come back

5 I’m looking forward to the weekend!

- Do exercise A1,2 B1-6 in the Workbook

Date of planning: 2/9/2019 Date of teaching: 4/9/2019

UNIT 1: LOCAL ENVIRONMENT PERIOD 5: LESSON 4: COMMUNICATION

I Objectives.

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

- Have the opportunity to organize a day trip to a place of interest

- Practice reading a forum for friends around the world to share how they spendtheir free time

- Language practice: to be hooked on sth; to be addicted to sth

=> For better understanding of how to spend time for leisure activities

Ss are aware of taking part in good and useful leisure activities

- Practice doing exercises in Group work, pair work

II Content:

- Vocab: Traditional craft and Places of interest

- Grammar: + Complex sentences: review; Places of interest

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

IV Procedures:

1 Warm up:

- Ask Ss if they have any experience of

preparing for a class trip Encourage

them to share the experience If they do

not have any, ask them what they

should do to prepare for a class trip

1 Listen to their conversation and

complete their plan by filling each blank

with no more than three words

- Ss read through the table Play the

recording once or twice for Ss to

complete the table Elicit the answers

and quickly write them on the board

Play the recording one more time for Ss

to check their answers Confirm the

correct ones

2 Imagine that your class is going to a

- Anwser the questions

1 Extra vocabulary

- team building:

- turn up: arrive

- set off : begin a journey

place of interest in your area Work in

group to discuss the plan for this day

out Make notes in the table

- Ss work in groups to do this activity It

is a good idea if T can prepare some big

sheets of paper for Ss to draw the table

and make notes Set a time limit of

about 15 minutes for this activity

3 Present your plan to the class.

3 Homework.

- Doexercise: C1,2 in the workbook

- Prepare: Skill 1

Ask Ss to do the following things:

- choose a place of interest to visit

- decide what to do and make notes - decide who will present what to the class

- rehearse what to say

3 Groups present their plan to the class Keep watch of the time for each group Other groups and T give feedback Vote for the best plan

Date of planning: 4/9/2019 Date of teaching: 6/9/2019

UNIT 1: LOCAL ENVIRONMENT PERIOD 6: LESSON 5: SKLLLS 1

I Objectives.

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

• say sentences with correct stress on content words

• use some common phrasal verbs correctly and appropriately

• read for general and specific information about a traditional craft village

• discuss local traditional crafts, their benefits and challenges

II Content:

- Vocab: Traditional craft and Places of interest

- Grammar: + Complex sentences: review; Places of interest

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

1 Work in pair Ask each other

questions to find out the similarities

and differences between your pictures

Have Ss do this activity in pairs They

ask each other questions to find out the

similarities and differences between

the two pictures They can focus on the

colour and decoration of the hats

2 Read what Mi has prepared and

match the titles with the paragraphs

- Ask Ss to read the titles in the box

quickly Make sure they understand

the meaning of each title Now Ss read

the paragraphs and match them with

the titles Ask them to compare their

answers with a classmate

3 Read the text again and answer the

questions

- Ss read the passage again to answer

the questions Ss can underline parts of

the text that help them with the

answers Ss compare their answers

- Chatting:

1.One student looks at Picture A on

page 12 while the other looks at Picture

B on page 15

Suggested answers:

- Similarities: conical hat, string

- Differences: Picture A: light green, pictures between layers, blue string, look lighter Picture B: white, no decoration, pink string, look heavier

Elicit their answers

Key: 1 C 2 A 3 B

Key:

1 Because it is the birthplace of the conical hat in Hue

2 It’s 12 km from Hue City

3 It’s going to the forest to collect leaves

before giving the answers to T Ask

them to give evidence when giving the

answers

Speaking:

4 Read the following ideas Write B

or C

- Ask Ss to read the ideas Explain any

points they are not sure about T may

also have to give Ss the meaning of

some words such as authenticity (the

quality of being real or true) or

preserve (protect) Elicit Ss’ opinions

as a class Ask Ss to add some more

benefits and challenges

5 Imagine that your group is

responsible for promoting traditional

crafts in your area Propose an action

plan to deal with the challenges

3 Homework.

-Do exercise

- Prepare: Skill 2

4 They’re very thin

5 It has poems and paintings of Hue between the two layers

6 Everybody can, young or old

Key: 1 B 2 C 3 B 4 C

5 C 6 B

Other benefits: creating

national/regional pride, helping develop tourism, helping improve localinfrastructure and services, creating cohesion between craft families and communities

Other challenges: limited designs,

natural resources running out, competition from other countries

- Ss work in groups to work out an action plan to deal with the challenges mentioned above

Date of planning: 8/9/2019 Date of teaching: 10/9/2019

UNIT 1: LOCAL ENVIRONMENT PERIOD 7: LESSON 6: SKILLS 2

I Objectives.

