giáo án kế hoạch bài dạy tiếng anh 9 kì 2 sách global success soạn chi tiết chất lượng đủ 6 bài

kế hoạch bài dạy tiếng anh 9 kì 2 sách global success soạn chi tiết chất lượng đủ 6 bài giáo án tiếng anh 9 kì 2 sách global success soạn chi tiết chất lượng đủ 6 bài

Match the words in A with their definitions/explanations in B (5 mins)

- Teacher tells Ss to read the words given in column A, then study their definitions / explanations in column B.

- Students read in pairs to do the task.

- Teachers has Ss work in pairs to do the matching Checks their answers as a class

- Students work in pairs to do the task.

- Teacher has Ss read the words aloud Correct their pronunciation if necessary.

- Students answer and read the words aloud.

Task 2: Complete the following table There is one example (5 mins)

- Teacher has Ss work in pairs Tell them to look at the verbs given in the left column and write their equivalent nouns in the right column.

- Teacher checks their answers as a class

- Teacher has Ss read the verbs and nouns aloud Correct their pronunciation if necessary.

- WC read the words aloud.

1 locate location 2 hesitate hesitation 3 explore exploration 4 possess possession 5 admire admiration

Complete the following sentences with the words from the box (5 mins)

ACTIVITY 4: PRODUCTION (5 mins) a Objectives

- To help students practise pronouncing these sounds correctly in words and in sentences. b Content:

- Task 5: Listen and repeat the sentences Pay attention to the underlined words. c Expected outcomes:

- Students can pronounce the sounds /sl/ and /sn/ in words and in sentences correctly. d Organisation:

Task 5: Listen and repeat the sentences Pay attention to the underlined words (6 mins)

- Teacher plays the recording for Ss to listen.

- WC listen to the recording.

- Teacher plays the recording again Let Ss listen and repeat sentence by sentence, paying attention to the underlined words.

1 There are many snowstorms on Mount Everest.

2 He went down the slope, wearing a pair of sneakers.

- If there is time, Teacher asks Ss to give the words they know that contain these two sounds.

- Students give the words they know that contain two sounds.

- Teacher asks each student to give at least one word having the sound /sl/ and one word having the sound /sn/.

- Students give one word having the sound /sl/ and one word having the sound /sn/.

3 She sneezed when I gave her a slice of pizza.

4 The way down the hill was slippery as it was covered in snow.

5 After eating a snack, she felt very sleepy.

(slide, slip, slow, sleeve, dogsled,mudslide, snake, snail, snorkel,snowball, …)

CONSOLIDATION (5 mins) a Wrap-up

- Ask the class what words, phrases and sounds they have learnt

- Tell them the grammar points that they will learn in the next lesson. b Homework

- Do exercises in the workbook.

- Find 3 more words that have the sounds /sl/ and /sn/

- Prepare new lesson Unit 7 – A closer look 2.

A closer look 2

OBJECTIVES

By the end of this lesson, Ss will be able to:

- Change Yes / No questions into reported speech.

- Be collaborative and supportive in pair work and teamwork.

- Actively join in class activities.

MATERIALS

- Grade 9 textbook, Unit 7, A closer look 2 - Computer connected to the Internet

III PROCEDURES 1 ACTIVITY 1 WARM-UP (7 mins) a Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead Ss into the new unit b Content:

- Students can answer teacher’s questions using the structure of reported speech (Yes/No questions). d Organisation:

* Review - Teacher asks Ss to recall the rules of changing statements and Wh-questions into reported speech.

- Teacher tells them that they are going to learn how to change Yes / No questions into reported speech.

- Teacher introduces the objectives of the

-> I told them (that) I was tired

He said, ‘What time does the film begin?’

=> He wanted to know what time the film began. lesson Write the objectives on the top-left of the board.

* Rumour Detective - Teacher divides the class into two teams.

- One team prepares a short story with several characters and events.

- The other team acts as “rumour detectives” who listen to the story and then ask questions using Wh- questions to clarify the details.

- The storytelling team can only answer using reported speech

- The rumour detectives win if they can correctly identify all the key elements of the story.

- Students listen and follow instructions.

- Lead into the new lesson.

He said that she had gone to the store.

- To help students focus on the use of Yes / No questions in reported speech. b Content:

- Grammar explanation - Task 1: Choose the correct answer A, B, C, or D to complete each question. c Expected outcomes:

- Students know how to use Yes/No questions in reported speech. d Organisation:

- Ss have already learned reported speech for statements and Wh-questions In this unit, we introduce the reported speech for Yes / No questions.

- Teacher quickly reviews the rules when we change statements and Wh-questions into reported speech.

- Teacher has Ss study the Remember! Box for a few minutes.

- Students read the Remember! box carefully and listen to the teacher.

- Teacher explains the rules when we change

Yes/ No questions into reported speech.

* Task 1: Choose the correct answer A, B,

or D to complete each question

- Teacher has Ss work independently

- Ss work independently to do the task.

- Teacher gives Ss some time to read the sentences and choose the correct answers

- Teacher tells them to refer back to the

- Teacher checks Ss’ answers as a class.

- To give Ss a chance to use the grammar learned in 1 and the Remember! Box;

- To practise Yes / No questions in reported speech. b Content:

- Task 2: Complete the following reported questions.

- Task 3: Rewrite the sentences in reported questions - Task 4: Read the passage and underline the Yes / No questions Then write them in reported questions. c Expected outcomes:

- Students can understand and use Yes / No questions in reported speech. d Organisation:

CONTENTSTask 2: Complete the following questions (6 mins) reported

- Teacher allows Ss some time to do the task individually.

- Students do the activity individually

- Teacher tells them to read each sentence and apply the rules of changing Yes / No questions into reported speech, then complete the sentences.

- Teacher asks them to compare their answers in pairs before checking as a class.

1 He asked the children if they were excited about their upcoming trip to Mui Ne.

2 She asked us whether we often met Angela at school.

3 She wanted to know if Mark would visit Giang Dien Waterfall the following week.

4 I asked the teacher if / whether Con Dao National Park was rich in flora and fauna.

5 Arthur wanted to know if / whether they could go to the campsite by bike.

Rewrite the sentences in reported questions (7 mins)

- To provide Ss with real-life practice with Yes / No questions in reported speech. b Content:

Work in two groups Take turns to give and change the Yes / No questions

She asked me if / whether I lived

B: “Do you live near the sea?”

- Summarise the main points of the lesson. b Homework

- Do exercises in the Workbook.

- Make 5 sentences by using Yes / No questions in reported speech.

- Prepare new lesson: Unit 7 - Communication

UNIT 7: NATURAL WONDERS OF THE WORLD

Communication

- Know how to ask for permission and respond;

- Talk about natural wonders and tourism.

- Develop communication skills and creativity;

- Be ready and confident in real life conversations;

- Know about natural wonders and tourism;

- Grade 9 textbook, Unit 7, Communication - Computer connected to the Internet

- To enhance students’ skills of cooperating with team mates. b Content:

- Students can use their background knowledge to answer the questions. d Organisation:

- Teachers asks some Ss to make Yes / No questions, and other Ss change them into reported speech.

- Introduce the objectives of the lesson: learning how to ask for and respond to permission, and talk about natural wonders and tourism.

* Can I? game - Teacher divides the class into two teams.

One team takes turn to asking the questions on the board, while the other team responds.

- Each team receives points for asking and responding politely and respectfully The team with the most points will win.

Is it possible to travel around the world in 80 days?

Is it possible to travel the world without flying?

Is the Amazon rainforest the largest rainforest in the world?

Is it possible to protect the world’s natural wonders for future generations?

Can I use your phone to make a call?

Can I take a picture of you?

Can I visit you this weekend?

- To introduce ways of asking for permission and responding.

- To help student learn about some natural wonders around the world; b Content:

Listen and read the conversations Pay attention to the highlighted parts

- Task 3: Write each natural wonder under the correct picture. c Expected outcomes:

- Ss can know how to ask for permission and responding. d Organisation

Task 1: Listen and read the conversations Pay attention to the highlighted parts.

(5 mins)- Teacher plays the recording and have Ss Audio script: listen and read the conversations at the same time Tells them to pay attention to the highlighted parts

- Students listen and read, then look at the highlighted parts.

- Teacher elicits the two ways of asking for permission and responding.

- Students listen to the teacher.

- Teacher asks them to act out the conversations in pairs Goes around and offer help if necessary Checks their pronunciation.

- Students act out the conversations in pairs.

Anne: Can I watch a horror film, Mum?

Anne’s Mum: No, dear, you can’t It’s late now.

Tourist: May we come in and have a look around the temple?

Guard: Sure But be careful It’s very dark inside.

Write each natural wonder under the correct picture (5 mins)

ACTIVITY 3: PRACTICE (18 mins) a Objectives

- To help student practice asking for permission and responding.

- To give Ss practice in talking about some famous natural wonders of the world. b Content:

- Task 2: Work in pairs Make similar conversations to ask for permission and respond in the following situations.

- Task 4: Mai, Phong and Mark are talking about the natural wonders they have visited Read and decide which wonder in 3 each of them is talking about.

- Task 5: Work in groups Discuss and decide which place in 3 and 4 your group wants to visit Explain the reasons why you want to visit it Plan the things you want to do there. c Expected outcomes: Students can

- use the structures to ask for permission and respond.

- Choose, explain the reasons why you want to visit it and plan the things you want to do there. d Organisation

Task 2: Work in pairs Make similar conversations to ask for permission and respond in the following situations (6 mins)

- Teacher asks Ss to study the instructions.

- Student listen and follow instructions.

- Teacher has Ss work in pairs, one asks for permission, and the other responds Then has them swap roles.

- Students work in pairs Ask for permission and respond.

- Go round to observe and give assistance when necessary

Transition from Everyday English to

- Teacher asks them to name some natural wonders / tourist attractions of Viet Nam

- Students name some natural wonders / tourist attractions of Viet Nam that they know.

- Teacher asks Ss how they can ask for

1 You: Can I borrow / Can you lend me a book on the Galápagos Islands?

Your friend: Sure But please look after it carefully.

2 You: May I submit my project after the deadline, Miss?

Your teacher: I’m afraid you can’t.

Ha Long Bay, Cuc Phuong NationalPark, Dong Van Plateau, Ban GiocWaterfall, Son Doong Cave, Cu LaoCham Island, Con Dao Island, etc. permission and respond when they want to enter one of these tourist attractions

- Lead to the topic-based communication part.

Task 4: Mai, Phong and Mark are talking about the natural wonders they have visited Read and decide which wonder in 3 each of them is talking about (5 mins)

- Teacher has Ss read the passages for a few minutes Makes sure they understand the main ideas and offer explanations if needed.

- Teacher has Ss work in groups and do the task

- Students work in groups to do the task.

- Teacher goes round the class to monitor.

- Teacher corrects Ss’ mistakes only when it is really necessary.

Mai: Jeju Island Phong: Sahara Desert Mark: Grand Canyon

Task 5: Work in groups Discuss and decide which place in 3 and 4 your group wants to visit Explain the reasons why you want to visit it Plan the things you want to do there (7 mins)

- Teacher has Ss work in groups.

- Teacher give Ss a minute to refer back to the places in 3 and 4.

- T has them discuss and decide on the place they want to visit.

- Students work in groups to discuss and decide the place.

- Teacher asks them to explain the reasons why they want to visit it.

- Encourage them to say what they would like to do there

- Teacher goes round giving help when necessary

- Location: Quang Ninh Province - World Natural Heritage Site (1994) - Main features: About 2,000 islands and islets, beautiful caves, blue water

… - Visitors’ activities: exploring floating villages, cruising the bay, kayaking, enjoying delicious seafood

- Location: Korea - Created by a series of volcanic activities

Site: the Jeju Volcanic Island and Lava Tubes

- Contains Mount Hallasan, the tallest mountain in Korea

- Location: Africa - Largest desert on Earth (9 million km 2 )

- Sand dunes of different colours - Natural oases – diversified flora

- Location: Arizona, USA- 446 km long, 29 km wide- Carved by the Colorado River - First national park in the USA

- To give Ss practice in talking about some famous natural wonders of the world. b Content:

- report the decision. c Expected outcomes:

- Students can report their decision. d Organisation

- Teacher has some groups report their decision to the class.

Hey everyone, I’m super excited to tell you why I’m keen on visiting HaLong Bay It’s in Quang NinhProvince, and not only it’s beautiful but it’s also a World Natural HeritageSite!

CONSOLIDATION (2 mins) a Wrap-up

- Have Ss say what they have learnt in the lesson b Homework

- Prepare new lesson: Unit 7 – Skills 1

Skills 1 I OBJECTIVES

- Read for specific information about the Dolomites - a travel destination;

- Talk about the Great Barrier Reef.

- Be collaborative and supportive in pair work and teamwork;

- Understand more about the travel destinations: the Dolomites and the Great Barrier Reef;

- Grade 9 textbook, Unit 7, Skills 1 - Computer connected to the Internet - Projector / TV

III PROCEDURES1 ACTIVITY 1 WARM-UP (5 mins) a Objectives:

- To help students understand and activate their knowledge of the topic. b Content:

- Brainstorming - Mountain Chain Reaction c Expected outcomes:

- Students gain knowledge about the topic. d Organisation:

– Teacher asks Ss what beauty spots / landscapes / natural wonders in the world and in Viet Nam they have been to or know of.

- Teacher asks them if they have ever heard of or read about the Dolomites and the Great Barrier Reef.

- Teacher leads into the new lesson: Reading about a World Heritage Site – the Dolomites, and Speaking about the Great Barrier Reef

– Teacher introduces the objectives of the lesson Write the objectives in the top-left corner of the board.

- What beauty spots/ landscapes/ natural wonders in the world and in Viet Nam have you been to or know of?

- Have you ever heard of or read about the Dolomites and the Great Barrier Reef?

- Teacher shows an image of the mountain.

- Teacher asks Ss to shout out words associated with mountains, building a chain reaction of ideas.

- Teacher encourages diverse vocabulary related to the landscape, weather activities, and emotions.

Landscape: peak, valley, cliff … Weather: cold, windy, sunny, foggy

… Activities: hiking, climbing, camping, bird watching, taking photos …

Emotions: peace, excitement, adventure, freedom …

2 ACTIVITY 2: PRESENTATION – (PRE-READING) (10 mins) a Objectives:

- To help Ss learn new vocabulary in the reading text; b Content:

- Work in groups Look at the picture and answer the questions. c Expected outcomes:

- Students identify some new words and how to use the target vocabulary d Organisation:

- Teacher explains the meaning of the new vocabulary by showing pictures or giving explanations.

- Students guess the meaning of words.

Task 1: Work in groups Look at the picture and answer the questions (3 mins)

- Teacher tells Ss to look at the picture first.

- Teacher has them work in groups Tell them to imagine what activities visitors can do when they go there

- Teacher encourages them to talk as much as possible.

1 Beautiful nature: snow-covered mountains, forests, green grass, nice houses at the foot of the mountain … 2 Cycling, walking, climbing mountains, skiing, trekking, taking pictures, camping, …

3 ACTIVITY 3: PRACTICE – (WHILE-READING) (15 mins) a Objectives:

- To improve Ss’ skill of reading for details (scanning). b Content:

Read the text and match the highlighted words with their meanings or

Task 3: Read the text again and choose the correct answer to each question. c Expected outcomes:

- Students gain knowledge about the topic d Organisation

Task 2: Read the text and match the highlighted words with their meanings or explanations (5 mins)

- Teacher has Ss read the text quickly and find the places where the words in the left column appear.

- Students read the text quickly and find the highlighted words.

- Teacher tells them to use the context in which these words appear to choose the right meanings / explanations

- Teacher checks the answers as a class.

Read the text again and choose the correct answer to each question (7

mins) - Teacher asks Ss to do the task individually.

Tells them to read the passage two or three times, then read each question, pause to identify where it appears in the text, read that part carefully to choose the correct answer

- Students do the task individually.

- Teacher asks Ss to exchange their answers with a partner

- Students compare answers in pairs.

- Teacher checks the answers as a class.

- Teacher calls on some Ss to read the sentences aloud Checks their pronunciation and intonation.

- Students read the sentences aloud.

- Teacher explains the new words and clarify any issues Asks some questions to see if they understand the passage fully

- Students listen to the teacher’s explanation and answer the questions.

- - Teacher puts Ss into pairs Tells them to look at the text, then one asks two comprehension questions about the text, and the other answers Then they swap roles After some time, invite some pairs to say out loud their questions and answers before the class.

- Ss work in pairs Asks two comprehension questions about the text and answer.

Where are the Dolomites? When did the Dolomites become a UNESCOWorld Heritage Site?

4 ACTIVITY 4: PRODUCTION – (SPEAKING) (10 mins) a Objectives:

- To help Ss take some information about a natural wonder.

- To help Ss can talk about a natural wonder b Content:

- Transition from Reading to Speaking.

- Work in groups Introduce the Great Barrier Reef to the class c Expected outcomes: Ss can

- talk some information about Great Barier Reef to the class. d Organisation

Transition from Reading to Speaking (2 mins)

- Wrap up the Reading section by asking Ss what to include when they talk about a natural wonder

– Name of the natural wonder – Its location

– Its special features / interesting things – What you can do there

- Teacher tells Ss that they are going to talk about the Great Barrier Reef Ask them to refer to the reading for any

Vocabulary, ideas, or structures they may need for their speaking.

Task 5: Work in groups Introduce the Great Barrier Reef to the class (8 mins)

- Teacher has Ss work in groups Ask them to use the answers in 4 and the vocabulary learnt in the unit to talk about the Great Barrier Reef.

- Students work in groups Talk about the Great Barrier Reef.

- Teacher gives help when they have difficulty

The Great Barrier Reef is a World expressing their ideas.

- Teacher calls on some Ss to talk before the class T and other Ss listen and comment.

- Students present the talk before the class.

Heritage Site It was recognised by UNESCO in 1981 It’s located in the Coral Sea, Australia The total area of this reef is about 334,400 km 2 There are over 400 different types of corals living in the site When you come here, you can take part in a lot of activities: coral watching, sailing, scuba diving, and so on The Great Barrier Reef is the world's biggest single living structure But this natural wonder is now in danger, and it needs much effort to protect it from damage.

- Summarise what they have learnt in the lesson

- Have Ss recall some things they can remember. b Homework

- Prepare new lesson: Unit 7 – Skills 2

Skills 2

- Listen for specific information about the Amazon Rainforest;

- Write about a natural wonder / beautiful landscape in their area.

- Understanding about a natural wonder / beautiful landscape in their area;

- To lead into the new lesson. b Content:

- Students can answer the questions about beautiful places or landscapes in their neighbourhood. d Organisation:

- T asks Ss whether there are beautiful places or landscapes in their neighbourhood.

- Ss listen and follow instructions.

- T leads into the new lesson: Listening about Amazon Rainforest, and Writing about a natural wonder in their area.

- T introduces the objectives of the lesson.

Write the objectives in the top-left corner of the board.

1 Are there any beautiful places in your neighbourhood?

2 Is there a beautiful park with many colourful flowers and tranquil ponds in your neighbourhood? If so, what are your favourite things about it?

3 Does your neighbourhood have a view of the towering skyscrapers and twinkling lights?

2 ACTIVITY 2: PRESENTATION (PRE-LISTENING) (5 mins) a Objectives:

- To help Ss develop their skill of listening for specific information. b Content:

- Write a word from the box under the correct picture. c Expected outcomes:

- Ss can listen for specific information to do the learning tasks. d Organisation:

Write a word from the box under the correct picture

ACTIVITY 3: PRACTICE – (LISTENING AND WRITING) ( 25 mins) While-listening (10 mins)

- To help Ss develop their skill of listening for specific information.

- Listen to the passage and tick (√) the things you hear.

- Listen again and choose the correct answers. c Expected outcomes: Ss can

- listen for general and specific information to do the learning tasks.

- listen for general and specific information to do the learning tasks d Organisation

Listen to the passage and tick (√) the things you hear

- T tells Ss that they are going to listen to a passage about the Amazon Rainforest.

- T plays the recording Tell Ss to listen carefully and tick the things they hear.

- Ss listen and do exercise - T checks their answers.

- T confirms the correct answers as a class

- T plays the recording again if needed Pause at places where Ss have difficulties and show them how to find the answers.

- Green lung of the world √ - Causing climate change - Threats to biodiversity √ - Planting trees √

Listen again and choose the correct answers

- T has Ss read the questions carefully

- T plays the recording once or twice

- T asks Ss to listen carefully and choose the correct answers

- Ss listen and do the task.

- T plays the recording again for them to check their answers Pause where needed and correct their mistakes

The Amazon Rainforest is a magnificent area It is the largest tropical forest on earth The Amazon possesses more than half of our world’s tropical forest areas It is very rich in flora and fauna

The Amazon Rainforest is home to the most biological diversity, serving as the green lung of the world It contributes to the production of one- fifth of the oxygen in our atmosphere.

