NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

School:

Teacher’s name:

Class:

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

REVIEW 1
Lesson 1: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise words related to community helpers, traditional handicrafts, city life and students’ life and schoolwork;
- Revise the vowels/diphthongs/sounds: /æ/, /ɑ:/, and /e/; /aʊ/, /əʊ/, and /eə/; /h/ and /r/;
- Revise the use of question words before to-infinitives, phrasal verbs, double comparatives and modal verbs in first conditional sentences.
2. Competences
- Develop communication skills and creativity;
- 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, Review 1, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

Students may find the lesson boring due to a large number of language - Encourage students to work in pairs, in groups so that they can help each other.
exercises. - Design as many exercises as games as possible.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To remind students of the knowledge that they have learnt in Units 1 - 2 - 3.
b. Content:
- Keywords game
c. Expected outcomes:
- Students recall what they have learnt in Units 1 - 2 - 3.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Keywords game - Students work individually and follow teacher’s Suggested answer:
- Teacher shows 3 sets of pictures and asks students to find a instruction to play the game. - healthy living for teens
keyword for each set of pictures. - local community
- Students raise their hands to answer. - city life
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Teacher and students discuss the answers.

- Teacher checks the answers as a class.

e. Assessment:
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (5 mins)
a. Objectives:
- To help Ss review the pronunciation of the vowels/diphthongs/sounds learnt in Units 1 – 3: /æ/, /ɑ:/, and /e/; /aʊ/, /əʊ/, and /eə/; /h/ and /r/ correctly.
b. Content:
- Task 1: Choose the word in which the underlined part is pronounced differently.
c. Expected outcomes:
- Students can distinguish the vowels/diphthongs/sounds they have learnt.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the word in which the underlined part is pronounced differently. (3 mins)

- Teacher asks students to do this exercise individually then - Students do the task individually and then check the Answer key:
share their answers with their partners. answers. 1. A
- Teacher asks them to explain their answers by reading aloud 2. C
the words to identify the word which has a different sound. 3. D
- Teacher gives feedback and confirms the answers. 4. C
5. B

e. Assessment:
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: VOCABULARY (10 mins)
a. Objectives:
- To help students review the words and phrases learnt in the previous units;
- To help students review the form of the words they learnt in previous units.
b. Content:
- Task 2: Choose the correct answer A, B, C, or D to complete each sentence.
- Task 3: Fill in each blank with the suitable form of the word given.
c. Expected outcomes:
- Students recall vocabulary related to community helpers, traditional handicrafts, city life and students’ life and schoolwork.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Choose the correct answer A, B, C, or D to complete each sentence. (5 mins)

- Teacher asks students to do this task individually and then - Students work independently to do the activity. Answer key:
share their answers with their partners. - Students compare the answers in pairs. 1. B
- Teacher calls on one or two students to write their answers on - Students write the answers on the board. 2. A
the board. 3. C
- Teacher checks and confirms the correct ones. 4. B
5. D

Task 3: Fill in each blank with the suitable form of the word given. (5 mins)

- Teacher asks Ss what kind of word can be filled in each blank - Students work independently to do the activity. Answer key:

(i.e. noun, verb, etc.). - Students compare the answers in pairs. 1. speciality
2. electrician
- Teacher elicits answers.
3. distract
- Teacher asks students to do the exercise and compare their
4. construction
answers with a classmate.
5. liveable
- Teacher checks and confirms the correct answers.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

e. Assessment:
- Teacher checks students’ exercises individually and gives feedback.
4. ACTIVITY 3: GRAMMAR (17 mins)
a. Objectives:

- To help Ss review grammar elements taught in Units 1 – 3: question words before to-infinitives, phrasal verbs, double comparatives and modal verbs in first
conditional sentences. b. Content:
- Task 4: Choose the correct answer A, B, C, or D to complete each sentence.
- Task 5: Write the correct form of each verb in brackets.
c. Expected outcomes:
- Ss can use what they have just revised to do the exercises well.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Choose the correct answer A, B, C, or D to complete each sentence. (7 mins)

- Teacher has Ss do this exercise on their own first. - Students work independently to do the activity. Answer key:
- Teacher has Ss compare their answers with a classmate. - Students compare the answers in pairs. 1. B
- Teacher invites Ss to share their answers. Ask them to explain 2. C
their answers. 3. D
- Teacher confirms the correct answers. 4. A
- Teacher reviews the grammatical point Ss are not very good at 5. B
based on their answers.