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

• write complex sentences with different dependent clauses

• listen for specific information about places of interest in an area

• write an email to give information about places of interest in an area and things

to do there

II Content:

- Vocab: Traditional craft and Places of interest

- Grammar: + Complex sentences: review; Places of interest

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

IV Procedures:

1 Warm up: Network

2 New lesson

LISTENING

1.Describe what you see in each

picture Do you know what places

they are?

Tell Ss that they are going to listen to

three students talking about their places

of interest

- Ss look at the pictures and describe

what they see in each of them Elicit

answers from different Ss Ask them if

they know the name of each place

2 Listen to what these students say

and decide if the statements are T or

F.

- Play the recording again for Ss to

answer the question

- Ask for Ss’ answers and write them

on the board next to their guesses

- T remarks and gives the answer key

3 Listen again and complete the

table Use no more than three words

for each blank.

- Without listening to the recording

Places of interest

Listen and check your answers

Key: A Ha Noi Botanical Garden

B Bat Trang pottery village

C Viet Nam National Museum of History

Key:

1 T 2 T

3 F (His friend’s relatives own it.)

4 F (They also come from other countries.)

again, Ss complete the table by filling

each blank with no more than three

words Ss compare their answers with a

classmate before giving T the answers

Ask two Ss to write their answers on

the board

- Play the recording one last time to

confi rm the answers

WRITING

4 Work in pairs, discuss and take

notes of your ideas.

- Ss do this exercise individually then

compare their answers with a partner

Call on some Ss to give the answers

Confirm the correct answers and write

them on the board

5 Write an email to give your pen

friend some information.

- Ss write their emails individually

- Ask one St to write his/her email on

the board Other Ss and T comment on

the paragraph on the board Then T

collects some writings to correct at

home

3 Homework.

- Learn new words/workbook: C

Speaking

- Prepare : Looking back + project

4 Work in pairs, discuss and take notes of your ideas.

- Ss give the answers

5 Sample writing

Dear Mira, It’s great to know that you’re coming

to Viet Nam What a pity you can only spend one day in Ha Noi There are so many interesting places in the city, but

I think within one day you should be able to visit three places The first place I suggest is Viet Nam National Museum of History You like history,

so it’s a must-see place There’s an extensive collection of artefacts tracing Viet Nam’s history They’re arranged chronologically from primitive life to modern times The second place is Hoan Kiem Lake …

3 Homework.

- Learn new words/workbook: C

Speaking

- Prepare : Looking back + project

Adjustment:

………

………

………

By the end of the lesson, Ss will be able to review.

- Knowledge: Revise the knowledge they’ve learnt about the topic “Localenvironment”

- Skills: Practice reading, speaking & writing skills (Ind PW, GW)

- Attitude: Co-operation &aware of spending time on leisure activities

II Content:

- Vocab: Traditional craft and Places of interest

- Grammar: + Complex sentences: review; Places of interest

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

1 Write some traditional handcrafts

in the word web below.

Ss complete the word web individually

Check Ss’ answers as a class If time

allows, ask one or two Ss to write their

answers on the board

2 Complete the second sentence in

each pair by putting the correct form

of a verb from the box into each

blank.

- Ss do this exercise individually, then

compare their answers with a partner

Elicit the answers from Ss

3 Complete the passage with the

words/ phrases from the box.

- Ss do this exercise individually Have

some Ss read out their answers Confi

rm the correct ones

Grammar

4.Complete the complex sentences

with your own ideas.

