School: Chu Van An Secondary School Date:..................................................

Class: 9A3 Period: 1

INTRODUCTION

I. Objectives:
By the end of this lesson, students will be able to:
- Have general knowledge of a new subject and know how to study Tieng Anh 9.
- know the contents of the “Tieng Anh 9”.
- Understand class rules, know how to learn English effectively, know the content of “Tieng Anh 9”.
1. Knowledge:
- Present the subject, student book, work book, the way how to learn English.
- Present rules in class
2. Skills:
+ Practice listening, reading, speaking and writing skills.
+ Develop interactional skill
3. Attitude:
+ Gain the common knowledge of structure and content of English 9
+ Have positive attitude to learn English 9
II. Lexical items:
1.Vocabulary: Words of statement and requirements in class
III. Teaching aids:
1. Teacher: book, chalk, laptop, TV
2. Students: book, notebook, pen and pencil
IV. Anticipated problems:
+ Class may need time for settling down and following rules after summer time
 T can guide Ss slowly and clearly
VI. Procedures:
Stages/ Time Teacher’s Activities Students’ Activities
WARM UP 1. Getting to know the class:
(10 min)
- Join in Guessing activities
To help Ss and T know - T let Ss play game Guessing to
more about each other introduce about herself.
- T ask Ss to choose one number that
can tell something about themselves
for other to guess.

I. INTRODUCE Introduce “Tieng Anh 9” 1. Introduce “Tieng Anh 9”

ENGLISH 9
(15 minutes)  The components of each  The components of
unit: each unit:
To help Ss know the
overall structure and How many units are there in “Tieng - Open the book and look at the
content, skills in English Anh 7”? main content of the whole book.
9 - Ask Ss to open their books. - Note down key information
- Present how many lessons there are - Answer T’s questions
in each unit
+ There are 12 units, each unit has 8
sections, providing materials for 7
classroom lessons.
 Lesson 1: Getting started
 Lesson 2: A closer look 1
  Lesson 3: A closer look 2
 Lesson 4: Communication
 Lesson 5: Skills 1
 Lesson 6: Skills 2
 Lesson 7: Looking back +
Project
+ There are 4 reviews, each providing
revision and further practice of the
three units, to be dealt within two
periods. - Follow the statements.
- Glossary: giving meaning and
phonetics transcription of the new
words in the units
- Introduces to Ss some ways of
learning English.

II. CLASS 1.Present the class statements: 1. Class statements

STATEMENTS
AND RULES -Teacher statements: - Follow the statements
(15 minutes) - Whole class
+ Stand up, please
To help Ss follow + Go to the board, please
statements and rules
easier in English class + Come back your seat, please.
+ Write down, please
+ Hand up, please
+ Keep silent, please
+ Repeat/ again Listen and repeat
+ Give me some examples
+ Learn by heart vocabulary
2. Class rules
2. Present class rules: - Whole class
- take note
+ Ss need 2 textbooks, 1 for
vocabulary, 1 for grammar knowledge
and doing exercises.
+ Ss have to prepare before lesson
and note down information and new
vocabulary.
+ T checks Ss’ textbook regularly
III. HOMEWORK 3. Homework - Do as required at home.
(5 minutes)
- Prepare the first Lesson: Unit 1
Getting started

School: Chu Van An Secondary School Date:..................................................

Class: 9A3 Period: 2
 UNIT 1. LOCAL ENVIRONMENT
Lesson 1: GETTING STARTED

I. Objectives:
By the end of this lesson, students will be able to:
1. Knowledge:
+ Listen to, read and practice the dialogue “A visit to a traditional craft village” for specific information
and get involved in the topic “Local environment”
+ Classify the lexical items related to the topic “Local environment” then talk about that.
2. Skills:
+ Practice listening, reading, speaking and writing skills.
+ Develop interactional skill
3. Attitude:
+ Gain the common knowledge of some crafts and places of interest
II. Lexical items:
1.Vocabulary: Traditional crafts and places of interest in an area.
2.Structures: Ask and answer about places of interest.
III. Teaching aids:
1. Teacher: book, chalk, laptop, TV
2. Students: book, notebook, pen and pencil
IV. Anticipated problems:
+ Ss may feel it difficult to talk about the topic with some
So teacher should be ready to help them with good preparation.
VI. Procedures:
Stages/ Time Teacher’s Activities Students’ Activities
WARM UP *Guessing pictures and places - Make a guess
(3 min) - T shows some pictures on slide and asks - Whole class
To raise students’ Ss to quickly say the name of the place
interest in the topic and they think it is
introduce the topic of  Ask Ss if they can guess the topic of the
the unit lesson today. - Unit 1: Local environment
 Lead in the new lesson: Tell them that Lesson 1: Getting started – A
the unit is not about environmental issues visit to a traditional craft village
such as pollution, deforestation, or global
warming, but it is about the physical
conditions in an area such as its features,
traditional crafts, or places of interest
I. NEW WORDS *Pre-teach the new words: I. New words:
(10 minutes) - T uses teaching vocabulary techniques to - Ss read the NW in chorus,
elicit these New words. groups then individually.
To help Ss to prepare 1. artisan /ɑtɪ:’zæn/ /ˈɑːrtəzn/ (n.): thợ làm - Ss copy into their notebooks.
vocabulary to talk about nghề thủ công
the topic 2. craft /krɑ:ft/ (n.): thủ công - whole class
 handicraft /’hændikrɑ:ft/ (n.): sản phẩm
thủ công
To check students’
3. lacquerware /’lækəweə(r)/ (n.): đồ sơn
understanding,
mài
pronunciation
4. sculpture /’skʌlptʃə(r)/ (n.): điêu khắc,
đồ điêu khắc
5. take over /teɪk əʊvə/ (phr. v.): tiếp quản,
nối nghiệp
6. conical hat /ˈkɒnɪkl/ (n): nón

- T models.
- Get Ss to read the new words again
 - T gives correction.
- Checking: pronunciation, meaning,
spelling, stress.
- Checking new words: matching

