Teaching date: 9A………………….
Period 1:
UNIT 1: LOCAL ENVIRONMENT
GETTING STARTED
I. Objectives:  By the end of the lesson, students will be able to:
- Extend and practise vocabulary related to traditional crafts and places of
interest in an area.
        - Interact a conversation about traditional crafts and places of interest.
1. Knowledge:  
- Vocabulary:  related to traditional crafts and places of interest.
- Structure: Phrasal verbs.
2. Skill: Listening, reading and speaking.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest
in their area.
4. Competence development orientation:
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher: Text book, plan, computer.
2. Students': Books and notebooks.
III. Procedures:
Teacher's and students' activities
The main contents
A. 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
*Introduction.
'Local environment'. Ask Ss to guess
            'Local environment'
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.
B. Presentation
Goal: Ss can know some vocabulary related to the topic : local environment.
T asks Ss to look at the picture and
1. Listen and read
answer the questions
• Who and what can you see in the picture?
Ss answer the question
• Where are they?
T lets Ss listen to the dialogue and
• What do you think the people in the picture are
read
talking about?
Ss read the dialogue in groups.
a.  Can you find a word/phrase that means:
T asks Ss to work independently to
Key:
find the words/phrases with the given
1. craft            
meanings in the dialogue.
2. set up          
Ss share their answers before asking
3. take over
them to discuss as a class.
4. artisans      
Ss write the correct answers on the
5. attraction    
board.
6. specific region            
T corrects
7. remind        
T asks Ss to read words and phrasal
8. look round
1

verbs.
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

C. Practice
Goal: Help Ss understand a dialogue about a visit to a traditional craft village and answer the
question
T asks Ss to read the questions to make b. Answer the following questions.
sure they understand them. Ask them
Key:
firstly to answer the questions without
1. They are at Phong's grandparents' workshop in
reading the dialogue again. Ss exchange Bat Trang.
their answers with  classmates.
2. It is about 700 years old.
Ss read and answer the questions and
3. His great-grandparents did.
then share their answers with
4. Because people can buy things for their house
classmates
and make pottery themselves there.
T corrects
5. It's in Hue.
6. Because the handicrafts remind them of a
specific region.
D. Further practice
Goal: Helps Ss know and use some words and phrasal  about traditional handdicrafts
2. Write the name of each traditional
T asks Ss to match some traditional
handicrafts of different regions in the
handicraft in the box under the picture.
box under the pictures.
Key:
Ss match and compare their answers in
A. paintings                
pairs.
B. drums
T asks Ss to read words and phrasal
C. marble sculptures    
verbs.
D. pottery
T asks  Ss to complete the sentences
E. silk                          
with the words/phrases in 2.
F. lacquerware
Ss to write their answers on the board.
G. conical hats            
T confirms the correct answers.
H. lanterns
T may check Ss' short-term memory by 3. Complete the sentences with the
asking some questions to know words/ phrases from 2 to show where in
information about the places where the Viet Nam the handicrafts are made. You
handicrafts are made
do not have to use them all.
Have Ss close their books.
Key:
1. conical hat
2. lanterns
3. silk
4. paintings
5. Pottery      
6. marble sculptures
*Questions
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?
2

4. On the Tet holiday, What do Hanoians buy at
Dong Ho village?
5. Where is the famous pottery?
…
E. Production
Goal: Helps Ss know some places of interest by doing the quiz
T asks Ss to work in pairs to do the quiz. 4. QUIZ: WHAT IS THE PLACE OF
The pair which has the answers the
INTEREST?
a. Work in pairs to do the quiz.
fastest is invited to read out their
answers. Elicit feedback from other
Key:
pairs. Confirm the correct answers.
1. park              
*Groupwork:
2. museum      
- Divide the class into 6 groups
3. zoo
- Write 3 similar quiz about places of 4. beach            
interest.
5. beauty spot
 - Time: five minutes.
b. Work in groups. Write a similar quiz
- When time is up, ask the first group to about places of interest. Ask another
read out a question in their quiz. Ss from group to answer the quiz.
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.
* Homework. 
- Learn new words.
- Find some traditional crafts which they know.
- Find some places of interest in your area.
- Prepare: A closer look 1
Teaching date: 9A………………….
UNIT 1: LOCAL ENVIRONMENT
Period 2: A CLOSER LOOK 1
I. Objectives: By the end of the lesson students will be able to:
- Practice vocabulary related to traditional crafts and places of  interest.
        - Practice Stress on content words in sentences.
1. Knowledge:  
- Vocabulary: related to traditional crafts and places of interest.
- Pronunciation: Stress on content words in sentences
2. Skill: Improve their listening skill, writing skill and pronunciation.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest
in their area.
4. Competence development orientation:
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher: Text book, plan, computer.
2. Students': Books and notebooks.
III. Procedures:
3

