giáo án kế hoạch bài dạy tiếng anh 9 kì 1 sách global success soạn chất lượng đủ 6 bài

kế hoạch bài dạy tiếng anh 9 kì 1 sách global success soạn chi tiết chất lượng đủ 6 bài giáo án tiếng anh 9 kì 1 sách global success soạn chi tiết chất lượng đủ 6 bài

Knowledge

- Use the lexical items related to the topic Local community;

- Pronounce the vowel sounds /ổ/, /ɑ:/, and /e/ in words and sentences correctly;

- Use question words before to-infinitives and some phrasal verbs.

Competences

- Be collaborative and supportive in pair work and teamwork;

- Access and consolidate information from a variety of sources.

Personal qualities

- Ss will be friendlier and willing to help their community; develop self-study skills

- Actively participate in community services.

MATERIALS

- Teacher: Grade 9 text book, smart TV/ pictures and cards; sach mem.vn and lesson planning.

- Students’text books and studying equipment.

- Work Arrangement: T-Ss; group work and individual.

PROCEDURES

1 ACTIVITY 1: WARM-UP (5 mins) a Objectives: - To create an active atmosphere in the class before the lesson; to lead into the new lesson. b Content: - Have a game: Hot seat c Expected outcomes: - Students can recall some phrases about occupations. d Organisation: Teacher’s guides.

- Divides students into 2 teams Each team has a member standing against the board.

- Ss work in 2 teams and follow the teacher's instruction to play the game.

- Shows pictures of some community helpers one by one and other members use body language to let their team members guess the names of the jobs.

- The team with the most correct answers in

1 policeman2 doctor3 teacher4 firefighter5 baker the fastest time is the winner.

2 ACTIVITY 2: PRESENTATION (5 mins) a Objectives: - To provide students with vocabulary. b Content: - Ss know more words. c Expected outcomes: - Ss can identify some new words about the community helpers with their responsibilities. d Organisation: Teacher’s instructions.

- Introduces the vocabulary by showing pictures illustrating the word.

- Students guess the meaning of words.

- Invites some Ss to read the word aloud.

+/ garbage collector (n) [explaination] ˈɡɑːbɪdʒ kəlektə/: nhân viên dọn vệ sinh

[picture]: thợ làm nghề thủ công

3 ACTIVITY 3: PRACTICE (15 mins) a Objectives: - To introduce the names of the community helpers with their responsibilities. b Content: - Ss can match the community helpers with their responsibilities; write a word or phrase in the box under the correct picture and fill in each blank with a word or phrase from the box. c Expected outcomes: - Ss can do some tasks perfectly. d Organisation: Teacher’s instructions.

CONTENT Task 1: Match the community helpers with their responsibilities

- Asks Ss to read aloud the word several times and asks Ss to repeat.

- Writes the word on the board and highlight its phonological features (e.g. show the location of the main stress).

- Encourages Ss to give answers what each community helper does.

- Asks Ss to read the words/phrases in the first column and match them with the responsibilities in the second column

- Reminds them to pay attention to the keywords in each statement (a – e).

- Asks Ss to work in pairs to compare their answers before giving T the answers.

- Checks and confirms the correct answers

- Asks Ss to share what other community helpers they know of and their responsibilities

- Takes this opportunity to quickly explain the meaning of some words/phrases like: put in, put out, obey the laws, solve crimes,

- Asks Ss to make complete sentences to describe the responsibilities of the community helpers for a more able class.

Write a word or phrase in the box under the correct picture

- Asks Ss to work in pairs to look at each picture and say what they see.

- Elicits the words/ phrases from Ss

- Asks Ss to write the word/phrase under each picture individually

- Lets them share their answers in pairs

- Invites some Ss to give the answers and confirms the correct ones.

- Asks Ss to make sentences with some of the words and phrases they have learnt

- Invites Ss to share their sentences This activity can be carried out as a competitive game

- Asks Ss to work in groups and make sentences with the words/phrases The fastest group with the most correct sentences wins Other groups listen and comment.

Fill in each blank with a word or phrase from the box

- Asks Ss to quickly read the words/phrases and the given sentences

- Asks them to do the exercise individually and then compare their answers with another student.

- Checks the answers as a class and confirms the correct ones.

1 artisans 2 electrician 3 speciality 4 garbage collector 5 handicrafts

4 ACTIVITY 4: PRODUCTION: PRONUNCIATION (15 mins) a Objectives: - Helps Ss to pronounce the vowel sounds /ổ/, /ɑ:/, and /e/ in words and sentences correctly; use questions word before to-infinitives and some phrasal verbs. b Content:

- Task 4: Listen and number the words you hear Then listen again and repeat.

- Task 5: Listen and practise the sentences Underline the bold words with /ổ/, circle the bold words with /ɑ:/, and tick the bold words with /e/. c Expected outcomes:

- Ss can pronounce the /ổ/, /ɑ:/, and /e/ sounds in words and in sentences correctly. d Organisation: Teacher’s instructions.

Listen and number the words you hear Then listen again and repeat

CONSOLIDATION (5 mins) a Wrap-up

- Asks Ss to write a word which has the sound /ổ/, /ɑ:/, or /e/ to complete each of the following minimal pairs:

1 beg 2 heart 3 lend 4 guess 5 back 6 ham 7 pack

- Do exercises in the workbook.

- Prepare new lesson unit 1: A closer look 2

LOCAL COMMUNITY Lesson 3: A CLOSER LOOK 2

Question words before to-infinitives

- Asks Ss to read the two examples in the

Remember! box and pay attention to the bold words.

- Ss read the Remember! box carefully and listen to the teacher.

- Tells them to read the information in the box

- Checks their understanding by asking some questions:

+ What are the question words we can use before to-infinitives?

+ What does this grammatical structure express?

+ What are the verbs we can use?

1 Question words before to -infinitives

+/ We use a question word such as who, what, where, when, or how before a to-infinitive to express an indirect question about what we should do.

+/ We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know before the question word + to- infinitive.

- We don’t know what to do to help the community.

- She asked how to get to the nearest shopping mall.

- Asks Ss to give some more examples.

- Ss make some sentences using the Question words before to-infinitives.

Phrasal verbs

- Explains: What is a phrasal verb - Asks Ss to read again the dialogue in Getting Started to find out all the phrasal verbs.

- Asks them about the meaning of each phrasal verb Tells them that these are examples of phrasal verbs

- Asks Ss to read the information in the grammar box

- Asks them to call out any phrasal verbs they know and write them on the board

- Ss read the information in the grammar box They call out any phrasal verbs they know.

- Asks them to explain the meaning of these verbs.

- Checks students’ understanding by asking some questions

+/ I think we will get on with them.

+/ That reminds me of the time our family moved to Viet Nam.

3 ACTIVITY 3: PRACTICE (19 mins) a Objectives: - To help Ss practise Question words before to-infinitives and some phrasal verbs. b Content: - Ss can do 5 tasks well.

- Task 1: Fill in each blank with a suitable question word.

- Task 2: Rewrite the sentences using question words + to-infinitives.

- Task 3: Match each phrasal verb with its meaning.

- Task 4: Complete each sentence using the correct form of a phrasal verb in 3. c Expected outcomes:

- Students understand how to use Question words before to-infinitives and some phrasal verbs. d Organisation: Teacher’s instructions.

ACTIVITIES Task 1: Fill in each blank with a suitable question word

- Asks Ss to read the first sentence and think of the question word to fill in the gap.

- Invites 1 Ss to give their answers

- Asks Ss to do the exercise individually and then checks their answer with a classmate.

- Invites some Ss to share their answers

1 how 2 where3 what4 when5 who

Rewrite the sentences using question words + to-infinitives

- Models the way to do the exercise with the first sentence

- Explains to Ss that they only need to replace the subject ‘I’ and the modal ‘can’ with ‘to’.

1 I don’t know how I can get to the swimming pool -> I don’t know how to get to the swimming pool.

- Asks Ss to do this exercise individually and then compare their answers with a partner

- Asks some Ss to write their answers on the board.

- Ss come to the board to write the answers.

- Asks other Ss to comment on their answers.

1 I don’t know how to get to the swimming pool.

2 They are wondering where to buy traditional handicrafts.

3 She asked what to give to her new neighbour at his house-warming party

4 I can’t decide who to ask for advice

5 Could you tell me when to pay the water bill?

Match each phrasal verb with its meaning

- Asks Ss to do this exercise individually and then compare the answers with another classmate

- Reminds Ss that they can guess the meaning of each phrasal verb based on the meaning of the main verb.

- Checks the answers with the whole class

Complete each sentence using the correct form of a phrasal verb in 3

- Asks Ss to work in pairs to do the exercise

- Reminds them to use the correct form of a phrasal verb in 3.

- Invites some pairs to share their answers

1 came back 2 hand down 3 find out 4 takes care of 5 looking around

4 ACTIVITY 4: PRODUCTION (7 mins) a Objectives: - To help Ss to play a game “Find someone who” b Content: - Playing a game. c Expected outcomes: - Ss can ask as many friends as you can the following questions Then write their names in the table if they say “yes” (Task 5) d Organisation: Teacher’s instructions.

Task 5: Find someone who … Ask as many friends as you can the following questions Then write their names in the table if they say “yes”

- For this game, asks Ss to walk around the room and try to find classmates who answer Yes to each question on their game card

- Explains to them that each question has a phrasal verb in it The winner is the student who fills in their game card first

- Sets a time limit of about 5-7 minutes.

After this time, if Ss are stuck, the winner is the student with the most names on his/ her game card.

- Corrects the students as a whole class.

- Shows this request: Choose the correct answer A, B, C, or D

1 It’s so smoky in here I’m just for some fresh air.

A passing down B going out C coming back D finding out

2 I came back to my home town to more about my grandparents

A hand down B look around C find out D go out

3 My brother is overweight He’s fatty foods.

A finding out B taking care of C running out of D cutting down on 4 I liked the village immediately because it me my home village.

A reminded of B came back C went out D found out 5 How are you with your classmates?

A taking care B getting on C running out D looking around

1 B 2 C 3 D 4 A 5 B - Summarises the main points of the lesson. b Homework

- Do exercises in the Workbook.

- Find out all the phrasal verbs you know Make 5 sentences using phrasal verbs.

- Prepare new lesson unit 1: Communication

LOCAL COMMUNITY Lesson 4: COMMUNICATION

- Know how to seek for help and respond;

- Know some places of interest.

- Ss can develop communication skills and creativity;

- Be collaborative and supportive in pair work and teamwork.

- Ss will be ready and confident in real life conversations; actively join in class activities.

- Grade 9 textbook; laptop connected to the Internet; lesson planning and sachmem.vn or hoclieu.vn.

III PROCEDURES 1 ACTIVITY 1: WARM-UP (5 mins) a Objectives: - To help Ss to review some phrasal verbs. b Content: - Having a game to revise the phrasal verbs. c Expected outcomes: - Ss can use what they have learnt in the previous lesson to find out some phrasal verbs. d Organisation: Teacher’s instructions.

- Divides the class into 2 teams.

- Shows pictures of phrasal verbs, asks students to name them.

- Students work in 2 teams and follow the teacher's instruction to play the game.

- The team that gives more correct names is the winner.

1 find out 2 take care of / look after 3 come back

2 ACTIVITY 2: PRESENTATION: EVERYDAY ENGLISH (15 mins) a Objectives: - To introduce how to seek for help and respond; help Ss practise how to seek for help and respond. b Content: - Ss can do 2 tasks perfectly.

Listen and read the conversations Pay attention to the highlighted parts

- Task 2: Work in pairs Ask for help and respond in the following situations c Expected outcomes:

- Students can use the structures to seek for help and respond d Organisation: Teacher’s instructions.

Listen and read the conversations Pay attention to the highlighted parts

- Plays the recording for Ss to listen and read the dialogues at the same time

- Asks Ss to pay attention to the highlighted parts.

- Tells them that these are two ways to seek help and respond.

- Writes the structures used to ask for help on the board:

- Instructs them how to respond appropriately.

- Asks Ss to practise the dialogues in pairs.

- Calsl on some pairs to practise the dialogues in front of the class.

- Introduces some other ways to ask for help in English for a more able class.

+ Could you give me a hand with ?

Work in pairs Ask for help and respond in the following situations

- Asks Ss to work in pairs to make similar dialogues, using the language they have learnt.

- Models the first situation with a good student.

- Moves around to observe and provide help

- Calls on some pairs to practise in front of the class

- Encourages Ss to use different ways to ask for help and respond for more able classes.

- Checks students’ understanding by asking some checking-questions

1 Do you mind lending me your pen?

- Not at all Here you are.

2 Could you tell the name of the new garbage collector?

3 Could you tell me where to buy the best fruits and vegetables in our area?

- Sure There’s a shop in Le Lai Street.

3 ACTIVITY 3: PRACTICE: PLACES OF INTEREST (12 mins) a Objectives: - To introduce some famous places of interest b Content: - Ss can do all the tasks well.

- Task 3: Do you know the place in each picture?

Listen to Binh and Mira talking about a place of interest in their community Fill in each blank with no more than TWO words and/ or a

c Expected outcomes: - Ss can get some information about some famous places of interest. d Organisation: Teacher’s instructions.

CONTENT Task 3: Do you know the place in each picture?

- Asks Ss to look at each picture and say if they know anything about the place

- Elicits answers and confirms the correct ones If time allows, asks them in what city each place of interest is located and if they know any other places of interest in that city.

- Provides Ss with some places of interest in each city.

- Picture 1: Nguyen Hue Pedestrian Street (Phố đi bộ Nguyễn Huệ) is in Ho Chi Minh City Other places of interest in the city: Central Post Office (Bưu điện trung tâm), the Notre-Dame Cathedral (Nhà thờ Đức Bà), Independence Palace (Dinh Độc Lập), War Remnant Museum (Bảo tàng chứng tích chiến tranh), Ben Thanh Market (Chợ Bến Thành), etc.

- Picture 2: Sydney Opera House is in Sydney, Australia Some other places of interest in the city:

Sydney Harbour Bridge, Taronga Zoo, Sydney Tower Eye, Darling Harbour, Sydey Aquarium, Royal Botanic Garden, etc.

Task 4: Listen to Binh and Mira talking about a place of interest in their community Fill in each blank with no more than TWO words and/ or a number.

- Tells Ss that they are going to listen to a student from Ho Chi Minh City and the other from Sydney talking about a place of interest in their community and what they do there

1 one / 1 2 weekend 3 favourite books 4 five / 5

- Asks them to look at the table of information and ask them to read it through quickly.

- Plays the recording for Ss to listen and fill in each blank with no more than two words

- Asks Ss to work in pairs to compare their answers

- Invites some pairs to share their answers

4 ACTIVITY 4: PRODUCTION (8 mins) a Objectives: - To improve speaking skill by asking and answering about your favourite places of interest b Content: Ss work in pairs to ask and answer about your favourite places of interest. c Expected outcomes: - Ss ask and answer questions about famous places of interest. d Organisation: Teacher’s instructions.

Task 5: Work in pairs Ask and answer about your favourite places of interest Use the questions below

- Gives some questions to ask Ss.

- Asks Ss to work in pairs to ask and answer the four questions in the book

- Ss work in pairs to do and note down their friends’ answers

- Ask some Ss to report their partner’s answers to the class.

+ What is Mira’s favourite place of interest?

+ How far is it from her house?

+ How often does she go to that place?

+ What does she do there?

Lan’s favourite place of interest is Tao Dan Park It’s only one kilometre from her house, so she goes there every weekend with her mother and sister There they walk, do some exercises and enjoy the fresh air Sometimes they also cycle around the park.

- Asks Ss to discuss the following situation: “You have an Australian friend Her family is going to our village What place will you suggest her family should visit?

- Calls 1-2 Ss presenting their answers to the class.

- Sum up the main content of the lesson. b Homework

- Prepare new lesson unit 1: Skills 1

LOCAL COMMUNITY

Lesson 5: SKILLS 1 I OBJECTIVES: - By the end of this unit, students will be able to gain the following things:

- Read for specific information about special products in some areas;

- Give a short presentation about a speciality.

- Ss can develop communication skills and creativity; be collaborative and supportive in pair work and teamwork and develop presentation skills.

- Understand more about special products in Viet Nam and England and actively join in class activities.

III PROCEDURES1 ACTIVITY 1: WARM-UP (5 mins) a Objectives:

- To help Ss understand and activate their knowledge of the topic. b Content: - Video watching c Expected outcomes:

- Students gain knowledge about Bat Trang Pottery Village. d Organisation: Teacher’s control.

- Prepares a video of Bat Trang Pottery Village.

- Ss watch and tell the teacher the name of the craft village

- Asks them to share any information they know about the village (location, special products, ).

- Asks Ss to give out more craft villages they know in Viet Nam.

Vong Village Tho Xuong Village Dong Ho Village

2 ACTIVITY 2: PRESENTATION (PRE-READING) (5 mins) a Objectives:

- To activate Ss’ knowledge of the topic of the reading text; improve Ss’ skill of reading for details (scanning). b Content: - Ss widen the vocabulary; work in pairs to answer the questions.

- Task 2: Read the brochure introducing different places with special products

Match each highlighted word with its definition.

- Task 3: Read the brochure again Decide which place each detail below belongs to. c Expected outcomes: - Students identify some new words and how to use the target vocabulary d Organisation: Teacher’s instructions.

CONTENT Task 1: Work in pairs Answer the questions

- Asks Ss to look at the pictures in the book to answer the questions.

1 What can you see in each picture?

2 Do you know any place(s) which makes the thing(s) in the pictures?

Picture a: com (young sticky rice) - Vong Village, Ha Noi (another place which makes com: Tu Le Commune in Yen

- Tells Ss that they are going to read a text about two traditional villages, one in Viet Nam (Vong Village) and the other in England (Denby).

- Asks students to get the meaning of the words in context.

- Students say the meaning of the words.

Bai Province) Picture b: pottery – Denby, England (in Viet Nam there are some pottery villages like Bat Trang and Phu Lang)

+/ preserve (v): bảo tồn +/ fragrance (n): hương thơm

3 ACTIVITY 3: PRACTICE (WHILE-READING) (15 mins) a Objectives:

- To help Ss to read the brochure introducing different places with special products and remember the information to complete some tasks. b Content: - Ss read the brochure and do the tasks well.

- Task 2: Read the brochure introducing different places with special products

Match each highlighted word with its definition.

- Task 3: Read the brochure again Decide which place each detail below belongs to. c Expected outcomes: - Ss read and understand the main content the brochure. d Organisation: Teacher’s instructions.

Read the brochure introducing different places with special products Match each highlighted word with its definition

- Tells Ss what they are going to do

- Asks Ss to read around the highlighted words in the text to roughly undertand the meaning of each word, and then match each word with its definition.

- Reminds Ss to check their answers in pairs.

Read the brochure again Decide which place each detail below belongs to

- Asks Ss what they are going to do.