The Amazon also helps to slow climate change For these reasons, theAmazon ranks among seven natural wonders of the world It has so many things which are especially important for our earth and our future

Today the biodiversity of this region is threatened These threats include illegal logging, deforestation, fires, and species extinction Protecting wild species and the wild places where they live is so urgent for us.

Governments and the communities living in the area are doing a lot to restore damaged ecosystems They plant trees and establish parks to protect rainforests and wildlife They also encourage people to live in a way that doesn't hurt the environment.

- To help students practise asking and answering about a natural wonder/beautiful landscape in their area;

- To help students write a paragraph about the natural wonder/beautiful landscape in their area b Content:

- Task 4: Work in pairs Brainstorm ideas about a natural wonder/beautiful landscape in your area Ask and answer about it, using the following prompts. c Expected outcomes:

- Students can use learned vocabulary and grammar to write a paragraph about the natural wonder/beautiful landscape in their area d Organisation:

Task 4: Work in pairs Brainstorm ideas about a natural wonder/beautiful landscape in your area Ask and answer about it, using the following prompts (3 mins)

- T tells Ss to think of a natural wonder / beauty spot / landscape in their area Suggested answer:

- Ss think of a natural wonder / beauty spot / landscape in the area.

- T has Ss work in pairs One asks questions and one answers, based on the following cues:

- Ss work in pairs Ask questions and answer.

Name of the natural wonder: What is it / is its name?

Location: Where is it located?

Natural features: What are its natural features?

Activities: What (activities) can visitors do there?

Ways to protect it: What are the ways to protect it?

- To help students write a paragraph about the natural wonder/beautiful landscape in their area b Content:

- Task 5: Write a paragraph (100 - 120 words) about the natural wonder/ beautiful landscape you have talked about in 4. c Expected outcomes:

- Students can use learned vocabulary and grammar to write a paragraph about the natural wonder/beautiful landscape in their area d Organisation:

Task 5: Write a paragraph (100 - 120 words) about the natural wonder/ beautiful landscape you have talked about in 4 (17 mins)

- Teacher has Ss work independently.

- Teacher sets a time limit for Ss to do the writing Tell them to refer to 4 for more information to help them

- Teacher monitors Ss’ work and give assistance when necessary.

- Teacher collects some Ss’ papers and mark them, and later share comments

There is a beautiful river near my home It is called Dong Son River It is not very large, but it is nice and peaceful On the right bank of the river near my village, there are rice fields and patches of green grass.

There are also bushes and a lot of wild flowers At weekends, a lot of people gather here for entertainment Young people go camping and have a picnic Old people may with the class

- If there is not enough time for Ss to do their task in class, have them do it as homework. spend their time fishing or playing chess.

Many swim in the river or row a boat on it.

This place is becoming more and more popular, so it is more and more crowded I think the authorities need to do something to protect this natural beauty

- Rewrite the paragraph in the notebooks.

- Prepare new lesson: Unit 7 – Looking back + Project

Looking back + Project

- Review the vocabulary and grammar of Unit 7;

- Apply what they have learnt (vocabulary and grammar) into practice through a project.

- Be encouraged to attend school activities;

- Grade 9 textbook, Unit 7, Looking back and Project - Computer connected to the Internet

- To create an active atmosphere in the class before the lesson. b Content:

- Ss can list as many Unit 7 vocabulary as possible d Organisation:

- Teacher divides the board, and divides the class into teams.

- Students work in teams Follow the teacher’s instructions.

- Members of each team take turns and write as many vocabularies in Unit 7 as possible in 2 minutes.

- The group having more correct answers is the winner. peak, majestic, paradise, tourism, travel destination, natural wonder, …

2 ACTIVITY 2: PRESENTATION – VOCABULARY (10 mins) a Objectives:

- To help students review the vocabulary of Unit 7. b Content:

- Task 1: Choose A, B, C, or D to indicate the correct answer to each question.

Give the correct forms of the words in brackets to complete the sentences

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully d Organisation:

Task 1: Choose A, B, C, or D to indicate the correct answer to each question (5 mins)

- Teacher has Ss do this task individually to choose the correct answer to each question.

Then correct their mistakes if necessary.

- Students do the activity individually.

- Teacher goes round and monitor the class, giving support if necessary.

Task 2: Give the correct forms of the words in brackets to complete the sentences.

- T asks Ss to read the sentences Tell them to pay attention to the words given in brackets, and what derivatives they need to fill in the gaps

- Ss so the task individually - T has Ss write the answers in their notebooks Ask some of them to write the words on the board T corrects the mistakes if necessary

1 possessions 2 charming 3 located 4 explorer 5 permission

3 ACTIVITY 3: PRACTICE – (GRAMMAR) (12 mins) a Objectives:

- To help Ss revise reported Yes / No questions;

- To give Ss more practice in rewriting Yes / No questions in reported speech. b Content:

- Underline the correct answers to complete the sentences.

- Rewrite the sentences in reported questions. c Expected outcomes:

- Students can recall the uses of the grammar that they have learnt in this unit (reported Yes / No questions). d Organisation

Underline the correct answers to complete the sentences (5 mins)

- T allows Ss some time to do the task individually.

- Ss do the task individually.

- Then T asks them to compare their answers in pairs.

- Ss compare answers in pairs.

- T calls on some Ss to write their answers on the board, other Ss give comments, and correct mistakes only when really necessary.

1 if I knew 2 he was living 3 wanted to know 4 asked

Rewrite the sentences in reported questions (5 mins)

- T has Ss review the rules of rewriting Yes /

No questions in reported speech

- Ss listen to the teacher’s instruction.

- T has Ss work independently or in pairs to rewrite the sentences.

- Ss work independently or in pairs to do the task.

- T has Ss write their answers in their notebooks.

- T gives corrections and explanations if necessary.

1 She asked me / wanted to know if / whether I knew about the Shilin Stone Forest in China.

2 Mi asked Nam / wanted to know if / whether he enjoyed having virtual tours of those natural wonders.

3 David asked me / wanted to know if / whether I was interested in the natural wonders of my country.

4 I asked Linh / wanted to know if / whether she could manage to meet the deadline for the project.

5 She asked me / wanted to know if / whether I would visit some natural wonders overseas that summer

4 ACTIVITY 4: PRODUCTION - PROJECTOR (15 mins) a Objectives:

- To give Ss practice in finding information about a natural wonder of the world;

- To improve their speaking and presentation skills. b Content:

- Students are able to present their posters about natural wonders of the world. d Organisation

Find a natural wonder

- Teacher explains to Ss what they have to do.

Asks them to work in groups and decide on the natural wonder they want to talk about.

- Students listen and choose the natural

- Ha Long Bay, Viet Nam- The Great Barrier Reef, Australia- The Grand Canyon, USA wonder - The Sahara Desert, Africa

- Mount Everest, border of Nepal and China

- Galapagos Islands, Ecuador - Komodo Island, Indonesia - Niagara Falls, Canada

Collect pictures of it

- Teacher asks Ss work in groups.

- Students work in groups to collect pictures of the wonder they have chosen.

- Teacher tells Ss to collect pictures of the wonder they have chosen.

Look for information about it

- Teacher asks Ss to find information about the wonder.

+ Its location + Its special features / attractions + Threats to its existence

+ Ways / Plans to preserve it

Make a poster

- Teacher ask Ss each group makes a poster and decorate their poster and arrange the information in a way that it is informative and attractive.

- Students work in groups to make a poster

Give a presentation about it to the class

- Teacher calls on some groups to show their posters and make a presentation Other groups give their comments The class votes for the best poster.

- It is better for T to assign the project in earlier lessons Make sure to guide them carefully and checks their progress after each lesson In the last lesson (Looking Back), ask Ss to give their presentation.

CAN…

TOURISM Lesson 1: Getting started – You’ve got a nice tan

- Gain an overview about the topic Tourism;

- Gain vocabulary to talk about travel experience.

- Be collaborative and supportive in pair work and team work.

- Grade 9 textbook, Unit 8, Getting started - Computer connected to the Internet - Projector / TV

III PROCEDURES 1.ACTIVITY 1: WARM-UP (5 mins) a Objectives:

– To create an active atmosphere in the class before the lesson;

– To review the previous units;

– To lead into the new unit. b Content:

- Students have a chance to speak English and focus on the topic of the lesson. d Organisation:

- T divides the class into 2 teams.

- Ss are shown different pictures, and they need to take the first letter from each picture to form the mystery word

- Which team finds the mystery word first will become the winner

- Ss work in 2 teams and follow the teacher's instruction to play the game.

- Ss answer the questions individually.

- T leads to the new unit Write the keyword

Tourism on the board Ask Ss to guess what they are going to learn about in this unit.

1 TOURIST 2 OCCUR 3 URGENT 4 RAINFOREST 5 ISLAND

– To set the context for the introductory dialogue;

– To introduce the topic of the unit. b Content:

- Vocabulary pre-teaching c Expected outcomes:

- Students can know more new words;

- Students can understand the conversation; topic of the lesson, … d Organisation:

- T explains the meaning of the new vocabulary by pictures.

- T reveals that these five words will appear in the reading text and asks Ss to open their textbooks to discover further.

1 tan (n): màu da rám nắng 2 holidaymaker (n): người đi nghỉ 3 accommodation (n): chỗ ở 4 app (n): phần mềm, ứng dụng 5 domestic (adj): trong nước

- To help students read for specific information about travel experience;

- To help students learn words and phrases related to tourism;

- To help students use the words in context. b Content:

- Task 2: Read the conversation again and tick T (True) or F (False).

- Task 3: Match a word in A with a word in B as in the conversation.

- Task 4: Complete the sentences with the words and phrases from the box c Expected outcomes:

- Students understand the conversation and topic of the lesson and can complete the tasks successfully. d Organisation:

ACTIVITIES Task 1: Listen and read (5 mins)

- T asks Ss to look at the pictures in the book.

T introduces the two characters and asks the questions.

- Students answer the questions individually - T plays the recording for Ss to listen and read along Have Ss underline the words that are related to the topic while they are reading and listening.

- Students listen to the recording and read along.

- Some pairs of students read the conversation aloud.

- Students underline the words that are related to the topic.

- T invites some pairs of Ss to read the conversation aloud.

- Students say the words / phrases that they have underlined in the conversation.

- T has Ss say the words / phrases that they have underlined in the conversation Quickly write the words / phrases on the board.

- T refers to the questions previously asked.

Confirm the answers where relevant.

+ What do you see in the pictures?

+ Can you recognize any places in them?

+ How are the pictures related to the topic?

Suggested answers: e.g: the pictures are of popular places (pagoda, beach, the DragonBridge) and foods (banh beo) for tourists; and Ann and Tom are talking about the places they have visited.

Read the conversation again and tick T (True) or F (False) (6 mins)

- T asks Ss to work in pairs to read the conversation again.

- Students work in pairs to read the conversation again

- T asks Ss to underline the key words/ phrases in the statements and find answers.

- Students underline key words/phrases in the statements and find answers.

- T has pairs work together for one minute to compare answers

- Students work in pairs to compare answers.

- T has Ss read out the statements and say if the statements are true or false.

- Students read out the statements and say if the statements are true or false.

- T makes sure they pronounce the words correctly

- T checks the answers as a class and gives feedback.

Match a word in A with a word in B as in the conversation (5 mins)

- T asks Ss to work individually to match the words

- Students work individually to do the activity.

- T asks Ss to say the words aloud and share their answers with one or more partners.

- Students share answers with one or more partners.

- T checks the answers as a class and gives feedback.

- With a stronger class, T can ask Ss to make some example sentences with the words they have learnt If there is enough time, T can ask some Ss to write their answers on the board.

Complete the sentences with the words and phrases from the box (6

mins) - Ask Ss to do the exercise individually and then check with the whole class.

- Ss work independently to complete the task.

- For a more able class, have Ss work in groups Each group makes sentences with the words/phrases Then they read aloud

1 safari 2 domestic 3 online apps 4 sport tourism 5 destination these sentences.

- Students work in groups and make sentences with the words/phrases Then they read aloud these sentences.

- To give students an opportunity to find out how much they know about tourism in Viet Nam. b Content:

- Task 5: Quiz: How much do you know about tourism in Viet Nam? c Expected outcomes:

- Students can learn some facts about famous places in Viet Nam. d Organisation:

Game: Mario Answer questions about popular places in Viet Nam

- T asks Ss to play in two teams.

- Ss work in teams and follow the teacher's instruction

- Each team takes turns to choose a mystery box and answer one question

- The team which can earn more points becomes the winner.

1 Hue 2 Can Tho 3 Da Lat 4 Cao Bang 5 Quang Ninh

- T asks Ss to talk about what they have learnt in the lesson. b Homework

- Start preparing for the Project of the unit:

+ Ask Ss to open their books to the last page of Unit 8, the Project section Ask Ss to look at the topic of the project and say what the product of the project is

- Prepare the next lesson, A closer look 1.

TOURISM Lesson 2: A closer look 1

- Use the lexical items related to the topic Tourism;

- Pronounce endings -ic and -ious in words and in sentences correctly.

- Access and consolidate information from a variety of sources.

- Actively participate in class and school activities;

- To activate students’ prior knowledge and vocabulary related to the topic;

- To enhance students’ skills of cooperating with teammates

- Game: Board Race c Expected outcomes:

- Students can recall some phrases about the topic Tourism. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Board Race Expected answer:

- The teams have to race to write words on the topic Tourism on the board Each student writes one word at a time, before passing the chalk to the next student.

- After 2 minutes, the team with more correct answers is the winner.

- Ss work in 2 teams and follow the teacher's instruction to play the game. tourism, specialty, tan, safari, online app, holidaymaker, etc.

- To provide students with new words and phrases related to tourism; b Content:

- Task 1: Match the words and phrases with the explanations c Expected outcomes:

- Students can know more lexical items related to tourism. d Organisation:

Vocabulary pre-teaching (3 mins)

+ providing explanations of the words - Ss guess the meaning of words.

+ showing pictures illustrating the words.

1 package holiday (n): chuyến đi trọn gói 2 self-guided (adj): tự dẫn đường; tự điều khiển

3 itinerary (n): kế hoạch chi tiết của chuyến đi

4 ruinous (adj): bị phá huỷ

Match the words and phrases with the explanations (5 mins)

- Students can know more lexical items related to tourism. d Organisation:

Task 1: Vocabulary pre-teaching (3 mins)

+ providing explanations of the words - Ss guess the meaning of words.

+ showing pictures illustrating the words.

1 package holiday (n): chuyến đi trọn gói 2 self-guided (adj): tự dẫn đường; tự điều khiển

3 itinerary (n): kế hoạch chi tiết của chuyến đi

4 ruinous (adj): bị phá huỷ

Task 1: Match the words and phrases with the explanations (5 mins)

- Ss have encountered three of these five words and phrases in previous lessons Self-guided tour and package holiday may be

1 e 2 c new to them T may focus on these words.

- T asks Ss to read the words and phrases in the left- hand column first, then the explanations in the right- hand column Then do the matching individually or in pairs.

- T invites some Ss to share their answers.

- Ss do the task independently, then share the answers.

- T checks the answers as a class.

- T asks Ss to read the words and phrases aloud Correct them if needed.

- T asks Ss for the Vietnamese equivalents of these words and phrases if needed.

- To revise some words related to tourism that Ss have learned;

- To help Ss use words and phrases related to tourism in specific contexts.

- To help Ss pronounce correctly words ending in -ic and -ious;

- To help Ss say the words endings in -ic and -ious correctly in sentences. b Content:

- Task 2: Write a phrase from the box next to the sentence to replace ‘it’

- Task 3: Complete the sentences with the words from the box

- Task 4: Listen and repeat the words Pay attention to the word stress.

- Task 5: Mark the stress in the underlined words Then listen and repeat the sentences. c Expected outcomes:

- Students can identify some lexical items related to tourism and use them in different contexts.

- Students can pronounce endings -ic and -ious in words and in sentences correctly. d Organisation:

CONTENTS Task 2 Write a phrase from the box next to the sentence to replace ‘it’ (5 mins)

- Of the five phrases in this task, Ss have encountered three in the previous lessons, except ruinous site and fixed itinerary T should spend more time looking at these two phrases.

- T asks Ss to read the phrases in the box first.

Make sure they understand their meanings For the two new phrases, ask Ss to separate the two words in each phrase and refer to its meaning In this way, Ss can guess the meaning of the phrase.

- T asks Ss to read each sentence and decide what phrase in the box the pronoun ‘it’ refers to.

Allow them some time to do the task.

- T invite some Ss to share their answers.

- Ss do the task independently, then share the answers and discuss as a class.

- T checks the answers as a class read the phrases aloud

- Ss read the phrases aloud.

1 entrance ticket 2 ruinous site 3 travel agency4 fixed itinerary 5 smooth trip

Complete the sentences with the words from the box (5 mins)

- T asks Ss to work individually

- T asks Ss to read the words in the box and the sentences Then choose the correct words to complete the sentences.

- Ss do the task independently, then share the answers and discuss as a class.

- T checks Ss’ answers as a class.

1 self-guided 2 itinerary 3 entrance 4 package 5 apps

Task 4 Listen and repeat the words Pay attention to the word stress (5 mins)

- T has Ss stress the words first, applying the rules in the Remember! box

- T plays the recording once or twice for Ss to

Audio script: listen and check if they have stressed the words correctly.

- Ss stress the words first, then Ss listen to the recording and check if they have stressed the words correctly.

- T has Ss listen again and repeat the words as a class, in groups, and individually.

- Ss listen again and repeat the words as a class, in groups, and individually.

Task 5 Mark the stress in the underlined words Then listen and repeat the sentences (5 mins)

- T has Ss read the sentences and stress the underlined words.

- Ss discuss and find the words endings in -ic and -ious and mark the stress.

- Some Ss share their answers.

- T asks Ss to read the sentences, paying attention to the stressed words

- Ss read the sentences, paying attention to the stressed words.

- T plays the recording for Ss to listen and repeat each sentence.

- Ss listen to the recording, check and repeat the sentences

- T calls on some Ss to read the sentences individually Correct them if needed.

2 am'bitious, Pa'cific 3 'classic, 'previous 4 lu'xurious, te'rrific 5 ro'mantic, 'various

- To give students further practice with the vocabulary they have learnt. b Content:

- Students can identify some lexical items related to tourism and use them in different contexts d Organisation:

- Each team takes turns choosing one number and answer an MCQ.

- The team with more correct answers will be the winner.

- Ss work in 2 teams and follow the teacher’s instruction to play the game.

Choose the correct answer A, B, or C to complete each sentence.

1 The bus dropped us at the square and gave us two hours to do a tour of the ancient town.

2 We’ve booked a(n) for our holiday because we want to learn more about the life of the locals.

3 Sorry, I don’t know any since we have always planned our trips on our own.

C places of attraction 4 My son usually uses apps to buy tickets and book accommodation.

5 The agency sent us a detailed , so we know the activities and their times for each day of our trip

- Ask Ss to summarise what they have learned in the lesson

- Ask them to list some phrases learned in the lesson

- Ask them to list some other learned words/ phrases related to tourism, paying attention to their pronunciation

- Ask Ss to give 2 words ending in -ic and -ious and mark their stress b Homework - Do exercises in the workbook.

- Prepare the next lesson, A closer look 2

TOURISM Lesson 3: A closer look 2

- Use relative pronouns: which, who, and whose in sentences in real-life situations.

- To activate students’ prior knowledge related to the targeted grammar of relative pronouns;

- To enhance students’ skills of cooperating with deskmates. b Content:

- Students can join two slips of paper together to make meaningful sentences. d Organisation:

Game: B.I.N.G.O - T divides the class into pairs.

- T delivers a set of word cards which are halves of sentences containing relative pronouns to each pair.

- Ss will have to work in pairs to join two slips of paper together to make meaningful sentences

- Ss say “Bingo” when finish.

- Ss who are the fastest with more correct answers will be the winner.

1 Tourists who are interested in architecture often visit Hoi An.

2 The beach which we discovered during our road trip was pristine

3 That is the chef whose restaurant has earned a Michelin star.

4 We explored a historic castle whose walls were damaged by the tornado.

- T asks Ss to look at A CLOSER LOOK 2 on page 85

- Ss work in pairs and follow the teacher's instruction to play the game.

- To activate students’ knowledge of sentences containing relative pronouns;

- To learn how to form a conditional sentence with relative pronouns. b Content:

- Students identify the uses and how to use relative pronouns in sentences. d Organisation:

Relative pronouns: which , who , and whose

- T reminds Ss of the relative pronouns which Ss have already encountered in previous lessons like who, whose, and which

- T writes sentences containing these pronouns on the board with the pronouns underlined Ask Ss if they know what each pronoun refers to.

Translate the sentences if needed.

- Ss work independently and answer the questions.

- T leaves the examples on the board as a reminder to Ss

- T shares with Ss the lesson objectives.

- T writes the objectives in a corner of the board and leaves them there till the end of the lesson.

1 Tourists who are interested in architecture often visit Hoi An.

2 The beach which we discovered during our road trip was pristine

3 That is the chef whose restaurant has earned a Michelin star.

4 We explored a historic castle whose walls were damaged by the tornado.

- To help Ss focus on the use of relative pronouns which, who and whose;

- To help Ss practise the use of which, who and whose;

- To provide Ss with real-life partially-open-ended practice with which, who, and whose. b Content:

Task 1: Underline the noun or noun phrase in each sentence that which or who refers to.