Activity 2: Activity 2:
-Have Ss look at the pictures. - Ss match these handicrafts with
- Tell Ss that in the box are some the pictures.
traditional handicrafts of different regions - Ss compare their answers in
in Viet Nam pairs
- Ask Ss to match words with pictures - Give answers and check
- Ss work in pair. Answer:
- T checks. A. paintings
B. drums
C. marble sculptures
D. pottery
E. silk
F. lacquerware
G. conical hats
H. lanterns
II. LISTEN AND * Set the scene: * Guessing context:
READ -T asks Ss to look at the picture in the
(15 minutes) book and answer some questions: -Look at the picture
• Who and what can you see in the - Give answers
To link Ss to the picture?
dialogue • Where are they?
• What do you think the people in the
picture are talking about?
- Ss answer the questions as a class. If they
mention ‘Bat Trang’, elicit what they
To help Ss to get the know about this village.
main ideas of the - Guide the Ss to listen to the recording to
dialogue check their guessing:
 To know more about the dialogue II. Listen and read
To help Ss practice between Mai and Nam, Please go on listen
reading and listening and read - Listen
skills - work in pairs.
- Ask Ss to listen to the radio and read the
dialogue in pairs
-Play the recording
To help Ss understand
- Play the recording again and have Ss
the details of the
practice reading the dialogue.
dialogue
-Call on one pair to read aloud the
dialogue
-Give feedback.

 I want to see if you understand the

conversation well. Look at Ex1a
* Checking understanding
Activity 1a: Find the words with the
given meanings in the dialogue. Activity 1a:
- Ask Ss to work independently to
- Ssk Ss to read out the lines in the -Work individually, match
dialogue that contain the words. words with its definition.
-Have Ss look at the Watch out! box and - Play the game.
Answer key:
 quickly read the information. 1. craft
- Tell them that there are some similar 2. set up
expressions such as 'as far as I can 3. take over
remember', 'as far as I can see', or 'as far 4. artisans
as I can tell'. 5. attraction
6. specific region
Activity 1b: Answer questions 7. remind
- Have Ss read the questions to make sure 8. look round
they understand them.
- Ask them work individually first.
- Then exchange their answers with a
classmate. Activity 1b: Answer questions
- Ask them to check their answers by - Work individually
reading the dialogue again. Ask for Ss' - Work in pairs to compare
answers. answer
- Play Magic wheel to call Ss randomly.
Answer key:
1.They are at Phong’s grand-
parents’ workshop in Bat Trang
2. It’s about 700 years old.
3. His great-grandmother did.
4. buy things for their house and
make pottery themselves there.
5. It’s in Hue.
6. … the handicrafts remind
them of a specific region.
III. PRACTICE III. Practice
(7 min) Activity 3: Complete the sentences. Activity 3: Complete the
-To help Ss have chance -Tell Ss to complete the sentences with the sentences.
to learn words relating words/phrases in the complete sentences - Work in pairs
to “Local environment” about the places where the handicrafts are - Discuss and give answers
topic made. - Check answers
- Ask Ss to work in pairs
-If time allows, T may organise a short Answer key:
activity to check Ss' short-term memory. 1. conical hat
- Have Ss close their books. 2. lanterns
- Show pictures/ words of the handicrafts 3. silk
and ask Ss to give the place where the 4. paintings
handicrafts are made quickly 5. Pottery
6. marble sculptures
- Play the game
- Whole class.
IV. PRODUCTION - It’s great to see that you can remember
(11 min) famous places of the handicrafts in such a
-To help Ss have chance very short time. You can think of other Activity 4: Puzzle crossword
to talk about different places with outstanding features to share -Work in groups of 5-6
places of interest and with class later. Now I would like the - Discuss to solve the crossword.
their features. whole class join an interesting activity:
Answer:
What is the place of interest?
1. park
Activity 4: Puzzle crossword
2. museum
- Asks Ss to work in group 5-6.
3. zoo
- Solve a puzzle crossword game
4. beach
- Allowed time: maximum 4 mins. The
5. beauty spot
highest score with the fastest time is the
winner Answer for more questions:
 Link: https://game.educaplay.com/
CODE: 489137 1. beauty spot
Note: T can add some more words based 2. paddy field
on the level of Ss. 3. Aquarium
Question: 4. stadium
HORIZONTALS 5. museum
1. It is a beautiful and famous place in the 6. beach
countryside 7. park
3. It is a building where people can go to 8. zoo
see fish and other water creatures
4. It is a place where people come to watch
football match
6. It is an area of sand, or small stones,
beside the sea or a lake
VERTICALS
2. It is a place where you can see rice
5. It is a place where objects of artistic,
cultural, historical, or scientific interest are
kept and shown
7. People go to this area to walk, play, and
relax.
8. People go to this place to see animals Activity 5: Design similar quiz
Activity 5: Design similar quiz
- Ask Ss to work in the same group, design - Work in groups
the similar questions for other groups to - Design quiz
answer. - Share with class
- Work in 3 mins
- Asks each group to share.

CONSOLIDATION - Ask Ss what they have learnt after the - Practice reading listening and
(2 min) lesson speaking skills
To sum up the lesson - T focuses them on the main point - know how to talk about the
and have a link to the * Relate to the real life: Each place has its features of local environment
real life own features and beauty, when we come to -Listen and write down
a place, we should take the chance to homework.
know more about everything there.
Moreover, we also need to know deeply
about where we are living.

