Giáo Án Tiếng Anh 9 Theo Công Văn 5512 Học Kì 1 Rất Hay

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up.

Goal: To attract Ss’s attention to the lesson and to lead in the new lesson

T lets students play game: review some vocabularies

* Groupwork:

• Divide the class into two teams

• Time: 7 minutes

• Each student in each team write a word you have learnt.

• The team with more and correct words is the winner.

Activi ty 2. Review

Goal: Review some stru ctures they have learnt in class 8

T asks students to retell the way to use the present tense, past simple tense, future tense.

Ss retell and give examples

I. Tenses.

1. . Present tenses: simple/ cont./ perfect Ex. - Nam goes to school everyday.

   • He is writing a letter.

   • They have built that house for 3 months.

2. . Past : simple/ cont

Ex. - My mother bought me a new shirt yesterday.

• We were having dinner when Lan came yesterday.

1. . Future : simple/ cont.

T asks students to retell the way to use of the passive voice.

Ss retell and give examples

T reviews conditional sentence

Ss listen and remember

Ex. - We will travel to HN next weekend.

- We will be traveling by this time next month.

II. Passive voice.

Passive voice.

Form:

Active: S + V + O + …….

→ Passive:

S + be + PP2 + by + O + ……

Ex: Active: She arranges the books on the shelf every weekend.

Passive: The books are arranged

on the shelf by her every weekend. III. Conditional sentence Type 1.

Form: If + S + V (present simple),

S + will + V (infi )

Use: Điều kiện có thể xảy ra ở hiện tại hoặc tương lai Type 2.

Form: If + S + V (past simple), S +

would + V (infi )

Use: The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.

Activity 3. Practice

Goal: Help students do exercises ab out the structures they have reviewed

T gives exercises about tenses and asks students to do it.

Ss do exercise

T corrects

T gives exercises about passive voice and asks students to do it.

Ss do exercise

T corrects

Ex1. Correct verbs form/ tense

1. . There (be) 3 accidents on this street in the past 3 days.

2. . Is this the first time you (visit) our beautiful country?

3. Scientists (find) cures for many illnesses in the last 50 years.

4. My uncle's health (improve) since he ( leave) India.

5. . I (buy) a new shirt last week but I (not wear) it yet.

6. . I (not see ) Lan since we (leave) school.

Ex 2. Change into passive .

1 . John collects money.

2. Anna opened the window.

3. We have done our homework.

4. I will ask a question.

T asks students to rewrite the sentences.

Ss do exercises

T corrects

5. He can cut out the picture.

6. The sheep ate a lot.

7. We do not clean our rooms.

8. William will not repair the car.

9. Did Sue draw this circle?

10. Could you feed the dog?

Ex3. Suply the correct verb form of the verbs in brackets.

1. / If he (study) ________ harder, he can pass an exam.

2. / She may be late if she (not hurry) ________.

3. / Tell him to ring me if you (see) ________ him.

4. / If you are kind to me, I ( be) _______ good to you.

5/ If he (give) _______ up smoking, as his doctor orders, he will be soon well again.

7. / You ( not pass) ________ your driving test unless you drive more carefully.

8. / He’ll be ill if he ( not stop) ________ worrying so much.

9. / We’ll go to the beach tomorrow if it ( be) ________ nice.

10/ Jane never( get) ________there on time if the train leaves soon.

Ex 4: Suply the correct verb form of the verbs in brackets.

1 / He (come) _______ if you waited. 2 / If you ( ring) _______ the bell, the servant would come.

3/ If it (not, rain) _______ a lot, the rice crop wouln’t grow.

4/ If today (be) _______ Sunday, we wouldn’t have to work

5/ You would have to stay in bed unless your health (improve) _______.

6. / If I ( have) ________ a typewriter, I could type it myself.

7. / What (you do) ________ if you got fat

?

6. / If we meet at 9:30, we (have) _________________plenty of time.

Ex 5: Reported speech.

1. Loan explained, “My sister doesn't eat meat.”

2. Hung said, “I am doing my homework today.”

3 . Mum said to me, “I'm angry with you.” 4. Mike asked John, “Do you like fruit juice?

5 . Dad asked me, “Is the water warm?” 6 . He asked me, “Have you finished reading the novel?”

7. . I asked the receptionist, “What time does the train leave?”

8. . “Who are you going to invite to the party?", Minh asked Thu

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up:

Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.

T writes the unit title on the board ‘Local environment’. Ask Ss to guess the contents of the unit. Listen to their answers. Finally, tell them that the unit is not about environmental issues 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. Now start the lesson.

*Introduction.

‘Local environment’

Activity 2. Presentation

Goal: Ss can know some vocabulary r elated to the topic : local environment.

T asks Ss to look at the picture and

answer the questions

Ss answer the question

T lets Ss listen to the dialogue and read

Ss read the dialogue in groups.

T asks Ss to work independently to find the words/phrases with the given meanings in the dialogue.

Ss share their answers before asking them to discuss as a class.

Ss write the correct answers on the board.

T corrects

T asks Ss to read words and phrasal verbs.

1 . Listen and read

• Who and what can you see in the picture?

• Where are they?

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

a. Can you find a word/phrase that means:

Key:

1. . craft

2. . set up

3. . take over

4. . artisans

5. . attraction

6. . specific region

7. . remind

8. . look round

T explains: “As far as I know” and Tell them that there are some similar expressions such as ‘as far as I can remember’, ‘as far as I can see’, or ‘as far as I can tell’.

Ss listen and remember

Activity 3. Practice

Goal: Help Ss understand a dialogue abo ut a visit to a traditional craft village and do exercises

T asks Ss to read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Ss exchange their answers with classmates. Ss read and answer the questions and then share their answers with classmates T corrects

T asks Ss to match some traditional handicrafts of different regions in the box under the pictures.

Ss match and compare their answers in pairs.

T asks Ss to read words and phrasal verbs.

T asks Ss to complete the sentences with the words/phrases in 2.

Ss to write their answers on the board.

T confirms the correct answers.

b. Answer the following questions.

Key:

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

2. . It is about 700 years old.

3. . His great-grandparents did.

4. . Because people can buy things for their house and make pottery themselves there.

5. . It’s in Hue.

6. . Because the handicrafts remind them of a specific region.

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

Key:

1. paintings

2. drums

3. marble sculptures

4. pottery

5. silk

6. lacquerware

7. conical hats

8. lanterns

3 . Complete the sentences with the words/ phrases from 2 to show where in Viet Nam the handicrafts are made. You do not have to use them all.

Key:

1. . conical hat

2. . lanterns

3. . silk

4. . paintings

5. . Pottery

6. . marble sculptures

*Questions

T may check Ss’ short-term memory by asking some questions to know information about the places where the handicrafts are made

Have Ss close their books.

1. . Where is the birthplace of bai tho conical hat?

2. . Where can you enjoy the lights of many beautiful lanterns?

3. . Which village in Ha Noi produces silk?

4. . On the Tet holiday, What do

Hanoians buy at Dong Ho village?

5. . Where is the famous pottery?

…

Activity 4. Fu rther practice

Goal: Helps Ss know some pla ces of interest by doing the quiz

T asks Ss to work in pairs to do the quiz. The pair which has the answers the fastest is invited to read out their answers. Elicit feedback from other pairs. Confirm the correct answers.

*Groupwork:

• Divide the class into 6 groups

• Write 3 similar quiz about places of interest.

• Time: five minutes.

• When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answer. The group confirms the correct answer. The second group then reads out a question in their quiz. This question should be different from the one of the first group. Continue the activity until all the groups have read out all of their questions or when time is up.

4 . QUIZ: WHAT IS THE PLACE OF INTEREST?

a. Work in pairs to do the quiz.

Key:

1. . park

2. . museum

3. . zoo

4. . beach

5. . beauty spot

b. Work in groups. Write a similar quiz about places of interest. Ask another group to answer the quiz.

Teacher ’s and students ’ activities

The main contents

Activity 1.

Warm up

Goal: To attract Ss’ attention to the l

esson and to lead in the new lesson.

T asks Ss call out some traditional crafts which they know

T introduces the lesson: in this lesson we are going to learn some verbs that are used to talk about producing or creating a craft.

* Network.

embroider carve

Activity 2. P

resentation

Goal: Help Ss know stress

on content words in sentences

T explains how to stress in English (Part b).

T lets Ss listen to the tape and answer the questions.

1. Pronunciation

5 a. Listen and answer the questions. Key:

1 . Sentence 1: craft, village, lies, river, bank

T calls some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.

T asks Ss to listen to the tape and underline the content words in the sentences.

Ss listen to the tape and underline the content words in the sentences.

T corrects

Ss listen and repeat.

Sentence 2: painting, embroidered

Sentence 3: what, region, famous

Sentence 4: drums, aren’t, made, village Sentence 5: famous, artisan, carved, table, beautifully

2. . They are: nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries.

3. . Sentence 1: the, on, the

Sentence 2: this, is

Sentence 3: is, this, for

Sentence 4: in, my

Sentence 5: a, this

2. . They are: articles, prepositions, pronouns, and possessive adjectives. 6 a. Underline the content words in the sentences.

Key + Audio script:

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

2. . This cinema attracts lots of youngsters. 3 . The artisans mould clay to make traditional pots .

4. Where do you like going at weekends ? 5 . We shouldn’t destroy historical buildings .

Activity 3 . Practice

Goal: Ss know more the verbs to talk ab out crafts and know places of interest in their area.

T asks Ss to write the verbs in the box under the pictures.

Ss work individually to do this exercise and then compare their answers with a classmate. and quickly write them on the board.

T corrects

T asks Ss to read the words.

T asks Ss to match the verbs in column A with the groups of nouns in column B.

Ss work in pairs to do the exercise.

T corrects

2 . Vocabulary

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

Key:

1. cast

2. carve

3. embroider

4. weave

5. mould

6. weave

7. knit

2 a. Match the verbs in column A with the groups of nouns in column B.

Key:

1 . b 2. d 3. e 4. a 5. f 6. c

T asks Ss to write the correct verb forms in the past and past participle.

Ss write their answers on the board.

T corrects

*Groupwork

• Divide the class into 6 groups

• Organize a competition for this activity.

• Time: five minutes.

• T may prepare some large pieces of paper for the groups to write their answers on.

• Ss write down as many places of interest in the word web as possible. - The group with the most places is the winner.

• The winning group presents their words/phrases. Other groups tick the similar words/phrases they have and add more if they can.

T asks Ss to complete the passage by filling each blank with a suitable word from the box.

Ss individually do the exercise. T corrects

b. Now write the correct verb forms for these verbs.

Key:

2. . cast; cast

3. . wove; woven

4. . embroidered; embroidered

5. . knitted; knitted

6. . moulded; moulded 3 . Complete the word web.

Suggested answers:

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

• Cultural: opera house, museum, craft village, historical building, theatre, market, craft village...

• Educational: library, museum, theatre... - Historical: building, temple, shopping district, market, beauty spot, craft village...

4 . Complete the passage by filling each blank with a suitable word from the box. Key:

1. . historical

2. . attraction

3. . exercise

4. . traditional

5. . culture

6. . handicrafts

Activity 4. Fu rther practice

Goal: Ss can talk about crafts an d places of interest in their area.

T asks Ss to talk about crafts and places of interest in their area.