Teacher's and students' activities

The main contents

A.Warm up
Goal: To attract Ss' attention to the lesson and to lead in the new lesson.
T asks Ss call out some traditional
* Network.
crafts which they know
embroider                                     carve 
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.
B. Presentation
Goal: Help Ss know stress on content words in sentences
T explains  how to stress in English (Part 1. Pronunciation
b).
5a. Listen and answer the questions.
T lets Ss listen to the tape and answer the Key:
questions.
1. Sentence 1: craft, village, lies, river, bank
T calls some Ss to give the answers and
Sentence 2: painting, embroidered
give feedback. Play the recording again
Sentence 3: what, region, famous
for Ss to repeat the sentences.
Sentence 4: drums, aren't, made, village
T asks Ss to listen to the tape and
Sentence 5: famous, artisan, carved, table,
underline the content words in the
beautifully
sentences.
2. They are: nouns, verbs, adjectives, adverbs,
Ss listen to the tape and underline the
wh-question words, and negative auxiliaries.
content words in the sentences.
3. Sentence 1: the, on, the
T corrects
Sentence 2: this, is
Ss listen and repeat.
Sentence 3: is, this, for
Sentence 4: in, my
Sentence 5: a, this
4. They are: articles, prepositions, pronouns, and
possessive adjectives.
6a. Underline the content words in the
sentences.
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.
C. Practice
Goal: Ss know more the verbs to talk about crafts and know places of  interest in their
area.
T asks Ss to write the verbs in the box
2. Vocabulary
under the pictures.
1. Write the verbs in the box under the
Ss work individually to do this exercise
pictures. One of them should be used twice.
and then compare their answers with a
Key:
classmate. and quickly write them on the A. cast            
board.
B. carve        
T corrects
C. embroider
T asks Ss to read the words.
D. weave        
4

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
T asks Ss to write the correct verb forms
in the past and past participle.
Ss write their answers on the board.
T corrects

E. mould      
F. weave
G. knit
2a. 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
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
D. Further practice
Goal: Ss can understand more deeply and use the verbs correctly.
*Groupwork
3. Complete the word web.
- Divide the class into 6 groups
Suggested answers:
- Organize a competition for this
- Entertaining: cinema, department store,
activity.
restaurant, café, theatre, opera house, club, park,
- Time: five minutes.
zoo...
- T may prepare some large pieces of
- Cultural: opera house, museum, craft village,
paper for the groups to write their
historical building, theatre, market, craft village...
answers on.
- Educational: library, museum, theatre...
- Ss write down as many places of
- Historical: building, temple, shopping district,
interest in the word web as possible.
market, beauty spot, craft village...
- The group with the most places is the
4. Complete the passage by filling each blank
winner.
with a suitable word from the box.
- The winning group presents their
Key:
words/phrases. Other groups tick the
1. historical      
similar words/phrases they have and add 2. attraction
more if they can.
3. exercise      
T asks Ss to complete the passage by
4. traditional
filling each blank with a suitable word
5. culture          
from the box.
6. handicrafts
Ss individually do the exercise.
T corrects
E. Production
Goal: Ss can talk about crafts and 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
*  Homework.
- Learn new words by heart.
- Practice vocabulary and pronunciation again.
- Guide Ss how to do EX in WB.  
-  Prepare:  A closer look 2
5

