NGO QUYEN SECONDARY SCHOOL
English Group
Teacher's name: Đỗ Đức Hải
UNIT 1: LOCAL COMMUNITY
(7 periods)
Lesson 1: Getting started
SUBJECT: ENGLISH
Week 1:

Duration: 45 minutes
Period 1

Class: 9A, B, C, D

I. OBJECTIVES:
By the end of this lesson, students will be able to gain the following items:
1. Knowledge:
- To introduce the topic about Local community;
- Vocabulary to talk about community;
- To practice listening and reading skills.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to the topic Local community;
- Pronounce the vowel sounds /æ/, /a:/, and /e/ correctly in words and
sentences;
* New words: community; community helper; speciality; special outcomes;
handicrafts; artisan; pottery; suburb; craft village; look for; get on well with; remind
somebody of; stuff; useful advice; facility;
+ Seek help and respond;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening, speaking, reading and writing skills.
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Qualities:
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
II. TEACHING AIDS AND LEARNING MATERIALS:
- Teacher: Grade 9 text book; Projector/ TV.....

- Students: Text books, workbook…
- Hoclieu.vn
III. TEACHING PROCEDURE:
1. WARM UP
a) Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b) Content:
- To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire students to warm up to the subject and new lesson.
- Having a chance to speak English.
c) Organization and outcomes:
Teacher's and Students' activities
Outcomes
+ Greeting
+ Greeting
+ Teacher asks students some questions about the
- Teacher and Students.
previous lessons,
+ Students listen and learn how to
- Teacher may introduce some warm-up activities
do the tasks.
to create a friendly and relaxed atmosphere to
inspire students to warm up to the subject and new
class…
- Teacher encourages students to talk in English as
much as possible
- Before students open their books, teacher asks
some students about their neighborhood:
+ Where do you live?
+ What are your neighbors like?
+ What do you like about your neighborhood?
- Summarize students' answers and ask them what
another name for a neighborhood is.
- Elicit the phrase local community. Tell students
that a local community includes all the people
- Open the book and write the tittle
living in a particular area or is the place where
of the lesson.
people live. Write the unit title on the board Local
Community.
- Share with students the objectives of the lesson
and have them open their books and start the
lesson. It is a good idea to write the objectives in a
corner of the board and leave them there or put
them on a slide to show students.
2. PRESENTATION
a) Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points

to be learnt.
b) Content:
- Learn some new words. Read the conversation and find out new words. Focus on
topic of the lesson, grammar points…
- Knowing more new words. Understanding the conversation; topic of the lesson,
grammar points. Students know the topic of the unit and be ready for the conversation.
c) Organization and outcomes:
Teacher's and Students' activities
Outcomes
TASK 1. Listen and read.
* Teach vocabulary:
- Teacher - Students
+ Teacher uses different techniques to teach vocab
*Vocabulary:
(situation, realia, translation.)
1. suburb (n) /ˈsʌbɜːb/ vùng ngoại ô
+ Teacher introduces the vocabulary by:
2. facilities (n) /fəˈsɪlətiz/ cơ sở vật
- providing the pictures
- eliciting the definition of the words
chất
+ Teacher do the “Rub out and remember”
3. community (n) /kəˈmjuːnəti/
checking technique.
cộng đồng
** Ask students to look at the pictures on page 8 - 9 4. craft village (n) /ˌkrɑːft ˈvɪlɪdʒ/
and answer the questions below:
Làng nghề thủ công
- What do you see in each picture?
5. look for (phrasal verb) tìm kiếm
- What would life in the place in the picture be like?
6. get on with (phrasal verb) có
- Elicit answers from ss.
quan hệ tốt với
- Introduce the two characters: Mi and Ann.
7. remind (sbd) of Nhắc nhở ai về
- Explain that they are friends, and they meet each
8. stuff (n) /stʌf/ đồ đạc (trong nhà)
other after a long time.
- Play the recording twice for students to listen and
read along.
- Have students underline the words that are related
to the unit topic while they are listening and
reading.
- Invite some pairs of students to read the
conversation aloud.
- Have students say the words in the text that they
think are related to the topic Local community.
- Quickly write the words on one part of the board.
Comment on students' answers.
3. PRACTICE
a) Objectives:
+ To help students understand the conversation.
+ To help students guess the meaning of some vocabulary items in the
conversation.
+ To help students practise using the vocabulary learnt in 3.