Ss do it

T corrects the mistakes

Teacher ’s and students ’ activities

The main contents

Activity 1.

Warm up

Goal: To attract Ss’ attention to the l

esson and to lead in the new lesson.

- Ask Ss to remember the subordinator. - Divide Ss into 4 groups, which groups write more in 2’ is winner.

*Network.

although while

*Complex sentences: review

Activity 2. P

rerentation

Goal: Help Ss review comple

x sentences and do exercises

T explains types of dependent clause. Give example with although, when, so that, and because. Ss listen and copy

1. Complex sentences

1. Underline the dependent clause in each sentence below. Say whether it is

T asks Ss to do exercise 1: Underline the dependent clause with these subordinators.

Ss do this exercise individually. Name the dependent clauses on the board.

T corrects

T asks Ss write the complex sentences individually and then compare them with a partner. Have two Ss write their sentences on the board.

• Each student writes two or three sentences.

• Ask other Ss to give feedback.

• Confirm the correct answers.

a dependent clause of concession (DC), of purpose (DP), of reason (DR), or of time (DT).

Key:

1. . When people talk about traditional paintings → DT

2. . so that she could buy some bai tho conical hats → DP

3. . Although this museum is small → DC

4. . because we have space to skateboard

→ DR

5. . before they make the drumheads →

DT

2 . Make a complex sentence. Use the subordinator provided and make any necessary changes.

Key:

1 . The villagers are trying to learn English in order that they can 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.

Activity 3. Practice

Goal: Help Ss know and use phrasal verbs.

T asks Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases. Have them answer the two questions orally as a class.

*Groupwork

• Divide the class into 4 groups

• Organize a competition for this activity.

• Time: five minutes.

3 . Read and answer the questions.

Key:

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

2. . No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult.

• Call out any phrasal verbs they know and have them explain the meaning of these verbs.

• The group with the most phrasal verbs is the winner.

T asks Ss to match the phrasal verbs in A with their meaning in B.

Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confirm the correct ones.

T asks Ss to complete each sentence using the correct form of a phrasal verb in 4.

Ss do this exercise individually. Elicit the answers and give correction.

4 . Match the phrasal verbs in A with their meaning in B.

Key:

1 . c 2. g 3. f 4. a 5 . h 6. b 7. e 8. d

5 . Complete each sentence.

Key:

1. . face up to

2. . turned down

3. . passed down

4. . live on

5. . close down

6. . did ... come back

Activity 4. Further Practice

Goal: Ss can make sent ences with phrasal verbs

T asks Ss to do exercise 6. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate.

T calls on five Ss to write their sentences on the board. Other Ss and T give feedback.

6 . Complete the second sentence so that it has a similar meaning to the first sentence, using the word given.

Key:

1. . Where did you find out about Disneyland Resort?

2. . When did you get up this morning? 3 . I’ll look through this leaflet to see what activities are organised at this attraction.

4. . They’re going to bring out a guidebook to different beauty spots in Viet Nam.

5. . I’m looking forward to the weekend!

Teacher ’ and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

- Ask Ss some qs:

Do you know any place of interest?

What are they?

Where will you go if you have a day out?

What activities will you do there?

Activity 2. Presentation

Goal: Help Ss listen and complete a pla n a day out to a place of interest for their cla ss.

T teaches some extra vocabulary Ss read and copy

T encourages Ss to share the experience of preparing for a class trip by asking the questions: what should you do to prepare for a class trip. Ss discuss and answer the question

T introduces the table: A day out

*Vocabulary.

• team-building

• turn up: arrive

• set off : begin a journey

And then asks Ss to listen to the tape about and complete their plan by filling each blank with no more than three words

Ss listen and complete

1 . Listen and complete their plan by filling each blank with no more than three words.

Key:

1. . Green Park

2. . bus 3 . 8 a.m.

4. . own lunch

5. . supermarket

6. . team-building

7. . quizzes

8. . painting village

9. . make

10. 5 p.m.

Activity 3 . Practice

Goal: Help Ss talk about arranging a visi t to a place of interest in the region, then present a plan a day out to a p lace of interest for their class.

*Groupwork

• Divide the class into 4 groups.

• Time: 7 minutes

• Prepare some big sheets of paper for Ss to draw the table and make notes. - Ask Ss to do the following things: + choose a place of interest to visit

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

+ Rehearse what to say

• Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan.

• Groups present their plan to the class. Keep watch of the time for each group.

Other groups and T give feedback.

2. . Work in groups to discuss the plan for this day out. Make notes in the table.

3. . Present your plan to the class.

Which group has the best plan?

Activity 4. Fu rther Practice

Goal: Ss can to talk about arranging a visi t to a place of interest

T asks Ss to to talk about arranging a

visit to a place of interest

Ss do it

T corrects

Teacher ’s and students ’ activities

The main contents

Activity 1 .Warm up

Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.

- Ask Ss to give names of some traditional craft villages in Viet Nam. - Ask them if they know any things about those villages.

Activity 2. Presentation

Goal: Ss can read for general and speci fic information about a traditional craft village and do exercises

T has Ss do this activity in pairs. One student looks at Picture A on page 12 while the other looks at Picture B on page 15. They ask each other questions to find out the similarities and differences between the two pictures. They can focus on the colour and decoration of the hats.

1 . Reading

1. Ask each other questions to find out the similarities and differences between your pictures.

Suggested answers:

- Similarities: conical hat, string - Differences: Picture A: light green, pictures between layers, blue string, look lighter

Ss work in pairs

T asks Ss to read the titles in the box quickly. And match them with the paragraphs.

Ss do exercise 2 and compare their answers with a classmate. T corrects

Picture B: white, no decoration, pink string, look heavier

2 . Read and match the titles with the paragraphs.

Key:

1 . C 2. A 3. B

3 . Read the text again and answer the questions.

Key:

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

2. . It’s 12 km from Hue City.

3. . It’s going to the forest to collect leaves.

4. . They’re very thin.

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

6. . Everybody can, young or old.

Activity 3 . Practice

Goal: Help Ss talk about benefits and res ponsible for promoting traditional crafts.

T asks Ss to read the ideas. Explain any points they are not sure about. Ss read and decide the benefits of traditional crafts (B) or challenges that artisans may face (C)

T elicits Ss’ opinions as a class.

T asks Ss to add some more benefits and challenges.

4 . Read and decide the benefits of traditional crafts (B) or challenges that artisans may face (C).

Key:

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

Other benefits: creating 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

Activity 4. Fu rther practice

Goal: Ss can dicuss about responsible for promoting traditional crafts in your area

*Groupwork:

- Divide the class into 4 groups.

5. Dicuss about responsible for promoting traditional crafts in your

• Work out an action plan to deal with the challenges mentioned above.

• Time: 7 minutes

• Move around to provide help and comments.

• Invite some groups to present their plan.

• Give feedback and ask any questions.

Vote for the best plan.

area. Propose an action plan to deal with the challenges.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

Talk about benefits and responsible for promoting traditional crafts

- Ask Ss to tell about a place of interest in their hometown.

Activity 2. P resentation

Goal: Help Ss listen for specific informat ion about places of interest in an area and answer the questions.

T asks Ss to look at the pictures and describe what they see in each of them. Ss describe and guess the name of each place.

T plays the recording for Ss to check. Ss listen and check.

T plays the recording again for Ss to decide if the sentences are true or false. Ss listen and do exercise and then compare their answers in pairs

T asks Ss to write their answers on the board.

T asks Ss to complete the table by filling each blank with no more than three words.

Ss compare their answers with a classmate before giving T the answers. T asks three Ss to write their answers on the board.

T plays the recording one last time to confirm the answers for both 2 and 3.

1 . Listening

1 . Describe what you see in each picture. Do you know what places they are? Key:

1. Ha Noi Botanical Garden

2. Bat Trang pottery village

3. Viet Nam National Museum of History

2 . Listen and decide if the statements are true (T) or false (F). Key:

1. . T

2. . T

3. . F (His friend’s relatives own it.) 4 . F (They also come from other countries.) 5 . T

3 . Listen again and complete the table. Use no more than three words for each blank.

Key:

1. . artefacts

2. . exploring Vietnamese culture 3. make things

4. . paint on ceramics

5. . the hill

6. . books

7. . pigeons

8. . watching

Activity 3. Practice

Goal: Help Ss write an email to give information about places of interest in an area and things to do there

T asks Ss to write an email

Ss copy

T asks Ss to work in pairs and discuss the places of interest in their city that can be visited in one day and the activities that can be done there.

Eg:

A: If a visitor has a day to spend in your hometow, where will you advise him to go?

B: I think he should go to the waterfall A: What can he do there?

B: He can swim, enjoy the beautiful view there…

T should move around to give comments as there may not be enough time for checking with the whole class.

Write an email.

Dear Mira,

………………………………………

………………………………………

Look forward to seeing you soon!

Best wishes,

4 . Discuss and give advice for a visitor to spend a day in your hometown/city.

Activity 4. Further Practice Goal: Ss can write the email, using the no tes they have made.

*Groupwork

• Divide the class into 4 groups

• Time: 10 minutes

• Ask Ss to write the email, using the notes they have made.

• Prepare big pieces of paper for Ss to write.

• Groups exchange their descriptions to spot any mistakes. Share them with the whole class.

5. Write an email.

Dear Mira,

………………………………………

………………………………………

Look forward to seeing you soon! Best wishes,

- Collect some Ss’ work to mark at home.

Teacher ’s and students ’ activities

The main contents

Activity 1. Vocabulary

Goal: Help Ss review some traditional handicrafts

T asks Ss to complete the word web individually.

T asks one or two Ss to write their answers on the board.

T asks Ss to do this exercise individually, then compare their answers with a partner. Elicit the answers from Ss.

T asks Ss to do this exercise individually.

Have some Ss read out their answers.

Confirm the correct ones.

1 . Write some traditional handicrafts.

Key: (in any order)

1. . paintings

2. . pottery

3. . drums

4. . silk

5. . lanterns

6. . conical hats

7. . lacquerware

8. . marble sculptures

2 . Complete the second sentence in each pair by putting the correct form of a verb from the box into each blank. Key:

1. . cast

2. . embroidering

3. . wove

4. . knitted

5. . carved

6. . moulded

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

1. . zoo

2. . looking forward to

3. . looked

4. . team-building

5. . lunch

6. . museum

7. . craft

8. . interest

Activity 2. Grammar

Goal: Help Ss review the complex se ntences and the phrasal verb

T asks Ss to complete the complex sentences with their own ideas. Call on two Ss to write their answers on the board. Other Ss give feedback. Check their answers.

T asks Ss to write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to

4. Complete the complex sentences with your own ideas.

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

Key:

give comments. 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.

Activity 3. Communication.

Goal: Help Ss talk about some popular pl ace of interest in their area

*Groupwork

• Divide the class into six groups.

• Time: 7minutes

• Group members take turns to think of a popular place of interest in their area. Other Ss ask Yes/No questions to guess the place.

• The secretary writes down all the places of interest they have guessed. Finally, the secretary reports on the places

6 . Play game: Guess about a popular place of interest in their area.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

- Ask Ss to give some differences between city life and country life. - Ask Ss if they like living in the city or in the countryside.

