Preparing date: 23/8/2019

Period 1: Review
I.Objectives:
Review present tenses (usage, form and do exercises).
II.Teaching aids: workbook
III.Skills: reading, writing
IV.Procedure:

1. THÌ HIỆN TẠI ĐƠN Simple Present

• (Khẳng định): S + Vs/es + O
• (Phủ định): S+ DO/DOES + NOT + V +O
• (Nghi vấn): DO/DOES + S + V+ O ?
VỚI ĐỘNG TỪ TOBE
• (Khẳng định): S+ AM/IS/ARE + O
• (Phủ định): S + AM/IS/ARE + NOT + O
• (Nghi vấn): AM/IS/ARE + S + O
Từ nhận biết: always, every, usually, often, generally, frequently. 
Cách dùng:
1. Thì hiện tại đơn diễn tả một chân lý , một sự thật hiển nhiên.
Ví dụ: The sun ries in the East.
Tom comes from England.
2. Thì hiện tại đơn diễn tả 1 thói quen , một hành động xảy ra thường xuyên ở hiện tại.
Ví dụ: Mary often goes to school by bicycle.
I get up early every morning.
Lưu ý : ta thêm "es" sau các động từ tận cùng là : O, S, X, CH, SH.
3. Thì hiện tại đơn diễn tả năng lực của con người
Ví dụ: He plays badminton very well
4. Thì hiện tại đơn còn diễn tả một kế hoạch sắp xếp trước trong tương lai hoặc thời khoá biểu , đặc biệt dùng với các động từ di chuyển.
2. Thì hiện tại tiếp diễn - Present Continuous
Công thức
• Khẳng định: S + be (am/ is/ are) + V_ing + O
• Phủ định:S+ BE + NOT + V_ing + O
• Nghi vấn: BE + S+ V_ing + O
Từ nhận biết: Now, right now, at present, at the moment
Cách dùng thì hiện tại tiếp diễn
• Thì hiện tại tiếp diễn tả một hành động đang diễn ra và kéo dài dài một thời gian ở hiện tại.
Ex: The children are playing football now.
• Thì này cũng thường tiếp theo sau câu đề nghị, mệnh lệnh.
Ex: Look! the child is crying.
Be quiet! The baby is sleeping in the next room.
• Thì này còn diễn tả 1 hành động xảy ra lặp đi lặp lại dùng với phó từ ALWAYS
Ex : He is always borrowing our books and then he doesn't remember -
• Thì này còn được dùng để diễn tả một hành động sắp xảy ra ( ở tương lai gần)
Ex: He is coming tomrow
Lưu ý : Không dùng thì này với các động từ chỉ nhận thức chi giác như : to be, see, hear, understand, know, like , want , glance, feel, think, smell, love. hate, realize, seem, remmber, forget,..........
Ex: I am tired now.
She wants to go for a walk at the moment.
Do you understand your lesson?
3. Thì hiện tại hoàn thành - Present Perfect
• Khẳng định: S + have/ has + Past participle (V3) + O
• Phủ định: S + have/ has + NOT+ Past participle + O
• Nghi vấn: have/ has +S+ Past participle + O
Từ nhận biết: already, not...yet, just, ever, never, since, for, recenthy, before... 
Cách dùng:
Thì hiện tại hoàn thành diễn tả hành động đã xảy ra hoặc chưa bao giờ xảy ra ở 1 thời gian không xác định trong quá khứ. 
Thì hiện tại hoàn thành cũng diễn tả sự lập đi lập lại của 1 hành động trong quá khứ. 
Thì hiện tại hoàn thành cũng được dùng với i since và for. 
Since + thời gian bắt đầu (1995, I was young, this morning etc.) Khi người nói dùng since, người nghe phải tính thời gian là bao lâu. 
For + khoảng thời gian (từ lúc đầu tới bây giờ) Khi người nói dùng for, người nói phải tính thời gian là bao lâu. 

PHẦN BÀI TẬP THÌ:

Ex1. thì hiện tại đơn và hiện tại tiếp diễn
It (0. be) is Sunday evening and my friends and I (1. be) ....... at Jane's birthday party. Jane (2. wear) ....... a beautiful long dress and (3. stand) ....... next to her boyfriend. Some guests (4. drink) ....... wine or beer in the corner of the room. Some of her relatives (5. dance) ....... in the middle of the room. Most people (6. sit) ....... on chairs, (7. enjoy) ....... foods and (8. chat)....... with one another. We often (9. go) ....... to our friends' birthday parties. We always (10. dress) ....... well and (11. travel) ....... by taxi. Parties never (12. make) ....... us bored because we like them.
Đáp án
It (0. be) is Sunday evening and my friends and I (1. be) are at Jane's birthday party. Jane (2. wear) is wearing |'s wearing a beautiful long dress and (3. stand) standing next to her boyfriend. Some guests (4. drink) are drinking wine or beer in the corner of the room. Some of her relatives (5. dance) are dancing in the middle of the room. Most people (6. sit) are sitting on chairs, (7. enjoy) enjoying foods and (8. chat) chatting with one another. We often (9. go) go to our friends' birthday parties. We always (10. dress) dress well and (11. travel) travel by taxi. Parties never (12. make) make us bored because we like them.

