LESSON PLAN – ENGLISH 9
n Monday, January 7
th
,2008
Unit 6 THE ENVIRONMENT
Period: 37 GETTING STARTED & LISTEN AND READ
LANGUAGE FOCUS 2
I. Aim
By the end of the lesson, Students will be able to understand the reading
about environment problems and related words / phrases and the use adverb
clauses of reason: as, because and since .
- Teaching aids: text book, cassette, posters about environment or pictures
- Anticipated problems: It may be difficult for Ss to learn and use vocabulary
about environment.
II. Procedure
1. Warm up
- Brainstorming: Ss work in group of 3 to 4. Ask Ss to discuss and
make a list of people activities that destroy the environment.
- Suggested answers: throw garbage in the street, cut down trees, leave the
lights on when unnecessary.
2. Vocabulary
- garbage dump (n) place where the garbage is stored:bãi đổ rác,nơi chứa rác
- deforestation (n): cutting down the trees in the forest : sự phá rừng
- dynamite fishing(n)fishing that uses explosive substances: đánh cá bằng chất nổ
- spraying pesticides (n) It uses to kill insects on the farm: phun thuốc trừ sâu
- (to) spoil (translation) làm hư hỏng, làm hại
Checking: Ask Ss to make sentences with the words they have learned.
3. Pre reading
- Get Ss to match 6 pictures with 6 cuewords in the textbook .
4. While reading
- 1

5. Post reading
- Let Ss discuss the questions 6 and 7
6. Have you ever done anything similar? If yes, what did you do? Where
did you do it? -> Yes, we have. We often collect the garbage and sweep up
our school yard. Our school clearn uo the city streets, especially on days
before great national holidays.
7. If the pollution continues, what might happen? -> If the pollution
continues, our world becomes a harmful and unpleasant to live.
- T gives model sentences about Adverb clauses of reason
Ba is tired because / as / since he stayed up late watching TV
- Concept check: Which is main clause? What is itsduty? What position
does it stand? What function is because / as / since ? Who gives form:
Main Clause + because / as / since + subordinate clause
Use: Conjunctions: because, as , since , for (bởi vì) , now that / because
now (bởi vì bây giờ) -> As / Since thường đứng ở đầu câu
- Rút gọn mệnh đề trạng ngữ chỉ nguyên nhân thành cụm giới từ because
of , due to , owing to (bởi vì) + N / V-ing khi 2 S giống nhau
a. because + Pro + be + Adj -> because of + Poss.adj (of Pro) + N (of
Adj)
b. because + N + be + Adj -> Because of + the + Adj + N .
c. because + S + V + O/A -> due to + Gerund (of V) + O/A.
- Khi mệnh đề nguyên nhân chỉ hành động xẩy ra trước đổi thành:Having PII
- T explains how to do the language focus 2 (P.54)
- Give some sentences to get Ss to do in the textbook.
- Ss make sentences
6. Homework
- Learn vocabulary by heart. Reread the text and answer questions.
- Make 5 – 10 sentences using the form.
- Workbook: Ex. 4-5 (P.42-43)
- Prepare vocabulary in SPEAK (P.49)

-Ss repeat the expression to persuade
- I think you should + V….. - Won’t you + V …..?
- Why don’t you + V ….? - Why not + V…?
- What / How about + V-ing….? - It would be better if you + V…..
- How come + S + V(s)/don’t/doesn’t V? = Why do(n’t)/does(n’t) + S + V ?
4. While speaking
- Ask Ss to read the persuading expressions and the idea cues given in the
textbook carefully. Make sure Ss understand all of the ideas suggested.
- Let Ss work in pairs, persuade their partners to do things to protect the
environment.
- Call on some pairs to practice the dialogue.
- Give feed back and suggested answers:
1. A: I think it would be better if we reuse and recycle bottles and cans.
B: Because reusing and recycling bottles can reduce garbage and save
natural resources.
2. A: I think it would be better if we don’t throw trash onto water.
B: Why? How come?
A: Because it can keep the water clean. Polluted water can directly do harm
to people’s health and kill fish.
3. A: I think it would be better if we go to work by bike.
B: Why? How come?

Phan Thi oanh Nguyen Du Secondary School 3
LESSON PLAN – ENGLISH 9
A: Because going to work by bike can save energy and at the same time it
can keep the air cleaner.
4. A: Why don’t we put garbage bins around the school yard?
B: What for?
A: To prevent lazy students from throwing trash. That’s how we can keep
the school yard clean and protect the environment.