b) Content:
- Listen and read the conversation. Do the filling; Do the Matching;
- Complete the sentences with correct word or phrases.
- Students understand the content of the conversation and know how to use
the vocabulary related to the topic correctly.
c) Organization and outcomes:
Teacher's and Students' activities
Outcomes
TASK 2: Read the conversation again. Fill in each blank with no more than two
words from the conversation.
- First, ask students to read the sentences and fill in - Teacher and Students
- Work individually.
the blanks without reading the conversation again.
- Students work independently to
- Elicit the answers from students. Quickly write
do the activity.
these answers on the board.
* Key:
- Now have them read the conversation again to
1. last month
check their answers.
- Allow them to share answers with a partner before 2. fewer people
3. craft village
discussing the answers.
4. neighbours
- Ask students for their answers again, referring to
5. useful advice
the answers that have been written on the board
before.
- Confirm the correct answers.
TASK 3: Match each word or phrase with its definition.
- Ask students to read the words and phrases in the - Teacher and Students
- Work individually.
first column and locate them in the conversation.
- Ask them to read around each word or phrase to
* Key:
guess its meaning. For example, students can guess
1. d
2. e 3. a 4. c 5. b
the meaning of suburb by reading the sentence
where the word appears in line 4 of the
conversation.
- Model the skill with this word.
- Have students work individually to match the
words and phrases with their definitions.
- Have them compare their answers with a partner.
- Invite some students to share their answers.
- Confirm the correct answers.
+ Have students practise saying the words and
phrases.
TASK 4: Complete each sentence with a word or phrase from 3.
- Have students work in pairs and fill in each blank - Teacher_ Students.
- Work in pairs.
with a word or phrase from 3.
- Ask for students answers and confirm the correct * Key:

ones.
1. suburb
2. get on with
- For a more able class, have students work in
3. facilities
groups.
4. remind ….. of
- Each group makes sentences with the
5. community.
words/phrases.
+Ask students to read aloud these sentences.
4. PRODUCTION
a) Objectives:
To introduce to students some places of interest in a community.
b) Content:
Do the QUIZ. What is the place?
c) Organization and outcomes:
Teacher's and Students' activities
Content
TASK 5: QUIZ: What is the place? Do the following quiz.
- Set a time limit of 3-5 minutes for students to
- Students work in pairs to do the
take the quiz in pairs.
quiz.
- Invite some pairs to share their answers with the
class.
- Confirm the correct answers.
- Ask students to work in groups and brainstorm
all the places of interest in a community that they
know. After 3 minutes, they are invited to share
their answers with the whole class. The group
with the most correct answers wins.
* Key:
** Do the following quiz.
1. stadium
1. People watch sports such as football there
2. hospital
2. People go there for health check-ups.
3. playground
3. Parents take their children there so that they
4. school
can have fun.
5. museum
4. Children learn to read and write them
+ Students' answers.
5. Visitors see objects from the past here
* What are some other places in a
neighbourhood you know?
UNIT 1: LOCAL COMMUNITY
Lesson 2: A closer look 1
SUBJECT: ENGLISH
Week 1:

Duration: 45 minutes
Period 2

Class: 9A, B, C, D

I. OBJECTIVES:
By the end of this lesson, students will be able to gain the following items:
1. Knowledge:
- Gaining an overview about the topic Local community;
- Gaining vocabulary to talk about community;
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to the topic Local community;
- Pronounce the vowel sounds /æ/, /a:/, and /e/ correctly in words and sentences;
* New words: police officer, firefighter, delivery person, electrician, garbage
collector, artisan; handicraft, pottery, speciality…
+ Seek help and respond;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening, speaking, reading and writing skills.
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Qualities:
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
II. TEACHING AIDS AND LEARNING MATERIALS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students: Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. TEACHING PROCEDURE:
1. WARM UP
a) Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b) Content:
To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
students to warm up to the subject and new lesson.
c) Organization and outcomes:
Teacher's and Students' activities
Outcomes
+ Greeting
+ Greeting
+ Teacher asks students some questions about the
+ Students listen and learn how to
do the tasks.
previous lessons,

