LESSON PLAN

(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 8: TOURISM
Lesson 1: Getting started – You’ve got a nice tan
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Tourism
- Gain vocabulary to talk about travel experience
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Personal qualities
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities

II. MATERIALS
- Grade 9 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. tan (n) /tæn/ brown skin caused by being in the Sun màu da rám nắng

2. holidaymaker (n) /ˈhɒlədeɪmeɪkə(r)/ a person who is on holiday away from where they usually live người đi nghỉ

3. accommodation (n) /əˌkɒm.əˈdeɪ.ʃən/ a place to stay or live chỗ ở

4. app (n) /æp/ abbreviation for application: a computer program that phần mềm, ứng dụng
is designed for a particular purpose

5. domestic (a) /dəˈmes.tɪk/ relating to a person's own country trong nước

Assumption

Anticipated difficulties Solutions

Students may lack experience of group/ teamwork. - Encourage students to work in groups so that they can help each other.
- Give short, clear instructions, and help if necessary.

III. PROCEDURES
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:
- I.N.I.T.I.A.L GAME
c. Expected outcomes:
- Having a chance to speak English and focus on the topic of the lesson.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: I.N.I.T.I.A.L GAME - Ss work in 2 teams and follow the teacher's instruction Mystery word: TOURISM
- T divides the class into 2 teams. to play the game. 1. TOURIST
- T shows 7 different pictures - Ss answer the questions individually 2. OCCUR
- Ss are shown different pictures, and they need to take the 3. URGENT
first letter from each picture to form the mystery word. 4. RAINFOREST
- Which team finds the mystery word first will become the 5. ISLAND
winner. 6. SUSTAINABLE
- T leads to the new unit. Write the key word Tourism on the 7. MAGESTIC
board. Ask Ss to guess what they are going to learn about in
this unit.

e. Assessment
- T checks ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
– To set the context for the introductory dialogue;
– To introduce the topic of the unit.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Know more new words.
- Understand the conversation; topic of the lesson, …
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students guess the meaning of words. New words:

- T introduces the vocabulary. 1. tan (n)
- T explains the meaning of the new vocabulary by pictures. 2. holidaymaker (n)
- T reveals that these five words will appear in the reading text 3. accommodation (n)
and asks students to open their textbooks to discover further. 4. app (n)
5. domestic (a)

e. Assessment
- T checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help Ss read for specific information about travel exprience
- To help Ss learn words and phrases related to tourism
- To help students use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and write 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 in the box.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks successfully
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- T asks Ss to look at the pictures in the book, introduce the two - Students answer the questions individually. Questions:
characters and ask the questions. - Students listen to the recording. + What do you see in the pictures?
- T plays the recording for Ss to listen and read along. Have Ss - Students read the conversation aloud. + Can you recognize any place in them?
underline the words that are related to the topic while they are + What are the characters talking about?
reading and listening. Suggested answers:
- T invites some pairs of Ss to read the conversation aloud. e.g: the pictures are of popular places (pagoda, beach,
- T has Ss say the words / phrases that they have underlined in the Dragon Bridge) and foods (banh beo) for tourists;
the conversation. Quickly write the words / phrases on the and Ann and Tom are talking about the places they
board. have visited.
- T refers to the questions previously asked. Confirm the
answers where relevant

Task 2: Read the conversation again and tick T (True) or F (False). (7 mins)

- T asks Ss to work in pairs to read the conversation again. - Students work independently to underline key Answer key:
words/phrases in the statements and find answers. 1. T
- T asks Ss to underline the key words/ phrases in the
- Students work in pairs to compare answers. 2. F
statements and find answers.
3. T
- T has pairs work together for one minute to compare
4. F
answers.
5. T
- T has Ss 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.

Task 3: Match a word in A with a word in B as in the conversation. (7 mins)

- T asks Ss to work individually to match the words - Students work individually to do the activity. Answer key:

- T asks Ss to say the words aloud and share their - Students share answers with one or more 1.c

answers with one or more partners. partners. 2. d

- T checks the answers as a class and gives feedback. 3. a
- With a stronger class, T can ask Ss to make some example 4. e
sentences with the words they have learnt. If there is enough
5. b
time, T can ask some Ss to write their answers on the board.

Task 4: Complete the sentences with the words and phrases from the box. (7 mins)

- Ask Ss to do the exercise individually and then check - Ss work independently to complete the task Answer key:

with the whole class. 1. safari

- For a more able class, have Ss work in groups. Each 2. domestic

group makes sentences with the words/phrases. Then 3. online apps
they read aloud these sentences.
4. sport tourism

5. destination

e. Assessment
- T checks students’ answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
 - To give Ss 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:
- Ss can learn some facts about famous places in Vietnam
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Game: Mario. Answer questions about popular places in Vietnam. (10 mins)

- T asks Ss to play in two teams - Ss work in teams and follow the teacher's 1. Hue
- Each team takes turns to choose a mystery box and answer instruction. 2. Can Tho
one question. 3. Da Lat
- The team which can earn more points becomes the winner. 4. Cao Bang
5. Quang Ninh

e. Assessment
- T and other Ss listen to the answers and give feedback.
5. CONSOLIDATION
a. Wrap-up