Ex2. Bài tập hiện tại đơn, hiện tại tiếp diễn
1.Sit down! A strange dog (run) to you.
2.My mom often (buy) meat from the butcher's.
3.My brothers (not/ drink) coffee at the moment.
4.Look! Those people (climb) the mountain so fast.
5.That girl (cry) loudly in the party now.
6.These students always (wear) warm clothes in summer.
7.What (you/ do) in the kitchen?
8.I never (eat) potatoes.
9.The 203 bus (set off) every fifteen minutes. 
10.Tonight we (not/ go) to our teacher's wedding party.
Đáp án:
1.Sit down! A strange dog (run) is running to you.
2.My mom often (buy) buys meat from the butcher's.
3.My brothers (not/ drink) aren't drinking|are not drinking coffee at the moment.
4.Look! Those people (climb) are climbing the mountain so fast.
5.That girl (cry) is crying loudly in the party now.
6.These students always (wear) wear warm clothes in summer.
7.What (you/ do) are you doing in the kitchen?
8.I never (eat) eat potatoes.
9.The 203 bus (set off) sets off every fifteen minutes.
10.Tonight we (not/ go) aren't going|are not going to our teacher's wedding party.
Bài tập 3: Hoàn thành câu với các thì cho sẵn:
1.He/ often/ have/ breakfast/ late.
2.You/ do/ the housework/ at the moment?
3.I/ not/ go/ to school/ on weekends.
4.John's girlfriend/ wear/ a red T-shirt/ now.
5.They/ like/ beer or wine?
6.What/ he/ usually/ do/ at night?
7.The teacher/ never/ lose/ his temper.
8.Why/ you/ listen/ to music/ loudly now?
Đáp án:
He often has breakfast late.
Are you doing the housework at the moment?
I do not go to school on weekends.|I don't go to school on weekends.
John's girlfriend is wearing a red T-shirt now.
Do they like beer or wine?
What does he usually do at night?
The teacher never loses his temper.
Why are you listening to music loudly now?
Ex4. Hoàn thành các động từ trong ngoặc với thì hiện tại hoàn thành
1. I have not worked today.
2. We (buy)..............a new lamp.
Preparing day: 24/8/2019

Unit 1: Local enviroment

Period 2: GETTING STARTED
A visit to a traditional craft village

I. objectives:
By the end of the lesson, students will be able to:
- talk about traditional crafts.
- understand a dialogue about traditional craft villages.
- help students use English effectively and exactly
- love and appreciate the cultural features of Viet Nam
II. Knowledge:
1. Grammar: Complex sentences
2. Vocabulary: Types of traditional crafts
III. Skills:
- Main skills: Speaking, Listening
- Sub skills: Writing, Reading
IV. Methods: Communicative
V. Teaching techniques: pair-work, group-work, ordering, gap-filling
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Procedures:

Teacher and students' activities
Content
1. Warm-up : Chatting
( Use the exercise 2 on page 7 in the stage to save the time )
Ss look at the picture in their textbook ( page 6) and answer the questions
1. Who are they? Where are they? What are they talking about? Do you know any traditional craft villages in our country?
T tells some value of traditional crafts, handicrafts and then presents new lesson.






2 .New lesson
A. Presentation
T explains some new words by giving examples, pictures, antonyms and explanation
* Checking vocabulary: ask Ss to tell the meanings of the words above and give some examples in English.





Listen and Read
1. T plays the recording and asks Ss to listen and act out the dialogue.
a. Can you find a word / phrase that means:
Ss read the conversation again and in pairs find the meanings of the words or phrases in the conversation.
T asks Ss to compare their answers in groups , write the correct answers on the board if necessary











B/ PRACTICE
b. Answer the following questions
In pairs, Ss ask and answer the questions then present their work before class.











2. Complete the sentences with the words / phrases to show where in Viet Nam the handicrafts are made.




C.PRODUCTION
3. Quiz: What is the place of interest?
a. Ss work in groups to do the quiz. They might think different answers.








b. Game:
Divide the class into 2 team. In turns ss of each team write a similar quiz and ask another team to answer the quiz.

Matching:
KEY
A. paintings
B. drums
C. marble sculptures
D. lacquerware
E. silk
F. pottery
G. conical hats
H. lanterns
1.New lesson
B. Presentation
*New words
- the rest (n): the remaining part of something
- as far as I know ( phrase): as far as I am concerned
- set up (v) : found
- workshop (n): a room or building in which goods are manufactured or repaired.
- great-grandparents (n)
- artisan (n) : craftsman
- memorable (adj): unforgettable
- conical hat (adj) : nón lá
- handicraft (n): activity involving the making of decorative domestic or other objects by hand:
Listen and Read
1. T plays the recording and asks Ss to listen and act out the dialogue.
a. Can you find a word / phrase that means:
KEY
1. a handicraft – a thing which is skilfully made with your hand.
2. set up – start something ( a business, an organisation, etc…)
3. took over – take control of something ( a business, an organisation, etc…)
4. artisans – people who do skilled work, making things with their hands
5. a place of interest – an interesting or enjoyable place to go or thing to do
6. a specific region – a particular place.
7. memorable – make someone remember or thing about something
8. go outside and look around – walk around a place to see what is there.