Task 5: Write the correct form of each verb in brackets. (10 mins)

- Teacher asks Ss to do this exercise individually and compare - Students work independently to do the activity. Answer key:
their answers with a partner. - 1-2 students come to the board to write the answers. 1. wants
- Teacher calls on some Ss to go to the board to write their - Some Ss give explanation 2. to ask
sentences. Other Ss comment. 3. continues
- Teacher confirms the correct sentences. 4. to buy
- Teacher revises the structure if needed. 5. don’t use

e. Assessment:
- Teacher observes and gives feedback.
5. CONSOLIDATION (8 mins)
a. Wrap-up

- Teacher asks students to summarise the main points of the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 – Skills.
Board plan

Date of teaching
Review 1
Lesson 1: Language
* Warm-up
* Pronunciation
Task 1: Choose the word in which the underlined part is pronounced differently.
* Vocabulary
Task 2: Choose the correct answer A, B, C, or D to complete each sentence.
Task 3: Fill in each blank with the suitable form of the word given.
* Grammar
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

Task 4: Choose the correct answer A, B, C, or D to complete each sentence.

Task 5: Write the correct form of each verb in brackets.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

REVIEW 1
Lesson 2: Skills
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Practise reading for specific information about different workshops for teens;
- Practise asking and answering about what kind of workshop they would like to have at their school;
- Practise listening for specific information about student’s life in the city and in the countryside;
- Practise completing a paragraph about things that make them proud of their community.
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, Review 1, Skills
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

Students may find the lesson boring due to a large number of skills exercises. - Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
b. Content:
- Board Race
c. Expected outcomes:
- Students can revise vocabulary they have learnt in Unit 1, 2, 3.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Board Race - Students play in teams and listen to teacher’s Suggested answer:
- Teacher divides the class into four teams. One representa- instruction. 1. professional (n)
tive from each team comes to the board. 2. workshop (n)
- Teacher asks a question, and the first person to write the 3. template (n)
correct answer on the board wins a point for their team. 4. priority (n)
- Note: The students on the board only get one try. If they all 5. feedback (n)
miss the question, T takes the answer from the first person in
the audience who raises their hand.
- The team with the most points will become the winner.
- Teacher leads in the reading part of the lesson.

e. Assessment
- Teacher observes and gives feedback.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

2. ACTIVITY 1: READING (8 mins)

a. Objectives:
- To help Ss practise reading for specific information.
b. Content:
- Task 1: Read parts of the notices about different workshops for teens. Tick the appropriate box(es) to show which workshop has the following features.
c. Expected outcomes:
- Students can understand the text to and do the tasks successfully.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read parts of the notices about different workshops for teens. Tick the appropriate box(es) to show which workshop has the following features. (8 mins)

- Teacher asks students to read the short texts quickly and tick - Students work independently to complete the task. Answer key:
the appropriate boxes. - Students check their answers with their partners. 1. A, C
- Teacher asks students to compare their answers in pairs before - Students correct their answers. 2. A, B, C
giving the answers to the teacher. 3. B
- Teacher confirms the correct answers. 4. C
5. A

e. Assessment:
- Teacher observes and gives feedback.
3. ACTIVITY 2: SPEAKING (9 mins)
a. Objectives:
- To help Ss practise asking and answering about the kind of workshop they would like to have in their school.
b. Content:
- Task 2: Work in groups. Discuss with your partners to decide what kind of workshop you would like to have at your school. Use the following questions as
cues. Take notes of your answers and report them to the class.
c. Expected outcomes:
- Students can ask and answer about the kind of workshop they would like to have in their school.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Work in groups. Discuss with your partners to decide what kind of workshop you would like to have at your school. Use the following questions as cues. Take
notes of your answers and report them to the class. (9 mins)

- Teacher asks Ss if there are any workshops they have attended - Students work in groups of three or four students to Suggested answer:
in and outside school. ask and answer. We would like to have a DIY workshop at our school
- Teacher has Ss work in groups of three or four to ask and - Some groups present their ideas to the whole class. because we want to know how to make new things
answer about the kind of workshop they would like to have in - Students vote for the best ideas. from used items such as plastic bottles or old clothes.
their school. Remind them to take notes of their answers. At the workshop, we can practise making
- Teacher asks groups to report their answers to the class. useful things from these items. By doing this, we can
- Teacher has Ss vote for the best ideas. learn about the green lifestyle and ways to save our
environment. We think we should invite Ms Mai
Huong, our form teacher, to lead the workshop
because she knows many creative ways to reuse old
things.