Underline the correct relative pronoun for each sentence (4 mins)

Task 3: Complete each sentence with who or whose.

Task 4: Match a clause in A with a clause in B to make a complete sentence.

Task 5: Work in pairs Discuss and finish the sentences c Expected outcomes:

- Students know how to use relative pronouns in sentences for different uses d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1 Underline the noun or noun phrase in each sentence that which or who refers to (4 mins)

- T allows Ss 2 minutes to read the Remember! box

- T asks Ss to do the activity individually - Ss work independently to do Task 1

- T has Ss read the sentences and decide what noun or noun phrase which or who in each sentence refers to.

- T calls on some Ss to share their answers with the class.

- Ss check the answers as a class.

- T checks the answers as a class Explain if needed.

Task 2 Underline the correct relative pronoun for each sentence (4 mins)

- T has Ss do this activity in pairs.

- Ss work in pairs to do Task 2.

- T guides Ss to look at the noun or noun phrase just before which and who If it is a thing, use which If it is a person, use who.

- T calls on some Ss to share their answers by reading the sentences aloud

- T confirms the correct answers as a class.

- Ss check the answers as the class.

Notes: T may ask Ss to circle the noun or noun phrase which helps them decide the use of which or who This is to help them to focus on the relation between the noun / noun phrase and the relative pronoun.

Complete each sentence with who or whose (3 mins)

- T asks Ss to read the Remember! box Ask them to decide what pronoun whose in each example refers to (answers: the man’s and the city’s).

Highlight to Ss: whose stands for both things and people and it stands before the noun it possesses.

- T asks Ss to do the activity in pairs.

- T has Ss read each sentence carefully and decide if who or whose is needed Encourage discussion.

- Ss do the task in pairs.

- T calls on some Ss to share their answers.

- Ss check the answer as a class

- T checks the answers as a class Explain if needed.

1 who 2 whose 3 who 4 whose 5 whose

Match a clause in A with a clause in B to make a complete sentence

(4 mins) - T has Ss do this activity individually

- Ss work independently to do the task.

Tip: Ask Ss to underline the last noun / noun phrase in the first clauses and decide if it is a thing or a person If it is a thing, refer to the clauses in B with which or whose If it is a person, refer to the clauses in B with who or whose

- T allows Ss some time to exchange their

- Ss exchange textbooks to check their friends’ answers.

- T calls on some Ss to share their answers

- Ss check the answer as a class

Task 5 Work in pairs Discuss and finish the sentences (5 mins)

- T has Ss work in pairs

- Ss do the task in pairs.

- T asks Ss to read the beginnings carefully and take turns to complete the sentences in the way they want.

- T walks around and offers help if needed.

- T calls on some pairs to share their answers Correct them if needed.

- Ss check the answers as a class

1 Son Dong is now a world-famous destination for travellers who look for adventures / who love exploring caves.

2 I’m personally against tours which use animals for entertainment.

3 We shared a holiday home with two Germans whose English was easy to understand.

4 I bought a city map which has attractions clearly marked and directions how to get there.

5 Most travellers prefer working with tour guides who are friendly and helpful.

- To provide students with a more demanding task practice with the use of which, who, and whose. b Content:

- Game: LUCKY NUMBERS c Expected outcomes:

- Students are able to avoid common mistakes when using relative pronouns in sentences d Organisation:

- T divides the class into two groups.

- Each group takes turns to find the extra word in each sentence

+ If they answer the question correctly, they will get 1 point.

+ If they choose the lucky number, they don’t need to answer the question and get 2 points

- The groups with more points will become the winner.

- Ss work in groups and follow the teacher's instruction to play the game.

1 The girl who she wore a pink dress at the party is my cousin.

2 The book which I lent you it is my brother’s.

3 The song which I was listening to it when you came in is my favourite.

4 This is the photo of the heroes whose their actions we admired so much.

5 Students whose test results they were over eight will go to class A.

– Summarise the main points of the lesson.

– Ask Ss to make sentences containing relative pronouns about their travel experience. b Homework

- Prepare the next lesson, Communication

TOURISM Lesson 4: Communication

- Practise reading for specific information

- Apply ways to express obligation and respond to do exercises and practise them in real situations in daily life.

III PROCEDURES 1 ACTIVITY 1: WARM-UP (5 mins) a Objectives:

- To practise listening for specific information. b Content:

- Students know ways to express obligation. d Organisation:

Supposing your team was preparing for the school field trip and as a team leader, you needed to assign tasks to your teammates

- Ss work individually to do the task and then check the answers with the whole class.

What would you say in that case?

- T leads in the new lesson: To make sure the trip goes smoothly; your teammates need to fulfil their duty and as a leader, you need to express obligation There are two ways to express obligation that we will learn in Lesson 4 Communication

- Ask Ss to look at COMMUNICATION on page 86.

- It is necessary for us to bring suncream.

- Everyone must arrive on time.

- To introduce two ways to express obligation. b Content:

- Task 1: Listen and read the conversations Pay attention to the highlighted parts. c Expected outcomes:

- Students know how to express obligation and respond. d Organisation:

1 low season (n): mùa ít khách2 cruise (n): cuộc đi chơi biển (bằng tàu thuỷ)

- Ss use the given hints to find out the words.

- Ss write the new words in their notebooks.

3 historical (a):có liên quan đến sự kiện của quá khứ

Everyday English Task 1: Listen and read the conversations Pay attention to the highlighted parts (7 mins)

- T lets Ss listen and read the conversations and asks Ss to pay attention to the highlighted parts and find out their uses

- Ss listen to the conversations and pay attention to the highlighted parts and find out their uses

- T calls on some Ss to share their opinions.

- Some Ss share their opinions with the class.

- T gives more explanations and writes down the ways to express obligation and respond.

- Mother: Lan, you must hurry up or we’ll miss the train.

- Nick: Is it necessary for us to wait in the queue?

3 ACTIVITY 3: PRACTICE : MY TRAVEL (18 mins) a Objectives:

- To help Ss practise expressing obligation and responding.

- To introduce Ss how to talk about their travel;

- To help Ss further develop their reading skill for specific information (scanning); b Content:

- Task 2: Work in pairs Express obligation in the following situations

- Task 3: Read what people say about their travels Then complete the table

- Task 4: Work in groups Share with your partners an unforgettable holiday you’ve taken c Expected outcomes:

- Students can express obligation and respond.

- Students can develop their reading skill for specific information d Organisation:

Task 2 Work in pairs Express obligation in the following situations (7 mins)

- T asks Ss to work in pairs to express obligation in certain situations.

- Ss work in pairs to do the tasks.

- T moves around to observe and provides help

- T calls on some pairs to practise in front of the class Comment on their performance.

- Some pairs practise in front of the class.

Work in pairs Take turns to say obligations and respond in the following situations

1 Tell your brother to turn off the TV when he finishes watching the cartoon.

2 Tell your friends that you all must finish the project by Tuesday.

3 Tell your friend Mark not to be late again for class.

4 Tell your sister to put the toys back on the shelf.

Transition from Everyday English to My travel

– Ask Ss to think about places they have travelled to (an ancient town, a handicraft village, a new city, etc.) Invite Ss to share their answers.

1 It’s necessary that you make a list of the things you will pack for your holiday.

2 You must strictly follow the factory regulations while visiting.

1 – You must turn off the TV when you finish watching the cartoon.

2 – It’s necessary that we finish the project by Tuesday.

– We got it Don’t worry.

3 – Mark, you must not be late again for class.

– I’m sorry I won’t be late again.

4 – You must put the toys back on the shelf after playing with them.

– Ask Ss what information they include when they talk about these places (time, transport, activities, feelings, etc.).

– Tell Ss they are going to read what people talk about their travels.

Task 3 Read what people say about their travels Then complete the table (5 mins) - T asks Ss to work individually

- T asks Ss questions so that they can have an overall idea of what they are going to read.

- T has Ss quickly read three people’s talks and complete the table

- T calls on some Ss to share their answers.

- Ss work individually to do the task, exchange answers with a partner and then check the answers with the whole class.

- How many people are talking about their travels?

Task 4 Work in groups Share with your partners an unforgettable holiday you’ve taken (6 mins)

- T has Ss work in groups.

- T tells Ss to refer to the three talks in 3, paying attention to the information related to the travel including holiday destination, travel transportation, accommodation, activities

- Ss work in groups to complete the task.

- T encourages Ss to think further of the things which might not appear in the three talks

- To provide Ss with an opportunity to report their partners’ travel to the class b Content:

- Task 5: Report partner’s travel. c Expected outcomes:

- Students can report their partners’ travel to the class. d Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 5: Report their partners’ travel to the class

- T calls on a student from each group to give a presentation of their partners’ travel

- Other groups listen and make comments.

- T lets the class vote for the best presentation, and T can give them marks If the class size is small and time allows, all the groups can give the presentation.

- The class votes for the best presentation.

- Prepare the next lesson, Skills 1.

TOURISM Lesson 5: Skills 1

- Read for specific information about two popular types of tours and their advantages and disadvantages;

- Talk about their partner’s travel experience and share their opinion about it.

– To create an active atmosphere in the class before the lesson;

– To lead into the new lesson. b Content:

- Students are able to speak English and focus on the topic of the lesson. d Organisation:

- T asks Ss to work in pairs and answer the following questions:

+ What are different types of tours? Give some information about them.

+ What types of tours have you been on?

+ Were they positive/negative experiences?

- Ss follow the teacher's instruction and brainstorm.

- T calls on some Ss to share their ideas.

- Ss share ideas with a partner and then check their ideas as a whole class.

- Teacher corrects students (if needed)

- To help Ss learn new vocabulary in the reading text; b Content:

- Pre-reading: Vocabulary pre-teach

Write the words under their correct pictures (3 mins)

- Students know how to use the target vocabulary

- Ss can write correct words. d Organisation TEACHER’S AND STUDENTS’

Pre-reading: Vocabulary pre-teach (5 mins)

+ giving pictures + giving explanation/definition - Ss use the given hints to find out the words.

- Ss write the new words in their notebooks.

1 cost (n) : chi phí 2 fixed (adj): cố định 3 work out (ph.v): suy nghĩ, lên kế hoạch

4 estimate (v): đánh giá, ước lượng 5 hunt (v): săn lùng

6 smooth (adj): trôi chảy, suôn sẻ

Task 1 Write the words under their correct pictures (3 mins)

- T has Ss work individually * Answer key:

- Ss do the task independently

- Some Ss give the answer and check as a class.

- To improve Ss’ skill of reading for details (scanning);

- To read for specific information about two popular types of tours and their advantages and disadvantages. b Content:

Read the passage and match the words and phrases in A with the

- Task 3: Read the passage again and answer the questions. c Expected outcomes:

Task 2 Read the passage and match the words and phrases in A with the definitions in B (5 mins)

- T asks Ss to work individually to read the passage and find the meaning of highlighted words

- T has Ss read aloud the highlighted words.

Correct their pronunciation if needed.

- T allows Ss some time to read the whole text first Then ask them to focus on each word / phrase in column A and look for the sentence which contains the word / phrase (Sometimes Ss may have to read the sentence before or after it as well) Remind

1 b 2 c 3 d 4 a them that they can get the meaning of a word / phrase as it is used in the passage through a particular context.

- Ss work individually to complete the task and check the answers as a class

Read the passage again and answer the questions (7 mins)

- T has Ss read the text in detail to answer the questions

- T asks Ss how to do this kind of exercise.

Explain the strategies if necessary (e.g reading the questions, underlining the keywords in the questions, locating the keywords in the text, and then reading that part and answering the questions)

- T tells Ss to underline parts of the passage that help them with the answers Set a strict time limit to ensure Ss read the text quickly for information.

- Ss apply scanning techniques to do the task independently

- T tells Ss to compare their answers in pairs before giving the answers to T Ask them to give evidence when giving the answers.

- Ss pair up to check their answers and then check with the class.

Transition from Reading to Speaking

- Tell Ss that they are going to apply the information and knowledge they get from the reading to talk about their partner’s travel In this task, they will have an opportunity to talk about their partner’s travel experience.

- Ask Ss to refer to the reading for any vocabulary, ideas, or structures they may need for their speaking

2 Travellers have to follow a fixed itinerary.

3 They have to do everything on their own

- To provide students with an opportunity to practise interviewing (asking and answering questions) about a tour;

- To help students use what they have learnt so far to talk about their travel experience. b Content:

Work in pairs Take turns to interview your partner about his / her

- Task 5: Share with the class your partner’s travel experience You can then share what you think about it. c Expected outcomes:

- Students can talk about their travel experience. d Organisation:

Task 4: Work in pairs Take turns to interview your partner about his / her recent tour Take notes of your partner’s answers (7 mins)

- T has Ss work in pairs.

- T asks Ss to read the clues for the questions and think of any other aspects of a holiday they want to ask about.

- Ss read the clues and think about the question/answer.

They can revise what they have learnt so far in Unit 8

- T asks Ss to start interviewing each other Ask them to take notes of their partner’s answers

- Ss work in pairs to ask and answer.

- T goes round and offers support if needed.

- Ss take notes of their friend’s answers.

- T calls on some pairs to ask and answer Each pair may perform just one question to allow room for more pairs or groups

- T checks the answers and adds more information if necessary If time allows, call 1-2 pairs to present the

1 where he / she went 2 which tour he / she took: package or self-guided3 how he / she travelled4 where he / she stayed5 what he / she did / saw answers to all five questions.

- Some pairs report their answers to the class.

Task 5: Share with the class your partner’s travel experience You can then share what you think about it (8 mins)

- T allows Ss some time to arrange the notes they have taken during the interview.

- Ss use the ideas they have prepared in Activity 4.

- T asks a strong student to model this activity in front of the class

- T calls on some Ss to share with the class what they have found out about their partner’s travel experience They can also share their comments about the experience.

- Some Ss talk before the whole class and receive comments from the teacher and classmates.- T comments on the presentations.

Last summer, Mai’s family went to Hue Since her parents did not have much time to organize a tour by themselves, they booked a four-day package tour The travel agency arranged everything for them: the air tickets, accommodation, the meals, the places to visit, and transportation.

The tour was trouble-free as Mai’s father said They had to follow a fixed schedule, but they felt fine with it The tour guide was friendly and helpful Coming home, everybody was satisfied with the service the agency offered.

5 ACTIVITY 5: CONSOLIDATION (5 mins) a Wrap-up

Read some notices at holiday attractions and match them with the explanations

There is one extra answer. a It’s necessary that you keep this place clean. b It shows the way to different places. c There is a restaurant nearby. d Collect all the containers and put them here. e You cannot visit this place since some work is being done to make it better.

1 c 2 a 3 e 4 b - Summarise the main points of the lesson. b Homework

- Learn by heart the new words.

TOURISM Lesson 6: Skills 2

- Listen for general and specific information about a one-day trip to the home of the Brontes;

- Write a paragraph introducing a half day tour in Hue

- Game: Unscrambled words c Expected outcomes:

- Students can revise some words learnt in previous lessons. d Organisation:

Unscrambled words - T divides the class into 2 teams

- T asks Ss to unscramble words using given hints

- Ss look at the hints to unscramble the words.

- The group having more correct answers is the winner.

- Ss write unscrambled words in notebooks.

3 high street 4 wander 5 cottage 6 accompany

- To help students to prepare for listening b Content:

Task 1: Work in pairs Discuss if these statements are true. c Expected outcomes:

- Students can discuss if the statements are true. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1: Work in pairs Discuss if these statements are true (5 mins)

- T has Ss work in pairs

- T asks Ss to read the statements and discuss if they are true.

- Ss work in pairs to read the statements and discuss if they are true

- T calls on some pairs to share their answers.

- Some Ss share their answers in front of the class.

The Bronte sisters refer to the three sisters from The Brontes in England They are famous writers:

Charlotte Bronte (1816 –1855), Emily Bronte (1818 –1848), and Anne Bronte (1820 –1849) Their novels Jane Eyre, Wuthering Heights, and The

Tenant of Wildfell Hall are worldwide recognised as masterpieces of English literature These books have been turned into movies They were first translated into

Vietnamese in the 1960s and are still being

- To help students develop their skill of listening for general and specific information about a one-day trip to the home of the Brontes. b Content:

A tour guide is announcing the schedule for a one-day trip to the home

Task 3: Look at the pictures, listen again and tick (✔) the two which illustrate the ideas of the listening passage. c Expected outcomes:

- Students can listen for general and specific information to do the learning tasks. d Organisation:

Task 2 A tour guide is announcing the schedule for a one-day trip to the home of the Brontes Listen and complete the missing information (7 mins)

- T has Ss work individually T has Ss read the table carefully first so that they can have some ideas of what information they need to fill in the blanks.

- Ss work individually to read the table carefully - T plays the recording for Ss to listen and do 2.

- Ss listen to the recording and do the task.

- T invites some Ss to share their answers with the class.

- Some Ss share answers with the class and check as a class.

- T plays the recording again if needed T pauses at places where Ss have difficulties and shows them how to find the answers.

1 9 / nine 2 world-famous 3 graveyard 4 entrance5 1506 change

Task 3 Look at the pictures, listen again and tick (✔) the two which illustrate the ideas of the listening passage (5 mins)

- T has Ss do the task individually.

- Ss work individually to look at the pictures first and see what they illustrate.

- T has Ss look at the pictures first and see what they illustrate.

- T plays the recording again for Ss to listen and do the activity.

- Ss listen to the recording again and do the task - T invites some Ss to share their answers with the class.

- Ss check the answer as a whole class.- T confirms the correct answers as a class

- T plays the recording again if needed Pause at places where Ss have difficulties and show them how to find the answers.

Transition from Listening to Writing

- Tell Ss that in the upcoming writing tasks, they are going to write the same thing as in the listening: schedule of a visit

-Ask Ss to refer to the listening (Activities 1, 2, 3) for any vocabulary, ideas, or structures they may need for their writing.

- Teacher checks students’ answers as a whole class.

1 and 3 Explanation: the listening mentions ‘ruinous cottage’ (the building in Jane Eyre book) and

‘two-storey house’ (The Brontes’ original home) It doesn’t mention any bridge.

- To help students practise writing a paragraph introducing a half day tour in Hue. b Content:

Task 4: Work in pairs Discuss and tick (✔) the thing(s) that the tour guide in the listening passage mentions in her announcement at the beginning of the tour.

Task 5: Write a paragraph (100 - 120 words) introducing this half day tour in Hue

Use the clues below. c Expected outcomes:

- Students can use learned vocabulary and grammar to write a paragraph introducing a half day tour in Hue d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 4: Work in pairs Discuss and tick (✔) the thing(s) that the tour guide in the listening passage mentions in her announcement at the beginning of the tour (5 mins)

- T has Ss work in pairs T asks Ss to read the list and tick the thing(s) that the tour guide mentions in the tour schedule.

- Ss work in pairs to read the list and tick the thing(s) that the tour guide mentions in the tour schedule.

- T invites some Ss to share their answers with the class.

- Some Ss share their answers with the class and check them as a class.

- T checks the correct answers as a class.

Task 5: Write a paragraph (100 - 120 words) introducing this half day tour in Hue Use the clues below (11 mins)

- T has Ss work individually T allows them to discuss in pairs if needed.

- T asks Ss to read the clues about the tour in Hue

- Ss read the clues about the tour in Hue

- Ss work individually to write their full paragraph.

- T allows them some time to arrange the ideas and write the paragraph T goes around and offers help if needed.

Hi, my name is Nam and I’m going to be with you on a five-hour tour of Hue City.

Our first visit is Thien Mu Pagoda It’s the oldest pagoda in central and south Viet Nam and was built in 1602 Then we drive on to the Citadel, where we can see the palace ruins, learn about the history of the Nguyen Dynasty, and visit the altars of the Kings The last visit is to Dong Ba Market.

It’s the biggest market in the city, where you’ll see local products and chat with

- Ss read aloud their passage to the class

- T calls on some Ss to read aloud their passage to the class T comments on them.

Make complete sentences from the clues given to write a complete text

1 One day / I / visit / Mount Fuji, / which / Japan’s / most iconic natural wonder.

2 It / famous / place / scenic beauty / historic site.

3 It / rise / 3,776 metres tall / reflects beautifully / five lakes / around / it.

4 Ancient samurai / use / base / mountain / remote training area.

5 Today, / Mount Fuji / international destination / tourism / mountain climbers. the locals You can have lunch in or around the market before the tour ends.

1 One day, I will visit Mount Fuji, which is Japan’s most iconic natural wonder.

2 It is a famous place for its scenic beauty and historic site.

3 It rises 3,776 metres tall and reflects beautifully on the five lakes around it

4 Ancient samurai used the base of the mountain as a remote training area.

5 Today, Mount Fuji is an international destination for tourism and mountain climbers.

TOURISM Lesson 7: Looking back and Project

- Revise vocabulary items related to the topic Tourism;

- Use vocabulary items in new context;

- Correctly use relative pronouns which, who, or whose in sentences;

- To recall vocabulary learnt in previous lessons. b Content:

- Game: Kim’s game c Expected outcomes:

- Ss can recall words related to tourism through given pictures. d Organisation:

- T asks Ss to work in groups of three or four Ss.