B/ PRACTICE
b. Answer the following questions
Suggested answers:
1. They are at a traditional craft workshop in Bat Trang.
2. It's about 700 years old.
3. Phong's great-grandparents started his family workshop.
4. Because it's one of the most famous traditional craft villages of Ha Noi. People can go there to buy or make pottery themselves in workshops.
5. She visited a conical hat making village in Hue. 6. Because the various crafts remind people a specific region.
2. Complete the sentences with the words / phrases to show where in Viet Nam the handicrafts are made.
KEY
1. (conical) hats 2. lanterns
3. silk 4. paintings 5. pottery
6. marble sculptures


C.PRODUCTION
3. Quiz: What is the place of interest?
a. Ss work in groups to do the quiz. They might think different answers.
Ex: 1. people go to this area to walk, play, and relax. Their answers may be “a park”, “ Botanical Park “ Theme Park” .... or some picnic area.
Then they play a game combined the Lucky animals and Noughts or Cross


Dog 1
Cat 5
Parrot
LA
Bird
L A
Elephant 2
Tiger 3
Lion 4
Mouse
LA
Cow
LA
b. Game:
Divide the class into 2 team. In turns Ss of each team write a similar quiz and ask another team to answer the quiz.

HOMEWORK

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Teaching Date : 07/9/2018

Unit 1: Local enviroment

Period 3: A CLOSER LOOK 1
I. objectives:
By the end of the lesson, students will be able to:
- Use the lexical items related to handicraft
- Pronounce the right stress on content words in sentences.
- Talk about a place of interest
- Love and appreciate the cultural features of Viet Nam
II. Knowledge:
1. Grammar: passive voice
2. Vocabulary: verbs used in handicraft
III. Skills:
- Main skills: Speaking, Listening
- Sub skills: Writing, Reading
IV. Methods: Communicative
V. Teaching techniques: pair-work, group-work, ordering, gap-filling
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:
Teacher & students' activities

Content

Warm-up : Checking the old lesson


New lesson
Activity 1: Vocabulary
T asks Ss to read the words in the box and write them under the pictures.


T explains some new words and guide Ss to describe the pictures.

New lesson
Activity 1: Vocabulary
KEY
A- cast
B- carve
C- embroider
D- weave
E- mould
F- knit
2. Activity 2:
a. Match the verbs in column A with the groups of nouns in column B.
T checks and confirms the correct answers.

b. Write the correct verb forms
Ss review some irregular verbs and complete the table.
Ss work individually
2. Activity 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

b. Write the correct verb forms

Infinitive
Past tense
Past participle
1. to carve
I carved it.
It was carved.
2. to cast
I cast it.
It was cast.
3. to weave
I wove it.
It was woven.
4. to embroider
I embroidered it.
It was embroidered.
5. to knit
I knit / knitted it.
It was knit / knitted.
6. to mould
I moulded it.
It was moulded.

3. ACTIVITY 3
a. Complete the word web.
Ss complete the word web with some places of interest.













b. Complete the passage by filling each blank with a suitable word from the box.
Ss complete the passage then read it aloud.
Ss tell some similar places of interests in their town.

3. ACTIVITY 3
a. Complete the word web.
Entertaining: cinema, department store, restaurant, cafe, theatre, opera house, club. ...
Cultural: opera house, museum, craft village, historical building, market,...
Educational: library, museum, theatre,..












b. 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: Pronunciation ( stress on content words in sentences)
a. Listen to the speaker read the following sentences and answer the questions.
Ss listen to the speaker then go to the board and underline the louder and clearer words that they can hear with a piece of red chalk. Other will underline unstressed words with yellow chalk.
Ss listen again, repeat and T gives feedback and explain the rules of stress on content words in sentences:
6a. Underline the content words in the sentences.
Ss look at the exercise 6a and listen to the cd. They listen to it the second time and underline the content words.
Ss listen one more time and repeat sentence by sentence. T gives feedback.
Activity 4: Pronunciation ( stress on content words in sentences)
a. Listen to the speaker read the following sentences and answer the questions.
In spoken English, main verbs, nouns, adjectives, adverbs, wh-question words and negative auxiliaries are usually stressed.
Words such as pronouns, prepositions, articles, conjunctions, possessive adjectives, be and auxiliary verbs are normally unstressed.
6a. Underline the content words in the sentences.



Date of planing: 03/9/2019

Unit 1: Local enviroment

Period 4: A CLOSER LOOK 2
I. objectives: By the end of the lesson, students will be able to:
- Master some different types of dependent clause.
- Understand the use of phrasal verb
- Do all exercises well
- Love and appreciate the cultural features of Viet Nam
II. Knowledge:
1. Grammar: dependent clause, phrasal verb
2. Vocabulary:
III. Skills:
- Main skills: Writing, Reading
- Sub skills: Speaking, Listening
IV. Methods: Communicative
V. Teaching techniques: pair-work, group-work, ordering, gap-filling
VI. Teaching aids: textbooks, posters, pictures
VII. Time: 45 minutes
VIII. Procedures:

Teacher and students' activities
Content

Warm up
KIM'S GAME

Ss play game in groups









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





Activity 1 :
a. Underline the dependent clause in each sentence below.
Ss do the exercise individually
T elicits ss' answers and then confirms the correct ones



b. Make a complex sentences
Ss make complex sentences from pairs of sentences then some of them go to the board and write down. One student will write 1 complex sentence. Others stand up and read aloud.
T gives feedback.

