giao an anh 9 trường thcs quảng tùng

Ss do this exercise individually, read and underline the correct particle, write down the phrasal verbs -> read out their answers1. T corrects the mistakes , explains the meaning o[r]

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Date of preparing: 20/8/2019 Date of teaching: 26/8/2019

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”

-Are you a student?

b With “to verbs”:

(+) S (I/ you / we / they ) + Inf S (she/ he / it ) + V ( s/ es )

(-) S (I/ you / we / they ) + don / t + Inf S (she/ he / it ) + does not + Inf

(?) Do + S ( I/ you / we / they ) + Inf ? Does + S (( 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?

- every day( week Month )

- once, twice a week, 5 days a week

II The present progressive tense:

* Form: (+) S + am/is/are + V- ing

(-) S + am/ is/ are + NOT + V- ing

(?) Am/ is/ are + S + V- ing?

Example: - He is playing soccer now

-He is not playing soccer now

-Is he playing soccer now?

III CÂU CHỦ ĐỘNG VÀ CÂU BỊ ĐỘNG:

1 Với thì hiện tại đơn : S + V(hiện tại đơn) + O +

S + am/ is/ are + P.P + (by + O)

ex I buy a new house today.

A new house is bought by me today

2 Với thì hiện tại tiếp diễn : S + am / is / are + V-ing + O +

S + am / is / are + being + P.P + + (by + O)

ex Lan is writing a letter now

A letter is being written by Lan/now

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3 Với thì tương lai gần : S + am / is / are + going to + V(inf) + O +

S + am / is / are + going to + be + P.P + +( by + O)

ex Lan is going to buy a new house next summer.

A new house is going to be bought by Lan next summer

*have to/ ought to :

S + have to/ ought to + V(inf ) + O +

6 Với thì quá khứ tiếp diễn : S + was / were + V-ing + O +

S + was / were being + P.P + by + O

7 Với thì hiện tại hoàn thành : S + has / have + P.P + O +

S + has / have + been + P.P + by + O

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

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

EXERCISE 2: CHUYỂN CÁC CÂU SAU SANG BỊ ĐỘNG.

1.My father waters this flower every morning

2.John invited Fiona to his birthday party last night

3.Her mother is preparing the dinner in the kitchen

4.We should clean our teeth twice a day

5.Our teachers have explained the English grammar

Date of preparing: 20/8/2019

Unit 1: LOCAL ENVIRONMENT

GETTING STARTED - A visit to a traditional craft village

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I Objectives

1 Knowledge: By the end of the lesson Ss can

Talk about traditional crafts

Understand a dialogue about traditional craft villages

2 Skills: listening and reading

3 Attitude: understand about recipes and eating habits and to do well.

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice doing exercises in group work/ pair work/ individual

4 Competence: develop abouta traditional craft village

II TEACHING AIDS

1 Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2 Students: Books, notebooks, pens

III Procedure

1 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

* 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

1.New lesson

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 andex.)

- 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.

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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:

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 Can you find a word / phrase that means:

* Keys :

1 a handicraft – a thing which is skilfully

made with your hand

2 set up – start something ( a business, an

organisation, etc…)

3 took over – take control of something ( a

business, an organisation, etc…)

4 artisans – people who do skilled work,

making things with their hands

5 a place of interest – an interesting or

enjoyable place to go or thing to do

6 a specific region – a particular place.

7 memorable – make someone remember or

thing about something

8 go outside and look around – walk around

a place to see what is there

2 It’s about 700 years old

3 Phong’s great-grandparents started his family workshop

4.Bcause it’s one of the most famous traditional craft villages of Ha Noi People can go there to buy or make pottery

Keys: 1 (conical) hats 2 lanterns 3 silk

4 paintings 5 pottery 6 marble sculptures

5

Further practice (3')

? Recall some information about Bat Trang traditional craft village

? Are there any craft villages in your neighbourhood?

? What products do the artisans make?

6 HOMEWORK -Prepare next lesson

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Date of preparing: 22/8/2019

Date of teaching: 30 /8/2019

Period: 3

UNIT 1 : A CLOSER LOOK 1

I Objectives By the end of the lesson Ss can

Use the lexical items related to handicraft

Pronounce the right stress on content words in sentences Talk about a place of interest

1 Knowledge:

Vocabulary : verbs used in handicraft

Review passive voice

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2 Skills: listening and reading

3 Attitude: understand about recipes and eating habits and to do well.

4 Competence

? Recall some information about Bat Trang traditional craft village

? Are there any craft villages in your neighbourhood?

? What products do the artisans make?

