Period: 1-8

WEEK : 1 INTRODUCTION
Period 1

INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS

I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce TIẾNG ANH 9 GLOBAL SUCCESS textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study
English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at
home... some classroom languages.
* Grammar : Phrasal verbs; Double comparatives; if-Clause ; Past continuous, Wish Clause ;
Present perfect ; To-Verb/ Verb-Ing ; Reported speech ; Relative clauses ; Suggest/ advise ..+
Ving; Adverbial clauses: concession, result, and reason.
2. Competence: Students will be able to know how to study English effectively and how to use
new Tieng Anh 9 textbooks and know the methods to study new Tieng Anh 9 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Qualities: To teach Ss the love of English; The awareness about importance of learning
English.
- Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 9 text book, laptop, projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- hoclieu.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
* Objectives:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the new class.
* Expected outcomes: Having a chance to speak English and focus on the topic of the lesson..
* Organisation: Teacher’s instructions…

Teacher’s & Student’s activities Content

+ Greeting + Greeting
+ Chatting + Chatting. T_Ss
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to - Students (Ss) listen and learn how to introduce
creat a friendly and relaxed atmosphere to themselves.
inspire Ss to warm up to the new class…
- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as
possible
+ Lead to the first unit of the new school year. + Students (Ss) listen and learn how to do the
- Write the unit title on the board and ask Ss tasks.
guest what they are going to learn this unit … - Answer the teacher’s questions
- Ask Ss to open their book and introduce what - Open their book and write .
they are going to study….
2. NEW LESSON (12’-15’)
ACTIVITY 1+ 2:
* Objectives:
- To set the context for the introductory;
- To introduce the topic of the unit.
* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 9
* Expected outcomes: Ss learn something about England, English; Learn how to use New Tieng
Anh 8
* Organisation: Teacher’s instructions….

Teacher’s & Student’s activities Content

1. To introduce TIẾNG ANH 9 GLOBAL - T_Ss
SUCCESS: - Listen carefully and read aloud.
TIẾNG ANH 9 GLOBAL SUCCESS is the - Answer the teacher’s questions
final of the four-level English language
- Give the answers
textbooks for Vietnamese students in lower
secondary schools learning English as a foreign - Ss answer if possible
language (EFL). It follows the systematic, - Listen carefully and read aloud.
cyclical and theme-based syllabus approved by - There are many interesting things of England
the Ministry of Education and Training in and you’ll gradually know about them in the
December 2018, which focuses on the use of progress of learning English.
language (pronunciation, vocabulary, and
grammar) to develop the four language skills
(listening, speaking, reading, and writing).
* The components of TIẾNG ANH 9 GLOBAL
SUCCESS consist of a Student's Book, a
Teacher's Book, and a Workbook.
+ The Student's Book contains: Book map
outlining the contents of each unit.
- 12 topic-based units, each covering seven
sections to be taught in seven 45-minute
lessons.
- 4 review units, each providing revision and
further practice of the previous three units, to be
dealt with in two periods.
+ Glossary: giving meanings and phonetic
transcriptions of the new words in each unit.
2. T. asks Ss some questions about England.
2/ Introduction: English is an international
- What do you know about England?
- T. gives sts something about England and language. Hundreds of million people speak
English. English in the world. 400 million people speak
- It located in North-west coast of Europe with English as their first language, 600 million
very mild weather not too hot but not too cold. people speak English as their second language
- It consists of four parts: England, Wales,
or first foreign language. 4/5 of the world’s
Scotland and Ireland.
- It’s official name is the UK computers use program in English. ¾ of all
- Each part has its own flag of UK. international correspondence is in English.
3. English:
- How many people speak English as their
mother tongue?
- How many people speak English as their first
language?
- How many people speak English as their
second language or first foreign language?
- Why do you learn English?
- Is it important? Difficult? Useful? Interesting?
=> It’s very important, useful, interesting. It is
the means of communication to one another.
3. New English 9 text book:
- How many units are there in English 9 text
book?
- What are they about?
** THE COMPONENTS OF EACH UNIT 3/ English 9 has 12 Units.
There are 12 main units in the Student's Book.
Each unit has seven sections and provides language
input for seven classroom lessons of 45 minutes
each. These 12 richly illustrated, cross-curricular
and theme-based units offer students engaging
lessons and an engaging learning experience. At the SECTION 4: COMMUNICATION
beginning of each unit, there are explicit learning This section is designed to help students use
objectives that clearly state the main language functional language in real life contexts and
points and skills to be taught in the unit. consolidate what they have learnt in the previous
SECTION 1: GETTING STARTED sections. It also gives students opportunities to learn
This section covers two pages in each unit, and it and apply the cultural aspects of the language learnt
is designed for one 45-minute period in class. It to their lives and provides cultural information about
begins with a conversation followed by activities Viet Nam and other countries. In some units,
which introduce the topic of the unit. It then knowledge of other subjects is also provided in this
presents the vocabulary items to be learnt and section.
practised through the skills and activities of the unit. Everyday English section gives students the skills
to communicate effectively in various everyday
SECTION 2: A CLOSER LOOK 1 situations.
A Closer Look 1 and 2 cover three pages that This part contains a lot of fixed expressions and
mainly focus on language. They are each designed functions, such as seeking help and responding,
to be taught in one 45-minute period. offering help and responding, etc.
A Closer Look 1 presents and practises the
vocabulary and pronunciation of the unit. The active SECTION 5: SKILLS 1
vocabulary of the unit is given in an interesting and Skills 1 and Skills 2 are each designed to be taught
illustrated way so that it is easy for students to in one 45-minute period.
memorise. Two sounds, which appear frequently in Skills 1 comprises reading (a receptive skill) and
the unit, are given and practised in isolation and in speaking la productive skill).
context. Stress patterns of two-/three-/four-syllable
words, rhythm, sentence stress, as well as intonation Reading
in statements used as questions are also dealt with in This section aims to develop students' reading
the other units of the book. The section also has ability. The reading text is often based on the
different exercises focusing on intensive practice of vocabulary and structures that students have
vocabulary and pronunciation. previously acquired to make the activities more
SECTION 3: A CLOSER LOOK 2 achievable. The reading is always interesting and
This section deals with the main grammar point(s) relevant to students, and links with the topic of the
of the unit. The new language point(s) taught in this unit. Important new vocabulary is introduced in the
section is/are already introduced in the conversation text and practised in follow-up activities. The
in Getting Started. The exercises are well illustrated reading also provides input for the speaking
to help students remember and use the grammar activities that follow.
items effectively. The Remember! boxes appear Speaking
wherever necessary to give rules or explanations to This section aims to provide further practice to
help students avoid common errors. support students in developing their spoken English.
SECTION 7: LOOKING BACK & PROJECT The activities use the given suggestions, introduced
This section covers two pages and should be dealt items in the Reading section in combination with the
with in one period. previously learnt language in new contexts.
Looking Back recycles the language from the SECTION 6: SKILLS 2
previous sections and links it with the unit topic. Its Skills 2 is composed of listening (a receptive skill)
activities and exercises are designed to help students and writing (a productive skill).
consolidate and apply what they have learnt in the Listening
unit. Teachers can use this section to evaluate their The listening activities follow the oral practice in the
students' performance and provide further practice if Speaking section. They provide students with an
necessary. opportunity to listen to the language that they have
Project helps students improve their ability to work practised orally, and train them to listen for general
independently and in teams, giving them practice and specific information.
using language related to the unit topic. Teachers Writing
can use this as an extracurricular activity (for group This section focuses on developing students' writing
work) or as homework for students to do skills. It normally involves one of the text types
individually. required forstudents' skill development. There is
usually a writing tip or a guideline to help students
write effectively. Upon successful completion of the
writing activity, students produce a complete piece
of writing. Ideally the teacher, class or groups of
students mark the complete writing texts.