- Tells them the steps: Read each sentence,

Vong: 2, 3, 5 underline the keywords in each sentence, locate the keywords in the text and decide which place the information belongs to

- Asks Ss to do the exercise individually and then checks their answers in pairs.

- Invites some Ss to share their answers and explain their answers

- Asks Ss to choose one of the two products and answer these five questions.

2 What do people make it from?

3 Do people make it in the traditional way?

4 What can people do with it?

5 Is it well-known in only your country or in the world?

4 ACTIVITY 4: PRODUCTION (POST-READING: SPEAKING) (15 mins) a Objectives:

- To help students use what they have learnt so far to talk about the speciality; provide Ss with an opportunity to revise and use vocabulary related to the topic of the unit. b Content: - Ss can improve speaking skill.

- Task 4: Work in pairs Ask and answer about a speciality in your neighbourhood, your home town, or the area you know Use the questions below.

- Task 5: Work in groups Give a short presentation about the speciality you discussed in 4. c Expected outcomes:

- Students can give a short presentation about the speciality. d Organisation: Teacher’s instructions.

Task 4: Work in pairs Ask and answer about a speciality in your neighbourhood, your home town, or the area you know Use the questions below

- Tells Ss that they are going to work in pairs to answer the questions

- Asks them to note down their answers

- Moves around to observe and offers help if needed

- Asks them to prepare for a short talk about the speciality they have chosen, using their answers to the questions.

Work in groups Give a short presentation about the speciality you discussed in 4

- Asks Ss to work in groups and give a short talk about the speciality they have discussed

- Asks them to read the example first.

- Invites some Ss to give their presentation to the class

- Students give presentation to the class.

- Asks other groups to listen and give comments.

I live in Tay Ho Village, 12 kilometres from Hue City My village is famous for its conical hats We make conical hats from goi leaves We still follow 15 traditional steps to make a hat A conical hat protects us from the sun and the rain as well as makes us more graceful What is special about our conical hats is that each of them carries a poem Tay Ho conical hats are not only famous in Hue but all over Viet

- Asks Ss to work in pairs to take the quiz about famous products in different places in Viet Nam They have to match the products with the places.

1 C 2 E 3 A 4 B 5 D - Summarises the main points of the lesson. b Homework

- Write down a speciality in their notebooks.

- Prepare new lesson unit 1: Skills 2

Lesson 6: SKILLS 2 I OBJECTIVES: - By the end of this unit, students will be able to gain the following things:

- Listen for specific information about a community helper; write a paragraph about a community helper.

- Ss can develop communication skills and creativity; be collaborative and supportive in pair work and teamwork.

- Ss will be friendlier and willing to help the community; actively join in class activities.

1 ACTIVITY 1: WARM-UP (5 mins) a Objectives: - To create an active atmosphere in the class before the lesson; lead into the new lesson. b Content: - Brainstorming c Expected outcomes:

- Students can answer the questions related to community services d Organisation: Teacher’s instructions.

- Asks Ss to say aloud the names of community helpers they know and have learnt

- Asks them who is their favourite community helper and why

- Encourages Ss to share their answers.

- Leads into the new lesson: Listening and Writing about favourite community helpers.

- Introduces the objectives of the lesson

- Writes the objectives in the left corner of the board.

2 ACTIVITY 2: PRESENTATION( PRE-LISTENING) (5 mins) a Objectives: - To help Ss to discuss the questions. b Content: - Ss work in pairs to discuss the questions. c Expected outcomes: - Ss can answer the questions. d Organisation: Teacher’s instructions.

CONTENT Task 1: Work in pairs Discuss the questions.

- Asks Ss to look at the pictures and answer the questions in the book.

+/ Who can you see in the pictures?

- Students work in pairs to discuss the questions

- Elicits answers from Ss This is an open activity, so accept all answers provided they make sense.

- Chooses to teach some key words that appear in the listening text if necessary.

We can see garbage collectors They are taking the garbage away

+/ reflective stripes, +/ garbage cart, +/ sorting,

3 ACTIVITY 3: PRACTICE (WHILE-LISTENING) (15 mins) a Objectives:

- To help Ss develop their skill of listening for specific information about community service b Content: - Ss can do some tasks well.

- Task 2: Listen and fill in each blank with no more than TWO words.

Listen again and tick T (True) or F (False)

- Ss can listen for specific information to do the learning tasks. d Organisation: Teacher’s instructions.

CONTENT Task 2: Listen and fill in each blank with no more than two words.

- Tells Ss that they are going to listen to a radio broadcast about a community helper

- Asks Ss to read the questions first and underline the keywords

- Reminds them indentify the kind of information needed for each blank (e.g blank 1: noun/ name of the contest; blank 2: noun/ his job )

- Plays the recording and asks Ss to listen and fill in each blank with no more than two words Ss work in pairs to compare their answers.

- Asks for Ss’ answers and write them on the board without confirming whether they are right or wrong

- Plays the recording the last time to check the answers.

1 Community Helper 2 garbage collector 3 slim

Task 3: Listen again and tick T (True) or F (False).

- Tells Ss that they are going to listen to the broadcast again and decide if each statement is true or false.

- Asks Ss to read the statements and underline the keywords, then guess whether each statement is true or false based on their previous listening

- Writes their answers on the board.

- Plays the recording and asks Ss to listen again and check their answers

- Ss work in pairs to compare their answers with each other and with the answers on the board

- Plays the recording once more for pairs to check their answers to both activities 2 and 3.

- Asks for Ss’ answers to Activity 2

- Confirms and ticks the correct answers.

- Gives these five questions about Mr Vinh.

+/ What does he look like?

+/ What does he do to the community?

+/ How does Mi feel about him?

- Checks students’ answers as a whole class.

4 ACTIVITY 4: PRODUCTION (POST-LISTENING: WRITING) (15 mins) a Objectives:

- To help Ss practise ansering the questions and writing a paragraph about a community helper b Content:

- Task 4: Work in pairs Choose a community helper you like and answer the following questions.

- Task 5: Write a paragraph (about 100 words) about your favourite community helper Use the answers to the questions in 4 to help you. c Expected outcomes:

- Students can answer the questions and use learned vocabulary and grammar to write a paragraph about a community helper d Organisation: Teacher’s instructions.

Work in pairs Choose a community helper you like and answer the following questions

- Asks Ss to work in pairs to answer the questions in the book

- Reminds them to take notes of their answers

- Calls some Ss present their answers or write their answers on the board

Write a paragraph (about 100 words) about your favourite community helper Use the answers to the questions in 4 to help you

- Asks Ss to write their paragraphs individually based on their answers in Activity 4.

- Students work to write their full paragraph.

- Asks one student to write his or her paragraph on the board Other Ss and T comment on the writing on the board

- Shows the model writing, asks Ss to read to get the main ideas.

- Collects some writings to correct at home

My favourite community helper is Mr Nam He is a delivery person in my neighbourhood.

Whenever he delivers something to us, he smiles happily He sometimes asks me about my study In addition, he is hard-working and responsible He delivers goods to my family and other families in the neighbourhood despite the weather Sometimes he has to return twice to deliver us a parcel because we are not at home I really appreciate his manner In general, Mr Nam is a very dedicated community helper who makes our life easy and comfortable.

- Summarises the main points of the lesson. b Homework

- Rewrite the paragraph in the notebookscarefully at home - Do exercises in the workbook.

- Prepare new lesson unit 1: Looking back and project.

LOCAL COMMUNITY Lesson 7: LOOKING BACK & PROJECT

ACTIVITY 2: PRESENTATION: VOCABULARY (10 mins)

a Objectives: - To help Ss review the vocabulary of Unit 1. b Content:

- Task 1: Write a word or phrase for each description below.

Circle the correct word or phrase to complete each sentence

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully d Organisation: Teacher’s instructions.

CONTENT Task 1: Write a word or phrase for each description below.

- Asks Ss to do this activity individually then compare their answers with their partners

- Asks for Ss’ answers or ask one student to write his/ her answer on the board

1 delivery person 2 firefighter 3 tourist attraction 4 pottery

Task 2: Circle the correct word or phrase to complete each sentence

- Asks Ss to do this exercise individually.

- Students do the task independently

- Asks them to share their answers with a classmate

- Students exchange their textbooks to check the answers.

- Invite ssome Ss to share their answers.

- Confirms the correct ones and shows the right answers.

1 preserve 2 fragrance 3 police officers 4 speciality 5 handicrafts

3 ACTIVITY 3: PRACTICE: GRAMMAR (11 mins) a Objectives:

- To help Ss revise question words before to-infinitives;

- To help Ss revise the phrasal verbs they have learnt. b Content:

- Task 3: Choose the correct answer A, B, C, or D.

- Task 4: Rewrite each sentence so that it contains the phrasal verb in brackets.

You may have to change the form of the verb. c Expected outcomes:

- Recall the uses of question words before to-infinitives and some phrasal verbs. d Organisation: Teacher’s instructions.

CONTENT Task 3: Choose the correct answer A, B, C, or D

- Asks Ss about the verbs and the question words that can be used in this kind of structure.

- Asks Ss to do this exercise individually then compare their answers with a partner

- Calls on some Ss to give the answers

Rewrite each sentence so that it contains the phrasal verb in brackets You may have to change the form of the verb

ACTIVITY 4: PRODUCTION (PROJECT) (18 mins) a Objectives

- To provide an opportunity for Ss to develop their research and collaboration skills and to practise giving an oral presentation. b Content: - Presentation c Expected outcomes:

- Students are able to give an oral presentation of survey results. d Organisation: Teacher’s instructions.

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENT

- Asks Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation of the survey results.

- Asks Ss to work in their groups

- Gives them a few minutes to prepare for the presentation.

- Gives Ss checklists for peer and self-assessment

- Explains that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any.

The presenters should complete their self- assessment checklists after completing their presentation.

- Invites two or three groups to give their presentations

- Encourages the rest of the class to ask questions.

- Gives feedback after each presentation

- Gives Ss marks for their presentation.

- Summarises the main points of the lesson. b Homework

- Revise all the vocabulary and grammar of unit 1.

- Prepare for the next lesson unit 2: Getting started

CITY LIFE Lesson 1: Getting started – How is your city?

OBJECTIVES

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

- Gain an overview about the topic City life - Gain vocabulary to talk about life in the city

- Develop communication skills - Be collaborative and supportive in pair work and teamwork

- Actively participate in class - Develop self-study skills

- Grade 9 textbook, Unit 2, Getting started - Computer connected to the Internet - Projector / TV

III PROCEDURES 1 ACTIVITY 1 WARM-UP (5 mins) a Objectives:

- To activate students’ knowledge on the topic of the unit.

- To lead into the unit b Content:

- Students can answer some questions of the teacher about some cities d Organisation:

Think!

- Before Ss open their books, ask Ss to name some big cities in Viet Nam and in the world Ask some of them to tell the class what they know about those cities (population, traffic, tourist attractions, etc.) Ask them if they want to live there Write their ideas on the board

- If Ss are living in a town or city, ask them to describe it (population, traffic, tourist attractions, etc.) Ask them if they like or dislike living there.

- Tell Ss that this unit is about city life, and in this unit, they will learn about both pros and cons of living in a city.

1/ Can you name some big cities in Viet Nam and in the world?

2/ Can you describe something you know about these cities?

Write the unit title on the board Ask Ss to open their books and start the lesson.

- Share with Ss the objectives of the lesson by showing them on a projector Alternatively, write the objectives in a corner of the board and leave them there and tick the objective off when the class finishes with them

- Teacher sets the context for the listening and reading text: Write the title on the board A special day Explain the meaning of special and ask students to guess what the conversation might be about.

- Listen and follow the instructions.

3/ Do you want to live there?

4/ Can you describe where you live? Is it a city or town?

5/ Do you like living there?

City Debate

ACTIVITY 2: PRESENTATION (5 mins) a Objectives

- To provide students with vocabulary;

- To help students be well-prepared for the listening and reading tasks b Content:

- Vocabulary pre-teaching c Expected outcomes:

- Students can identify some new words about city. d Organisation:

- Teacher explains the meaning of the new vocabulary by showing pictures or giving explanations.

2 congested (adj) 3 construction site (n) 4 grand (adj)

5 pricey (adj)6 underground (n)7 unreliable (adj)8 itchy (adj)9 downtown (n)

ACTIVITY 3: PRACTICE (30 mins) a Objectives

- To help Ss read for specific information about How is your city?;

- To help Ss learn words and phrases related to How is your city?;

- To help Ss use the words in context. b Content:

Listen and read (7 mins)

- Task 2: Read the conversation again and tick T (True) or F (False).

- Task 3: Match the words/ phrases with their pictures

- Task 4: Choose the correct answer A, B, C, or D c Expected outcomes:

- Students understand the conversation and topic of the lesson and can complete the tasks successfully. d Organisation:

Task 1: Listen and read (7 mins)

- Ask Ss to look at the pictures on page 18 and answer the questions below:

- Ask Ss to read the first exchange in the introductory dialogue Elicit from Ss that Trang and Ben are living in different cities, and Ben is in London

- Tell Ss that they will listen to and read the dialogue Play the recording twice for Ss to listen and read along The second time, have Ss underline the words that are related to the topic of the unit.

- Invite some pairs of Ss to read the conversation aloud.

- Have Ss say the words in the text that they think are

1 What do you see in each picture?

2 Are the things in the pictures common in your hometown?

Possible answers: traffic jam / traffic congestion, …

The dialogue on page 19. related to the topic City life.

- Quickly write the words on one part of the board.

- Look at the pictures and answer the questions.

- Underline the words that are related to the topic.

- Find the words in the text that are related to the topic.

Read the conversation again and tick T (True) or F (False) (7 mins)

- Tell Ss to read the conversation again and work independently to find the answers Remind Ss to underline the information and correct the false statements.

- Have Ss compare their answers in pairs before checking as the whole class.

- Call on some Ss to give the answers.

- Work independently to do the activity.

- Compare the answers in pairs.

Match the words/phrases with their pictures (7 mins)

- Ask Ss to look at the pictures and guess the words and phrases that describe them

- Have Ss work individually to match the phrases with the appropriate pictures.

- Have them compare their answers with a partner

- Invite some Ss to go to the board and write their answers.

- Have some Ss practise saying the phrases again

- For a stronger class, have Ss work in groups Each group makes sentences with the words/phrases Then they read aloud these sentences.

- Look at the pictures and guess.

- Work individually to do exercise.

- Write the answers on the board.

- Practise saying the words and phrases.

- Make sentences with the words/ phrases.

Choose the correct answer A, B, C, or D (7 mins)

ACTIVITY 4: PRODUCTION (10 mins) a Objectives

- To help Ss identify some common differences between living in a city and in a village;

- To check students’ vocabulary and improve group work skills. b Content:

- Task 5: Complete a quiz to guess which type of life suits more, city life or village life. c Expected outcomes:

- Students can know which type of life suits them more, city life or village life. d Organisation:

Quiz: A lifestyle survey: City life or Village life? (10 mins)

CONSOLIDATION a Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson. b Homework

- Start preparing for the Project of the unit:

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

CITY LIFE Lesson 2: A closer look 1

- To provide students new vocabulary;

- To revise some vocabulary related to City Life. b Content:

Choose the correct answer A, B, C, or D to complete each sentence (5

- Task 3: Complete the texts, using the words and phrases from the box. c Expected outcomes:

- Students can identify some vocabulary about City life and use them in different contexts. d Organisation:

Task 1: Match the words / phrases with their explanations (5 mins)

- Tell Ss to work in pairs and match the words / phrases with their explanations

- Check and confirm the correct answers

- Have the whole class read aloud the words/phrases again

Put Ss in teams and let each team choose 4 members to join the game The members of each team stand in a line.

As soon as they hear a word / phrase, they need to run quickly to the board and write that word / phrase on the board The team with the most number of correct answers will be the winner.

- Work in pairs to do task 1 p.20 - Listen and check the answers

- Work in teams to play games.

Task 2: Choose the correct answer A, B, C, or D to complete each sentence (5 mins) - Go over the four adjectives under each sentence with Ss.

- Tell Ss to do this exercise individually Tell them to read all the sentences carefully to make sure they understand the sentences and choose the correct option.

- Have them compare their answers with a partner

- Invite some Ss to give the answers and confirm the correct ones Explain the options that might be challenging to Ss.

Complete the texts, using the words and phrases from the box (5 mins)

- Ask Ss to say the meaning of the words / phrases in the box.

- Tell them to work in pairs and choose the appropriate words to complete the texts

- Invite two Ss to write their answers on the board

- Confirm the correct answers Ask Ss to explain their choices For example, blank 1 should be metro because the sentence mentions public transport, and metro, like bus, is a type of public transport.

- Ask Ss who they agree with, John or Jenny, and explain why.

- With a stronger class, ask Ss to choose one or two words / phrases and make sentences with them

- Say the meaning of the words / phrases.

- Work in pairs to do the exercise.

- Write answers on the board.

+ I agree with John I think that life in the city is great There are many good public amenities.

The public transport system is convenient, too.

City life is terrible Cities are often too crowded.

They don’t have much green space They are not liveable.)

4 ACTIVITY 4: PRODUCTION (PRONUNCIATION) (15 mins) a Objectives:

- To help students identify how to pronounce the diphthong sounds /aʊ/, /əʊ/, and / eə/;

- To help students practise pronouncing these sounds correctly in words and in sentences. b Content:

- Task 4: Put the words in the correct column Then listen and check.

- Task 5: Read, then listen, check, and practise the sentences with /aʊ/, /əʊ/, and /eə/ c Expected outcomes:

- Students can pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/ in words and in sentences correctly. d Organisation:

Task 4: Put the words in the correct column Then listen and check (7 mins)

- Review the diphthong sounds /aʊ/, /əʊ/, and /eə/ to students.

- Draw a table with three columns: /aʊ/, /əʊ/, /eə/ on the board

- Have Ss read out the given words in the textbook in silence Write down the first word in the list with the sound /aʊ/, /əʊ/, and /eə/ in the appropriate column

- Tell Ss to do the same with the other words Then play the recording for them to listen and check

- Have Ss read aloud the words by column Correct pronunciation mistakes if any.

- Remind Ss of the common spelling for each sound (e.g

“ow” is often pronounced /aʊ/) Also, notice them that there are exceptions.

- Have the class say the words again in chorus, and then invite some Ss to say them

- Invite some Ss to say some words they know that have diphthong sounds /aʊ/, /əʊ/, and /eə/.

- Listen and follow the instruction.

- Read out the given words.

- Write down the first word in the right column.

- Give some words that have diphthong sounds /aʊ/, /əʊ/, and /eə/.

Task 5: Read the sentences Circle the words with /aʊ/, underline those with /əʊ/, and put a tick (√) next to those with /eə/ Then listen, check, and practise the sentences (7 mins)

- Write the sentences on the board or show them on a projector screen

- Tell Ss that they need to circle the words with /aʊ/, underline those with /əʊ/, and put a tick next to those with /eə/ Do sentence 1 with the whole class as an example.