- Ss works in groups and listen to the teacher’s instructions to play the game.

- T gets them look at the pictures related to tourism on the screen

- T tells Ss that the pictures will disappear after 2 seconds, so they should try to remember all the pictures without writing them down.

- After all the pictures disappear, Ss have 1 minute to write them down (2 points for each correct answer).

- T gets ss to swap the posters among groups and give corrections after T shows the answers.

- Ss give marks to their friends’ answers.

- To lead into the revision b Content:

- Teacher asks Ss to think of what they have learnt already in Unit 8.

- Ss work in pairs to do the task.

- What have we learnt in Unit 8?

Teacher calls some students to retell.

- Teacher confirms and leads them to do all the exercises in books.

- Teacher corrects for students (if needed)

Tourism Pronunciation Stress in words ending –ic and -ious Grammar

• Reading for specific information about different types of tours

• Talking about your travel experience

• Listening for general and specific information about a tour announcement

• Writing a a paragraph about introducing a tour.

- To help Ss review the vocabulary of Unit 8.

- To help Ss revise the uses of relative pronouns in sentences. b Content:

- Task 1: Choose the correct answer A, B, C, or D to complete each sentence.

- Task 2: Fill in each blank with a suitable word or phrase The first letter has been given.

- Task 3: Use a relative pronoun which, who, or whose to complete each sentence.

- Task 4: Combine each pair of sentences, using a suitable relative pronoun which, who, or whose c Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully

- Students can recall the uses of relative pronouns in sentences. d Organisation:

CONTENTSTask 1: Choose the correct answer A, B, C, or D to complete each sentence (5 mins) - T has Ss do this activity individually.

- T asks Ss to read each sentence carefully, then refer to the four options and choose the correct answer.

- T allows Ss to compare their answers with their partners

- Ss exchange their textbook to compare the answers.

- Some Ss share their answers with the class.

Task 2: Fill in each blank with a suitable word or phrase The first letter has been given (5 mins)

- T has Ss do this activity individually.

- T asks Ss to read each sentence carefully and decide what word is needed to complete the sentence Note that the first letter has already been provided Alternatively, encourage Ss to look for the word without looking at the suggested initial letter Then they can look at the letter and see if they have found the correct answer.

- T asks Ss to compare their answers with their partners

- Ss exchange their textbook to compare the answers.

- Some Ss share their answers with the class.

1 domestic 2 fixed 3 apps 4 self-guided 5 natural

Use a relative pronoun which, who, or whose to complete each

- T has Ss do this activity individually.

- T asks Ss to read the sentences carefully and decide which relative pronoun is correct for each sentence Give them a tip: look at the word before the blank to see if it is a person (who) or a thing (which); then look at the word after it to see if it is a verb (who and which) or a noun (whose).

- T calls on some Ss to share their answers with the class

- Ss exchange their textbooks and give feedback to each other.

1 which 2 who 3, which 4 whose 5 whose

Combine each pair of sentences, using a suitable relative pronoun

which , who , or whose (5 mins)

- T has Ss work in pairs.

- T asks Ss to read each pair of sentences carefully and decide what relative pronoun is needed to combine them, and how to form the new sentence (what to keep, what to omit)

- Ss complete the task and discuss the answers.

- T allows Ss some time to write the sentences Go round and offer help if needed.

- T calls on some Ss to read their

1 My family spent four days in India, whose culture is unique

2 Organising self-guided tours helps develop personal skills which are important for everybody

3 Russel stayed in a hotel in Bui Vien Street, which is one of the best streets for foreign tourists.

4 After the Muay Thai Show, my sons talked to the artists whose performance they admired so much.

5 We participated in a lot of activities answers to the class.

- T confirms the correct answers as a class Explain if needed. with the local people, who were friendly and helpful.

4 ACTIVITY 4: PRODUCTION (PROJECT) (15 mins) a Objectives:

- To help students improve their creativity and teamwork;

- To improve their speaking and presentation skills;

- To provide an opportunity for students to develop their research and collaboration skills and to practise giving an oral presentation. b Content:

- Making a plan for a two-day trip c Expected outcomes:

- Students are able to give an oral presentation of their plan. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Making a plan for a two-day trip

- As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation of their plan.

- T has Ss work in groups of 5-6 Ss Give them a few minutes to prepare for the presentation.

- Give Ss checklists for peer and self-assessment

- If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with them.

- Invite two or three groups to give their presentations

- Ss have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any The presenters should complete their self-assessment checklists after completing their presentation.

- Give praise and give feedback after each

Students’presentations presentation T can summarise the feedback given by other Ss and add any other comments T can also give Ss marks for their presentation as part of their continuous assessment.

- Prepare for the next lesson.

WORLD ENGLISHES Lesson 1: Getting started – What do you mean?

- Use the words related to the topic World Englishes;

- Gain vocabulary to talk about World Englishes.

- Be collaborative and supportive in pair work and team work.

- Grade 9 textbook, Unit 9, Getting started - Computer connected to the Internet - Projector / TV

- To activate students’ knowledge on the topic of the unit;

- To lead into the unit b Content:

- Students can have some ideas about World Englishes. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Option 1: Think!

- Before Ss open their books, T asks some Ss about the English language and their experiences of it.

- Ss answer the teacher’s questions.

- T introduces the concept World Englishes T tells Ss that this concept refers to the differences in the English language that emerge as it is used in various contexts across the world T writes the unit title on the board

-Ss listen to the teacher’s explanation.

- T shares with Ss the objectives of the lesson and lets 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 Ss.

+ How long have you learnt English?

+ In your opinion, how many types of English are there?

+ Do you know any differences between American English and British English?

Think!

- T lets Ss watch a video clip about how English is used in America, Britain and Australia.

-T explains what differences they are.

-Ss listen to the teacher’s explanation.

- To provide students with vocabulary;

- To help students be well-prepared for the listening and reading tasks b Content:

- Students can identify some new words about World Englishes. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching

-Ss guess the meaning of words.

1 exchange student(n): học sinh trao đổi 2 immigrant (n) : người nhập cư

- To help students read for specific information about World Englishes;

- To help students learn words and phrases related to World Englishes;

- Task 2: Read the conversation again Fill in each blank with no more than TWO words from the conversation.

- Task 3: Match the words and phrases with their definitions.

- Task 4: Fill in each blank with a word or phrase from 3. c Expected outcomes:

- Students understand the conversation and topic of the lesson and can complete the tasks successfully d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read (7 mins)

- T asks Ss to look at the picture on pages 92 and 93 and answer the questions.

1 Who do you see in the picture?

- Ss look at the picture and answer the questions.

- T introduces the context of the conversation:

This is an English lesson, and the teacher introduces to Ss a foreign student, Jack

- Ss listen and follow the teacher’s instructions.

- T plays the recording twice for Ss to listen and read along T has Ss underline the words that are related to the unit topic while they are listening and reading.

- T invites some pairs of Ss to read the conversation aloud.

- Ss listen and read the conversation along.

- T has Ss say the words in the text that they think are related to the topic World Englishes.

Quickly T writes the words on one part of the board T comments on Ss’ answers.

- T says the words in the text that they think are related to the topic World Englishes.

2 What does the picture show?

Task 2: Read the conversation again Fill in each blank with no more than TWO words from the conversation (7 mins)

- T First, asks Ss to read the sentences and fill in the blanks without reading the conversation again

- Ss read the sentences and fill in the blanks.

- T elicits the answers from Ss Quickly write these answers on the board.

- T Now has them read the conversation again to check their answers

-Ss read again to check the answers.

- T allows them to share answers with a partner

1 New York2 first time3 pants4 some differences5 American before discussing as a class.

-Ss share answers in pairs and discuss.

- T asks Ss to make any needed changes to their answers, referring to the answers that have been written on the board before

Match the words and phrases with their definitions (7 mins)

- T asks Ss to read the words and phrases in the first column and locate them in the conversation

- Ss read the words and phrases.

- T asks them to read around each word or phrase to guess its meaning For example, Ss can guess the meaning of ‘exchange student’ by focusing on the clause “who comes from New York’ and the sentence ‘This is my first time in Viet Nam’ Model the skill with this word.

- Ss guess the meaning of each word or phrase.

- T has Ss work individually to match the words and phrases with their definitions.

- Ss work individually to do the task.

- T has them compare their answers with a partner

- T invites some Ss to share their answers T confirms the correct answers.

- Ss check the answers in pairs.

- T has Ss practise saying the words and phrases.

-Ss say aloud words and phrases.

Fill in each blank with a word or phrase from 3 (7 mins)

- T has Ss work in pairs and fill in each blank with a word or phrase from 3.

- T asks for Ss’ answers and confirm the correct ones

- For a more able class, T has Ss work in groups Each group makes sentences with the words/phrases Then they read aloud these sentences.

- Ss work in groups to make sentences with the words/phrases.

3 immigrants 4 first language 5 exchange student

- To introduce some differences between British English and American English. b Content:

- Task 5: Quiz: Match the words in British English with those in American English so that they mean the same Who is the quickest? c Expected outcomes:

- Students can know some differences between British English and American English. d Organisation:

-Ss work in groups and share with each other similar pairs of words.

Answer key: flat – apartment holiday – vacation jumper – sweater chips – French fries football – soccer

American English lift elevator lorry truck petrol gas station station chips French fries biscuit cookie sweet candy flat apartment rubbish trash chemist's pharmacy jumper sweater trousers pants vest undershirt mobile phone cell phone holiday vacation petrol gas

Definition: It's a place where you buy medication and other health-related items.

Definition: It's a small device you use to light up a dark place.

Definition: It's a paved circle intersection where traffic flows one-way around a central island.

British: roundaboutAmerican: traffic circle

- Ask one or two Ss to tell the class what they have learnt

- Ask Ss to say aloud some words / phrases and the grammar points they remember from the lesson Tell Ss that they will learn these language points in the upcoming lessons. b Homework

WORLD ENGLISHES Lesson 2: A closer look 1

- Use the lexical items related to the topic World Englishes;

- Pronounce the words ending in –ion and –ity with correct stress.

III PROCEDURES1 ACTIVITY 1: WARM UP (5 mins) a Objectives:

- To enhance students’ skills of cooperating with teammates b Content:

- “Bin it or Keep it” quiz c Expected outcomes:

- Students can recall some phrases about World Englishes. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Option 1: Brainstorming

-T shows pictures of words that are different in British English and American English Ask if Ss can say them in British English and American English

- Ss look at the pictures and say the words in British English and American English.

-T introduces this lesson which focuses on words related to languages and language learning, and stress in words ending in –ion and –ity.

- Ss listen to the teacher’s instruction.

- T shares with Ss 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 Ss.

American English chips French fries flat apartment biscuit cookie dustbin garbage can carpark parking lot

Bin it or Keep it” quiz

- T divides the class into teams or have individual participation.

- Prepare signs or flash cards labeled "Bin it" and

- Show the following sentences one at a time, either on a projector or written on the board.

- Students hold up the sign corresponding to their answer: "Bin it" if the sentence is not American English, "Keep it" if it is.

- Award points for correct identifications.

Please turn off the tap when you're finished (Bin it) -

"Tap" refers to the faucet in

(American: faucet) Can you pass me the rubber? (Bin it) - "Rubber" refers to an eraser in

- After each sentence, discuss the reason behind the difference, highlighting the specific vocabulary or grammar variation between British and American English

-Ss listen and follow the teacher’s instruction.

(American: eraser) Let's grab some chips after school (Bin it) - "Chips" refers to French fries in

2 ACTIVITY 2: PRESENTATION (VOCABULARY) (20 mins) a Objectives:

- To provide students with new vocabulary;

- To revise some vocabulary related to World Englishes b Content:

Match a word or phrase in A with its meaning in B (5 mins)

- Task 2: Match a verb in A with a phrase in B to make a meaningful expression.

- Task 3: Choose the correct word to complete each sentence. c Expected outcomes:

- Students can identify some vocabulary about World Englishes and use them in different contexts. d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary by:

+ providing explanations of the words + showing pictures illustrating the word.

1 bilingual (adj): sử dụng được hai ngôn ngữ

2 variety (n): biến thể 3 fluent (adj):trôi chảy ,thành thạo 4 concentric (adj): đồng tâm

5 go over: ôn tập lại 6 pick up :học ( ngôn ngữ tự nhiên)

Task 1: Match a word or phrase in A with its meaning in B (5 mins)

- T ask Ss to read the words/phrases in Column A and match them with the meaning in Column B

- Ss read the words and match them with the meaning.

- T has Ss work in pairs to compare their answers before giving the answers.

- Ss work in pairs to compare answers.

- T checks and confirms the correct answers.

- For a more able class, T has Ss make complete sentences with the words/phrases in Column A.

- Ss make complete sentences with the words/phrases in Column A.

Match a verb in A with a phrase in B to make a meaningful expression

- Ss listen to the teacher’s explanation

Choose the correct word to complete each sentence (5 mins)

-T asks Ss to read the given sentences to understand the general meaning of each.

-T has them do the exercise individually and then compare their answers with another student.

- Ss do the exercise individually.

- T checks the answers as a class and confirm the correct ones.

3 ACTIVITY 3 PRACTICE (PRONUNCIATION) (10 mins) a Objectives:

- To help students identify the stress in the words ending in -ion and -ity; b Content:

- Task 4: Listen and repeat the words Pay attention to the word stress. c Expected outcomes:

- Students can practice pronouncing these words with correct stress. d Organisation:

4 ACTIVITY 4 PRODUCTION ( PRONUNCIATION) (10 mins) a Objectives:

- To help students identify the stress in words ending in –ion and –ity;

- To help students stress the words ending in –ion and – ity and read the sentences including these words with correct stress. b Content:

- Task 5: Listen and repeat the sentences Mark the stress in the underlined words. c Expected outcomes:

- Students can pronounce the words ending in –ion and –ity with correct stress. d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 5: Listen and repeat the sentences Mark the stress in the underlined words (8 mins)

-T has Ss quickly read the sentences T plays the recording for Ss to listen to the sentences.

And asks them to pay attention to the underlined words and put stress on the correct syllable in each word

- Ss listen and put stress on the correct syllable in each word.

- T plays the recording again for Ss to repeat the sentences.

- T has Ss practise the sentences in pairs And invites some pairs to read the sentences aloud

- Ss practise the sentences in pairs.

EXTRA ACTIVITY - T has Ss work in groups T asks groups to write as many words ending in –ion and –ity as possible in three minutes T invites the group with the most words to write their words on the board T has other Ss from other groups go to

1 They had a dis'cussion about the 'quality of the courses at their language centre.

2 Pay a'ttention to her a'bility to express herself in English.

3 I have an in'tention of organising an English class for the co'mmunity.

4 Let’s do a re'vision ac'tivity before the exam.

5 What is the 'function of the word

1 dis'cussion; 'quality 2 a'ttention; a'bility 3 in'tention; co'mmunity 4 re'vision; ac'tivity 5 'function; i'dentity

Some words ending in - ion and - the board and put stress on the correct syllable in each word written.

- Ss work in groups to write as many words ending in –ion and –ity as possible in three minutes.

- Ss write the words on the board.

-Ss put the stress on the correct syllable. ity

-ion -ity action region station emotion ambition adaption donation relaxation admiration information quantity gravity reality purity unity density longevity majority equality facility

- Ask the class what words, phrases and sounds they have learnt

- Find 3 more words ending in –ion and –ity and put the stress on the appropriate syllable in each of them.

WORLD ENGLISHES Lesson 3: A closer look 2

- To lead students into the new unit b Content:

- Students can complete the sentence by using the structure of defining relative clauses. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Brainstorming

-T writes the relative pronouns who, which, whose on

Part of the sentence: the board and ask Ss the use of each as they learnt these pronouns in the previous unit.

- T writes part of this sentence on the board and ask Ss to complete it.

- T invites some Ss to share their answers Quickly write some of their answers on the board Confirm the correct ones.

- T underlines the which-clause Tell them that this clause is called a defining relative clause

- Ss look and listen to the teacher’s explanation.

- T introduces the objectives of the lesson T writes the objectives in the left corner of the board

English is the language which .

- To help students focus on the use of defining relative clauses. b Content:

- Grammar explanation - Task 1: Choose the correct answer A, B, C, or D to complete each sentence. c Expected outcomes:

- Students know how to use defining relative clauses. d Organisation:

- T has Ss read the two examples in the first

Remember! box and pay attention to the bold words.

Then tells them to read the information in the box

- SS read the Remember! box carefully and listen to the teacher’s instruction.

- T checks their understanding by asking some questions.

- Ss listen and answer questions.

- T asks Ss to give some more examples Comment on their examples

-T draws Ss’ attention to the second Remember! box.

Write the two examples on the board and underline the parts of speech in each sentence.

- Ss look at the second Remember! box and listen to the teacher’s explanation.

- T tells Ss that when the relative pronoun is the object of the relative clause we can omit it and when it is the subject, we can’t.

- T shares with Ss a tip to identify when the relative pronoun is the subject or object: when there is a noun or pronoun between the relative pronoun and verb, the pronoun is the object.

- T refers back to the two examples in the first

Remember! box and asks Ss if the relative pronoun in each example is the subject or object (1 st example: subject; 2 nd example: object).

+ What does it usually start with?

+ Why is a defining relative clause important?

- T has Ss do the exercise individually and then checks their answers with a classmate.

- T invites some Ss to share their answers T confirms the correct answers

- For a more able class,T asks Ss to decide if the relative pronoun in questions 1, 2, and 3 is the subject or object.

- Ss decide if the relative pronoun in questions 1, 2, and 3 is the subject or object.

- To help students practise identifying if the relative pronoun is the subject or object;

- To practise further with defining relative clauses. b Content:

- Task 2: Underline the relative clause in each sentence Decide if the relative pronoun is the subject (S) or object (O) of the relative clause and if we can or cannot omit it.

Are these sentences right or wrong? Correct them if necessary (7 mins)

- Task 4: Combine the two sentences into one, using a relative pronoun c Expected outcomes:

- Students can understand and use defining relative clauses. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 2: Underline the relative clause in each sentence Decide if the relative pronoun is the subject (S) or object (O) of the relative clause and if we can or cannot omit it (6 mins)

- T models the way to do the exercise with the first sentence.

-T explains to Ss that first they need to identify the part of speech of the relative pronoun, and then decide to omit it or not

1 The new vocabulary items which we learnt yesterday are difficult to remember “ which: object” omit - Ss follow the teacher’s instructions.

- T has Ss do this exercise individually and then compare their answers with a partner

- T asks some Ss to share their answers Then T confirms the correct ones.

1 which we learnt yesterday (O - omit) 2 which are in this book

(S) 3 who translated this novel into Vietnamese (S) 4 who love languages

Task 3: Are these sentences right or wrong? Correct them if necessary (7 mins)

- T models with the first sentence if necessary T writes it on the board and underline the mistake, and then corrects it.

My sister doesn’t like films have unhappy endings. which have

- T has Ss do this exercise individually and then compare the answers with another classmate

- T checks the answers with the whole class T confirms the correct ones

Combine the two sentences into one, using a relative pronoun (13 mins)

- T models the first question, underlines the main noun in the first sentence and the word that refers to it in the second sentence Then Tasks Ss what relative pronoun can replace the noun in the first sentence.

I met a woman Her husband is a famous linguist. whose I met a woman whose husband is a famous linguist.

- T has Ss work in pairs to do the exercise

- T invites some Ss to write their answers on the board.

T gives feedback and confirm the correct answers.

- Ss write answers on the board Check the answers.

1 I met a woman whose husband is a famous linguist

2 My friend's father who owns a travel agency gave us the tickets

3 The grammar exercise (which) nobody could do was very complicated

4 I study English in a language school which is in the centre of the city.

5 The teacher praised the student who completed the quiz the fastest / The student (who) the teacher praised completed the quiz the fastest.

- To practise further with defining relative clauses in a freer way. b Content:

- Task 5: Game: Clues for you Work in two teams A student from each team gives clues about an object or a person in class, using a relative clause Students from the other team guess which object or person it is c Expected outcomes:

- Students can practise more defining relative clauses. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 5: Game: Clues for you Work in two teams A student from each team gives clues about an object or a person in class, using a relative clause Students from the other team guess which object or person it is (10 mins)

- T has Ss work in two teams A student from each team gives clues about an object or a person in class, using relative clauses Students from the other team guess which object or person it is.

- Ss give clues and other answers.

- T asks Ss to read the example carefully.

- Set a time limit of about 5-7 minutes The person who gives clues can only give three clues at most For each correct guess after the third clue, the guessing team can get one point The team with more points is the winner.

EXTRA ACTIVITY Relative clauses challenge -T has Ss work in groups T gives each group some words related to places, animals, things, etc and asks them to write definitions of the words T asks groups to read out their definitions and vote for the best one(s).

