Eng 9 - Lesson Plan-U1

Yen Phu secondary school English 9
Week 01
Planning date: 03/09/2023
Teaching date: 06/09/2023
Period 01. Introduction + Revision
A. Objectives.
By the end of the lesson, Ss can use review some important knowledge they have
learnt in English 8 and do some exercises.
B. Language knowledge.
1. Structures : English 8
2. Vocabulary : English 8
C. Teaching aids.
1. Students : notebooks, textbooks, pens, pencils
2. Teacher: lesson plan, pictures, a CD & a CD player, projector.
D. Skills.
- Main skills: Reading, writing
- Sub skills: Speaking, listening
E. Procedures.
I. Warm up.(3’)
- Remind for Ss some important knowledge in English 8 by asking and
answering about grammar, vocabulary and pronunciation.
- Give some exercises to check their knowledge
II. New lesson.(40’)
1. Introduction (10’)
- Ask Ss to look at the text books, workbooks and read the Introductions then
tell about the contents they have to study in the Units and the parts in each
Units
2. Revision (30’)
- Ask Ss to do some exercises to check their knowledge
Exercise 1. Choose the word that has underlined part pronounced differently from
the rest.
1. A. accommodate B. adventure C. alien D. appropriate
2. A. UFO B. Jupiter C. Neptune D. future
3. A. saucer B. crew C. Mercury D. accommodate
4. A. climate B. sighting C. might D. aliens
5. A. breathe B. earth C. sea D. meaningful
Exercise 2. Find the word which has different stress pattern from the others.
1. A. person B. father C. teacher D. enjoy
2. A. prefer B. enjoy C. mother D. agree
3. A. doctor B. father C. picture D. prefer
4. A. pollution B. visit C. listen D. open
5. A. depend B. advise C. affect D. listen
Exercise 3. Choose the best answer (A, B, C or D).
School year 2023 -2024 Planned by Nguyen Tra My

1.Air......................, together with littering, is causing many problems in our cities

today.
A. pollute B. pollution C. polluting D. polluted
2. The road in front of my office is always .................... when it rains heavily.
A. to flood B. flooding C. flood D. flooded
3. Singapore is famous for its .................... and green trees.
A. cleanliness B. cleanly C. cleaning D. clean
4. In some English speaking countries, turkey and pudding are ............... food at
Christmas.
A. national B. historical C. traditional D. possible
5. The USA has a population of 304 million, and it’s the third ............. country in
the world.
A. smallest B. largest C. narrowest D. highest
6. The roof of the building .......................... in a storm a few days ago.
A. damaged B. was damaged
C. has damaged D. has been damaged
7. A severe tropical ...................... is called a typhoon.
A. drought B. rain C. flood D. storm
8. As soon as the floodwater ...................... down, people ........................ their
houses.
A. went - cleaned B. had gone – cleaned
C. went - had cleaned D. had gone – had cleaned
9. If I were you, I ..................... do something to prevent him from littering.
A. would B. did C. will D. do
10. Earth .................. by the gravity of the Sun and orbits around it.
A. holds B. is held C. is holding D. held
11. By the time we ........................ to the cinema, the film had started.
A. gets B. had got C. has got D. got
12. When the policeman came there, the robber ..................
A. had left B. has left C. left D. was left
13. All people who were without homes in the flood were provided
with .................. accommodation.
A. short B. temporary C. present D. instant
14. Seven of ten people prefer face-to-face ..................... when having a date.
A. language B. contact C. code D. sign
15. When thermal pollution happens, the water temperature in streams, rivers,
lakes and oceans ........................
A. changes B. keeps C. remains D. stays
16. Australia is home to ..................... animals like kangaroos and koalas.
A. only B. rare C. unique D. precious
17. If you were the president, what ..................... you do to help the environment?
A. will B. did C. would D. do
18. The Maori in New Zealand greet each other by ........................ their noses.
A. touching B. punching C. blowing D. rubbing