-Instruct students on the homework

V. HOMEWORK - Ask Ss do exercise in workbook and IV. Homework
(2 minutes) prepare for the next lesson 1.Revise the vocabulary
2.Prepare for the next lesson:
- T says goodbye Unit 10-Lesson 2

Feedback:.....................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
School: Chu Van An Secondary School Date:..................................................
Class: 9A3 Period: 3

UNIT 1: LOCAL ENVIRONMENT

Lesson 2: A CLOSER LOOK 1
I. Objectives:
By the end of this lesson, students will be able to:
1. Knowledge:
+ use the lexical items related to traditional crafts and places of interest in an area
+ use the combination of verbs with traditional crafts
+ say sentences with correct stress on content words
2. Skills:
+ Practice and improve reading, writing, listening and speaking skills.
+ Develop interactional skill
3. Attitude:
+ Students are interested in extending vocabulary and knowledge to talk about traditional crafts and
places of interest
+ Students are eager to speak with right stress on content words
4. Abilities:
Build and develop Ss’ abilities:
- General abilities: self-control and self-study, communication and collaboration, problem-solving and
creativity.
- Typical abilities: communication and thinking capacity.
II. Lexical items:
1.Vocabulary: Traditional crafts (Collocation of verbs with crafts) and Places of interest.
2. Grammar: Past form and Past participle of some verbs
III. Teaching aids:
1. Teacher: book, chalk, laptop, power point, vocabulary cards, TV
2. Students: book, notebook, pen and pencil
IV. Anticipated problems:
+ Ss may have difficulty in saying the sentence with correct stress on content words.
 let them practiced more and more in class and at home.
VI. Procedures:
Stages/ Time Teacher’s Activities Students’ Activities

WARM UP * Listing traditional crafts I. Warm up: Traditional

(3 mins) crafts.
- Ask Ss to call out some traditional crafts/
To revise prior handicrafts they remember from the - List as many traditional crafts/
lesson’s vocabulary previous lesson. handicrafts as possible that Ss
related to the topic. - Listen and write their answer on the board remember from the previous
 Lead in the new lesson: In today’s lesson.
To get the students lesson, we are going to learn some verbs - Note down new things if
introduced to the that are used to talk about producing or needed.
objectives of the creating a craft.
lesson These will help them use the language
correctly when they talk about the making of Unit 1: My hobbies –
traditional crafts in a specific region. A closer look 1

I. VOCABULARY Activity 1: Matching Activity 1: Matching

(18 mins) - Ask Ss work individually to do this - Work individually to match the
To help Ss enrich exercise and then compare their answers words and pictures
students’ vocabulary with a classmate. - Work in pairs, compare
- Elicit the answers from Ss and quickly answers and discuss meaning.
write them on the board. - Give answer and explanation.
Ss learn some - Do not confirm the correct answers yet. Answer:
collocations of verbs - Have Ss explain the meaning of each verb A. cast
and crafts in English or Vietnamese. B. carve
- Correct Ss’ explanations when C. embroider
needed. D. weave
 - Have Ss look at their answers on the board E. mould
and say if these are correct. F. weave
- Introduce the words again and add other G. knit
new words
New word : New words:
1. cast /kɑ:st/ (v.): đúc (đồng…) - Note down new words
2. embroider /ɪm’brɔɪdə(r)/ (v.): thêu - Check pronunciation
3. mould /məʊld/ (v.): đổ khuôn, tạo khuôn - Whole class
4. weave /wi:v/ (v.): đan (rổ), dệt (vải…)
To help Ss 5. carve /kɑ:v/ (v.): chạm, khắc
understand more 6. knit /nɪt/ (v): đan len Activity 2a:
deeply and use the Activity 2a: Match the verbs in column A - Work in pairs
verbs correctly to with the groups of nouns in column B - Share and correct answers if
talk about producing - Ask Ss to work in pairs to do the exercise. needed
and creating crafts - Check the answers as a class. - Whole class
If time allows, have Ss make sentences - Make sentences if required
Answer:
Activity 2b: Give the correct verb form of
To help Ss to 1.b 2.d 3.e
given words.
manipulate the verbs 4.a 5.f 6.c
- Have Ss do the activity
as they are not all Activity 2b: Give the correct
- Call two Ss to write their answers on the
regular. verb form of given words
board.
- Work individually
- Elicit feedback from other Ss.
- Give answers and check
- Confirm the correct answers.
- Draw Ss’ attention to the Watch out! box. Answer:
- Ask Ss to give example sentences with the 2. cast; cast
verb to make. 3. wove; woven
4. embroidered; embroidered
5. knitted; knitted
6. moulded; moulded
II. 1. Pronunciation: Stress on content word Pronunciation: Stress on
PRONUNCIATIO in sentences content word in sentences
N - Tell Ss that they are going to learn about
(10 mins) sentence stress. - Whole class
- Explain that in spoken English, we use
To help Ss to say sentence stress to show our listeners which Acticity 5a
sentences with parts of our sentences are the most - Work individually first
correct stress on important. These are the parts that carry the - Read out loud the sentences,
content words most meaning put stress on words they think
are stressed.
Activity 5a - Work in pairs, read question
- Have Ss read the five sentences and carefully.
underline the words they think are stressed. - Listen and check answer again.
- Elicit answers from Ss. - Read sentences with right
- Do not confirm the correct answers. stress.
- Ask Ss to read the four questions and make Answer:
sure they understand them. Question 1:
- Ask Ss to listen to the speaker read the - Sentence 1: craft, village, lies,
sentences and at the same time check river, bank
whether their answers are correct. - Sentence 2: painting,
- Tell them that this is actually the first embroidered
question and other questions can be - Sentence 3: what, region,
answered after listening. famous
- Ask Ss to discuss their answers to the four - Sentence 4: drums, aren’t,
questions in pairs. made, village
 Activity 5b - Sentence 5: famous, artisan,
- Call some Ss to give the answers and give carved, table, beautifully
feedback. Question 2
- Play the recording again for Ss to repeat - They are: nouns, verbs,
the sentences. adjectives, adverbs,
Script: wh-question words, and negative
1. The craft village lies on the river bank. auxiliaries.
2. This painting is embroidered. Question 3:
3. What is this region famous for? Sentence 1: the, on, the
4. Drums aren’t made in my village. Sentence 2: this, is
5. A famous artisan carved this table Sentence 3: is, this, for
beautifully. Sentence 4: in, my
Sentence 5: a, this
Question 4:
- They are: articles, prepositions,
pronouns, and
possessive adjectives.