Then tells them they can’t vote for their own definition.

This is something which we write with.

-> Definition: A bilingual is a person who can speak two languages equally well.

5 ACTIVITY 5: CONSOLIDATION (3mins) a Wrap-up

- Make 5 sentences using defining relative clauses.

WORLD ENGLISHES Lesson 4: Communication

- Say good luck and respond;

- Know some interesting facts about English.

- Apply ways to say good luck and respond to do exercises and practise them in real situations in daily life.

- Computer connected to the Internet - Projector / TV

- To enhance students’ skills of cooperating with team mates. b Content:

- High Five chain c Expected outcomes:

- T shows this picture to Ss or make the gesture yourself, asks Ss what this gesture means, elicits the answers from Ss Shares with them that this gesture means ‘good luck’.

- Listen to the teacher’s explanation.

- T introduces the objectives of the lesson: learning how to say good luck and respond and learn some interesting facts about English.

High Five chain

- T forms the class into a circle (maybe many circles).and explain the way to do

+ Stand in a circle with your classmates, facing each other.

+ The teacher (or a designated student) starts by raising their hand and saying, "Good luck on [insert a specific event, project, or activity relevant to the

- Good luck on your test.

- Good luck on staying awake during today's lecture! class]!" while raising their hand for a high five.

+The person to the left of the person who started raises their hand, high fives them, adds their own

"Good luck on " statement and raises their hand for a high five with the next person in the circle.

+Continue the chain around the circle, each person saying "Good luck on " with a new specific detail and high-fiving the next person before they speak.

+The chain ends when everyone has participated and received a high five.

- Listen and follow the teacher’s instructions.

- To introduce ways of saying good luck and responding. b Content:

- Students can use the structures to say good luck and respond. d Organisation: d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read the conversations Pay attention to the highlighted parts.

- T asks Ss when they say good luck Elicit the answers Share with them that we wish somebody luck before they do something important.

- Ss listen to the teacher’s explanation.

- T plays the recording for Ss to listen and read the conversations at the same time Then T asks Ss to pay attention to the highlighted parts,tells them that these are two ways to say good luck and respond

- Ss listens and read the conversations at the same time Pay attention to the highlighted parts.

- T writes the structures used to say good luck and

Tom: Good luck with your

Mi: Thanks I’ll try my best.

Phong: I’ve heard that you’re moving to the US I wish you all the best of luck.

Neighbour: Thank you so much. respond on the board.

- T has Ss practise the conversations in pairs T calls on some pairs to practise the conversations in front of the class.

- Ss practise the conversations in pairs.

- For a more able class,T introduces some other ways to say good luck in English.

Good luck with + noun/noun phrase

I wish you + all the best of luck.

Thanks / Thank you … Some other ways to say good luck in English:

+ Best of luck with your

- To introduce ways of saying good luck and responding. b Content:

Work in pairs Practise saying good luck and responding in the following situations

- Students can use the structures to say good luck and respond. d Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS -Task 2: Work in pairs Practise saying good luck and responding in the following situations

- T asks Ss to work in pairs to make similar conversations, using the language they have learnt.

- Ss work in pairs to make similar conversations.

- For a less able class, T models the first situation with a good student.

- T moves around to observe and provide help T calls on some pairs to practise in front of the class.

- For a more able class, T encourages Ss to use

You: I’ve heard that you’re going to the UK for further study I wish you all the best of luck.

English teacher: Thank you so much. different ways to say good luck and respond.

- Ss follow the teacher’s instructions.

Transition from Everyday English to Interesting facts about English

- T asks Ss if they know any interesting facts about English T encourages them to share their answers.

T leads to the second part of the lesson which is about interesting facts about English.

- Ss listen and tell some interesting facts about English

- The English language borrows words from all over the world.

This is why we have words like

- There is a word in English with all five vowels in a row:

"queueing." Can you find any others?

- English is spoken by over 1.35 billion people around the world, making it the third most spoken language globally.

4 ACTIVITY 4: PRODUCTION: INTERESTING FACTS ABOUT ENGLISH? (20 mins) a Objectives:

- To introduce some interesting facts about English;

- To help students express their opinions about these facts;

- To provide students with some information about English and other languages. b Content:

- Task 3: Work in pairs Read the interesting facts below about English Order them from the most interesting to the least interesting.

- Task 4: QUIZ: Work in groups Work out the answers to the questions in the quiz.

- Task 5: Share your group’s answers with the class Which group has the most correct answers? c Expected outcomes:

- Students can share their thoughts on English-related facts. d Organisation:

- Task 3: Work in pairs Read the interesting facts below about English Order them from the most interesting to the least interesting.

- T asks Ss to look at each fact carefully Check to make sure they understand the facts

- T has Ss to work in pairs to order them from the most interesting to the least interesting T reminds them to explain their order

- T elicits answers from Ss T encourages Ss to share their reactions

- T asks Ss if they know any fun facts about English T shares with Ss some other facts if there is time.

- Ss tell fun facts about English.

Notes for teachers: Some interesting facts about English:

1 The most common vowel in English is "e", then "a".

2 The most common consonant in English is "r", then "t".

3 Every syllable in English must have a vowel (sound) Not all syllables have consonants.

4 More English words begin with the letter "s" than with any other letter.

5 The word "alphabet" comes from the first two letters of the Greek alphabet: alpha and beta.

Task 4: - Task 4: QUIZ: Work in groups Work out the answers to the questions in the quiz (7 mins)

- T has Ss work in groups to work out the answers to the questions in this quiz

- Ss do the quiz in groups.

Share your group’s answers with the class Which group has the most correct

answers? (8 mins)- T invites some groups to share their answers Answer key:

Confirm the correct ones The group with the most correct answers wins.

- Ss listen and check the answers.

- T has Ss do another quiz to know more about other languages.

1 The four languages most spoken in the world are Chinese, _, English and Hindi

2 Apart from Wales, the Welsh is also spoken in _.

3 Which European language gave us the words

4 What language is the most common one in Europe because of a number of native speakers?

5 What are the official languages of Canada?

A French and English B German and French C English and German D English and Dutch - Ss do the quiz.

1 A 2 B (In 1865, the Welsh immigrants settled in Patagonia and maintained their language - Patagonian Welsh.)

Skills 1

- Read for general and specific information about the three circles of English;

- Understand more about the three circles of English;

- To help students understand and activate their knowledge of the topic. b Content:

- Students gain knowledge about the topic. d Organisation:

- Ask Ss these two questions.

- Do you know any countries in the world that use English?

- Encourage Ss to share their answers.

Share with Ss your answers

- Lead to the new lesson: Reading and Speaking about the three circles of English and borrowed words.

- Introduce the objectives of the lesson.

Write the objectives in the left corner of the board.

- What countries set the standards of English?

- To help students learn new vocabulary in the reading text;

- To help students develop the skill of reading for general and specific information and guessing the meaning of new words in context. b Content:

- Task 1: Look at the diagram Put the names of the countries where English is spoken in the correct circle. c Expected outcomes:

- Ss guess the meaning of words.

1 model (n): mẫu, mô hình 2 standard (n): chuẩn mực

Task 1: Look at the diagram Put the names of the countries where English is spoken in the correct circle (5 mins)

- Have Ss look at the diagram in their books and say what they can see Share with them that it shows three concentric circles of

Inner Circle: New Zealand, The UKOuter Circle: Singapore, Malaysia

English This model was proposed by Kachru, a Professor of Linguistics.

- Ss look at the diagram and listen to the teacher’s explanation.

- Ask Ss to work in pairs to put the names of the countries where English is spoken in the correct circle

- Have some Ss share their answers Write their answers on the board Ask them to read the text quickly to check their answers.

- Tell Ss that they are going to read a text about the three circles of English.

- Pre-teach some words and phrases such as means of communication, propose, Inner Circle, Outer Circle, and Expanding Circle.

Expanding Circle: Russia, Viet Nam

- To introduce the concept of borrowed words and some words that English has borrowed from other languages;

- To give students a chance to explore the origin of borrowed words. b Content:

- Task 2: Read the text and choose the correct answer A, B, C, or D.

- Task 3: Read the text again and fill in each blank in the summary with no more than TWO words.

- Task 4: Work in pairs Read the following words What do all the words have in common? c Expected outcomes:

- Students can understand some words that English has borrowed from other languages. d Organisation:

ACTIVITIES Task 2: Read the text and choose the correct answer A, B, C, or D (6 mins)

- Tell Ss what they are going to do Have them do the exercise individually and then check their answer in pairs.

- Ss' listen and do the task individually.

- Invite some Ss to share and explain their answers Confirm the correct answers.

- Ss share and explain the answers.

Read the text again and fill in each blank in the summary with no more than TWO words (7 mins)

- Ask Ss to read the text again and fill in each blank in the summary with no more than two words from the text.

- Have Ss share how to do this exercise If necessary, briefly tell them the steps: read each sentence, underline the key words in each sentence, locate the key words in the text and decide which words needed to fill in each blank Ask Ss to repeat the steps if necessary.

- Ask Ss to do the exercise individually and then check their answers in pairs.

- Invite some Ss to share their answers.

- Ask Ss to briefly summarise the text based on the table of information

- Tell Ss that in its development English has borrowed many words from other languages.

Ask if they know any Vietnamese words that have been used in English Invite Ss to answer.

Share with them the two words that are in the English-English dictionary: pho and banh mi.

- Lead to the speaking part which is about

3 follow4 foreign language5 rules borrowed words in English.

Task 4: Work in pairs Read the following words What do all the words have in common? (7 mins)

- Tell Ss that they are going to work in pairs to answer the question in the book

- Ss' listen and follow the teacher’s instructions.

- Invite some pairs to share their answers Give the correct answers.

- Ss' work in pairs to share the answers.

- Ask if they know any other words of this type.

Share with them some common borrowed words.

They are the words which English borrowed from other languages.

- To give students a chance to explore the origin of borrowed words. b Content:

- Task 5: Work in groups Discuss and write the meaning / explanation of each word and choose the language of origin for each word from the given list Then present your answers to the class. c Expected outcomes:

- Students can understand some words that English has borrowed from other languages. d Organisation

Task 5: Work in groups Discuss and write the meaning / explanation of each word and choose the language of origin for each word from the given list Then present your answers to the class (8 mins)

- Have Ss work in groups to discuss and write the meaning/explanation of each word and choose the language of origin for each word from the given list.

Language of origin banh mi a type of

- Ask them to read the example first and then complete the table.

- Move around to observe and provide help.

- Invite some Ss to present their answers to the class

- Ask other groups to listen and give comments.

Have Ss do this crossword puzzle in groups The fastest group with the most correct answers win All the words in the crossword are borrowed ones. sandwich filled with cold meats, pâté and vegetables sushi a Japanese dish of small cakes of cold cooked rice, with vinegar added and served with raw fish, etc on top

Japanese kung fu a Chinese system of fighting using your hands and feet and not using weapons

Chinese robot a machine which can perform a complicated series of tasks by itself

Czech piano a large musical instrument played by pressing the black and white keys on the keyboard

4 the scientific study of the life and structure of plants and animals

1 the man that somebody is married to

5 an Italian dish consisting of a flat round bread base with cheese, tomatoes, vegetables, meat, etc on top

7 a musical instrument that usually has six strings and that you play with your fingers

8 a series of movements and steps that are usually performed to music communication in speech and writing that is used by people of a particular country or area

3 a tall African animal with a very long neck, long legs, and dark marks on its coat husband, the man that somebody is married to

Japanese piece of clothing like a long loose dress with wide sleeves

- Listen for specific information about ways to improve one’s English vocabulary;

- Write a paragraph about ways to improve an area of English learning.

- Understanding about ways to improve an area of English learning;

- Students can answer the questions about some difficulties they have faced when learning English. d Organisation:

– Have Ss answer the following questions:

– Encourage Ss to share their answers.

– Lead to the new lesson: Listening and Writing about ways to improve their learning of English.

– Introduce the objectives of the lesson.

Write the objectives in the left corner of the board.

+ How long have you learnt English?

+ What are some difficulties you have faced when learning English?

- Task 1: Work in pairs Look at the pictures and answer the questions. c Expected outcomes:

- Ss can prepare for specific information to do the learning tasks. d Organisation:

Task 1: Work in pairs Look at the pictures and answer the questions (5 mins)

- Have Ss look at the pictures and answer the questions in the book:

1 What are the girls in the pictures doing?

2 How can these activities help them learn English?

- Elicit answers from Ss This is an open activity, so accept all answers provided they make sense

- T may choose to teach or revise some vocabulary items such as look up, copy into, pick up,

+ Picture a: A girl is looking up words in a dictionary She can understand the meaning and use of the words together with some expressions with the words, etc This helps her learn vocabulary better.

+ Picture b: A girl is writing new words in a notebook This helps her remember the words better

- To help Ss develop their skill of listening for specific information.

- To help Ss write a paragraph about ways to improve an area of English learning b Content:

- Task 2: Listen to Trang talking Decide if the statements are true (T) or false (F).

Listen again and fill in each blank with no more than TWO words (7

- Task 4: Work in pairs Discuss the questions below. c Expected outcomes:

- Ss can listen for specific information to do the learning tasks. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 2 Task 2: Listen to Trang talking Decide if the statements are true (T) or false (F) (7 mins)

- Tell Ss that they are going to listen to Trang talking about the things she has done to improve her English vocabulary Then they decide if each statement is true (T) or false (F).

- Have Ss read the statements and underline the keywords Play the recording and ask Ss to listen and do the task

- Ss work in pairs to compare their answers.

- Ask for Ss’ answers and write them on the board without confirming whether they are right or wrong

Task 3: Listen again and fill in each blank with no more than TWO words (7 mins) - Tell Ss that they are going to listen again and fill in each blank with no more than two words from the listening text

- Without playing the recording again, have Ss read the questions and guess the words/phrases to fill in the blanks based on their previous listening Invite some Ss to share their answers Write their answers on the board.

- Play the recording and ask Ss to listen again and check their answers Have Ss work in pairs to compare their answers with each other and with the answers on the board

- Play the recording once more for pairs to check their answers to both Activities 2 and 3.

- Ask for Ss’ answers to Activity 2 Confirm and tick the correct answers Ask for Ss’s answers to Activity 3 Write them on the board next to their guesses Confirm the correct answers

Have Ss answer these two questions about Trang.

This activity is a natural transition to Activity 4 and serves as a model for Ss’ answers in Activity 4.

1 What is the thing Trang finds most challenging when learning English?

2 What has she done to improve it?

Task 4: Work in pairs Discuss the questions below (6 mins)

- Have Ss work in pairs to answer the questions in the book Remind them to take notes of their answers

- Ss take notes of the answers.

- Have some Ss present their answers or write their answers on the board

1 Grammar 2 Study in grammar books.

Learn from teachers and friends.

- To help Ss write a paragraph about ways to improve an area of English learning b Content:

- Task 5: Write a paragraph (100 - 120 words) about the most challenging thing you face when learning English and what you have done to improve it. c Expected outcomes:

- Students can use learned vocabulary and grammar to write a paragraph about ways to improve an area of English learning. d Organisation

Write a paragraph (100 - 120 words) about the most challenging thing

you face when learning English and what you have done to improve it (17 mins)

- Have Ss write their paragraphs individually based on their answers in Activity 4 Ask one student to write his or her paragraph on the board Other Ss and T comment on the writing on the board

- Ss write the paragraphs individually.

- Then T collects some writings to correct at home Otherwise, ask Ss to revise and rewrite at home based on the T’s comments on their friends’ writing Have them bring their new writing to class in the next lesson.

When learning English, I find grammar the most challenging and I have done several things to improve it Firstly, I have a good grammar book I do the exercises in the book, and whenever I have a grammatical question, I quickly refer to it The book makes me more confident in writing and speaking Secondly, I read English books When I read, I come across different grammar patterns This helps me learn and remember grammar naturally Last but not least, I learn grammar from teachers and friends Sometimes I meet a difficult grammatical point and cannot understand it even after I consult with my grammar book, so I ask my friends or teachers for help.

These are the three things I have done to improve my

- Prepare the next lesson, Looking back + Project

WORLD ENGLISHES Lesson 7: Looking back and Project

- Ss can list as many Unit 9 vocabulary as possible d Organisation:

- Teacher divides the board, and divides the class into teams.

- Members of each team take turns and write as many vocabularies in Unit 9 as possible in 2 minutes.

- The group having more correct answers is the winner.

Suggested answers: standard, second language, first language, borrowed words, official language, immigrant, …

- To lead into the revision b Content:

- Teacher asks Ss to think of what they have learnt already in Unit 9.

- Ss work in pairs to do the task Teacher calls some students to retell.

- Teacher confirms and leads them to do all the exercises in books.

- What have we learnt in Unit 9?

- Use the lexical items related to the topic

WORLD ENGLISHES- Pronounce the words ending in –ion and–ity with correct stress

- Teacher corrects for students (if needed)

- Read for general and specific information about the three circles in English;

- Listen for specific information about ways to improve one’s English vocabulary;

- Write a paragraph about ways to improve an area of English learning.

- To help students review the vocabulary of Unit 9.

- To help Ss revise the use of relative pronouns;

- To help Ss revise defining relative clauses. b Content:

Fill in each blank with a word from the box (5 mins)

- Task 2: Choose the correct answer A, B, C, or D to complete each sentence.

- Task 3: Read each sentence and circle the relative pronoun which can be omitted.

- Task 4: Combine the two sentences, using a relative pronoun Start the new sentence with the given phrase. c Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully

- Teacher can recall the uses of the grammar that they have learnt in this unit (defining relative clauses). d Organisation

Task 1: Fill in each blank with a word from the box (5 mins)

- Have Ss do this activity individually then compare their answers with their partner’s

- Ask for Ss’ answers or ask one student to write his / her answers on the board

Task 2: Choose the correct answer A, B, C, or D to complete each sentence (5 mins) - Have Ss do this exercise individually.

- Ask them to share their answers with a classmate

- Invite some Ss to share their answers.

Task 3 Read each sentence and circle the relative pronoun which can be omitted (5 mins)

- Ask Ss when to omit a relative pronoun in a relative clause Revise this grammatical point if necessary because it is quite challenging.

- Have Ss do this exercise individually then compare their answers with a partner Call on some Ss to give the answers Confirm the correct answers.

Task 4: Combine the two sentences, using a relative pronoun Start the new sentence with the given phrase (5 mins)

- Tell Ss that they are going to combine pairs of sentences to make relative sentences

- Model with the first question if needed.

Underline the main noun in the first sentence and the word that refers to it in the second sentence Ask Ss what relative pronoun can replace the noun in the first sentence Explain to Ss that in this sentence ‘which’ can be omitted because it is an object in the relative clause.

1.The English-English dictionary is on the table My dad gave it to me last year.

-> The English-English dictionary (which) my

1 The English-English dictionary (which) my dad gave to me last year is on the table

2 She used some words which are from French in her speech

3 He has learnt English on a website (which) I recommended to him two years ago.

4 English is one of the languages which has a lot of speakers

5 My sister is learning English at a language centre which has the best dad gave to me last year is on the table

- Have Ss do this exercise individually then compare their sentences with a partner

- Invite some Ss to write their sentences on the board Give feedback teachers in our town

4 ACTIVITY 4: PRODUCTION (PROJECT) (15 mins) a Objectives:

- To provide an opportunity for Ss to develop their research and collaboration skills and to practise giving an oral presentation. b Content:

- Students are able to present their posters about an English-speaking country. d Organisation:

Project

- As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation about an English- speaking country.

+ Have Ss work in their groups.

Give them a few minutes to prepare for the presentation.

+ Give Ss checklists for peer and self-assessment Explain that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any The presenters should complete their self- assessment checklists after completing their presentation.

3 I cooperated with my group members when delivering the talk.

+ If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with them.

+ Invite two or three groups to give their presentations Encourage the rest of the class to ask questions at the end.

+ Give praise and give feedback after each presentation T can summarise the feedback given by other Ss and add any other comments T can also give Ss marks for their presentation as part of their continuous assessment

Finally ask Ss to complete the self- assessment table Identify any difficulties and weak areas and provide further practice if need be. photos/pictures to illustrate my points.

6 I concluded my part of the talk appropriately.

Our presentation includes the following information:

1 the number of English speakers in the country 2 any other languages its people speak 3 the roles of English in the country Peer Assessment:

1 The presenters greeted the audience.

2 The presenters spoke clearly and naturally.

3 The presenters cooperated with my group members when delivering the talk.

4 The presenters interacted with the audience.

5 The presenters used some photos/pictures to illustrate my points.

6 The presenters concluded my part of the talk appropriately.

Our presentation includes the following information:

1 the number of English speakers in the country 2 any other languages its people speak 3 the roles of English in the country

- Prepare for the next lesson.

Date of planning : …/… / 25Date of teaching : …/… / 25

PLANET EARTH Lesson 1: Getting started – In a science club

- Use the words and phrases related to planet Earth, habitats, and flora and fauna;

- Gain vocabulary to talk about planet Earth.