19. The village’s drinking water ........................ with poisonous chemicals since
the factory came into operation.
A. contaminates B. is contaminated
C. has contaminated D. has been contaminated
20. When the policeman came to the scene, the driver of the car ........................
A. have left B. had left C. leaves D. was left
Exercise 4. Give the correct tense or form of the following verbs.
1. I (watch)............... a science fiction film on TV at 9.00 tonight.
2. Our teacher says that new technology (make)............. many workers jobless in
the future.
3. Look at those clouds – I think it (rain)..............
4. If you use robots to do the housework, you (become)........ lazy and you (not
get)................. enough exercise.
5. People say that technology (change) ............ up entire rooms small enough to
put on destops and into wristwatches.
6. We’ll need (call)........... him more often
7. This time next week, I (lie)............... on the beach on Phu quoc Island
8. Thomas Edison said that none of his inventions (come)............ by accident.
They (be)............. all the result of hard work
9. By the time I (arrive).........the airport, my husband (wait)....................for me
for an hour.
10. If the trees (be not)............................watered daily, they will die
Exercise 5. Rewrite the following sentences so that the second sentence means the
same as the first one.
1. Scientists have invented new devices to help people live a longer life.
New devices......................................................................................................
2. I don’t have enough time , so I can’t go on holiday this summer.
If........................................................................................................................
3. The man had a broken leg. He tried to save his wife.
In spie of............................................................................................................
4. I can’t tell you because I don’t know the answer.
If........................................................................................................................
5. They will do the test well. They will review them all hard.
If........................................................................................................................
6. The rescue workers evacuated the villagers in the raged flood to the safe place
last night.
The villagers in the raged flood.........................................................................
7. The students will provide aids for the homeless people tomorrow.
Aids...................................................................................................................
8. The people will protect the environment now. The environment will be nice
If........................................................................................................................
9. They don’t have a map, so they get lost
If........................................................................................................................
10. The storm destroyed many houses in this village last week.

Many houses......................................................................................................
Exercise 5. Read the text about Alexander Graham Bell and do the tasks
Alexander Graham Bell is widely known as inventor of the first telephone. He
was born on March 3rd, 1847 in Edinburgh, Scotland. When he was 23, Bell
emigrated to Canada with his parents and the next year moved to the United States
to teach deaf-mute children. With his colleague Thomas Watson, Bell worked very
hard on the experimentation to invent devices such as the harmonic telegraph
(used to send multiple messages over a single wire) and phonautograph (used to
draw the shape of the sound waves). The first telephone communication was said
to have happened between Bell and Watson in 1876 while Bell was at one end of
the line, and Watson worked on the telephone in other room. The first transmitted
words were, ‘Mr Watson, come here. I want to see you’
a. Decide if the statements are T or F
1. Alexander Graham Bell is Scottish.
2. He spent all his life in Canada
3. He worked with the deaf when he moved to the USA
4. He wanted to create a device that can transmit human voice
5. He was able to succeed right from the first experiment
6. He worked on his inventions all by himself
b. Answer the questions
1. What is Bell’s ‘harmonic telegraph’?
2. What is Bell’s ‘phonautograph’?
3. When did the first communication over happened and how did it happen?
Answer key:
Exercise 1.
1. C 2. B 3. A 4. D 5. B
Exercise 2.
1. D 2. C 3. D 4. A 5. D
Exercise 3.
1. B 2. D 3. D 4. C 5. B
6. B 7. D 8. A 9. A 10.B
11.D 12.A 13.B 14.B 15.A
16.B 17.C 18.A 19.B 20.B
Exercise 4.
1.will be watching
2. will make
3.is going to rain
4. will become ,will not get
5. will change