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

b. Homework
- Do exercises in the workbook.
- Think of ways to give each other advice on how to improve health.
- Start preparing for the Project of the unit:
+ Ask Ss to open their books at 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.
(Making a plan for a two-day trip).
+ Explain the project requirements: this is a group project. Each group will choose a place for a two-day visit. They can then work out a plan for the visit (how to
travel, where to stay, what to do and see). Then each group will present their plan to the class. The plan should include a mixture of text / table and pictures so
that T and other classmates can easily follow and get to know clearly about the trip.
+ Guide Ss throughout the plan. Here are the steps T can follow:
Step 1. Have Ss form groups of four or five Ss. Ask them to discuss and decide on the criteria of priorities for the place they would like to visit. They may
consider:
- the distance (home to the place).
- the cost (travel, accommodation, entrance fee…).
- activities and attractions that place offers.
Only after agreeing on the criteria can Ss discuss and choose a place for their visit. T may call on one groups of Ss and discuss the priorities . This way T can
teach Ss how to conduct discussion.
Step 2. Instruct Ss to create a form to take notes of their discussion. The form may look like this:
Time: two days
Date: ______
Place of visit: ______
Estimated costs: ______
Detailed plan:

Time Activity Notes

7.00 Leave for ______

Step 3. Instruct Ss how to make the plan for presentation.

For the text: Ss revise all the notes in their note form and keep only the key information to present. They must be in short form. The information should be
grouped and presented in a logical way.
For the pictures: Ss may get pictures of the place from the Internet. They must illustrate the main features of the place.
Step 4. Model how to present the plan to the class. Ss may open their presentation with “We would like to present the plan for our two-day trip to ______.”
In each of the next lessons, spend a few minutes checking Ss’ progress, helping them with any topic-related or functional language they need and solving any
other problems that may arise with their projects.
Board plan

Date of teaching
Unit 8: Tourism
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. tan (n)
2. holidaymaker (n)
3. accommodation (n)
4. app (n)
5. domestic (a)
Task 1: Listen and read.
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 in the box.
Task 5: How much do you know about tourism in Viet Nam?
*Homework
 UNIT 8: TOURISM
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 tourism;
- Pronounce endings -ic and -ious in words and in sentences correctly.
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Personal qualities
- Actively participate in class and school activities
- Develop self-study skills

II. MATERIALS
- Grade 9 textbook, Unit 8, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. package tour (n) /ˈpæk.ɪdʒ ˌtʊər/ a holiday at a fixed price in which chuyến đi trọn gói
the travel company arranges your travel, hotels, and
sometimes meals for you

2. self-guided (a) /ˌselfˈɡaɪ.dɪd/ a self-guided activity is one which you lead or control yourself, tự dẫn đường; tự điều khiển
without any direct help from other people

3. itinerary (n) /aɪˈtɪn.ə.rer.i/ a detailed plan or route of a journey kế hoạch chi tiết của chuyến đi

4. ruinous (a) /ˈruːɪnəs/ destroyed or severely damaged bị phá hủy

Assumption

Anticipated difficulties Solutions

Ss may lack vocabulary related to the topic, so they may have difficulty Provide them with enough vocabulary related to the topic
completing the tasks

Some Ss will excessively talk in the class. - Define expectation in explicit detail. Have excessively talkative Ss practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
- To lead into the new lesson.
b. Content:
- Game: Board Race
 c. Expected outcomes:
- Ss can recall some phrases about the topic tourism
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game Board Race - Ss work in 2 teams and follow the teacher's Expected answer:
- T divides Ss into 2 teams. instruction to play the game. tourism, specialty, tan, safari, online app,
- The teams have to race to write words on the topic Tourism on holidaymaker, .
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.

e. Assessment
Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (15 mins)
a. Objectives:
- To provide students with new words and phrases related to tourism.
- To revise some words related to tourism that Ss have learned.
- To help Ss use words and phrases related to tourism in specific contexts.
b. Content:
- Vocabulary pre-teaching
- Task 1: Match the words and phrases with the explanations.
- 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.
c. Expected outcomes:
- Students can identify some lexical items related to tourism and use them in different contexts
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (3 mins)

- T introduces the vocabulary by: - Ss guess the meaning of words. New words:
+ providing explanations of the words 1. package tour (n)
+ showing pictures illustrating the word. 2. self-guided (a)
3. itinerary (n)
4. ruinous (a)

Task 1: Match the words and phrases with the explanations. (4 mins)

- T asks Ss to read the words and phrases in the right-hand - Ss do the task independently, then share the answers. Answer key:
column first, then the explanations in the left-hand column. 1. e
Then do the matching individually. 2. c
- T invites some Ss to share their answers. 3. a
- T checks the answers as a class. 4. b
- T asks Ss to read the words and phrases aloud. Correct them if 5. d
needed.
- T asks Ss for the Vietnamese equivalents of these words and
phrases if needed.

Task 2: Write a phrase from the box next to the sentence to replace ‘it’. (4 mins)

- T asks Ss to read the phrases in the box first. Make sure they - Ss do the task independently, then share the answers Answer key:
understand their meanings. For the new phrases, ask Ss to and discuss as a class. 1. entrance ticket
separate the two words in each phrase and refer to its meaning. 2. ruinous site
In this way, Ss can guess the meaning of the phrase. 3. travel agency
- T asks Ss to read each sentence and decide what phrase in the 4. fixed itinerary
box the pronoun ‘it’ refers to. Allow them some time to do the 5. smooth trip
matching.
- T invite some Ss to share their answers.
- T checks the answers as a class.