Activity 6: Activity 6:
- Ask Ss to do this exercise individually and - Work individually to underline
compare their answers with a classmate. content words
- Play the recording for Ss to check their - Check answers in pairs
answers - Listen and correct answer if
- Let Ss practise reading the sentences. needed
- Call some Ss to give the answers and read - Practice reading.
the sentences. Answer key:
- Give correction if needed. S1: Art, Museum, popular,
place, interest, city
S2: cinema, attract, youngsters
S3: artisans, would, clay, make,
traditional, pots
S4: Where, like, going,
weekends
S5: shouldn’t, destroy,
historical, buildings
III. PRACTICE Activity 3: Complete the word web: Activity 3: Complete the word
(9 mins) Places of interest. web: Places of interest.
- Organise a competition for this activity. Ss - Work in group of 5-6
To help students work in groups of five or six. - write down as many places of
practice the use of - Set a time limit of five minutes. interest in the word web as
vocabulary related to T may prepare some large pieces of paper possible
craft and places of for the groups to write their answers on.
interest in sentences - Have Ss write down as many places of Suggested answer key:
and context interest in the word web as possible. The - Entertaining: cinema,
group with the most places is the winner. department store, restaurant,
- The winning group presents their café, theatre, opera house, club,
words/phrases. park, zoo...
- Other groups tick the similar - Cultural: opera house,
words/phrases they have and add more if museum, craft village, historical
they can. building, theatre, market, craft
- If time allows, T may ask Ss to explain village...
why they think the places are entertaining, - Educational: library, museum,
cultural, educational, or historical. theatre...
- Historical: building, temple,
shopping district, market, beauty
spot, craft village...
IV. PRODUCTION Activity 4: Fill in the blank Activity 4: Fill in the blank
(10 mins) - Ask Ss to individually do the exercise. - Work individually
- Check their answers as a class and confirm - Whole class
To helps Ss have the correct ones. Answer key:
chance practice 1. historical 2. attraction
using words in 3. exercise 4. traditional
context and apply in Practice: 5. culture 6. Handicrafts
their usage Based on the paragraph, write a short
description about a place of interest in - Work individually
your living area.
- Guide Ss to write a similar paragraph.
- Call some Ss to read out loud to share with
whole class
- If there is not enough time, leave it for
homework revision.
V. - Ask Ss what they have learnt after the - Learn new word
CONSOLIDATIO lesson - Practice saying sentences with
N & HOMEWORK - T focuses them on the main point sentence stress
(5 min) -Instruct students on the homework -Listen and write down
To sum up the lesson - Asks Ss do exercise in workbook and homework.
and have a link to prepare for the next lesson - Do exercises as assigned
the real life - Learns new word - Prepare for the next lesson:
- T says goodbye Unit 1-Lesson 3

Feedback:.....................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................

Period: 4
UNIT 1: LOCAL ENVIRONMENT
Lesson 3: A CLOSER LOOK 2

I. Objectives:
By the end of this lesson, students will be able to:
1. Knowledge:
+ Write complex sentences with different dependent clauses
+ Use some common phrasal verbs correctly and appropriately
2. Skills:
+ Practice and improve reading, writing, listening and speaking skills.
+ Develop interactional skill
3. Attitude:
+ Students are interested in extending vocabulary and knowledge to talk about traditional crafts and
places of interest
4. Abilities:
Build and develop Ss’ abilities:
- General abilities: self-control and self-study, communication and collaboration, problem-solving and
creativity.
- Typical abilities: communication and thinking capacity.
II. Lexical items:
1.Vocabulary: Traditional crafts and Places of interest.
2. Grammar: complex sentences, phrasal verbs
III. Teaching aids:
1. Teacher: book, chalk, laptop, power point, vocabulary cards, TV
2. Students: book, notebook, pen and pencil
IV. Anticipated problems:
+ Ss may have difficulty in identifying and remembering some phrasal verbs  Teachers lets them
practice more exercises.
VI. Procedures:

Stages/ Time Teacher’s Activities Students’ Activities

WARM UP * Distinguishing different sentences * Distinguishing different

(5 mins) sentences
- T gives 3 sentences and asks Ss to identify - Whole class
To revise prior which one is: simple, compound, complex
knowledge related to sentences: KEY:
complex sentence 1. Joe was waiting for the bus at this time 1. Simple sentence
Lead in the lesson yesterday. 2. Compound sentence
naturally 2. Joe waited for the train, but the train was 3. Complex sentence
late.
3. Because Joe came to the station late, he
missed the train. Unit 1: Local environment –
A closer look 2
- Elicit from Ss what they still remember about
complex sentences by asking them do the above
task.
- Give feedback
- Underline the dependent clause with the
coordinating conjunction and subordinators.
- Tell Ss to pay attention to complex sentence
 Lead in lesson: Today we are going to revise
complex sentences and focus on
these dependent clauses.
II. COMPLEX 1. Different types of dependent clause I. Review complex sentences
SENTENCES - Ask Ss to read the information in the yellow
REVIEW box. 1. Different types of dependent
(14 mins) - When Ss have f nished reading, ask them to clause
name the dependent clauses on the board.
To help Ss identify - T review and consolidate: - Whole class
different types of  A dependent clause of concession - Review knowledge
dependant clause begins with a subordinator: although, - Take note
though, or even though.
It shows an unexpected result.
 A dependent clause of purpose begins
with a subordinator so that or in order
that. It tells the purpose of the action in
the independent clause.
 A dependent clause of reason begins
with a subordinator because, since, or
as. It answers the question “Why?”
 A dependent clause of time begins with
a subordinator when, while, before,
after, as soon as, etc. It tells when the
action described in the independent
clause takes place.