- Ss complete the sentences with their

- Answer the teacher’s questions

Ex1

Key: (in any order)

1 paintings 2 pottery 3 drums

own ideas Call on two Ss to write their

answers on the board Other Ss give

feedback Check their answers

5 Rewrite each sentence.

- Ss write the sentences individually

Have two Ss write the sentences on the

board Ask other Ss to give comments

Correct the sentences if needed

COMMUNICATION:

6 Ask other Ss to guess what place

he/she is thinking about.

- Ss work in groups to play the game

One student is the group secretary

Group members take turns to think of a

place of interest in their area

Finished!

Ask Ss to complete the self-assessment

Identify any difficulties/ weak areas and

provide further practice

3 Homework.

- Review Unit 1 Do project

- Prepare: Unit 2: Getting started

Ex 5

Key:

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?

4 We arranged to meet in front of the lantern shop at 8 o’clock, but she never turned up

5 The artisans in my village can live

on basket weaving

Ex 6

Other Ss ask Yes/No questions to guess the place The secretary writes down all the places of interest they have guessed Finally, the secretary reports on the places

- Ss complete the self-assessment

3 Homework.

- Review Unit 1 Do project

- Prepare: Unit 2: Getting started

Adjustment:

………

………

………

Date of planning: 12/9/2019

Date of teaching: 14/9/2019

UNIT 2: CITY LIFE

PERIOD 9: LESSON 1: GETTING STARTED

I Objectives:

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

- use the lexical items related to city life

- listen and read Paul and Duong's conversation for specific information about the features of Sydney

II Content:

- Vocabulary: lexical items related to city life

- Grammar:

III Preparation

- Materials: Ss’ books, text books, audio-visual aidsids

- Method: T- WC, group work, individual work

- Anticipated problems: Students may get difficulty in finding other waysfor the expressions in 1d P17

IV Procedures:

* Warm up - puzzle - 7'

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

colourful… 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

- Write the unit title on the board

T may ask Ss to name some cities

and towns in Viet Nam, especially

I Warm up – puzzle

12

345

678

Teacher and Students' activities Content

those in or near their region

I New words - 5'

- Teacher use different techniques

to teach vocabulary (situation,

- jet lag (n): sự mệt mỏi sau một

chuyến bay dài

- light rail (n): tàu điện

- metropolitan (adj) (thuộc) thủ phủ,

- multicultural (adj) đa văn hóa

II Listen and read - 15'

* Getting started

? Open your books to Unit 2

- Ask 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?

II Listen and read

* Suggested answers:

- Pictures of Sydney and Ha Noi

- Nick and Duong

- In Sydney

- Sydney (places of interest, transport )

- In Australia

- No The capital of Australia is Canberra.

- It's famous for Sydney Opera House, theHarbour bridge

1.a Complete the sentences

(1aP17)

- 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

1.a Complete the sentences

1 visit 2 ancient 3 natural 4 variety 5

study

1.b Find words in the

conversation (1bP17)

? 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

Teacher and Students' activities Content

? 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

1 He grew up in Sydney

2 Sydney is

3 It is convenient and reliable

4 Because it is a metropolitan andmulticultural city

5 In 1850

III Practice - 15'

1.d Find the phrases in the

conversation (1dP17)

? Find the phrases in the

conversation and practice saying

them together

- Explain the meaning to Ss, then

elicit other examples from Ss

III Practice 1.d Think of other way to say these expressions from the conversation

1 How are you? How are things? How areyou doing?

2 ( Are you ) recovering from the jet lag?

3 I slept quite well

4 That’s OK/It’s no trouble/It’s not aproblem/It’s my pleasure

2 Replace the words(2P17)

- 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 pronounciation

2 Replace the words

3 City quiz (3P17) Work in pairs.

- Give them a few minutes to do

the quiz Award extra points for

pairs who can say which country

cities are in

- Congratulate the winners

………

Date of planning: 15/9/2019 Date of teaching: 17/9/2019

UNIT 2: CITY LIFE

PERIOD 10 : LESSON 2: A CLOSER LOOK

I Objectives:

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 Content:

- Vocabulary: adjectives describing city life

- Grammar: stress on pronounce in sentences

III Preparation

- Materials: Ss’ books, text books, audio-visual aidsids

- Method: T- WC, group work, individual work

- Anticipated problems: Students may not read the exchanges in 5a well

IV Procedures:

I Warmer: Brainstorming - 5'

- 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

II Vocabulary - 13'

1 New words

- Teacher use different techniques

to teach vocabulary (situation,

Teacher and Students' activities Content

: bị tắc, bị kẹt

2.a Gap fill (activity 1 P18)

? Read through the letter so that

you can understand the general

idea

? What is the purpose of the letter?