Activity 2. P resentation

Goal: Help Ss interact a conversation about life in Sydney and talk about the things can do there and t hen answer the questions

T asks Ss to open their books to Unit 2.

Ask them some questions.

Ss answer the questions as a class.

1 . Listen and read

Questions may include:

• What can you see in the pictures?

• Do you know these two boys?

• Where are they now?

• What are they talking about?

...

Guiding questions:

• Where is it?

• Is it a capital city?

• What is it famous for?

T plays the recording and have Ss follow along.

Ss read the dialogue in pairs.

...

Activity 3. Practice

Goal: Ss can understand the conversation and do exercise

T asks Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board.

T asks Ss to find words in the

conversation to match these definitions

Ss do the exercise individually

T corrects

T asks Ss to work individually to answer the questions, then compare their answers with a partner. Ask them to locate the information in the conversation. Call on some pairs to give the questions and answers. Confirm the correct answers.

T tells Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss.

a. Complete the sentences with information from the conversation.

Key:

1. . visit

2. . ancient

3. . natural

4. . variety

5. . study

b. Find words in the conversation to match these definitions.

Key:

1. . jet lag

2. . a feature

3. . reliable

4. . metropolitan 5 . multicultural

c. Answer the questions. Key:

1. . He grew up in Sydney.

2. . Sydney is.

3. . It is convenient and reliable. 4 . Because it is a metropolitan and multicultural city.

5 . In 1850.

d. Think of other ways to say these expressions from the conversation.

Key:

1. . How are you?/How are things?/How are you doing?

2. . (Are you) recovering from the jet lag?

3. . I slept quite well.

4. . That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.

2. Replace the word(s) in italics with one of the words from the box.

T tells Ss that most of the words they need to use are related to cities or city life. Let them work in pairs.

Ss do exercise in pairs

T checks their work, then let them read each word correctly. Check and correct their pronunciation.

T asks Ss to work in pairs. Give them a few minutes to do the quiz. Award extra points for pairs who can say which country these cities are in. Congratulate the winners.

Key:

1. . international

2. . local

3. . crowded

4. . neighbouring 5 . Urban

3 . Work in pairs to do the quiz.

Key:

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

Activity 4. Fu rther Practice Goal: Ss can talk about the city life

T asks Ss to talk about the city life

Ss do it

T corrects the mistakes

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

- Explain to Ss the normal position of adjectives in sentences. Then let Ss brainstorm all adjectives they have learnt, especially adjectives connected with cities and city life. Encourage them to call out as many words as possible.

*Brainstorm.

Noisy, exciting, busy, …

Activity 2. Presentation

Goal: Help Ss know some adjec tives to describe about city life.

T has Ss read through the letter so that they can understand the general idea. And then complete the letter by using the adjectives in the box

• Ss work in pairs to do the task.

• Have some Ss read their answers.

• T confirms the correct answers.

1. Vocabulary

1 a. Put one of the adjectives in the box in each blank.

Key:

1. . ancient/historic

2. . warm

3. . comfortable

4. . helpful

- Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers.

T has Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives they do not know.

- Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice.

T asks Ss to work individually, then compare their answers with a partner’s. Ask some Ss to write their answers on the board. Check their answers as a class.

5. . fascinating

6. . historic/ancient

7. . local

8. . delicious

b. Now underline all the other adjectives in the letter.

Key:

fabulous, sunny, small, friendly, affordable, good

2. . Which of the following adjectives describe city life? Put a tick (v ). ( Sample answer: Ss may have different answers providing that they can explain) stressful busy frightening cosmopolitan exciting forbidden unemployed populous annoying downtown historic modern polluted fashionable

3. . Put a suitable adjective from 2 in each blank.

Key:

1. . fashionable

2. . annoying

3. . forbidden

4. . cosmopolitan

5. . modern

6. . polluted

Activity 3 . Practice

Goal: Help Ss know how to st ress on pronouns in sentences

T explains to Ss that pronouns in general, and personal pronouns in particular, are normally unstressed (weak) in sentences, but when they are especially important, or when we want to show a contrast, they are stressed (strong). Give some examples. Have Ss read the yellow box in the book to fully understand the rule.

- T plays the recording and Ss repeat.

Play the recording as many times as

4. Listen and Circle the pronouns that sound strong.

necessary. Correct their pronunciation, especially the stressed words. Have them circle the stressed pronouns.

• Play the recording. Ss listen and mark the underlined words as W (weak) or S ( strong). Elicit their answers and correct their mistakes.

• For a stronger class, before playing the recording, have Ss read the exchanges and mark the underlined words as W ( weak) or S (strong). Ask some Ss to give the answers and quickly write them on the board.

• Now play the recording for Ss to check their answers.

• Ss work in pairs to practise the exchanges above. Go around and give support if necessary.

Key:

1 . A: Can you come and give me a hand?

( me is weak)

B: OK. Wait for me! (me is strong) 2 . A: Did you come to the party last night? (you is weak)

B: Yes. But I didn’t see you. (you is strong)

3 . A: Look - it’s him! (him is strong)

B: Where? I can’t see him. (him is weak) 4 . A: They told us to go this way. (us is weak)

B: Well, they didn’t tell us! (us is strong) 5 a. Listen and mark the underlined words as W (weak) or S (strong).

Key:

1. . A: Is he (W) there?

B: No. Everybody else is, but he’s (S) gone home!

2. . A: Do you know that woman?

B: Her (S)? Er... No. I don’t recognise her (W).

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

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

4. . A: Look! Everybody’s leaving.

B: What about us (S)? Shall we (W) go, too?

b. Work in pairs. Practise the exchanges above.

Ex: expensive, modern, …

Activity 4. Fu rther practice

Goal: Ss can describe the life in the city as possible

T asks Ss to practice saying as many words to describe the life in the city as possible Ss do it

T corrects

Teacher ’ and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the les son and to lead in the new lesson.

*Groupwork

• Divide the class into two teams.

• Time: 3minutes

• Each member in each team goes to the board and write a sentence using with comparative .

• The team with the most correct sentences is the winner.

*Review.

Comparison of adj./ adv.

Activity 2. Presentation

Goal: Help Ss review comparison of adje ctives and adverbs and do exercises

T asks Ss to work individually. Check their answers as a class.

Ss work individually and share their answer with the classmate.

I. Comparison of adjectives and adverbs

1 Match the beginnings to the correct endings.

Key:

T helps Ss study the REMEMBER! box. Give explanations if necessary. Ss give more examples.

T asks Ss to work individually. After they have done the activity, ask some Ss to write their answers on the board.

- Correct their mistakes.

1. . f 2. d 3. e 4. h 5. g 6. a 7. c 8. b

REMEMBER!

2. . Complete the text with the most suitable form of the adjectives in brackets. Add the where necessary.

Key:

1. . the largest

2. . smaller

3. . the most popular

4. . wider

5. . the dirtiest

6. . cleaner

7. . the best

8. . the most exciting

Activity 3. Practice

Goal: Help Ss review phra sal verbs and do exercises

T asks Ss to recall the phrasal verbs they have learnt in Unit 1: to set up to look forward to

to get over to show someone around

to grow up to find out ...

T asks Ss to do this task individually. Ask Ss to read and underline the correct particle. T may ask them to write down the phrasal verbs in their copy books. Call on some Ss to read out their answers. Correct their mistakes. - Explain to them the meaning of these phrasal verbs in the sentences.

T asks Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box.

- Call on some Ss to read the sentences.

Correct their answers as a class.

II. Phrasal verbs.

4 . Underline the correct particle to complete each phrasal verb.

Key:

1. . set up

2. . gets on with

3. . take your hat off

4. . grown up

5. . shown around 6 . pull down

5. Underline the phrasal verbs in the sentences, and match them to their meaning from the box.

Key:

1 . Turn it off : press the switch

T has Ss read the text, find eight phrasal verbs and match them with their definition from the box. Tell them to study the context of these phrasal verbs and elicit their meaning.

2. . turned it down: refuse

3. . go over: examine

4. . go on with: continue doing

5. . take off : remove

6. . Put it down: make a note

6 . Read the text and find eight phrasal verbs. Match each of them with a definition from the box.

Key:

1. . dress up: put on smart clothes

2. . turn up: arrive

3. . find out: discover

4. . go on: continue

5. . get on: make progress

6. . think sth over: consider

7. . apply for: ask for (a job)

8. . cheer sb up: make someone feel happier

Activity 4. Fu rther practice

Goal: Ss can make sent ences with phrasal verbs

*Groupwork

• Divide the class into two teams. - Time: 3minutes

• Each member in each team goes to the board and write sentences using with comparative and phrasal verbs

• Team 1: (write sentence using with comparative)

• Team 2: (write sentences using with phrasal verbs)

• The team with the most correct sentences is the winner.

Teacher ’s and students ’ activities

The main contents

Activity

. Warm up

Goal: To attract Ss’ attention to the l

esson and to lead in the new lesson.

- Ask Ss to give names of city of interest and tell what they are famous for

*Network.

Vung Tau

Activity 2.

Presentation

Goal: Help Ss discuss some features of a

city and read a passage about Singapore

and answer t

he questions

T asks Ss to discuss some features of a city and give reasons

Ss work in groups of three to discuss their choices, and give reasons why.

1 . Discuss some features about a city and give reasons.

T tells Ss that they are going to read a passage about Singapore. Ask if any student has visited Singapore. Ss summary some information about Singapore.

T asks Ss to read the passage . And answer the questions about these cities.

• Where is Vung Tau?

• What is its main features?

• What is it famous for?

• What can we see there?

…

Ss answer the questions

2 . Read the passage and answer the questions.

The main points of the passage:

• the location of the city

• its attractions

• what is liked most about the city

3 . Read the information about these cities and answer the questions.

Activity 3. Practice

Goal: Ss can write about the city through some information

Groupwork

• Choose a city

• Create groups (Group 1: people choose

Vung Tau, Group 2: New York city, group

3: Melbourne.)

• Time: 10 minutes

• Write a short paragraph about the city you choose.

4 . Write about the city you choose.

Ex:

The city I‛d like to visit most is New York. There are many things to see and to do there. You can ...

Activity 4. Fu rther practice

Goal: help Ss talk about a cit y through some information

- Talk about each city (giving full sentences based on the information given). - Walk around to observe and give help if needed.

Ss talk about some features of Tuyen Quang city.

5 . Talk about the city you choose.

Ex:

The city I‛d like to visit most is New York. There are many things to see and to do there. You can ...

Teacher ’s and students ’ activities

The main contents

Activity 1.Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

- Ask Ss:

Which city in VN/ in the world do you want to live most? Why?

Activity 2. P resentation

Goal: Help Ss read features abou t a city and answer the questions

T asks Ss to work in pairs and put the factors in order of importance.

Eg:

S1: What features are important to you in a city?

S2: I think transport is the most important in a city because ….

T asks Ss to work individually. Call on

I. Reading

1. Work in pairs. What features are important to you in a city?

2 . Read the passage quickly and find the information to fill the blanks. Key:

1 . The Economist Intelligence Unit

some Ss to read out their answers and where they can find the answers. Conf irm the correct ones.

T has Ss read the questions. Ss read the passage again and find answers to the questions. Remind them to locate the answers in the passage.

Ss compare their answers in pairs. T checks and confirms the correct answers.