Teaching date: 9A………………….
UNIT 1: LOCAL ENVIRONMENT
Period 3: A CLOSER LOOK 2
I. Objectives:  By the end of the lesson students will be able to:
- Use the lexical items related to traditional crafts and places of interest.
- Use complex sentences and phrasal verbs
- Practice doing exercises with verbs of liking.
1. Knowledge:  
 - Vocabulary: Review
        - Structure: complex sentences and phrasal verbs 
2. Skill: Writing.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest
in their area.
4. Competence development orientation:
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher: Text book or softbook, projector.
2. Students': Books and notebooks.
III. Procedures:
Teacher's and students' activities
The main contents
A.Warm up
Goal: To attract Ss' attention to the lesson and to lead in the new lesson.
- Ask Ss to remember the subordinator.
*Network.
- Divide Ss into 4 groups, which groups although                                     while
write more in 2' is winner.
*Complex sentences: review
B. Prerentation
Goal: Help Ss review complex sentences and do exercises
T explains types of dependent clause.
1. Complex sentences
Give example with although, when, so
1. Underline the dependent clause in each
that, and because.
sentence below. Say whether it is a dependent
Ss listen and copy
clause of concession (DC), of purpose (DP), of
T asks Ss to do exercise 1: Underline
reason (DR), or of time (DT).
the dependent clause with these
Key:
subordinators.
1. When people talk about traditional paintings →
Ss do this exercise individually. Name
DT
the dependent clauses on the board.
2. so that she could buy some bai tho conical hats
T corrects
→ DP
T asks Ss write the complex sentences
3. Although this museum is small → DC
individually and then compare them
4. because we have space to skateboard → DR
with a partner. Have two Ss write their
5. before they make the drumheads → DT
sentences on the board.
2. Make a complex sentence. Use the
- Each student writes two or three
subordinator provided and make any
sentences.
necessary changes.
- Ask other Ss to give feedback.
Key:
- Confirm the correct answers.
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
6

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.
3. Practice
Goal: Help Ss know and use phrasal verbs.
T asks Ss to read the sentences taken
3. Read and answer the questions.
from the conversation in GETTING
Key:
STARTED, paying attention to the two
1. set up: start something (a business, an
verb phrases. Have them answer the two organisation, etc.)
questions orally as a class.
take over: take control of something (a business,
*Groupwork
an organisation, etc.)
- Divide the class into 4 groups
2. No, the individual words in the verb phrase do
- Organize a competition for this
not help with comprehension. This is why they are
activity.
sometimes considered difficult.
- Time: five minutes.
4.  Match the phrasal verbs in A with their
- Call out any phrasal verbs they know
meaning in B.
and have them explain the meaning of
Key:
these verbs.
1. c         2. g          3. f          4. a  
- The group with the most phrasal verbs 5. h         6. b          7. e         8. d
is the winner.
5. Complete each sentence.
T asks Ss to match the phrasal verbs in A Key:
with their meaning in B.
1. face up to        
Ss do this exercise individually, and then 2. turned down
compare their answers with a classmate. 3. passed down  
Check Ss' answers and confirm the
4. live on
correct ones.
5. close down      
T asks Ss to complete each sentence
6. did ... come back
using the correct form of a phrasal verb
in 4.
Ss do this exercise individually. Elicit
the answers and give correction.
4. Further Practice
Goal: Ss can practise more using phrasal verbs
T asks Ss to do exercise 6. Tell Ss that
6. Complete the second sentence so that it has a
all the phrasal verbs used in this exercise similar meaning to the first sentence, using the
have been presented in this lesson.
word given.
Ss write the sentences individually and
Key:
then compare their answers with a
1. Where did you find out about Disneyland
classmate.
Resort?
T calls on five Ss to write their sentences 2. When did you get up this morning?
on the board. Other Ss and T give
3. I'll look through this leaflet to see what
feedback.
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!
E.        Further Practice
Goal: Ss can make sentences with phrasal verbs
T asks Ss make sentences with phrasal
7

verbs
Ss do it
T corrects the mistakes
* Homework.
- Make  7 sentences to use complex sentences and find 10 phrasal verbs
- Complete the exercises part writing in exercise'sbook.
-  Prepare:  Communication.
Teaching date: 9A………………….
UNIT 1: LOCAL ENVIRONMENT
Period 4: COMMUNICATION
I. Objectives: By the end of the lesson students will be able to:
- Talking about arranging a visit to a place of interest in the region.
1. Knowledge:  
- Vocabulary: Extra vocabulary. 
- Structure: Review
2. Skill: Speaking, writing.
3. Attitude: Students will be aware of protecting places of interest in their area.
4. Competence development orientation:
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher's: Textbook, computer.
2. Students': Textbook and notebooks.
III. Procedures:
Teacher' and students' activities
The main contents
A.Warm up
Goal: To attract Ss' attention to the lesson 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?
B. Presentation
Goal: Help Ss listen and complete a plan a day out to a place of interest for their class.
T teaches some extra vocabulary
*Vocabulary.
Ss read and copy
- team-building
T encourages Ss to share the
- turn up: arrive
experience of preparing for a class trip
- set off : begin a journey
by asking the questions: what should
1. Listen and complete their plan by filling
you do to prepare for a class trip.
each blank with no more than three words.
Ss discuss and answer the question
Key:
T introduces the table: A day out
1. Green Park          
And then asks Ss to listen to the tape
2. bus          
about and complete  their plan by
3. 8 a.m.
filling each blank with no more than
4. own lunch          
three words
5. supermarket
Ss listen and complete
6. team-building    
7. quizzes    
8. painting village  
9. make      
8