3. PRACTICE (15’)
ACTIVITY 3:
* Objectives: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English . Classroom language…
* Expected outcomes: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher’s instructions….
Teacher’s & Student’s activities Content
1. How to learn English best?
- Tell us how you learn best? - T_Ss
- Tell us how you can learn English best? - Listen carefully
* Some useful classroom languages:
- Who is the monitor? - Practice saying classroom languages.
- Who is absent today?
- Who is on duty today? - Work in groups; in pairs; present the
- May I go out? projects….
- May I come in?.......
- How to improve your English :
 - Listen to the teacher carefully, learn E. from
many sources, always enrich your vocabulary,
do exercises carefully, practice speaking,
listening, writing, reading everyday. …
- Ss should work hard everyday to improve their
English.
“ Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 4:
* Objectives: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English . Classroom languages…
* Expected outcomes: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
Teacher’s & Student’s activities Content
- T gives some questions to introduce the class - The greetings : - Good morning
expressions. - Good afternoon ; Good morning
- Have Ss listen and repeat. - Good bye ….
- Teacher says “ go out, please” Go out - We can say “ May I go out”
- Teacher says “No”  Don’t go out - You can say “Stand up, please”.
- Call on some pairs to practice in front of the - Listen, please; Read after me
class. - Repeat please…..

5. WRAP-UP & HOME WORK (2’)

* Instruct/ guide students to do their homework.

- Prepare textbook, workbook, exercise book .
* HOME WORK
- Learn classroom languages.
- Prepare new lesson: Unit 1: LOCAL COMMUNITY

==============================

Week : 1 UNIT 1: LOCAL COMMUNITY

Period: 2 Lesson 1: Getting started – I really love where I live now.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Local community;
- Gain vocabulary to talk about community;
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
 II. MATERIALS
- Grade 9 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES : (STAGES) (45 mins)
Activity 1: Warm-up (5mins)
a. Aims:
- To activate students’ knowledge on the topic of the unit;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can answer some questions of the teacher about community services.
d. Organisation:
Teacher’s and Ss’activities Content
-Teacher asks Ss to work in 2 teams and asks them to
write down as many places they can see in a
neighbourhood (in 1 minute) school
- Students work in 2 teams and follow the teacher's
instruction to play the game.
- Ss (one by one) go to the board and write the names places
of places that they know.
- Teacher checks Ss’ results.
- The group with more correct names of places
becomes the winner.
Teacher leads in the lesson.
Activity 2: * Presentation (5mins)
( Pre -Vovab)
a. Aims:
- To provide students with vocabulary;
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
- Task 1: Listen and read.
c. Expected outcomes:
- Students can identify some new words about community services.
d. Organisation:
Teacher’s and Ss’activities Content
Vocabulary pre-teaching New words:
- Teacher explains the meaning of the new 1. suburb (n): vùng ngoại ô
vocabulary by showing pictures or giving 2. facilities (n) : cơ sở vật chất
explanations. 3. remind (v): gợi nhớ, nhắc nhỡ
- Teacher reveals that the words according to the 4. get on with(v.phr): hòa đồng với
pictures will appear in the reading text and asks
students to open their textbook to find these words. * Checking Vocab: Rub out and remember
- Teacher introduces the vocabulary.
 Task 1
Task 1 Task 1: Listen and read.
-Ask Ss to look at the pictures on pages 8 – 9 and Questions:
answer the questions below: 1. What do you see in each picture?
Elicit answers from Ss. 2. What would life in the place in the
- Students look at the pictures and answer the pictures be like?
questions.
– Introduce the two characters: Mi and Ann. Explain
that they are friends, and they meet each other The dialogue on page 8
after a long time.
– Play the recording twice for Ss to listen and read
along.
-Have Ss underline the words that are related
to the unit topic while they are listening and reading.
– Invite some pairs of Ss to read the conversation
aloud.
- Students read the conversation aloud.
– Have Ss say the words in the text that they think
are related to the topic Local community.
Activity 3: Practice (20mins)
Task 2, 3,4
a. Aims:
- To help Ss understand the conversation.
- To help Ss further understand the conversation.
- To introduce some vocabulary items related to the topic.
b. Content:
- Task 2: Read the conversation again. Fill in each blank with no more than TWO words from the
conversation.
- Task 3: Match each word or phrase with its definition.
- 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 Ss’activities Content
Task 2 Task 2: Read the conversation again.
- Teacher tells students to read the conversation again Fill in each blank with no more than two
and work independently to find the answers. Remind words from the conversation.
students to underline the information they can find in *Answer key:
the conversation. 1. last month
- Students work independently to do the activity. 2. fewer people
3. craft village
- Teacher has a student pair compare before checking 4. neighbours
5. useful advice
with the whole class.
- Teacher calls some students to give the answers.
Task 3 Task 3: Match each word or phrase with
- Ask Ss to read the words and phrases in the first its definition.
column and locate them in the dialogue. * Answer key:
- Have Ss work individually to match the words and 1. d
phrases with their definitions. 2. e
- Students read the conversation again and work 3. a
independently to do the activity. 4. c
5. b
- Have them compare their answers with a partner.
- Invite some Ss to share their answers.
- Confirm the correct answers.
- Have Ss practise saying the words and phrases.
Task 4 Task 4: Complete each sentence with a
- Have Ss work in pairs and fill in each blank with a word or phrase from 3.
word or phrase from 3. *Answer key:
- Students work in pairs and do the activity. 1. suburb
- Students give answers and check them. 2. get on … with
- Ask for Ss’ answers and confirm the correct ones. 3. facilities
- For a more able class, have Ss work in groups. Each 4. remind … of
group make sentences with the words/phrases. Then
5. community
they read aloud these sentences.
Activity 4: Production (10mins)
Task 5
a. Aims:
- To introduce to Ss some places of interest in a community.
b. Content:
- Task 5: What is the place? Do the following quiz.
c. Expected outcomes:
- Students know some places of interest in a community.
d. Organisation:
Teacher’s and Ss’ activities Content
Task 5 Task 5: What is the place? Do the
- Ask Ss to work in groups and brainstorm all the following quiz.
places of interest in a community that they know. * Answers
After 3 minutes, they are invited to share their 1. stadium
answers with the whole class. The group with the 2. hospital
most correct answers wins. 3. playground
- Students work in groups of three or four to follow 4. school
the teacher's instruction. 5. museum
- Students may ask the teacher if they don’t know the
names of the items.
- Students share their answers with the whole class.
Activity 5 : Consolidation (3 mins)
a. Aims: To consolidate what students have learnt in the lesson.
b. Content: Talk about what they have learnt in the lesson
c. Expected outcomes: Say aloud some words they remember from the lesson.
d. Organisation:
Teacher’s and Ss’ activities Content
- Teacher asks students to talk about what they have - An overview about the topic Local
learnt in the lesson. community
- Ss work independently - Vocabulary to talk about Local
community
* Homework (2mins)
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
c. Expected outcomes: Students’ textbook and workbook
d. Organisation:
Teacher’s and Ss’ activities Content
- T reminds Ss to do homework and prepare the new - Learn by heart all the new words.
lesson. - Do exercises in the workbook.
- Prepare lesson 2 ( A closer look 1).
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………………