Phan Thi oanh Nguyen Du Secondary School 4
LESSON PLAN – ENGLISH 9
Monday, January 14
th
2008
Unit 6 THE ENVIRONMENT
Period: 39 LISTENING + LANGUAGE FOCUS 1,3
I. Aim
By the end of the lesson , Ss will be able to listen for detailed information
and further improve vocabulary and knowledge about environment. To
understand adjectives + that clause and adverbs
- Teaching aids: cassete, textbook…
- Anticipated problems: Ss may have difficulty with new words about
oceanic pollution
II. Procedure
1. Warm up
- Greetings
- Answers: - How can we protect the environment? How do you prevent
littering? How do we reduce the amount of garbage?
2. Vocabulary
- raw sewage (n) untreated wastewater: nước thải chưa qua xử lý, nước cống
- pump (v) (mime / trans) bơm,đổ , thải
- oil spills (n) the release of oil into the natural environment: tràn ra
- leak (v) (trans) rò rỉ
- waste material (n) vật liệu phế thải
- dump (V/n) đổ thành đống (rác) , vứt bỏ/đổ ầm xuống/
Checking: Ro + R
3. Pre listening
- Guessing game: Ask Ss to have guesses on how the ocean is polluted

- Sau đại từ phiếm định: something, everything, someone, nothing.
3. Adjective (of emotion)+ that clause
S + be + adj + that + clause
Adj of emotion: happy, glad, pleased, excited, sorry, disappointed, amazed,
afraid, ashamed,afraid, angry, bad, certain, grateful , helpful , hopeful ,
important , lucky ,sure, thankful,true,wrong
- Use: with some adjectives of feeling / emotion
- Ss do exercises 1,3 (P.52,55)
- Give the correct sentences.
Tape transcript:
Our oceans are becoming extremely polluted. Most of this pollution comes
from the land, which means it comes from people. Firstly, There is rawsewage,
which is pumped directly into the sea. Many countries, both developed and
developing, are guilty of doing this. Secondly, ships drop about 6 million tons
of garbage into the sea each year. Thirdly, there are oil spills from ships. A
ship has an accident and oil leaks from the vessel. This not only pollutes the
water but also kills marine life. Next, there are waste materials from factories.
Without proper regulations, factories owners let the waste run directly into the
rivers, which then leads to the sea. And finally, oil is washed from the land.
This can be the result of carelessness or a deliberate dumping of waste.
(guilty: điều sai trái, khiển trách,phạm tội, - delibrate: cố ý, thận trọng,thảo luận kỹ)
6. Homework
- Retell the listening.
- Do exercise1,3 (P.52,55) again
- Workbook: Ex. 1,1,6,7 (P.41,44,45)
- Prepare vocabulary in READING
III. Teacher’s self – evaluation and remark Phan Thi oanh Nguyen Du Secondary School 6

a. How many people are there in the poem ? What is their relationship?
b. Where are they?
c. What problem of the environment is mentioned in the poem?
4. While reading
- Ss scan the poem about the environment and then check the prequestions
- Ss read again and give the correct answers
- Keys:
a.There are two (mum and son)
b. Probably in the forest
c. Pollution
* Matching: Match each word in A to an appropriate explanation in B (P.51)
1.Junkjard a, a row of bushes forming a fence
2.end up b, people
3.treasure c, a piece of land full of rubbish
4.foam d, mass of bubble of an air or gas
5.stream e, a fow of water
6.hedge f, valuable or precious things
7.folk g, reach a state of

Phan Thi oanh Nguyen Du Secondary School 7
LESSON PLAN – ENGLISH 9
*Key: 1 - c, 2 - g , 3 - f 4 – e, 5 - d 6 - a , 7 - b
* Comprehension questions (b. P.51) (Lucky lot game)
*Keys:
1. + 4. + 7. + 9. LL
2.- 5.The poet wants us to learn that everyone is responsible for the
environment from pollution / stopping pollution.
3.- 4. No. Because he is right, if he throw the bottles that will be polluting the woods
5-1. If the pollution goes on, the world will end up like a second hand junk–jard
6.-6. (The answer depends on the students’opinion). Suggestions: I can put