Task 3: Complete the sentences with the words from the box. (4 mins)

- T asks Ss to work individually. - Ss do the task independently, then share the answers Answer key:
- T asks Ss to read the words in the box and the sentences. Then and discuss as a class. 1. self-guided
choose the correct words to complete the sentences. 2. itinerary
- T invites some Ss to share their answers. 3. entrance
- T checks Ss’ answers as a class. 4. package
5. apps

e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- 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 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 pronounce endings -ic and -ious in words and in sentences correctly
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat the words. Pay attention to the word stress. (7 mins)

- T has Ss work individually. - Ss watch a video about how to stress the words Key + audio script:
- T has Ss stress the words first, applying the rules in the - Ss give some words endings in -ic and -ious - `basic, `public, c`lassic, do`mestic, his`toric
Remember box. - Ss listen to the recording. - `curious, `serious, de`licious, hi`larious, re`ligious
- T plays the recording once or twice for Ss to listen to 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.

Task 5: Mark the stress in the underlined words. Then listen and repeat the sentences. (7 mins)

- T has Ss work individually. - Ss discuss and find the words endings in -ic and Key + audio script:
- T has Ss read the sentences and stress the underlined words. -ious and mark the stress. 1. The visitors are `curious about the history of the old
- T asks Ss to read the sentences, paying attention to the - Ss listen to the recording, check and repeat the `public building.
stressed words. sentences. 2. They have an am`bitious goal which is to go on a cruise
- T plays the recording for Ss to listen and repeat each sentence. across the Pa`cific.
- T calls on some Ss to read the sentences individually. Correct 3. We watched a c`lassic movies here on our p`revious
them if needed. holiday.
4. We stayed at a lu`xurious hotel near a te`rrific beach.
5. The village has a ro`mantic landscape with `various
flower beds.

e. Assessment
- Teacher’s observation and feedback on student’s pronunciation.
4. ACTIVITY 3: FURTHER PRACTICE (5 mins)
a. Objectives:
 - To give further practice with the vocabulary they have learnt
b. Content:
- Game: TYPHOON
c. Expected outcomes:
- Students can identify some lexical items related to tourism and use them in different contexts
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: TYPHOON (5 mins)

- T divides Ss into 2 teams. - Ss work in 2 teams and follow teacher’s Expected answer:
- Each team takes turns choosing one number and answer an instruction to play the game 1. self-guided
MCQ. 2. homestay
- The team with more correct answers will be the winner. 3. travel agency
- Ss play the game. 4. travel
- T gives feedback. 5. itinerary

e. Assessment
- Teacher’s observation and feedback
4. CONSOLIDATION (5 mins)
a. Wrap-up
- 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 endings -ic and -ious and mark their stress.
b. Homework
- Do exercises in the workbook.
Board Plan

Date of teaching ……..

Unit 8: Tourism
Lesson 2: A closer look 1
* Warm-up
* Vocabulary
1. package tour (n)
2. self-guided (a)
3. itinerary (n)
4. ruinous (a)
Task 1: Match the words and phrases with the explanations.
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.
* Pronunciation
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.
* Further practice
* Homework
 UNIT 8: TOURISM
Lesson 3: A closer look 2
I. OBJECTIVES

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

1. Knowledge
- Use relative pronouns: which, who, and whose in sentences in real-life situations
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Develop self-study skills
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 8, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

RELATIVE PRONOUNS NOTE

WHO to show which person is talked about

WHICH to show which thing is talked about

WHOSE to show possession by people and things

Assumption

Anticipated difficulties Solutions

Students may find it confusing when to use the grammar points. Give short and clear explanations with legible examples for each case.

Students may have underdeveloped co-operating skills. - Give clear instructions, give examples before letting students work in
pairs/groups.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge related to the targeted grammar of relative pronouns
- To enhance students’ skills of cooperating with deskmates
b. Content:
- Game: B.I.N.G.O
c. Expected outcomes:
- Students can join two slips of paper together to make meaningful sentences
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: B.I.N.G.O - Ss work in pairs and follow the teacher's instruction Answer key:
- T divides the class into pairs to play the game. 1. Tourists who are interested in architecture often
- T delivers a set of word cards which are halves of sentences visit Hoi An.
containing relative pronouns to each pair. 2. The beach which we discovered during our road
- Ss will have to work in pairs to join two slips of paper trip was pristine.
together to make meaningful sentences 3. That is the chef whose restaurant has earned a
- SS say “Bingo” when finish Michelin star.
- The SS who are the fastest with more correct answers will be 4. We explored a historic castle whose walls were
the winner damaged by the tornado.