- Grade 9 textbook, Unit 10, Getting started - Computer connected to the Internet

- To lead into the unit. b Content:

- Making a Solar System picture. c Expected outcomes:

- Students can have some ideas about Natural Wonders. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Think!

- T has the class play a game with two groups

- T gives two groups two sets of names of planets

Students listen to the teacher’s instruction.

- T draws a picture of the Solar System without the names of planets

Students work in 2 groups to stick the names of planets to the picture of the Solar System.

- Set the time and ask the two groups to stick the names of planets in the position from the Sun outward.

- When time is up, the teacher stops the game and checks the answers.

- The team with the most correct answers wins.

- T leads into the new unit Ask Ss Where is Earth in the Solar System? What do you know about i

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune

- T checks Ss’ answers and gives feedback 2 ACTIVITY 2: PRESENTATION (7 mins) a Objectives:

- Students can identify some new words related to Planet Earth. d OrganisationsTEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher introduces the vocabulary - Students guess the meanings of words

- Teacher explains the meanings of the new vocabulary by showing pictures or giving explanations.

- Teacher checks students’ pronunciation and gives feedback.

1 outer space (n) 2 habitat (n) 3 landform (n) 4 essential (adj) 5 preserve (v) 6 grassland (n)

- To help Ss read for specific information about the topic In a science club;

- To help Ss learn words and phrases related to the topic In a science club;

- To help Ss use the words and phrases in context. b Content:

- Task 2: Read the conversation again and tick (√) T (True) or F (False) for each sentence.

- Task 3: Write a word or phrase from the box under the correct picture

- Task 4: Complete each sentence with a word or phrase from 3. c Expected outcomes:

- Students understand the conversation and topic of the lesson and can complete the tasks successfully. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read.

T has Ss look at the heading In a science club, the conversation and the pictures, and answer some questions, e.g What can you see in the pictures?

What do you think Mr An, Nick and Lan are talking about? Encourage Ss to answer, but do not confirm whether their answers are right

- Students look at the heading, pictures and answer the questions

- T plays the recording twice for Ss to listen and read along Then invite 3 Ss to read the conversation aloud.

- Three students role-play to act out the conversation.

- Students listen to check answers from the teacher.

- Refer to the questions previously asked Confirm the correct answers:

We can see the giraffes, a globe, plants and sea/ocean.

They are talking about Earth, it’s another name, its living things and non-living things.

Read the conversation again and tick (√) T (True) or F (False) for each sentence

- T asks Ss to work in pairs to read the conversation to underline the keywords in the statements -

Students work in pairs to read the conversation and do the activity.

1 The students are asking about the Solar System.

2 Another name for Earth is the Blue Planet

3 Water covers four fifths of Earth.

4 Water bodies and landforms are essential habitats for plants and animals.

5 Mr An thinks pollution is threatening the habitats of plants and animals

- Ss do the task : True or False - Students say their answers, then check as a class - T asks Ss read out the statements

- Check the answers as a class.

Write a word or phrase from the box under the correct picture

- T asks Ss to say the words / phrases aloud Make sure they pronounce the words and phrases correctly

- Students read aloud - T asks Ss to work in pairs to label the pictures with the appropriate words and phrases

- Students do the task in pairs.

- T checks the answers and correct the mistakes if necessary

2 flora and fauna 3 liquid water 4 outer space 5 water bodies6 Solar System

Complete each sentence with a word or phrase from 3

- T asks Ss to work independently to complete each sentence with a word or phrase from the box

- Students work Allow Ss to refer to the pictures and phrases in 3 or the conversation if needed.

- T checks the answers as a class

- T asks several Ss to read aloud the full sentences

Correct Ss’ pronunciation if needed.

- Teacher checks students’ answers and gives feedback.

1 Flora and fauna 2 water bodies 3 Solar System 4 outer space 5 landforms

- To help Ss know more about the planet Earth.

- To help Ss improve group work skills. b Content

Quiz: Work in groups Answer the following questions

- Ss can answer some information about the Earth. d Organisation:

Task 5: Quiz: Work in groups Answer the following questions

- T asks Ss to work in groups to read the information to answer the questions.

Encourage Ss to guess as many answers as possible.

1 7 (Asia, Africa, North America,South America, Europe, Australia,and Antarctica)

- Students work in groups to do the quiz.

- T asks some Ss to report the answers they have thought of / worked out

- Students report the answers they have thought of / worked out.

- T and other Ss listen to the answers and comment.

2 5 (Arctic, Atlantic, Indian, Pacific, and Southern Oceans) 3 1

4.1 Oxygen (O2), medical use 4.2 Nitrogen (N2): fire suppression, provides an inert atmosphere

4.3 Helium (He): balloons, medical equipment

4.4 Argon (Ar): welding, provides an inert atmosphere for materials 4.5 Carbon dioxide (CO2): carbonated soft drinks, … 5 Mars

- Refer to the unit title again then together with Ss, orally list the issues that Mr An and the students discuss in their science club. b Homework

Teacher asks Ss to open their book to p.113, look at the picture and say what the topic of the project is (Our flora and fauna) They will design a poster and present it at the end of this Unit.

PLANET EARTH Lesson 2: A closer look 1

- Use the lexical items related to the topic Planet Earth;

- Have the right rhythm in sentences.

III PROCEDURES 1 ACTIVITY 1 - WARM-UP (5 mins) a Objectives:

- Wordly word chain c Expected outcomes:

- Students can recall some words and phrases about planet Earth. d Organisation:

- T gives Ss a few minutes to play a game.

Have Ss form two groups

- Students listen to the teacher’s instruction

- T gives Ss pictures of things and strips of paper with words / phrases.

-T asks the groups to stick the words / phrases to the right pictures.

- Students stick the words / phrases to the right pictures as quickly as possible.

- The group with more correct answers wins.

- Ask Ss to open their books to page 106

Solar System, outer space, landforms, water bodies, flora and fauna, liquid water, glacier

- To provide students new vocabulary; b Content:

- Students can identify some vocabulary about planet Earth and use them in different contexts. d Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching

- Teacher introduces the vocabulary by:

+ providing explanations of the words + showing pictures illustrating the words

- Students see the pictures and guess the meanings of words and phrases.

1 nature reserve (n) 2 food chain (n) 3 pole (n)

- To help students to use some vocabulary related to planet Earth in contexts. b Content:

- Task 1: Write a word or phrase from the box under each picture.

Choose the correct answer A, B, C, or D

- Students can identify some vocabulary about planet Earth and use them in different contexts. d Organisation Task 1: Write a word or phrase from the box under each picture

- T asks Ss to work in pairs to look at the pictures and describe them

- Students read the words and phrases, then do the task in pairs.

- T invites Ss to take turns to read out their answers.

Correct their pronunciation if needed

- Students listen and check their answers.

3 poles 4 grassland 5 nature reserves 6 food chain

Task 2: Complete each sentence with a word or phrase from 1

- T asks Ss to work individually to complete the sentences

- Students work individually to do the task.

- T asks some Ss to read aloud their sentences

- Students read aloud the completed sentences.

- Students check their answers - T corrects Ss’ pronunciation if necessary.

1 food chain 2 grassland 3 nature reserves 4 poles

Task 3: Choose the correct answer A, B, C, or D

- T asks Ss to work in pairs to choose the correct answer for each sentence

- T asks some Ss to read out their answers or write their answers on the board

- Students read out their answers.

- T checks the answers as a class Then have Ss read the sentences aloud.

- Students work in two groups to play the game - Correct Ss’ pronunciation if necessary.

- Have Ss play a word game Have Ss work in two groups Show pictures with initial letter (s) of the words / phrases describing the things in the pictures The group with more correct answers wins.

Answer key for Extra activity:

1 habitat loss 2 nature reserve 3 ecological balance 4 polluted

- To help Ss become aware of the stressed words in a sentence;

- To help Ss practise stressing the correct words in a sentence that create rhythm in sentences. b Content:

Listen to the sentences and pay attention to the bold syllables Does the

speaker place stress on them?

- Task 5: Circle the stressed syllables in the sentences Listen, check, and repeat. c Expected outcomes:

- Students can stress the correct words in a sentence that create a rhythm in sentences. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 4: Listen to the sentences and pay attention to the bold syllables Does the speaker place stress on them?

- T asks Ss to read the Remember! box first Remind them of the sentence stress in Unit 11 of Tieng Anh 7 and Tieng Anh 8

- Students read the 'Remember!' box and listen to the teacher’s instructions.

- T asks Ss to listen to the recording once.

- Then T plays the recording again and have Ss repeat after each sentence as a class and as individuals Ask them to pay attention to the stressed words.

- Students listen and repeat the recording.

- T plays the recording as many times as necessary.

Correct Ss’ pronunciation if needed.

1 Earth is the third planet from the Sun.

2 Oceans, seas, rivers, and lakes are water bodies.

3 The North and South poles are extremely cold and icy.

4 Do moonquakes last up to half an hour?

5 Preserving natural resources is very important.

Task 5: Circle the stressed syllables in the sentences Listen, check, and repeat

T has Ss read the sentences and circle the stressed syllables in the sentences

- Students read and circle the stressed syllables - T asks Ss to count the number of stressed syllables in each sentence, then share their answers with their partners

- Students count the number of stressed syllables in each sentence, then share their answers with a partner - T checks if Ss have counted enough stresses in each of the sentences.

- T plays the recording again for Ss to listen and repeat each sentence after the recording Correct Ss

1 We’re doing a study on climate change.

2 What is the distance from Earth to Mars?

3 They’ll have a discussion on natural habitats

4 Plants provide us with food, oxygen, and energy.

5 Our school organized various activities on EarthDay pronunciation if necessary.

- T calls on some Ss to read the sentences Play the recording again and again if necessary.

- Teacher’s observation and feedback on student’s pronunciation

How many stressed syllables are there in each sentence?

5 ACTIVITY 5 - CONSOLIDATION (5 mins) a Wrap-up

- Ask the class what words, phrases they have learnt and how to say sentences with the correct rhythm

PLANET EARTH Lesson 3: A closer look 2

- Use non-defining relative clauses

III PROCEDURES 1 ACTIVITY 1- WARM-UP (5 mins) a Objectives:

- To lead Ss into the new unit b Content:

- Planet Earth Pictionary c Expected outcomes:

- Students can answer teacher’s questions using non-defining relative clauses. d Organisation:

- One student in each pair secretly draws a picture of a natural phenomenon or geographical feature related to Earth

- The other student, using relative clauses, must describe the picture to their partner without explicitly naming it

- Students use relative clauses to describe the picture.

- The partner guesses the phenomenon or feature within the set time limit.

- The most correct guess within the time limit wins!

Draw pictures of coral reefs and volcanic eruptions.

- It’s an area of coral, the top of which can sometimes be seen just above the sea - It’s a tall, sleeping mountain that is covered in green forests and dotted with fluffy white clouds But sometimes, this mountain wakes up in a very dramatic way!

- To help students understand the use of non-defining relative clauses. b Content:

- Students know how to use non-defining relative clauses. d Organisation:

- T asks Ss to work individually to read the Remember! box

- Write examples of a sentence with a non-defining relative clause and one with a defining relative clause on the board.

- T asks some Ss to underline the relative clauses in the two examples – Ss point out the differences between pairs of relative clauses

- Explain the differences in (1) sentence punctuation (,), (2) the position of the clause, (3) use/ function of each type of relative clause, and (4) whether they can be omitted or not, (5) whether the relative pronouns can be omitted or replaced with that

- To help students focus on the use of non-defining relative clauses. b Content:

Complete the sentences with correct relative pronouns

- Task 2: Underline the relative clauses Tick (√) if the relative clause can be omitted.

- Task 3: Complete each sentence (1-5) with a non-defining relative clause (A-E).

- Task 4: Combine the two sentences into one, using a non-defining relative clause. c Expected outcomes:

- Students know how to use non-defining relative clauses. d Organisation:

Task 1: Complete the sentences with correct relative pronouns

- T has Ss work independently to look at

Remember! box to fill in the blanks.

- Students do the task independently.

- Students listen and check their answers as a class.

- Students answer the teacher’s questions.

- T asks if these pronouns can be replaced with that or not.

- T asks several Ss to read aloud the full

1 which 2 who 3 whose4 which5 which sentences Correct their pronunciation if necessary

- Students read aloud the full sentences

Underline the relative clauses Tick (√) if the relative clause can be

-T Reminds Ss that a non-defining relative clause cannot be omitted from a sentence It is used to give more information about the noun in front of it.

- Students listen to the teacher’s explanation.

- Ss write Sentences 2 and 3 on the board and ask one student to go to the board to do the task.

- T checks the student’s answers Correct any mistakes and re-explain the rule if necessary.

- T has Ss read out loud sentences and correct pronunciation if necessary.

1 _√_ The second planet from the Sun is Venus, which is sometimes called Earth’s sister.

2 _√_The Ocean, which is the body of salt water, contains 97% of Earth’s water.

3 Landforms make up the areas which include mountains, hills, plains, and plateaus.

4 _√_ One of the world’s most famous earth scientists is James Hutton, who is a British geologist

5 _√_ Arctic Ocean ice and water make up a habitat for polar bears, whose main food is seals.

Complete each sentence (1-5) with a non-defining relative clause (A-E)

- T has Ss work individually to complete the sentences using the non-defining relative clauses.

- T reminds them of which relative pronoun (which, who, whose) used to replace the nouns before it.

- Also remind them of the meaning of the full sentence after they have completed them

- Students listen to the teacher’s instruction

- Students work individually to do the task

- Ask some Ss to read out their completed sentences Correct pronunciation if necessary.

- Teacher checks students’ understanding by asking some questions.

Combine the two sentences into one, using a non-defining relative clause

- T asks Ss work individually for five minutes to write their combined sentences

- T reminds Ss of the position of the non- defining relative clause in a sentence.

- Then T asks them to work in pairs to swap their answers

- Students listen to the teacher’s instruction.

- T asks some Ss to write their combined sentences on the board, then check the answers as a class

- T has the class read out their sentences.

- Ss do the extra activities

Teacher can also ask Ss to do an extra activity below.

Each of the following sentences has ONE mistake Find the mistakes in the sentences and correct them.

1 Earth Day is the day where people celebrate the wonder of Earth

2 Polar habitats, what include the North and the South Poles, are extremely cold.

3 The Pacific Ocean, that is the largest and deepest one on Earth, is being polluted

1 The Moon, whose surface is dark, is Earth's only natural satellite.

2 Moonquakes, which can last up to half an hour, are much weaker than Earthquakes

3 Mar, which is a rocky planet like Earth, has mountains and canyons on its surface.

4 Venus, which has similar size and structure as Earth, is considered the twin sister of Earth

5 We should protect rivers and lakes, which provide humans with their main sources of fresh water.

1 where -> when2 what -> which3 that -> which4 where -> which 5 what -> which

4 Planet Earth, where has a solid and active surface, has various habitat types.

5 Climate change has caused changes in the colour of the Oceans, what is so worrying.

- To have Ss practise using non-defining relative clauses. b Content:

- Task 5: Work in two groups Take turns to say aloud one of the places in the table The other group explains or gives more information about it The team that has the most correct sentences wins. c Expected outcomes:

- Students can practise using non-defining relative clauses. d Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 5: Work in two groups Take turns to say aloud one of the places in the table The other group explains or gives more information about it The team that has the most correct sentences wins

(10 mins) - T divides the class into groups.

- T instructs Ss to take turns to say aloud one of the places (the Nile, Pacific Ocean, Viet Nam, the Sahara,

Mount Fansipan) and the other members explain or give more information about the places.

- Students take turns saying aloud one of the places - T gives groups two minutes to prepare Tell them that groups can write down their group’s sentences

- Students work in groups in 2 minutes - T invites one group to say one name from the list, then the other reads out or says their sentence using a non-defining relative clause.

- Students say the names from the list Then the other Ss read out their sentences using a non-defining

The Nile, which is the longest river, flows into theMediterranean Sea. relative clause - T Correct any grammar and pronunciation mistakes if necessary.

- The group with the most correct sentence wins.

- Summarise the main points of the lesson.

- Have them say out loud the things they should remember about a non-defining relative clause. b Homework

PLANET EARTH Lesson 4: Communication

- Persuade someone to do something and responding to persuasions;

- Read for general and specific information about flora and fauna.

- Know about flora and fauna;

- Grade 9 textbook, Unit 10, Communication- Computer connected to the Internet

- To introduce the topic of the lesson;

- To enhance students’ skills of cooperating with teammates. b Content:

- T divides the class into groups.

- T Sticks slips of paper (with a sentence on each slip) on the board Give each group pieces of paper with different colours for them to write their answers.

- Groups add an appropriate non-defining relative clause to each of the sentence on the board by writing their answers on a piece of paper, then stick to the given sentences The group that has the most sentences with correct non-defining relative clause embedded within the time limit wins

- Students listen to the teacher’s explanation, then play the game.

- T declares the winner then leads into the new lesson.

The Mekong River, which is the longest river in Southeast Asia, has a length of about 4900 km.

- To introduce ways to persuade someone to do something and respond to it. b Content:

- Students can use the structures to persuade and respond. d Organisation:

Task 1: Listen and read the conversations Pay attention to the highlighted parts (5 mins)

- T plays the recording for Ss to listen to and read the conversations Ask Ss to pay attention to the highlighted parts Emphasise the ways to persuade someone to do something and respond to persuasion

- Tell Ss Why don’t you give it a go? How would you feel about contributing …, Your contribution would really be helping us out are different ways to persuade someone in different contexts

- Students look at the highlighted parts - T tells them that Why don’t you give it a go? is used to persuade someone to do something, and the response can be general by saying Ok,

I’ll think about that When the persuasion is more specific with a specific verb like contributing in How would you feel about contributing …, the response can be more specific with the verb contribute like in

Alright I’ll contribute some / I’ll make a contribution.

- Students listen and act out

Mi: Have you read this book about the Solar System?

Tom: Not yet I don’t feel like reading it.

Mi: Why don’t you give it a go?

Tom: Ok, I’ll think about that.

Lan: How would you feel about contributing to the fund to protect our wildlife?

Local resident: Contribute to a fund?

Lan: Yes, your contribution would really help us out.

Local resident: Alright I’ll make a contribution.

- Why don’t you give it a go?

- Ok, I’ll think about that - How would you feel about contributing …

- Your contribution would really be helping us out.

3 ACTIVITY 3 – PRACTICE ( 20’) Task 2: Work in pairs Make similar conversations with the following situations. a Objectives:

- To introduce ways to persuade someone to do something and respond to it. b Content:

- Task 2: Work in pairs Make similar conversations with the following situations. c Expected outcomes:

- Students can use the structures to persuade and respond. d Organisation: T’s instructions – T asks Ss to work in pairs to make similar conversations Tell them to use the situations given and the sample expressions Give feedback on their conversations.

- Students work in pairs to do the task

– Have Ss practise the conversations in front of the class.

– Some Ss practise the conversations in front of the class

Transition from Everyday English to

- Give Ss a situation as follows: You persuade your peer to read about the Earth’s habitats.

Ask Ss to make a short dialogue between Mi and Tom to practise persuading people.

- Tell the class that they will have a chance to read about some of the Earth’s habitats

- Students follow the teacher’s direction.

A: Have you watched ‘Blue Planet” yet?

B: Not yet I don’t like watching it much.

A: Why don’t you give it a go? You will like it

B: OK, I’ll think about that.

A: How would you feel about contributing to the fund to build a nature reserve?

A: Yes, your contribution would really help us out.

Mi: Have you read this book about the Earth’s habitats?

Tom: Not yet I don’t feel like reading it.

Mi: Why don’t you give it a go?

Tom: Ok, I’ll think about that.

Read the short descriptions of various habitats and match them with their features

- To helps Ss learn about Earth’s habitats;

- To practice scanning skills; b Content:

- Task 3: Read the short descriptions of various habitats and match them with their features.

- Task 4: Work in pairs Choose two habitats and compare them c Expected outcomes:

- Students can report the habitats they have chosen to discuss and compare. d Organisation:

- Have Ss work in pairs to read the posts to match the main idea of each post with the name of the habitat.

T asks some pairs to read out their answers then corrects their pronunciation if necessary - Students work in pairs to do the task.

- If time allows, ask some Ss to retell information from the posts or to role play the four friends to tell class about the Earth’s habitats

For more able Ss, T can show two pictures of two other types of habitats (deserts and freshwater habitats), then ask Ss to name them.

Then provide them some major facts (as in 3) about the habitats T chooses to add Have Ss to ask and answer questions about these additional habitats, the types of flora and fauna, the

- largest one in the world

- located in northern Africa - few plants and animals.

- largest, oldest and deepest freshwater - located in Russia

- home to approximately 1,700 to 1,800 plant and special features and roles of them - little rainfall

36 0 C, highest in summer: 56 0 C animal species - holds 20% of world fresh water.

- cold (-21 0 C in winter and 11 0 C in summer)

Work in pairs Choose two habitats and compare them

- Have Ss work in pairs to choose two habitats to describe and then compare them

- T asks them to think of suggested features:

+ their specific types / examples + their importance

+ plants / animals living there + other special features

- T tells them that they can make notes about similarities and differences of the two types they have chosen.