Activity 1: Underline the dependent clause in

each sentence below. Say whether it is a 2. Practice
dependent clause of concession (DC), of
purpose (DP), of reason (DR), or of time (DT). Activity 1:
 - Ask Ss do this exercise individually. - Work individually
- Elicit Ss’ answers. - Read and check the sentences
- Confirm the correct ones carefully

KEY:
1. When people talk about
traditional paintings → DT
2. so that she could buy some bai
Activity 2: Make a complex sentence tho conical hats → DP
- Ask Ss write the complex sentences 3. Although this museum is small
individually and then compare them with a → DC
partner. 4. because we have space to
- Have two Ss write their sentences on the skateboard → DR
board. Each student writes two or three 5. before they make the drumheads
To enable Ss to write
sentences. → DT
complex sentences with
different dependent - Ask other Ss to give feedback.
- Confirm the correct answers. Activity 2: Make a complex
clauses sentence
Note:
For a stronger class, organise a quick game. - Work individually
One side is team A, and the other is team B. - Compare answers with friends
One student from team A calls out a - Class check
subordinator and points to one student from Key:
team B to make a sentence and vice versa. 1. The villagers are trying to learn
Set a time limit and keep a record of the scoresEnglish in order that they can
for the teams on the board. communicate with foreign
customers.
2. After we had eaten lunch, we
went to Non Nuoc marble village to
buy some souvenirs.
3. Even though this hand-
embroidered picture was expensive
we bought it.
4. This department store is an
attraction in my city because the
products are of good quality.
5. This is called a Chuong conical
hat since it was made in Chuong
village
III. Phrasal verb Phrasal verb
PHRASAL VERB - Remind Ss knowledge of phrasal verb - Whole class
(8 mins)  A phrasal verb is a verb combined with - Note down some phrasal verbs
a particle such as back, in, on, off ,
To help Ss understand through, up, etc.
what a phrasal verb is  When a particle is added to the verb, the
phrasal verb usually has a special
Introduce some phrasal
meaning.
verbs
- Introduce some phrasal verbs:
 get up (get out of bed)
 find out (get information)
 bring out (publish/launch)
 look through (read)
Note: A verb can go with two particles. Activity 3
 keep up with (stay equal with) - Work individually
- Answer 2 questions
 look forward to (be thinking with
1. set up: start something (a
pleasure about something to come)
  run out of (have no more of) business, an organisation, etc.)
Activity 3 take over: take control of something
- Ask Ss to read the sentences taken from the (a business, an organisation, etc.)
conversation in GETTING STARTED, paying 2. No, the individual words in the
attention to the two verb phrases. verb phrase do not help with
- Have them answer the two questions orally ascomprehension. This is why they
a class are
sometimes considered difficult
IV. PRACTICE Activity 4: Match the phrasal verbs in A with Activity 4:
(8 mins) their meaning in B. - Work individually and in pairs
- Ss do this exercise individually, and then - Check answer
To help Ss to use some compare their answers with a classmate. Key:
common phrasal verbs - Check Ss’ answers and confirm the correct 1. c; 2.g; 3. f 4. a 5.
correctly and ones. h 6. b 7. e 8. d
appropriately
Activity 5: Activity 5:
- Ask Ss to do this exercise individually. - Ss do this exercise individually
- Elicit the answers and give correction. Key:
Game: Remembering phrasal verb 1. face up to
- The class is divided into two teams A and B. 2. turned down
Read out the meaning of one phrasal verb. 3. passed down
- The quickest student to raise their hand will be 4. live on
asked to say the verb out loud. 5. close down
 If the answer is correct, the team gets one 6. did … come back
point. Otherwise, call on one student from the
other team to give the answer.
- Keep a record of each team’s scores on the
board.
- Choose about eight to ten verbs that may be
difficult for Ss.
V. PRODUCTION Activity 6: Complete the second sentence Activity 6: Complete the second
(10 mins) - Have Ss quickly read the provided sentences. sentence
- Make sure they understand the meaning of - Ss write the sentences individually
Enable Ss to use each sentence. - compare their answers with a
complex sentences and - Tell Ss that all the phrasal verbs used in this classmate
phrasal in sentences exercise have been presented in this lesson. Key:
- Asks Ss to work individually then compare in 1. Where did you find out about
pairs Disneyland Resort?
- Call on two Ss to write their sentences on the 2. When did you get up this
board. morning?
- Other Ss and T give feedback. 3. I’ll look through this leaflet to
see what activities are organised at
this attraction.
4. They’re going to bring out a
guidebook to different beauty spots
in Viet Nam.
5. I’m looking forward to the
weekend!

V. - Ask Ss what they have learnt after the lesson -Listen and write down homework.
CONSOLIDATION & - T focuses them on the main point - Learn new word
HOMEWORK -Instruct students on the homework - Do exercises as assigned
(3 mins) - Asks Ss do exercise in workbook and prepare - Prepare for the next lesson: Unit
To sum up the lesson for the next lesson 1-Lesson 4
and have a link to the - Learns new word
 real life - T says goodbye

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Period: 5
UNIT 1: LOCAL ENVIRONMENT
Lesson 4: COMMUNICATION

I. Objectives:
By the end of this lesson, students will be able to:
1. Knowledge:
+ Use lexical items related to the topic “Local environment”
+ Make and present a plan to organise a day trip to a place of interest
2. Skills:
+ Practice and improve reading, writing, listening and speaking skills.
+ Develop interactional skill
3. Attitude:
+ Students are interested in extending vocabulary and knowledge to talk about traditional crafts and
places of interest
+ Students are willing to cooperate and share plans with the whole class
4. Abilities:
Build and develop Ss’ abilities:
- General abilities: self-control and self-study, communication and collaboration, problem-solving and
creativity.
- Typical abilities: communication and thinking capacity.
II. Lexical items:
1.Vocabulary: Traditional crafts and Places of interest; Phrasal verb
III. Teaching aids:
1. Teacher: book, chalk, laptop, power point, vocabulary cards, TV
2. Students: book, notebook, pen and pencil
IV. Anticipated problems:
+ Ss may spend long time making plan and designing, which may lead to the lack of time for
presentation
 T instructs clearly and keep time closely, reminds Ss of time length.
VI. Procedures:

Stages/ Time Teacher’s Activities Students’ Activities

WARM UP Ask Ss if they have any experience of - Whole class

(5 mins) preparing for a class trip. Encourage them to - Work individually
share the experience.
To check Ss’ background If they do not have any, ask them what they
knowledge related to the should do to prepare for a class trip.
lesson