+ Show a picture with some community helpers. Ask
students who they see in the picture and what is the
common name for these people.
Suggested answer: There is a doctor, a police
officer, a teacher, a firefighter, and a cleaner. They
are called community helpers.
+ Lead into this lesson which focuses on community
helpers, words related to the topic of local
community and revision of the vowel sounds /æ/,
/a:/, and /e/.
+ Share with students the lesson objectives and have
them open their books and start the lesson. It is a
good idea to write the objectives in a corner of the
board and leave them there or put them on a slide to
show students.
2. PRESENTATION
VOCABULARY
a) Objectives:
To teach some vocabulary about community helpers and their responsibilities.
b) Content:
- To provide students with vocabulary;
- To revise / introduce the names of the community helpers with their responsibilities.
c) Organisation and outcomes:
Teacher's & Students' activities
Outcomes
TASK 1: Match the community helpers with their responsibilities.
* Teach vocabulary:
- Teacher_Students
+ Teacher uses different techniques to teach vocab
(situation, realia, translation.)
+ T may focus on presenting the words.
+ To present each word, follow the steps:
+ Show the picture and elicit the word.
+ Read aloud the word several times and ask
students to repeat.
+ Invite some students to read the word aloud.
*Vocabulary
+ Write the word on the board and highlight its
- garbage collector (n) /ˈɡɑːbɪdʒ
phonological features (e.g. show the location of the kəlektə/ nhân viên dọn vệ sinh
main stress).
- artisan (n) /ˌɑːtɪˈzæn/ thợ làm
+ Teacher do the “Rub out and remember” checking nghề thủ công
technique.
- electrician (n)/ɪˌlekˈtrɪʃn/ thợ
* After presenting all the words, ask students what điện
each community helper does. Encourage them to
- firefighter (n) /ˈfaɪəfaɪtə/ lính
give answers.
cứu hoả.

- Have students read the words/phrases in the first
- delivery person /dɪˈlɪvəri ˈpɜːsn/
column and match them with the responsibilities in nhân viên giao hang
the second column. Remind them to pay attention
to the keywords in each statement (a-e).
- Have students work in pairs to compare their
answers before giving the answers.
- Check and confirm the correct answers. Then ask
students to share what other community helpers
* Key:
they know of and their responsibilities.
1. c
2. e 3. a 4. b 5. d
- Take this opportunity to quickly explain the
meaning of some words/phrases like put in, put out, + Some other community helpers:
postman, doctor, nurse, vet,
obey the laws, solve crimes,...
tailor, chef, barber,...
- For a more able class, have 5s make complete
sentences to describe the responsibilities of the
community helpers.
+ What other community helpers can you add?
3. PRACTICE
a) Objectives:
- To teach some vocabulary related to the topic of local community.
- To give students further practice with the vocabulary items they have learnt.
b) Content:
- Task 2: Write a word or phrase in the box under the correct picture.
- Task 3: Fill in each blank with a word or phrase from the box.
c) Organisation and outcomes:
Teacher's & Students' activities
Outcomes
TASK 2: Fill in each blank with a correct word from the box.
- Show each picture on a slide or ask 5s to look at
+ Teacher_Students
- Work individually.
each picture and say what they see.
- Elicit the words/phrases from Ss.
- Have students write the word/phrase under each
* Key:
picture individually.
- Let them share their answers in pairs. Invite some 1. tourist attraction
students to give the answers and confirm the
2. pottery
correct ones.
- Ask students to make sentences with some of the 3. artisan
words and phrases they have learnt. Invite students 4. speciality
to share their sentences. This activity can be carried
5. handicraft
out as a competitive game. Ask students to work in
groups and make sentences with the words/phrases.
Invite some groups to share their sentences. Other