KIM'S GAME

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

Activity 1 :
a. Underline the dependent clause in each sentence below.
KEY
1. DT When people talk about traditional paintings
2. DP so that she could buy some bai tho conical hats
3. DC Although this museum is small
4. DR because we have space to skateboard
5. DT before they make the drumheads
b. Make a complex sentences
KEY
1. The villagers are trying to learn English so that they can communicate with foreign customers.
2. After we had eaten lunch, we went to Non Nuoc marble village.
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 in good quality.
5. This is called Chuong conical hat since it was made in Chuong village.



Activity 2: Phrasal verbs
a. Introduce a phrasal verb.
A phrasal verb is a verb combined with a particle such as back, in ,on ,off, up…etc. When a particle is added to the verb, the phrasal verb usually has a special meaning.




b. Matching:
KEY: 1. c 2. g 3. h 4. a,
5. f  6. b 7. e 8. D
Activity 3:
a. Complete each sentence using the correct form of a phrasal verb in 4.
Ss complete the sentences and read them out aloud.

b. Make new sentences with similar meanings to the first sentences using the words given.

Activity 3:
a. Complete each sentence using the correct form of a phrasal verb in 4.
KEY:
1. face up to 2. turn down 3. pass down
4. liv
e on 5. close down 6. did….come back
b. Make new sentences with similar meanings to the first sentences using the words given.
KEY:
1. Where did you find out the information about Disneyland Resort?
2. When did you get up this morning?
3. I'll look through this leaflet to see what activities are organized 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!
HOMEWORK
Supply the correct verb forms or tenses
1. My teacher always teaches me how (get)___________ success in life.
2. When (your bike/ steal)_______________________? – Two days ago.
3. I don't have any money, so I wish I _________ (have) some to buy that book now.
4. The morning paper (read) ____________ by over 200,000 people every day.
5. How long (you/ learn) __________________ English? - We (learn)__________ English for 3 years now.
KEY
1. to get
2. was your bike stolen
3. had
4. is read
5. have you learnt - have learnt


Date of planing: 04/9/2019
Unit 1: Local enviroment

Period 5: COMMUNICATION
I. objectives: By the end of the lesson, students will be able to:
- talk about a plan of a day out to a place of interest.
- listen and fill in the plan
- make their own plan for a day out to a place of interest
- love and appreciate the cultural features of Viet Nam
II. Knowledge:
1. Grammar: simple present
2. Vocabulary:
III. Skills:
- Main skills: Speaking, Listening
- Sub skills: Writing, Reading
IV. Methods: Communicative
V. Teaching techniques: pair-work, group-work, ordering, gap-filling
VI. Teaching aids: textbooks, posters, pictures
VII. Time: 45 minutes
VIII. Procedures:

Teacher's &students' activities
Content

1/ Warm – up:
Chatting:
Do you like to plan a day out to a place of interest for your class?
Where to go? How to go? What time? What to bring? When to come back? Who to prepare?


2/ New lesson
Activity 1: Listen and complete the table with no more than 3 words.
- Ss predict what Nick, Mi, Duong and Mai are planning and try to complete the blanks before listening.
- Ss listen to the conversation and correct their predictions.
- T gives feedback.
- In pairs Ss practice asking and answering the content of the conversation
Ex: Where are they going to go? Who to prepare?............some kinds of questions.
2/ New lesson
Activity 1: Listen and complete the table with no more than 3 words.
Place: (1) ___________________________
Means of transport: (2) ___________________
Time to set up: (3)______________________
Food: (4) bring _______________________
Drinks: For everyone
Activities: Morning (6) ___________ games and quizzes
Lunch : 11.30
Afternoon: go to traditional _____________ at 1.30; (9) ________________ their own paintings
Time to come back: (10) __________________
Activity 2: Imagine a similar plan to a place of interest
- Ss work in groups. They have to imagine that their class is going to a place of interest in their area. They discuss the plan and make notes in the tableGroups present their plan to the class. Keep watch of the time for each group
T and other ss give feedback and votes for the best plan.
Imagine a similar plan to a place of interest


Homework:
- Write a detail plan to a place of interest and share yours with your friends

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Date of planing: 05/9/2019
Unit 1: Local enviroment

Period 6: Skills 1
Reading and speaking
I. objectives: By the end of the lesson, students will be able to:
- read and understand some passages about conical hat.
- talk about the benefits and challenges of traditional crafts
- love and appreciate the cultural features of Viet Nam
II. Knowledge:
1. Grammar: poetic, layer
2. Vocabulary:
III. Skills:
- Main skills: Speaking, Reading
- Sub skills: Writing, Listening
IV. Methods: Communicative
V. Teaching techniques: pair-work, group-work, ordering, gap-filling
VI. Teaching aids: textbooks, posters, pictures
VII. Time: 45 minutes
VIII. Procedures:

Teacher's & students 'activities
Content

Warm up
Ss find out the similarities and differences between the 2 pictures of conical hats.



Similarities: conical hat, string
Differences: A: blue string, pictures between layers, look lighter
B: pink string, no decoration, look heavier.

Pre – reading:
T asks Ss to read the text and underline any words they don't know.
T and Ss discuss any unfamiliar words from the passage.


Pre – reading
* New words:
- layer (n): A sheet, quantity, or thickness of material, typically one of several, covering a surface or body
- poetic ( adj): Relating to or used in poetry
- generation (n): All of the people born and living at about the same time

While- reading
+ Part a:
Ss read the passage independently and match the titles with the paragraphs.
T calls one student to give the answers before the class, get the Ss' agreement.