I. Aims
By the end of the lesson, students will be able to know how to write a
complaint letter with the right format and language and practice writing one
using the cues given
- Teaching aids: extraboard
- Anticipated problems: Ss havent been familiar with complaint letters
II. Procedure
1. Warm up
- Greetings
- T asks : Whats in a formal letter? - Gives Ss an A4 size paper. Ask them
to write the main parts of a formal letter on the paper in good position.
-Answers: Senders address,- Receives address, -Salutation,-Body,-Signature.
2. Vocabulary
- complain to sb (v)-> complaint(n) express dissatisfaction: phàn nàn, than phin
- complication (n) điều gây rắc rối, sự phức tạp,sự rắc rối
- resolution (n) make a suggestion quyết định, ý định
- float (v) (sit/trans) trôi, nổi, bồng bềnh
- situation (n) states the reason for writing: tình huống, hoàn cảnh
- prohibit (v) ngăn cản, ngăn cấm
- refreshment (n) rest to make spirit freshed again: s ngh ngi
- response (v) make an answer, truck (n) strong lorry for heavy goods, break (n)
pause or interval at work(s ngng ,ngh), fly (n) two-winged insect( rui)
Checking: R- O- R
3. Pre writing
* Matching A complaint letter has five sections SCRAP
A B
1. Situation b. mentions the problem
2. Complication a. states the reason for writing
3. Resolution c. end the letter politely
4. Action d. makes a suggestion

*Suggestion:
Dear Mr..........,
I’m writing to you about the problem of fish catching in the lake behind my
house
I am very worried because they don’t use fishing rod or net but use
electricity to catch fish. After a short time they left the lake a lot of small fish
died and floated on the water surface. Other animals such as frogs, toads and
even birds have also died from electric shock waves.
I would suggest the local authorities should prohibit and fine heavily any one
catching fish in this way.
I am looking forward to hearing from you and seeing the actions taken to
protect the environment from the local authorities.
Yours sincerely.
5. Post–writing
Sharing writings + Teacher correction (if there is enough time)
6. Homework:
- Complete the writing and Review the grammar points in this unit
- Prepare vocabulary Unit 7 – Getting started & listen and read + LF 2
III. Teacher’s self- evaluations and remarks

Phan Thi oanh Nguyen Du Secondary School 10
LESSON PLAN ENGLISH 9
Tuesday, January 22
nd
,2008
Unit7: SAVING ENERGY
Period: 42 GETTING STARTED + LISTEN AND READ
Language focus 2
I. Aims
By the end of the lesson, students will be able to read and understand the

4. While reading
- Ss scan the dialogue and then check their prediction.
- Ss read and give the correct answers
- Keys: T: 1- 2 5 F: 3 4
3. Mrs. Ha -> A plumber. Or: Mrs Mi asked Mrs Ha to get a plumber to make
sure / check there are no crackers in the pipes
4. Mrs Mi asks Mrs Ha to get a plumber to check cracks in the pipes
* Comprehension questions:
a. Why is Mrs Ha woried?

Phan Thi oanh Nguyen Du Secondary School 11
LESSON PLAN – ENGLISH 9
b. How much does Mrs Ha pay for her water bill?
c. What does Mrs Mi advise Mrs Ha to do?
d. How much water can be wasted a month by a dripping faucet?
Key: a. Because her recent water bill is enormous
b. She pays 200.000 for the bill
c. She advised Mrs Ha to get a plumber to check her water pipes and to reduce
the amount of water by taking shower and turning off faucets after (her) use
d. A dripping faucet can waste 500 liters of water a month
5. Post − reading
* Language focus 2
- Phrasal verbs or Multi-word verbs: turn off / on, look for / after and go on
S + V + prep / particle + ……
- Use: Cách dùng động từ kép / cụm động từ: được cấu tạo bởi một động từ với
một tiểu từ hay một giới từ, hay cả hai (tiểu từ+ giới từ) : get along with..
- Động từ kép được chia làm hai loại:
a. Động từ kép có thể phân cách(separable phrasal verbs): give up,
turn on /off , try on , put on / off ….
* Túc từ là danh từ: có thể đúng trước hoặc sau tiểu từ: … turn off the lights =