UNIT 1: LOCAL COMMUNITY

Period: 3 Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Local community;
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
- Use question words before to-infinitives and some phrasal verbs.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
3. Personal qualities
- Be friendlier and willing to help their community;
- Actively participate in community services;
II. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES: (45 ms)
Activity 1: Warm-up (5mins)
a. Aims:
– To create an active atmosphere in the class before the lesson.
– To lead into the new lesson.
b. Content:
- Game: Hot seat
c. Expected outcomes:
- Students can recall some phrases about occupations.
d. Organisation:
Teacher’s and Ss’activities Content
Task 1: - Task 1: Game: Hot seat
- Teacher divides students into 2 teams. Each team * Answer key:
has a member standing against the board. 1. policeman
- Students work in 2 teams and follow the teacher's 2. doctor
instruction to play the game. 3. teacher
- Teacher shows pictures of some community 4. firefighter
helpers one by one and other members use body 5. baker
language to let their team members guess the
names of the jobs.
- The team with the most correct answers in the
fastest time is the winner.
Activity 2: * Presentation (10 mins)
( Pre –Vovab + Task 1)
a. Aims:
- To provide students with vocabulary;
- To revise / introduce the names of the community helpers with their responsibilities.
b. Content:
- To prepare vocabulary for students to do the tasks.
b. Content:
- Vocabulary pre-teaching
- Task 1: Match the community helpers with their responsibilities.
c. Expected outcomes:
- Students know how to use the target vocabulary.
d. Organisation:
Teacher’s and Ss’activities Content
-Teacher introduces the vocabulary by: * New words:
+ showing pictures illustrating the word. 1. garbage collector (n): nhân viên dọn vệ sinh
- Students guess the meaning of words. 2. artisan (n): thợ làm nghề thủ công
- Teacher checks students’ understanding with 3. pottery (n): đồ gốm
the “Rub out and remember” technique. 4. delivery person (n) : nhân viên giao hàng
- Teacher checks students’ pronunciation and
gives feedback.
Task 1 Task 1: Match the community helpers with
-T presents each word, follow the steps: their responsibilities.
+ Show the picture and elicit the word. * Answer key:
+ Read aloud the word several times and ask Ss 1. c
to repeat. 2. e
+ Invite some Ss to read the word aloud. 3. a
+ Write the word on the board and highlight its 4. b
phonological features (e.g. show the location of 5. d
the main stress).
- Have Ss read the words/phrases in the first
column and match them with the responsibilities
in the second column. Remind them to pay
attention to the keywords in each statement (a –
e).
- Have Ss work in pairs to compare their
answers before giving T the answers.
- Check and confirm the correct answers

Activity 3: * Practice (10 mins)

a. Aims:
- To revise / introduce the names of the community helpers with their responsibilities.
b. Content:
- Task 2: Write a word or phrase in the box under the correct picture.
- Task 3: Fill in each blank with a word or phrase from the box.
c. Expected outcomes:
- Students can identify some new words about the community helpers with their responsibilities.
d. Organisation:
Teacher’s and Ss’activities Content
Task 2 Task 2: Write a word or phrase in the box
- Have Ss write the word/phrase under each picture under the correct picture
individually. * Answer key:
- Let them share their answers in pairs. 1. tourist attraction
- Students share and check their answers in pairs. 2. pottery
- Invite some Ss to give the answers and confirm the 3. artisan
correct ones. 4. speciality
5. handicraft
Task 3 Task 3: Fill in each blank with a word or
- Ask Ss to quickly read the words/phrases and the phrase from the box
given sentences. * Answer key:
- Have them do the exercise individually and then 1. artisans
compare their answers with another student. 2. electrician
- Students do the task independently, then share the 3. speciality
answers and discuss as a class. 4. garbage collector
- Check the answers as a class and confirm the 5. handicrafts
correct ones.
ACTIVITY 4: PRONUNCIATION (15 mins)
Task 4 + Task 5
a. Objectives:
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
- Use questions word before to-infinitives and some phrasal verbs.
b. Content:
- Task 4: Listen and number the words you hear. Then listen again and repeat.
- Task 5: Listen and practise the sentences. Underline the bold words with /æ/, circle the bold words
with /ɑ:/, and tick the bold words with /e/.
c. Expected outcomes:
- Students can pronounce the /æ/, /ɑ:/, and /e/ sounds in words and in sentences correctly.
d. Organisation:
 Teacher’s and Ss’activities Content
Task 4 Task 4: Listen and number the words you
- Have Ss watch a video about how to pronounce the hear. Then listen again and repeat.
three sounds. * Suggested answers:
- Students give some words containing the sounds. 1. chart (/ɑ:/)
Have some Ss read out the words first. Then play the 2. merry (/e/)
recording once or twice for them to listen and 3. pack (/æ/)
number the words they hear. Play the recording 4. cattle (/æ/)
again for Ss to repeat the words. 5. park (/ɑ:/)
- Ask Ss to work in pairs to practise saying the 6. chat (/æ/)
words and compare their answers. Check the 7. kettle (/e/)
answers with the class and confirm the correct ones 8. marry (/æ/)
Task 5 Task 5: Listen and practise the sentences.
- Have Ss quickly read the sentences. Now play the Underline the bold words with /æ/, circle
recording for Ss to listen to the sentences. Ask them the bold words with /ɑ:/, and tick the bold
to pay attention to the bold words and underline the words with /e/.
bold words with /æ/, circle the bold words with /ɑ:/, * Answer key:
and tick the bold words with /e/. /æ/: thanks, grandmother, that, bamboo,
- Students discuss and find the words containing the relax
sounds. /ɑ:/ garbage, artist, park
- Invite some Ss to share their answers. Confirm the /e/: bread, beds
correct ones.
- 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 of the sounds.
Activity 5: CONSOLIDATION:(3’)
a. Aims: To consolidate what students have learnt in the lesson.
b. Content: Talk about what they have learnt in the lesson
c. Expected outcomes: Say aloud some words they remember from the lesson.
d. Organisation:
Teacher’s and Ss’ activities Content
- Teacher asks Ss to retell the main points of the * Vocabulary: The lexical items related to the
lesson. topic: local community
Pronunciation: How to correctly pronounce
the vowel sounds /æ/, /ɑ:/, and /e/ in words
and sentences
* Homework (2’)
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
c. Expected outcomes: Students’ textbook and workbook
d. Organisation:
Teacher’s and Ss’ activities Content
- T reminds Ss to do homework and prepare the new - Learn by heart vocabulary.
lesson. - Do the exercises in students’ workbook
- Prepare lesson 3: A CLOSER LOOK 2
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………………