+ Part b: Answer the questions:
T asks Ss to read the text again and answers the questions in pairs.
T calls some pairs to ask and answers to questions as a class.
T checks and confirms the correct answers.
C.
3/ While- reading:
+ Part a:
+ Key:
1. C Present status of the craft.
2. A Location and history of conical hat making village.
3. B How the conical hat is made.
+ Part b: Answer the questions:
Suggested answers:
1. Because it is the birthplace of the conical hat in Hue.
2. It is 12 km from Hue City.
3. Going to the forest to collect leaves
4. The hat layers are very thin.
5. The Bai tho conical hat is special and famous with poems or paintings of Hue between the two layers.
6. Not only skilful craftsmen can make conical hats but also everybody, young or old, can take part in the process.
Speaking
* Part 4: Discussion:
Ss read the ideas given and in groups they discuss if the ideas are about the benefits of traditional crafts or challenges the artisans may face.
Ss present their group's work.
T tells some more benefits of traditional crafts and everyone can be rich if they learn how to introduce Vietnamese traditional handicrafts around the world.


Benefits: creating national pride, helping develop tourism, helping develop local infrastructure and services, creating cohesion between craft families and communities
Challenges: limited design, natural resources running out
* Part 5: Promoting traditional crafts in your area.
Divide the class into groups. They have to imagine that their group is responsible for promoting traditional crafts in their area. Propose an action plan to deal with the challenges.

HOMEWORK












Date of planing: 06/9/2019
Unit 1: Local enviroment
Skills 2
Period 7: LISTENING AND WRITING
I. objectives: By the end of the lesson, students will be able to:
- Listen to 4Teen radio's interview
- Write an email to give advice.
- Love and appreciate the cultural features of Viet Nam
II. Knowledge:
1. Grammar:
2. Vocabulary: Vocabulary related to the topic “place of interest”
III. Skills:
- Main skills: Writing, Listening
- Sub skills: Speaking, Reading
IV. Methods: Communicative
V. Teaching techniques: pair-work, group-work, ordering, gap-filling
VI. Procedures:

Teacher's & students 'activities
Content

Warm – up: Chatting
What is your place of interest?
How often do you travel there?

Listening:
Pre – listening:
Ask ss to describe the pictures
Elicits answers from different ss
Ask Ss where they will go and what they can do if they has a day to spend in a place of interest.
- Ss predict the statements in part 2
While – listening:
T. plays the recording for Ss to listen through. Play the recording again and ask Ss to listen and tick true or false to the statements.
Ss work in pairs to compare their answers with each other.
Listen and complete the table
Ss listen again and complete the table using no more than 3 words for each blank.
T. calls on some SS to give the answers to the class Check and confirm the correct answers.






Post – listening:
Prepare a sub-board with a filling gap exercise.
Play the recording again and ask Ss to listen and complete the sentences.
Call on some Ss to give the answers to the class and correct the mistakes where and when necessary
Writing:
Ss imagine that their Australian pen friend is coming to Viet Nam and will spend a day in their hometown / city. He / She has asked for advice on the places of interest he / she should go to and the things he /she can do there.
Ss write an email to give him / her some information.
Ss or groups exchange the descriptions to spot any mistakes. Share them with the whole class.


Pre – listening:
1. Describe what you see in the picture.
A. Ha Boi Botanical garden.
B. Bat Trang pottery village.
C. Viet Nam national museum of history.

While – listening
2. True or false
KEY
1. T
2. T
3. F (his friend's relatives own it)
4. F (they also come from other countries)
5. T
3. Complete the table
KEY
1. artefacts
2. exploring Vietnamese culture
3. make things
4. paint on ceramics
5. the hill
6. books
7. pigeons
8. watching










Sample writing
Dear Mira,
It's great to know that you're coming to Viet Nam. What a pity you can only stay one day in Hanoi.
There are many interesting places in Hanoi, but I think within one day you should be able to visit three places. The first place I suggest in Viet Nam is Viet Nam National Museum of History. You like history, so it's a must-see place......
Tell me when you're coming, so I can show you around these places. Look forward to seeing you soon.
Love,
Thuc Anh
HOMEWORK
Rewrite the following sentences so that they have the similar meaning. Use the given words
1. It was not necessary for Mary to clean the flat. (have to)
 Mary ………………………………………………………………………………….
2. I spend a lot of money on books because I like reading. (therefore)
 ..…………………………………………………………………………………….…
3. Perhaps, she knows the reason. (may)
 She …………………………………………………………………………………….
4. You are not allowed to smoke here. (musn't)
 You ………………………………………………………………………………..
KEY
1. Mary didn't have to clean the flat.
2. I like reading; therefore, I spend a lot of money on books.
3. She may know the reason.
4. You mustn't smoke here.






Date of planing: 07/9/2019
Unit 1: LOCAL ENVIROMENT
Period 8 Looking back and project
I. objectives: By the end of the lesson, students will be able to:
- Review what they have learnt in the unit 1
- Self – assessment to see how far they have progressed and which areas need further practice.
- Love and appreciate the cultural features of Viet Nam
II. Knowledge:
1. Grammar: review
2. Vocabulary: review
III. Skills:
- Main skills: Writing, Listening, Speaking, Reading
IV. Methods: Communicative
V. Teaching techniques: pair-work, group-work, ordering, gap-filling
VI. Teaching aids: textbooks, posters, pictures
VII. Time: 45 minutes
VIII. Procedures:

Teacher's and students 'activities
Content

Vocabulary
Ss go to the board and write some traditional handicrafts in the word web.