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

e. Assessment
- T checks ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (10 mins)
a. Objectives:

- To activate Ss’ knowledge of sentences containing relative pronouns

- To learn how to form a conditional sentence with relative pronouns

b. Content:
- Grammar explanation
c. Expected outcomes:
- Students identify the uses and how to use relative pronouns in sentences
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Relative pronouns: which, who, and whose

- T reminds Ss of the relative pronouns which Ss have already - Ss follow T’s instruction 1. Tourists who are interested in architecture often
encountered in previous lessons like who, whose, and which. - Ss work independently and answer the questions visit Hoi An.
- T writes sentences containing these pronouns on board with 2. The beach which we discovered during our road
the pronouns underlined. Ask Ss if they know what each trip was pristine.
pronoun refers to. Translate the sentences if needed. 3. That is the chef whose restaurant has earned a
- T leaves the examples on the board as a reminder to Ss. Michelin star.
- T shares with Ss the lesson objectives. 4. We explored a historic castle whose walls were
- T writes the objectives in a corner of the board and leave them damaged by the tornado.
there till the end of the lesson.

e. Assessment
- T checks students’ understanding by asking some questions.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help Ss focus on the use of relative pronouns which, who and whose
- To help Ss practice 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.
Task 2: Underline the correct relative pronoun for each sentence.
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:
- Know how to use relative pronouns in sentences for different uses.
d. Organisation

TEACHER’S ACTIVITIES 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. - Ss work independently to do task 1. Answer key:
- T asks Ss to do the activity individually - Ss check the answers as a class. 1. people
- T has Ss read the sentences and decide what noun or noun 2. brochure
phrase which or who in each sentence refers to. 3. video
- T calls on some Ss to share their answers with the class. 4. tour guide
- T checks the answers as a class. Explain if needed. 5. Boston

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 Answer key:

- T guides Ss to look at the noun or noun phrase just before - Ss check the answers with the class. 1. which
which and who. If it is a thing, use which. If it is a person, use 2. which
who. 3. who
- T calls on some Ss to share their answers by reading the 4. which
sentences aloud. 5. Who
- T confirms the correct answers as a 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.

Task 3: Complete each sentence with who or whose. (3 mins)

- T asks Ss to read the Remember box. Ask them to do decide - Ss do the task in pairs Answer key:
what pronoun who in each example refers to (answers: the - Ss check the answer as a class. 1. who
man’s and the city’s). Highlight to Ss: whose stands for both 2. whose
things and people and it stands before the noun it possesses. 3. who
- T asks Ss to do the activity in pairs. 4. whose
- T has Ss read each sentence carefully and decide if who or 5. whose
whose is needed. Encourage discussion.
- T calls on some Ss to share their answers.
- T checks the answers as a class. Explain if needed.

Task 4: 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. Answer key:
Tip: Ask Ss to underline the last noun / noun phrase in the first - Ss exchange textbooks to check their friends’ 1. d
clauses and decide if it is a thing or a person. If it is a thing, answers. 2. e
refer to the clauses in B with which or whose. If it is a person, - Ss check the answer as a class. 3. c
refer to the clauses in B with who or whose. 4. b
- T allows Ss some time to exchange their answers. 5. a
- T calls on some Ss to share their answers.
- T confirms the correct answers as a class. Explain if needed.

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

- T has Ss work in pairs. - Ss do the task in pairs. Answer key:

- T asks Ss to read the beginnings carefully and take turns to - Ss check the answer as a class. 1. Son Dong is a world-famous destination for
complete the sentences in the way they want. travellers who look for adventures / who love
- T walks around and offers help if needed. exploring caves.
- T calls on some pairs to share their answers. Correct them if 2. I’m personally against tours which use animals for
needed. 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.

e. Assessment
- T corrects the students as a whole class.
4. ACTIVITY 3: PRODUCTION (5 mins)
a. Objectives:
- To provide Ss a more demanding task practice with the use 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:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: LUCKY NUMBERS - Ss work in groups and follow the teacher's Answer key:
- T divides the class into two groups instruction to play the game. 1. The girl who she wore a pink dress at the party is
- Each group takes turns find the extra word in each sentence my cousin.
+ If they answer the question correctly, they will get 1 point. 2. The book which I lent you it is my brother’s.
+ If they choose the lucky number, they don’t need to answer 3. The song which I was listening to it when you came
the question and get 2 points. in is my favourite.
- The groups with more points will become the winner 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.

5. CONSOLIDATION (5 mins)
a. Wrap-up
– Summarise the main points of the lesson.
– Ask Ss to make sentences containing relative pronouns about their travel experience.

b. Homework
- Do exercises in the Workbook.
Board Plan

Date of teaching
Unit 8: Tourism
Lesson 3: A closer look 2
* Warm-up
Game: B.I.N.G.O
I. Grammar
Relative pronouns: which, who, and whose
II. Practice
Task 1: Underline the noun or noun phrase in each sentence that which or who refers to.
Task 2: Underline the correct relative pronoun for each sentence.
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.
* Further practice: Game: LUCKY NUMBERS
* Homework
 UNIT 8: TOURISM
Lesson 4: Communication

I. OBJECTIVES

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

1. Knowledge
- Expresss obligation and respond
- Practise reading for specific information.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Apply ways to express obligation and respond to do exercises and practise them in real situations in daily life.
3. Personal qualities
- Be ready and confident in real life conversations
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 8, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

EXPRESSING OBLIGATION RESPONDING

- You must ... - Got it.

- It’s necessary that you ... - I will.

- I’m sorry.