- Set a time limit for Ss to do this exercise individually.

Then, they compare their answers in pairs.

- Play the recording for Ss to check Show them the correct answers.

- Have Ss practise the sentences in pairs Invite some pairs to read the sentences aloud Comment on their pronunciation of the sounds

- Compare their answers in pairs.

2 The chairman (√) comes from a coastal city.

3 Buses in the old days were not as crowded as they are now

4 She gets around the city easily thanks to the apps on her phone

5 I hope we arrive at the city square (√) in time for the fashion show

- Ask one or two students to tell the class what they have learnt Draw students’ attention to the objectives on the board or show them the slide with the objectives.

Tick the objectives that have been learnt. b Homework

- Find three more words that have the diphthong sounds /aʊ/, /əʊ/, and /eə/

- Prepare the next lesson: Unit 2 A closer look 2

A closer look 2 I OBJECTIVES

- Recognise and use double comparatives and some phrasal verbs.

- Develop communication skills - Be collaborative and supportive in pair work and teamwork

- Compare living place - Develop self-study skills - Actively join in class activities

- Grade 9 textbook, Unit 2, A closer look 2 - Computer connected to the Internet

- To activate students’ prior knowledge related to the targeted grammar of double comparative;

- To enhance students’ skills of cooperating with teammates. b Content:

- Comparative Chain game. c Expected outcomes:

- Students can answer teacher’s questions using double comparatives. d Organisation:

- Show Ss a picture of two bowls of spicy noodles The second bowl of noodles has more chillis than the first one

- Ask Ss which bowl of noodles they prefer

- Put a tick below the first bowl and two ticks below the second bowl and tell them that the number of ticks shows

T’s preference Elicit from Ss a sentence with comparative structure (I like the second bowl more than the first bowl).

- Tell Ss that today they are learning another structure of comparison of adjectives

- Introduce the objectives of the lesson Write the objectives in the left corner of the board

Comparative Chain game

g The bus is slower than the underground train

- If a team cannot think of anything, they are out of the game.

- The last team remaining wins.

- Listen and play games in teams.

2 ACTIVITY 2: PRESENTATION - DOUBLE COMPARATIVES (15 mins) a Objectives:

- To help students get to know about double comparatives. b Content:

Choose the correct option to complete each sentence (3 mins)

- Task 2: Find a mistake in the underlined parts in each sentence below and correct it c Expected outcomes:

- Students know how to use double comparatives. d Organisation:

Task 1: Choose the correct option to complete each sentence (3 mins)

- Write the sentence on the board:

“The more expensive the rent in the city is, the fewer people can afford to live there”.

- Underline “the more expensive” and “the fewer” Check if they understand the sentence.

- Tell Ss that they can use “the” with comparative adjectives to emphasise that one thing depends on another.

- Draw their attention to the form: The + comparative adjective 1 + clause 1, the + comparative adjective 2 + clause 2 Remind them that there must be “the” before the comparative form of adjective.

- Go through the Remember! box with Ss Use the given examples to reinforce the grammar point

- Ask Ss to look at Task 1 Do the first sentence with the class as an example.

- Tell Ss to complete Task 1 individually, then check their answers with another pair.

- Invite some Ss to share their answers Confirm the correct answers Explain or elicit explanations from Ss.

- Read the Remember! box carefully and listen to the teacher.

- Look at Task 1 and do the first sentence.

1 later 2 more comfortable 3 the higher

4 more famous5 the more difficult

Find a mistake in the underlined parts in each sentence below and correct it (5 mins)

- Tell Ss to find a mistake in each sentence and correct it.

Tell them to read the sentence carefully and pay attention to the meaning of each sentence.

- Ask Ss to do this exercise in pairs

- Invite one or two Ss to write the mistakes and their corrections on the board

- Do Task 2 in pairs - Listen and check.

1 B (The hotter) 2 C (more tired) 3 A (more modern) 4 D (the more polluted) 5 B (uglier)

3 ACTIVITY 3: PRACTICE - PHRASAL VERBS (20 mins) a Objectives:

- To present five phrasal verbs;

- To help Ss practise using phrasal verbs learnt in Activity 3 in sentences. b Content:

Complete each sentence with a phrasal verb in 3 You can change the

ACTIVITY PRODUCTION (15 mins) a Objectives

- To give Ss speaking practice with the comparison of adjectives. b Content:

- Task 5: Work in pairs Tell each other whether you agree or disagree with the following ideas c Expected outcomes:

- Students can apply the grammar they have learnt in practical situations. d Organisation:

Task 5: Work in pairs Tell each other whether you agree or disagree with the following ideas (8 mins)

- Go through the three sentences in 5 to make sure Ss understand them.

- Ask Ss to work in pairs Each person chooses a sentence and says whether they agree or disagree with it Encourage them to provide an example, a reason and / or an explanation for their viewpoint.

- Invite some Ss to share their opinions in front of class.

Others listen and give feedback - Listen and answer.

- Summarise the main points of the lesson. b Homework

- Make 5 sentences by using double comparatives and phrasal verbs that you have learnt.

- Prepare the next lesson: Unit 2 Communication

CITY LIFE Lesson 4: Communication

- Offer help and respond to an offer;

- Talk about means of transport that they use.

- Develop communication skills and creativity- Be collaborative and supportive in pair work and teamwork

- Be ready and confident in real life conversations - Know about means of transport

- Actively join in class activities

- Grade 9 textbook, Unit 2, Communication - Computer connected to the Internet

- To enhance students’ skills of cooperating with team mates. b Content:

- Students can use their background knowledge to answer the questions. d Organisation:

Look and answer

- Show pictures of means of transport (bicycle, tram, sky train, car, bus) Ask Ss what means of transport they know, and what might be common means of transport in the city.

- Tell Ss that in this lesson, they will read and talk about transport in the city Introduce the objectives of the lesson (Ss will learn how to offer help and respond; and how to talk about their favourite means of transport) Write the objectives in the left corner of the board.

Pictures of means of transport.

Charades

- Divide the class into two teams.

- Write down some means of transport on slips of paper and put them in a bag/hat/box.

- One student from each team takes turns to pick a slip and act out the word without speaking The other students from their team have to guess what it is within a time limit (e.g one minute) If they guess correctly, they get a point If not, the other team can steal the point by guessing correctly The team with the most points at the end wins.

- Listen and play games in teams

- car - tram - cyclo - motorbike - walk - bike

2 ACTIVITY 2: PRESENTATION - EVERYDAY ENGLISH (15 mins) a Objectives:

- To introduce ways of offering help and responding. b Content:

- Vocabulary pre-teaching - Task 1: Listen and read the conversations below Pay attention to the highlighted parts.

- Task 2: Work in pairs Make similar conversations with the following situations. c Expected outcomes:

- Students can use the structures to offer help and respond. d Organisation:

+ giving an explanation - Listen to the explanation of the words.

- Write the new words in their notebooks.

Task 1: Listen and read the conversations below Pay attention to the highlighted parts (5 mins)

- Tell Ss a situation: “Duong’s best friend is going to Singapore to study there Duong’s dad knows that Duong wants to go to the airport to see him off What will Duong’s dad do?”

- Encourage Ss to make some guesses Possible guesses might be Duong’s dad will take him to the airport;

Duong’s dad will catch a taxi for him to the airport, etc

- Write on the board: “I can take you to the airport if you like.” Tell Ss that Duong’s dad says this sentence to offer

1 Listen and read the conversations below.

Pay attention to the highlighted parts. to help him

- Play the recording for Ss to listen and read the conversations between Duong’s dad and Duong, and between Minh and Hoang Ask Ss to pay attention to the highlighted language Tell them that these are two common ways to offer help.

- Ask Ss what Duong and Hoang say to accept the offers.

- Have Ss read aloud the conversations as a class first, then practise them in pairs Call on some pairs to act the conversations in front of the class.

- Listen and read the conversations.

- Practise in pairs to act the conversations.

Task 2: Work in groups Make similar conversations with the following situations (7 mins)

- Ask Ss to work in pairs to make similar dialogues, using the language they have learnt.

- Move around to observe and provide help Call on some pairs to practise in front of the class Comment on their performance.

- Work in pairs to make similar dialogues.

You: I can show you how to use the library smart card if you like

Friend: Thanks That’s so kind of you.

You: Would you like me

to write a note for Ms Hoa?

That’s so kind of you.

Transition from Everyday English to Transport in the city

- Choose two strong Ss (A & B) in the class Tell them to imagine B is new to the city and he/she doesn’t know how to use the public transport system Tell A to offer help to B and B to respond to A’s offer

- Tell Ss they are going to read the opinions of some students about their favourite means of transport in the

Possible offers may include to get to the train station,to buy a bus ticket, to use the sky train system. city

3 ACTIVITY 3: PRACTICE - TRANSPORT IN THE CITY (20 mins) a Objectives:

- To provide students with information about three means of transport in the city;

- To give students an example of the structure for their talk;

- To help students plan their talk about their familiar means of transport;

- To provide students with a chance to talk about their familiar means of transport b Content:

Work in pairs Read the descriptions of three teenagers about their

means of transport Then complete the table below.

- Task 4: Make notes about a means of transport you are using.

- Task 5: Work in groups Talk to your friends about the means of transport that you use Use your notes in 4. c Expected outcomes:

- Students get some information about means of transport.

- Students can talk about their familiar means of transport. d Organisation:

Task 3: Work in pairs Read the descriptions of three teenagers about their favourite means of transport Then complete the table below (5 mins)

- Have Ss work in pairs Assign one description for each pair to read and complete the gaps in the table

- Invite some pairs to share their answers Confirm the correct answers.

- Put three pairs who read different descriptions together.

In their group, they tell each other about the description of the transport that they have read

- Work in pairs to read and complete the table.

- Share descriptions of the transport that they have read in groups.

1 traffic jams 2 sky train 3 crowded 4 tram 5 discount Cultural notes for teachers:

The Bangkok Mass Transit System, commonly known as BTS Skytrain, started to operate in 1999.

It covers a length of more than 70 kilometres in the city and serves about 108 million passenger trips each year.

Tram is a major form of public transport in Melbourne, Australia It started to operate in 1885.

As of May 2017, the tram system covers a length of250 kilometres It serves more than 206 million passenger trips each year.

Make notes about a means of transport you are using (7 mins)

ACTIVITY PRODUCTION (15 mins) EXTRA ACTIVITY

I go to school by bus every day It is convenient because there are bus stops near my house and my school The bus is clean and on time It is very crowded at rush hour, but it has air conditioning, so it is cool That’s why I choose to use it.

- To help students have chance to work in groups.

- To help students practice speaking and be confident in front of large people. b Content:

- Thoughts of a means of transportation. c Expected outcomes:

- Students can give their own opinion of a means of transportation. d Organisation:

- Ask Ss which of the three means of transportation in the reading text they have used or would like to use Give them a little time to think of how they felt when they used them and/or why they would like to use them

- Have Ss share their thoughts with a partner.

- Put Ss in groups of three or four Have them share their thoughts with other group members Encourage them to ask questions for further details and answers.

- Talk, using notes in 4 in groups.

- Choose one means of transportation in the reading text.

- Think how they felt when they used and why they would like to use them.

- Work in groups to share their ideas.

- Have Ss say what they have learnt in the lesson b Homework

- Prepare the next lesson: Unit 2 Skills 1

CITY LIFE Lesson 5: Skills 1

- Read for main idea and specific information in an article about a competition to find solutions to city problems

- Talk about city problems and their solutions

- Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Develop presentation skills

- Understand more about city problems and their solutions - Actively join in class activities

- Grade 9 textbook, Unit 2, Skills 1 - Computer connected to the Internet - Projector / TV

- To help Ss understand and activate their knowledge of the topic. b Content:

- Mind map - Survey c Expected outcomes:

- Students gain knowledge about their school. d Organisation:

Mind map

- Make a mind map with “City problems” in the centre.

Ask Ss to list some problems of living in the city Write their ideas in the mind map and keep it there throughout the lesson.

- Tell Ss that they are going to read and speak about some problems of city life and their solutions.

- Introduce the objectives of the lesson Write the objectives in the left corner of the board.

- Listen and follow the teacher's instruction.

- Ask the students to conduct a survey among their classmates about city problems

- You can give them some questions to ask

- You can also ask them to make a chart or a graph to show the results of their survey and present it to the class.

“What is the biggest problem in your city?”

“How does it affect you or your family?”

“What do you think is the best solution to it?”

2 ACTIVITY 2: PRESENTATION - READING (20 mins) a Objectives:

- To help Ss learn new vocabulary in the reading text.

- To improve Ss’ skill of reading for details (scanning). b Content:

- Vocabulary teaching - Task 1: Work in pairs Match the words / phrases with their pictures.

- Task 2: Read part of an announcement about the Teenovator competition Match the topics in the competition with their winners There is one extra topic.

- Task 3: Read the announcement again Choose the correct answer. c Expected outcomes:

- Students identify some new words and how to use the target vocabulary d Organisation:

- Ask Ss to get the meaning of the words in context.

- Say the meaning of the words.

Task 1: Work in pairs Match the words / phrases with their pictures (3 mins)

- Have Ss work in pairs and match the given words/phrases with the pictures.

- Check the answers as a class

- Tell Ss to find these words and phrases in the reading text and highlight them.

- Do exercise in pairs - Listen and check.

Read the passages again and complete the sentences (5 mins)

- Tell Ss that they are going to read part of an announcement about the winners of the Teenovator competition Ask them to skim the announcement and name the winners (Central School, Bookworm Team,

- Ask Ss to skim the text again and underline the city problem that each winner has found (Central School –

(the more) food people throw away, Bookworm Team – city library is not teen-friendly, Helena Wilson – too many vehicles around the school gates)

- Ask Ss if these problems are solved, how the city will be like (less food waste, teen-friendly library, safety in front of school gates).

- Tell Ss that they will now match a topic in the competition with the winner Let Ss do the exercise individually.

- Skim the announcement and name the winners.

- Skim again and underline the city problem.

- Match the topic in the competition with the winner.

Task 3: Read the announcement again Choose the correct answer (7 mins)

- Have Ss review how to do this multiple-choice exercise.

- Briefly tell them the steps: Read the questions, underline the keywords in each question, locate the keywords in the text and find the information to answer the question.

- Ask Ss to repeat the steps if necessary.

- Ask Ss to do the exercise individually and then check their answers in pairs.

- Invite a student to write their answers on the board Have other Ss explain their answers Confirm the correct answers.

Transition from Reading to Speaking - To connect the reading and the speaking parts, expand the mind map in Warm up Ask Ss to add more ideas about city problems and solutions from the article to the mind map.

Suggested information to add to the mind map:

Problem 1: food waste + Solution: a farm comes and takes leftovers at school canteens They process them into biogas.

Problem 2: not teen- friendly city library

+ Solution: design lively learning spaces; add teen’s favourite desserts in the cafeteria’s menu.

Problem 3: too many vehicles around school

+ Solution: not allow cars at school gates at special hours; no motorbike parking on the pavement near school gates

3 ACTIVITY 3: PRACTICE - SPEAKING (15 mins) a Objectives:

- To help students use what they have learnt so far to talk about city problems and solutions;

- To practise public speaking. b Content:

Work in pairs Talk to your friends about the city problems and suggest

- Students can talk about the city problems and suggest solutions to them in front of other people. d Organisation:

Task 4: Make a list of city problems and some solutions to them (7 mins)

- Ask Ss to work in pairs and add as many details of problems of city life and solutions in the mind map as possible Alternatively, Ss can use problems given in the textbook and think of solutions to them.

- Ask pairs to share their answers with the class

- Work in pairs to add details of problems of city life and solutions in the mind map.

Task 5: Work in pairs Talk to your friends about the city problems and suggest solutions to them You can use the ideas in 4 (8 mins)

- Elicit from Ss some useful structures for starting a talk and introducing problems and solutions

- Have Ss work in groups Tell them that they will talk to each other about problems of city life and solutions They could use their notes when talking

We think that there are several problems in our city First, some streets are dirty Many people

- Remind them that they can use the given template in the book in their talk.

- Set a time limit for pair work Go around, monitor and support when necessary.

- Invite some Ss to share their discussion to the class

- Ask other pairs to listen and give comments Comment on Ss’ answers.

4 ACTIVITY 4 PRODUCTION (15 mins) EXTRA ACTIVITY a Objectives:

- To help students have chance to work in groups.

- To help students practice speaking and be confident in front of large people. b Content:

- Thoughts of city problems. c Expected outcomes:

- Student can give their own opinion of two city problems d Organisation:

- Have Ss work in five groups and assign one of the following roles to each group: The local authority, the school board, the local television channel, the local newspaper, and the student association

- Choose two city problems, e.g food waste and crowded traffic in front of school gates Have groups think of solutions to these problems from the perspectives of their assigned roles.

- After a certain time, organise a meeting among representatives of the groups Have them present their put rubbish on the pavements or near the walls Second, the city looks like a concrete jungle It lacks green space and the air is not fresh To solve these problems, the city authority should instruct people to throw rubbish properly Another solution is to plant more trees even on the roof of high buildings By doing so, the city can be a more liveable place solutions to the whole class and come up with an action plan to solve the problems.

- Talk about problems of city life and solutions in groups by using their notes.

- Share their discussion with the class.

- Find solutions to city problems & Present their solutions.

- Summarise what they have learnt in the lesson

- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. b Homework

- Prepare the next lesson: Unit 2 Skills 2

CITY LIFE Lesson 6: Skills 2

- Listen for specific information in an interview about life in the city - Write a paragraph on what they like or dislike about city life

- Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork

- Be encouraged to express opinion about city life - Actively join in class activities

- Grade 9 textbook, Unit 2, Skills 2 - Computer connected to the Internet - Projector / TV

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson. b Content:

- Game: Pass the ball c Expected outcomes:

- Students can answer the questions related to school d Organisation:

- Show photos or a video of a modern and beautiful city Ask Ss if they like that city and why.

- Lead to the new lesson: Listening and Writing lesson on advantages and disadvantages of city life

- Introduce the objectives of the lesson Write the objectives in the left corner of the board.

Pass the ball

- Give two balls to two different Ss.

- When the music starts, Ss pass the balls to Ss next to them.

- When the music stops, the two Ss have a ball must stand up to tell about beautiful city that they want to live in.

- Which city do you want to live in? Why?

2 ACTIVITY 2: PRESENTATION - LISTENING (20 mins) a Objectives:

- To help Ss develop their skill of listening for specific information about city life b Content:

- Task 1: Work in pairs Tick (√) the things that you want in your hometown Add more ideas if you have any.

Listen to an interview with three teenagers about life in their cities

Decide if the statements are true (T) or false (F).

- Task 3: Listen again Choose the correct answer A, B, or C. c Expected outcomes:

- Ss can listen for general and specific information to do the learning tasks. d Organisation:

Task 1: Work in pairs Tick (√) the things that you want in your home town Add more ideas if you have any.