(Jack is writing the letter to Oggy

to tell about his trip to Hoi An)

? Read the adjectives in the box

and quickly elicit the meaning of

7 local 8 delicious

2.b 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

1.b Underline the adjectives

fabulous, sunny, small, friendly,affordable, good

3 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

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 ruralunemployed easy-going

delicious exhausted populous annoying downtown

historic modern polluted pleased fashionable

4 Put a suitable adjectives from

2 in each blank

? Ss work individually, then

compare the answers with a

partner’s

- Ask some to write their answers

on the board

- Check their answers as a class

3 Put a suitable adjectives from 2 in each blank

Teacher and Students' activities Content

* 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

1 Listen and repeat (activity 4

P19)

? Listen and repeat

- Play the recording as many times

as necessary

- Correct their pronunciation,

especially the stressed words

? Circle the stressed pronouns

1 Listen and repeat (activity 4 P19)

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

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 is weak)

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

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

5 Listen and mark W (weak) or

S (strong)

- Play the recording Ss listen and

mark the underlined words as W

2 A: Do you know that woman?

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

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

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

UNIT 2: CITY LIFE

PERIOD 11: LESSON 3: A CLOSER LOOK 2

I Objectives:

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 Content:

- Vocabulary: adjectives describing city life

- Grammar: stress on pronounce in sentences

III Preparation

- Materials: Ss’ books, text booksds

- Method: T- WC, group work, individual work

- Anticipated problems: Some weak students may not complete all theexercises

IV Procedures:

Teacher and Students'

I Warmer: Chatting - 5'

- 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

II Comparison of adjectives

and adverbs - 13'

? Recall the forms of comparison

of adjectives and adverbs

? Give examples

- Their sentences should stick to

the topic of this unit

I Comparison of adjectives and adverbs

Teacher and Students'

adjective + than + noun (object).

Superlative Noun (subject) + verb + the + superlative

adjective + noun (object)

1 Matching

? Work individually

- Check their answers as a class

- Help Ss study the

REMEMBER! box

? 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

- second, third, by far

2 Complete the text

? Work individually After they

have done the activity, ask some

Ss to write their answers on the

board Correct their mistakes

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 mostexciting

III Phrasal verbs - 15'

? Recall the phrasal verbs you

have learnt in Unit 1:

? Make a list of the phrasal verbs

which can and can never be

separated

III Phrasal verbs

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

-To be set up

* The phrasal verbs which can beseparated (the object of verb can comebetween the verb and the participle): putsth on, turn sth/sb down

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

1 Underline the correct

participle (activity 4 P20)

? Read and underline the correct

particle

1 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

Teacher and Students'

- 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

2 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

as a class

2 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

3 Find the phrasal verbs

(activity 5 P20)

? 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

3 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

IV Consolidation - 3'

? Recall some phrasal verbs

? Which one can be separated

and which one can never be

? Find out as much information

about three cities in 3 P21 as

Date of planning: 19/9/2019

Date of teaching: 21/9/2019

UNIT 2: CITY LIFE

PERIOD 12 : LESSON 4: COMMUNNICATION

I Objectives:

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

- read about Singapore city and talk about the feature about a city

- Write and talk about the one of the city in 3 P21

II Content:

- Vocabulary: feature of a city

- Grammar: present simple

III Preparation

- Materials: Ss’ books, text booksds

- Method: T- WC, group work, individual work

- Anticipated problems: There may not enough time for students to talk infront class

- Say the name of a famous city

and have Ss write down the first

thing they think of

- Compare answers as a group

For example:

T says ‘Paris’

Ss may write down ‘Eiffel Tower’,

‘romance’ ‘food’, ‘fashion’, etc

I Reading

1.a Choose three features you

like best

? Read the sentences carefully and

make your three choices

- Call on some Ss to say the three

things they like best about a city

1.b Discussion

? Work in groups of three to

discuss your 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

I Reading 1.a Choose three features you like best

E.g: The three things I like best about acity are:

1.b Discussion

- Eg: I like a busy and exciting city withgood transport, so I can get around andsee all the cultural attractions it has tooffer…

2 Read and answer the questions

- You are going to read a short

2 Read and answer the questions

- The location of the city

Teacher and Students' activities Content

passage about Singapore

? Have you ever visited Singapore?