Lead in the lesson naturally

1. Extra Vocabulary 1. Extra Vocabulary 1. Extra Vocabulary

 (5 mins) - Go through the extra vocabulary with Ss.
- If Ss do not know any word in the box, - Work individually
Introduce lexical items quickly teach it. - Listen and repeat.
related to visiting a place of - To teach the word team-building, ask Ss for - Guess the meaning.
interest like: team-building; the meaning of each word. Then ask them to - Copy
set off, turn up, picnic food/ guess the meaning of the whole word and
drink/ activities give examples of some team-building -turn up: arrive
activities. -set up: begin a journey
- For the other two phrasal verbs, give out the
definitions:
-turn up: arrive
-set up: begin a journey
2. Listen and complete the 2. Listen and complete the plan 2. Listen and complete the plan
plan Ex 1: Listen to the conversation and Ex 1:
(10 mins) complete their plan by filling each blank - Work in pairs
with no more than three words. - Guess and fill in the table.
To help Ss know the use of - Listen and complete the table
vocabulary related to • Set the scene: individually
visiting a place of interest - Nick, Duong, and Mai are planning a day - Check answer
out to a place of interest for their class. KEY:
To help Ss improve - Ask Ss to work in pairs, guess and fill in the 1. Green Park
listening skill table. 2. bus
- Play the disc twice, ask Ss to listen and fill 3. 8 a.m.
in the gaps from 1 to 10. 4. own lunch
- Ask Ss to share the answer with the partner. 5.supermarket
- Get feedback 6.team-building
- Ask Ss to listen once more to check. 7. quizzes
8. painting village
9. make
10. 5 p.m.
3. Practice 3. Make the plan for this day out Ex 2: Make the plan for this day
(10 mins) Ex 2: out
Ss work in groups to do this activity. It is a - Work in groups of 5 or 6.
Use lexical items related to good idea if T can prepare some big sheets of - Make a plan based on the table
the topic “Local paper for Ss to draw the table and make suggested
environment” notes. Ask Ss to do the following things: A DAY OUT
+ choose a place of interest to visit Details Who
Make a plan to organise a +decide what to do and make notes
day trip to a place of interest +decide who wi ll present what to the class Place
-Move around to observe and give help if Means of
necessary. Inform the groups that they will transport
have only three minutes to talk about their Time to set up
plan. Food
Drinks
Activities
Time to come
back
4. Production Present the plan in class Present the plan
(12 mins) - Ask Ss to present in groups before class. - Work in groups of 5 or 6.
- Ask other groups to give comment. - Present before class in groups
Present a plan to organise a - Give comment and choose the best - Give comment to other groups.
day trip to a place of interest representation.

5. Consolidation and - Wrap up the lesson Homework:

 Homework Homework: - Practice reading the dialogue.
(3 mins) - Practice reading the dialogue. - Write the words (in the lesson)
- Write the words (in the lesson) and then and then learn them by heart.
learn them by heart. - Prepare Skills 1
- Prepare Skills 1

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Period: 6
UNIT 1: LOCAL ENVIRONMENT
Lesson 5: SKILLS 1

I. Objectives:
By the end of this lesson, students will be able to:
1. Knowledge:
+ Read and get general and specific information about a traditional craft village.
+ Discuss local traditional crafts, their benefits and challenges
2. Skills:
+ Practice and improve reading and speaking skills.
+ Develop interactional skill
3. Attitude:
+ Students are interested in extending vocabulary and knowledge to talk about traditional crafts and
places of interest
+ Students are willing to share their understanding about the benefits and challenges of local traditional
crafts with the whole class

4. Abilities:
Build and develop Ss’ abilities:
- General abilities: self-control and self-study, communication and collaboration, problem-solving and
creativity.
- Typical abilities: communication and thinking capacity.
II. Lexical items:
1.Vocabulary: vocabulary related to local traditional crafts like: paintings, pottery, drum, silk, lanterns,
conical hats…
III. Teaching aids:
1. Teacher: book, chalk, laptop, power point, vocabulary cards, TV
2. Students: book, notebook, pen and pencil
IV. Anticipated problems:
+ Ss may have difficulty in brainstorming the challenges and benefits of traditional crafts  Ask Ss to
prepare at home first, search for information to enrich their background knowledge
VI. Procedures:

Stages/ Time Teacher’s Activities Students’ Activities

WARM UP * Comparing 2 pictures: - Work in pairs

(5 mins) - Have Ss do this activity in pairs. One - Find the similarities and
student looks at Picture A on page 12 differences between 2
while the other looks at Picture B on page pictures.
15.
- They ask each other questions to find out Suggested answer:
the similarities and differences between + Similarities: conical hat,
the two pictures. They can focus on the string
 colour and decoration of the hats. + Differences:
- Picture A: light green,
pictures between layers, blue
string, look lighter
- Picture B: white, no
decoration, pink string, look
heavier
READING Activity 2: Read and match the titles Activity 2: Read and match
(15 mins) with the paragraphs the titles with the
- Ask Ss to read the titles in the box paragraphs
Read and get general and quickly. Make sure they understand the - Work individually
specific information about meaning of each title. - Them compare the answer
a traditional craft village. - Ask Ss to read the paragraphs and match in pairs
them with the titles.
- Ask them to compare their answers with Answer:
a classmate. Elicit their answers. 1-C
Activity 3: Read and answer the 2-A
questions. 3–B
-Ss read the passage again to answer the Activity 3: Read and
questions. answer the questions.
- Ss can underline parts of the text that - Work individually
help them with the answers. - Read and answer the
- Ss compare their answers before giving questions
the answers to T. - Compare with partners
- Ask them to give evidence when giving Answer key:
the answers. 1. Because it is a birthplace
of the conical hat in Hue.
2. It’s 12 km from Hue City.
3. It’s going to the forest to
collect leaves.
4. They’re very thin.
5. It has poems and paintings
of Hue between the two
layers.
6. Everybody can, young or
old.
SPEAKING Activity 4: Activity 4:
(7 mins) -Ask Ss to read the ideas. Explain any - Work individually then
points they are not sure about. T may also share with the partner.
Discuss local traditional have to give Ss the meaning of some Answer:
crafts, their benefits and words such as authenticity (the quality of 1. B 2. C 3. B
challenges being real or true) or preserve (protect). 4. C 5. C 6. B
Elicit Ss' opinions as a class. - Work in groups
- Ask Ss to work in group to add some - Other benefits: creating
more benefits and challenges. national/regional pride,
helping develop tourism,
helping improve local
infrastructure and services,
creating cohesion between
craft families and
communities.
- Other challenges: limited
designs, natural resources
running out, competition
from other countries.
 PRACTICE Activity 5: Activity 5:
(15 mins) -Ss work in groups to work out an action - Work in group of 5-6
plan to deal with the challenges
Make a plan to deal with mentioned above. - Make a plan to promote the
challenges of local - Asks Ss to work in 10 mins traditional crafts in your area.
traditional crafts - Move around to provide help and
- Present their plan
comments. Invite some groups to present
their plan. T and other Ss give feedback - Vote for the best plan.
and ask any questions. Vote for the best
plan.
-If the classroom has space, T may
organise an exhibition of ideas. Give each
group a big piece of paper. Ss discuss and
write their action plan on the paper. After
10 minutes, ask them to stick their plan on
the wall around the classroom. Ss visit at
least two groups and listen to their
presentations. When the time is up, ask
some Ss to report on what they have heard
to the class and say which action plan they
prefer and why
CONSOLIDATION & 1. Review this lesson and learn new words 1. Review this lesson and
HOMEWORK 2. Do exercises in workbook learn new words
(3 mins) 3. Prepare lesson Skills 2 2. Do exercises in workbook
3. Prepare lesson Skills 2

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Period: 7
UNIT 1: LOCAL ENVIRONMENT
Lesson 6: SKILLS 2

I. Objectives:
By the end of this lesson, students will be able to:
1. Knowledge:
+ Listen for specific information about places of interest in an area
+ Write an email to give information about places of interest in an area and things to do there
2. Skills:
+ Practice and improve listening and writing skills.
+ Develop interactional skill
3. Attitude:
+ Students are interested in extending vocabulary and knowledge to talk and write about traditional
crafts and places of interest
4. Abilities:
Build and develop Ss’ abilities:
- General abilities: self-control and self-study, communication and collaboration, problem-solving and
creativity.
- Typical abilities: communication and thinking capacity.
II. Lexical items:
1.Vocabulary: vocabulary to describe a place of interest
2. Grammar: present simple
III. Teaching aids:
1. Teacher: book, chalk, laptop, power point, vocabulary cards, TV
2. Students: book, notebook, pen and pencil
IV. Anticipated problems:
+ Ss may have difficulty in brainstorming the challenges and benefits of traditional crafts  Ask Ss to
prepare at home first, search for information to enrich their background knowledge
VI. Procedures:

Stages/ Time Teacher’s Activities Students’ Activities

WARM UP * 2- minute challenge Warm up:

(5 mins) - Divide class into 2 teams - Work in group
- 1 member of each team will come to the - Try to give the description and
board, in 2 minutes, teacher will show guess the names.
pictures and the rest will describe so that
the member in the board can give the
correct answer.
The pictures will be traditional crafts, or
places of interest.
- The team with more correct answers
will be the winner.

LISTENING Activity 1: Activity 1:

(15 mins) - Tell Ss that they are going to listen to - Whole class
three students talking about their places - Work individually
To help Ss listen for of interest. - Give answers
specific information about - Elicit answers from different Ss.
places of interest in an - Ask them if they know the name of
area each place. Answer Key:
- Quickly write these names on the board. A. Ha Noi Botanical Garden
- Play the recording for Ss to check their B. Bat Trang Pottery village
answers. C. Viet Nam National Museum
Activity 2: True/ False of History
-Play the recording again for Ss to decide
Activity 2: True/ False
if the sentences are true or false.
- Work individually
- If they meet any difficulty doing this,
- Compare the answer in pairs
play the recording one more time.
Answer key:
- Have Ss compare their answers in pairs
1. T
before giving T the answers.
2. T
- Ask for Ss' answers and write them on
3. F
the board.
(His friend’s relatives own it.)
- Do not confirm the correct answers yet.
4. F
Activity 3:
(They also come from other
-Without listening to the recording again,
countries.)
Ss complete the table by filling each
5. T
blank with no more than three words.
Activity 3:
- Ss compare their answers with a
- Work individually
classmate before giving T the answers.
- Complete the table first.
- Ask two Ss to write their answers on
- Compare answers with partners
the board.
- Listen again and check
- Play the recording one last time to
Answer key:
confirm the answers for both 2 and 3.
1. artefacts
2. exploring Vietnamese
culture
3. make things
 4. paint on ceramics
5. the hill
6. books
7. pigeons
8. watching
WRITING Activity 4: Activity 4:
(7 mins) - Ask Ss to work in groups of 4 and - Work in groups of 4
discuss the places of interest in their - List and discuss activities
To help Ss brainstorm the hometown/city that can be visited in one - Complete the table.
activities that can be done day and the activities that can be done
in some places of interest there.
- Remind Ss that these places of interest
should be most typical and worth
visiting.
- T should move around to, give
comments as there may not be enough
time for checking with the whole class.