- Tell Ss to look at the given phrases and ask them to tick the things they want in a city.

- Tell Ss that these phrases will appear in the listening, so they should pay attention to them.

Task 2: Listen to an interview with three teenagers about life in their cities

Decide if the statements are true (T) or false (F)

- Tell Ss that they are going to listen to three teenagers talking about what they like and dislike about their city

- Have Ss look at the statements Elicit from them the keywords in each statement Remind them that they need to listen attentively.

- Play the recording and ask Ss to listen and decide if the information is true or false according to the recording

- Ask one or two Ss to go to the board and write their answers Have other Ss work in pairs to compare their answers.

- Confirm the correct answers Play part of the recording again when needed.

- Listen and do the exercise.

Task 3: Listen again Choose the correct answer A, B, or C.

- Tell Ss that they are going to listen to the speakers again and choose the correct answer

- Have Ss read the questions and underline the keywords in each question Elicit from Ss that Question 1 helps practise listening for gist.

- Play the recording and ask Ss to listen again and choose the correct answer Then Ss work in pairs to compare their answers with each other

- Check the answers to 3 with the whole class Ask Ss to explain their choices Confirm the correct answers

Transition from Listening to Writing

Ask Ss to work in pairs and recall information about Tom, Elena and Chi Note down the answers to the questions.

- What does each person like about life in their city?

- What does each person dislike about life in their city?

- Listen and do the exercise.

- Work in pairs Note down the answers.

3 ACTIVITY 3: PRACTICE - WRITING (18 mins) a Objectives:

- To help Ss practise writing a paragraph about what they like or dislike about living in a city. b Content:

- Task 4: Work in pairs Put the phrases from the box in the correct column

- Task 5: Write a paragraph (about 100 words) about what you like or dislike about living in a city You can use the ideas in 4 or your own ideas c Expected outcomes:

- Students can use learned vocabulary and grammar to write a paragraph about what they like or dislike about living in a city. d Organisation:

Work in pairs Put the phrases from the box in the correct column

- Have Ss work in pairs to put the phrases in the correct column.

- Have some Ss present their answers or write their answers on the board Confirm the correct answers

- Work in pairs to do the exercise.

Write a paragraph (about 100 words) about what you like or dislike about living in a city You can use the ideas in 4 or your own ideas

- Rewrite the paragraph in the notebooks.

- Prepare the next lesson: Unit 2 Looking back & Project

CITY LIFE Lesson 7: Looking back & Project

- Review the vocabulary and grammar of Unit 2 - Apply what they have learnt (vocabulary and grammar) into practice through a project

- Develop communication skills and creativity - Develop presentation skill

- Be collaborative and supportive in pair work and teamwork

- Be encouraged to attend school activities - Actively join in class activities

- Grade 9 textbook, Unit 2, Looking back and Project

- Computer connected to the Internet - Projector / TV

- To create an active atmosphere in the class before the lesson. b Content:

- Ss can list as many school things as possible d Organisation:

- Teacher divides the board, and divides the class into teams.

- Members of each team take turns to write as many words about City as possible in 2 minutes.

- The group having more correct answers is the winner.

- Work in teams to play the games.

Suggested answers: lively, suburbs, skyscraper, bustling, …

2 ACTIVITY 2: PRESENTATION - VOCABULARY (10 mins) a Objectives:

- To help Ss review the vocabulary of Unit 2. b Content:

- Task 1: Choose the correct answer to complete each sentence below.

- Task 2: Fill in each gap with a word from the box to complete the passage. c Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Choose the correct answer to complete each sentence below (5 mins)

- Have Ss do this activity individually then compare their answers with their partners

- Ask for Ss’ answers or ask one student to write his / her answer on the board

1 suburbs2 metro3 concrete jungle4 lively

Fill in each gap with a word from the box to complete the passage (5

mins) - Have Ss read the passage and complete the blanks with the given words.

- Ask them to share their answers with a classmate

- Invite some Ss to write the answers on the board.

- Ask Ss if they like or dislike Mia’s town.

- Exchange their textbook to check the answers.

1 peaceful 2 safe 2 congestion 4 itchy 5 liveable

3 ACTIVITY 3: PRACTICE - GRAMMAR (10 mins) a Objectives:

- To help Ss revise the double comparatives and some phrasal verbs. b Content:

Find a grammar mistake in each sentence and correct it (5 mins)

- Prepare for the next lesson.

- Prepare the next lesson: Unit 3 Getting started

Getting started – Advice from a School Counsellor

CONGESTION

- Ss are shown different pictures, and they need to take the first letter from each picture to form the mystery word

- Which team finds the mystery word first will become the winner

- T leads to the new unit Write the unit title Advice from School

- Ss answer the questions individually.

Counsellor on the board Ask Ss to guess what they are going to learn about in this unit.

OLD 10 RUSH HOUR

1 Does your secondary school have a school counsellor?

2 What does a school counsellor do in a secondary school?

Suggested answers: e.g listen to students; provide emotional support; help students cope with stress; offer guidance and advice; assist with academic planning; help students develop problem-solving skills; provide resources for students in need; support mental health and well-being; promote healthy relationships, etc.)

– To set the context for the introductory dialogue;

– To introduce the topic of the unit. b Content:

Vocabulary pre-teaching c Expected outcomes:

- Understand the conversation; topic of the lesson, … d Organisation:

CONTENTSVocabulary pre-teaching New words:

- T explains the meaning of the new vocabulary by pictures.

- T reveals that these six words will appear in the reading text and asks students to open their textbooks to discover further.

1 maintain (v): duy trì, 2 advice (n): lời khuyên 3 bring about (ph.v): đem lại, gây ra 4 balance (v): cân bằng

5 manage (v): quản lý6 priority (n): sự ưu tiên

- To help students read for specific information about advice from a school counsellor;

- To help students learn words and phrases related to healthy living for teens;

- To help students use the words in context. b Content:

Listen and read

- To help students practise asking and answering questions for more information about their peers’ health, and give them advice

- To check students’ vocabulary and improve pair work skills. b Content:

- Task 5: Interview each other about how healthy you are Give each other advice c Expected outcomes:

- Ss can name some health problems and give advice. d Organisation:

TEACHER’S AND STUDENTS’ACTIVITIES CONTENTS Task 5: Work in pairs Interview each other about how healthy you are Give each other advice (10 mins)

- Model this activity with a strong student Remind Ss that they should only use the words or phrases in the conversation to give each other advice on how to improve their health

- Ask Ss to work in pairs T goes round to help weaker Ss.

Then, call on some pairs to practise in front of the class

- Ss work in pairs to follow the teacher's instruction

- Ss may ask the teacher if they don’t know how to express their ideas.

- Ss share with the whole class

CONSOLIDATION (5 minus) a Wrap-up

- T asks Ss to talk about what they have learnt in the lesson. b Homework

- Think of ways to give each other advice on how to improve health.

UNIT 3: HEALTHY LIVING FOR TEENS

A closer look 1

- To provide students with new words and phrases related to students' life and schoolwork;

- To revise some words related to students' life and schoolwork that students have learned;

- To help students use words and phrases related to students' life and schoolwork in specific contexts. b Content:

- Task 1: Circle the correct word or phrase to complete each sentence.

- Task 2: Match the words and phrases with their definitions.

- Task 3: Complete the sentences with the words and phrases from 2. c Expected outcomes:

- Students can identify some new words about students' life/ schoolwork and use them in different contexts. d Organisation:

+ providing explanations of the words + showing pictures illustrating the word.

- Ss guess the meaning of words.

1 achieve (v): đạt được, giành được

2 accomplish (v): hoàn thành3 due date (n): hạn chót

4 distraction (n): điều gây xao nhãng

Circle the correct word or phrase to complete each sentence (4 mins)

- T has Ss read each sentence and circle the correct words to complete the sentences

- Ss work individually and do the task.

- T lets Ss work in pairs to compare their answers before sharing their answers.

- Ss work in pairs to compare their answers.

- T checks and confirms the correct answers.

1 give2 physical3 Well-balanced4 Managing5 accomplish

Match the words and phrases with their definitions (4 mins)

- T has Ss quickly match the words and phrases in the left column with their definitions in the right column individually

- Ss work individually and do the task.

- T asks Ss to check their answers with their partners

- Ss work in pairs to compare their answers.

- With a stronger class, T asks Ss to make some examples with the words and phrases they have learnt If there is enough time, T can ask some Ss to write their answers on the board.

Complete the sentences with the words and phrases from 2 (4 mins)

ACTIVITY 3: PRACTCE (15 mins) a Objectives

- To help students identify how to pronounce the sounds /h/ and /r/;

- To help students practise pronouncing these sounds correctly in words and sentences. b Content:

Task 4: Listen and repeat the words Pay attention to the sounds /h/ and /r/.

Listen and practise the sentences Pay attention to the bold words with /

ACTIVITY 4: PRODUCTION (5 mins)

a Objectives: To test students’ quick reaction to the targeted sounds. b Content: Game: Slap the board c Expected outcomes: Distinguish between the sounds /h/ and /r/. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Game: Slap the board (5 mins)

- T writes on the board 12 words with the sounds / h/ and /r/

- Ss work in 2 teams and follow teacher’s instruction to play the game.

- When T reads out word by word, one student will run to the board and slap on the correct word with the correct sound

- The team with more correct answers will be the winner.

- T invites the winner to read aloud the words.

12 words with the sounds /h/ and /r/

1. handicraft 2 happy 3 tourist 4 around 5 preserve 6 free 7 home 8 pottery

- Ask students to summarise what they have learned in the lesson

- Ask them to list some phrases learned in the lesson

- Ask them to list some other learned words/ phrases related to students' life and schoolwork paying attention to their pronunciation

- Ask students to give 2 sounds learned in the lessons and give examples b Homework - Do exercises in the workbook.

A closer look 2

- To review students’ knowledge of first conditional sentences;

- To learn how to form a first conditional sentence with modal verbs. b Content:

- Students identify the uses and how to use modal verbs in first conditional sentences. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Modal verbs in first conditional sentences

- T writes one first conditional sentence on the board: “If you do physical exercise regularly, your health will improve.”

- T explains that we can use modal verbs such as can, must, may, might, should, etc instead of will in the main clause of first conditional sentences

- T asks Ss to read the examples that illustrate the uses of some of the modal verbs in first conditional sentences in the Remember! box.

- T asks Ss to work in pairs and brainstorm as many different modal verbs as they can that could be used instead of will in the sentence written on the board- Ss work in pairs and do the given tasks

- Bring the class back together and ask each group to share their list of modal verbs.

- If there is enough time, T may ask Ss to work in pairs again and write a short dialogue where they use at least three different modal verbs in fist conditional sentences.

- To revise the forms of verbs which are used in the if-clause and the main clause of first conditional sentences;

- To help students practise modal verbs in first conditional sentences. b Content:

Circle the correct modal verbs to complete the following sentences (4

- Task 3: Match the first half of the sentence in A with the second half in B.

- Task 4: What will you say in each situation below? Use first conditional sentences with modal verbs c Expected outcomes:

- Recall the form of the first conditional sentences;

- Know how to use modal verbs in first conditional sentences for different uses d Organisation:

Task 1: Write the correct form of each verb in brackets (4 mins)

- T asks Ss to do the exercise individually and then check their answers in pairs.

- Ss work independently to do task 1

- T invites some Ss to share their answers.

- Ss check the answers in pairs before checking with the class.

Task 2: Circle the correct modal verbs to complete the following sentences (4 mins)- T has Ss do this exercise individually and then Answer key: compare their answers with a partner

- Ss work independently to do task 1

- T asks some Ss to write their answers on the board

- T checks the answers with the whole class Ask Ss to explain the use of the modal verb in each sentence Confirm the correct answers.

- Ss check the answers with the class.

1 can2 might3 must4 shouldn’t5 should

Match the first half of the sentence in A with the second half in B (3

mins) - T has Ss do this exercise individually and then compare their answers with a partner

- Ss do the task independently then compare their answers with a partner

- T checks the answers with the whole class Ask Ss to explain the use of the modal verb in each sentence Confirm the correct answers.

- Ss check the answer as a class

What will you say in each situation below? Use first conditional sentences with modal verbs (5 mins)

- T has Ss read the situations carefully If necessary, T may explain each situation to Ss

- T asks Ss to write the sentences / clauses individually and then compare their answers with a partner.

- Ss work independently to do the task.

- Ss exchange textbooks to check their friends’ answers.

- T checks the answers with the whole class.

- Ss check the answer as a class

1 If you want to lose weight, you should eat less high-fat food and do more exercise.

2 If I have an ice cream, I may have a sore throat.

3 If you want to have good health, you must get 8 hours of sleep per night

4 You can go for a swim if you finish all your homework.

5 If I have all needed ingredients,I can make a delicious pizza.

Complete the sentences with your own ideas using the modal verbs you have learnt (4 mins)

- T has Ss read the situations carefully

- T asks Ss to write the sentences / clauses individually and then compare their answers with a partner.

- Ss do the task and compare the answers in pairs.

- T checks the answers with the whole class.

- Ss check the answers as a class

1 you might miss out on other important activities like exercising, socialising, and studying.

2 you should avoid drinking caffeine or alcohol before bed and try to establish a regular sleep schedule.

3 you should consult a doctor or a medical professional to get a proper diagnosis and treatment.

EXTRA ACTIVITY - Prepare a list of di erent verbs (e.g travel,ﬀiculties, weak areas, and provide further practice. study, eat, watch, etc.) and a list of modal verbs (can, may, might, must, should, etc.) on separate pieces of paper or on index cards Place these cards face down on the table.

- Divide the class into pairs or small groups.

Each group / pair takes turns to select one verb card and one modal verb card from their respective piles.

These cards will form the basis of their first conditional sentence.

- Students work in pairs or small groups.

- Once the cards are chosen, each group / pair constructs a first conditional sentence using the selected verb and modal verb to describe a real- life situation For example, if they draw travel and can, they might create a sentence like “If we have enough money, we can travel to Europe next summer.”

Encourage creativity and make sure that the sentences are grammatically correct and sound logically.

- After each group / pair has created their sentences, have Ss share them with the class To add a competitive element, the class votes on which group’s / pair’s sentence they find the most creative or interesting.

- Listen to the teacher’s instruction to do the activity.

4 ACTIVITY 4: PRODUCTION (5 mins) a Objectives: To enable Ss to make first conditional sentences with modal verbs correctly b Content: GAME: LUCKY NUMBERS c Expected outcomes: Students are able to make first conditional sentences with modal verbs correctly d Organisation:

- T divides the class into two groups.

- Each group takes turns to select a number and make a first conditional sentence with given words

+ If they make a correct sentence, they will get 1 point.

+ If they choose the lucky number, they don’t need to make a sentence and get 2 points

- The groups with more points will become the winner.

- Ss work in groups and follow the teacher's instruction to play the game.

5 CONSOLIDATION (5 mins) a Wrap-up: - Summarise the main points of the lesson.

- Ask students to make first conditional sentences about themselves, using modal verbs instead will. b Homework

Communication

ACTIVITY 4: PRODUCTION (TIPS FOR BEING HAPPY ON SCHOOL DAYS) (23 mins)

- To help students learn about tips to make students feel happy on school days;

- To help students further develop their reading skill for specific information (scanning);

- To provide practice with giving presentation of the tips for different situations. b Content:

- Game: Emotion word match- Task 3: Read the text and complete each sentence that follows with a suitable word.

- Task 4: Work in groups Write tips for one of the following situations.

- Task 5: Present your tips to the class. c Expected outcomes:

- Students get some information about tips to make students feel happy on school days;

- Students can giving presentation of the tips for three given situations. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Game: EMOTION WORD MATCH (5 mins)

- T writes down a list of emotion words on the board

- Each student receives a small piece of paper and writes down an emotion word from the list without showing it to anyone.

- Ss write 1-2 short sentences about a school- related experience that made them feel that particular emotion.

- T collects the pieces of paper and mix them up.

Read each sentence out loud one by one without revealing the emotion word and have Ss try to guess which emotion word matches each sentence.

A list of emotion words: happy, excited, worried, calm, curious, tired, etc.

+ giving pictures + giving explanation - Ss use the given hints to find out the words.

- Ss write the new words in their notebooks.

1 praise (v): khen, ca ngợi 2 overcome (v): đánh bại, vượt qua

Read the text and complete each sentence that follows with a suitable word (5 mins)

- T has Ss read the instructions to understand what they are going to do

- T reminds Ss that they have to read each sentence following the text and then read the text to scan for the necessary information to help them find the suitable word to complete the sentence

- Ss work individually to do the task, exchange

1 happy2 delay3 happiness4 overcome answers with a partner and then check the answers with the whole class.

- T gets them to swap answers in pairs Go around and offer help, if necessary.

- T checks the answers as a class.

Task 4: Work in groups Write tips for one of the following situations (5 mins)

- T has Ss read the three situations carefully If necessary, T may explain each situation to Ss.

- T has Ss work in groups, choosing one situation and preparing tips for it Set a time limit of about five to seven minutes.

- Ss work in groups to complete the task.

- T may go round to observe T should encourage

Ss to prepare as many tips as possible.

Present your tips to the class (5 mins)

- T calls on a student from each group to give a presentation of the tips his / her group has prepared in 4

- Other groups listen and make comments.

- T lets the class vote for the best presentation, and T can give them marks If the class size is small and time allows, all the groups can give the presentation.

- The class votes for the best presentation.

1 You should try to go to bed and wake up at the same time every day, even on weekends.

This helps regulate your body's internal clock and improve the quality of your sleep.

2 You should pay attention to your symptoms and their progression If they become severe or unusual, you should seek medical attention.

3 You should try using the words you've learned in sentences or conversations This helps create a stronger connection in your brain and makes the words easier to remember.

EXTRA ACTIVITY: Happiness Action Plan – Explain to Ss that they will create a personal

“Happiness Action Plan” based on the tips in the reading text in Activity 3.

– Ask each student to take out a sheet of paper and instruct them to divide their paper into four sections, each representing one of the key happiness tips mentioned in the reading text in Activity 3 In each section, Ss should write down specific actions or strategies they can take to apply the tip in their daily school life For example:

+ Do nice things to others: I will smile and say hello to classmates I may pass every day at school.

+ Don’t delay: I will create a to-do list and prioritise my tasks.

+ Take care of yourself: I will practise deep breathing exercises or I will participate in at least 30 minutes of physical activity every day.

+ Be optimistic: My study day may start off really stressful, but I believe it can only get better.

– Encourage Ss to be as specific and realistic as possible when writing their action plans After Ss have completed their “Happiness Action Plans”, ask them to share one or two of their strategies with the class.