e. Assessment:
- Teacher observes and gives feedback.
4. ACTIVITY 3: LISTENING (6 mins)
a. Objectives:

- To help students review listening for specific information.

b. Content:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Task 3: Listen to Demi, a student from the Netherlands, talking about her life in the city and in the countryside. Fill in each blank with no more than TWO
words.
c. Expected outcomes:
- Ss can listen for specific information and fill in the blanks.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Listen to Demi, a student from the Netherlands, talking about her life in the city and in the countryside. Fill in each blank with no more than TWO words. (6
mins)

– Have Ss read the incomplete sentences. - Students read the sentences and guess the possible Answer key:
– Play the recording the first time. Ask Ss to listen and complete answers. 1. three years
the sentences. - Students do the task individually then listen again 2. famous parks
– Ask for their answers and write them on the board. to the recording to check the answers. 3. most beautiful
– Play the recording a second time for Ss to check their answers. 4. sail round
Check Ss’ answers. 5. museum
– Play the recording the last time if necessary, stopping at Audio script:
different places where Ss got the wrong answers. Hello, I’m Demi, a student from the Netherlands. I
used to live with my parents in London for three years
before we moved back to Giethoorn Village in the
Netherlands. Our life in London was quite
interesting. There are many attractions such as the
London Eye, Buckingham Palace, etc., so at weekends
we could visit them. We also went to famous parks
like Hyde Park to enjoy the nature. However, in this
city, we experienced traffic jams and air pollution.
Then we moved back to our Giethoorn Village. At
first, I was a little bit sad but now I really love the life
here. We live in one of the most beautiful villages in
the world. Our village is special because we can only
sail around, walk, or cycle. The place I like best is the
museum because there I can learn how people lived
more than 100 years ago. I also love the fresh air and
the people here.

e. Assessment:
- Teacher corrects the students' answers as a whole class.
5. ACTIVITY 4: WRITING (15 mins)
a. Objectives:

- To help Ss complete a paragraph (about 100 words) about three things that make them

proud of their community.

b. Content:
- Task 4: Write a paragraph (about 100 words) about three things that make you proud of your community. You may use the following questions as cues.
c. Expected outcomes:
- Ss can complete a paragraph (about 100 words) about three things that make them proud of their community using suggested questions.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Write a paragraph (about 100 words) about three things that make you proud of your community. You may use the following questions as cues. (15 mins)

- Teacher asks Ss to discuss and answer the questions in pairs. - Students work in pairs first to discuss and answer Suggested answer:
Then have them write their paragraph individually. the questions, then write their paragraphs I feel proud of three things in my community. Firstly,
- Teacher asks one or two students to write their paragraph on the individually. it is spacious. There are not many people living in my
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

board. - One/two students come to write their paragraphs community, and the streets and roads are wide.
- Other Ss and T comment on the paragraph on the board. on the board. Therefore, I do not feel confined here. Secondly, my
- T collects some writings to give feedback at home. - Other students give comments. community has enough facilities for its people. Near
my house there are two small parks with sport
facilities for people of all ages. Also, there are good
schools, hospitals and supermarkets nearby. Thirdly,
the people here are very friendly and helpful.
Neighbours greet each other whenever they meet.
They are also willing to help each other in difficult
situations. In short, I am proud of and love living in
my community.

e. Assessment:
- Teacher observes and gives feedback.
6. CONSOLIDATION (2 mins)
a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for Unit 4 – Getting started
Board plan

Date of teaching
Review 1
Lesson 2: Skills
* Warm-up
Board Race
* Reading
Task 1: Read parts of the notices about different workshops for teens. Tick the appropriate
box(es) to show which workshop has the following features.
* Speaking
Task 2: Work in groups. Discuss with your partners to decide what kind of workshop you would like to have at your school. Use the following questions as
cues. take notes of your
answers and report them to the class.
* Listening
Task 4: Listen to demi, a student from the Netherlands, talking about her life in the city and in the countryside. Fill in each blank with no more than TWO
words.
* Writing
Task 5: Write a paragraph (about 100 words) about three things that make you proud of your community. You may the following questions as cues.
* Homework