PRACTICE Activity 5: Activity 5: Write an email

(15 mins) -Ask Ss to write the email, using the - Work individually
notes they have made. - Write the email, using the notes
To help Ss write an email - Asks Ss to look at the ideas shared by they have made.
to give information about different groups to have better ideas.
places of interest in an - Practice writing in class. Sample writing:
area and things to do there - T may collect some Ss' work to mark at Dear Mira,
home or ask them to rewrite the email as It’s great to know that you’re
homework. In this case, remember to ask coming to Viet Nam. What a pity
for Ss' revised work in the next lesson you can only spend one day in
Ha Noi.
There are so many interesting
places in the city, but I think
within one day you should be
able to visit three places. The
first place I suggest is Viet Nam
National Museum of History.
You like history, so it’s a must-
see place. There’s an extensive
collection of artefacts tracing
Viet Nam’s history. They’re
arranged chronologically from
primitive life to modern times.
The second place is Hoan Kiem
Lake. It’s one of the symbols of
Ha Noi. There you can enjoy the
beautiful scenery and visit Ngoc
Son Temple. You can also have a
look at the Old Quarter. Wander
around the old streets and some
ancient housed to explore
Vietnamese culture.
Conveniently, these places are
close to one another, so we can
walk around easily.
Tell me when you’re coming, so
I can show you around these
 places.
Look forward to seeing you
soon!
Best wishes,
Thuc Anh

CONSOLIDATION & - Finish the writing Homework:

HOMEWORK - Ask Ss to do exercises in the workbook. - Finish the writing
(3 mins) - Ask Ss to prepare Looking back, - Do exercises in the workbook.
complete the project - Prepare Looking back,
complete the project

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Period: 8
UNIT 1: LOCAL ENVIRONMENT
Lesson 7: LOOKING BACK AND PROJECT

I. Objectives:
By the end of this lesson, students will be able to:
1. Knowledge:
+ Use some vocabularies and structures to talk about traditional crafts and places of interest in an area
+ Consolidate the knowledge they’ve learnt in the whole unit.
+ Make the presentation about their places of interest or a local product confidently

2. Skills:
+ Practice and improve listening, reading, speaking and writing skills.
+ Develop interactional skill
3. Attitude:
+ Students are interested in presenting about traditional crafts and places of interest
4. Abilities:
Build and develop Ss’ abilities:
- General abilities: self-control and self-study, communication and collaboration, problem-solving and
creativity.
- Typical abilities: communication and thinking capacity.
II. Lexical items:
1.Vocabulary: vocabulary to describe a place of interest
2. Grammar: complex sentences and phrasal verbs
III. Teaching aids:
1. Teacher: book, chalk, laptop, power point, vocabulary cards, TV
2. Students: book, notebook, pen and pencil

IV. Anticipated problems:

+ Ss may have difficulty in brainstorming the challenges and benefits of traditional crafts  Ask Ss to
prepare at home first, search for information to enrich their background knowledge
VI. Procedures:

Stages/ Time Teacher’s Activities Students’ Activities

WARM UP * Brain storming I. Vocabulary: Write some

(5 mins) - Divide class into 3 teams traditional handicrafts in the
- Ask Ss to write as many traditional word web below.
 To help Ss revise words crafts as possible. - Work in group
related to traditional crafts - The team with more correct answers - Write the name of some
will be the winner. traditional crafts.
- Set the time for 3mins
*

Suggested answer keys:

(in any order)
1. paintings 2. pottery
3. drums 4. Marble sculptures
5. silk 6 lacquerware
7. lanterns 8. conical hats

LOOKING BACK Activity 2: Complete the second II. Looking back

(7 mins) sentence in each pair by putting the Activity 2:
correct form of a verb from the
To helps Ss revise the verb box into each blank. - Work individually
form of some words -Asks Ss to do this exercise - Compare answers with partners
individually, then compare their answers Answer keys:
To help Ss practice the use with a partner. 1. cast 2. embroidering
of lexical items related to - Elicit the answers from Ss. 3. wove 4. knitted
places of interest Activity 3: Complete the passage with 5. carved 6. moulded
the words/ phrases from the box. Activity 3:
- Ask Ss to do this exercise in pairs. - Work in pairs
-Have some Ss read out their answers. - - Check the correct answers
- Confirm the correct ones. * Answer keys:
1. zoo 2. looking forward to
3. looked 4. team-building
5. lunch 6. museum
7. craft 8. interest
GRAMMAR Activity 4: Complete the complex III. Grammar
(7 mins) sentences with your own ideas. Activity 4:
-Ask Ss to complete the sentences with
To help Ss review the use their own ideas. - Work individually
of complex sentences and - Call on two Ss to write their answers - Write with the own ideas
phrasal verbs on the board. Other Ss give feedback. - Exchange with partners
- Check their answers.
Activity 5:
Activity 5: Rewrite each sentence - Work individually
-Ss write the sentences individually. - Complete the sentences
Have two Ss write the sentences on the
board. Ask other Ss to give comments. Key:
Correct the sentences if needed. 1. I don’t remember exactly
when my parents set up this
workshop.
2. We have to try harder so that
our handicrafts can keep up
with theirs.
3. What time will you set off for
Da Lat?
4. We arranged to meet in front
of the lantern shop at 8
o’clock, but she never turned
up.
 5. The artisans in my village can
live on basket weaving.
COMMUNICATION Activity 6: III. Communication.
(6 mins) - Ss work in groups to play the game. - Work in groups of 5-6
One student is the group secretary. - Ask and answer about places of
To help Ss practice asking Group members take turns to think of a interest.
information about a place place of interest in their area. Other Ss
of interest ask Yes/No questions to guess the place.
The secretary writes down all the places
of interest they have guessed. Finally,
the secretary reports on the places. - Work individually.
- Finished! Ask Ss to complete the self - - Finish the self-assessment form
assessment. Identify any difficulties and
weak areas and provide further practice.
PROJECT Project: What makes you proud of Project: What makes you proud
(17 mins) your area? of your area?
- Have Ss read the project.
To help Ss present about - Ask them what the one special thing - Work in group of 4
the thing they feel proud of about their area is. - Assign work clearly
their area - Elicit Ss' answers. - Brainstorm ideas
- Have Ss work in groups to do the - Prepare for the presentation.
Link the knowledge to the project.
real life of Ss - Have Ss present their findings in the
next lesson and vote for the best.

CONSOLIDATION & - Consolidate the knowledge in Unit 1. Homework:

HOMEWORK - Ask Ss to write new words then learn - Copy new words and exercise
(3 mins) them by heart. into notebooks.
-Ask Ss to prepare GETTING - Learn new words
STARTED - Unit 2 - Prepare GETTING STARTED
- Unit 2
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