- Have Ss say what they have learnt in the lesson b Homework

Skills 1 I OBJECTIVES

ACTIVITY 4: PRODUCTION (SPEAKING) (15 mins) a Objectives

- To help students use what they have learnt so far to talk about how to have a well-balanced life’

- To provide students with an opportunity to revise and use vocabulary related to the topic of the unit;

- To provide an opportunity for students to talk about how to have a well-balanced life as a secondary student. b Content:

Work in pairs Ask and answer the following questions about how to

CONSOLIDATION (5 mins)

Skills 2

- To help students develop their skill of listening for specific information about how some students manage their time. b Content:

- Task 2: You will hear Trang, Phong, and Tom talking about how to manage their time effectively For each student (1 – 3), choose the opinion (A – C) each of them expresses. c Expected outcomes:

- Ss can listen for specific information to do the learning tasks. d Organisation:

- T asks Ss to read the opinions, underline the keywords, and reminds them to pay attention to the keywords while listening

- Ss find the keywords independently and then listen to the recording to do the task.

- T plays the recording and asks Ss to

Trang: I use a calendar to plan my work ahead At the beginning of each term, I take a broad view of what I have to do by entering the due dates and test dates into a calendar I listen and choose the answers.

- T asks Ss to compare their answer with the partner.

- Ss compare the answers with their partners.

- T calls on one student to write their answers on the board, then play the recording once again and check with the class.

- One student goes to the board to write the answer and then checks with the whole class. often do these with di erent colours, forﬀiculties, weak areas, and provide further practice. example, red for deadlines, green for exams

Phong: I try to minimise distractions Besides cell phones, social media, and friends, there are a lot of activities that can take my attention away from my schoolwork When it’s time to start my work, I turn o my cell phone and sign outﬀiculties, weak areas, and provide further practice. of social media accounts

Tom: I never leave homework until the day before it’s due I review my projects and coming tests and add them to my schedule I arrange to start working on them well before they’re due, so I’m not stressed out to meet the due dates.

- To help students develop their skill of listening for specific information about how some students manage their time. b Content:

- Task 3: Listen again and choose the correct answer A, B, or C. c Expected outcomes:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- T asks Ss to read the statements, underline the keywords and guess the possible answers.

- Ss work individually to underline the keywords and guess the possible answers.

- T plays the recording once or twice more for Ss to do the exercise For stronger classes, ask Ss to take notes of the information to explain for their answers.

- Have Ss share their answers in pairs and check answers as a

- Ss check the answer in pairs and then as a whole class Transition from Listening to Writing

– Have Ss take a few minutes to reflect individually on their current time management habits Ask them to think about their daily routines, how they give priority to their tasks, and any challenges they face in managing their time.

– Divide the class into small groups of 3 – 4 Ss each In these groups, ask Ss to share their reflections and discuss any common challenges they have identified.

Encourage them to exchange ideas and strategies for overcoming these challenges.

– Bring the class back together and facilitate a brainstorming session Ask each group to share one or two e ective time management strategies they have discussed.ﬀiculties, weak areas, and provide further practice.

List these strategies on the board so that all Ss can see them.

ACTIVITY 4: PRODUCTION (WRITING) (20 mins) a Objectives

- To help students practise writing a paragraph about how to manage time effectively. b Content:

Task 4: Match the time management tips in column a with the explanations and / or reasons in column B.

Task 5: Write a paragraph (about 100 words) about how to manage your time effectively Use the tips in 4 or your own ideas. c Expected outcomes:

- Students can use learned vocabulary and grammar to write a paragraph about how to manage time effectively d Organisation:

Match the time management tips in column a with the explanations and / or reasons in column B (3 mins)

- T asks Ss to discuss and match the time Answer key: management tips with the explanations or / and reasons in pairs

- Ss work independently to answer the questions

- Ss discuss their answers with partners and then some Ss write their answers on the board.

- T invites some Ss to answer and confirm the correct ones.

Task 5: Write a paragraph (about 100 words) about how to manage your time effectively Use the tips in 4 or your own ideas (17 mins)

- T asks Ss to work in groups of four, gives them a large piece of paper and asks them to write the full paragraph into the paper in 10 minutes.

- Ss work in groups of four to write their full paragraph.

- T asks Ss to pay attention to punctuation, structures, word choice, linking words, etc.

- Ss pay attention while T is checking their work.

There are many things we should do to manage our time effectively Firstly, we should set specific goals and prioritise them according to their importance level This will help us keep focused on our most important tasks and avoid wasting time on tasks that do not contribute to our goals Secondly, creating a schedule or to-do list can help us manage our time efficiently by breaking down our day into manageable chunks We should also be realistic about how long each task will take and build in extra time for unexpected interruptions or delays Thirdly, it is essential to eliminate distractions and time-wasting activities, such as social media or unnecessary meetings, which can reduce our productivity By following these tips, we can effectively manage our time and achieve success in all aspects of our life.

- Rewrite the paragraph in the notebooks.

HEALTHY LIVING FOR TEENS Lesson 7: Looking back and Project

ACTIVITY 2: PRESENTATION (VOCABULARY) (9 mins) a Objectives

- To help students review the vocabulary of Unit 3. b Content:

- Task 1: Complete the sentences with the correct words and phrases in the box.

- Task 2: Choose the correct answer A, B, C, or D c Expected outcomes:

TEACHER’S AND STUDENTS’ACTIVITIES CONTENTSTask 1: Complete the sentences with the correct words and phrases in the box

(5 mins) - T encourages Ss to complete the task individually.

- Ss do the task independently

- Ss exchange their textbooks with their partners.

- Ss exchange their textbook to check the answers.

- T gives feedback as a class discussion.

1 well-balanced 2 due date 3 stressed out 4 priority 5 delay

Task 2: Choose the correct answer A, B, C, or D (4 mins)

- T encourages Ss to complete the task individually.

- Ss do the task independently

- Ss exchange their textbooks with their partners.

- Ss exchange their textbooks to check the answers.

ACTIVITY 3: PRACTICE (GRAMMAR) (10 mins) a Objectives

- To help Ss revise the uses of modal verbs in first conditional sentences. b Content:

- Task 3: Complete the sentences with the correct modal verbs in the box A modal verb can be used twice.

- Task 4: Circle the most suitable modal verbs to complete the sentences. c Expected outcomes:

- Recall the uses of modal verbs in first conditional sentences. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 3: Complete the sentences with the correct modal verbs in the box A modal verb can be used twice (5 mins) Task 4: Circle the most suitable modal verbs to complete the sentences (5 mins)

- T has Ss complete the task individually.

- Ss do the task individually.

- Ss exchange their textbooks and give feedback to each other.

5 can - T asks Ss to work in pairs to read the sentences carefully and give the answers.

- Ss complete the task and discuss the answers.

ACTIVITY 4: PRODUCTION (PROJECT) (20 mins) a Objectives

- To help students improve their creativity and teamwork;

- To improve their speaking and presentation skills;

- To provide an opportunity for students to develop their research and collaboration skills and to practise giving an oral presentation. b Content:

- Survey: How good are your classmates at time management? c Expected outcomes:

- Students are able to give an oral presentation of survey results. d Organisation:

Survey: How good are your classmates at time management?

- As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation of survey results.

- T has Ss work in groups of 5-6 Ss.

Give them a few minutes to prepare for the presentation.

- Ss work in groups of 5-6 Ss.

- Ss have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any The presenters should complete their self-assessment checklists after completing their presentation.

- Give Ss checklists for peer and self- assessment

Our group have interviewed 10 classmates about how good they are at time management Only one of them is excellent at time management He creates and follows a schedule or to-do list to manage his time efficiently He prioritises his tasks e ectively to ensure timely completion Heﬀiculties, weak areas, and provide further practice. consistently completes tasks and projects within the given deadlines He usually avoids delaying and stays focused on his tasks He often uses productivity tools or techniques to enhance his time management skills Five of the classmates we have interviewed are good at time management They create and follow a schedule or to-do list to manage their time efficiently They also prioritise their tasks

- If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with them.

- Invite two or three groups to give their presentations

- Give praise and give feedback after each presentation T can summarise the feedback given by other Ss and add any other comments T can also give Ss marks for their presentation as part of their continuous assessment. e ectively to ensure timely completion.ﬀiculties, weak areas, and provide further practice.

They consistently complete tasks and projects within the given deadlines They usually avoid delaying and stay focused on their tasks However, they never use productivity tools or techniques to enhance their time management skills Four of the classmates we have interviewed are poor at time management They always try to complete tasks and projects within the given deadlines However, they never create and follow a schedule or to-do list to manage their time efficiently They don’t prioritise their tasks e ectively toﬀiculties, weak areas, and provide further practice. ensure timely completion They rarely try to avoid delaying or stay focused on their tasks And they never use productivity tools or techniques to enhance their time management skills.

- Prepare for the next lesson.

REMEMBERING THE PAST Lesson 1: Getting started – At an English lesson

- Gain an overview about the topic Remembering the past;

- Gain vocabulary to talk about some historical places.

- Be collaborative and supportive in pair work and team work.

- Understanding more about historic buildings in the world - Actively participate in class;

- Grade 9 textbook, Unit 4, Getting started - Computer connected to the Internet - Projector / TV

- To activate Ss’ knowledge on the topic of the unit;

- Ss can answer some questions of the teacher about school. d Organisation:

- Begin the lesson by reviewing the content covered in Unit 3 T may ask some questions.

- Ss answer some questions to review the previous unit.

- Then tell Ss that they are going to learn about the topic Remembering the past in this unit

– Teacher ask Ss to open their books Draw their attention to the THIS UNIT

- Do you care about healthy living?

- What do you often do to keep fit?

- What did your parents / grandparents do to keep fit / to keep themselves healthy?

- What do you know about your grandparents’ lifestyle (their clothes / cooking / eating habits, …)?

INCLUDES box and introduce what they are going to learn in this unit.

- To provide Ss with vocabulary;

- To help Ss be well-prepared for the listening and reading tasks b Content:

- Ss can identify some new words about historical places. d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching

- Teacher explains the meaning of the new vocabulary by showing pictures or giving explanations.

1 complex (n) 2 religious (adj) 2 monument (n) 3 magnificent (adj) 4 preserve (v) 5 heritage (n) 6 occupy (v) 7 occupied (adj) 8 ancient (adj) 9 generation (n) 10 found (v)

- To help Ss read for specific information about historical place;

- To help Ss learn words and phrases related to historical place;

- To help Ss use the words in context. b Content:

- Task 2: Read the conversation again and answer the questions.

- Task 3: Complete each sentence with a word or a phrase from the box.

- Task 4: Look at the pictures and complete the sentences. c Expected outcomes:

- Ss understand the conversation and topic of the lesson and can complete the tasks successfully. d Organisation:

- Begin by asking Ss some questions.

- Set the context for the listening and reading: Ask Ss to look at the title of the conversation and the pictures Ask them some questions like:

What do you think they are discussing?

- Teacher ask Ss to look at the title / the pictures and guess what the conversation between the teacher and Ss might be about

- Ss look at the pictures and answer questions.

- Teacher play the recording once or twice for Ss to listen and read along Then have some pairs of Ss read the conversation aloud.

- Ss listen to the recording.

- Teacher ask Ss what they are talking about Now confirm the correct answer (They are talking about historic buildings / our history / the past …)

- Ss read the conversation aloud.

- Have Ss say the words in the text that they think are related to the unit’s topic Have them pronounce the words containing the sounds /m/ and /l/ Quickly write the words on the board (Cambodia, complex, monuments, build, communal,

- Ss find the words in the text that are related to the topic.

What do you see in the picture(s)?

What do you know about it / them?

Task 2: Read the conversation again and answer the questions.

- Have Ss read the questions without reading the conversation again and try to guess the answers.

Explain that they focus on some ideas of the conversation.

- Ss read and do the task.

- Ss work independently to do the activity.

- Have Ss read the conversation again and answer the questions Check their answers and explain if necessary.

1 About 900 years old / Nearly a thousand years old.

Task 3: Complete each sentence with a word or a phrase from the box.

- Ask Ss to read the sentences and find the words and phrase from the box to fill in the gaps Ss may read the conversation again and find the words / phrases in it Go around and offer help, if needed.

- Ss read and do the task.

- Allow Ss to share answers before discussing as a class Write the correct answers on the board If there’s time, call on some Ss to read the sentences.

Task 4: Look at the pictures and complete the sentences.

- Have Ss work in pairs Invite them to look at the pictures and complete the sentences with the word related to each picture.

- Ss work in pairs to do the task.

Then ask some Ss to read the sentences aloud Check and correct their pronunciation.

1 fish and chips 2 communal 3 monument 4 castle 5 temples

- To help Ss get to know about / remember past events;

- To check Ss’ vocabulary and improve group work skills. b Content:

- Task 5: Game: Remembering past events c Expected outcomes:

- Ss can know more about past events d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 5: Game: Remembering past events (10 mins)

- Have Ss work in groups Ask them to answer all the questions

- Set a time limit (3-4 minutes) for Ss to discuss and finish the task.

- T may need to explain to Ss if they don’t know the answers.

- Ss work in groups to answer questions

1 King Ly Thai To (Ly Cong Uan).

5 World War I started / broke out.

- Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say aloud some words / phrases and the grammar points they remember from the lesson Tells Ss that they will learn these language points in the following lessons. b Homework

- Learn by heart all the words that they have just learnt - Do exercises in the workbook.

Teacher asks Ss to open their book p.49, look at the picture and say what the topic of the project is (poster of life in their neighbourhood 40 years ago) They will design a poster and present it at the end of this Unit.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1

REMEMBERING THE PAST

ACTIVITY 2: PRESENTATION (VOCABULARY) (5 mins) a Objectives

- To activate Ss’ prior knowledge and vocabulary related to the topic;

- To enhance Ss’ skills of cooperating with teammates b Content:

- Brainstorming - Time Machine c Expected outcomes:

- Ss can recall some phrases about activities in their free time d Organisation:

Brainstorming - Bring to class some posters / pictures or show on the screen some images related to the history of Viet Nam or other countries

Encourage Ss to name these things.

– Lead into this lesson, which focuses on the new words / phrases and the sounds /m/ and / l/.

– Share with Ss the lesson objectives and have them open their books and start the lesson.

North Vietnamese tank entering through the gates of the Independence Palace of Saigon on April 30, 1975 Long Bien Bridge crossing over the Red River, built between 1898 and 1902

2 ACTIVITY 2: PRESENTATION (VOCABULARY) (5 mins) a Objectives:

- To provide Ss new vocabulary;

- To revise some vocabulary related to Remembering the past. b Content:

- Ss can identify some vocabulary about Remembering the past and use them in different contexts. d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary by:

+ providing explanations of the words + showing pictures illustrating the word.

- To help revise some vocabulary related to Remembering the past that students have learned

- To help students use words and phrases related to remembering the past in specific contexts. b Content:

Complete the following table There is one example (5 mins)

- Task 3: Complete the following sentences with the words from the box. c Expected outcomes:

- Ss can use identify some vocabulary about Remembering the past and use them in different contexts. d Organisation:

Task 1: Complete the following table There is one example (5 mins)

- Have Ss work in pairs Tell them to look at the verbs given in the left column and give their equivalent nouns

- Ss work in pairs to do task 1 p.42 - Check their answers as a class

- Ss listen and correct mistakes.

- T asks Ss read the verbs and nouns aloud Correct their pronunciation if necessary.

1 promotion2 recognition3 contribution4 observation5 preservation 6 occupation

- Put Ss in groups Each group finds three verbs in

Getting Started, and then give their equivalent nouns.

- Representatives from each group gives their groups’ answers.

- Check their answers as a class.

- Ss work in teams to play games.

Suggested answer : build → building need → need thank → thanks wish → wish know → knowledge decide → decision damage → damageTask 2: Complete the following sentences, using the correct forms of the words

5 mins) Have Ss work in pairs Tell them to look back at

- Ss work in pairs to do the task.

- Have them read the sentences carefully and look for clues to find the right words to complete the sentences The word to fill each blank may be a noun or a verb in its correct tense.

- Have one or two Ss write the words on the board Confirm the correct answers

- Ss listen and check - T may call on some Ss to read the sentences.

1 observe 2 contribution 3 preservation4 promotion 5 recognised

Complete the following sentences with the words from the box (5 mins) - Have Ss read the sentences and choose the

ACTIVITY 4: (PRONUNCIATION) (15 mins) a Objectives

- To help Ss identify how to pronounce the sounds /m/ and /l/;

- To help Ss ractice pronouncing these sounds correctly in words and in sentences. b Content:

- Task 4: Listen and repeat the words Pay attention to the sounds /m/ and /l/.

Listen and repeat the sentences Pay attention the the underlined words

They maintain these

windmills as working museums. having sound /l/ and one word having sound /m/, preferably words in this unit.

- Ss give word having sounds /m/ and /l/ in this unit.

David fell off his bike and hurt his ankle

Suggested answers: remember, life, let, look, temple, complex, largest,

Cambodia, … 5 CONSOLIDATION (5 mins) a Wrap-up - Ask one or two Ss to tell the class what words, phrases, and sounds they have learnt Draw Ss’ attention to the objectives on the board or show them the slide with the objectives Tick the objectives that have been learnt.

- Tell them the grammar points that they will learn in the following lesson b.Homework- Do exercises in the workbook;

more words that have the sounds /m/ and /l/

A closer look 2

Knowledge - Recognise and use past continuous and wish + past simple

- Be encouraged to express wishes in practical situations 2 Competences

Personal qualities - Develop self-study skills;

- Actively join in class activities.

MATERIALS - Grade 9 textbook, Unit 4, A closer look 2

- hoclieu.vn III PROCEDURES 1.ACTIVITY 1 WARM-UP (5 mins) a Objectives:

- To lead Ss into the new unit b Content:

- Ss can answer teacher’s question using the structure of past continuous. d Organisation:

Picture Description - T show Ss a picture.

- T asks Ss to describe what was happening in the picture, using the past continuous tense.

- Ss listen and follow instructions

The boy in blue T-shirt was drawing a picture 2 ACTIVITY 2: PRESENTATION (PAST CONTINUOUS) (15 mins) a Objectives:

- To help Ss revise the form and use of the past continuous. b Content:

Complete the sentences, using the past continuous forms of the given verbs

- Ss know how to use past continuous. d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Put the verbs in brackets in the past continuous (3 mins)

- T asks Ss read the sentences first

- Ss read the sentences - Give Ss some time to work by themselves and write down the answers T observes and helps when and where necessary

- T asks some Ss to read their sentences T may call on some Ss to write their answers on the board T corrects Ss’ mistakes.

- T asks Ss to study the Remember! box, and tells them another use of the past continuous: to show that something continued for some time in the past Give one or two examples before moving onto Activity 2.

- Ss read the Remember! box carefully and listen to the teacher.

4 was looking 5 Were you watching

1 She was studying all day yesterday because she wanted to pass the exam.

I was waiting for you for hours Where were you?

Complete the sentences, using the past continuous forms of the given verbs

- T asks Ss work individually for a few minutes

Tell them to pay attention to the context of each sentence, and then choose the correct verb to use.