6. to call
7. will be lying
8. came ,were
9. arrived ,had been waiting
10. are not, will die.
Exercise 5.
1. New devices have been invented to help people live a longer life by scientists.
2.If I had enough time, I could go on holiday this summer.
3.In spie of having a broken leg, the man tried to save his wife.
4. If I knew the answer, I could tell you.
5. If they review them all hard, they will do the test well.
6. The villagers in the raged flood were evacualted to the safe place by the rescue
workers last night
7. Aids will be provided for the homeless people by the students tomorrow.
8. If the people protect the environment now, the environment will be nice
9. If they had a map, they would not get lost
10. Many houses in this village were destroyed by the storm last week.
Exercise 6.
a. Decide if the statements are T or F
1. Alexander Graham Bell is Scottish. (T)
2. He spent all his life in Canada (F)
3. He worked with the deaf when he moved to the USA (T)
4. He wanted to create a device that can transmit human voice (T)
5. He was able to succeed right from the first experiment (F)
6. He worked on his inventions all by himself (F)
b. Answer the questions
1. What is Bell’s ‘harmonic telegraph’?
It is a device used to send multiple messages over a single wire,
2. What is Bell’s ‘phonautograph’?
It is a device used to draw the shape of the sound waves
3. When did the first communication over happened and how did it happen?
The first telephone communication was said to have happened between Bell
and Watson in 1876 while Bell was at one end of the line, and Watson worked on
the telephone in other room.
III. Homework (2’)
- Practice the exercises again
- Prepare the next lesson: Unit 1. Lesson 1. Getting started

Week 01
Period 02. UNIT 1. LOCAL ENVIRONMENT
Lesson 1. Getting started – A visit to a traditional craft village
A.Objectives.
By the end of the lesson, Ss can use the lexical items related to the topic “Local
environment” to the exercises correctly, listen and read the text more fluently.
B.Language knowledge.
1.Structures : Complex sentences: review
Phrasal verbs
2.Vocabulary : lexical items related to the traditional craft village.
C.Teaching aids.
1.Students : notebooks, textbooks, pens, pencils
2.Teacher: lesson plan, pictures, a CD & a CD player, projector.
D.Skills.
- Main skills: Reading, listening
- Sub skills: Speaking, writing
E.Procedures.
I. Warm up.(3’)
- Write the unit title on the board ‘Local environment’. Ask Ss to guess the
contents of the unit.
- Listen to their answers. Finally, tell them that the unit is not about
environmental issues such as pollution, deforestation, or global warming, but
it is about the physical conditions in an area such as its features, traditional
crafts, or places of interest.
- Introduce the new lesson
1. Listen and read. (5’)
- Ask Ss to open their books and look at the picture and the phrase under
GETTING STARTED. Ask them some questions:
• Who and what can you see in the picture?
• Where are they?
• What do you think the people in the picture are talking about?
- Let Ss answer the questions as a class. If they mention ‘Bat Trang’, elicit
what they know about this village.
- Play the recording and have Ss follow along. After that, Ss can compare
their answers with the information in the dialogue and add some more
details to their answers
2. Vocabulary. (6’)
Activity 1a. Can you find a word/phrase that means.

- Have Ss work independently to find the words/phrases with the given

meanings in the dialogue.
- Allow Ss to share their answers before asking them to discuss as a class.
- Remember to ask Ss to read out the lines in the dialogue that contain the
words/phrases.
- Quickly write the correct answers on the board.
- Have Ss look at the Watch out! box and quickly read the information.
- Tell them that there are some similar expressions such as “as far as I can
remember”, “as far as I can see”, or “as far as I can tell”
Key:
1. craft 2. set up
3. take over 4. artisans
5. attraction 6. specific region
7. remind 8. look round
 craft /krɑːft/ (n): nghề thủ công, kĩ năng làm

nghề thủ công (example)
 craftman /ˈkrɑːftsmən/ (n): thợ làm đồ thủ công
 set up /set ʌp/ (ph.v): thành lập, tạo dựng (synonym)
 take over (ph.v): tiếp quản ( example)
 artisan /ɑːtɪˈzæn/ (n): thợ làm nghề thủ công (picture)
 attraction/əˈtrækʃn/ (n) : điểm hấp dẫn (synonym)
= place of interest
 specific region (n) /spəˈsɪfɪk ˈriːdʒən/: khu vực cụ thể (explanation)
 look around /lʊk əˈraʊnd/ (ph.v): nhìn quanh, thăm thú (example)
 handicraft /’hændikrɑ:ft/ (n): sản phẩm thủ công (picture)
 workshop /’wɜ:kʃɒp/ (n): xưởng, công xưởng (picture)
- Have Ss practice pronouncing these words several times in chorus and
individually
- Check and correct their pronunciation
3. Practice (23’)
Activity 1b. Answer the following questions.
- Have Ss read the questions to make sure they understand them.
- Ask them firstly to answer the questions without reading the dialogue again.
Ss exchange their answers with a classmate.
- Now ask them to check their answers by reading the dialogue again. Ask for
Ss’ answers.
Key:
1. They are at Phong’s grandparents’ workshop in Bat Trang.
2. It is about 700 years old.