( EIU)

2. 2014

3 . The best city: Melbourne

The worst cities: Dhaka, Tripoli, and Douala

3 . Read the passage again and answer the questions.

Key:

1. . Climate, transport, education, safety, and recreational facilities in cities (are used).

2. . Among the top 20.

3. . Because the living conditions there were the most difficult or dangerous.

4. . Osaka was.

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

Activity 3. Practice

Goal: Help Ss conduct a survey to rank your own town/city you know.

*Groupwork:

• Divide the class into groups of six. - Time: 4 minutes

• Ask each other the 10 questions and write the points that each student gives for each factor in the table.

• While Ss are talking, go around to give assistance if necessary.

• Next they work out the final result of their group.

• A student from each group presents the

results to the class. Act as a facilitator, inviting and encouraging comments about the results.

II. Speaking

4 a. Conduct a survey to rank your own town/city you know.

*Question:

How many points do you give to factor 1 – safety?

Then write the points in the table.

b. Work out the final result of your group.Then present it to the class.

Activity 4. Further practice

Goal: Ss can talk about some features of Tuyen Quang city.

T asks Ss talk about some features of

Tuyen Quang city

Ss do it

T corrects the mistakes

Teacher ’s and students ’ activities

The main contents

Activity

.Warm up

Goal: To attract Ss’ attention to the l

esson and to lead in the new lesson.

- T asks Ss to give adjectives used to describe the problems of city life.

Ss work in small groups. Then tell Ss to

think the problems they have experienced in the city

Drawbacks in a city? *Network.

noisy

urban sprawl: air pollution:

Activity 2. P

resentation

Goal: Listen to get specific information

about some problems of city life and do

exeri

cse.

T asks Ss to listen to the tape and write down the words they hear in the passage. Ss listen and write the missing word in each gap.

T may play the recording again, or as many times as needed.

I. Listening

2. Listen and write the missing word in each gap.

Key:

1 . cities 2. offi ce 3. traffi c 4. roads

T asks Ss to listen again and choose the correct answer.

T corrects as a class.

3 . Listen again and choose the correct answer . Key:

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

Activit y 3. Practice

Goal: Help Ss write a paragraph abo ut the disadvantages of city life.

T asks Ss to read the sample paragraph carefully and complete the outline. Tell them to pay attention to the connectors/ markers:

Firstly,

Secondly, Thirdly .

Ss read the sample paragraph carefully and complete the outline.

*Groupwork:

• Divide the class into groups of six.

• Time: 10 minutes

• Choose one item from the list 1. Make an outline along with connectors first/firstly, second/secondly, and pay attention to spelling and punctuation. and write the paragraph about the disadvantages of city life

• While Ss are writing, go around to give assistance if necessary.

• Ss can use the passage in 4 to help them structure their paragraph.

• T may collect some Ss’ papers and mark them, then give comments to the class.

II. Writing

4. . Read the paragraph and complete the outline below.

Outline:

Topic sentence: Living in a city has a number of drawbacks.

Problem 1: traffic jams and traffic accidents

Problem 2: air pollution

Problem 3: noise/noise pollution Conclusion: These factors contribute to making city life more diffi cult for its residents.

4. . Write a paragraph on one of the topics.

Writing tip

Remember to organise your ideas to make your paragraph clearer:

• Firstly …

• Secondly … /Next …

• Thirdly … /Lastly … /Finally …

• In conclusion … /To conclude …

Activity 4. Fu rther practic Goal: Ss can talk about the city life

T asks Ss talk about some features of

Tuyen Quang city

Ss do it

T corrects the mistakes

Teacher ’s and students ’ activities

The main contents

Activity 1 . Warm up Goal: To w arm up the class

T asks Ss to tell a story using with connectors first/firstly, second/ secondly.

Activity 2. Presentation.

Goal: Help Ss review some nouns and adjectives related to topic: City life

*Groupwork

• Divide the class into 2 teams (Team1:

Complete the word webs with nouns; Team 2: Complete the word webs with adjectives)

• Time: five minutes.

• The team with the most correct words is the winner.

I. Vocabulary

1 . Complete the word webs with nouns and adjectives connected with the city.

Examples:

Nouns: skyscraper, dweller, index, asset, metro, traffic jam, urban sprawl, shopping mall, gallery, cinema, recreational facilities, street

Adjectives: cosmopolitan, metropolitan, multicultural, urban, downtown, populous, livable, modern, polluted, crowded, exciting

🡺 T asks Ss to use nouns and adjectives to describe about the city.

T asks Ss to read the passage and complete this exercise individually.

Ss work in individually. T corrects

…

2 . Put one word from the box in each gap. Key:

1 . Fascinating 2. noisy 3. full

4 . crowded 5. urban

6 . fabulous 7. bored

Activity 3. Practice

Goal: Help Ss review c omparison and phrasal verb

T asks Ss to do the task by themselves or in pairs. Correct their answers as a class.

T lets Ss review the phrasal verbs they have learnt in units 1 and 2. Then have them do the task. Correct their answers as a class.

- This task helps Ss use structures with phrasal verbs to rewrite sentences. T may have some Ss write sentences on the board. Let other Ss give comments. Then check as a class.

II. Grammar

3 . Complete each sentence with the word given, using comparison.

Include any other necessary words.

Key:

1. . as interesting as/so interesting as

2. . the fastest

3. . the shortest/a shorter

4. . less entertaining

5. . more carefully

4 . Complete each space with a phrasal verb from the list. Change the form of the verb if necessary.

Key:

1. . (has) turned down

2. . going on

3. . get over

4. . cheered up

5. . turn back

6. . found out

5 . Rewrite each sentence so that it has a similar meaning and contains the word in capitals.

Key:

1. . Turn of the lights when you leave the classroom.

2. . Mai grew up in a small town in the south.

3. . Kathy looked up the restaurant on her mobile phone.

4. . My grandmother has got over her operation.

5. . We are looking forward to seeing you again.

Activity 4. Fu rther practice

Goal: Help Ss know some cities an d its natural attractions, then know write interesting notices in a city.

*Groupwork

• Divide the class into 2 teams to play the game.

• The first team gives the name of a city or town in Viet Nam.

• The other team says any man-made or natural attractions that it is famous for. - Encourage them to be as quick as possible, and try to call out famous man-made or natural attractions, or features of different cities in the country. When time is up, stop the game. The team with the most items wins and congratulate the winning team.

III. Communication

6 . Play game Ex:

Team 1: Hai Duong City.

Team 2: Well, it is famous for its green bean cakes.

Team 2: Da Nang City.

Team 1: It has fabulous Ngu Hanh Son

( Marble Mountains)…

Team 1: Bac Ninh

Team 2: Dam pagoda, Phat Tich pagoda, Eight Kings of Ly empire

Temple,…

Team 2: Ha Noi

Team 1: Ngoc Son temple, Ha Noi museum, Hoan Kiem lake,… …

GUIDE STUDENTS, ASK THEM TO DO AT HOME.

• This activity is aimed at helping Ss to form a habit of observing signs and notices around them, especially when they go to a town/city where there is lots of information all around them. They also learn how to write appropriate notices.

• Ss work in groups to do the task. T checks. Note that other orders are also possible.

• Explain to Ss the Watch out! box. Give more examples if needed.

IV. Project

1 . Put the items in these scrambled notices in the correct order, starting with the heading in capitals.

Key:

A

QUIET PLEASE

Exams in progress

Groups 9B + 9D to Gym

Classes as normal tomorrow

B

ENGLISH CONVERSATION

LESSONS

Town Hall every evening

Of ered by native teachers

Language exchange also a possibility

Ring Dylan on 42564039

A: In a school

B:On the notice board of the town’s cultural centre

2 . Delete the words which are unnecessary in these notices, and make change(s) where appropriate.

Key:

VENDING MACHINE

• Ss work independently, then exchange their work with a partner. T checks.

• Ask Ss to do this task as a 15’ writing test

• Collect and give marks.

• And in the next lesson, have them present what they have written to the class. The class gives comments.

No soup.

Tea and cof ee, 10p and 50p coins only.

No more canned drinks.

Machine to be repaired soon.

3 . In 20 – 30 words, write a notice for one of the following situations.

Sample

SEMINAR ABOUT FEATURES OF

CITY LIFE

Monday Nov 10th in town hall. All teenage girls are welcome. For further details, ring Trang - 098456789.

…………………………

………………………..

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.

- Do a class activity on comparison. - Divide class into two sides and ask them to compare about the air, entertainment, cost of living, traffic, weather between two cities: Ha Noi and Tuyen Quang. ---

*Chatting.

Ex:

- The air in TQ is cleaner than in HN.

Activity 2. Presentation

Goal: Help Ss interact a conversation about a bit tense lately of Mai and answer the qu estions

T asks Ss to look at the picture and Introduce Ss in the picture: Phuc, Nick, and Amelie. Explain that Mai was supposed to be there but she couldn’t come in the end. Then answer the questions:

Ss answer the question.

1. Listen and read

* Questions

*Question

• Where are Phuc, Nick, and Amelie?

• What are they going to do?

• What are they talking about?

Tell Ss they are going to listen to the conversation between Phuc, Nick, and Amelie. Play the recording and have Ss follow along.

Ss listen and read the dialogue

T asks Ss to work individually, then in pairs, to find the words/phrases in the text with opposite meanings.

Ss go to the board and write the answer. T corrects and asks Ss to make sentences using these words and phrases.

T has Ss work individually, then in pairs, to compare their answers with each other. Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer.

T asks Ss what they think Amelie’s statement means. Then explain if necessary. Then ask them:

What happened if you have ever felt like Amelie? Ss answer

• Why do you think Mai couldn’t come?

a. Find the OPPOSITE of the following words in the conversation. or example, Key:

1. . to stay up late

2. . to be stressed (out)

3. . good grades

4. . to disappoint someone

5. . to take a break

6. . to be fully booked divide the boaro

b. Choose the best answer Key:

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

c. Explain: ‘Sometimes I wish my parents could put themselves in my shoes’ ?

Key:

Amelie wishes her parents could put themselves in her situation to better understand her.

Acti vity 3. Practice

Goal: Help Ss know and use some adjectives of emotions and feelings.

T asks Ss to work in pairs to complete this task. Remind them to pay attention to the content words in each sentence, which may help them to choose the most suitable word. Tell Ss in most cases more than one option may be suitable. After they have finished, go through each item as a whole class.

- T may explain the diffrence between ‘depressed’ and other words such as ‘tense’, ‘worried’, or ‘stressed’.

( The word ‘depressed’ is very strong

2 . Fill the gaps with the words in the box. Key:

1. . worried/tense/stressed; relaxed/ confient

2. . calm

3. . depressed/frustrated

4. . confient/relaxed/calm

5. . delighted/confient

6. . frustrated/worried

and used only to describe someone who is deeply sad and has lost hope.)

T asks Ss to work individually first, then in pairs. Then give corrective feedback to the whole class. Ask Ss to give examples of the situations in which these sentences are said.

3 . Match the statements with the functions.

Key:

1. . encourage someone

2. . give advice to someone

3. . empathise with someone

4. . assure someone

5. . empathise with someone

6. . encourage someone

Activity 4. F urther practice

Goal: Ss can gives advice need to be calm in every situation in their life.

T asks Ss to work in pairs: As an example, tell the class how you feel today and what has happened that made you feel that way.