I. Aims
By the end of the lesson, students will be able to understand suggestions
and know how to response to suggestions . To use suggestions to suggest ways
to save energy through group discussion
- Teaching aids: Pictures, or extraboard
- Anticipated problems: Ss may find it difficult to get enough ideas about
saving energy.
II. Precedure
1. Warm up
- Greetings
2. Vocabulary
- Revision
3. Pre speaking
- Review the ways to make suggestions.
Suggestion Response
I suggest + V-ing ..
I think we should…..
Shall we…..?
Why don’t we….?
How / What about + Ving ..?
Let’s ….
OK
That’s a good idea
All right
No. I don’t want to
I prefer to …..
Let’s….
- Ask Ss to make some sentences with the structures above
4. While–speaking
- Ss Look at the expressions to make suggestions about how to save energy

g . I think we shouldn’t go to school by motorbike./ we should go by bike
instead of (going by) motorbike
h. Let’s go to school by bus or bicycle./ use the public buses.
5. Post–speaking
b.Practice suggesting and responding what they are doing to save energy for
class. Example: Picture a ( Section b – P.59 Textbook)
e. A. Why don’t we replace ordinary light bulbs with energy-saving bulbs to
save energy?
B.That’s a good idea
A:How about making posters on energy saving and hanging them around our school?
B: Great! Let’s do that.
g. A:I suggest going to school by bike instead of going by motorbike to save energy.
B. – C – D (the same a /e)
h. A: I think we should go by bus instead of going by motorbike.
B. – C – D (the same a / e )….
6. Homework
- Practice speaking (P.58-59)
- Language focus: Do exercise 3 (P.64)
- Workbook: Ex 5-6 (P.49-50)
- Find out new vocabulary in “LISTEN”
III. Teacher’s self – evaluations and remarks
Tuesday, January 29
th
, 2008

Phan Thi oanh Nguyen Du Secondary School 14
LESSON PLAN ENGLISH 9
Unit7 SAVING ENERGY
Period: 44 listenING
I. Aims

5. All building in Sweden will be heated by solar energy in 2050
4. While listening
- Ask Ssto listen and then check their T/F statements.Ask Ss compare the
answers with a friend.
- Ss listen again if necessary. Feedback and give the correct answers.
- Key: True: 1 , 4.
2. False. nuclear power the use of coal, gas, oil or nuclear powe
3.False. cannot can / It is enough to provide power for total population.
5. False. 2050 -> 2015.

Phan Thi oanh Nguyen Du Secondary School 15
LESSON PLAN – ENGLISH 9
* Gap fill: (section b- P.60) Ask Ss to get the missing words. Useful question
is: What is the part of speech of the missing words?. Call some Ss to read the
completed sentences.
- Key: 1. effective 2. pollution 3. countries 4. store 5.roof 6. instead
5. Post listening
* True / false repetition drill.
- Ss read aloud 5 to 7 statements about content of the listening. If the
statements are true, Ss repeat after the teacher. If the statements are false, Ss
stay silent. Any Ss don’t follow this ruler, they will be given a kind of
“punishment”by classmembers or teacher. ( may use the statements in section
a to review )
- Call some Ss repeat the true statements in this lesson
* Write it up: (optional)
Students write about energy, using the ideas discussed above and the
two exercises (a+b) on page 60
* Tapescript: Are you looking for a cheap,clean,effective source of power that
doesn’t cause pollution or waste natural resources? Look no further than solar
energy from our sun.At present, most of our electricity comes from the use of

-Teacher asks students to order the appliances (after they answer the questions:
Which one uses the most electricity per house? And which one uses the least?)
- Keys: Most: drier, iron, fridge, T.V, computer, fan, bulb,CD player
Least (watts/hour):1,200 - 920 - 725 - 133 - 120 - 55 - 40 - 13
- Dictation (optional): Careless carrie came home at 6 p.m. She turned on the
fluorescent in her room. She watched 3 hours of T.V and then she took a cold
hair shower. She spent half hour drying her hair with the dryer. At 10:30 she
went to bed. She turned off the light but turned on her CD player and played
her favorite CD for one hour.
- How many watts of electricity did Careless Carrie used?
- What should Carrie do tomorrow to sacve electricity?
2. Vocabulary
- luxury (n) >< necessity hàng/sự xa xỉ
- consumer (n) :user of product or service : ngời tiêu dựng
- efficiency (a): (sit/expl) hiệu quả,năng/hiu suất cao,
- conserve (v) =preserve bảo tồn/giữ gìn
- innovation (n) bringing in new ideas .: sự đổi mới,sáng chế mới
- tumble drier/dryer(n) machine that drys hair..: máy quay sấy khô quần áo giặt
- scheme (n) (trans) = plan k hoch,
-ultimately(adv)= finally: xét hiệu quả cuối cùng, cuối cùng,xột v lõu v di
Checking: Ro + R
3. Pre reading
* Prequestions
a. Which continents are mentioned in the text?
b. Are electricity, gas and water luxuries or necessities?
c. Do people want to reduce them or only want to save money by using more
effective (electricity) appliances?
4. While reading
- Ask Ss to read the passange quickly and answer the pre-questions
- Give the correct answers:

chức năng hay cấu trúc.
a. AND: và: dùng thêm thông tin bổ sung (additional ideas)
b. OR: hoặcdiễn tả sự lựa chọn. - OR (ELSE): (nếu không) diễn tả điều kiện.
c. BUT: nhưng: nối hai ý tương phản nhau. He’s fat but his brother isn’t.
d. SO: (vì thế, do đó,nên) diễn tả hậu quả. He’s busy, so he can’t help you.
e. THEREFORE – HOWEVER: (Adv)
- Therefore: do đó, vì thế đồng nghĩa với: SO, chỉ hậu quả ( nó có thể theo
sau dấu phẩy(a comma), dấu chấm phẩy(a semi-colon),hoặc dấu chấm câu(a
period) hoặc sau chủ từ.He’s busy;/./, therefore he can’t help you
- However: tuy nhiên. Diễn tả sự tương phản,đồng nghĩa với: BUT, nhưng
luôn luôn nối liền hai mệnh đề. He’s over seventy;however,he’s still active.
- Do exercise1 P.62-63
6. Homework
- Redo Exercises in section a - b (P.61). And Read and translate the reading
- Workbook Ex 1-2 P.47
- Find out new vocabulary in “Write” (P.61-62) and study the formal
III. Teacher’s self-evaluations and remarks

Phan Thi oanh Nguyen Du Secondary School 18
LESSON PLAN – ENGLISH 9
Tuesday, February 12
th
2008
Unit 7: SAVING ENERGY
Period 46: WRITING
I. Aims
By the end of the lesson, students will be able to write a short,simple
speech with clear organization and present it in front of the whole class
- Teaching aids: Poster
- Anticipated problems: Ss may have difficulty with structures in speech.

3. Good evening, ladies and gentlemen. I’m Professor Roberts and tonight
I’m going to tell you how to save money.
2. Most of us use too much gas. You can reduce this amount by :
– Traveling by bicycle or public transport
– Having mechanic check your motorbike regulary.
1. If you follow these simple rules, not only will you save money, but also the
environment will be cleaner.
* Some students practice the speech in front of the class (optional)
4. While –writing

Phan Thi oanh Nguyen Du Secondary School 19
LESSON PLAN – ENGLISH 9
*These groups (each group – each topic) discuss and write down their speech
on the poster (Each group selects one secretary to write) (Section c - P.62)
*Suggestions:
* Reducing garbage
- Good morning, ladies and gentlemen, I’m Professor Hung, President of
Friends of the Earth. I’m going to tell you how to reduce garbage
-Most of us produce too much garbage everyday.So we can reducegarbage by
• Collecting plastic bags
• Not keeping solid waste with food waste
• Putting different kinds of waste in different places
If you following these simple rules, you’ll not only reduce your garbage, but
also keep the environment cleaner
* Reusing paper
-Good morning, every one. I’m glad to be here this evening.My name is Nam.I
come from grade 9A.I’m going to tell you about reusing paper.
- Most of us produce too much paper. You can reuse paper by:
• Having a separate waste basket for waste paper
• Keeping sheets with single printed page for drafting