groups listen and comment. The fastest group with
the most correct sentences wins.
TASK 3: Fill in each blank with a word or phrase from the box.
+ Ask students to quickly read the words/phrases
- Students to work individually.
and the given sentences.
* Key:
- Have them do the exercise individually and then
1. artisans
2. electrician
compare their answers with another student.
3. speciality
- Check the answers as a class and confirm the
4. garbage collector
correct ones.
5. handicrafts
4. PRODUCTION
PRONUNCIATION: /æ/, /ɑ:/, and /e/
a) Objectives:
- To help students revise the vowel sounds /æ/, /a:/, and /e/;
- To help students practise pronouncing these sounds in words.
b) Content:
- Task 4: Listen and number the words you hear. Then listen again and repeat.
- Task 5: Listen and practise the sentences. Underline the bold words with /æ/, circle
the bold words with /ɑ:/, and tick the bold words with /e/.
c) Organization and outcomes:
Teacher's & Students' activities
Outcomes
TASK 4: Listen and number the words you hear. Then listen again and repeat.
+ Ask students to say out loud some words they
- Teacher_ Students.
know that contain these vowels.
- Work individually.
+ Have some students read out the given words
* Key:
first. Then play the recording once or twice for
Key + Audio script - Track 2:
them to listen and number the words they hear. Play
1. chart
2. merry
the recording again for students to check their
3. pack
4. cattle
answers and repeat the words.
5. park
6. chat
+ Check the answers with the class and confirm the
7. kettle
8. marry
correct ones.
+ Ask students to work in pairs to practise saying
1. chart (/a:/) 2. merry (/e/)
the words and say which of the three vowels each
3. pack (/æ/)
4. cattle (/æ/)
word contains. Invite some students to share their
5. park (/a:/)
6. chat (/æ/)
answers. Confirm the correct answers.
7. kettle (/e/) 8. marry (/æ/)
* Teacher gives corrections and feedbacks to
students' pronunciation
TASK 5. Listen and practise the sentences. Underline the bold words with /æ/, circle
the bold words with /ɑ:/, and tick the bold words with /e/.
+ Have students quickly read the sentences. Now
* Answer key:

play the recording for students to listen to the
sentences. Ask them to pay attention to the bold
words and underline the bold words with the /æ/
sound. Circle the bold words with the /a:/ sound,
and tick the bold words with the /e/ sound.
+ Invite some students to share their answers.
Confirm the correct ones.
+ Play the recording again for students to repeat the
sentences.
+ Have students practise the sentences in pairs.
Invite some pairs to read the sentences aloud.
Comment on their pronunciation of the sounds.

/æ/: thanks, grandmother, that,
bamboo, relax
/ɑ:/ garbage, artist, park
/e/: bread, beds

UNIT 1: LOCAL COMMUNITY
Lesson 3: A closer look 2
SUBJECT: ENGLISH
Week 1:

Duration: 45 minutes
Period 3

Class: 9A, B, C, D

I. OBJECTIVES:
By the end of this lesson, students will be able to gain the following items:
1. Knowledge:
- To teach grammar notes: Question words before to-infinitive and the use of
“phrasal verbs”.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to the topic Local community;
- Pronounce the vowel sounds /æ/, /a:/, and /e/ correctly in words and sentences;
+ Seek help and respond;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening, speaking, reading and writing skills.
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Qualities:
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.

II. TEACHING AIDS AND LEARNING MATERIALS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students: Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
* Remember! (Ghi nhớ!)
- We use a question word such as who, what, where, when, or how before a toinfinitive to express an indirect question about what we should do.
(Chúng ta sử dụng từ để hỏi như who, what, where, when hoặc how trước động từ
nguyên thể có "to" để diễn tả một câu hỏi gián tiếp về việc chúng ta nên làm gì.)
- We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know
before the question word + to-infinitive.
(Chúng ta thường sử dụng các động từ như ask, wonder, (not) decide, (not) tell, hoặc
(not) know trước từ để hỏi + to-V.)
Example:
a) We don't know what to do to help the community.
(Chúng tôi không biết phải làm gì để giúp đỡ cộng đồng.)
b) She asked how to get to the nearest shopping mall.
(Cô ấy hỏi làm thế nào để đến trung tâm mua sắm gần nhất.)
III. PHRASAL VERBS (See below)
Eg: + I think we will get on with them.
+ When we aren't at home, our neighbour take care of our cats.
* go out = leave your house to go to a social events.
+ pass down = give or teach something to your children. ….; cut down on; run out of …
III. TEACHING PROCEDURE:
1. WARM UP
a) Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b) Content:
To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
students to warm up to the subject and new lesson.
c) Organization and outcomes:
Teacher's & Students' activities
Content
+ Greeting
+ Greeting
+ Brainstorming
- Teacher - Students.
+ Students listen and learn how to
+ Ask students the question: What do you do when
do the tasks.
you don't know how to get to a place in your
neighbourhood? Write the question on the board.
+ Invite some students to answer the question.
Quickly write some of their answers on the board.