Ss work in pairs and make up scenarios such as:

I feel worried because my cat is sick. I feel disappointed because it has been raining all day long.

I feel delighted because my son is Star of the Week at his primary school.

4 . How do you feel today?

Eg:

A: Today, I feel happy and motivated. My

English teacher gave me 10 mark for my English presentation in class. I could prepare such a good presentation because

I got reference from the website called Vietjack.com

B: Well done! You did a really great job!

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

- Ask Ss to list the reason of teen stress and pressure.

*Chatting.

Ex:

- usually get bad marks at school.

…….

Activity 2. Presentation

Goal: Help Ss practise how to prono unce stress on the verb be in sentences

- T plays the recording again and draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practise saying the question. Now explain the REMEMBER! box.

Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box.

T asks Ss to listen and practise saying the sentences in pairs.

Ss listen and practise saying the sentences in pairs.

- Tell Ss that these sentences contain both stressed and unstressed verb forms of be . Ss work individually first to underline those that should be stressed. Then play the recording for Ss to check. Give corrective feedback as a class, then Ss practise saying the sentences.

I. Pronunciation

* Pay attention to the way the verb be is pronounced

5 . Listen and practise saying the sentences.

6. Listen and underline the verb forms of be which should be stressed.

Key:

1 . - You aren’t worried about the exam?

Good for you!

• I am worried! But I try not to show it. 2 . - Do you think Jack is good at Japanese?

• He is . But he’s a bit shy to speak it.

3 . - Isn’t badminton her favourite sport?

- Yes, it is.

4 . - Who’s he? (no stress)

5 . - Sorry – we’re late!

- Actually, you aren’t . We haven’t started yet.

6 . - Is she happy at the new school?

- Yes, she is . She likes it a lot.

Activity 3. Practice

Goal: Help Ss practise vocabulary relat ed to the topic "changes in adolescence"

T asks Ss to work individually to complete this exercise. Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. Ss work in pairs to compare their answers before T gives corrective feedback to the whole class.

• T explains the phrases in the box first. Elicit from Ss some examples for each item, for example, ‘Can you think of an example of school pressures and frustrations?’

Share some of your personal experience from your teenage years where relevant.

• Ss work in pairs to discuss which solution can be used for which situation. Then elicit the answers from the whole class. Ask Ss to explain their decisions.

II. Vocabulary

1 . Complete the paragraph with the words in the box.

Key:

1. . shape and height

2. . reasoning skills

3. . Embarrassed

4. . independence

5. . self-aware

6. . informed

2 . Match the source of stress and pressure to the expression.

Key:

A. 5 B. 2 C. 6 D. 3 E. 1 F. 4

3 . Discuss and give the solution to situation above.

Key (suggested):

1. 1; 3; 4

2. 4

3. 1

4. 4

5. 2; 1

6. 4

Activity 4. Fu rther practice

Goal: Ss can talk about so me problem in real situation

- Now tell Ss the ways you used to deal with these (difficult/stressful) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion.

4 . Immage you are in any of these situations and deal with them?

Teacher ’s and students ’ activities

The main contents

Activity 1 .Warm up

Goal: Help Ss remember some types of reported speech and to lead in the new les son.

- Ask Ss to retell types of reported speech.

*Chatting.

Types of reported speech:

• Reported Statements

• Reported Questions

• Reported Orders

• Reported Requests

Activity 2. Presentation

Goal: Help Ss review the dire ct speech and reported speech

• Ss work individually to complete this exercise.

• Then they compare their answers in pairs before

I. Reported speech

1. Rewrite in direct speech what Mai said to her brother Phuc and to her parents.

Key:

Mai: ‘I’m too tired and don’t want to go out.’

• T gives corrective feedback as a whole class.

• Ss work individually to complete this exercise.

• Then they compare their answers in pairs before

• T gives corrective feedback as a whole class.

*Groupwork

• Divide the class into side A and side B. - Side A will say some sentences in direct speech for side B to change into indirect speech.

• Then side B says some sentences in indirect speech for side A to change into direct speech.

Mai: ‘I want to be a designer.’

Mai’s parents: ‘Design graduates won’t find jobs easily. We want you to get a medicaldegree.’

2 . Rewrite the following sentences in reported speech.

Key:

1. . My parents told me they would visit me that week.

2. . Our teacher asked us what we were most worried about.

3. . Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4 . Tom said Kate could keep calm even when she had lots of pressure.

5. . She told her mother she had got a very high score in her last test.

6. . The doctor asked him if he slept at least eight hours a day

Activity 3 . Practice

Goal: Help Ss know the way to use questi on words before to-infnitives and reported questions with question words before to-infinitives

T tells Ss that the question words who, what,where, when, and how can be used before a to- inf nitive to express a situation that it is diffi cult or uncertain.

Give examples. Explain the Look out! box.

Highlight the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell which are often used before the question word + to- inf nitive.

- T does the first sentence with the class as an example.

Ss then work individually to rewrite the sentences before receiving correction

II. Question words before to-infnitives

3 . Rewrite the sentences using question words + to -infi nitives.

from T.

• T asks Ss to work in pairs to complete this exercise.

Ss work in pairs to complete this exercise

*Groupwork

• Ask the whole class to agree on five questions they would like to ask about you. Write them on the board. - T prepares two diffrent versions of answers to these five questions. (The more contradictory the two versions are, the more fun the game will be!) Write each version on a separate piece of paper so that you do not forget them.

• Then divide the class into two groups. Tell Ss that one group will stay inside the classroom and the other outside. Each group will listen to you for the answers to the questions and the group will then have to report to the other group what they have heard from you. When the two groups have been separated and cannot hear each other, go to each group and tell them one version

Key:

1. . I don’t know what to wear.

2. . Could you tell me where to sign my name?

3. . I have no idea when to leave for the bus. 4 . We’re not sure where to hang the painting.

5. . He wondered how to tell this news to his parents.

6. . They can’t decide who to go first.

III. Reported questions with question words before to-infinitives

4 . Rewrite the following questions in reported speech, using question words before to- infi nitives.

Key:

1. . They wondered/couldn’t tell how to use that support service.

2. . He had no idea who to turn to for help. 3 . Mai asked her mother when to turn of the oven.

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

5. . He was not sure whether to call her then.

6. . They wondered what to do to make Linh feel happier.

5. GAME: SOMETHING ABOUT OUR

TEACHER…

of the answers. Ask them to remember what you say.

- Finally, ask the two groups to gather again inside the classroom. Now ask them to answer the five questions written on the board according to the information they have received by reporting what you have told them.

Activity 4. F urther practice

Goal: Ss can make sent ence with question words

T asks Ss to make sentence with question words

Ss do it

T corrects the mistakes

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

T asks Ss to discuss about how the teenagers in their hometown live?

Ss discuss

T introduces the lesson

*Discuss about how the teenagers in their hometown live

Activity 2. P resentation

Goal: Help Ss know some life s kills for teens in the United states

- Write “life skills” on the board and ask Ss what they think it mean. Ask them to give some example of the skills. - Explain the words in the Extra vocabulary box.

I. Vocabulary

Cognitive

Emotions

Concentrate

Self-discipline

Resolve conflict

Risk taking

Activity 3 . Practice

Goal: Help Ss know some life sk ills for teens in the United states

T asks Ss to work in pairs to complete this task.

Ss match the skills to their category.

T asks Ss to discuss and answer the

question in part 2 Ss answer the questions

1 . Read about the necessary life skills for teenagers in the United States.

Match the skills to their category.

Key:

1. . C 2. B 3. D 4. A 5. E

2. . Discuss: Do we teenagers in Viet Nam need all or some of these skills?

Why/Why not?

⇒ I think teenagers in Viet Nam also need all of the above skills because these skills help them to be more independent and to control their feelings better.

3. Discuss necessary life skills for teens.

T asks Ss to work in small groups to make their own list for Vietnamese teens. They can base it on the text and add their own information.

Ss work in small groups

Now the class needs to combine all the group lists to make a big list for the whole class. Write this list on the board.

Activity 4. Fu rther practice

Goal: Ss can ask and answer necess ary life skills for teens in Viet Nam

T asks Ss to work in pairs and answer the question.

Ss work in pairs

4 . Look at the list of life skills for teens that your class has developed.

Eg:

S1: Which skills do you already have?

S2: I have housekeeping skills.

S1: Which skills do you need to develop?

S2: I need to improve social skills.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

T asks Ss to talk some necessary life skills for teens in Viet Nam

Ss talk

T gives Ss some qs and ask them to answer.

Ss share with classmates.

*Chatting.

• What do you do when you have a problem?

• Who do you often share your problem?

Activity 2. Presentation

Goal: Ss can know some vocab ulary words and lead in the text

T teaches some vocabulary words

Ss copy and read

T asks Ss the question and explains that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help.

T asks Ss to read through the text quickly to get its main ideas. Ask them to answer the question “What is the article about?” using the text title, photos, and key words. Ss answer the question

1 . Reading

* Vocabulary

Toll-free

International

Nationwide

Relationship

Operation

1 a. Do you know what a child helpline is?

b. Now read the article.

Activity 3. Practice

Goal: Help Ss read about a helpline service for teens in Viet Nam and answer the

questions

- T asks Ss to read the text again to complete the task.

Ss work in pairs to answer the questions.

T corrects

T asks Ss to work individually first, then compare the answers with their partner. Ask them to discuss and explain each person’s own decision if their answers are not the same. Then provide feedback as a class. For each answer, ask Ss to refer back to the text to find the relevant information.

2 . Answer the questions.

Key:

1. . It’s a free service for counselling and protecting children and young adults in Viet Nam.

2. . They were callers in the 11-14 year old and 15-18 year old groups.

3. . The calls were mostly questions about family relationships, friendships, and physical and mental health.

4. .Because they were cases of missing or abandoned children, or children who were suf ering from violence, traffi cking, or sexual abuse.

5. . The helpline promotes child participation in its operations by involving children as peer communicators and decision makers. 6 . It aims to create favourable conditions for children to develop physically and mentally.

3 . Read the text again and decide if the following statements are true (T) or false (F).

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

Activity 4. Fur ther practice

Goal: Speak about teen stress and p ressure and how to cope with them

• T tells Ss they are going to listen to two students calling a child helpline. Ask Ss to look at the note form to get oriented about what they are going to hear. Remind Ss that these are notes so they only need to write key words or phrases and not full sentences.

• After Ss have completed the task individually, give feedback as a class.

4 . Listen to two students calling a child helpline and complete the notes.

Key (suggested):

Caller 1

Caller: girl, from Ha Noi, last year of high school.

Feeling now: a bit depressed and confused.

Problem: wants to be a designer; but her parents want her. to be a doctor.

Question: doesn’t know what to say to her parents.

• T explains the Study skill box and find an example for each expression.

Ss listen and copy

*Work in pairs.

• T asks Ss work in pairs to role-play the callers to call the Magic Number helpline to ask for help.

Ss work in pairs to role-play the callers.

And your partner listens and takes notes.

• Go around and offer help if needed. When Ss have finished, call on some pairs to present their dialogue.

• To revise reported speech, T may ask the student who listens and takes notes to report what his/her partner has told him/her.

T advises Ss to call the helpline or tell their teachers and their parents to ask for help if necessary or have difficulty.