1. Warm up
- Greetings
2. Contents
I. Paper:
I. Match a word in A with its definition in B:
A B
1. environment a. a place to put our rubbish
2. pollution b. the air, land, and water around us
3. garbage c. water matter from factories, turns flowing to special pipes
4. junk–yard d. dirty air, land and water
5. sewage e. a piece of land full of rubbish
II. Fill the gap in each sentence below with a suitable phrasal verb from the box
(There are two extra phrasal verbs)
turn on , look after, get on, take off, turn off, look for, go on
1. I’ve lost my keys. Can you help me to .them.…………
2. Mr. Peter is 90 and living alone. He needs somebody to . him.…………
3. We must change our ways. We can’t . living like that.…………
4. Don’t forget to . the T.V before going to bed.…………
5. It’s dark in here, please . all the lights.…………
II. Fill the gap in each sentence below with a suitable phrasal verb from the box
(There are two extra phrasal verbs) Call up, go on , look after, turn off,give up,
look for, take off.
1. Remember to the faucet after use.…
2. If I don’t see you tomorrow, I will .you up.… …
3. Her father smoking last month… .
4. Hoa often her younger brother when her mum is out of town.…
5. If you . wasting your time, you’ll feel sorry about that. …
III. Rewrite the following sentences:
1.
 I suggest .…………

……………………………………………………………..
5. According to you, what will happen if the pollution goes on?
………………………………………………………………..
V. Correct form of the verb in brackets:
1. The students (have) the final test in May. →
2. We (go) home late last night. →
3. She (drink) a lot of milk everyday. →
4. The girls (play) badminton at the moment. →
5. She (teach) us English since 1999. →
V. Correct form of the verb in brackets.
1. The boy always (ride) his bike too fast.
2.They (practice) their music lesson at 8 o’clock last night.
3.People (use) solar energy instead of electricity for many years.
4.The weather (get) better next week.
5.The plumber (fix) the water pipes for her house two days ago.
4. Home work
- Prepare Unit 8 – Getting started – Listen and Read + Language focus3,4
III. Teacher’s self – evaluation and remark.

Phan Thi oanh Nguyen Du Secondary School 22
Celebrations
LESSON PLAN – ENGLISH 9
Tuesday, February 19
th
2008
Unit: 8 CELEBRATIONS
Period 48: GETTING STARTED + LISTEN AND READ
LANGUAGE FOCUS 3,4
I. Aims:
By the end of the lesson, students will be able to listen and read for

- Checking: Jumble words (words on the cards are in the wrong order)
3. Pre reading
Pre
−
questions:
a. How many celebrations are talked in the text? What are they?
b. What do people do during these celebrations?
c. What special food do they have?
4. While − reading
*.Complete the table: (Grids) (With key)

Phan Thi oanh Nguyen Du Secondary School 23
LESSON PLAN – ENGLISH 9
Celebrations When Activities Food Country
1. Tet
(Lunar new
year)
In late
January or
early
February
Cleaning, and
decorating homes,
wearing new
clothes, enjoying
special food
Sticky rice
cakes
Vietnam
(China)

1. Sentences (Eliciting from the students)
- I am not satisfied with my preparations for Tet Although I have decorated my
house and made plenty of cakes,.= Although I have…cakes, I am … Tet
2. Formation:
Clause1 + although / though / eventhough + clause 2
 Although/ Though / Even though + clause2 , Clause1
* Other patterns: However + Adj / Adv + S + (may) + V…, S .., Adj / Adv +
as / though + S +(may) + V…, S + .,No matter + Wh-question+ (adj/Adv) + S
+ V …, S + …, Wh – question (ever) + S + may + V..,S…
3. Reduction of concessive clauses
- Despite / Inspite of / Regardless of + V-ing / Noun phrase
a. .. though + Pro +be + Adj->..Despite + poss.Adj(->pro)+N (->Adj)
b. … though + N+be + A-> …despite + the + A(->a) + N (->N)
c. … though + S + V + O/A-> …despite + V-ing (->V)+ O/A
- Do exercises Language focus 3,4 – Page 71->73
6. Homework
- Complete exercises3,4 (P.71−73)
- Find out new vocabulary in “Speak”
- Workbook: Ex 4-5 (P.55-57)
III. Teacher’s self- evaluations and remarks

Phan Thi oanh Nguyen Du Secondary School 24
LESSON PLAN – ENGLISH 9
Monday,February 25
th
,2008
Unit 8: CELEBRATIONS
Period 49: SPEAKING
I. Aims
By the end of the lesson, students will be able to give and respond to a

Ex: Mai: Well done, Trang.
Trang: Thanks.
- Depend on Ss’level. Ss can use more structures to give and respond to a
compliment
4. While–speaking
- Picture and word cue drill (P.66−67)- Ss work in pair.
- Call on some pairs to practice the dialogue before class.
- Feed back and give suggested answers.
*Keys:

Phan Thi oanh Nguyen Du Secondary School 25