UNIT 1: LOCAL COMMUNITY

Period: 4 Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use question words before to-infinitives and some phrasal verbs.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Exchange personal information with friends and be friendly at school;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
Activity 1: Warm-up (5’)
a. Aims:
– To create an active atmosphere in the class before the lesson;
– To lead into the new lesson.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can answer teacher’s questions.
d. Organisation:
Teacher’s and Ss’activities Content
Game: Brainstorming Game: Brainstorming
- Ask Ss the question: ? What do you do when you don’t know
+ Write the question on the board. how to get to a place in your
- Invite some Ss to answer the question. Quickly neighbourhood?
write some of their answers on the board. * Answer key:
- Students answer the teacher's questions. Students’ answers
- Draw Ss’ attention to the question on the board.
Underline don’t know how to get to.
Tell them that today they are going to learn some
questions words before to-infinitives and some
phrasal verbs.
- Introduce the objectives of the lesson. Write the
objectives in the left corner of the board.
Activity 2: Presentation (10’)
a. Aims:
- To help students get to know about Question words before to-infinitives.
b. Content:
- Grammar explanation
c. Expected outcomes:
- Students identify the structures and when to use Question words before to-infinitives.
d. Organisation:
Teacher’s and Ss’activities Content
- Have Ss read the two examples in the Remember! * Grammar 1: Question words before to
box and pay attention to the bold words. V
- Students read the Remember! box carefully and – We use a question word such as who,
listen to the teacher. what, where, when, or how before a to-
- Check their understanding by asking some infinitive to express an indirect question
questions: about what we should do.
+ What are the question words we can use before to- – We often use a verb such as ask, wonder,
infinitives? (not) decide, (not) tell, or (not) know before
+ What does this grammatical structure express? the question word + to-infinitive.
+ What are the verbs we can use?  Example:
- Ask Ss to give some more examples. Comment on We don’t know what to do to help the
their examples. community.
- Students make some sentences using the Question She asked how to get to the nearest
words before to-infinitives. shopping mall.
- Have Ss read the information in the grammar box. * Grammar 2: Phrasal verbs
Ask them to call out any phrasal verbs they know  Example:
and write them on the board. Have them explain the - look up
meaning of these verbs. - go out
- Ss read the information in the grammar box. They - give up
call out any phrasal verbs they know. - pass down
Activity 3: Practice (20’)
Task 1,2,3,4
a. Aims:
- To help Ss practise Question words before to-infinitives and some phrasal verbs.
b. Content:
- Task 1: Fill in each blank with a suitable question word.
- Task 2: Rewrite the sentences using question words + to-infinitives.
- Task 3: Match each phrasal verb with its meaning.
- Task 4: Complete each sentence using the correct form of a phrasal verb in 3.
Teacher’s and Ss’activities Content
Task 1 Task 1: Fill in each blank with a suitable
- Have Ss do the exercise individually and then question word.
check their answer with a classmate. * Answer key:
- Students work independently to do the task. 1. how
2. where
- Students exchange the answers in pairs before 3. what
checking with the class. 4. when
- Invite some Ss to share their answers. Confirm the 5. who
correct answers.
Task 2 Task 2: Rewrite the sentences using
- Model the way to do the exercise with the first question words + to-infinitives
sentence. Explain to Ss that they only need to * Answer key:
replace the subject ‘I’ and the modal ‘can’ with ‘to’. 1. I don’t know how to get to the swimming
1. I don’t know how I can get to the swimming pool. pool.
-> I don’t know how to get to the swimming pool. 2. They are wondering where to buy
- Have Ss do this exercise individually and then traditional handicrafts.
compare their answers with a partner. 3. She asked what to give to her new
- Students work independently to do the task. neighbour at his house-warming party.
- Ask some Ss to write their answers on the board. 4. I can’t decide who to ask for advice.
Ask other Ss to comment on their answers. Confirm 5. Could you tell me when to pay the water
the correct ones. bill?