- Check their answers as a class.

- Have some Ss read out the sentences T corrects their pronunciation and intonation only when necessary.

4 Were you still workingWas making

3 ACTIVITY 3: PRACTICE (Wish + past simple) (20 mins) a Objectives:

- To help Ss use wish + past simple in sentences;

- To help Ss practise using wish + past simple. b Content:

- Grammar explanation- Task 3: Put the verbs in brackets in the correct forms.

Read the passage and write down five things that Jenny might wish for Look at the example

Read the passage and write down five things that Jenny might wish for

Jenny wishes (that) she didn’t have to share the

- Have Ss exchange their answers with a partner.

- Ss exchange answers and checks.

- Call on some Ss to read the sentences aloud.

Other Ss comment Confirm the correct answers as a class

- Ss listen and check. room with her sister.

ACTIVITY PRODUCTION (8 mins) a Objectives

- To help Ss apply wish + past simple in real situation by making sentences about themselves. b Content:

Work in pairs Tell your partner three wishes

I wish my best friend and I could go around the world

My mum wishes (that) she had a new dishwasher.

My little sister often wishes(that) she became a princess.

- Ask one or two Ss to tell the class what words, phrases, and sounds they have learnt Draw Ss’ attention to the objectives on the board or show them the slide with the objectives Tick the objectives that have been learnt.

- Tell them the grammar points that they will learn in the following lesson b Homework

- Do exercises in the workbook;

- Find 3 more words that have the sounds /m/ and /l/.

REMEMBERING THE PAST Lesson 4: Communication

Knowledge - Know how to thank and respond;

- Talk how to keep traditions alive.

Competences - Develop communication skills and creativity;

Personal qualities - Be ready and confident in real life conversations;

- Know more about how to preserve traditions- Actively join in class activities.

MATERIALS - Grade 9 textbook, Unit 4, Communication

- Projector / TV - hoclieu.vn III PROCEDURES 1 ACTIVITY 1: WARM-UP (5 mins) a Objectives:

- To enhance Ss’ skills of cooperating with team mates. b Content:

- Brainstorming - Word Scramble c Expected outcomes:

- Ss can use their background knowledge to answer the questions. d Organisation:

Brainstorming – Ask some Ss to make sentences about themselves.

Encourage them to talk about how their families keeps their traditions alive.

- Ss listen and follow instruction.

– Introduce the objectives of the lesson: learning how to express thanks, respond to thanks, and practice talking about our traditions and how we keep them alive.

- How do your family keep your traditions alive?

- To introduce ways of thank and respond b Content:

- Task 1: Listen and read the conversations Pay attention to the highlighted parts.

Work in pairs Make similar conversations to express thanks and respond in the following situations

ancestor (n) 2 gratitude (n)

Task 1: Listen and read the conversations Pay attention to the highlighted parts (5 mins)

- T Play the recording and have Ss listen and read the conversation at the same time Tell them to pay attention to the highlighted parts Elicit the two ways of thanking and responding.

- Ss look at the highlighted parts.

- T asks them to act out the conversations in pairs Check their pronunciation

- Ss act out the conversations.

1 Kate: Thank you very much for showing us around Angkor Wat.

2 Alice: Thanks a lot for telling us about life in the countryside of Viet Nam.

Task 2: Work in pairs Make similar conversations to express thanks and

You: Thank you very much for showing me / us around the craft

Village head: You’re welcome. dialogues 2 You: Thanks a lot for lending me an interesting book.

ACTIVITY 3: PRACTICE (20 mins)

HOW OUR FAMILIES KEEP TRADITIONS ALIVE a Objectives:

- To provide Ss with information about ways of keeping our traditions alive;

- To help Ss practise asking and answering questions about how their family observes customs and traditions.

- To provide Ss with a chance to talk about what their families do to preserve their family traditions b Content:

Work in groups Give a short talk about one of the things in 4 that you and your family do to preserve traditions, for example celebrating family

- Ss get some information about how to preserve traditions;

- Ss can talk about how to preserve traditions. d Organisation:

Read the passage and complete the table (5 mins) - Tell Ss that they are going to listen to

- To help Ss practise asking and answering questions about how their family observes customs and traditions.

- To provide Ss with a chance to talk about what their families do to preserve their family traditions b Content:

Work in groups Give a short talk about one of the things in 4 that you and your family do to preserve traditions, for example celebrating

- Ss get some information about how to preserve traditions;

- Ss can talk about how to preserve traditions. d Organisation:

Work in groups Give a short talk about one of the things in 4 that you and your family do to preserve traditions, for example celebrating

Knowledge - Read for specific information about how English people continue their

- Talk about a typical traditional Vietnamese dish.

2 Competences - Develop communication skills and creativity;

- Be collaborative and supportive in pair work and teamwork;

Personal qualities - Understand more about traditional cuisine of Viet Nam and England;

MATERIALS - Grade 9 textbook, Unit 4, Skills 1

- hoclieu.vn III PROCEDURES 1 ACTIVITY 1: WARM-UP (5 mins) a Objectives:

- To help Ss understand and activate their knowledge of the topic. b Content:

- Ss gain knowledge about their school. d Organisation:

Brainstorming – T asks some Ss what they know about interesting / strange lifestyles / ways of cooking in the UK Elicit answers from Ss.

- T Bring the map of the UK (the United Kingdom of Great Britain and Northern Ireland) and show England to Ss Ask them what they know about the UK and England.

- Lead into the new lesson: Reading about a traditional dish of England and Speaking about traditional Vietnamese traditional dishes.

– Introduce the objectives of the lesson Write the objectives on the top-left corner of the board.

2 ACTIVITY 2: PRESENTATION (READING) (10 mins) a Objectives:

- To help Ss learn new vocabulary in the reading text;

- To improve Ss’ skill of reading for details (scanning). b Content:

- Vocabulary teaching- Task 1: Work in groups Discuss the following question.

Read the text again and tick (√) T (True) or F (False) for each sentence

- Ss identify some new words and how to use the target vocabulary d Organisation:

Vocabulary teaching (5 mins) - Teacher asks Ss to get the meaning of the words in context.

- Ss say the meaning of the words.

1 deep-rooted (adj) associated (adj) Task 1: Work in groups Discuss the following question (3 mins) - Have Ss work in groups Encourage them to say what they know about England, English people, and their cuisine.

- Ss work in groups to do exercise.

- T encourage Ss to talk as much as possible.

It is not important whether they give the right answers or not; it is important that they speak in English.

+ England: one of the 4 parts of the UK (England, Scotland, Wales, the Northern Ireland) + Capital: London

+ Area: 130,279 km2 + Official language: English + National dishes: fish and chips, Sunday roast, full English breakfast, …

Read the text and write the underlined words in the box (5 mins) - T asks Ss read the text quickly and find the

underlined words associated (adj), deep-rooted

- Ss read the text and find the highlighted words

- Tell them to use the contexts in which these

Key: words appear to predict their meaning, and then do the matching.

- Ss listen and follow instructions.

- Check the answers as a class Confirm Ss’ correct answers For less able Ss, ask them to give the Vietnamese equivalent of the words- Ss listen and check.

Read the text again and tick (√) T (True) or F (False) for each sentence

ACTIVITY 3: PRACTICE (SPEAKING) (10 mins) a Objectives

- To help Ss use what they have learnt so far to talk about typical Vietnamese dish;

- To improve their speaking skill. b Content:

- Task 4: Work in pairs Match 1 - 5 in column A with a - e in column B.

Work in groups Match the Vietnamese dishes with their names in English

d 4 ACTIVITY 4: PRODUCTION ( SPEAKING)_ (15 mins)

Work in groups Match the Vietnamese dishes with their names in

- Ss can talk about typical Vietnamese dish. d Organisation:

Task 4: Work in pairs Match 1 - 5 in column A with a - e in column B (7 mins) - Have Ss work in pairs to do the matching

- T goes round to monitor and gives help when necessary

- Ss work in pairs to do exercise.

5 d 4 ACTIVITY 4: PRODUCTION ( SPEAKING)_ (15 mins) a Objectives:

- Task 5: Work in groups Match the Vietnamese dishes with their names in English. c Expected outcomes:

- Ss can talk about typical Vietnamese dish. d Organisation:

Task 5: Work in groups Match the Vietnamese dishes with their names in

English (8 mins) - Have Ss work in groups and do the matching first.

- Allow some time for Ss to think about one traditional dish and prepare to talk about it

- Give help when they have difficulty expressing their ideas.

- Call on some Ss to report to the class T and other Ss listen and comment.

- Ss prepare to talk about a tradition dish.

EXTRA ACTIVITY For a more able class, ask Ss to summarise the reading text in 50 – 70 words T may give some clues:

- English cuisine … - Fish and chips … - The earliest fish and chip shop … - Basic ingredients …

- People sell it in many countries now.

Well… One of Vietnamese dishes that I like is fried rice ( cơm rang ) It’s a kind of popular street food We can make and eat it every day, but I’d like to have it at the weekend The main ingredients of this dish are cooked rice, meat, or sausage and colourful vegetables chopped up into small pieces and mixed together Then we fry the ingredients slowly with cooking oil and one or two eggs.

When you fry the rice, you must stir it constantly with a wooden spoon

English cuisine is one of the traditions that English people are proud to keep alive Traditional English cuisine, fish and chips, has developed for many centuries The earliest fish and chip shop opened in London during the

1860s The basic ingredients of the dish are fried fish served with chips.

People sell fish and chips in many countries now.

- Summarise what they have learnt in the lesson;

- Have Ss recall some things they can remember. b Homework - Rewrite the paragraph in the notebooks.

Knowledge - Listen for general and specific information about old school days;

- Write about old school days.

Personal qualities - Understanding and respect school days in the past;

- To lead into the new lesson. b Content:

- Chatting - Compare and Contrast c Expected outcomes:

- Ss can answer the questions related to school d Organisation:

Chatting - Ask Ss what they know about schools and school days in the past Elicit answers from them Tell them to recall what they remember from books, films, or other sources

- Ss listen and answers – Lead into the new lesson: Listening and Writing about old school days.

– Introduce the objectives of the lesson Write the objectives in the top-left corner of the board.

- Talk about schools and school days in the past.

2 ACTIVITY 2: PRESENTATION (LISTENING) (15 mins) a Objectives:

- To help Ss develop their skill of listening for specific information. b Content:

Listen again and choose the correct answers

Listen again and choose the correct answer

ACTIVITY 3: PRACTICE (WRITING) (8 mins) a Objectives

- To help Ss practise asking and answering about school days in the past; b Content:

Work in pairs Ask and answer about school days in the past

ACTIVITY 4: PRODUCTION (WRITING) (15 mins) a Objectives

- To help Ss practise asking and answering about school days in the past; b Content:

- Task 4: Work in pairs Ask and answer about school days in the past. c Expected outcomes:

- Ss can use learned vocabulary and grammar to write a paragraph about school days in the past. d Organisation:

Task 4: Work in pairs Ask and answer about school days in the past.

- Have Ss work in pairs Tell them to use the cues given to ask and answer about school days in the past

- Ss work in pairs to ask and answer about school days in the past.

- Tell them they can refer to the listening text for their answers.

+ school time (When …) + school subjects (What …) + leisure time activities (What

+ means of transport to school

4 ACTIVITY 4: PRODUCTION (WRITING) (15 mins) a Objectives:

- To help Ss write a paragraph about school days in the past. b Content:

Write a paragraph (100 - 120 words) about school days in the past

- Ss can use learned vocabulary and grammar to write a paragraph about school days in the past. d Organisation

CONTENTS Task 5: Write a paragraph (100 - 120 words) about school days in the past.

- Tell Ss to use the ideas in Activity 4 for Suggested answer: their writing.

- Set a time limit for Ss to write the paragraph Tell them to use the past tense, and pay attention to grammar, use of words, spelling, and punctuation.

- T may collect some Ss’ papers and mark them, and later comment to the class

- If there is not enough time for Ss to do their task in class, have them do it as homework.

- To help Ss improve their listening and writing skills (and spelling and other things as well), T may give them dictation practice.

- Prepare a recording of about 30- 50 words (3-4 sentences), or use the recording in the listening above.

Play the recording, pausing after each sentence (or clause for longer sentences), and have Ss write down what they hear In weaker classes, provide some prompts from longer sentences on the board.

In the past, Ss had lessons in the morning only In the afternoon, they stayed home and did other things to help their parents At school, they learned subjects such as maths, language, history, physics, etc but they did not have music and arts or computer sciences They did not have extra lessons In their free time they played traditional games such as hide- and-seek, tug of war, skipping, and so on Every day they went to school on foot My grandmother told me that they walked barefoot all the time, as they did not have shoes or sandals.

They were lucky in that they had a long summer holiday – about three months!

- Summarise the main points of the lesson. b Homework - Rewrite the paragraph in the notebooks;

REMEMBERING THE PAST Lesson 7: Looking back and Project

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

1 Knowledge - Review the vocabulary and grammar of Unit 4;

- Apply what they have learnt (vocabulary and grammar) into practice through a project.

3 Personal qualities - Be encouraged to attend school activities;

MATERIALS - Grade 9 textbook, Unit 4, Looking back and Project

- Projector / TV- hoclieu.vn III PROCEDURES1 ACTIVITY 1: WARM-UP (5 mins) a Objectives:

- To create an active atmosphere in the class before the lesson. b Content:

- Ss can list as many Unit 4 vocabulary as possible d Organisation

Brainstorming - Teacher divides the board, and divides the class into teams.

- Members of each team take turns and write as many vocabulary in Unit 4 as possible in 2 minutes.

- The group having more correct answers is the winner.

- Ss work in teams to play the games.

Suggested answers: ancestor, structure, heritage, …

2 ACTIVITY 2: PRESENTATION (VOCABULARY) (10 mins) a Objectives:

Finish the sentence by completing each blank with a word The first letter of each word is given

ACTIVITY 3: PRACTICE (GRAMMAR) (10 mins) a Objectives

Put the verb in brackets in the past continuous to complete each sentence

- To help Ss revise wish + clause , and know how to rewrite sentences, using this structure b Content:

- Task 3: Put the verb in brackets in the past continuous to complete each sentence.

Rewrite the following sentences, using wish

- Recall the uses of the grammar that they have learnt in this unit (past continuous, wish + past simple). d Organisation:

Put the verb in brackets in the past continuous to complete each sentence (5 mins)

was shining 2 were building

- Ss do exercise individually or in pairs.

- Have Ss write their answers in their notebooks.

- Give correction and call on some Ss to read the sentences aloud. studying; were chatting 4 Were they still waiting 5 was thinking

Task 4: Rewrite the following sentences, using wish (5 mins) - Allow Ss some time to do the task individually and rewrite the sentences in their notebooks.

- Ss do the task individually - Then ask Ss to compare their answers in pairs.

- Ss compare answers in pairs.

- Call on some Ss to write their answers on the board, other Ss give comments, and T checks as a class.

I wish (that) my dad was / were not very busy, and

4 ACTIVITY 4: PRODUCTION - PROJECT (20 mins) a Objectives:

- To give Ss an opportunity to practise finding information about life in their area about 40 years ago;

- To help Ss improve their creativity and teamwork;

- To develop their research and collaboration skills and improve their speaking and presentation skills. b Content:

- Ss are able to present their posters about a life in the past. d Organisation:

ACTIVITIES Task 1: Collect information and pictures about life in your area about 40 years ago.

Poster: Life in your neighbourhood 40 years ago

– As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation of the poster about life in their neighbourhood 40 years ago.

-Ss prepare for the poster before presenting in front of the class

– Have Ss work in their groups Give them a few minutes to prepare for the presentation.

-Work in groups to prepare for the presentation.

– Give Ss checklists for peer and self- assessment Explain that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any The presenters should complete their self-assessment checklists after completing their presentation If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with them.

-Tick appropriate items while listening to their friends in the checklist.

– Invite two or three groups to give their presentations Encourage the rest of the class to ask questions at the end.

– Give praise and feedback after each presentation T can summarise the feedback given by other Ss and add any other comments T can also give Ss marks for their presentation as part of their continuous assessment.

- Ss complete the self assessment table.

- Summarise the main points of the lesson. b Homework - Prepare for the next lesson.

OUR EXPERIENCES Lesson 1: Getting started – Experiences in Da Lat

Knowledge - Gain an overview about the topic Our experiences;

- Gain vocabulary to talk about experiences.

Competences - Develop communication skills;

- Be collaborative and supportive in pair work and team work.

Personal qualities - Understanding more about experiences around;

- Actively participate in class and school activities;

MATERIALS - Grade 9 textbook, Unit 5, Getting started

III PROCEDURES 1 ACTIVITY 1: WARM-UP (5 mins) a Objectives:

- To set the context for the introductory dialogue;

- To enhance students’ skills of cooperating with teammates;

- To introduce the topic of the unit. b Content:

- Students can answer some questions of the teacher relating to a picture of the unit. d Organisation:

- T divides the class into 2 teams.

- T asks students to look through the conversation and the picture in page 50 in 30 seconds and try to remember as many details as possible.

- T asks questions about the picture - Ss remember as many details as possible, and play the game which team has more correct answers will become the winner.

- T sets the context for the listening and reading text: Write the title on the board Experiences in Da Lat

1 How many people can you see in the picture?

2 What type of vehicle are they riding?

3 They are in Da Lat / at the top of Langbiang mountain.

T explains the meaning of Experience and ask students to guess what the conversation might be about.

- To provide students with vocabulary;

- To help students be well-prepared for the listening and reading tasks. b Content:

- Students can identify some new words about experiences. d Organisation:

Vocabulary pre-teaching - T introduces the vocabulary.

- T explains the meaning of the new vocabulary by showing pictures or giving explanations.

- T reveals that these six words will appear in the reading text and asks students to open their textbooks to discover further.

Experience (n): /ɪkˈspɪriəns/ - Trải nghiệm, kinh nghiệm

Eco-tour (n): /ˈiːkoʊ tʊr/ - Du lịch sinh thái

Memorable (adj): /ˈmɛmərəbl/ - Đáng nhớ

Brilliant (adj): /ˈbrɪljənt/ - Tuyệt vời, xuất sắc

Flora (n): /ˈflɔːrə/ - Thực vật Fauna (n): /ˈfɔːnə/ - Động vật Thrilling (adj): /ˈθrɪlɪŋ/ - Hồi hộp, ly kỳrɪlɪŋ/ - Hồi hộp, ly kỳ Explore (v): /ɪkˈsplɔːr/ - Khám phá Seabed (n): /ˈsiːbɛd/ - Đáy biển Tribal dance (n): /ˈtraɪbəl dổns/

- Điệu nhảy bộ lạc 3 ACTIVITY 3: PRACTICE (25 mins) a Objectives:

- To help Ss read for specific information about the conversation;

- To help Ss further understand the conversation in GETTINGSTARTED;

- To help Ss learn phrases related to different experiences. b Content:

Read the conversation again and match the activities with the adjectives

Listen and read (6 mins) - T asks Ss to look at the pictures on

What can you see in the four pictures?