II/ TEACHING AIDS :

1 Teacher: Teaching plan, textboo, computer.

2 Students: Books, notebooks, pens

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 thetable

Infinitive Past tense Past

participle

1 to carve I carved it It was

carved

2 to cast I cast it It was cast

3 to weave I wove it It was

woven

4 to embroider

I embroideredit

It was embroidered

5 to knit I knit /

knitted it

It was knit / knitted

6 to mould I moulded

it

It was moulded

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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 terests

in their town

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 culture6.handicrafts

4 Activity 4: Pronunciation

( stress on content words in

sentences)

a Listen to the speaker read the

following sentences and answer

the questions.

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.

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.

? Prepare: Unit 1: Closer Look 2

Tổ P trưởng chuyên môn ký duyệt

Cultural

-opera

house Historical-building

attraction historical traditional

handicrafts culture exercise

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Date of preparing: 2/9/2018 Period: 4 Date of teaching: 3 / 9 /2018

UNIT 1 ( Cont ) A CLOSER LOOK 2 I./ OBJECTIVE: By the end of the lesson, students will be able to :

- write complex sentences with different dependent clauses

- use some common phrasal verbs correctly and appropriately

1 Knowledge: - Grammar:complex sentences ,commonphrasalverbs

- Vocabulary related to traditional crafts

2 Skills: Practicing skills

3 Attitude: - Positive about local environment.

- Students know how to learn English in right way

- Ss are interested in doing exercises

-Ss are interested in using complex sentences ,common phrasal verbs in

commmunication

4 Competences: - Co-oporation: work in pairs, groups, teams

- Self- study: work individually

- Creativeness: Discuss about traditional crafts in Viet Nam

- Using language to talk about traditional crafts in Viet Nam

III/ TEACHING AIDS :

1.Teacher: book, planning, picture, laptop,Tv

2.Students: books, notebooks

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IV/ PROCEDURES

1.Warmer / check up Review types of dependent clause

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

2.New lesson

T and ss’ activities Content

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

b Make a complex sentences

* Activity 2: Phrasal verbs

a Introduce a phrasal verb

a Complete each sentence using the

correct form of a phrasal verb in 4.

Ss complete the sentences and read them

out aloud

b Make new sentences with similar

meanings to the first sentences using

the words given.

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

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to different beauty spots in Viet Nam.

5.I’m looking forward to the weekend!

UNIT 1: LOCAL ENVIRONMENT Lesson 4: COMMUNICATION

I./ OBJECTIVE: By the end of the lesson, Ss will be able to arrange a visit a place of

interest in the region

1 Knowledge: - Vocabulary: vocabulary related to visiting a place of interest like:

team-building; set off, turn up, picnic food/ drink/ activities…

- Grammar: planned future tenses

- Ss are interested in making arrangements for a picnic

-Ss are interested in outdoor activities and places of interest

- Using language to talk about future plan for a picnic

II./.PREPARATION:

1.Teacher: book, planning, picture, laptop , Tv

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?

Chatting:

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What to bring? When to come back?

Who to prepare?

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

(2)………

Time to set off

……….games and quizzesLunch: 11.30Afternoon: go

to traditional (8)…….at 1.30; (9)……

their own paintings

Nick: prepare games

Thanh: prepare(7)……

Time to come back

(10)…………

KEY:

1 Green Park2 bus3 8 a.m4 own lunch

5 the supermarket6 team-building7 fun quizzes

8 painting village9 make10 5 p.m

b Activity 2: Imagine a similar plan to

a place of interest

- Ss work in groups They have to

imagine that their class is going to a

place of interest in their area They

discuss the plan and make notes in

the table

- Ss present their plans to the class

Which group has the best plan?

A day out

Details

PlaceMeans of transportTime to set offFood

DrinksActivitiesTime to come back

Ss present their plans to the class

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UNIT1: LOCAL ENVIRONMENT Lesson 5: SKILLS 1

I./ OBJECTIVE: By the end of the lesson, ss will be able to:

- Read and get general and specific information about a traditional craft village

- Listen and get specific information about places of interest in an area

1 Knowledge: - Vocab: vocabulary related to local traditional crafts like: paintings,

pottery, drumb, silk, lanterns, conical hats…

- Be proud of and love the traditional crafts and local places of interest

- Creativeness: talk about benefits and challenges of traditional craft villages

- Using language to talk abouttraditional craft villages

II./ TEACHING AIDS :

1.Teacher: book, planning, picture, laptop, projector

III/ PROCEDURES: 1 Warm up: Ss find out the similarities and differences

between the 2 pictures of conical hats

2 Newlesson

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

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- authenticity (n)

3/ While- reading:

+ Part a:

-Ss read the passage independently and

match the titles with the paragraphs

-T calls one student to give the

answers before the class, get the Ss’

agreement

1 Present status of the craft

+ Part b: Answer the questions:

-T asks Ss to read the text again and

answers the questions in pairs

- calls some pairs to ask and answers to

+ Key: A 2 Location and history of

conical hat making village

3 How the conical hat is made

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 makeconical hats but also everybody, young orold, can take part 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 traditionalcrafts and everyone can be rich if they learnhow to introduce Vietnamese traditionalhandicrafts around the world

* Part 5 : Promoting traditional

crafts in your area.