10. 5 p.m.
C. Practice
Goal: Help Ss talk about arranging a visit to a place of interest in the region.
*Groupwork
2. Work in groups to discuss the plan for this
- Divide the class into 4 groups.
day out. Make notes in the table.
- 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
 
D. Further Practice
Goal: Ss can present a plan a day out to a place of interest for their class
- Move around to observe and give help 3. Present your plan to the class.
if necessary. Inform the groups that they Which group has the best plan?
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.
E. Production
Goal: Ss can to talk about arranging a visit 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
* Homework.
- Learn new words/ workbook: C. Speaking                  
- Prepare next lesson: Unit 1- Skills 1.
Teaching date: 9A………………….
UNIT 1: LOCAL ENVIRONMENT
Period 5: SKILLS 1
I. Objectives: By the end of the lesson students will be able to:
- Read for general and specific information about a traditional craft village.
- Discuss local traditional crafts, their benefits and challenges
1. Knowledge:  
- Vocabulary: Vocabulary about traditional crafts.
- Structure: Review.
2. Skill: Speaking, reading.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest
in their area
4. Competence development orientation:
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher's: Textbook, plan.
9

2. Students': Textbook and notebooks.
III. Procedures:
Teacher's and students' activities

The main contents

A.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.
B. Presentation
Goal: Ss can read for general and specific information about a traditional craft village
T has Ss do this activity in pairs. One 1. Reading
student looks at Picture A on page 12 1. Ask each other questions to find out the
while the other looks at Picture B on similarities and differences between your
page 15. They ask each other questions pictures.
to find out the similarities and Suggested answers:
differences between the two pictures. - Similarities: conical hat, string
They can focus on the colour and - Differences: Picture A: light green, pictures
decoration of the hats.
between layers, blue string, look lighter
Ss work in pairs
Picture B: white, no decoration, pink string, look
 
heavier
T asks Ss to read the titles in the box
2. Read and match the titles with the
quickly. And match them with  the
paragraphs.
paragraphs.
Key:
Ss do exercise 2 and compare their
1. C 2. A 3. B
answers with a classmate.
T corrects
C. Practice
Goal: Ss can understand information about a traditional craft village and do exercises.
T asks Ss to read the passage again to
3. Read the text again and answer the questions.
answer the questions.
Key:
Ss compare their answers before giving 1. Because it is the birthplace of the conical hat in
the answers to T.
Hue.
T asks them to give evidence when
2. It's 12 km from Hue City.
giving the answers.
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.
D. Further Practice
Goal: Help Ss talk about benefits and responsible for promoting traditional crafts.
T asks Ss to read the ideas. Explain any 4. Read  and decide the benefits of traditional
points they are not sure about.
crafts (B) or challenges that artisans may face
Ss read and decide the benefits of
(C).
traditional crafts (B) or challenges that
Key:
artisans may face (C)
1. B 2. C 3. B 4. C 5. C 6. B
T elicits Ss' opinions as a class.
Other benefits: creating national/ regional pride,
T asks Ss to add some more benefits and helping develop tourism, helping improve local
challenges.
infrastructure and services, creating cohesion
10

between craft families and communities.
Other challenges: limited designs, natural
resources running out, competition from other
countries
E. Production
Goal: Ss can Dicuss about responsible for promoting traditional crafts in your area
*Groupwork:
5. Dicuss about responsible for promoting
- Divide the class into 4 groups.
traditional crafts in your area. Propose an
- Work out an action plan to deal with
action plan to deal with the challenges.
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.
* Homework.
.- Prepare next lesson: Unit 1. Skills 2
 