2.What do you think Mi and Tom are talking about?

In the four pictures, I see different activities and

Picture 1 is Cu Lan Village In the picture, there are some stilt houses, and someone is riding a horse

In picture 2, teenagers are riding a jeep

In picture 3, people are performing gong dance In picture 4, people are exploring an area Mi and Tom are talking about Tom’s experiences in Da Lat.

They are talking about

think are related to the topic experiences - Ss say the words.

Quickly write the words on one part of the board

Tom's experiences in a place where these activities take place.

Read the conversation again and tick (√) T (True) or F (False)

exploring a site

pictures with the appropriate phrases.

- T checks the answers as a class and gives feedback.

Task 4: Read the conversation again and match the activities with the adjectives (5 mins)

- To help Ss have more interactions and to use phrases related to experiences;

- To create a fun atmosphere in the class. b Content:

- Task 5: Work in groups Carry out a survey Then report your group’s findings to the class c Expected outcomes:

- Ss can have more interactions and to use phrases related to experiences. d Organisation:

Task 5: Work in groups Carry out a survey Then report your group’s findings to the class (5 mins)

- T asks students to carry out a survey by asking other students questions

- Ss carry out a survey by asking at least 3 students note down their friends’ answers.

- T encourages them to ask at least 3 other students and note down by ticking the Yes or No column.

- T asks some students to report the results of their survey T can also give them an example of how they can start - Ss share the results of their survey with the whole class.

Suggestion: e.g I did a survey with 3 peers Two of them like climbing a mountain, all three like taking eco-tours, nobody likes exploring the seabed …

CONSOLIDATION(5 mins) a Wrap-up

- T refers to the unit title again then together with Ss, orally lists the things that Tom did in Da Lat, lists the adjectives that Tom used to describe his activities / experiences in Da Lat. b Homework - Do exercises in the Workbook;

- Make a list of adjectives to describe experiences;

- Start preparing for the Project of the Unit 5: A closer look 1

OUR EXPERIENCES Lesson 2: A closer look 1

Knowledge - Use the lexical items related to the topic Our experiences;

- Pronounce correctly the sounds /j/ and /w/.

Competences - Be collaborative and supportive in pair work and teamwork;

- Access and consolidate information from a variety of sources.

Personal qualities - Actively participate in class and school activities;

- To activate students’ prior knowledge and vocabulary related to the topic;

- To enhance students’ skills of cooperating with teammates b Content:

- Game: Hot seat c Expected outcomes:

- Students can recall some words related to the topic d Organisation:

Game: Hot seat - T divides students into 4 teams Each team has a member standing against the board.

- Ss work in teams of four and follow the teacher's instruction to play the game.

- T shows some learnt vocabulary one by one and other members use body language to let their team members guess the word.

- The team with the most correct answers in a

1 experience (n) 2 eco-tour (n) 3 memorable (adj) 4 thrilling (adj) 5 brilliant (adj) 6 tribal dance (n) time limit is the winner.

2 ACTIVITY 2: PRESENTATION- VOCABULARY (16 mins) a Objectives:

- To provide students with new words and phrases related to students' experiences

- To revise some words related to students' experiences that students have learned;

- To help students use words and phrases related to students' experiences in specific contexts. b Content:

- Vocabulary pre-teaching- Task 1: Write an activity next to each picture.

Choose the correct answer A, B, C, or D

Performance (n): /pərˈfɔːrməns/

màn trình diễn 5 Exhilarating (adj): /ɪɡˈzɪləˌreɪtɪŋ/:

Thoải mái, vui vẻ 6 Embarrassing (adj): /ɪmˈbổrəsɪŋ/:

Xấu hổ 7 Unpleasant (adj): /ʌnˈplɛzənt/:

Coral reef (n): /ˈkɔːrəl riːf/

Rạn san hô Task 1: Write an activity next to each picture (4 mins) - T has students read aloud the phrases in the box.

- Ss read aloud the phrases in the box.

- T asks students to work in pairs to look at and describe the pictures.

- Ss work in pairs to look at the pictures and describe them

- Ss may guess the meanings of the phrases based on the meaning of individual words

- Have them do the same with other phrases

- Ss can work out the picture that they can match with the phrase in pairs.

- T has the pairs write the correct phrases next to the pictures Explain the meaning of the new phrases if needed T can also use the mother tongue to explain the meanings of the new phrases.

- T invites students to take turns to read out their answers and corrects their pronunciation if needed.

- Ss take turns to read out their answers and then check their answers with the class.

- Teacher checks the answers as a class.

- For example, they may see a campus and students in picture 1, so they can write touring a campus next to the picture.

- For the phrase learning by rote , T can explain what learning by rote means

“learning in order to repeat things from memory, not to understand it”

1 touring a campus 2 going snorkelling 3 learning by rote4 putting up tents 5 giving a performance

Complete each sentence with an adjective in the box (4 mins) - T ask Ss to read aloud the

helpless 2 exhilarating

Task 3: Choose the correct answer A, B, C, or D (3 mins) -T asks students to work independently to choose the correct answer to each sentence.

- Ss do the task independently - T ask students to swap their answers with partners then checks the answers as a class

- Ss share the answers in pairs before checking as a class.

-T asks some students to share the answers and gives feedback.

- Ss listen to the teacher’s instruction then play the game.

Have two teams play a game Each team makes a sentence with one of the five phrases touring a campus, going snorkelling, learning by rote, putting up tents, and giving a performance and they

Team A: Touring a campus is useful for new students (or Most students feel excited about touring the campus of the college/ university they are going to enter.) have to use an adjective to describe the activity they have just mentioned The team that has the most correct answers wins.

3 ACTIVITY 3: PRACTICE – PRONUNCIATION (12 mins) a Objectives:

- To help students identify how to pronounce the sounds /j/ and /w/

-To help students practise pronouncing these sounds correctly in words and in sentences. b Content:

-Task 4: Listen and repeat the words Pay attention to the sounds /j/ and /w/

- Task 5: Listen to the sentences Underline the words with /j/ and circle the words c Expected outcomes:

- Students can identify some sounds /j/ and /w/;

- Students read the words correctly and remember the definition of the words.

- Teacher may have Ss make the sentences by using the words they have learnt (for good Ss) d Organisation:

Task 4: Listen and repeat the words Pay attention to the sounds /j/ and /w/.

(7 mins) - T introduces 2 sounds /j/ and /w/ to students and has students listen to the recording once first.

- Ss listen to the teacher’s explanation.

- T asks them to pay attention to the sounds /w/ and /j/

- T plays the recording again for them to listen and repeat each word as a class, then as individuals.

- Ss listen to the recording again and repeat as a class, then as individuals.

- T asks some Ss to read out the words

- Some Ss stand up to read out the words.

- T corrects their pronunciation if needed.

Task 5: Listen to the sentences Underline the words with /j/ and circle the words with /w/ Practise the sentences (5 mins)

- T plays the recording for Ss to listen and repeat each sentence after the recording.

- Ss listen to the recording, and repeat the sentences.

- T ask Ss to underline the words with sound /j/ and circle the words with sound /w/.

- Ss do the task independently - T invites some Ss to share their answers

- T calls on some students to read the sentences

- Ss read the sentences - T corrects their pronunciation if necessary

ACTIVITY 4: PRODUCTION (7 mins) a Objective

- To check Ss' quick reaction to the sounds /j/ and /w/ b Contents:

- To practice the sounds /j/ and /w/ correctly Listen and repeat c Expected outcomes:

- Ss distinguish the sounds /j/ and /w/ d Organisation:

* Game: Chinese whisper - Teacher explains the rule of the game

- Ss work in two teams Players in each team stand in a line

- The teacher whispers 5 words one by one from one person to the next until it gets to the end of the line The last person in the line repeats the words

- The team with more correct words will win.

* Game: Chinese whisper - The words:

1 Wind 2.Jump 3.Water 4 Juggle 5 Window 6 Jelly 7 Juice 8 Wheel 9 Joke 10 Walk 5 CONSOLIDATION (5 mins) a Wrap-up - Teacher asks Ss to retell the main points of the lesson.

- Ask them to list some adjectives and phrases describing experiences that Ss have learnt in the lesson. b Homework- Do exercises in the Workbook;

more words describing experiences that have the sound /j/ or /w/

OUR EXPERIENCES Lesson 3: A closer look 2

Knowledge - use the present perfect tense

Personal qualities - Exchange personal information with friends and be friendly at school;

- hoclieu.vn III PROCEDURES 1 ACTIVITY 1 WARM-UP (5 mins) a Objectives:

- To activate students’ prior knowledge related to the targeted grammar of the present perfect tense;

- To enhance students’ skills of cooperating with teammates. b Content:

- Game: Sentence puzzling c Expected outcomes:

- Students can answer the teacher's question using the structure of present simple. d Organisation

Game: Sentence puzzling - Teacher divides the class into 4 groups.

- Students work in 4 groups and follow the teacher's instruction to play the game.

- Teacher delivers 4 sets of word cards which are 4 jumbled sentences in present perfect to each group.

- Students will have to work in groups to create as many correct sentences from the word cards as possible.

- The group with the most correct sentences will be the winner.

1 Sarah has joined the camp since the beginning of summer

2 She has gone to Paris with her family since last December.

3 They haven’t played for the school’s band for 4 months.

4 Have you done your homework yet? No, I haven’t.

- To help Ss have some idea of what the present perfect is. b Content:

- Students identify the structures and when to use the present simple and adverb of frequency. d Organisation

– Teacher has Ss work individually to read the Remember! box about the present perfect.

– Teacher asks Ss when they should use the present perfect

-Students read the Remember! box carefully and answer some questions from the teacher.

– Teacher aks some Ss to give an example for each of the uses.

- Students make some sentences using the present perfect

– Teacher writes the examples on the board

Remind Ss of the form of verbs in the present perfect.

- To help Ss use the present perfect correctly. b Content:

Complete the sentences with the correct forms of the verbs in the present perfect

– Teacher writes the examples on the board

Remind Ss of the form of verbs in the present perfect.

- To help Ss use the present perfect correctly. b Content:

- Task 1: Write the correct forms of the verbs in the table.

- Task 2: Complete the sentences with the correct forms of the verbs in the present perfect.

Work in pairs Ask and answer questions about your experiences using the present perfect

- Students understand how to use the target grammar. d Organisation

Write the correct forms of the verbs in the table (3 mins)

have joined 2 have played

Task 3: Choose the correct answer A, B, C, or D to complete each sentence (5 mins)

- Teacher has Ss work individually to underline the expressions denoting the tense they should use

- Teacher asks Ss to work individually to choose the correct word form and reminds them of the expressions they have just underlined in each of the sentences

- Students do the task independently.

- Teacher calls some Ss to read aloud their answers.

- Students read aloud the answers.

- Teacher checks answers as a class Correct pronunciation if necessary.

- Students check their answers as a class.

Write sentences about Mai’s experiences, using the information in the

Mai hasn’t joined a tribal

- Teacher then asks some students to write their sentences on the board.

- Teacher checks the answers as a class

- Students check the answers as a class

- Teacher has the class read out the sentences and corrects pronunciation when necessary.

- Students read out the sentences. dance.

Mai has gone on an eco-tour

- To help Ss have more interactions and to use the present perfect related to experiences;

- To create a fun atmosphere in the class. b Content:

Work in pairs Ask and answer questions about your experiences using the present perfect

Have you visited a village of an ethnic group?

- Teacher asks Ss to retell the main points of the lesson. b Homework - Do exercises in the Workbook (exercise 4,5,6 in “vocabulary and grammar” section.) - Prepare for next lesson- unit 5 (Communication)

OUR EXPERIENCES Lesson 4: Communication

Knowledge - Know how to apologise and respond to apologies;

- Have language input to describe their past experiences of a camping day;

- Talk and report about one’s experiences.

3 Personal qualities - Be ready and confident in real life conversations;

- Know what good qualities a good friend should have and try to be a good friend;

MATERIALS - Grade 9 textbook, Unit 5, Communication

1 ACTIVITY 1 WARM-UP (5 mins) a Objectives:

- To create an active atmosphere for the class before the lesson;

- To help Ss revise the present perfect. b Content:

- Sentence forming game c Expected outcomes:

- Students can use their knowledge to answer the questions. d Organisation

Game: Sentence forming - Teacher divides students into two teams to play a game.

- Students work in 2 teams and follow the teacher's instruction to play the game.

- Team A says a verb in past participle form, and team B uses that verb to say a sentence about his / her experience If a team cannot make a sentence as required, it loses a turn

- The team with the most correct answers wins.

- T declares the winner, congratulates them, then leads to the new lesson.

2 ACTIVITY 2: PRESENTATION (EVERYDAY ENGLISH) (5 mins) a Objectives:

- To introduce two ways to apologise and respond to apologies; b Content:

- Vocabulary pre-teaching - Task 1: Listen and read the conversations Pay attention to the highlighted parts. c Expected outcomes:

- Students can use the structures to apologise and respond to apologies d Organisation

ACTIVITIES Task 1: Listen and read the conversations Pay attention to the highlighted parts (5 mins)

- T plays the recording for Ss to listen and read two conversations T asks Ss to pay attention to the highlighted parts

- Students listen to and read the conversations and pay attention to the highlighted parts.

– T emphasises the ways to apologise and respond Tell Ss that I’m really sorry and

Oops, my mistake, Mum are di erent ways ﬀerent ways to apologise in di erent contexts, but the ﬀerent ways first is a bit more formal Tell Ss that That’s okay , and That’s right are two ways to respond to apologies - Teacher gives more explanations and writes down the structure used to apologise and respond to apologies.

I’m really sorry … Oops, my mistake

- Students listen to the teacher’s instruction.

- To help Ss practise apologising and responding to apologies.

- To help Ss practise talking about their experiences in groups; b Content:

Read the posts by three friends about their camping activities and match their names with the experiences

- Task 4: Work in pairs Ask and answer questions about the experiences of Mai, Tom, and Minh You can use the questions below. c Expected outcomes:

- Students can use the structures to apologise and respond to apologies

- Students get language input about the how to describe their past experiences of a camping day;

- Students practise talking about their experiences in pairs, in groups; d Organisation

Task 2: Work in pairs Make similar conversations with the following situations (10 mins)

- Teacher asks students to work in pairs to make similar conversations using the language they have learnt.

- Students work in pairs to make similar dialogues

- For a less able class, model the first situation with a good student.

- Teacher calls some students randomly to act out the dialogues

- Some students act out the dialogues.

- Teacher gives feedback and corrections (if necessary).

EXTRA ACTIVITY For a more able class, Encourage Ss to use di erent ways to apologise andﬀerent ways respond T can also encourage Ss to give further explanation.

● I apologise for the late submission / confusion

● I’d like to apologise for how I reacted / behaved

● My bad! / It was my bad

● Oh my goodness! I’m so sorry

1 Mi: I’m really sorry I finished the project a bit later than your deadline

2 You: My mistake, Mum / I’m sorry, Mum I’ve been home but a bit late

Mum: That’s okay / That’s right.

● That’s OK / It’s all right.

Read the posts by three friends about their camping activities and match their names with the experiences (7 mins)

- T asks some Ss to read the posts aloud.

- Some Ss read the posts aloud.

- T asks Ss to work in pairs match names with the experiences three students have, reminds Ss to underline key words / information that help(s) them do the matching while reading

- Ss work in pairs, match names with experiences the students have.

- T checks the answers as a class If time allows ask some Ss to retell information from the posts or role-play the three friends to tell the class about their experiences.

- T reminds Ss to answer the questions where it happened, when it happened, what happened, how they felt when they role-play.

- Ss check the answers as a class.

Task 4: Work in pairs Ask and answer questions about the experiences of Mai, Tom, and Minh You can use the questions below (8 mins)

- T asks Ss to work in pairs to ask and answer questions about the experiences of the three students.

- Ss work in pairs to ask and answer questions about the experiences of the three students

- T invites some pairs to role-play asking

B: She went on a camping trip with her class.

B: She slipped and hurt her ankle.

A: What did she do then? and answering questions about the experiences of the three students in front of the class.

- Students role play in front of the class.

-T gives feedback on Ss’ performances.

B: She stayed inside the camp She couldn’t join the team building activities.

B: She felt helpless It was a terrible day for her.

- To help Ss practise reporting their group members’ experiences. b Content:

- Task 5: Work in groups Take turns to ask and answer about one another’s experiences of a trip he / she has had Use similar questions to those in 4. c Expected outcomes:

- Students practise reporting their group members’ experiences. d Organisation

Task 5: Work in groups Take turns to ask and answer about one another’s experiences of a trip he / she has had Use similar questions to those in 4 (5 mins)

- T asks Ss to work in groups to take turns to ask and answer about one another’s experiences of a triphe / she has taken.

- T tells them that they can use similar questions as suggested in 4 and ideas from the posts and the notes in 3.

- Students work in groups to take turns to ask and answer about one another’s experiences of a trip they have.

- T invites some groups to practise in front of the class

- Some pairs present in front of the class and receive feedback.

- T gives feedback on Ss’ performances.

B: We went on a camping trip in

A: What happened then? / What did you do then?

B: We put up tents, and joined team building activities

B: It was an amazing experience for me I have never felt so excited like that.

5 CONSOLIDATION (5 mins) a Wrap-up - Have Ss say what they have learnt in the lesson Ask them to list two ways to apologise and two ways to respond Ask Ss to list orally the experiences of various class members and various adjectives they can use to describe the experiences. b Homework - Do exercises in the Workbook;

- Write down the results and feedback of the previous interviews.

OUR EXPERIENCES

- To help Ss revise describing their experiences. b Content:

- Game: Chain game c Expected outcomes:

- Students gain knowledge about their friends’ experiences. d Organisation:

Game: Chain game - T divides the class into 2 teams.

- Have each team play Rock, paper scissors to decide who will go first

- Then, the winner says a sentence about their past experience then chooses the

from Team 2: She had an unpleasant experience of a sports

Student 2 from Team 2: She had an unpleasant experience of a sports competition at school and I accidentally fell while learning to skate.

from Team 1: She had an

second one in the other team The second repeats and says their past experience and so on.

- The team can’t repeat the prior players’ answers in 10 seconds will lose the game. unpleasant experience of a sports competition at school He accidentally fell while learning to skate and I had a very good experience in the last summer camp …

2 ACTIVITY 2: PRESENTATION - (PRE READING) (7 mins) a Objectives:

- To help students learn new vocabulary in the reading text; b Content:

Tick (√) the experiences you have had

Army-like (adj): /ˈɑːrmi laɪk/

Giống như quân đội, có tính chất quân đội.