Caller 2

Caller: boy, named Long, 13 years old,

from Ho Chi Minh City

Feeling now: worried

Problem: online friend asked for 5 million dong; said if he refused to give it, his life would be difficult

Question: wonders whether to tell somebody about this

5 . Asking for advice

What do you think I should do (about…)?

What should I do?

What would you do in this situation? Could you give me some advice ( about…)?

If you were me, what would you do?

I wonder whether to… or…

Do you know who to speak to about this?

Eg:

Hi, my name is Linh, I’m 14 years old. I’m a bit tense because of my score at school. I always think that I must get the highest score in every exam, I must be the best student in the class. Therefore, I spend all my time studying… Lately, I feel exhausted and bored. Although I study almost all the day, I hardly remember all the things I’m taught. I’m really worried. What should I do?

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

T checks old lesson:

T asks Ss to talk about teen stress and pressure

Ss talk

- Give Ss 2 qs, ask them to discuss and give the asnwers. - Share the ideas.

*Chatting

Answer the questions.

• What should you say to others who have problems?

• How do they feel after that?

Activity 2. Presentation

Goal: Help Ss kno w how to give advice

T explains how to give advice

Ss copy

T models with Ss

* How to give advice

• If I were you, I would/ wouldn’t - I think you should....

• I don’t think you should

• Have you thought about Ving?

- It might help to consider It might be a good idea.

Activity 3. Practice

Goal: Listen about the work of an advice columnist and do exercises.

T asks Ss if they know what an ‘advice columnist’ does. Introduce the word. If possible, bring in to the class some examples of the advice column page in local magazines for teens (or you can look them up on the Internet).

• T tells Ss they are now going to listen to an interview with Miss Sweetie, the advice columnist of 4 Teen magazine.

Then choose the best answer.

• Ss then work individually to complete the task.

T asks Ss to listen again and answer the questions.

• Ss work individually first, then compare the answers with a partner. Then provide corrective feedback as a class.

• Ss work in pairs for this task.

• Ask them to explain their decision afterwards. The options that are in the ‘no’category are because the language is too strong or direct.

1 . Listen and choose the best answer.

Key:

1. . likes

2. . no longer in

3. . not easy

4. . takes time

5. . need

2 . Answer the questions.

Key:

1. . She feels like she is living her teenage years again, and she loves helping readers by giving them advice.

2. . She said it’s most important that we put ourselves in other people’s shoes. 3 . Because language should be used sensitively so that the person can get over the negative feelings.

3. . Which of the following expressions are more likely to be used by Miss Sweetie when she gives advice?

Key:

1 . No 2. Yes 3. No 4. No 5. Yes

Activity 4. Futher practice

Goal: Help Ss write a sh ort note to ask for advice

T asks Ss to look at 2 , A CLOSER LOOK 1 and give one piece of advice to each student using the expressions in the

Writing Study skill box ‘Giving advice’.

Ss work individually to complete this task.

4. Give advice to each student. Suggested answers:

2. I know how you feel, but I don’t think you should worry about this change. It’s normal, and it shows that you’re growing up.

3. If I were you, I wouldn’t have too high expectations. I would do my best in

• T asks Ss to work individually first to write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends.

• Ss make up a situation.

• This task can be done as either a whole class activity or a group activity. Tell Ss when all group members have finished writing the advice note, they will take turns to report the note they received, and the advice that they of ered. If time allows, ask the group to discuss the problem and the advice. Can they think of some other advice for the problem?

the exam, but I don’t think it’s a good idea to feel so stressed.

4. Have you thought about telling this to your parents? They might think of a good solution to help you.

5. It might help to consider breaking this big task into smaller tasks and then tackle them one by one.

6. It might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help? 5 a.Write a short note to Miss Sweetie to ask her for advice about a problem at school or with your friends.

Eg:

Dear Miss Sweetie,

I am in grade 9 at a school in city. I love my school, my teacher and my parents.

But this year, I have to learn too much. My parents want me to become an engineer so I must try my best to enter the best university. Beside that, I have to come to center to learn English. My weekend is also fully booked with music class, swimming class... I don’t have time for myself. I don’t know how to tell with my parents about this problem. Coud you give me some advice about this?

Unhappy

b. Write a short answer (2-3 sentences) to give advice about the problem.

Eg:

I think you should talk to your parents about the situation and tell them about what you really want. About your schedule, you should ask your parents to rearrange it so that you can have time to relax. That must be better for not only your physical but also mental health.

Teacher ’s and students ’ activities

The main contents

Activity 1 .Warm up

Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.

- Give S some qs and ask them to answer. - Share with classmates.

*Chatting.

• What do you do when you have a problem?

• Who do you often share your problem?

Activity 2. Vocabulary

Goal: Help Ss review some adjectives t o describe the feelings in real situations.

T asks Ss to complete the sentences by using the support from the pictures, the options provided, and the meaning of the sentences.

Ss work individually first and then compare with a partner. T corrects

1 . Put yourself in these teens’ shoes. Choose the TWO best words to describe your feelings in the following situations.

Key:

1. . excited/delighted

2. . frustrated/upset

3. . tense/stressed

4. . worried/tense

5. . disappointed/frustrated

6. . emotional/depressed

• T asks Ss to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise .

Then Ss need to look at the situations in1 to say appropriate sentences.

• T asks Ss to complete this exercise without looking back at

COMMUNICATION. They can write in

similar skills, or add new skills as they wish.

2 . Use the following prompts to say something to the students in1 .

Key (suggested):

1. .‘Congratulations!’/ ‘Well done! You did a really great job!’

2. .‘You must have been really disappointed.’ / ‘If I were you, I would talk to my parents.’

3. .‘Stay calm. Everything will be all right.’/ ‘It might be a good idea to have a break when you feel too stressed.’

4. .‘I understand how you feel.’/ ‘It might help to consider talking about this to someone.’/ ‘Have you thought about calling a counselling service?’

5. .‘I understand how you feel.’/ ‘It might help to consider focusing on the good points of the presentation rather than only the weak points.’

6. .‘You must have been really emotional.’/

‘I understand how you feel.’

3 . Give at least two examples for each of these sets of skills.

Key (suggested):

1. . concentrate on doing something; organise your timetable.

2. . control feelings; know how to get over negative feelings

3. . cooperate with others; communicate well.

4. . know how to act in emergencies; know when to stop taking risks

5. . cook for oneself and others; manage a small budget

Activity 3. Grammar

Goal: Help Ss review the reported sp eech and question words to infinitive.

- T asks Ss to work individually then in pairs when they compare their answers with each other.

Ss work individually then in pairs and then write the answer the question.

4 . Rewrite the following in reported speech.

Key:

1. . She said she was really stressed out, and that she had had three sleepless nights thinking about her exam.

2. . He said he couldn’t concentrate because it was too noisy in there.

3. . She said she had been very upset at f irst but she was fine then.

- T asks Ss to work individually to complete this task.

Ss share their answer with classmates T corrects

4. . He said he didn’t think taking risks too often was a good idea.

5. . She said he would take a cooking class before he went to college.

6. . He said he really wished he could make informed decisions.

5 . Rewrite the underlined phrases in the

following text, using question words

+ to- infi nitives Key:

1. . Today, I’m going to tell you what to do in case of fire.

2. . Be sure you know where to find the nearest exit or stairway.

3. . You should know how to activate the fire alarm.

4. . You should know what number to call to report the fire and ask for help.

Activity 4. Commu nication & Project

Goal: Help Ss give them some advice & design the set up of a teen support gr oup

- T asks Ss to look at in 4, skills 1 and

asks some questions

Who are the callers?

Why are they calling the helpline? How do they feel?

Now Ss discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. Call on five pairs to report the advice to the class. The class then vote for their favourite piece of advice.

T asks Ss to work in small groups to design the set up of a teen support group. First, Ss choose an idea for the support group and find out more about that idea. For example, one group chooses the idea ‘study skills group’.

Ask them to think about:

• Which study skills do you think are necessary in your class/school? How can

6 . Work in pairs. Look at the notes of the two callers from 4, SKILLS 1 and give them some advice.

Teen support group

Work in groups. Prepare some ideas for a teen support group in your school:

• study skills group

• life skills group

• social skills group

• emotion control skills group

• career planning group

you f ind out more about this information?

• How can the students improve these skills? ( for this information you can ask your teacher, or use books, magazines, or the Internet)

• What can a support group do to help them do that?

- Then Ss decide how to set up their support group. Ask them to consider:

• What is the name of the support group? • What are the support activities it provides?

• How does the support reach students? • How is the group organised? Who will do what? How can the teacher and the school help the operations of the group? - The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realise some of these projects in their own class or school.

Choose one idea and think about how to set up the support group, focussing on the following questions:

• What is the name of the support group?

• How is the group organised?

• How does it help teens?

Present your group’s ideas to the rest of the class. Get their feedback.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

T lets sing a song

Ss listen and sing a song

Activity 2. Presentation

Goal: Help Ss review how to stress on th e verb be and content words in sentences

• T asks Ss what kinds of words are underlined. Elicit the rule from Ss (they are content words and are stressed because they contain all the important information being conveyed).

Ss listen and repeat out loud trying to stress the same words.

• Call on some Ss to read out the sentences again.

• Correct their pronunciation as a class. Note: All the underlined words are stressed

• T asks Ss to work in pairs f irst to mark the underlined words as W (weak) or S ( strong).

• Then T plays the recording for Ss to check.

• Play the recording again and Ss repeat.

Pause and correct their pronunciation.

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

2. . Look at the underlined words in the sentences and mark them as W (weak) or S (strong). Then listen to check and practise.

1. . A: Is (W) Minh happy about winning the scholarship?

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

2. . A: I can’t (S) understand it! Aren’t (S) you my son?

B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault.

3. . A: Pho Hien is (W) a very old town in North Viet Nam.

B: Is it (S)? Where is it (W) located? 4 . A:It’s (W) raining. Are they ( W)wearing raincoats?

B: She (S) is, but he (S) isn’t.

Activity 3 . Practice

Goal: Help Ss review words/phras es and some adjectives of feelings

• T asks Ss to do the task individually and then share their answers with a partner. - Check Ss’ answers.

• Let Ss read the passage, then do this exercise individually. T may ask some Ss to write their answers on the board.

• T corrects as a class.

3 . Match the verbs in column A with the words/phrases in column B.

Key:

• reduce pollution

• pull down an old building

• empathise with someone

• make a handicraft

4 . Fill each gap with a word from the box. Key:

1. . giant

2. . tallest

3. . attractions

4. . Symbol

5. . fascinating

6. . excited

7. . aff ordable

8. . interest

Activity 4. Fu rther practice

Goal: Help Ss review some phrasal verb , reported speech, and question words to infini tives.

• T asks Ss to work individually and then compare their answers with a partner. Call on some Ss to write their answers on the board. Other Ss comment. T corrects as a class.

• T asks Ss to do the task individually. Tell them to write the reported sentences in their notebooks.

• Call on some Ss to read their sentences.

• T checks.

5 . Complete each sentence with the correct form of a phrasal verb from the list.

Key:

1. . set up

2. . deal with

3. . turned down

4. . look up

5. . give up

6. . put up with

7. . got over

8. . keep up with

6 . Rewrite the following questions in reported speech, using question words before to -infiitives.