Form Pronunciation Meaning Vietnamese equivalent

1. low season (n) /ˈləʊ ˌsiː.zən/ the period in the year when the fewest people visit mùa ít khách
a place and when the prices are at their lowest level

2. cruise (n) /kruːz/ a journey on a large ship for pleasure, during which cuộc đi chơi biển (bằng tàu thuỷ)
you visit several places

3. historical (a) /hɪˈstɔːr.ɪ.kəl/ connected with studying or representing things có liên quan đến sự kiện của quá khứ
from the past

4. loft (n) /lɒft/ a space at the top of a building under the roof used gác xép
for storing things and usually entered by a ladder,
or sometimes made into a room for living in

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).
 III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic.
- To practice listening for specific information
b. Content:
- Chatting
c. Expected outcomes:
- Students know ways to ask for repetition
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Chatting - Ss work individually to do the task and then Expected answer:

- T gives ss a situation: check the answers with the whole class. - It is necessary for us to bring suncream.
- Everyone must arrive on time.
Supposing your team was preparing for the school field trip and as a
…..
team leader, you needed to assign tasks to your teammates.
=> expressing obligation
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

e. Assessment
- T corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)
a. Objectives:
- To introduce two ways to express obligation
- To help Ss practise expressing obligation and responding.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Express obligation in the following situations.
c. Expected outcomes:
- Students can express obligation and respond.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)

- T lets Ss listen and read the dialogue and asks Ss to pay - Ss listen to the dialogue and asks Ss to pay attention Audio script:
attention to the highlighted parts and find out their uses. to the highlighted parts and find out their uses. - Mother: Lan, you must hurry up or we’ll miss the
- T calls some Ss to share their opinions. - Some Ss share their opinions to the class. train.
- T gives more explanations and writes down the ways to Lan: Yes, Mum. I’m coming.
express obligation and respond. - Nick: Is it necessary for us to wait in the queue?
Stranger: I’m sorry, it is.

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 - Ss work in pairs to do the tasks Suggested answers:
situations. - Some pairs to practise in front of the class 1. It’s necessary that you make a list of the things you
- T moves around to observe and provides help. will pack for your holiday.
- T calls on some pairs to practise in front of the class. 2. You must strictly follow the factory regulations
Comment on their performance. while visiting.

e. Assessment
 - T checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: MY TRAVEL (23 mins)

a. Objectives:
- To introduce Ss how to talk about their travel
- To help Ss further develop their reading skill for specific information (scanning)
- To provide Ss with an opportunity to report their partners’ travel to the class.
b. Content:
- 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.
- Task 5: Report partner’s travel
c. Expected outcomes:
- Students can develop their reading skill for specific information.
- Students can report their partners’ travel to the class.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (3 mins)

- T introduces the vocabulary by: - Ss use the given hints to find out the words. New words:
+ giving pictures - Ss write the new words in their notebooks. 1. low season (n)
+ giving explanation 2. cruise (n)
3. historical (a)
4. loft (n)

Task 3: Read what people say about their travels. Then complete the table. (5 mins)

- T asks Ss to work individually - Ss work individually to do the task, exchange Suggested questions:
- T asks Ss questions to have an overall idea of what they are answers with a partner and then check the answers - How many people are talking about their travels?
going to read. with the whole class. - Who are they?
- T has Ss quickly read three people’s talks and complete the Expected answer:
table.
- T calls on some Ss to share their answers.
- T confirms the correct answers as a class.

Task 4: Work in groups. Share with your partners an unforgettable holiday you’ve taken. (5 mins)

- T has Ss work in groups. - Ss work in groups to complete the task

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

Task 5: Report their partners’ travel to the class. (10 mins)

- T calls on a student from each group to give a presentation of - Each group sends a presenter. . This helps create a stronger connection in your
their partners’ travel - Other groups listen and make comments. brain and makes the words easier to remember.
- T lets the class vote for the best presentation, and T can give - The class votes for the best presentation
them marks. If the class size is small and time allows, all the
groups can give the presentation.

e. Assessment
- T corrects students while going around to help when students are practising.
- T gives corrections and feedback
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 8: Tourism
Lesson 4: Communication
*Warm-up
* Everyday English
Expressing obligation and responding
Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
Task 2: Work in pairs. Express obligation in the following situations.
* My travel
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.
Task 5: Report partner’s travel
*Homework
 UNIT 8: TOURISM
Lesson 5: Skills 1
I. OBJECTIVES

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

1. Knowledge
- 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.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
3. Personal qualities
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 8, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. cost (n) UK /kɒst/, the amount of money needed to buy, do, or make chi phí
US /kɑːst/ something

2. fixed (a) /fɪkst/ arranged or decided already and not able to be changed cố định

3. work out (ph.v) /ˈwɜː.kaʊt/ plan or think of something suy nghĩ, lên kế hoạch

4. estimate (v) /ˈes.tɪ.meɪt/ guess or calculate the cost, size, value, etc. of something đánh giá, ước lượng

5. hunt (v) /hʌnt/ look for something that is difficult to find săn lùng

6. smooth (a) /smuːð/ happening or continuing without any problems trôi chảy, suôn sẻ

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical items. Provide students with the meaning and
pronunciation of words.