Ss complete the word web individually. Check ss' answers as a class
1. Write some traditional handicrafts in the word web.
Suggested answers
Egg shell carving, wood carving, calligraphy, pottery, toy making, knitting, glass blowing, toy making, puppet making, wooden vase crafts, sculpture, metalwork, mosaic, embroidery.
2. Complete the sentences:
Ss complete the second sentence in each pair by putting the correct form of a verb from the box into each blank.
T elicits answers from ss

2. Complete the sentences:
KEY
1. The artisan casted this statue in bronze.
2. I'm embroidering a picture.
3. They wove baskets out of bamboo.
4. My mum knitted a wool sweater for me.
5. He carved this flower from wood.
6. I moulded the clay into the desired shape.

3. Complete the passage with the words/ phrases from the box.
Ss read the passage and choose suitable words / phrases to fill in the blanks.
T has ss read out their answer and then confirms the correct ones.
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
Grammar
4. Complete the complex sentences with your own ideas.
Ss complete this task individually .(Weaker classes can complete it in pairs or small groups )
Have Ss compare their answers with a partner. Check and confirm the correct answers.
Ss write their sentences on the board. T corrects mistakes if necessary.

Grammar
4. Complete the complex sentences with your own ideas.

5. Rewrite the sentences
Ss rewrite each sentence so that it contains the phrasal verb in brackets. They can change the form of the verb.
T asks some Ss to write the answers on the board. Check and confirm the correct answers.

5. Rewrite the sentences
Suggested answer
1. I don't remember exactly when my parents set up this workshop.
2. We have to try harder so that our handicrafts can keep up with theirs.
3. What time will you set off for Da Lat? / set off on your journey to Da Lat?
4. …….she never turned up.
5. The artisans in my village can live on basket weaving.
Communication
6. Work in groups. One student thinks of a popular place of interest in their area. Other Ss ask Yes/No questions to guess what place he/she is thinking about.
Finished!
Ask Ss to complete the self-assessment. Have Ss discuss as a class what difficulties remain and what areas they have mastered.
Communication
6. Work in groups. One student thinks of a popular place of interest in their area. Other Ss ask Yes/No questions to guess what place he/she is thinking about.

PROJECT
What makes you proud of your area?
1- In groups Ss discuss and choose something special about their area and make a presentation about it. It can be a local product, traditional craft or a place of interest.
2- Ss can do it at home according to the 6 steps in the book. They present their work to the class on the next period.

PROJECT
What makes you proud of your area?

Homework
- Do exercises in the workbook.
Prepare Unit 2 lesson 1 Getting started – listen and read p.16,17




















Date of planning: 08 / 9 /2019


Period: 9 Getting Started
I.Objectives: By the end of the lesson, students will be able to:
+ know some specific information about the features of Sydney.
+develop 4 skills: listening - speaking - reading - writing
+Educational aims: Help students develop their love for our country.
II.Knowledge:
Vocabulary: fabulous, reliable, metropolitan, multicultural, variety.
III.Skills: +Main skills: Reading
+Sub-skills: Listening, Writing, Speaking
IV.Method & Techniques:
1. Method: Communicative Approach
2. Techniques: Ask and answer, Gap Fill, Guessing, Listen and repeat, Multiple Choice
V.Teaching aids: Pictures, Textbook and Disc
VI. Time: 45 minutes
VII. Procedure

Teacher's and students' activities
Contents
I. Check up
II. Presentation
1. Set the scene
Show some pictures to students and then ask them some guiding questions to set the scene.
2. Preteach Vocabulary
-Elicit vocabulary using pictures and explanations.
-Repeat the new words in chorus, individual.
-Check vocabulary
III. Practice
1. Listen and Read
+ Have students listen to the disc and then practise reading the conversation.
2. Gap Fill
+ Have students complete the sentences with information from the conversation.
+ Give feedback
3. Scanning
+ Have students scan the conversation and then find words to match the definitions given.
+ Give feedbacks
4. Questions for Comprehension
+ Ask students to read the conversation again and then practise asking and answering the questions given in pairs.
+ Give feedback


5. Finding similar expressions
+ Have students find the phrases in the conversation and practise saying them together.
+ Explain the meaning of these phrases, and then elicit other examples from students.




6. Replacing the words with their synonyms
+ Have students read the sentences and then replace the words in italics with one of the words from the box.
+ Give feedback





IV. Production
1. Summary
+ Have students summarize the main content of the lesson, using the given suggestions.
+ Ask some representatives to practise speaking in front of the class.
+ Feedback by listening to each other.


2. Quiz
+ Have students work in pairs to read the quiz and find out the answers to each question.
+ Ask students to tell some information about those places.
+ Show pictures of those places and give feedback.