? Share with the class what you

know about this city-state

? Read the passage and answer the

questions

- Its attractions

- What is liked most about the city

3 Brainstorming

- Elicit as much information as

possible about these three cities

SoutheastViet Nam

- long beach

-

- temples and pagodas

NewYorkCity

Northeastern USA

- fashion

- Statue of Liberty

II Writing

? Choose one of the three cities and

write a short passage about it

- Give Ss 10-15 minutes to write

Go around to provide help if

? Prepare: Unit 2: Skills 1:

? Prepare a poster with the table in

Prepare: Unit 2: Skills 1

- Prepare a poster with the table in 4a P22

- Prepare Project of Unit 2

Adjustment:

………

………

………

Date of planning: 22/9/2019

Date of teaching: 24/9/2019

UNIT 2: CITY LIFE

PERIOD 13 : LESSON 5: SKILLS 1

I Objectives:

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

- Read about for specific information about the features of cities

- Rank and talk about your town/ city

II Content:

- Vocabulary: feature of a city

- Grammar: present simple

III Preparation

- Materials: Ss’ books, text books, postersds

- Method: T- WC, group work, individual work

- Anticipated problems: There may not enough time for students to talk infront class

IV Procedures:

* Warmer:- 5' Discussion

(Activity 1 P22)

? 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.

I New words (8')

- Teacher use different techniques

to teach vocabulary (situation,

-(n): các phương tiện giải

trí

- liveable (adj) sống được, đáng sống

- conflict (n/v) đối lập, xung đột

urbanspraw (n): sự đô thị hóa

Teacher and Students' activities Content

- tend to (v): có khuynh hướng

II Reading (12')

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

II Reading

1 Read and find the information

1 The Economics Intelligence Unit( EIU )

? Read the questions

? Read the passage again and find

answers to the questions

- Remind them to locate the

answers in the passage

? Compare your answers in pairs

- Check and confirm the correct

answers

2 2 Answer the questions

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

2 Among the top twenty

3 Because the living conditions therewere the most difficult or dangerous

4 Osaka was

5 They are a city; green space, urbansprawl, natural features, culturalattractions, convenience, and pollution

III Speaking - 15'

1 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

III Speaking

1 Rank your town/ city

2 Presents the results (Activity

4b P22)

? 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

UNIT 2: CITY LIFE

PERIOD 14 : LESSON 6: SKILLS 2

I Objectives:

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

- Read about for specific information about the features of cities

- Rank and talk about your town/ city

II Content:

- Vocabulary: feature of a city

- Grammar: present simple

III Preparation

- Materials: Ss’ books, text books, postersds

- Method: T- WC, group work, individual work

- Anticipated problems: It's difficult for students to write such a writingtask

IV Procedures:

Teacher and Students'

* Warmer: Chatting

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?

-> Today we are going to

listen, read and write about

problems of living in a city.

‘Bangkok - Thailand’

* Suggested answers

- the most populous city of Thailand

- a major regional force in finance andbusiness

- a regional centre for the arts, fashion andentertainment

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

vocabulary (situation, realia)

- Follow the seven steps of

I New words

- crime (n): tội ác, tội phạm

- dweller (n): người dân

- construction

site

(n): công trường xây dựng

Teacher and Students'

? Work in small groups

? Think or recall/imagine the

nuisances/problems you have

experienced in the city

2 Gap fill (Activity 2 P23)

? Run through all the

3 Listen and choose a

correct answer (Activity 3

P23)

- Play the recording again

? Take notes/write down the

key words as you listen Then

choose the correct answers as

? Read the sample paragraph

carefully and complete the

Problem 1: traffic jams and traffic accidentsProblem 2: air pollution

Problem 3: noise/noise pollutionConclusion: these factors contribute to ….Firstly, Secondly, Thirdly