2. Students may have underdeveloped reading, speaking and co- - Let students read the text again (if needed).
operating skills. - Create a comfortable and encouraging environment for students to speak.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
 a. Objectives:
– To create an active atmosphere in the class before the lesson;
– To lead into the new lesson.
b. Content:
- BRAINSTORM
c. Expected outcomes:
- Be able to speak English and focus on the topic of the lesson
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

BRAINSTORM - Ss follow the teacher's instruction and brainstorm. Ss’ own answers
- T asks Ss to work in pairs and answer the following questions: - Ss share ideas with a partner and then check their
+ What are different types of tours? Give some information ideas as a whole class.
about them.
+ What types of tours have you been on?
+ Were they positive/negative experiences??
- T calls some Ss to share their ideas

e. Assessment
- T corrects for students (if needed)
2. ACTIVITY 1: READING (20 mins)
a. Objectives:
- To help Ss learn new vocabulary in the reading text.
- 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:
- Task 1: Write the words under their correct pictures.
- Task 2: Read the passage and match the words and phrases in A with the definitions in B.
- Task 3: Read the passage again and answer the questions.
c. Expected outcomes:
- Students identify some new words and how to use the target vocabulary.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Write the words under their correct pictures. (2 mins)

- T has Ss work individually. - Ss answer the question independently Answer key:

- T calls on some Ss to share their answers with the class. - Some Ss to give the answer. 1. traveller
- T checks the answers as a class. 2. destination
3. itinerary

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 - Ss work individually to complete the task Suggested answer:
meaning of highlighted words. 1. b 2. d 3. a 4. c
- T has Ss read aloud the highlighted words. Correct their
pronunciation if needed.
- T has Ss match the highlighted words with their meaning in
the box. Remind them to use the context to help them.
- T checks the answers as a class.

Vocabulary teaching (5 mins)

- T introduces the vocabulary by: - Ss use the given hints to find out the words. New words:
+ giving pictures - Ss write the new words in their notebooks. 1. cost (n)
+ giving explanation/definition 2. fixed (a)
3. work out (ph.v)
4. estimate (v)
5. hunt (v)
6. smooth (a)

Task 3: Read the passage again and answer the questions. (7 mins)

- T has Ss read the text in detail to answer the questions. - Ss apply scanning techniques to do the task Answer key:
- T asks Ss how to do this kind of exercise. Explain the independently. 1. Time and worry.
strategies if necessary (e.g. reading the questions, underlining - Ss pair up to check their answers and then check 2. Travellers have to follow a fixed itinerary.
the key words in the questions, locating the key words in the with the class. 3. They have to do everything on their own.
text, and then reading that part and answering the questions). 4. It’s cheap and convenient.
- T tells Ss to underline parts of the passage that help them with 5. Using online apps.
the answers. Set a strict time limit to ensure Ss read the text
quickly for information.
- T tells Ss to compare their answers in pairs before giving the
answers to T. Ask them to give evidence when giving the
answers.

e. Assessment
- T checks students’ understanding with follow up questions.
3. ACTIVITY 2: SPEAKING (15 mins)
a. Objectives:
- To provide Ss 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
b. Content:
- Task 4: Work in pairs. Take turns interviewing your partner about his / her recent tour. Take notes of your partner’s answers.
- 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
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Take turns interviewing your partner about his / her recent tour. Take notes of your partner’s answers. (5 mins)

- T has Ss work in pairs. - Ss read the cues and think about the Clues:
- T asks Ss to read the clues for the questions and think of any question/answer. They can revise what they have 1. where he / she went
other aspects of a holiday they want to ask about. learnt so far in Unit 8. 2. which tour he / she took:
- T asks Ss to start interviewing each other. Ask them to take - Ss work in pairs to ask and answer package or self-guided
notes of their partner’s answers. - Ss take notes of their friend’s answers 3. how he / she travelled
- T goes round and offers support if needed. - Some pairs report their answers to the class 4. where he / she stayed
- T calls on some pairs to ask and answer. Each pair may 5. what he / she did / saw
perform just one question to allow room for more pairs or
groups.
- T check the answers and add more information if necessary. If
time allows, call 1-2 pairs to present the answers to all four
questions.

Task 5: Share with the class your partner’s travel experience. You can then share what you think about it. (10 mins)

- T has Ss work individually. - Ss use the ideas they have prepared in Activity 4 Suggested answers:
- T allows Ss some time to arrange the notes they have taken - Some Ss talk before the whole class and receive Last summer, Mai ‘s family went to Hue. Since her
during the interview. comments from the teacher and classmates parents did not have much time to organize the tour
- T asks a strong student to model this activity in front of the by themselves, they booked a four-day package tour.
class. The travel agency arranged everything for them: the
- T calls on some Ss to share with the class what they have air tickets, accommodation, the places to visit, and
found out about their partner’s travel experience. They can also transportation. The tour was trouble-free as Mai’s
share their comments about the experience. father said. They had to follow a fixed schedule, but
- T comments on the presentations. they felt ok with it. The tour guide was friendly and
helpful. Coming home, everybody was satisfied with
the service the agency offered.

e. Assessment
- T gives corrections and feedback.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook
Board Plan