Vocabulary
- fabulous(a): tuyệt vời, tuyệt diệu
- reliable (a): đáng tin cậy
- metropolitan(a): (thuộc về) đô thị, thủ phủ
- multicultural (a): đa văn hóa
- variety (n): sự đa dạng
various (a): đa dạng, nhiều



1.
a. Gap Fill
1. visit 2. ancient 3. natural
4. variety 5. study
b. Scanning
1. jet lag 2. a feature 3. reliable
4. metropolitan 5. multicultural


c. Questions for Comprehension
1. He grew up in Sydney
2. Sydney is.
3. It's convenient and reliable
4. Because it is a metropolitan and multicultural city
5. In 1850
d. Finding similar expressions
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. Replacing the words with their synonyms
1. International 2. local 3. crowded
4. neighbouring 5. urban


Talk about important features of Sydney
1. Great attractions: natural and man-made attractions
2. Transport
3. Shopping
4. Education



Work in pairs to do the quiz
Key:
1. A 2. C 3. C 4. A 5. C 6. B




Date of planning: 15 / 9 /2019

Period:10 A closer look 1
I. Objectives: By the end of the lesson, students will be able to:
+ enrich their vocabulary
+ learn stress on pronouns in sentences.
+ develop 4 skills: listening - speaking - reading - writing.
+Educational aims: Help students know more about Hoi An
II. Knowledge:
1. Vocabulary: wander, affordable, populous, cosmopolitan, fascinating
2. Pronunciation: stress on pronouns in sentences
III. Skills: +Main skills: Reading - Listening
+Sub-skills: Writing, Speaking
IV. Method & Techniques:
1. Method: Communicative Approach
2. Techniques: Gap Fill, Listen-Repeat, Ask and answer, Pair work
V.Teaching aids: Pictures, Textbook and Disc
VI. Time: 45 minutes
VII. Procedure
Teacher's and students' activities
Contents
I. Check up
+ Ask students some questions about the conversation
+ Check vocabulary
+ Correct the homework
II. Presentation
1. Set the scene
Show some pictures about Hoi An and then ask them some questions to set the scene.

2. Preteach Vocabulary
-Elicit vocabulary using pictures and explanations.
-Repeat the new words in chorus, individual.


III. Practice
Vocabulary
1. Gap Fill
+ Ask students to read the letter and then fill in each blank with a suitable adjective in the box.
+ Give feedback
+ Have students underline all adjectives in the letter.
3. Listing adjectives
+ Have students list adjectives connected with cities and city life.
+ Have students read through the given adjectives, then work in groups to discuss which ones describe or are related to city life.
+ Feedback
4. Gap Fill
+ Ask students to put a suitable adjective in each blank.
+ Give feedback
Pronunciation
1. Set the scene
+ Have students practise speaking the sentence given.
+ Give feedback
2. Elicit the rule.
+ Ask students to elicit the rule from examples and give more explanation if necessary.
3. Listen and repeat
+ Play the recording and have students repeat.
+ Correct their pronunciation, especially the stressed words.
+ Ask students to do as the instruction.
+ Give feedback
4. Listening and marking
+ Play the disc and then mark the underlined words as W (weak) or S (strong).
+ Give feedback
IV. Production Summary
Summarize the main content of the lesson


Vocabulary
- wander (v): đi lang thang, đi thơ thẩn
- affordable (a): phải chăng, vừa phải (giá cả)
- populous (a): đông dân
- cosmopolitan (a): (thuộc) toàn thế giới
- fascinating (a): hấp dẫn, quyến rũ
Vocabulary
1.
a. Gap Fill
1. ancient / historic 2. warm
3. comfortable 4. helpful
5. fascinating 6. historic / ancient
7. local 8. delicious


b. Listing adjectives
1. fabulous 2. sunny 3. small
4. friendly 5. affordable 6. good
c. Suggested answers
stressful busy frightening cosmopolitan exciting forbidden
populous annoying downtown
historic modern polluted fashionable
4. Gap Fill1. fashionable 2. annoying 3. forbidden
4. cosmopolitan 5. modern 6. polluted







Example:
A: That looks pretty easy. I think you can do it. ("you" is weak).
B: Well, you do it then! ("you" is strong)
4.
1. A: me (weak) B: me (strong)
2. A: you (weak) B: you (strong)
3. A: him (strong) B: him (weak)
4. A: us (weak) B: us (strong)


5.
1. A: he (weak) B: he (strong)
2. A: her (strong) B: her (weak)
3. A: we (weak)
B: we (strong), I've (strong)
4. A: us (strong) B: we (weak)

Homework:
Date of planning: 20 / 9 /2019


Period :11 A closer look 2
I. Objectives: By the end of the lesson, pupils will be able to:
+ remember the use of comparison they have learnt.
+ develop 4 skills: listening - speaking - reading - writing.
+Educational aims: Help pupils master English
II. Knowledge:
1. Vocabulary: show up, pull down, go over, turn up, think over, cheer up
2. Grammar: Comparison (review), Phrasal verbs.
III. Skills: +Main skills: Reading - Writing
+Sub-skills: Listening - Speaking
IV. Method & Techniques:
1. Method: Communicative Approach
2. Techniques: Matching, Gap fill, Ask and answer, Listen and repeat, Multiple Choice
V. Teaching aids: Pictures and Textbook
VI. Time: 45 minutes
VII. Procedure
Teacher's and students' activities
Contents
I. Check up
+ Check vocabulary
+ Correct the homework
II. Presentation
1. Matching
+ Have students match the beginnings to the correct endings.
+ Give feedback
2. Grammar review
+ Have students retell the forms of comparison of adjectives and adverbs from examples.
+ Give feedback and give explanations if necessary.








III. Practice
1. Supplying the correct word forms
+ Ask students to read the passage and do the exercise as the instruction
+ Give feedback
2. Elicit the target language
+ Have students give some examples about phrasal verbs.
+ Give explanation about unseparated and separated phrasal verbs.