Strict (adj): /strɪkt/: Nghiêm khắc, khắt khe

5 Theme (n): /θrɪlɪŋ/ - Hồi hộp, ly kỳiːm/: Chủ đề, đề tài.

3 ACTIVITY 3: PRACTICE - (WHILE READING) (13 mins) a Objectives:

- To improve students’ skill of reading for general ideas and for details.

- To improve students’ skill of reading for details (scanning); b Content:

Read the texts again and tick (√) Duong or Akiko

- Students identify some new words and how to use the target vocabulary d Organisation:

Task 2: Read the texts and choose the correct answer A, B, C, or D (6 mins) - T ask Ss to work individually to read the questions first - Ss work individually to read the questions first - T asks Ss to underline the keywords in the questions

- Ss underline the keywords in the questions before answering them.

- T has Ss read the two passages to circle the correct option.

- T asks some Ss to read their answers and give clues to the answers.

- Ss read their answers and give clues to the answers.

Read the texts again and tick (√) Duong or Akiko (7 mins)

Akiko 2 Duong

4 ACTIVITY 4: PRODUCTION- (SPEAKING) (15 mins) a Objectives:

- To have Ss practise talking about one’s experiences;

- To give Ss an opportunity to practise reporting peers’ experiences;

- To improve Ss’ confidence in speaking in front of the class b Content:

Match the questions in A with the answers in B Share your answers with a classmate

- Task 5: Work in pairs Ask and answer about a course you have experienced Use the questions c Expected outcomes:

- Students can discuss their experiences and report back their peers’ experiences. d Organisation:

Task 4: Match the questions in A with the answers in B Share your answers with a classmate (5 mins)

- T has Ss work in pairs to match the questions with the answers.

- Ss work in pairs to match the questions with the answers.

- T goes around to observe if Ss need any

- T asks some Ss to share their answers.

Confirm the correct answers - Ss do the task and explain their answers.

- T asks some pairs to role-play in front of the class.

- Some Ss role-play in front of the class.

- T corrects the pronunciation and intonation if necessary.

Work in pairs Ask and answer about a course you have experienced

Use the questions in 4 as cues Then report your partner’s answers to the class

(10 mins) - T asks Ss work in pairs to ask and answer questions about their friends’ summer course or any course they have attended.

- Ss work in pairs to ask and answer questions about their friends’ summer courses or any course they have attended.

- T invites one representative from each pair to report the experiences of the other.

- T tells them that they can use the notes they made beforehand.

-Ss then report their friend’s experience to the class

- T gives feedback on their reports in terms of language, verb forms and pronunciation

- Ss receive comments from the teacher.

Minh attended a memorable summer course last year It was a presentation skill course He learnt how to organise the talk, and how to use visual aids He also practised using gestures, and having eye contacts with the audience He felt that the course was so impressive and memorable

- Summarise the main points of the lesson. b Homework - Do exercises in the Workbook;

- Write down your friend’s experiences in your notebooks.

Knowledge - Listen for information about a bad experience at school;

- Write a paragraph about their most pleasant / unpleasant experience at school.

Personal qualities - Be friendlier and willing to make more friends at school;

- Be encouraged to attend school activities;

- To help Ss revise the phrases related to experiences b Content:

- Game: Who is faster? c Expected outcomes:

- Students can answer the questions related to school d Organisation:

ACTIVITIES - Game: Who is faster?

- T puts Ss in two groups.

- Ss work in two groups and follow the teacher's instruction to play the game.

- T gives each group a set of phrases on slips of paper about the experiences of Duong and Akiko Each group has to choose the right slips about Duong’s experience and the right ones about Aikiko’s experiences and stick them in the right column on the board

- T stops the game when time is up

- T asks each group to read out their answers The group that has the most correct or appropriate answers wins.

Join a performance Played board games Enjoy the city view at the mountain top Read books

Travelled without his / her parents communicate in English

Attend English classes Join team activities Play billiards

Go hiking Wake up at 5 a.m.

Call their parents once a day Received letters from our parents Travelled without his / her parents

3 Join team activities 4 Call his / her parents once a day 5 Received letters from our parents 6 Travelled without his / her parents 7 Wake up at 5 a.m.

1 Attend English classes 2 Join team activities 3 Communicate in English 4 Played board games 5 Play billiards

6 Go hiking 7 Enjoy the city view at the mountain top

8 Travelled without his / her parents 2 ACTIVITY 2: PRESENTATION- (PRE LISTENING) (12 mins) a Objectives:

- To help students develop their skill of listening for details. b Content:

Listen to the conversation between Minh and his dad and tick T (√) T (True) or F (False)

Which of the following is a bad experience? (4 mins) - T asks Ss to work in pairs to look at the

Confidence (adj)

/ˈkɒnfɪdəns/: Sự tự tin, lòng tin.

Listen to the conversation between Minh and his dad and tick T (√) T (True) or F (False) (5 mins)

Task 1: Which of the following is a bad experience? (4 mins) - T asks Ss to work in pairs to look at the pictures and the experiences listed to circle the experiences that are bad.

- Ss look at the pictures and the experiences listed to circle the experiences that are bad.

- T asks Ss to add as many experiences they had as possible.

- T invites some Ss to say the answers and correct their pronunciation if needed.

- Some Ss say their answers.

- T tells Ss that they are going to listen to a conversation between Minh and his dad.

- failing an exam - being bullied - lacking confidence

Vocabulary pre-teaching (3 mins) - T introduces the vocabulary by:

+ Giving pictures + Giving explanation/definition - Ss use the given hints to find out the words.

- Ss write the new words in their notebooks.

/ˈkɒnfɪdəns/: Sự tự tin, lòng tin.

2 Lack (v): /lổk/:Thiếu, khụng có đủ.

Task 2: Listen to the conversation between Minh and his dad and tick T (√) T (True) or F (False) (5 mins)

- T tells Ss that they are going to listen to a conversation between Minh and his Dad.

- T asks Ss to work individually to read sentences and to underline the keywords.

- Ss find the keywords independently and then listen to the recording to do the task.

- T plays the recording once for Ss to tick true (T) or false (F).

- T checks Ss’ answers and play the recording again for them to better understand the conversation between Minh and his dad Stop or rewind the recording where necessary

- T calls some Ss to go to the board to write the answer then check their answers as a class.

- Some Ss go to the board to write the answer - T checks their answer with the whole class.

3 ACTIVITY 3: PRACTICE - (WHILE LISTENING) (9 mins) a Objectives:

- To help students improve their skills of listening for general and specific information. b Content:

Listen again and choose the correct answer A, B, or C

Task 3: Listen again and choose the correct answer A, B, or C (9 mins) - T asks Ss to work in pairs to read the questions and underline key words in the questions and the options

- Ss work in pairs find the key words.

- Ss work individually to underline the keywords and guess the possible answers.

- Ss listen to the recording to do the task - T gives Ss two minutes to circle the correct option - Ss compare the answer with their partners.

- T plays the recording again and check their

- Check with the whole class.

4 ACTIVITY 4: PRODUCTION - (WRITING) (15 mins) a Objectives:

- To help Ss practise writing a paragraph about their experience at school. b Content:

- Task 4: Work in pairs Put the phrases from the box in the correct column.

Write a paragraph (100 – 120 words) about the most pleasant OR unpleasant experience

- Students can use learnt vocabulary and grammar to write a paragraph about their experience at school. d Organisation:

Task 4: Work in pairs Put the phrases from the box in the correct column

(5 mins) - T asks Ss to work in pairs to fill in the blanks with the suggested ideas.

-Ss work in pairs to fill in the blanks with the suggested ideas

T asks Ss to get more ideas from the listening, reading and communication parts

- T ssks some Ss to read out loud the ideas for each column.

-Some Ss to read out loud the ideas for each column.

- T corrects their pronunciation where necessary.

Pleasant experience - doing community service - winning a competition - going on a camping trip - joining team-building activities

Unpleasant experience- taking wrong things- coming to school late - arguing with a friend - not revising lessons

Write a paragraph (100 – 120 words) about the most pleasant OR

- Students can use learnt vocabulary and grammar to write a paragraph about their experience at school. d Organisation:

Task 4: Work in pairs Put the phrases from the box in the correct column

(5 mins) - T asks Ss to work in pairs to fill in the blanks with the suggested ideas.

-Ss work in pairs to fill in the blanks with the suggested ideas

T asks Ss to get more ideas from the listening, reading and communication parts

- T ssks some Ss to read out loud the ideas for each column.

-Some Ss to read out loud the ideas for each column.

- T corrects their pronunciation where necessary.

Pleasant experience - doing community service - winning a competition - going on a camping trip - joining team-building activities

Unpleasant experience - taking wrong things - coming to school late - arguing with a friend - not revising lessons

Task 5: Write a paragraph (100 – 120 words) about the most pleasant OR unpleasant experience you have had at school (10 mins) - T shows the ideas T and Ss have arranged and added to the table in 4 on the board.

- T asks Ss to work individually to write for 15 minutes and use the

I had very pleasant experiences at my school The first lovely experience I had was when I did community service last year I joined the school English information in 4 and other ideas they may think of

- Ss work individually to write their full paragraph.

- T asks one S to read out his / her paragraph.

- Ss pay attention while the teacher is checking their work.

-T feedbacks on Ss’ writing in terms of ideas, grammar and connectors. club, and tutored some primary school students for a semester Their English became better, and they were much more confident in English lessons The second memorable experience I had was going on a camping trip with my classmates We went to a village about 20 km from our school Here, we put up a tent, decorated it and we also won the competition of tent decoration We sang and danced and took a lot of photos I also remember winning the first prize in the school chess competition that year The school then presented me with a chess set All these pleasant experiences will go with me forever.

- Summarise the main points of the lesson. b Homework - Rewrite the paragraph in the notebooks.

OUR EXPERIENCES Lesson 7: Looking Back and Project

Knowledge - Review the vocabulary and grammar of Unit 5;

- Apply what they have learnt (vocabulary and grammar) into practice through a project.

3 Personal qualities - Be encouraged to attend school activities;

MATERIALS - Grade 9 textbook, Unit 5, Looking Back and Project

- Projector / TV - hoclieu.vn III PROCEDURES 1 ACTIVITY 1: WARM-UP (5 mins) a Objectives:

- Recall vocabulary learnt in previous lessons. b Content:

- Ss can list as many Unit 5 vocabulary as possible d Organisation:

Brainstorming - T divides the board and divides the class into teams.

- Members of each team take turns and write as many words in Unit 5 as possible in 2 minutes.

- Ss work in teams to play the games.

- The group having more correct answers is the winner. amazing,……

2 ACTIVITY 2: PRESENTATION - VOCABULARY (10 mins) a Objectives:

Complete the sentences with the phrases in the box

Use the adjectives in the box to describe the experiences Add any other

- Task 2: Complete the sentences with the phrases in the box. c Expected outcomes:

Task 1: Use the adjectives in the box to describe the experiences Add any other adjectives you can think of (5 mins) - T has Ss work in pairs to write the appropriate adjectives from the box to each of the situations.

- Students do the task independently.

- T corrects Ss pronunciation if necessary.

Complete the sentences with the phrases in the box (5 mins) - T has Ss work individually to fill in each blank

learnt it by rote 2 went blank

3 ACTIVITY 3: PRACTICE - GRAMMAR (10 mins) a Objectives:

- To help Ss revise the present perfect tense. b Content:

Put the verbs in brackets in the present perfect to complete the letter

- Recall the uses of the future simple and the first conditional. d Organisation:

Put the verbs in brackets in the present perfect to complete the letter (5

- Recall the uses of the future simple and the first conditional. d Organisation:

Task 3: Complete the sentences with the correct present perfect forms of the verbs in brackets (5 mins)

- T has Ss work individually to fill each of the blanks with the right form of the given verb

- Students do the task individually.

- Then T asks Ss to work in pairs to swap and check their answers.

- Students exchange their textbooks and give feedback to each other.

- T asks one student to read out the sentences T corrects his / her pronunciation if necessary.

1 have invited 2 Have / finished 3 have never been

4 has seen 5 has never cooked

Task 4: Put the verbs in brackets in the present perfect to complete the letter (5 mins) - T asks Ss to work individually to complete the letter as requested in the Student’s Book

- Students complete the task in pairs and discuss the answers; swap answers and check their partner’s answers.

- T asks one or two students to go to the board and write their answers.

- Then ask the class to work in pairs Tell them to swap answers and check their partner’s answers

1 have been 2 have done 3 have visited 4 have watched5 have (also) had 6 have (also) made a plan

- Some Ss go to the board to write the answers.

- T checks the answers that some Ss have written on the board

- T has all Ss correct their partner’s answers.

- T asks some Ss to read out their answers.

Correct Ss’ language and pronunciation if necessary.

4 ACTIVITY 4: PRODUCTION - PROJECT (16 mins) a Objectives:

- To help Ss improve their creativity and teamwork;

- To improve their speaking and presentation skills. b Content:

- Students are able to present their posters about an interesting way of life around the world. d Organisation:

Your most memorable experience - T has Ss work individually to answer all the suggested questions in task 1 in the Student’s Book.

- T asks them to prepare pictures and photos of their own to illustrate their experiences

- Students check their posters again in groups

- T asks Ss to work in small groups to practise giving their poster presentation

- T tells Ss to pin / tape / glue the pictures / photos on a large piece of paper and take turns to present their

Students’ posters & presentations own experiences to the class.

- Groups show their posters and then present.

- Summarise the main points of the lesson. b Homework - Prepare for the next lesson.

VIETNAMESE LIFESTYLE: THEN AND NOW Lesson 1: Getting started – We didn’t do it in my day

Knowledge - Use the words related to lifestyle;

- Gain vocabulary to talk about changes in lifestyle.

Personal qualities - Understand more about changes in lifestyle;

MATERIALS - Grade 9 textbook, Unit 6, Getting started

- To activate students’ knowledge on the topic of the unit;

- Students can have some ideas about lifestyles. d Organisation:

- T organises a short vocabulary game to revise the words Ss learnt in Unit 5:

- Ss listen and follow the teacher’s instructions, answer questions.

- T write the word ‘ Experiences ’ on board and students come up with any words and phrases about the kind of experience and the adjectives describing experiences.

- T leads to the new unit.

+ T asks Ss questions + T elicit sfrom Ss the meaning of the word

+ T writes the unit title Vietnamese Lifestyle: Now and Then on the board Then ask Ss if life in the past (e.g twenty, thirty years ago )

Suggested for example : a learning experience, a frightening experience.

- How is shopping now different from that about 10 years ago?

- What is trendy for young people now? … and the present are the same or different.

- Ask Ss what aspect of life they think has changed (transportation, fashion, entertainment, shopping, travelling, learning…).

- Share with Ss the objectives of the lesson.

- Have Ss open their books and start the lesson.

Q&A - T chooses a topic related to lifestyles, such as

- To help Ss read for specific information about changes in lifestyle;

- To help Ss learn words and phrases related to changes in lifestyle;

- To help students use the words in context. b Content:

Complete the sentences with the words from the box

giáo án kế hoạch bài dạy tiếng anh 9 kì 1 sách global success soạn chất lượng đủ 6 bài

Knowledge

Competences

Personal qualities

MATERIALS

PROCEDURES

Write a word or phrase in the box under the correct picture

Fill in each blank with a word or phrase from the box

Listen and number the words you hear Then listen again and repeat

CONSOLIDATION (5 mins) a Wrap-up

LOCAL COMMUNITY Lesson 3: A CLOSER LOOK 2

Question words before to-infinitives

Phrasal verbs

Rewrite the sentences using question words + to-infinitives

Match each phrasal verb with its meaning

Complete each sentence using the correct form of a phrasal verb in 3

LOCAL COMMUNITY Lesson 4: COMMUNICATION

Listen and read the conversations Pay attention to the highlighted parts

Listen and read the conversations Pay attention to the highlighted parts

Work in pairs Ask for help and respond in the following situations

Listen to Binh and Mira talking about a place of interest in their community Fill in each blank with no more than TWO words and/ or a

LOCAL COMMUNITY

Read the brochure introducing different places with special products Match each highlighted word with its definition

Read the brochure again Decide which place each detail below belongs to

Work in groups Give a short presentation about the speciality you discussed in 4

Listen again and tick T (True) or F (False)

Work in pairs Choose a community helper you like and answer the following questions

Write a paragraph (about 100 words) about your favourite community helper Use the answers to the questions in 4 to help you

LOCAL COMMUNITY Lesson 7: LOOKING BACK & PROJECT

ACTIVITY 2: PRESENTATION: VOCABULARY (10 mins)

Circle the correct word or phrase to complete each sentence

Rewrite each sentence so that it contains the phrasal verb in brackets You may have to change the form of the verb

ACTIVITY 4: PRODUCTION (PROJECT) (18 mins) a Objectives

CITY LIFE Lesson 1: Getting started – How is your city?

OBJECTIVES

Think!

City Debate

ACTIVITY 2: PRESENTATION (5 mins) a Objectives

ACTIVITY 3: PRACTICE (30 mins) a Objectives

Listen and read (7 mins)

Read the conversation again and tick T (True) or F (False) (7 mins)

Match the words/phrases with their pictures (7 mins)

Choose the correct answer A, B, C, or D (7 mins)

ACTIVITY 4: PRODUCTION (10 mins) a Objectives

Quiz: A lifestyle survey: City life or Village life? (10 mins)

CONSOLIDATION a Wrap-up

CITY LIFE Lesson 2: A closer look 1

ACTIVITY 3: PRACTICE (15 mins) a Objectives

Choose the correct answer A, B, C, or D to complete each sentence (5

Complete the texts, using the words and phrases from the box (5 mins)

A closer look 2 I OBJECTIVES

Comparative Chain game

g The bus is slower than the underground train

Choose the correct option to complete each sentence (3 mins)

Find a mistake in the underlined parts in each sentence below and correct it (5 mins)

Complete each sentence with a phrasal verb in 3 You can change the

ACTIVITY PRODUCTION (15 mins) a Objectives

CITY LIFE Lesson 4: Communication

Look and answer

Charades

You: Would you like me

Work in pairs Read the descriptions of three teenagers about their

Make notes about a means of transport you are using (7 mins)

ACTIVITY PRODUCTION (15 mins) EXTRA ACTIVITY

CONSOLIDATION (3 mins) a Wrap-up

CITY LIFE Lesson 5: Skills 1

Mind map

Read the passages again and complete the sentences (5 mins)

Work in pairs Talk to your friends about the city problems and suggest

CITY LIFE Lesson 6: Skills 2

Pass the ball

Listen to an interview with three teenagers about life in their cities

Work in pairs Put the phrases from the box in the correct column

Write a paragraph (about 100 words) about what you like or dislike about living in a city You can use the ideas in 4 or your own ideas

CONSOLIDATION (2 mins) a Wrap-up

CITY LIFE Lesson 7: Looking back & Project

Fill in each gap with a word from the box to complete the passage (5

Find a grammar mistake in each sentence and correct it (5 mins)

CONSOLIDATION (4 mins) a Wrap-up

Getting started – Advice from a School Counsellor