-T invites some Ss to talk about a habitat they have chosen Correct any grammar or pronunciation mistakes if necessary

Ha Long Bay: Limestone cliffs, turquoise waters, schools of fish, playful dolphins, coral reefs

Da Lat highlands: Lush tea plantations, crisp mountain air, wild orchids, colourful birds, misty valleys

Ha Long Bay: Cleans air, shields coast, cradles marine life

Da Lat highlands: Purifies water, offers respite from heat, contributes to scenic beauty

Ha Long Bay: Coral reefs, fish, dolphins

Da Lat highlands: Tea plants, orchids, birds

Ha Long Bay: Mist, ancient legends, sun-dappled depths

Da Lat highlands: Cool temperature, vibrant colours, bird songs

- To give Ss practice of reporting the habitats they have chosen to discuss and compare. b Content:

- Task 5: Report the results of your comparison to the class. c Expected outcomes:

- Students can report the habitats they have chosen to discuss and compare. d Organisation: T’s instructions Task 5: Report the results of your comparison to the class

- Have some representatives of some pairs report the comparison of the two habitats they have chosen

- T tells them that they can use ideas from the posts in 3 and the notes or talk to the class using the suggested features in 4

- Students listen and follow instructions

- T invites feedback from peers Give more feedback on Ss’ reports.

- Teacher corrects students while going around to help when students are practising

- Teacher gives corrections and feedback

– Both Polar regions are found at the top and bottom of Earth while grasslands are found in the middle part of the world.

– While the temperatures in Polar regions are extremely low / While Polar regions are extremely cold all year round, grasslands have hot summers and cold winters.

– Both grasslands and forests have rainfall, various soil types and can catch fire.

– Rainforests have high density of plants with di erent heights whileﬀerent heights while grasslands rarely have trees They only have bushes which are usually short.

Imagine two colourful regions of our dear Viet Nam: Da Lat and Ha Long Bay In Ha Long Bay, limestone giants rise from turquoise waters, shrouded in mist and whispering ancient legends while schools of silver fish dance in the sun-dappled depths This watery wonderland cleans the air, shields the coast, and cradles a symphony of life, from playful dolphins to coral castles hidden beneath the waves In stark contrast, Da Lat's highlands burst with vibrant life Lush tea plantations blanket the hills, their scent mingling with the crisp mountain air Wild orchids cling to ancient trees, while colourful birds flit through the canopy, their songs echoing through the valleys.

This misty paradise purifies the water we drink, offers refuge from the scorching sun, and paints Viet Nam's canvas with a touch of cool magic Though worlds apart, both Ha Long Bay and Da Lat, with their unique beauty and ecological roles, remind us of Vietnam's rich tapestry of life and the importance of protecting it. a Wrap-up

- Do exercises in the workbook

PLANET EARTH

- Read for main idea and specific about roles of plants and animals;

- Talk about threats to flora and fauna and how to protect them.

- Understand more about roles of plants and animals;

- To help Ss understand and activate their knowledge of the topic. b Content:

- Brainstorming - Predator-Prey Chain Challenge c Expected outcomes:

- Students gain knowledge about the topic. d Organisation: T’s instructions TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTSPredator-Prey Chain Challenge.

- T divides Ss into groups representing different organisms in a food chain Explain the predator- prey relationships within the chain Each group acts out their role (standing, crouching, etc.) and moves according to who would consume or be consumed by others

- Students work in groups - Discuss the roles each organism plays in the chain and how disruptions can affect the ecosystem.

- Students listen to and follow the teacher’s instructions.

Example: grass, grasshopper, frog, snake Overall, each organism plays a vital role in maintaining the balance of the ecosystem Any disruption can have cascading effects, impacting the populations of other organisms and potentially causing widespread damage.

Understanding these interconnected relationships is crucial for conservation efforts and maintaining healthy ecosystems.

2 ACTIVITY 2: PRE- READING (5 mins) a Objectives:

- To help Ss learn new vocabulary in the reading text;

- Task 1: Tick (√) the things that show the roles of plants and animals. c Expected outcomes:

- Students improve their reading skills. d Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1: Tick (√) the things that show the roles of plants and animals

- Have the class work in pairs to discuss which one(s) shows the role(s) of plants and animals

- Ask Ss to give a simple explanation / example if possible

- Task 2: Read the passage and choose the correct answer A, B, C, or D.

Read the passage again and fill in the diagram

- Students improve their reading skills. d Organisation Task 2: Read the passage and choose the correct answer A, B, C, or D

- T asks Ss to read paragraph 1 to guess what the next paragraphs are about.

- Students follow the teacher’s instructions.

- T asks Ss to work individually to read the questions and to underline the keywords in each one, then read the passage to choose the correct answer

- Students read questions and underline key words - T tells them that the first question is about the main idea of the passage and can be answered after they have read and answered questions 2-5.

- Have Ss to work in pairs to swap answers or check the answers together.

- Students work in pairs to check answers before checking as a class.

- T asks some Ss to read out loud the answers

EXTRA ACTIVITY: T can have an extra activity for Ss to understand more about the vocabulary and the main ideas of the reading text by asking them to do an exercise as follows

- Students practise more through an extra activity.

Task 3: Read the passage again and fill in the diagram

- Have Ss work in pairs to read the diagram first.

Ask them to follow the diagram by looking at animals (prey) in the diagram to work out what will come before and after the words.

- T asks them to re-read the passage, search for

1 plants2 animals (prey) 3 droppings needed information and underline the keywords / the evidence for the answers

- Students underline key words / evidence - T asks some pairs to give the answers Ask them to show the parts in the reading where they find the answers

- Tell Ss that the habitats are under threat and thus we have to take action soon.

- Tell them to read the passage in 2 again and find two threats to plants and animals, and two solutions.

- After they have finished the activity, tell them that in Activity 4 in SPEAKING, they will discuss the threats to plants and animals and what people should do to protect them

- Teacher checks students’ understanding with follow up questions

4 ACTIVITY 4 : POST – READING (SPEAKING) ( 10 mins) a Objectives:

- To help students practise reporting threats to plants and animals and solutions to deal with;

- To improve their speaking skill b Content:

- Task 4: Work in pairs Discuss the threats to plants and animals and how we can protect them You can use the ideas from the reading or your own ideas.

- Task 5: Report the results of your discussion to the class. c Expected outcomes:

- Students can report threats to plants and animals and solutions to deal with the threats. d Organisation:

Work in pairs Discuss the threats to plants and animals and how we can

protect them You can use the ideas from the reading or your own ideas

- Have Ss work in pairs to fill the table.

- T reminds Students A and B to ask and answer questions while filling in the table like in the example below:

- What do you think is the first / second / third most significant threat to plants and animals?

- I think the first / second / third

- Students see and follow the example given to ask and answer questions while filling in the table. threat is ….

- What do you think humans should do to deal with the situation?

- The first thing humans can / should do is…….

- T asks Ss to make full questions and answers.

Remind them to use ideas from the reading if they want; and they can make notes.

- Students can demonstrate the ideas from the reading.

- T asks the class to give feedback on the ideas, questions, answers and pronunciation.

- build natural reserves- stop hunting- stop cutting down forests- plant more trees- raise people’s awareness

Report the result of your discussion to the class

– Have Ss work in groups to practise reporting Remind Ss to use the sample in their books to report the threats and solutions Tell them that they can use the notes they made in 4

- Students listen and follow instructions

– Invite two representatives of each group to report their group’s answers, with one

- There are many threats to the flora and fauna First, they face habitat loss For example, when a river is polluted, the water habitat cannot be suitable for water species Many other animals and plants suffer from deforestation because people cut down trees and clear the reporting the threats and the other reporting suggested solutions to the class.

– Give feedback on their reports in terms of language, ideas and pronunciation.

- Teacher gives corrections and feedback. forests Global warming is another threat to a large number of animals because when the temperature is too extreme, many animals may die out.

- We can do several things to preserve their habitats We should build natural reserves to preserve endangered animals and plants People should also stop hunting and cutting down forests If possible, people should start planting more trees Above all, governments should have policies to raise people’s awareness of the protection of natural habitats.

- Listen about the effects of living things on the environment;

- Be encouraged to express opinion about the effects of living things on the environment;

- Students can review about the roles of plants and animals. d Organisation:

– Let Ss play a game in two groups Give each group a set of phrases on slips of paper about the roles of plants and animals

– Each group has to choose the correct slips about plants and the correct ones about animals and stick them in the right column (Plants / Animals) on the board Tell them if one is suitable for both columns, they can stick it between the two columns.

- Students choose the correct slips about plants and the correct ones about animals and stick them in the right column (Plants / Animals) on the board

– Stop the game when time is up

– Ask each group to read out their answers

– The group that has the most correct or appropriate answers wins.

Teacher corrects students (if needed) keeping ecological balance, releasing oxygen for humans, droppings of animals becoming fertiliser for plants, providing food to humans, beautifying Earth

2 ACTIVITY 2 : PRE- LISTENING (10 mins) a Objectives:

- To help Ss develop their skill of listening for general and specific information. b Content:

- Task 1: Look at the pictures and answer the questions below. c Expected outcomes:

- Ss can listen for general and specific information to do the learning tasks. d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1: Look at the pictures and answer the questions below

- T asks Ss to work in pairs to describe the two pictures and answer the three questions.

- Students work in pairs to describe two pictures and answer three questions.

– T tells Ss that they are going to listen to a

- It is gathering dead plants and tree branches.

- A small / large pond which is conversation between Mr An and Mi divided into two by dead plants and branches.

3 ACTIVITY 3 : WHILE - LISTENING (15 mins) a Objectives:

- To help Ss develop their skill of listening for general and specific information. b Content:

Listen again and fill in each blank in the summary with ONE word

- Ss can listen for general and specific information to do the learning tasks. d Organisation:

Task 2: Listen to a conversation and choose the correct answer A, B, or C.

- T asks Ss to work in pairs to read the questions and underline keywords

- Students work in pairs to read the questions and underline keywords

- T plays the recording once for Ss to choose A, B, or C

- Students listen and choose A, B, or C.

- T checks Ss’ answers and play the recording again for them to better understand the conversation between Mr An and Mi Stop or rewind the recording where necessary.

Task 3: Listen again and fill in each blank in the summary with ONE word

- Have Ss work individually to read the table and guess the possible words to fill in each blank

- Students work individually to read the table and guess the words.

- T reminds them to think of the part of speech of that word (noun, verb, adjective, adverb or number and the possible plural and singular forms of nouns.) - Students listen and fill in the blanks with One word

- T plays the recording once for Ss to fill in the

1 harm2 take3 improve4 flood 5 Preserve 6 pesticides blanks Remind Ss that they should write only ONE word for each blank

- T asks Ss to work in pairs to swap answers for peer-checks.

- Students compare answers in pairs.

- Check Ss’ answers and play the recording again for them to better understand the conversation Stop or rewind the recording where necessary

Have Ss work in pairs to ask and answer questions about one of the aspects in 3:

1 the effects of plants on the environment 2 the effects of animals on the environment 3 the possible threats to the environment 4 the possible activities to deal with the threats to the environment

- Tell Ss that in the next part, they will write a summary of the listening

- Ask Ss to look at the summary in 3 to orally list the effects from plants, and animals on the habitats Help them with any new vocabulary they need

- Tell them to move to Activity 4.

- Students work in pairs to ask and answer questions.

- Students listen to the teacher’s instruction.

A: What are the e ects ofﬀerent heights while plants on the environment?

A: Exactly Is there any other way they can a ect a habitat?ﬀerent heights while

B: They can take over the resources of local plants.

B: They grow very fast and use the soil and space of surrounding plants.

4 ACTIVITY 4: POST - LISTENING (10 mins) a Objectives:

- To help Ss write a summary about the effects of plants and animals on their habitats b Content:

- Task 4: Work in pairs Ask and answer the questions below.

- Task 5: Write a summary (100 - 120 words) of the main points of the

Write a summary (100 - 120 words) of the main points of the conversation Use the information in 3 and answers in 4

- Students can write a summary about the effects of plants and animals on their habitats d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 4: Work in pairs Ask and answer the questions below

- T asks Ss to work in pairs to ask and answer the questions

- What is the main topic of Mr An’s talk?

- How do plants affect their habitats?

- How do animals affect their habitats?

- Students ask and answer the given questions in pairs.

- T asks Ss to get ideas from the listening by looking back at the Questions 1, 2 in 2 and the table in 3

- Ask some pairs of Ss to role-play the questions and answers

- Students get ideas from the listening by looking back at the questions 1, 2 in 2 and the table in 3

- T corrects their pronunciation where necessary.

1 Mr An and Mi are talking / Mr An’s talk is about the effects of plants and animals on the habitats.

2 Plants can help or harm the environment Plants can make places more beautiful, but they can harm the environment by taking over the natural resources of the local plants.

3 Animals can harm or improve the environment An example is beavers Beavers can build dams and ponds which help other plants and animals But they can cause floods to the homes of other plants and animals

4 Humans should preserve habitats, stop destroying the habitats of many species, and stop using pesticides.

Task 5: Write a summary (100 - 120 words) of the main points of the conversation Use the information in 3 and answers in 4

- T Shows the ideas Ss have answered in 4 on the board.

- Ask Ss to work individually to write a summary of the listening for 15 minutes Tell them to use the information in 4 Remind Ss to start with the

Mr An talked about the e ectsﬀerent heights while of plants and animals on their habitats and the things people should do Firstly, plants help beginning given in the box

Students listen to the teacher’s instruction.

- Students work individually to write a summary of the listening for 15 minutes.

- T asks one student to read out his / her summary.

- If time allows, T can also ask Ss to work in groups to write on an A1 / A0 size piece of paper, then T organises a gallery walk Ss walk round and offer feedback on peers’ writing.

- Feedback on Ss’ writing in terms of ideas, grammar and connectors

- Teacher gives corrections and feedback. or harm the environment.

Plants can make places more beautiful, but they can harm the environment by taking over the natural resources of local plants He also said that animals can harm or improve the environment as well He gave an example of beavers.

Beavers can build dams and ponds, which help some plants and animals However, they can cause floods to the homes of other plants and animals.

He concluded that humans should preserve habitats, stop destroying the habitats of many species, and stop using pesticides.

5 ACTVITY 5 - CONSOLIDATION (5 mins) a Wrap-up

- Rewrite the summary in the notebooks.

PLANET EARTH Lesson 7: Looking back and Project

- Ss can list as many Unit 10 vocabulary words as possible d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Brainstorming

- Have Ss play in two groups

- T gives each group slips of paper with words / phrases / short sentences to stick to either of the columns (Habitats / Actions to protect habitats) Give them more phrases than needed

- Students work in groups to play the games - T sets a time limit for the game T stops the game when the time is up

- Check Ss’ answers and declare the winner.

- Examples of words and phrases: flora and fauna, oceans, landforms, water bodies, grasslands, forests, animals, stop cutting down forests, bring home more new plants and animals, change climate, preserve habitats, habitat loss, maintain ecological balance.

2 ACTIVITY 2: PRESENTATION (10 mins) VOCABULARY a Objectives:

- To help Ss review the vocabulary of Unit 10. b Content:

- Task 1: Fill in the table with words and phrases about habitats.

- Task 2: Complete the passage, using the words and phrases in the box. c Expected outcomes:

Fill in the table with words and phrases about habitats

- Have Ss work individually to write down the words and phrases in the columns Remind them of the words / phrases they have just used in the game Have Ss read out their words and phrases

- Students do the activity individually - Students read out the words and phrases - Check answers as a class.

- Correct Ss’ pronunciation if necessary

Things in a habitat poles, grassland, water bodies landforms, forests, oceans, seas, rivers, lakes, ponds, etc. flora and fauna, plants and animals,humans, air,light, heat,water, etc.

Complete the passage, using the words and phrases in the box

Task 1: Fill in the table with words and phrases about habitats

- Have Ss work individually to write down the words and phrases in the columns Remind them of the words / phrases they have just used in the game Have Ss read out their words and phrases

- Students do the activity individually - Students read out the words and phrases - Check answers as a class.

- Correct Ss’ pronunciation if necessary

Things in a habitat poles, grassland, water bodies landforms, forests, oceans, seas, rivers, lakes, ponds, etc. flora and fauna, plants and animals, humans, air, light, heat, water, etc.

Task 2: Complete the passage, using the words and phrases in the box

- Have Ss work individually to fill in each blank with the correct words /phrases from the box.

- Students do the task individually.

- T asks some Ss to read the passage aloud.

Correct Ss’ pronunciation if necessary

- Students read aloud the passage.

1 Climate change 2 food chain 3 ecological balance 4 natural reserves 5 habitat loss

3 ACTIVITY 3- PRACTICE (20 mins)GRAMMAR a Objectives:

- To help Ss revise non-defining relative clauses;

- To have Ss combine sentences from pairs of sentences b Content:

- Task 3: Complete each sentence (1-5) with a non-defining relative clause (A-E).

Combine the two sentences into one, using a non-defining relative

- Recall the uses of the grammar that they have learnt in this unit (non-defining relative clause). d Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 3: Complete each sentence (1-5) with a non-defining relative clause (A-E).

(5 mins) - Have Ss work individually to match the clauses 1-5 with non-defining relative clauses A-F

T reminds them to pay attention to the nouns before the commas (,) if the noun refers to persons, possessions or something or somebody Then choose the appropriate clauses A- F

- Students work individually to do the task

- Then T asks Ss to work in pairs to swap and check their answers.

- Students work in pairs to swap and check answers - T checks answers as a class

- Ask one or two Ss to read out the sentences Correct their pronunciation if necessary.

Task 4: Combine the two sentences into one, using a non-defining relative clause (5 mins)

- T asks Ss to work individually to combine the pairs of sentences as requested in their book

- Then T asks the class to work in pairs - Tell them to swap their writing and check their partner’s answers

- Students work in pairs to swap and check answers.

1 Boreal forests, which are also called Taiga, cover vast areas in Canada, Alaska, and Russia

2 Polar bears, whose natural habitat is the Arctic, are

- T asks one or two Ss to go to the board, then check their answers as a class.

- Some students write their answers on the board.

- T asks some Ss to read out their sentences Correct Ss’ language and pronunciation if necessary.

- Teacher gives corrections and feedback. endangered animals

3 Julie Arblaster, who is an Australian scientist, focuses on studying climate change.

4 Antarctica, which is surrounded by the Southern Ocean, is Earth’s least populated continent

5 The natural world is the world of living things, which include plants and animals.

- To provide Ss a chance to develop their research and collaboration skills and to practise giving an oral presentation. b Content:

- Students are able to present their posters about the flora and fauna of their neighbourhood or of a place they like. d Organisation:

- T asks Ss have been assigned the project at the beginning of the unit and have prepared it throughout the unit, the focus of this lesson should be on the final product, which is a final oral presentation of the flora and fauna that Ss have chosen to talk about.

- Students work in groups to prepare the presentation - Have Ss work in their groups Give them a few minutes to prepare for the presentation.

- T gives Ss checklists for peer and self-assessment

Explain that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any

-Students tick in the checklists- The presenters should complete their self-assessment checklists after completing their presentation.

CAN …

ELECTRONIC DEVICES Lesson 1: Getting started - In an electronic shop

- Gain an overview about electronic devices;

- Gain vocabulary to talk about electronic devices.

- Be wiser when using electronic devices;

- Grade 9 textbook, Unit 11, Getting started - Computer connected to the Internet

- Pass the chalk c Expected outcomes:

- Students can list as many words related to the topic as possible. d Organisation

- Divide the class into 2 teams.

- Students work in 2 teams and follow the teacher's instruction to play the game- Ask Ss to close the books, brainstorm words about electronic devices

- Have Ss take turns to write onto the board the name of the electronic devices

- The team with more correct words within the time limit wins

- Set the context for the listening and reading text: Write the title on the board.

Suggested answers: tablet, smartwatch, smartphone,portable music player, robotic vacuum cleaner, etc.

- Students can identify some new words about electronic devices. d Organisation

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching

- Students guess the meaning of words - Teacher explains the meaning of the new vocabulary by showing pictures or giving explanations.

1 portable (adj) 2 aluminium (n) 3 virtual (adj)

- To help Ss understand the conversation.

- To help Ss learn words and phrases related to electronic devices.

- Task 2: Read the conversation again and answer the following questions.

- Task 3: Match the following words with their definitions.

- Task 4: Complete the sentences with the words from 3. c Expected outcomes:

- Students understand the conversation and topic of the lesson and can complete the tasks successfully. d Organisation

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read (7 mins)

- Set the context: Have Ss look at the conversation and answer some questions, e.g.

Who are in the conversation? What are they talking about? Encourage Ss to give answers,

The dialogue on page 114 but do not confirm whether their answers are right or not Ask them to talk a bit about what they would like to buy in an electronic shop.

- Students look at the conversation and answer some questions to identify the context.

- Play the recording twice for Ss to listen and read along Then invite some pairs of Ss to read the conversation aloud.