Task 3 Task 3: Match each phrasal verb with its

- Have Ss do this exercise individually and then meaning
compare the answers with another classmate. *Answer key:
Remind Ss that they can guess the meaning of each 1. came back
phrasal verb based on the meaning of the main verb. 2. hand down
- Students work independently to do the task. 3. find out
- Students exchange textbooks to check their friends’ 4. takes care of
answers 5. looking around
- Check the answers with the whole class. Confirm
the correct ones.
Task 4 Task 4: Complete each sentence using
- Have Ss work in pairs to do the exercise. Remind the correct form of a phrasal verb in 3.
them to use the correct form of a phrasal verb in 3. * Answer key:
- Students work independently to do the task. 1. came back
- Students exchange textbooks to check their friends’ 2. hand down
answers. 3. find out
- Invite some pairs to share their answers. Confirm 4. takes care of
the correct answers. 5. looking around
Activity 4: Production (5’)
Task 5
a. Aims:
- To help Ss practise using some phrasal verbs.
b. Content:
- Task 5. Work in pairs. Ask and answer to find out who...
c. Expected outcomes:
- Students understand how to use some phrasal verbs.
d. Organisation:
Teacher’s and Ss’activities Content
Task 5 Task 5: Find someone who … Ask as
- For this game, have Ss walk around the room and many friends as you can the following
try to find classmates who answer Yes to each questions. Then write their names in the
question on their game card. Explain to them that table if they say “yes”.
each question has a phrasal verb in it. The winner is * Answer key:
the student who fills in their game card first. Students’ answers
- Students work in 2 teams and play a game.
- Set a time limit of about 5-7 minutes. After this
time, if Ss are stuck, the winner is the student with
the most names on his/her game card.
EXTRA ACTIVITY
- If there is some time left, have Ss do the following * Choose the correct answer A, B, C, or
exercise: D.
- Students work independently to do the task. 1. It’s so smoky in here. I’m just ______
for some fresh air.
A. passing down B. going out
C. coming back D. finding out
2. I came back to my home town to ______
more about my grandparents.
A. hand down B. look around
C. find out D. go out
3. My brother is overweight. He’s ____
fatty foods.
A. finding out B. taking care of
C. running out of D. cutting down on
4. I liked the village immediately because
it ______ me ______ my home village.
A. reminded ... of B. came ... back
C. went ... out D. found ... out
5. How are you ______ with your
classmates?
A. taking care B. getting on
C. running out D. looking around
* Answer key:
1. B 2. C 3. D 4. A 5. B
Activity 5: Consolidation (3’)
a. Aims: To consolidate what students have learnt in the lesson.
b. Content: Talk about what they have learnt in the lesson
c. Expected outcomes: Say aloud some words they remember from the lesson.
d. Organisation:
Teacher’s and Ss’activities Content
Teacher asks students to talk about what they have - Summarise the main points of the lesson.
learnt in the lesson.
* Homework (2’)
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
c. Expected outcomes: Students’ textbook and workbook
d. Organisation:
 Teacher’s and Ss’ activities Content
- T reminds Ss to do homework and prepare the new - Learn by heart all the new words and
lesson. structures
- Prepare: Lesson 4 - Communication
*- Evaluation:
………………………………………………………………………………………………………
…………………………………………………………………………………………………….

UNIT 1: LOCAL COMMUNITY

Period: 5 Lesson 4: Communication
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Know how to seek for help and respond;
- Know some places of interest.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be ready and confident in real life conversations;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 1, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
Activity 1: Warm-up (5’)
a. Aims:
- To review some phrasal verbs.
b. Content:
- Phrasal verbs revision
c. Expected outcomes:
- Students can use what they have learnt in the previous lesson to find out some phrasal verbs.
d. Organisation:
Teacher’s and Ss’activities Content
Game: Phrasal verbs revision Game: Phrasal verbs revision
- Teacher divides the class into 2 teams. * Answer key:
- Teacher shows pictures (PPT slides) of phrasal verbs, 1. find out
asks students to name them. 2. take care of / look after
- Students work in 2 teams and follow the teacher's 3. come back
instruction to play the game. 4. look for
- The team that gives more correct names is the winner. 5. take off
6. get over
Activity 2: Presentation (10’)
* EVERYDAY ENGLISH
Task 1
a. Aims:
- To introduce how to seek for help and respond;
- To help Ss practise how to seek for help and respond.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Ask for help and respond in the following situations.
c. Expected outcomes:
- Students can use the structures to seek for help and respond.
d. Organisation:
Teacher’s and Ss’activities Content
Task 1 Task 1: Listen and read the conversations. Pay
- Play the recording for Ss to listen and read the attention to the highlighted parts.
dialogues at the same time. Ask Ss to pay * Audio script:
attention to the highlighted parts. Tell them that
these are two ways to seek help and respond.
- Write the structures used to ask for help on the
board:

- Instruct them how to respond appropriately.

- Have Ss practise the dialogues in pairs. * Structures:
- Students practise the dialogues in front of the + Do you mind + V-ing?
class. + Could you …?
- For a more able class, introduce some other
ways to ask for help in English:
+ Could you help me ...?
+ Could you give me a hand with ...?
+ Would you ... please?
Task 2 Task 2: Work in pairs. Ask for help and respond in
- Ask Ss to work in pairs to make similar dialogues, the following situations.
using the language they have learnt. * Suggested answers:
- For a less able class, model the first situation with a 1. Do you mind lending me your pen?
good student. - Not at all. Here you are.
- Move around to observe and provide help. Call on some 2. Could you tell the name of the new garbage collector?
pairs to practise in front of the class. - Sure. His name’s Nam.
- Some pairs practise in front of the class. 3. Could you tell me where to buy the best fruits and
- For more able classes, encourage Ss to use different vegetables in our area?
ways to ask for help and respond. - Sure. There’s a shop in Le Lai Street.
- T gives feedbacks

Activity 3: PLACES OF INTEREST (15 mins)

a. Aims:
- To introduce some famous places of interest.
b. Content:
- Task 3: Do you know the place in each picture?
- Task 4: Listen to Binh and Mira talking about a place of interest in their community. Fill in each blank with
no more than TWO words and / or a number.
- Task 5: Work in pairs. Ask and answer about
c. Expected outcomes:
- Students get some information about some famous places of interest.
- Students can ask and answer questions about famous places of interest.
d. Organisation

Teacher’s and Ss’activities Content

Task 3 Task 3: Do you know the place in each picture?
- Ask Ss to look at each picture and say if they know * Suggested answer:
anything about the place. - Picture 1: Nguyen Hue Pedestrian) is in Ho Chi
- Students look at the pictures and answer the questions Minh City. Other places of interest in the city:
and add more places to the list. Central Post Office , the Notre-Dame Cathedral
- Elicit answers and confirm the correct ones. If time Independence Palace , Ben Thanh Market etc.
allows, ask them in what city each place of interest is - Picture 2: Sydney Opera House is in Sydney,
located and if they know any other places of interest Australia. Some other places of interest in the
in that city. city: Sydney Harbour Bridge, Taronga Zoo,
- Elicit answers from Ss. Provide Ss with some
Sydney Tower Eye, Darling Harbour, Sydey
places of interest in each city.
Aquarium, Royal Botanic Garden, etc.
Task 4 Task 4: Listen to Binh and Mira talking about a
Tell Ss that they are going to listen to a student from place of interest in their community. Fill in each
Ho Chi Minh City and the other from Sydney talking blank with no more than TWO words and / or a
about a place of interest in their community and what number.
* Audio script:
they do there.
- Binh, from Ho Chi Minh City, Viet Nam
- Have them look at the table of information and ask
My favourite place of interest is Nguyen Hue
them to read it through quickly.
Pedestrian Street. It’s in the centre of the city and only
- Students look at the table of information and read it
a kilometre from our house, so we walk there every
through quickly.
weekend. It’s used for pedestrians only and is very
popular especially at weekends and during Tet. My
sister and I enjoy the music that street bands play and
look for our favourite books while our parents look
around.
- Mira, from Sydney, Australia . Of all the attractions in
Sydney, I love the Opera House the most. It’s one of the
- Play the recording for Ss to listen and fill in each
most famous performing arts centres in the world. Our
blank with no more than two words.
family goes there twice a month because it’s about
- Students listen and fill in the table.
5 kilometres from our house. My brother and I are fond
- Students work in pairs to compare their answers.
of running up and down the stairs and feeding the
- Invite some pairs to share their answers. Confirm
seagulls. Our parents love having a drink and talking to
the correct ones each other.
* Key:
1. one / 1 2. weekend
3. favourite books 4. five / 5
5. feeding 6. a drink
Task 5 Task 5: Work in pairs. Ask and answer about your
- Before having Ss do the activity, ask them the favourite places of interest. Use the questions below.
following questions:
+ What is Mira’s favourite place of interest? * Suggested answer:
+ How far is it from her house? Lan’s favourite place of interest is Tao Dan Park. It’s
+ How often does she go to that place? only one kilometre from her house, so she goes there
+ What does she do there? every weekend with her mother and sister. There they
- Have Ss work in pairs to ask and answer the four walk, do some exercises and enjoy the fresh air.
questions in the book. Have Ss in each pair note
Sometimes they also cycle around the park.
down their friends’ answers.
- Students work in pairs, take note and report.
- Ask some Ss to report their partner’s answers to the
class.
- Comment on Ss’ answers.
Activity 4: Production (5’)
Transition from Reading to Speaking