+ Draw Ss' attention to the question on the board.
Underline don't know how to get to.
+ Tell them that today they are going to learn some
question words before fo-infinitives and some phrasal
verbs.
- Introduce the objectives of the lesson. Write the
objectives in the left corner of the board. QUESTION
WORDS BEFORE TO-INFINITIVES
= Have students read the two examples in the
Remember! box and pay attention to the bold words.
- Then tell them to read the information in the box.
Check their understanding by asking these questions:
+ What question words can we use before toinfinitives?
+ What does this grammatical structure express?
+ What are the verbs we can use?
+ Ask students to give some more examples.
Comment on their examples.
2. PRESENTATION
a) Objectives:
To help students practise question words before to-infinitives
b) Content:
- To teach grammar. Question words before to- infinitive.
- Grammar explanation.
c) Organization and outcomes:
Teacher's & Students' activities
Outcomes
A. Question words before to-infinitives
- Teacher_Students
- Have students read the two examples in the
– We use a question word such as
Remember! box and pay attention to the bold words. who, what, where, when, or how
-Then tell them to read the information in the box.
before a to-infinitive to express an
- Check their understanding by asking some
indirect question about what we
questions:
should do.
+ What are the question words we can use before to– We often use a verb such as ask,
infinitives?
wonder, (not) decide, (not) tell, or
+ What does this grammatical structure express?
(not) know before the question
+ What are the verbs we can use?
word + to-infinitive.
- Ask Ss to give some more examples. Comment on
Example:
their examples.
+ We don't know what to do to
help the community.
- She asked how to get to the

nearest shopping mall.
3. PRACTICE

a) Objectives:
+ To help Ss practise question words before to-infinitives
+ To help Ss practise Question words before to-infinitives and some phrasal verbs.
b) Content:
- Task 1: Fill in each blank with a suitable question word.
- Task 2: Rewrite the sentences using question words + to-infinitives.
- Task 3: Match each phrasal verb with its meaning.
- Task 4: Complete each sentence using the correct form of a phrasal verb in 3.
c. Organisation and outcomes:
Teacher's & Students' activities
Outcomes
TASK 1: Fill in each blank with a suitable question word.
+ Ask Ss to read the first sentence and think of the
- T_Ss
question word to fill in the gap. Invite Ss to give their * Answer key:
1. how
answers. Confirm the correct one.
2. where
+ Have Ss do the exercise individually and then check
3. what
their answers with a classmate. Invite some Ss to
4. when
share their answers. Confirm the correct answers.
5. who
TASK 2: Rewrite the sentences using question words + to-infinitives
+ Model the way to do the exercise with the first
- T_ Ss
* Answer key:
sentence. Explain to Ss that they only need to replace
1. I don't know how to get to the
the subject / and the modal verb can with to.
swimming pool.
2. They are wondering where to
1.1 don't know how I can get to the swimming pool.
buy traditional handicrafts.
=> I don't know how to get to the swimming pool.
3. She asked what to give to her
+ Have Ss do this exercise individually and then
new neighbour at his housecompare their answers with a partner.
warming party.
4. I can't decide who to ask for
+ Ask some Ss to write their answers on the board.
advice.
Ask other Ss to comment on their answers. Confirm
5. Could you tell me when to pay
the correct ones.
the water bill?
B. Phrasal verbs
- Write these sentences, which are taken from the dialogue in Getting Started, on the
board:
- I think we will get on with them.
- That reminds me of the time our family moved to Viet Nam.
- Ask them about the meaning of each phrasal verb (they learnt the meaning of these verbs
in the Getting Started lesson). Tell them that these are examples of phrasal verbs.
- Have Ss read the information in the grammar box. Ask them to call out any phrasal verbs