Suggested answers:

1. . Trang wondered what to wear to the fancy dress party.

2. . She couldn’t decide whether to helpChau with the money her mum had given to her.

3. . Nick wondered where to get those

traditional handicrafts.

4. . Phuc had no idea who to turn to for help with his homework.

5. . Hoa was not sure when to break the sad news to him

Activity 5. Production

Goal: Ss can talk about real si tuations using everyday English

- Ask Ss to discuss in pairs and choose the suitable words/phrases to complete the talks. After checking their answers, have some pairs act out the mini-talks.

7 . Choose the suitable words/phrases to complete the mini-talks.

Key:

1. . As far as I know

2. . what to do

3. . Cool

4. . No worries

5. . If I were in your shoes

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

*Chatting

T asks some questions

Ss answer the questions.

• What should you say to others who have problems?

• How do they feel after that? T introduces the lesson

Activity 2. Reading

Goal: Help Ss know how to re ad and answer the questions

• Have Ss read the letters silently. T clarifis anything they do not understand. - Choose Ss to read the letters aloud sentence by sentence.

• Correct their pronunciation.

• Then Ss do the exercise in pairs.

• T corrects as a class.

1 . Read the two letters:

a. Underline the phrasal verbs in the letters and say what they mean.

Key:

• found out: got information - face up to:

deal with

• go on with: continue - keep away from: avoid

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

Key:

1 . F 2. T 3. T 4. T 5. F

Activity 3. Speaking

Goal: Help Ss talk about given topics

- Ss work individually f irst. Have them read all three situations and think of the one that interests them the most. Then they talk in groups. Give them a few minutes to prepare what they want to say. Encourage them to use the language they have learnt.

Go around and give assistance if need be.

2 . Talk in groups. Prepare a one-minute talk. Choose one of the following topics.

Activity 4. Listening

Goal: Help Ss know how to lis ten and answer the questions

• Play the recording once. Ss listen and write their answers.

• Play the recording again for Ss to check.

Explain any difficult words if necessary.

3 a. Listen to the conversation and answer the questions.

Key:

1. . In a (little) town.

2. . In a city.

• Play the recording again once or twice, or as required. Ss write down the words/ phrases as they hear them.

• T checks.

b. Listen again and complete the sentences.

Key:

1. . a stranger

2. . at night

3. . downtown

4. . entertainment

Activity 5 . Writing

Goal: Help Ss know how to a letter to your pen friend about your last visit t o a craft village

• Before Ss write, brainstorm Ss’ ideas about a craft village (or a place of interest they have been to if they haven’t been to a craft village). Tell them to look at the cues given; note, they will need modifying slightly for a place of interest. Encourage them to use the words/phrases they have learnt in the units.

• Give Ss time to do the writing task. Then have them swap their work with a partner to check before handing it in.

• Collect their papers to check at home.

4 . Write a letter to your pen friend about your last visit to a craft village.

You can refer to the following:

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the le sson and to lead in the new lesson.

• Show some pictures in the past and introduce to Ss.

• Ask them to give the comments.

Activity 2. Presentation.

Goal: Ss can understand the topic of conversation and structure: “used to an d wish”

T asks Ss to look at the title of the conversation and the picture. Ask them some questions:

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

• How do you understand the title ‘ Preserving the past ’ ?

Ss answer the questions as a class. T plays the recording and has Ss follow along.

1 . Listen and read.

T retells the form and the use of ‘Used to’.

Ss copy and give examples

T introduces Wishes for the present. Ss copy and give examples

T explains the words that Ss don’t understand.

* Grammar:

• Used to Eg:

• Your grandfather used to make one for me.

• Wishes for the present:

• I wish there were movie teams like that now

Activity 3. Practice

Goal: Ss can understand a conversation about life in the past and and answer the

quest ions

T asks Ss to work independently.

Then allow Ss to share answers. Ss work independently and share their answer with their friends.

T checks their answers as a class.

T ask them to do exercise b.

Ss do exercise.

T corrects the mistakes

T has Ss work independently to find the most suitable response to each item. Then T asks them to practise with their partner. Ss work in pairs

T checks as a class and explains the answers where necessary.

a. Read the conversation again and answer the questions.

Key:

1. . Fathers make kites for sons.

2. . Once every two months.

3. . They used to come early, trying to get a place near the screen.

4. . Only wealthy households.

5. . Yes, he does. He said: “Sometimes I wish I could go back to that time.”

2. Match the expressions from the conversation with their meanings.

Key:

1 . c 2. a 3. d 4. b

2. Choose suitable expressions from 1b to complete the short conversations.

Key:

1. . Sure.

2. . I can’t imagine that.

3. . How cool!

4. . I wish I could go back to that time.

5. . How cool!

6. . I can’t imagine that.

T makes sure Ss understand the meaning of the words/phrases in the box.

T asks them to give some examples to show that they understand the phrase ‘technological changes”.

Ss then work independently to complete the sentences. Have them share their answers in pairs.

T elicits the answers from the whole class.

2 . Use the words/phrases in the box to complete the sentences.

Key:

1 . a 2. d 3. c 4. b 5. e 6. f

Activity 4. Fur ther practice Goal: Ss can talk ab out the past events

T has Ss work in small groups to come up with as many past events and practices in their areas as possible.

Time: 4 minutes

T has them present the list they have made to the class.

3 . Make a list about some of the past events and practices in your area.

Then present them to the class.

Example:

Women in Hue used to go swimming at the beach fully clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went out, to stay at home as housewives, ...

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the les son and to lead in the new lesson.

- Ask Ss to show the pictures about life in the past that they collected at home before class and talk the content of the pictures. - Then they change the pictures each other.

Activity 2. Pre sentation

Goal: Ss can use vocabularies relat ed to the topic "life in the past".

T teaches some vocabulary words

Ss copy and read

T explains the pronunciation of an auxiliary verb combines with another verb.

Ss listen and remember.

1 . Vocabulary

• preserve

• bare-footed

• illiterate

• vendors

• seniority

• behaviour

2 . Pronunciation

- An auxiliary verb combines with another verb to help form the tense, mood, voice of the main verb. They are: be, have, do, can, shall, will, may, must, need, used (to) - An auxiliary verb is not usually stressed

Eg: Does he like it?

Activity 3. Practice

Goal: Ss can use vocabularies related to the topic "life in the past" and pronounce Stress on auxiliary verbs in sentences

T asks Ss to do the matching individually. Then allow them to share their answers with a partner.

Ss work individually T checks as a class.

T asks Ss to work individually. Choose the correct answer for each sentence first. They then read the sentence carefully to determine the form and the tense of the verb.

T checks the answers as a class.

T has Ss work individually. Then they can exchange their answers with a partner.

Check as a class.

Ss make new sentences using these words and phrases.

T asks Ss to read the definitions before doing the task.

T has Ss read each sentence and decide what part of speech is missing from the sentence.

For example, sentence 1 needs a noun because this word stands after article ‘a’.

They then complete all the sentences.

- Confirm the correct answers as a class.

T plays the recording.

Ss listen and underline the stressed auxiliaries. They then repeat the sentences with a focus on the stressed ones.

1. . Match a verb in A with a word/phrase in B.

Key:

1 . f 2. g 3. b 4. a 5 . c 6. e 7. h 8. D

2. . Complete the sentences.

Key:

1. . kept a diary

2. . entertain themselves

3. . preserve our traditions

4. . Use your imagination

5. . acting out stories

6. . collect the post

7. . going bare-footed

8. . dance to drum music

3 . Choose a word/phrase from the box to complete the sentences.

Key:

1. . seniority

2. . illiterate

3. . street vendors

4. . strict rules

5. . Physical

6. . face to face

4 . Complete the sentences with the right form of the words below.

Key:

1. . habit

2. . behaviour

3. . tradition

4. . habit

5. . practice

6. . behaviour

5 . Listen and underline the auxiliary verbs which are stressed.

Then practise saying the sentences. Key:

3. did

4. hasn’t .

5. don’t 6. do .

T has Ss work individually to stress the auxiliaries. Then play the recording. Ss listen, check, and say the sentences.

Ss listen and

T calls on some Ss to say the sentences individually.

6 . Underline an auxiliary if it is stressed. Then listen, check, and repeat the sentences.

Key:

1. couldn’t.

2. have

4. aren’t / can’t / can

5. doesn’t - Don’t does

Activity 4. Furt her practice

Goal: Ss can review some vocab ulary words they have learnt.

+ Work in groups

• Divide the class into 2 teams

• Make sentences with the words they have learnt.

• Team with more right sentences will won

T corrects and gives feedback

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

T asks Ss:

When do we use ‘used to’?

Ss answer

T introduces the lesson

* We use “Used to” and “didn’t use to”

V to talk about an activity that repeatedly happened in the past.

Activity 2. Presentation

Goal: Ss can review the structure: used to

T has Ss work individually. Then ask them to exchange their answers. Correct

2 . Use used to or didn’t use to with the verbs from the box to complete the sentences.

them as a class.

- T asks Ss to read the conversation in

GETTING STARTED again and look for sentences containing wish . Ask them to underline the main verbs in the sentences and answer the questions.

Elicit the rule for the main verbs in the wish sentences for the present. Then have them read the Look out! box. T may write the rule on the board.

T gives the structure: Wishes for the present.

Ss copy and give example

Key:

1. . used to be

2. . didn’t use to transport

3. . used to dye

4. . used to kill

5. . used to pull out

6. . didn’t use to spend

3 . Read and underline the main verbs in the wish sentences. Then answer the questions.

Key:

1. . for the present

2. . the past simple and past continuous

Activity 3 . Practice

Goal: Ss can do exercise u sing wishes for the present.

• T has Ss do this exercise individually.

They may refer to the rule on the board. - T checks the answers as a class.

• T has Ss look at the prompts first and decide whether the sentence is a wish for the present/future or for something happening right at that moment. They then choose the appropriate tense for each sentence.

• T asks them to write out the sentences in full. Let Ss share their work with their partner.

T checks as a class.

4 .Tick ( ) if the sentence is correct. If the sentence is not correct, underline the mistake and correct it.

Key:

Correct: 1 and 4 Incorrect:

2. . will → would

3. . can → could

5 . don’t → didn’t 6 . is → was/were

5. Make up wishes from the prompts. Key:

1. . I wish we could communicate with animals.

2. . I wish no child was/were suffering from hunger.

3. . I wish I was/were playing on the beach.

4. . I wish there was/were/would be no more family violence in the world. 5 . I wish I was/were going bushwalking with my friends.

6 . I wish there were four seasons in my area

Activity 4. Fu rther practice

Goal: Ss can talk sentences by using “ Wishes for the present” about themselves

T asks Ss make sentences by using “Wishes for the present” about themselves Ss practice

*Groupwork:

• Divided the class into two teams

• Team 1: to make some sentences

with used to

• Team 2: to make some sentences with Wish

• Time: five minutes.

• The group with the most correct sentences is the winner.

Eg: I wish I have a car

Teacher ’s and students ’ activities

The main contents

Activity 1.W arm up

Goal: To attract Ss’ attention to the les son and to lead in the new lesson.

- Ask Ss to talk about what they know about past practices.