3. Multiple choice
+ Ask students to choose the best particle for each sentence.
+ Feedback
4. Matching
+ have students underline the phrasal verbs and match them to their meaning.
+ Give feedback



5.Finding phrasal verbs and matching
+ Ask students to find phrasal verbs in the passage and then match each of them with a definition from the box.
+ Give feedback





IV. Production Summary
Summarize all the teaching points




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

Notes:
+ We can use much, a lot, a bit, a little with comparative forms of adjectives to show how big the differences are.
Ex: A DVD is much better that a video for watching films.
+ With the superlative forms of adjectives we can use second, third, etc.
Ex: Karachi in Pakistan is the second largest city in the world in population.
+ We can use by far to emphasise superlatives
Ex: China is by far the most populated country in the world.

2.
1. the largest 2. smaller
3. the most popular 4. wider
5. the dirtiest 6. cleaner
7. the best 8. the most exciting

In some phrasal verbs, the parts can never be separated.
Ex: set off, look forward to, put up with ...
In some phrasal verbs, the parts can be separated; the object of the verb can come between the verb and the particle.
Ex: turn on, turn off, pick up ...
4.
1. set up 2. gets on with
3. take your hat off 4. grown up
5. shown around 6. pull down
5.
1. turn off: press the switch
2. turn down: refuse
3. go over: examine
4. go on with: continue doing
5. take off: remove
6. put down: make a note
6.
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 over: consider
7. apply for: ask for (a job)
8. cheer up : make someone feel happier



HOMEWORK







Date of preparing: 21/9/2019

Period: 12 COMMUNICATION
I. Objectives: By the end of the lesson, students will be able to:
+ review the knowledge they have learnt
+ develop 4 skills: listening - speaking - reading - writing.
+Educational aims: Help students know more about cultural information about Viet Nam
II. Knowledge:
Vocabulary: words related to city life
III. Skills: +Main skills: Speaking - Writing
+Sub-skills: Listening - Reading
IV. Method & Techniques:
1. Method: Communicative Approach
2. Techniques: Brainstorming, Ask and answer, Listen and repeat, Pairwork, Groupwork.
V. Teaching aids: Pictures and Textbook
VI. Time: 45 minutes
VII. Procedure
Teacher's and students' activities
Contents
I. Check up
+ Correct the homework

II. Presentation
1. Brainstorming
+ Have students think of adjectives related to a city.
+ Give feedback


2.Multiple Choice
+ Have students read and choose the features they like best.
+ Feedback
3. Group work
+ Ask students to work in groups of 4 to discuss their choices and give reasons why.
+ Give comments


III. Practice
1. Questions for comprehension
+ Have students read the text and then practise asking and answering the questions in groups of 4.
+ give feedback




3. Speaking
+ Have students work in groups of 4 to talk about each city.
+ Give remarks

4. Writing & Mistake correction
+Have students choose one of the three cities and write a short passage about it.
+Choose some to correct in front of the class.
+ Give remarks
IV. Production Speaking
+ Have some representatives from groups to practise talking about the city they chose.
+ Give remarks.



exciting busy



Convenient ...............
1a. Which of the following features do you like best about a city? Choose three from this list.

students 'choices

b. Work in groups. Discuss your choices. Give reasons.
Ex: I like a busy and exciting city with good transport, so I can get around and see all the cultural attractions it has to offer.......

2. Read the passage and answer the questions below
Suggested answers:
The best attraction in Singapore is that it is multicultural. I'd like to visit it because.............................
- the location of the city
- its attractions
- what is liked most about the city
3. Read the information about these cities and try to find them on a map.


4. Write a short paragraph about one of the cities above.
Location: ........................
Main features: .........................
Attractions: .......................
students' writings

Work in groups.
Talk about the city you chose.
Homework
Use the correct form of the words given
1. Our city has some fashionable shops, but they are not very (afford)_______________
2. Many people move to the city because they enjoy the (pleasure) ____________ and (convenience) ________________ life there.
3. New York is a multi-(culture) _____________ city. It has people from all over the world living in it.
4. What's the (small) ________________ country in the world?
KEY
1. affordable
2. pleasant- convenient
3. cultural
4. smallest





Date of preparing: 21/9/2019

Period: 13 SKILLS 1
I.Objectives: By the end of the lesson, students will be able to:
+ know about factors in a city.
+ improve 4 skills: listening, speaking, reading and writing.
+ Educational aims: develop students' love for the country.
II.Knowledge: Vocabulary: factor, rank, liveable, conflicts, urban sprawl
III.Skills: +Main skills: Reading, Speaking
+Sub-skills: Listening, Writing
IV.Method & Techniques:
1. Method: Communicative Approach
2. Techniques: Ask and answer, Pairwork, Brainstorming, Groupwork.
V.Teaching aids: Pictures and Textbook
VI. Time: 45 minutes
VII. Procedure

Teacher's and students' activities
Contents
I. Check up
+ Ask students to talk about the city they like most.
+ Correct the homework
II. Presentation Pair work
+ Have students work in pairs to put the factors in order of importance.
+ Give comments
III. Practice
Reading
1. Scanning
+ Have students read the passage and find the information to fill the blanks.
+ Give feedback
2. Preteach vocabulary
+ Have students read the passage again, then elicit vocabulary
+ Repeat the new words
+ Check vocabulary.

3. Answer the questions
+ Have students read the passage to find the answers.
+ give feedback







Speaking
1.