a. Aims:- To help Ss practise asking and answering about some famous places of interest.
b. Content:
Work in groups. Ask and answer the questions. Report your group’s answer to the class.
c. Expected outcomes:
- Students can talk about some famous places of interest.
d. Organisation:
Teacher’s and Ss’activities Content
– Have Ss work in groups. Ask them to discuss the Transition from Reading to Speaking
following situation: * Answer some questions:
You have an Australian friend. Her family is going 1. What speciality is it?
to our city / town / village. What place will you 2. What do people make it from?
suggest her family should visit? Why? 3. Do people make it in the traditional way?
– Give groups 5 – 7 minutes to discuss and then 4. What can people do with it?
present their answers to the class. 5. Is it well-known in only your country or in the
- Have Ss choose one of the two products and answer world?
these five questions:
Activity 5: Consolidation (3’)
a. Aims: To consolidate what students have learnt in the lesson.
b. Content: Talk about what they have learnt in the lesson
c. Expected outcomes: Say aloud some words they remember from the lesson.
d. Organisation:
Teacher’s and Ss’activities Content
Teacher asks students to talk about what they - Know how to seek for help and respond;
have learnt in the lesson. - Know some places of interest.
* Homework (2’)
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
c. Expected outcomes: Students’ textbook and workbook
d. Organisation:
Teacher’s and Ss’ activities Content
- T reminds Ss to do homework and prepare the - Memorize vocabulary of the lesson.
new lesson. - Do EX in the workbook.
 - Prepare lesson 5 ( skills 1)
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………….

UNIT 1: LOCAL COMMUNITY

Period: 6 Lesson 5: Skills 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information about special products in some areas;
- Give a short presentation about a speciality.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Understand more about special products in Viet Nam and England;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 1, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
Activity 1: Warm-up (5’)
a. Aims:
- To help Ss understand and activate their knowledge of the topic.
b. Content:
- Video watching
c. Expected outcomes:
- Students gain knowledge about Bat Trang Pottery Village.
d. Organisation:
Teacher’s and Ss’activities Content
- Teacher prepares a video of Bat Trang Pottery Game: Video watching
Village. What do you know about this craft village?
- Students follow the teacher's instruction.
- Students watch and tell the teacher the name
of the craft village.
- Ask them to share any information they know
about the village (location, special products, ...).
- Teacher asks Ss to give out more craft villages
they know in Viet Nam.
Activity 2: PRESENTATION (10’)
* Pre- Vocabulary
a. Aims:
- To activate Ss’ knowledge of the topic of the reading text;
- To improve Ss’ skill of reading for details (scanning).
b. Content:
- Task 1: Work in pairs. Answer the questions.
- Vocabulary teaching
c. Expected outcomes:
- Students identify some new words and how to use the target vocabulary.
d. Organisation:
Teacher’s and Ss’activities Content
- Have Ss look at the pictures in the book or Task 1: Work in pairs. Answer the questions.
show the pictures on a slide. Ask Ss to answer 1. What can you see in each picture?
the questions in the book: 2. Do you know any place(s) which makes the
- Students look at the pictures shown on screen thing(s) in the pictures?
and answer the questions.
* Suggested answers:
- Tell Ss that they are going to read a text about -Picture a: com (young sticky rice) - Vong Village,
two traditional villages, one in Viet Nam (Vong Ha Noi (another place which makes com: Tu Le
Village) and the other in England (Denby). Commune in Yen Bai Province)
- Picture b: pottery – Denby, England (in Viet Nam
there are some pottery villages like Bat Trang and
Phu Lang)
- Teacher explains the meaning of the new Vocabulary teaching
vocabulary by pictures. * New words:
- Teacher reveals that the words according to 1. preserve (v) /prɪˈzɜːv/ bảo tồn
the pictures will appear in the reading text and 2. fragrance (n) /ˈfreɪɡrəns/ hương thơm
asks students to open their textbook to find 3. original (adj) /əˈrɪdʒənl/ nguyên bản
4. function (n) /ˈfʌŋkʃn/ chức năng
these words.
5. speciality (n) /ˌspeʃiˈæləti/ đặc sản
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding with
follow up questions.
Activity 3: Practice - Reading (10’)
Task 2+3
a. Aims:
- To improve Ss’ knowledge of vocabulary related to the text;
- To improve Ss’ skill of reading for specific information
b. Content:
- Task 2: Read the brochure introducing different places with special products. Match each
highlighted word with its definition.
- Task 3: Read the brochure again. Decide which place each detail below belongs to.
c. Expected outcomes:
- Students know how to use the target vocabulary,
d. Organisation:
Teacher’s and Ss’activities Content
Task 2 Task 2: Read the brochure introducing
- Tell Ss what they are going to do. Ask Ss to
read around the highlighted words in the text to different places with special products. Match
roughly undertand the meaning of each word, each highlighted word with its definition.
and then match each word with its definition. * Answer key:
- Students apply scanning techniques to do the 1. b
task independently 2. c
- Have Ss check their answers in pairs. 3. e
- Invite some Ss to share their answers. Confirm 4. a
the correct answers. 5. d
Task 3 Task 3: Read the brochure again. Decide which
- Have Ss share how to do this exercise. place each detail below belongs to.
- Ask Ss to do the exercise individually and * Answer key:
then check their answers in pairs. Vong: 2, 3, 5
- Students work independently to find the Denby: 1, 3, 4
keywords.
- Students work in pairs to find the answers.
- Invite some Ss to share their answers. Have
them explain their answers. Confirm the correct
answers.
Activity 4: PRACTICE – SPEAKING (12’)
a. Aims:
- To help students use what they have learnt so far to talk about the speciality.
- To provide Ss with an opportunity to revise and use vocabulary related to the topic of the unit.
b. Content:
- Task 4: Work in pairs. Ask and answer about a speciality in your neighbourhood, your home town,
or the area you know. Use the questions below.
- Task 5: Work in groups. Give a short presentation about the speciality you discussed in 4.
c. Expected outcomes:
- Students can give a short presentation about the speciality.
d. Organisation:
Teacher’s and Ss’activities Content
Task 4 Task 4: Work in pairs. Ask and answer about a
- Have Ss work in pairs to ask and answer the speciality in your neighbourhood, your home
questions in the book. Ask them to note down town, or the area you know. Use the questions
their answers.
below.
- Students work in pairs or groups to do the
- What speciality is it?
task.
- What do people make it from?
- Move around to observe and offer help if
- Do people make it in the traditional way?
needed. - What can people do with it?
- Spare Ss some time to prepare for a short talk - Is it well known in only your country or around
about the speciality they have chosen, using the world?
their answers to the questions. * Students’ answers.
Task 5: Task 5: Work in groups. Give a short
- Have Ss work in groups and give a short talk presentation about the speciality you discussed
about the speciality they have discussed. in 4.
- Ask them to read the example first. * Suggested answer:
- Students work in groups nad give a short talk. I live in Tay Ho Village, 12 kilometres from Hue
- Invite some Ss to give their presentation to the
City. My village is famous for its conical hats. We
class. make conical hats from goi leaves. We still follow
- Students give presentation to the class. 15 traditional steps to make a hat. A conical hat
- Ask other groups to listen and give comments. protects us from the sun and the rain as well as
- Comment on Ss’ answers. makes us more graceful. What is special about our
conical hats is that each of them carries a poem.
Tay Ho conical hats are not only famous in Hue
but all over Viet Nam.
* EXTRA ACTIVITY (3’)
Teacher’s and Ss’activities Content
- * QUIZ: MATCHING
- Ask Ss to work in pairs to take the quiz about - Some famous products in different places in Viet
famous products in different places in Viet Nam.
Nam. They have to match the products with the
places.