they know and write them on the board. Have them explain the meaning of these verbs.
TASK 3: Match each phrasal verb with its meaning.
+ Have Ss do this exercise individually and then
- T_ Ss.
compare the answers with another classmate. Remind - Work individually.
* Answer key:
Ss that they can guess the meaning of each phrasal
1. b 2. d 3. e 4. c 5. a
verb based on the meaning of the main verb.
Check the answers with the whole class. Confirm the
correct ones.
TASK 4: Complete each sentence using the correct form of a phrasal verb in 3
+ Have Ss work in pairs to do the exercise. Remind
* Answer key:
1. came back
them to use the correct form of a phrasal verb in 3.
2. hand down
+ Invite some pairs to share their answers. Confirm
3. find out
the correct answers.
4. takes care of
5. looking around
4. PRODUCTION
a) Objectives:
To give Ss further practice with phrasal verbs in a freer way.
b) Content:
Ss practice playing GAME: Find some one who…
c. Organisation and outcomes:
Teacher's & Students' activities
Outcomes
TASK 5: GAME: Find some one who
+ Ask as many friends as you can the following
* Students' outcomes
questions. Then write their names in the table if
they say “yes”.
+ For this game, have Ss walk around the room and
try to find classmates who answer Yes to each
question on their game card. Explain to them that
some of the questions have a phrasal verb in it. The
winner is the student who fills in their game card first.
+ Set a time limit of about 5-7 minutes. After this
time, if Ss are stuck, the winner is the student with the
most names on his / her game card.
* Teacher gives corrections and feedbacks.
UNIT 1: LOCAL COMMUNITY
Lesson 4: Communication
SUBJECT: ENGLISH
Duration: 45 minutes

Week 2:

Period 4

Class: 9A, B, C, D

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following
items:
1. Knowledge:
- To introduce Everyday English.
- Seeking help and responding.
- To know some places of interest.
* Vocabulary:
- Use the words related to the topic Local community;
- Pronounce the vowel sounds /æ/, /a:/, and /e/ correctly in words and sentences;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Qualities:
- Be ready and confident in real life conversations;
- Actively join in class activities.
- Develop self-study skills.
II. TEACHING AIDS AND LEARNING MATERIALS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students: Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. TEACHING PROCEDURE:
1. WARM UP
a) Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b) Content:
To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
c. Organisation and outcomes:
Teacher's & Students' activities
Content
+ Greeting
+ Greeting
+ To review some phrasal verbs.
+ Students (Ss) listen and learn how to
Game: Phrasal verbs revision
do the tasks.
- Teacher divides the class into 2 teams.
- Teacher shows pictures (PPT slides) of
Answer key:
phrasal verbs, asks students to name them.
- The team that gives more correct names is the 1. find out

winner.

2. take care of / look after
3. come back
4. look for
5. take off
6. get over
- Open the book and write the tittle of
the lesson.

**T may introduce some warm-up activities to
create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new
class…
- T encourages Ss to talk in English as much as
possible
2. PRESENTATION
EVERYDAY ENGLISH
Seeking help and respond
a) Objectives:
1 + 2 . To introduce ways of seeking help and responding; To help Ss practise seeking
help and responding.
b) Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Ask for help and respond in the following situations.
c. Organisation and outcomes:
Teacher's & Students' activities
Outcomes
TASK 1: Listen and read the conversations. Pay attention to the highlighted parts
+ Play the recording for Ss to listen and read the - T_Ss
conversations at the same time. Ask Ss to pay
attention to the highlighted parts. Tell them that
these are two ways to seek help and respond.
+ Write the structures used to ask for help on
* Audio script _Track 4.
the board:
1. Mai: Do you mind carrying this
+ Do you mind + V-ing?
suitcase for me?
+ Could you show me...?
Tom: Not at all.
+ Instruct them how to respond appropriately.
+ Have Ss practise the conversations in pairs.
2. Ann: Could you show me how to
Call on some pairs to practise the conversations
open this gate, please?
in front of the class. For a more able class,
Mr. Nam : Sure.
introduce some other ways to ask for help in
English:
+ Could you help me...?
+ Could you give me a hand with... ?
+ Would you please?
* Teacher checks students' understanding by
asking some checking questions.
TASK 2: Work in pairs. Ask for help and respond in the following situations.
+ Ask Ss to work in pairs to make similar
- T_Ss
- Work in pairs.
conversations, using the language they have

learnt.
* Suggested answers:
For a less able class, model the first situation
1. Do you mind lending me your pen?
with a good stud