Activity 2. Pre sentation

Goal: Ss can know some voc abulary words in the text

T teaches some vocabulary words

Ss copy and read

T asks Ss to discuss and answer the questions in part 1a. Note: There are no wrong answers at this stage.

Ss discuss the questions in pairs

Ss read the stories individually as quickly as possible and checks the answer.

1 . Extra vocabulay

Downtown

Domed

Remote

Arctic

Igloo

Ex 1. Read and answer the answer

* Answer

1. ⇒ It collects stories about the past to help people understand more about life in that time.

2. ⇒ I think the elderly sent in the stories to the competition.

3. ⇒ The first story is about work of a postman in a remote area and the second one is about life and traditions in Baffin Island long time ago.

Activity 3. Practice

Goal: Ss can understand the stories and gain a deeper understanding of what life was like for people in the stories.

• T has Ss read the definitions and look for the words in each story.

Ss do this in pairs

• This task encourages Ss to use their critical thinking skills to find explanations for the questions.

• Ss will consequently gain a deeper understanding of what life was like for these people.

• Have Ss work in groups. Encourage them to use their imagination and background knowledge to explain some information from the stories. Ss then share their opinions with the class. - T acts as a facilitator.

• Have Ss work in groups to match the responses with the stories. Ask them to underline the key words in the responses which help them do the matching.

Ex2. Read the stories and find the words which mean:

Key:

1. . illiterate

2. . pass on

3. . treat (someone)

4. . block

5. . survive

6. . dogsled

Ex3. Discuss the questions.

Suggested answers:

1. . It was difficult to reach the villagers on the mountain./There were no other means of transport available.

2. . There was no school in the villages./The nearest school might be too far away.

3. . There were no other materials available in that deserted land./There were no easy means to transport materials from other places to the island.

4. . It was impossible to build a big house with several rooms in the ice and snow./ People felt safer living in communal groups.

Ex4. Which responses relate to which story?

Key:

Story 1: 2 , 4

Story 2: 1 , 3, 5

Activity 4. Furt her practice

Goal: Help Ss write and present a story for the Looking Back competition

• Ask Ss to work in small groups and work out a story of their own. Make sure Ss include the necessary information in the story as suggested in the task.

• Each group then presents the story to the class.

• The rest of the class can ask questions about the topic.

Ex 5. Work in groups. Work out a story for the Looking Back competition.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To review some activities to ente rtain themselves and to lead in the new less on.

T asks Ss to brainstorm how teens entertained themselves in the past compared to the present. Make notes of the activities in two lists and leave them on the board while the class reads the conversation in 2.

* Questions

+ The way children entertain themselves in the past?

• playing football

• riding bikes

• flying kites

• meeting and talking face to face

...

+ The way teenagers entertain themselves nowadays

• talking on the phone

• playing video games

• watching TV

• listening to music

T asks Ss to answer two questions in their book

Ss answer the question

T introduces the lesson

...

Ex 1. Think.

• Past: Often play physical activities in the fresh air.

• Now: Often play indoors activities, modern games

Activity 2. P resentation

Goal: Ss can know some v ocabulary words in the text

T teaches some new words

Ss listen and copy

T asks Ss read the new words Ss read

I. Vocabulary

Physical activities

Obesity

Stay in shape

Street vendors

Household

Activity 3. Practice

Goal: Ss can read information about child ren’s pastimes in the past and answer the questions and know how to ask and answer about the pastime

T has Ss read the conversation individually and answer the questions.

Ss read

T checks Ss’ answers as a class. Ask Ss to show where the information for each answer appears.

T asks Ss to go to go around to the class to ask and answer about their pastime.

Ss go around to the class to ask and answer about their pastime. T observes and remarks.

T asks Ss to read the habits which have been long practised by children in Viet Nam.

Ss read

II. Reading

Ex2. Answer the questions.

Key:

1. . They used to play outdoors, in the fresh air.

2. . They met and talked face-to-face.

3. . It kept them healthy and in shape.

4. . At home.

5. . You had to use your own imagination.

6. . No, they didn’t.

III. Speaking Eg:

T: What do you do in your pastime?

S: I often watch TV.

T: Do you like keeping a diary?

S: Yes. I like keeping a diary.

Because I can write my feelings and my private thoughts in it.

Ex 4. Discuss habits of children in Viet Nam? Would you like to preserve them?

Eg: 1 . hand -written homework

T asks Ss to discuss these the habits in

groups (3 people)

Ss discuss

T asks Ss to take note their friends’ answer.

T should move around the groups and offer guidance.

T: What do you think about the hand - written homework?

Ss: It can prevent students from copying the answer from internet but it is also inconvenient and time-consuming. Especially, students that have bad hand-writing can get bad mark just because teacher cannot understand what they wrote. Therefore, I don’t want to preserve it.

2. ⇒ I want to preserve it because it’s also a good physical activity for children that helps them to be healthier and shape.

4. ⇒ I don’t want it to be preserved.

Sometimes, children should be allowed to speak up, to give their opinions so that parents can understand their children more.

Activity 4. Fu ther practice

Goal: Ss can talk activities they entertain themselves every day and give the reason w hy.

T asks Ss to talk activities they entertain themselves every day and give the reason why.

Ss talk

T corrects

T moves around the class. If something interesting is expressed, T may wish to bring the whole class together to discuss it.

Eg:

Every afternoon I often play football with my friends. Because it helps me provide my healthy and stay in shape I often read newspaper in the library in my school.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To attract Ss’ attention to the l esson and to lead in the new lesson.

T asks Ss to look at the picture on p.47 and asnwer the qs.

Ss answer the questions

T introduces the new lesson.

*Chatting.

• What can you see in the picture?

• What are they doing?

Activity 2. Presentation

Goal: Help Ss listen for specific info rmation about school life in the past.

• T asks Ss to look at the old photo again and read the introduction to the listening and the questions.

• T may even decide to do a prediction task by asking Ss to guess if each statement is true or false before listening. - T then plays the recording and Ss tick

I. Listening

1 . Listen and decide if the statements are true (T), false (F), or not given (NG).

Key:

1 . F 2. T 3. T

4 . NG 5. F 6. T

( √) the answers. T can play the recording at least twice.

• Elicit the answers from Ss. Ask them to explain their answers.

• Confirm the answers as a class.

• Have Ss read the questions first to determine which information they need to fill the blanks.

• Ss then listen to the recording again and write their answers.

• T checks the answers as a class.

2 . Listen again and fill the blanks with the correct information. Key:

1. . 15

2. . bare-footed

3. . maths, history (in any order)

4. . strict rules

5. . extra classes

Activity 3. Practice

Goal: Help Ss write a description of h ow children in the past studied without techn ology.

- Ss may work in groups of three or four. Together they make a list of the facilities they are using for their studies. They then tick the ones they think were not available about twenty years ago. - T may have the groups write their lists on board. Leave the list there for 4.

T asks Ss to work individually, referring to the framework while they are writing. If time allows, T can ask some Ss to share their writing with the class.

Ss write.

T observes and corrects.

II. Writing

3 . Make a list of the facilities you are using for your studies nowadays. projector: máy chiếu

• computer: máy tính

• USB

• Library

• Laptop/ Mobile

4 . Write a short description of how students in the past studied without that facility.

Sample writing:

It is most likely that students twenty years ago were not able to enjoy the Internet in their studies. That’s why it took them a lot of time, energy, and even money, to do a project that we can now easily complete in one or two days. For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was

useful for their assignment. They would also have to meet with some old people and talk to them about the past. At home, they had to hand-write their assignment, possibly with a lot of erasing and rewriting of the first draft. After finishing the draft, they had to write a clean copy on another piece of paper for submission.

Activity 4. F urther Practice Goal: Ss can talk a bout life in the past

T asks Ss to talk about life in the past

Ss talk

T corrects

Eg:

When I was young, I used to fly a kite.

….

Teacher ’s and students ’ activities

The main contents

Activity 1 . Warm up Goal: To w arm up the class

T asks Ss to talk about how students in the past studied without that facility

Ss talk

T corrects

Eg:

When I was young, I used to fly a kite.

….

Activity 2. Presentation

Goal: Help Ss review some words relat ed to topic: Life in the past

• Have Ss complete this exercise individually.

• Check their answers as a class.

• Ss work individually. They can then check with their partner. Confirm the correct answers.

• Have Ss complete this exercise individually.

• Check their answers as a class.

I. Vocabulary

1 . Choose the best answer A, B, or C to complete the sentences.

Key: 1 . B 2. A 3. C 4. A 5. B 2 a. Match the verbs in A with their definitions in B.

Key: 1 . b 2. e 3. a 4. c 5. d

b. Use the verbs in A in their correct forms to complete the sentences.

Key:

1. . acting out

2. . die out

3. . preserve

4. . collecting

5. . entertains

Activity 3. Practice

Goal: Help Ss review the st ructure: Used to and wish

- Ss complete this task independently. Discussion may sometimes be necessary to decide if a thing was/was not practised

II. Grammar

3. Write true sentences about the practice of the following things in the past, using used to and didn’t use to .

Suggested answers:

1 . Men used to be the bread winner of the

in the past. Only then can they form the correct answers.

• Check as a class.

• Have Ss complete the exercise independently.

• Have them share their wishes with the class.

• Encourage Ss to use their imagination and work out wishes for the situation. - Have them share their answers with the class.

family.

2. . Women didn’t use to go to work.

3. . People didn’t use to travel on holiday.

4. . Families didn’t use to be nuclear. 5 . People used to make banh chung at Tet themselves.

6 . Children used to play outdoor games. 4 . Read these situations and write wishes you want to make for them.

Suggested answers:

1. . I wish my village had access to clean piped water.

2. . I wish there was/were a bridge over the river, so we did not have to cross the river by boat twice a day to school. 3 . I wish there was/were an organization for social activities for teenagers in my town.

4. . I wish I was/were tall enough to play basketball.

5. . I wish there were four seasons in my area./ I wish we had spring and autumn in my area.

5 . Look at the picture and finish the boy’s wishes.

Suggested answers:

1. . I wish it would stop raining.

2. . I wish the wind weren’t blowing so hard.

3. . I wish the sun were shining.

4. . I wish I were sitting in a warm house.

Activity 4. F urther practice.

Goal: Help Ss rearrange the sentences t o make a meaningful conversation and practise talking, then kno w how to do the project.

• Ss work in pairs or small groups to complete the exercise.

• Check as a class.

• Then they can practise the conversation with their best pronunciation and fluency. - Ask Ss to complete the self-assessment. Discuss as a class what difficulties remain and what areas Ss have mastered.

* Project.

III. Communication

6 . Rearrange the sentences to make a meaningful conversation.

Key:

Order: 1-4-5-2-9-7-8-6-3

IV. Project.

Preserving the past

This project aims to encourage Ss to do more research about the past with a focus on traditions and habits which are dying out.

Divide Ss into groups of four to five and instruct them on what they have to do. Encourage them to interview previous generations – either members of their family or neighbours. Tell them to

• choose the pastime they most appreciate and would most like to preserve

• explain their choice

• work on a plan of how they can help to preserve it

Have Ss present their posters in the next lesson. When all the groups have given their presentations, the whole class can vote for the best.

physical

technological changes

street vendor

traditions

events

illiterate

generation

seniority

a special occasion

loudspeaker

face to face

kept a diary

preserve

stay in shape

bare -footed