Divide the class into groups They have

to imagine that their group is

responsible fotr promoting traditional

crafts in their area Propose an action

plan to deal with the challenges

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

in the previous period

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Phạm phương Loan

Date of preparing: 8 /9/2018

UNIT 1: LOCAL ENVIRONMENT

Lesson 6: 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:

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

a/ Pre – listening:

b/ While – listening:

+ Key:

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Ss listen again and complete the table using

no more than 3 words for each blank

- T calls on some SS to give theanswers to the class Check and confirm the

correct answers + Key:

c/ Post – listening:

- Prepare a sub-board with a filling gap

exercise

- Play the recording again and ask Ss to

listen and complete the sentences

- Call on some Ss to give the answers to

the class and correct the mistakeswhere and when necessary

Ask some Ss to say their work

c/ Post – listening:

Places ActivitiesPlace 1:…… ………

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

- T gets feedback - corrects the

mistakes- asks some students to read aloud

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Date of preparing: 9/9/2018 Period: 8 Date of teaching: 14/9/2018

UNIT 1 : LOCAL ENVIRONMENT Lesson 7: LOOKING BACK

I/ OBJECTIVES: - By the end of the lesson , students will be able to :

- Review what they have learnt in the unit 1

- 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

3.They wove baskets out of bamboo

4.My mum knitted a wool sweater for me.5.He carved this flower from wood

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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 zoo2 looking forward to 3 looked 4 team building 5 lunch

6 museum 7 craft 8 interest

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 )

-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

2/ Grammar:

* Part 4 – Complete the complex sentences with your own ideas.

*Part 5 - Rewrite the sentences

SS rewrite each sentence so that it

contains the phrasal verb in brackets They

can change the form of the verb

- T asks some Ss to write the answers

on the board Check and confirm the

correct answers

*Suggested answers:

1 I don’t remember exactly when my

parents set up this workshop

2 We have to try harder so that our

handicrafts can keep up with theirs

3 What time will you set off for Da Lat? /

set off on your journey to Da Lat?

4 …….she never turned up

5 The artisans in my village can live on

4 …….she never turned up

5 The artisans in my village can live onbasket weaving

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.

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PROJECT What makes you proud of your area?

- Do exercises in the workbook

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

Draw experience

Date of preparing: 11/9/2016 Period: 9 Date of teaching: 17/9/2016

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UNIT TWO : 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 New lesson: UNIT 3: CITY LIFE

Teacher and students’activities Content

1 Warmer :

T asks Ss to do the puzzle below

Ss work in groups ( 2 groups )

* T asks some questions , Ss open their

books and answer

Ss amswer the questions as a class

From Ss’ answers -> present the topic of

- 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

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Ss read the conversation again in pairs,

then read again and do the exercise a

T checks and writes the answers on the board

* 1 Visit 2 ancient 3 natural 4 variety 5 study

icultural

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

Answers

1 He grew up in Sydney

2 Sydney is

3 It is convenient and reliable

4 Because it is a metropolitan and multicultural city

5 It was built in 1850

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

UNIT 2 : CITY LIFE

Lesson 2 : A CLOSER LOOK 1

I/ OBJECTIVES

By the end of the lesson Ss can

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- use the adjectives in the right context

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

sentences correctly

- Vocabulary connected with cities and city life / Adjectives

- Stress on pronouns in sentences

- 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

Busy

A/ 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 An )

Ss work in pairs to do this exercise , read

aloud the answers

T corrects their pronunciation and confirm the

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

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

Sample answers

Adjectives

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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

stressful v forbidden vcosmopolitan v excitingv

annoying v busy vfrightening v downtown vpopulous v polluted v

fashionable v

Ss may have different answers providing that

they can explain

*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

* Stress on pronounces in sentences

T explains the weak form and strong form of

Gives some more examples

Ss read the words in the yellow box to fully understand the rule

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

1 A me : weak B me : strong

2 A you : weak B you : strong

3 A him : weak B him : strong

4 A us : weak B us : strong

5a/ Listen and mark the underlined words as W

( weak ) or S (strong)

SS work individually to mark first T gets

feedback ( right or wrong is Ok )

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

* Key

1 A: Is he (W) there?

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

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?