Date of teaching
Unit 8: Tourism
Lesson 5: Skills 1
*Warm-up
BRAINSTORM
* Reading
Task 1: Write the words under their correct pictures.
Task 2: Read the passage and match.
Vocabulary:
1. cost (n)
2. fixed (a)
3. work out (ph.v)
4. estimate (v)
5. hunt (v)
6. smooth (a)
Task 3: Read and answer the questions.
* Speaking
Task 4: Ask and answer the questions.
Task 5: Talk about your partner’s travel experience and give comment.
*Homework
 UNIT 8: TOURISM
Lesson 6: Skills 2

I. OBJECTIVES

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

1. Knowledge
- Listen for specific and general information about a one-day trip to the home of the Brontes
- Write a paragraph introducing a half day tour in Hue
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 8, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

1. Students may have underdeveloped listening skills. - Play the recording many times if necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Game: UNSCRAMBLED WORDS
c. Expected outcomes:
- Students can revise some words learnt in previous lessons
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- T divides the class into 2 teams. - Ss play in 2 teams Answer key:

- T asks Ss to unscramble words using given hints - Ss look at the hints to unscramble the words 1. ruinous
- The group having more correct answers is the - Ss write unscrambled words in notebooks 2. graveyard
winner. 3. high street
4. wander
5. cottage
6. accompany

e. Assessment
- T corrects students (if needed)
2. ACTIVITY 1: LISTENING (15 mins)
 a. Objectives:
- To help Ss develop their skill of listening for specific information about how some students manage their time
b. Content:
Task 1: Work in pairs. Discuss the following question.
Task 2: You will hear Trang, Phong, and Tom talking about how to manage their time effectively. For each student (1 – 3), choose the opinion (A – C) each of
them expresses.
Task 3: Listen again and choose the correct answer A, B, or C.
c. Expected outcomes:
- Ss can listen for specific information to do the learning tasks.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Discuss the following question. (5 mins)

- T lets Ss work in pairs and discuss the questions. Encourage - Ss work in pairs to discuss the question. Question:
them to speak English and feel free to express their ideas. - Some Ss to share their answers in front of the class. How do you make time for study and other activities?
- T asks some Ss to share their answers in front of the class. Students’ own answers

Task 2: You will hear Trang, Phong, and Tom talking about how to manage their time effectively. For each student (1 – 3), choose the opinion (A – C) each of them
expresses. (5 mins)

- T asks Ss to read the statements, underline the key words, - Ss find the key words independently and then listen Answer key:
reminds them to pay attention to the key words while listening. to the recording to do the task. Trang: B, Phong: A, Tom: C.
- T plays the recording and asks Ss to listen and choose the - Ss compare the answer with their partners.
answers. - One student goes to the board to write the answer
- T asks Ss to compare their answer with the partner. and then check with the whole class.
- T calls on one student to write their answers on the board, then
play the recording once again and check with the class.

Task 3: Listen again and choose the correct answer A, B, or C. (5 mins)

- T asks Ss to read the statements, underline the key words and - Ss work individually to underline the key words and Answer key:
guess the possible answers. guess the possible answers. 1. C
- T plays the recording once or twice more for Ss to do the - Ss check the answer in pairs and then as a whole 2. A
exercise. For stronger classes, ask Ss to take notes of the class 3. A
information to explain for their answers. 4. A
- Have Ss share their answers in pairs and check answers as a 5. B
whole class.

e. Assessment
- T checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (20 mins)
a. Objectives:
- To help Ss practice writing a paragraph about how to manage time effectively
b. Content:
Task 4: Match the time management tips
Task 5: Write a paragraph (about 100 words) about how to manage your time effectively. Use the tips in 4 or your own ideas.
c. Expected outcomes:
- Students can use learned vocabulary and grammar to write a paragraph about how to manage time effectively
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Match the time management tips. (3 mins)

- T asks Ss to discuss and match the time management tips with - Ss work independently to answer the questions. Answer key:
the explanations or / and reasons in pairs - Ss discuss their answers with partners and then some 1. c 2. a 3. b
- T invites some Ss to answer and confirm the correct ones. Ss write their answers on the board.

Task 5: Write a paragraph (about 100 words) about how to manage your time effectively. Use the tips in 4 or your own ideas. (17 mins)

- T asks Ss to work in groups of four, gives them a large piece - Ss work in groups of four to write their full Sample paragraph:
of paper and asks them to write the full paragraph into the paper paragraph. There are many things we should do to manage our
in 10 minutes. - Ss pay attention while the T is checking their work. time effectively. Firstly, we should set specific goals
- T asks Ss to pay attention to punctuation, structures, word and prioritize them according to their importance
choice, linking words, etc. level. This will help us keep focused on our most
important tasks and avoid wasting time on tasks that
do not contribute to our goals. Secondly, creating a
schedule or to-do list can help us manage our time
efficiently by breaking down our day into manageable
chunks. We should also be realistic about how long
each task will take and build in extra time for
unexpected interruptions or delays. Thirdly, it is
essential to eliminate distractions and time-wasting
activities, such as social media or unnecessary
meetings, which can reduce our productivity. By
following these tips, we can effectively manage our
time and achieve success in all aspects of our life.

e. Assessment
- T gives corrections and feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.
Board Plan