Teaching date: 9A………………….
UNIT 1: LOCAL ENVIRONMENT
Period 6: SKILLS 2
I. Objectives: By the end of the lesson students will be able to:
- Listen for specific information about places of interest in an area
- Write an email to give information about places of interest in an area and things
to do there.
1. Knowledge:  
- Vocabulary: Vocabulary about places of interest.
- Structure: Review.
2. Skill: Listening, writing.
3. Attitude: Students will be aware of protecting  places of interest in their area.
4. Competence development orientation:
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher's: Textbook,computer.
2. Students': Textbook and notebooks.
III. Procedures:
Teacher's and students' activities
The main contents
A. Warm up
Goal: To attract Ss' attention to the lesson 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.
B. Presentation
Goal: Help Ss listen for specific information about places of interest in an area and answer
the questions.
T asks Ss to look at the pictures and
1. Listening
describe what they see in each of them.
1. Describe what you see in each picture. Do you
11

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.

know what places they are?
Key:
A. Ha Noi Botanical Garden
B. Bat Trang pottery village
C. 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
C. Practice
Goal: Ss can know how to write an email
T asks Ss to write an email
 Write an email.
Ss copy
Dear Mira,
………………………………………
………………………………………
Look forward to seeing you soon!
Best wishes,
D. Further 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 work in pairs and discuss
4. Discuss and give advice for a visitor to spend
the places of interest in their city that can a day in your
be visited in one day and the activities
hometown/city.
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.
12

E. Production
Goal: Ss can write the email, using the notes they have made
*Groupwork
5. Write an email.
- Divide the class into 4 groups
Dear Mira,
- Time: 10 minutes
………………………………………
- Ask Ss to write the email, using the
………………………………………
notes they have made.
Look forward to seeing you soon!
- Prepare big pieces of paper for Ss to
Best wishes,
write.
- Groups exchange their descriptions to
spot any mistakes. Share them with the
whole class.
- Collect some Ss' work to mark at home
or
* Homework.
- Do exercises in Workbook.
- Ask them to rewrite the email as homework.
- Prepare next lesson: Unit 1 - Looking back.
--------------------------------------------------------------------------------------------Teaching date: 9A………………….
UNIT 1: LOCAL ENVIRONMENT
Period 7: LOOKING BACK - PROJECT
I. Objectives:   By the end of the lesson students will be able to:
- Practice vocabulary and grammar points they have learnt in this unit.
- Practice making communication.
1. Knowledge:  
- Vocabulary: Vocabulary about local environment.  
- Structure: Review
2. Skill: Speaking, writing.
3. Attitude: Students will be aware of protecting traditional crafts, or places of interest
in their area
4. Competence development orientation:
- Linguistic competence, cooperative learning and communicative competence.
II. Preparation:
1. Teacher's: Textbook or softbook, projector.
2. Students': Textbook and notebooks.
III. Procedures:
1. Check old lesson: No
2. New lesson
Teacher's and students' activities
The main contents
1. Vocabulary
Goal: Help Ss review some traditional handicrafts
T asks  Ss to complete the word web
1. Write some traditional handicrafts.
individually.
Key: (in any order)
T asks one or two Ss to write their
1. paintings        
answers on the board.
2. pottery      
T asks Ss to do this exercise
3. drums
individually, then compare their answers 4. silk              
with a partner. Elicit the answers from
5. lanterns    
Ss.
6. conical hats
13

T asks Ss to do this exercise
individually. Have some Ss read out
their answers. Confirm the correct ones.

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
2.  Grammar
Goal: Help Ss review the complex sentences and the phrasal verb
 T asks Ss to complete the complex
4 Complete the complex sentences with your
sentences with their own ideas. Call on
own ideas.
two Ss to write their answers on the
5. Rewrite each sentence so that it contains the
board. Other Ss give feedback. Check
phrasal verb in brackets.
their answers.
Key:
T asks Ss to write the sentences
1. I don't remember exactly when my parents set
individually. Have two Ss write the
up this workshop.
sentences on the board. Ask other Ss to
2. We have to try harder so that our handicrafts
give comments. Correct the sentences if can keep up with theirs.
needed.
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.
3. Communication.
Goal: Help Ss talk about some popular place of interest in their area
*Groupwork
6. Play game:  Guess  about a popular place of
- Divide the class into six groups.
interest in their area.
- 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.
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Finally, the secretary reports o...