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Ss work in pairs to practise the mini-talks

above T goes around and gives support if

necessary

 Encourage Ss to give new examples

including the weak and strong form

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

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

- Use common phrasal werbs correctly and appropriately

Vocabulary : Adjectives/ adverbs (revision)

Grammar : Comparison of adjectives and adverbs

Phrasal verbs

- Pictures, textboob, workbook

IV/ PROCEDURES

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1/ Warmer/ check up

T invites two Ss to make sentences in which Ss

have to use comparison ,using the cues

Ss can use the right adjectives to write

T gets feedback , gives marks -> the new lesson

1 City life / country life

2 Your house/ Lan’s house

3 Ho Chi Minh City / Pleiku City

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 :

1 f 2.d 3.e 4.h 5.g 6.a

7.c 8.b

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 shown around 6 pull down

5/ Underline the phrasal verbs in the sentences Remove, examine, press the switch,

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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

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

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

5 get on : make progress

6 think over : consider

7 apply for : ask for

8 cheer up : make someone feel happier

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

Date of preparing: 10/9/2018 Period: 12 Date of teaching: /9/2018

UNIT 2 : CITY LIFE Lesson 4 : COMMUNICATION

I/ OBJECTIVES

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

Vocabulary : related city life

- 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

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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

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

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Ngày tháng năm 2018

Date of preparing: 21 / 9 /2019 Period: 13 Date of teaching: 23 / 9 /2019

UNIT TWO : CITY LIFE Lesson 5 : SKILLS 1

I Objectives

1 Knowledge: By the end of the lesson, students will be able to:

- read for specific information about the features of cities

- talk about important features of a city

2 Skills: speaking and reading

3 Attitude: know specific information about the features of cities to try to study and workbetter

4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, workbook, activeboard, computer

2 Students: Books, notebooks, pens

III Procedure

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

culture convenience

* New words

- economist (n) : nhà kinh tế học / người chi tiêu tiết kiệm

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- urban sprawl (n) : sự đô thị hóa

- index (n) chỉ số

( repeat rocedure)

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

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

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 themost difficult 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

StB

StC

StD

StE

8.natural features

9 urban sprawl

10

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pollution control

- Listen about for specific information about Bang Kok

- Know how to write a paragraph

2 Skills: listening and writing

3 Attitude: know specific information about the features of cities to try to study and workbetter

II Preparation

1 Teacher: Teaching plan, textbook, TV

IV/ PROCEDURES

1/ Warmer

T introduces the word : “Bangkok” and asks some questions:

T asks ss to talk what they know about this city ( advantages / disadvantages )

Do you know this city ? Where is it ? What is it famous for ?

How many people live there ?

……

A LISTENING

* Pre –Listening

1 Does your city or the one nearest to you

have any of these drawbacks

Ss work in pairs , think about the problems they

have experienced in the city

- urban sprawl - air pollution

- noise - bad weather

- 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

* Key

1 cities 2 office

3 traffic 4 roads

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they hear in the passage

T plays the recording again ( as many times as

needed )

Ss listen and check - T gets feedback

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 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 itsresidents

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 Write the passage at home

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

Date of preparing: 22 / 9 /2019

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Period: 15 Date of teaching: 27 / 9 /2019

UNIT TWO : CITY LIFE

Lesson 7 LOOKING BACK + PROJECT I.Objectives

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

- present the writing a notice about the seminar (chuyên đề ngiên cứu) about features ofcity life

2 Skills: listening and writing

3 Attitude: use the knowledge to study and work better

II Preparation

1 Teacher: Teaching plan, textbook, Tv

* 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

4 less entertaining

5 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

*1 has turned towned 2 going on 3 get over

4 cheered up 5 turn back 6 found out 5/ Rewrite each sentence so that it has a similar  key

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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

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

UNIT 3: GETTING STARTED

" SHE'S BEEN A BIT TENSE LATELY "

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

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- 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

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

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):

successfullycomplete an academic degree, course of training, or high school

b Choose the best answer

KEY

1 C 2 B 3 C 4 A 5 B 6 A

c What do you think Veronica means when she says" Sometimes I wish my parents could put themselves in my shoes"

Veronica wishes her parents could put themselves in her situation to

understand her better

2 Fill in KEY

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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

1 encourage 2 assure 3 empathise

UNIT 3:

A CLOSER LOOK 1

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:

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

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, and cassette

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

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

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

Pronunciation

Stress on the verb be in sentences

REMEMBER!

Normally the verb be is unstressed in the

middle or at the start of a sentence or a

statement or question.

However, the verb be is stressed in

negative questions and at the end of

sentences.

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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

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

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

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

VI Teaching aids: textbooks, posters, pictures

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

Reported speech (review)

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'

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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

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

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 hours a day

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

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

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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

V Teaching techniques: pair-work, group-work

VI Teaching aids: textbooks, posters, pictures

VII Time: 45 minutes

Teacher's &students’ activities Content

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

Ask them to give examples

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

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