Date of teaching
Unit 3: Healthy living for teens
Lesson 6: Skills 2
*Warm-up
Game: Unscrambled words
*Listening
Task 1: Discuss the following question.
Task 2: Listen and match each student (1 – 3) with the opinion (A – C) each of them expresses.
Task 3: Listen again and choose the correct answer A, B, or C.
*Writing
Task 4: Match the time management tips
Task 5: Write a paragraph (about 100 words) about how to manage your time effectively.
*Homework
 UNIT 8: TOURISM
Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise vocabulary items related to the topic tourism
- Use vocabulary items in new context
- Correctly use relative pronouns which, who, or whose in sentences.
- 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 school activities.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 8, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs, in groups so that they can help each other.
operating skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;

- Recall vocabulary learnt in previous lessons;

b. Content:
- “Kim’s game”
c. Expected outcomes:
- Ss can recall words related to students’ life and schoolwork through given pictures
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Kim’s game - Ss works in groups and listen to the teacher’s

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

- T leads in the lesson.

e. Assessment
- T corrects for Ss (if needed)
2. ACTIVITY 1: VOCABULARY (10 mins)
a. Objectives:
- To help Ss review the vocabulary of Unit 8
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.
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct answer A, B, C, or D to complete each sentence. (5 mins)

- T has Ss do this activity individually. - Ss do the task independently. Answer key:

- T asks Ss to read each sentence carefully, then refer to the four - Ss exchange their textbook to compare the answers. 1. B
options and choose the correct answer. - Some Ss share their answers with the class 2. C
- T allows Ss to compare their answers with their partners. 3. C
- T calls some Ss to share their answers with the class. 4. D
- T confirms the correct answers as a class. Explain if needed. 5. A

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. - Ss do the task independently. Answer key:

- T asks Ss to read each sentence carefully and decide what - Ss exchange their textbook to compare the answers. 1. domestic
word is needed to complete the sentence. Note that the first - Some Ss share their answers with the class 2. fixed
letter has already been provided. Alternatively, encourage Ss to 3. apps
look for the word without looking at the suggested initial letter. 4. self-guided
Then they can look at the letter and see if they have found the 5. natural
correct answer.
- T asks Ss to compare their answers with their partners.
- T calls some Ss to share their answers with the class.
- T confirms the correct answers as a class. Explain if needed.

e. Assessment
- T checks students’ answers as a whole class.
3. ACTIVITY 2: GRAMMAR (10 mins)
a. Objectives:
- To help Ss revise the uses of relative pronouns in sentences
b. Content:
- 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:
- Recall the uses of relative pronouns in sentences
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Use a relative pronoun which, who, or whose to complete each sentence. (5 mins)

- T has Ss do this activity individually. - Ss do the task individually. Answer key:

- T asks Ss to read the sentences carefully and decide which - Ss exchange their textbooks and give feedback to 1. which
relative pronoun is correct for each sentence. Give them tip: each other. 2. who
look at the word before the blank to see if it is a person (who) - Ss check the answers as a class. 3, which
or a thing (which); then look at the word after it to see if it is a 4. whose
verb (who and which) or a noun (whose). 5. whose
- T calls on some Ss to share their answers with the class.
- T confirms the correct answers as a class. Explain if needed.

Task 4: Combine each pair of sentences, using a suitable relative pronoun which, who, or whose. (5 mins)

- T has Ss work in pairs. - Ss work in pairs. Answer key:

- T asks Ss to read each pair of sentences carefully and decide - Ss complete the task and discuss the answers. 1. My family spent four days in India, whose cultural
what relative pronoun is needed to combine them, and how to life is unique.
form the new sentence (what to keep, what to omit). 2. Organising self-guided tours helps develop
- T allows Ss some time to write the sentences. Go round and personal skills which are important for anybody.
offer help if needed. 3. Russel stayed in a hotel in Bui Vien Street, which is
- T calls on some Ss to read their answers to the class. one of the best streets for foreign tourists.
- T confirms the correct answers as a class. Explain if needed. 4. After the show, my sons talked to the Muoi artists
whose performance they admired so much.
5. We participated in a lot of activities with the local
people who were friendly and helpful.

e. Assessment
- T corrects the Ss as a whole class.
4. ACTIVITY 3: PROJECT (20 mins)
a. Objectives:
- To help Ss improve their creativity and teamwork
- To improve their speaking and presentation skills
- To provide an opportunity for Ss 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 ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Making a plan for a two-day trip - Ss work in groups of 5-6 Ss Suggested outcome:
- As Ss have prepared for the project throughout the unit, the - Ss have to tick appropriate items while listening to Students’presentations
focus of this lesson should be on the final product, which is an their classmates’ presentations and write comments if
oral presentation of their plan they have any. The presenters should complete their
- T has Ss work in groups of 5-6 Ss. Give them a few minutes to self-assessment checklists after completing their
prepare for the presentation. 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.
- 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.
e. Assessment
- T gives corrections and feedback.
5. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson
Board Plan

Date of teaching
Unit 8: Tourism
Lesson 7: Looking back and Project
*Warm-up
Kim’s game
*Vocabulary
Task 1: Choose the correct answer A, B, C, or D.

Task 2: Fill in the blanks.

*Grammar
Task 3: Complete the sentences with the correct relative pronouns.

Task 4: Combine each pair of sentences, using a suitable relative pronoun.

*Project
* Homework