2 Writing (Activity 5 P23)

? Choose one item from the

list in 1 Make an outline, and

then write a paragraph on one

IV Consolidation - 3'

? How to write a paragraph

about problems of living in a

city

Teacher and Students'

- Learn by heart new words

- Exercises E1,2,3 P18 (workbook) Prepare: Unit 2: Looking back

Adjustment:

………

………

Date of planning: 28/92019 Date of teaching: 1/10/2019

UNIT 2: CITY LIFE

PERIOD 15 : LESSON 7: LOOKING BACK & PROJECT

I Objectives:

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 Content:

- Vocabulary: vocabulary relating to city life

- Grammar: phrasal verbs

III Preparation

- Materials: Ss’ books, text books, posters

- Method: T- WC, group work, individual work

- Anticipated problems: Students may not complete their writing email

IV Procedures:

I Warm up: Complete the word

web- 5'

* Activity 1 P24

- Teacher gives some examples:

- Divide the class into 2 teams to

play the games

? Write as many nouns and

adjectives connected with city life

- shopping mall - exciting

II Looking back - 20'

1 Vocabulary: Activity 2 P24

? Read the passage and complete

II Looking back

1 Vocabulary

1 fascinating 2 Noisy

Teacher and Students' activities Content

this exercise individually

- After that, let some Ss read the

passage aloud - sentence by

? Write the answers on the board

- Other Ss give feedback

2 Grammar 2.1 Complete the sentences

1 as interesting as/so interesting as

? Ss review the phrasal verbs you

have learnt in units 1 and 2

- Correct their answers as a class

2.2 Rewrite each sentence so that it contains the phrasal verb in brackets.

1 ( has ) turned down 2 going on

3 get over 4 cheered up

5 turn back 6 found out

2.3 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

- 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

III Project - 15'

- Have some group show their

writing

- Ask other students give comment

- Teacher check as a class

III Project

IV Consolidation - 3'

? Guide students to do Finished

Teacher and Students' activities Content

PERIOD 16: Revision Unit 1& Unit 2

I Objectives:

Revise what Ss have leanrt in unit 1+ unit 2

II Language content:

+ future tenses: Review

+ Reported speech: statements

III Preparation:

Lesson plan

IV Procedures :

I Comparasion of adjective and

adverbs (review )

- Ss read sentences in Ex I silently

and do it individually

- Call some Ss come to the board

and give the answer

-Aks Ss to do e.x in work book

I use the correct form of the words given

in brackets to finish the sentences

1 Our city has some fastionable shops, but

- T corrects and gives the answer :

silently and do it individually

- Call some Ss come to the board

and give the answer

- Ss read sentences in Ex III

silently and do it in pairs

- Call some Ss come to the board

and give the answer

- Other correct

- T corrects and gives the answer :

1.Your brother is more optimistic

thanyou

2.Air in countryside is more

healthy than air in the city

3 People in the countryside

works harder than people in the

silently and do it in pairs

- Call some Ss come to the board

they are not very ( afford )

2 Many people move to the city because they enjoy the (pleasure ) &

( convenience )life there

3 New York is a multi- ( culture ) city 4.City authorities are spending (much)& (much) money on public transport to make it( good )

5 What’s the ( small) country in the word?

II.Complete the sentences with a suitable comparative form of the words provided.

1.Towns are………than villages (big)

2.A sofa is…………than a chair

(comfortable)3.Does an ox run……… than a horse? (slow)

4.Laura sings………….than her sister (good)

5.My house is…….from the river than Nam’s house (far)

6.Minh plays the flute…….than Quang (bad)

7.Traffic in the city is always………than that in the countryside (busy)8.This year the farmers work……than they did last year (hard)

9.Villages are…………than towns (quite)10.I think people in this area live…….than those in other areas (happy)

III Use the suggestions to write sentences

of comparative.