- Some pairs read the conversation aloud.- Refer to the questions previously asked.

Confirm the correct answers: A shop assistant and a customer They are talking about some electronic devices.

Read the conversation again and answer the following questions (7

mins) - Have Ss read the conversation in detail to answer the questions Ask them how to do this kind of exercise Explain the strategies, if necessary (e.g reading the questions, underlining the keywords in the questions, locating the keywords in the conversation, and then reading that part and answering the questions) Tell them to underline parts of the conversation that help them with the answers.

Set a strict time limit to ensure Ss read the text quickly for information.

- Students listen to the teacher’s explanation- - Students work independently to do the activity.

Tell them to compare their answers in pairs before sharing the answers with the class Ask them to give evidence when they answer

- Students compare the answers in pairs before checking as a class

1 The customer wants to buy a computer for her / his son.

2 The shop assistant suggests the customer (should) buy a tablet.

3 It is made of aluminium.

4 It is used for taking notes,drawing pictures or diagrams,and making 3D designs.

Task 3: Match the following words with their definitions (7 mins) - First, have Ss quickly match the words in the left column with their meanings in the right column individually

- Students read the conversation again and work independently to do the activity.

- Then, ask them to share their answers with one or more partners T can ask for translation of some words and phrases in the box to check their understanding

- Students share and check the answers.

- For a more able class, ask Ss to make some example sentences with the words they have learnt If there is enough time, T can ask some Ss to write their answers on the board.

- Students can make sentences with these words.

Complete the sentences with the words from 3 (7 mins)

- Ask Ss to do the exercise individually and then check with the whole class

- When checking, ask Ss to refer to Activity 3 to make the meanings of the words clearer to them.

1 virtual 2 portable 3 wireless 4 aluminium 5 touchscreen

- To provide Ss practice with describing electronic devices. b Content:

- Task 5: Work in pairs Think of an electronic device and describe it to your partner Can your partner guess what you are describing? c Expected outcomes:

- Students can describe an electronic device d Organisation

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 5: Work in pairs Think of an electronic device and describe it to your partner Can your partner guess what you are describing? (10 mins)

- Demonstrate the game with a strong student.

- Students follow the teacher's instruction.

- Ask Ss to play the game in pairs In weaker classes, work together with Ss first: describing one or two electronic devices and eliciting from Ss their guesses about what is being described.

Then when they know exactly what to do, ask them to work in pairs T may go around to observe and offer help if necessary.

- Students work in pairs to play the game

- Students may ask the teacher if they don’t know the names of the items.

- Invite some pairs to perform in front of the class This activity can be organised as a competition game The class is divided into teams A and B Team A describes an electronic device and Team B guesses what the electronic device is If their guess is correct, they get one point, then change roles The team with more points wins.

- Some pairs perform in front of the class

- Teacher asks students to talk about what they have learnt in the lesson. b Homework

A closer look 1

- Use the lexical items related to the topic Electronic devices;

- Say sentences with all words having stress correctly.

- Be wiser while using electronic devices;

III PROCEDURES 1 ACTIVITY 1 : WARM-UP (5 mins) a Objectives:

- Students can recall some words related to electronic devices. d Organisation TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Brainstorming

- Divide the class into small groups of three or four.

Ask each group to write the names of different electronic devices on separate pieces of paper and put them on a table.

- Students work in small groups and follow the teacher's instruction to play the game.

- Ask one student from each group to come and pick up a piece of paper, then say the name of the electronic device out loud, and the other group members should take turns saying a word or phrase that is associated with that device The student who selected the device can choose a new person to come and pick up another piece of paper Continue playing until all the pieces of paper have been selected or until the class has warmed up enough for the vocabulary lesson to begin.

- To teach Ss new material words in specific context. b Content:

Complete the sentences with the material words from the box (7 mins)

- Task 3: Circle the correct words or phrases to complete the following sentences. c Expected outcomes:

- Students can identify some new words about the topic d Organisation

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary by showing pictures illustrating the word.

Task 1: Match the electronic devices with the correct pictures (8 mins)

- Have Ss quickly match the words and phrases with the pictures individually

- Students listen and follow the teachers’ instructions - Then ask Ss to check their answers with their partners.

Ask for translation of some of the words and phrases on the list to check their understanding

- For a more able class, ask Ss to make some examples with the words and phrases they have learnt If there is enough time, T can ask some Ss to write their answers on the board.

Task 2: Complete the sentences with the material words from the box (7 mins)

- Have Ss quickly complete the sentences with the material words from the box individually.

- Then ask Ss to check their answers with their partners Ask for translation of all of the material words on the list to check their understanding.

1 copper2 plastic3 steel4 rubber5 cardboard

- With a stronger class, ask Ss to give some examples with the material words they have learnt If there is enough time, T can ask some Ss to write their answers on the board.

Task 3: Circle the correct words or phrases to complete the following sentences (5 mins)

- Ask Ss to do the exercise individually and then check with the whole class

- Students do the task independently, then share the answers and discuss as a class.

- When checking, refer to Activity 1 and Activity 2 to make the meanings of the words and phrases clearer to them.

- To help Ss identify how to say sentences with all words being stressed correctly;

- To help Ss practise saying sentences with all words having stress b Content:

- Task 4: Listen and repeat the sentences Pay attention to the stress pattern of each sentence.

- Task 5: Write each sentence in the suitable box Then listen, check, and repeat. c Expected outcomes:

- Students can say sentences with all words being stressed correctly. d Organisation TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 4: Listen and repeat the sentences Pay attention to the stress pattern of each sentence (5 mins)

- Have some Ss read out the sentences first Then play the recording for them to listen and repeat the sentences they hear Ask them to pay close attention to the stress patterns of each sentence Explain to Ss that we put stress on one syllable of each word in some sentences which show urgency or surprise because all the words are important in these sentences Play the

4 Look out! recording as many times as necessary.

- Students watch a video about how to pronounce the three sounds.

- Students give some words containing the sounds

- Students listen to the recording.

Task 5: Write each sentence in the suitable box Then listen, check, and repeat (5 mins)

- Have Ss quickly read the sentences and write them in the suitable box according to the stress pattern Ask Ss to share their answers with their partners, then play the recording for Ss to check their answers as a class

- Play the recording again for Ss to repeat the sentences.

- Have Ss practise the sentences in pairs Invite some pairs to read the sentences aloud Comment on their pronunciation.

- Students listen to the recording, check and repeat the sentences.

4 ACTIVITY 4: PRODUCTION (5 mins) a Objectives: To test students’ quick identification to the stress pattern of each sentence. b Content: Give some real situations using the stress pattern of each sentence. c Expected outcomes: - Students can say sentences with all words being stressed correctly d Organisation:

- T gives some situations - T divides Ss into 2 teams

- Ss work in 2 teams and follow teacher’s instruction to play the game.

- The team with more correct answers will be the winner.

T: This proplem is dificult to solve.

- T invites the winner to read aloud the words.

- Asks Ss to retell the main points of the lesson.

- Ask students to summarise what they have learned in the lesson

- Ask them to list some phrases learned in the lesson

- Ask them to list some other learned words/ phrases related to students' life and schoolwork paying attention to their pronunciation b Homework

- Do exercises in the workbook

- Use suggest / advise / recommend + V-ing or a clause with should.

- Giving suggestion on what someone else should do or what they should do themselves;

- Students can give suggestions in some situations. d Organisation

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Brainstorming

- Divide the class into pairs Ask them to think of a problem or situation they are currently facing in their lives For example, one student might be having trouble sleeping at night, while another might be struggling to manage his / her time e ectively.ﬀerent heights while

- Each student should then take turns giving advice to his / her partner using should For example, You should try drinking some warm milk before bed or You should make a schedule to help you manage your time more effectively.

- Call on some Ss to say the advice they have given to their partners again in front of the class After each student has given advice to their partner(s), T reports their advice using suggest / advise / recommend + V- ing or a clause with should For example, A suggested making a schedule to help B manage his / her time more effectively, or A advised that B (should) try drinking some warm milk before bed Write some of

Ss’ answers these sentences on the board.

- Students answer the teacher's questions

- To help students use suggest / advise / recommend + V-ing or a clause with should. b Content:

- Students identify the structures and when to use suggest / advise / recommend +

V-ing or a clause with should. d Organisation TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS suggest / advise / recommend + V- ing or a clause with should

- Ask Ss to look at the Remember! box to introduce the ways to report someone’s ideas about what someone else should do, or what they should do themselves.

- Students read the “Remember!” box carefully and listen to the teacher’s explanation.

- Explain that after the verb suggest, advise, and recommend we can use V-ing or a clause with should.

- Ask Ss to read the examples that illustrate the uses of suggest, advise, and recommend in the

- Have Ss make some example sentences using suggest / advise / recommend + V-ing or a clause with should.

After the verbs suggest, advise, and recommend, we can use V-ing or a clause with should to report someone’s ideas about what someone else should do, or what they should do themselves.

- suggest / advise / recommend + (that) + sb + (should) + bare infinitive

+ My sister suggested buying a new laptop.

+ They recommended (that) he (should) give up writing.

- To help Ss remember the structures and distinguish suggest / advise / recommend + V-ing with suggest / advise/ recommend + a clause with should. b Content:

- Task 1: Choose the correct answer A, B, C, or D.

Write the correct form of each verb in brackets (7 mins)

- Task 3: Find a mistake in the underlined parts in each sentence below and correct it.

- Task 4: Fill in each blank with the correct form of the verb in brackets Then practise the exchanges with your partner. c Expected outcomes:

- Students understand how to use the target grammar. d Organisation

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Choose the correct answer A, B, C, or D (3 mins)

- Ask Ss do the exercise individually and then check their answer in pairs.

- Invite some Ss to share their answers Confirm the correct answers.

- Students work independently to do task 1

- Students exchange the answers in pairs before checking with the class.

Task 2: Write the correct form of each verb in brackets (7 mins)

- Have Ss do this exercise individually and then compare their answers with a partner

- Ask some Ss to write their answers on the board

- Check the answers with the whole class Ask Ss to explain the reasons for their answers Confirm the correct answers.

- Students work independently to do the task.

- Students come to the board to write the answers.

1 collecting 2 (should) exchange 3 (should) access 4 not using

Find a mistake in the underlined parts in each sentence below and correct it (5 mins)

- Have Ss do this exercise individually and then compare their answers with a partner

- Check the answers with the whole class Ask Ss to explain the reason for their answers.

- Students come to the board to write the answers.

1 B (don’t waste → not waste/ should not waste) 2 A (to try → trying) 3 B (studies → study / should study)

Task 4: Fill in each blank with the correct form of the verb in brackets Then practise the exchanges with your partner (5 mins)

- Have Ss read the situations carefully If necessary, T may explain each situation to Ss Ask Ss to write the correct form of the verbs in brackets individually and then compare their answers with a partner.

- Check the answers with the whole class Confirm the correct answers.

- Students exchange textbooks to check their friends’ answers.

- To help Ss remember the structures and distinguish suggest / advise / recommend + V-ing with suggest / advise/ recommend + a clause with should in some situation b Content:

- Task 5: Work in pairs Tell your partner what he / she should do in the following situations, using suggest / advise / recommend + V-ing OR clauses with should. c Expected outcomes:

- Students understand how to use the target grammar. d Organisation Task 5: Work in pairs Tell your partner what he / she should do in the following situations, using suggest / advise / recommend + V- ing OR clauses with should (7 mins)

- Demonstrate the activity with a strong student.

Then ask Ss to work in pairs In weaker classes, work together with Ss first: asking about what they should do for each situation and eliciting the answers Remind Ss that they have to use suggest / advise / recommend + V-ing or a clause with should Then when they know exactly what to do, ask them to work in pairs T may go around to observe and offer help if necessary.

- Invite some pairs to perform in front of the class Invite comments on their performance from other Ss.

- Students do the task in pairs.

2 A: I’m considering buying a new smartphone to study material on the Internet.

B: I suggest buying a smartphone with a large screen.

/ I suggest that you (should) buy a smartphone with a large screen.

3 A: I like to read a lot of books, but I don’t want them to take up too much space

/ I advise that you (should) buy an e-reader.

B: I recommend getting a drink / I recommend that you (should) get a drink.

ELECTRONIC DEVICES Lesson 4: Communication

- Know how to check understanding and respond;

- Know the uses of some electronic devices in modern classrooms.

- To review the structure and lead into the new lesson. b Content:

- Students can make sentences to give suggestions. d Organisation TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

- Ask some Ss to make sentences with suggest / advise / recommend + V-ing or a clause with should.

- Introduce the objectives of the lesson: learning how to check understanding and respond and learning about electronic devices in modern classrooms

- Students make sentences with the structures.

- To help Ss practise the structures of checking, understanding and responding. b Content:

- Task 1: Listen and read the conversations Pay attention to the highlighted sentences.

Work in pairs Make similar conversations for the following situations

- Students can use the structures of checking, understanding and responding. d Organisation TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read the conversations Pay attention to the highlighted sentences (5 mins)

- Play the recording for Ss to listen and read the two conversations between a sister and a brother, a manager and an employee at the same time Ask Ss to pay attention to the questions and answers

- Students follow the teacher's instructions to do the task.

- Have Ss practise the conversations in pairs Call on some pairs to practise the conversations in front of the class.

Sister: I can’t do my English homework Can you help me?

Brother: You just read it carefully and find the keywords from the questions.

Sister: OK, I get what you mean.

Event Title and then enter the Event Description Next, select the Location and Room Do you follow me?

Employee: I’m sorry I don’t quite follow you Could you say that again, please?

Task 2: Work in pairs Make similar conversations for the following situations (7 mins)

- Ask Ss to work in pairs to make similar conversations with the given cues.

- Students listen to the dialogue.

- For a less able class, model the first situation with a good student.

- Move around to observe and provide help Call on some pairs to practise in front of the class.

Transition from Everyday English to Electronic devices in modern classrooms

– Divide the class into small groups of 3-4 Ss each.

Give each group a few minutes to discuss the following questions:

+ Do you use electronic devices like smartphones, tablets, or laptops?

+ How often do you use them for studying?

+ In what ways have electronic devices changed the way we learn?

– Invite each group to share their answers with the whole class Facilitate a brief discussion where each group presents their points and opinions.

- Some students share their opinions to the class.

A: I don’t know how to play hide-and-seek Can you explain the rules to me?

B: One player closes his or her eyes for a brief period (often counting to 100) while the other players hide.

The seeker then opens his / her eyes and tries to find the hiders; the first one found is the next seeker Got it?

A: OK, I got what you mean.

A: Excuse me! Could you tell me the way to the nearest hospital, please?

B: First, go ahead and then turn right at the second set of tra ic lights Cross theﬀerent heights while railway tracks and go straight about 300 metres, then turn left It’s on your right Do you follow me?

A: I’m sorry I don’t quite follow you Could you say that again, please?

- To introduce some electronic devices in modern classrooms. b Content:

- Task 3: Read Nick’s and Phong’s ideas about the use of electronic devices in modern classrooms and tick (√) T (True) or F (False).

- Task 4: Work in pairs Put the advantages and disadvantages of using electronic devices in modern classrooms (1 – 6) in the suitable column.

- Task 5: Work in groups Take turns to give your opinions about the use of electronic devices in modern classrooms. c Expected outcomes:

- Students get some information about the use of some electronic devices in modern classrooms. d Organisation

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 3: Read Nick’s and Phong’s ideas about the use of electronic devices in modern classrooms and tick (√) T (True) or F (False) (5 mins)

- Have Ss read the text in detail to answer the questions Ask them how to do this kind of activity.

Explain the strategies, if necessary (e.g reading the statements, underlining the keywords in the statements, locating the keywords in the texts, and then reading that part and decide if each statement is true or false).

Tell them to underline parts of the texts that help them to find the answers Set a time limit to ensure Ss read the texts quickly for information.

- Tell them to compare their answers in pairs before giving the answers to T Ask them to give evidence when they give the answers

Task 4: Work in pairs Put the advantages and disadvantages of using electronic devices in modern classrooms (1 – 6) in the suitable column (7 mins) - Have Ss read the sentences carefully If necessary, T may explain each sentence to Ss.

- Have Ss work in pairs, discuss each sentence to put it in the suitable column (Advantages or Disadvantages).

Set a time limit of about five to seven minutes.

- Ask some Ss to write their answers on the board.

Check the answers with the whole class.

- To introduce some electronic devices in modern classrooms. b Content:

- Task 5: Work in groups Take turns to give your opinions about the use of electronic devices in modern classrooms. c Expected outcomes:

- Students get some information about the use of some electronic devices in modern classrooms. d Organisation Task 5: Work in groups Take turns to give your opinions about the use of electronic devices in modern classrooms (8 mins)

- Have Ss work in groups, taking turns to give their opinions about the use of electronic devices in modern classrooms Remind Ss that they can use the ideas in Activity 4 to justify their opinions.

- Call on a student from each group to give a presentation of his / her opinion about the use of electronic devices in modern classrooms Other groups listen and comment.

- The class may vote for the best presentation If the

I think that the use of electronic devices in modern classrooms is convenient First, using electronic devices in classrooms can help students stay engaged and motivated Second,

Tiêu đề	Natural Wonders of the World
Chuyên ngành	English
Thể loại	Lesson Plan

Định dạng
Số trang	262
Dung lượng	3,75 MB

giáo án kế hoạch bài dạy tiếng anh 9 kì 2 sách global success soạn chi tiết chất lượng đủ 6 bài

Match the words in A with their definitions/explanations in B (5 mins)

Complete the following sentences with the words from the box (5 mins)

ACTIVITY 4: PRODUCTION (5 mins) a Objectives

CONSOLIDATION (5 mins) a Wrap-up

A closer look 2

OBJECTIVES

MATERIALS

or D to complete each question

Rewrite the sentences in reported questions (7 mins)

ACTIVITY 4: PRODUCTION (7 mins) a Objectives

Work in two groups Take turns to give and change the Yes / No questions

She asked me if / whether I lived

Communication

Listen and read the conversations Pay attention to the highlighted parts

Write each natural wonder under the correct picture (5 mins)

ACTIVITY 3: PRACTICE (18 mins) a Objectives

ACTIVITY 4: PRODUCTION (8 mins) a Objectives

CONSOLIDATION (2 mins) a Wrap-up

Skills 1 I OBJECTIVES

Read the text and match the highlighted words with their meanings or

Read the text again and choose the correct answer to each question (7

Skills 2

Write a word from the box under the correct picture

ACTIVITY 3: PRACTICE – (LISTENING AND WRITING) ( 25 mins) While-listening (10 mins)

Listen to the passage and tick (√) the things you hear

Listen again and choose the correct answers

Looking back + Project

Give the correct forms of the words in brackets to complete the sentences

Underline the correct answers to complete the sentences (5 mins)

Rewrite the sentences in reported questions (5 mins)

Find a natural wonder

Collect pictures of it

Look for information about it

Make a poster

Give a presentation about it to the class

CAN…

TOURISM Lesson 1: Getting started – You’ve got a nice tan

Read the conversation again and tick T (True) or F (False) (6 mins)

Match a word in A with a word in B as in the conversation (5 mins)

Complete the sentences with the words and phrases from the box (6

Game: Mario Answer questions about popular places in Viet Nam

TOURISM Lesson 2: A closer look 1

Vocabulary pre-teaching (3 mins)

Match the words and phrases with the explanations (5 mins)

Complete the sentences with the words from the box (5 mins)

TOURISM Lesson 3: A closer look 2

Underline the correct relative pronoun for each sentence (4 mins)

Complete each sentence with who or whose (3 mins)

Match a clause in A with a clause in B to make a complete sentence

TOURISM Lesson 4: Communication

TOURISM Lesson 5: Skills 1

Write the words under their correct pictures (3 mins)

Read the passage and match the words and phrases in A with the

Read the passage again and answer the questions (7 mins)

Work in pairs Take turns to interview your partner about his / her

TOURISM Lesson 6: Skills 2

A tour guide is announcing the schedule for a one-day trip to the home

TOURISM Lesson 7: Looking back and Project

Use a relative pronoun which, who, or whose to complete each

Combine each pair of sentences, using a suitable relative pronoun

WORLD ENGLISHES Lesson 1: Getting started – What do you mean?

Think!

Match the words and phrases with their definitions (7 mins)

Fill in each blank with a word or phrase from 3 (7 mins)

WORLD ENGLISHES Lesson 2: A closer look 1

Bin it or Keep it” quiz

Match a word or phrase in A with its meaning in B (5 mins)

Match a verb in A with a phrase in B to make a meaningful expression

Choose the correct word to complete each sentence (5 mins)

WORLD ENGLISHES Lesson 3: A closer look 2

Are these sentences right or wrong? Correct them if necessary (7 mins)

Combine the two sentences into one, using a relative pronoun (13 mins)

WORLD ENGLISHES Lesson 4: Communication

High Five chain

Work in pairs Practise saying good luck and responding in the following situations

Share your group’s answers with the class Which group has the most correct

Skills 1

Read the text again and fill in each blank in the summary with no more than TWO words (7 mins)

Listen again and fill in each blank with no more than TWO words (7