Activity 5: Consolidation (3’)

a. Aims: To consolidate what students have learnt in the lesson.
b. Content: Talk about what they have learnt in the lesson
c. Expected outcomes: Say aloud some words they remember from the lesson.
d. Organisation:
Teacher’s and Ss’activities Content
- Teacher asks students to talk about what they - Read for specific information about special
have learnt in the lesson. products in some areas;
- Give a short presentation about a speciality.
* Homework (2’)
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
c. Expected outcomes: Students’ textbook and workbook
d. Organisation:
Teacher’s and Ss’activities Content
- T reminds Ss to do homework and prepare the - Do exercises in students’ workbook.
new lesson. - Preparing for the next lesson: Lesson 6 – Skills 2
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………………

UNIT 1: LOCAL COMMUNITY

Period: 7 Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for specific information about a community helper;
- Write a paragraph about a community helper.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be friendlier and willing to help the community;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 1, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
Activity 1: Warm-up (5’)
a. Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Game:
c. Expected outcomes:
- Students’ answers.
d. Organisation:
Teacher’s and Ss’activities Content
Game: Brainstorming Game: Brainstorming
- Have Ss say aloud the names of community
helpers they know and have learnt.

- Ask them who is their favourite community

helper and why. Encourage Ss to share their
answers.
- Students answer the questions.

- Lead into the new lesson: Listening and Writing

about favourite community helpers. * Who is your favourite community helper?
- Introduce the objectives of the lesson. Write the Why?
objectives in the left corner of the board.
Activity 2: LISTENING (20’)
a. Aims:
a. Objectives:
- To help Ss develop their skill of listening for specific information about community service.
b. Content:
- Task 1: Work in pairs. Discuss the questions.
- Task 2: Listen and fill in each blank with no more than TWO words.
- Task 3: Listen again and tick T (True) or F (False).
c. Expected outcomes:
- Ss can listen for specific information to do the learning tasks.
d. Organisation:
Teacher’s and Ss’activities Content
* Pre-listening: Task 1
Task 1 Task 1: Work in pairs. Discuss the
- Have Ss look at the pictures and answer the questions
questions in the book: Who can you see in the pictures?
- Students work in pairs to discuss the questions. What are they doing?
- Elicit answers from Ss. This is an open activity, * Suggested answers:
so accept all answers provided they make sense. We can see garbage collectors. They are
- Choose to teach some key words that appear in taking the garbage away.
the listening text if necessary (reflective stripes, garbage cart, sorting, ...)
* PRACTICE – While – listening
Task 2,3
Teacher’s and Ss’activities Content
Task 2 Task 2: Listen and fill in each blank with
- Have Ss read the questions first and underline the no more than two words.
keywords. Have them indentify the kind of * Key:
information needed for each blank 1. Community Helper
- Play the recording and ask Ss to listen and fill in 2. garbage collector
each blank with no more than two words. Ss work 3. slim
in pairs to compare their answers. 4. friendly
- Students find the key words independently and
listen to the recording to do the task and then
compare the answers with their partners.
- Ask for Ss’ answers and write them on the board
without confirming whether they are right or
wrong.
Task 3 Task 3: Listen again and tick T (True) or
– Have Ss read the statements and underline the F (False).
keywords. Have Ss guess whether each statement
is true or false 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. Ss work in pairs to compare
their answers with each other and with the answers
on the board.
- Some students go to the board to write the
answer and then check with the whole class.
– T confirms the correct answers.
 Transition from Listening to Writing
- Have Ss answer these five questions about Mr – What is his job?
Vinh: – What does he look like?
- This activity is a natural transition to Activity 4 – What is he like?
and serves as a model for Ss’ answers in Activity – What does he do to the community?
– How does Mi feel about him?
4.
Activity 3: WRITING ( (15’)
Task 4, 5
a. Aims: - To help Ss practise writing a paragraph about a community helper.
b. Content:
- Task 4: Work in pairs. Choose a community helper you like and answer the following
questions.
- Task 5: Write a paragraph (about 100 words) about your favourite community helper. Use the
answers to the questions in 4 to help you.
c. Expected outcomes:
- Students can use learned vocabulary and grammar to write a paragraph about a community
helper.
d. Organisation:
Task 4 Task 4: Work in pairs. Choose a
- Have Ss work in pairs to answer the questions in community helper you like and answer
the book. Remind them to take notes of their the following questions.
answers. * Students’ own answers
- Students discuss their answers with partners and Eg:
then take notes. A: What is his job?
- Have some Ss present their answers or write their B: He is a firefighter. His primary job is to
answers on the board. respond to emergencies involving fires and
- Comment on their answers. other disasters.
A: What does he look like?
B: He typically wears distinctive uniforms
that include protective gear.
A: What is he like?
B: He is a dedicated, brave, and quick-
thinking individual.
……………………..
Task 5 Task 5: Write a paragraph (about 100
- Have Ss write their paragraphs individually words) about your favourite community
based on their answers in Activity 4. helper. Use the answers to the questions
- Students work to write their full paragraph. in 4 to help you.
* Suggested answer:
- Then teacher collects some writings to correct at My favourite community helper is Mr Nam.
home. Otherwise, ask Ss to revise and rewrite at He is a delivery person in my
home based on the T’s comments on their friends’ neighbourhood. He is a friendly person.
writing. Whenever he delivers something to us, he
smiles happily. He sometimes asks me
-Have Ss bring their new writing to class in the about my study. In addition, he is hard-
next lesson. Collect some for marking. working and responsible. He delivers
goods to my family and other families in
the neighbourhood despite the weather.
Sometimes he has to return twice to deliver
us a parcel because we are not at home. I
really appreciate his manner. In general,
 Mr Nam is a very dedicated community
helper who makes our life easy and
comfortable.
Activity 4: Consolidation (3’)
a. Aims: To consolidate what students have learnt in the lesson.
b. Content: Talk about what they have learnt in the lesson
c. Expected outcomes: Say aloud some words they remember from the lesson.
d. Organisation:
Teacher’s and Ss’ activities Content
- Teacher asks students to talk about what they - Listen for specific information about a
have learnt in the lesson. community helper;
- Write a paragraph about a community
helper.
* Homework (2)
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
c. Expected outcomes: Students’ textbook and workbook
d. Organisation:
- Teacher asks students to write down the - Do exercises in students’ workbook
paragraph in their books. - Prepare : Lesson 7- Looking back and
- Teacher asks students to prepare the new lesson. project
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………