1 Your brother / optimistic / you2.Air/ countryside/ healthy/ city3.People/ countryside/ work/ hard/ city4.This paddy field/ large/ five stadiums5.A cow/ plough/ bad/ a buffalo

6.Mai/ speak English/ fluent/ her sister

IV Rewrite sentences

1 Nick is a careful writer than Phuc

( carefully)

and give the answer

- Other correct

- T corrects and gives the answer :

1 Nick writes essays more

carefilly than Phuc

2.A snail moves more slowly than

a crab

3.My cousin sings better than I

do

4.Phong swims faster than Phuc

II Phrasal verbs

-set off : bắt đầu

-look forward to : mong đợi điều

gì

-put up with : chịu đựng

-set up : thiết lập

- Ss read sentences in Ex V

silently and do it in pairs

- Call some Ss come to the board

and give the answer

- Other correct

- T corrects and gives the answer :

1.You should use a dictionary to

look up the new words

2.The doctor told my father to…

smoking

3 The cost of living has been

increasing considerably in the past

few weeks

4.His business is going bably –

he’ll have to close it down soon

5 My aunt has got two teenage

children , but they don’t … get on

well each other

* Homework:

Rewrite sentences with the

words given.

1 is happier than

2.more stress than

3.seen a larger kite

4.walks more quikly

5 much cheaper than

-> Nick writes essays ………

2.A snail is slower than a crab (slowly )

-> A snail moves ………3.My cousin is a better singer than I am

1 You should use a dictionary to check the meaning of the new words ( look)

2 The doctor told my father to stop smoking(give )

3 The cost of living has been going up considerably in the past few weeks.( up)4.His business is going bably –he’ll have to stop doing it soon.( close )

5 My aunt has got two teenage children ,butthey don’t seem to have a good relationship with each other ( get)

Rewrite sentences with the words given

1 Mr Quynh is the happiest person in the

village (than)

-> No one in the village ………… Mr Quynh

2.Life in the countryside isn’t as stressful as

life in the city (more)

-> Life in the city …….life in the countryside

3.This is the largest kite I’ve ever seen

(larger)

-> I’ve never ……… this

4 Phong was a quiker walker than his friends

quikly

->Phong……… than his friends

5 Houses in the city are much more

expensive than those in the countryside

UNIT 3: TEEN STRESS AND PRESSURE

PERIOD 17: GETTING STARTED

I Teaching points:

- By the end of the lesson Ss can understand

• use the lexical items related to changes in adolescence

• identify in which situations to stress the verb be in sentences and say thesesentences correctly

II Content:

- Vocab: “teen stress and pressure”,

- Grammar: Reported speech and words question

III Preparations:

- Materials: Ss’ books, text books, tape & radio

- Method: T- WC, group work, individual work

IV Procedures:

1 Warm up: Brainstorming

• Where are Phuc, Nick, and

- Give more information about the topic

+ depressed + tired + stressed

Veronica?

• What are they going to do?

• What are they talking about?

• Why do you think Mai couldn’t

come?

- Play the tape twice and get Ss to

practice reading in pairs

a Find the OPPOSITE of the

following words in the

conversation.

- Tell Ss they can uncover the text

Play the recording again Have Ss

work individually, then in pairs, to

find the words/phrases

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

and encourage Ss to explain why the

chosen option is the correct answer

c What do you think Amelie means

when she say: “Sometimes I wish

my parents could put themselves in

my shoes”

- Ask Ss what they think Veronica’s

statement means Then explain if

necessary For a more able class, ask

them if they have ever felt like

Veronica, and what happened

2 Fiil the gaps with the words in

the box.

- Ss work in pairs to complete this

task Remind them to pay attention to

the content words in each sentence,

which may help them to choose the

most suitable word

3 - Ss work individually first, then in

pairs Then give corrective feedback

to the whole class Ask Ss to give

examples of the situations in which

these sentences are said

4 How do you feel today

As an example, tell the class how you

feel today and what has happened

that made you feel that way

- relaxed: thoải mái, thư giãn

- stressed (a) mệt mỏi, cảng thẳng

b Correct the answers:

3 explain the meaning of ‘give

advice’, ‘encourage’, ‘empathise’, and ‘assure’

+ give advice: to give suggestions and ideas to help somebody make a decision

+ encourage: to give someone supportand confi dence to do something + empathise: to be able to understand how someone else feels

+ assure: to tell someone that something is going to be all right.Key:

1 encourage 2 give advice 3 empathise