UNIT 1: LOCAL COMMUNITY

Period: 8 Lesson 7: Looking back and Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 1;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be encouraged to attend community services;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 1, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
 Activity 1: Warm-up (5’)
a. Aims:
- To create an active atmosphere in the class before the lesson.
b. Content:
- Game: Brainstorming
c. Expected outcomes:
- Ss can list as community services as possible.
d. Organisation:
Teacher’s and Ss’activities Content
Game: Brainstorming Game: Brainstorming
- Teacher divides the board, and divides the
class into 2 teams.
- Members of each team take turns and write
community
as many community services as possible in 2 services
minutes.
- Students work in 2 teams and listen to the
teacher’s instructions to play the game.
* Suggested answers:
- The group having more correct answers is
cooking for homeless, picking up the trash,
the winner.
teaching the orphans, planting trees, …
Activity 2: Practice (vocabulary) (15’)
a. Aims:
- To help Ss review the vocabulary of Unit 1.
b. Content:
- Task 1: Write a word or phrase for each description below.
- Task 2: Circle the correct word or phrase to complete each sentence.
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
Teacher’s and Ss’activities Content
Task 1 Task 1: Write a word or phrase for each
- Have Ss do this activity individually then description below.
compare their answers with their partners. * Answer key:
- Students exchange their textbooks to check 1. delivery person
the answers. 2. firefighter
- Ask for Ss’ answers or ask one student to 3. tourist attraction
write his / her answer on the board. 4. pottery
- Confirm the correct answers. 5. artisan
Task 2: Circle the correct word or phrase to
- Have Ss do this exercise individually. complete each sentence.
- Students do the task independently. * Answer key:
- Students exchange their textbooks to check 1. preserve
the answers. 2. fragrance
- Ask them to share their answers with a 3. police officers
classmate. 4. speciality
- Invite some Ss to share their answers. 5. handicrafts
Confirm the correct ones.
Activity 3: Grammar (10’)
a. Aims:
- To help Ss revise question words before to-infinitives;
- To help Ss revise the phrasal verbs they have learnt.
b. Content:
- Task 3: Choose the correct answer A, B, C, or D.
- Task 4: Rewrite each sentence so that it contains the phrasal verb in brackets. You may have
to change the form of the verb.
c. Expected outcomes:
- Recall the uses of question words before to-infinitives and some phrasal verbs.
d. Organisation:
Task 3 Task 3: Choose the correct answer A, B, C,
- Have Ss do this exercise individually then or D.
compare their answers with a partner. * Answer key:
- Students do the task individually. 1. B
- Call on some Ss to give the answers. 2. C
Confirm the correct answers. 3. D
4. A
5. C
Task 4 Task 4: Rewrite each sentence so that it
- Have Ss do this exercise individually then contains the phrasal verb in brackets. You
compare their sentences with a partner. may have to change the form of the verb.
- Students complete the task individually * Answer key:
- Invite some Ss to write their sentences on 1. In some villages, people cut down on the
the board. Give feedback. number of steps to make the handicraft.
2. My grandparents handed down the skills to
my parents.
3. In their community, the eldest child usually
takes care of his or her parents.
4. Before we go to a new place, we always find
out about it.
5. They get on with all neighbours.
Activity 4: PRODUCTION – PROJECT (10’)
a. Aims:
- To provide an opportunity for Ss to develop their research and collaboration skills and to
practise giving an oral presentation.
b. Content:
- Presentation
c. Expected outcomes:
- Students are able to give an oral presentation of survey results.
d. Organisation
Teacher’s and Ss’activities Content
• Have Ss work in their groups. Give them a * PROJECT
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.
• If necessary, go through the criteria for
 Interview some students
assessing their talk to make sure Ss are
1. Where do you live?
familiar with them. 2. What is good about your community?
• Invite two or three groups to give their 3. What is not good about your community?
presentations. Encourage the rest of the class 4. What changes do you want to make to
to ask questions at the end. improve your community?
• Groups show their presentations and then ……………….
present.
Activity 5: Consolidation (3’)
a. Aims: To consolidate what students have learnt in the lesson.
b. Content: Talk about what they have learnt in the lesson
c. Expected outcomes: Say aloud some words they remember from the lesson.
d. Organisation:
Teacher’s and Ss’activities Content
- Teacher asks students to talk about what - Review the vocabulary and grammar of Unit
they have learnt in the lesson. 1
- Do the project
* Homework (2)
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
c. Expected outcomes: Students’ textbook and workbook
d. Organisation:
Teacher’s and Ss’ activities Content
- Teacher asks students to revise old lesson - Complete the project
and to do exercise in workbook.
- Teacher asks students to complete the - Prepare for the next lesson: Unit 2 –Lesson
project and prepare the new lesson. 1. Getting started.
*- Evaluation:
………………………………………………………………………………………………………
…………………………………………………………………………………………………….

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