3. His great-grandparents did.

4. Because people can buy things for their house and make pottery themselves
there.
5. It’s in Hue.
6. Because the handicrafts remind them of a specific region
Activity 2. Write the name of each traditional handicraft in the box under the
picture
- Have Ss look at the pictures.
- Tell Ss that in the box are some traditional handicrafts of different regions in
- Viet Nam.
- Let Ss write these handicrafts under the pictures.
- Then have Ss compare their answers in pairs before giving their answers to
T.
- Check their answers
Key:
A. paintings B. drums C.marble D. pottery
sculptures
E. silk F. lacquerware G. conical hats H. lanterns
Activity 3. Complete the sentences with the words/phrases from 2 to show where
in Viet Nam the handicrafts are made. You do not have to use them all.
- Tell Ss to complete the sentences with the words/phrases in 2. The complete
sentences will give Ss information about the places where the handicrafts are
made.
- Call on two Ss to write their answers on the board. Confirm the correct
answers.
- If time allows, T may organise a short activity to check Ss’ short-term
memory.
- Have Ss close their books.
- Point at each of Ss’ answers on the board and quickly Ss have to call out the
place where this handicraft is made.
- Ss can also be asked to share any other places that produce these handicrafts.
Key:
1. conical hat 2. . lanterns 3. silk
4. paintings 5. Pottery 6. marble sculptures
4. Production (4’)
Activity 4. QUIZ: WHAT IS THE PLACE OF INTEREST?
a. Work in pairs to do the quiz.
- Have Ss work in pairs to do the quiz. The pair which has the answers the
fastest is invited to read out their answers.

- Elicit feedback from other pairs. Confirm the correct answers.

Key:
1. park 2. museum 3. zoo 4. beach 5. beauty spot
b. Work in groups. Write a similar quiz about places of interest. Ask another
group to answer the quiz.
- Have Ss work in groups to write a similar quiz about places of interest. Set a
time limit of about five to seven minutes.
- When time is up, ask the first group to read out a question in their quiz. Ss
from other groups give the answer.
- The group confirms the correct answer. The second group then reads out a
question in their quiz.
- This question should be different from the one of the first group. Continue
the activity until all the groups have read out all of their questions or when
time is up.
III. Consolidation.(2’)
- Have Ss tell some famous craft villages in Bac Ninh they know (Dong Ho
paintings, Phu Lang pottery, Dong Ky wooden art furniture, Vong Nguyet
silk…)
- Check quickly
IV. Homework.(2’)
- Learn by heart the vocabulary
- Prepare the next lesson: Unit1. Lesson 2. A closer look 1.

Week 01
Period 03. UNIT 1. (cont)
Lesson 2. A closer look 1
A. Objectives.
By the end of the lesson, Ss can pronounce words containing the clusters /br/
and /pr/ correctly in isolation and in context and use the lexical items related
to the topic of leisure activities.
1. Structures : Verbs of liking + Gerunds/to-infinitive
2. Vocabulary : lexical items related to the topic “Leisure activities”
C. Teaching aids.
2. Teacher: lesson plan, pictures, a CD & a CD player, a projector.
D. Skills.
- Main skills: listening, speaking
- Sub skills: reading, writing
E. Procedures.
I. Warm up.(6’)
- Ask 2 Ss to write the vocabulary they learnt in the previous lesson
- Check quickly and give marks
- Before starting the lesson explain what a ‘pie chart’ is and how each slice
can be calculated as a percentage of the whole.
- Give Ss some simple statistics and make a pie chart with them as a class
1. Vocabulary.(25’)
Activity 1. Look at the following pie chart on leisure activities in the US and
answer the questions. (6’)
- Ask Ss to work in pairs to examine the pie chart closely in order to
understand its contents, including the heading, subheadings, figures, colour
codes, source, and notes.
- Allow enough time for this step. Do not give correction. Then ask Ss to
answer the questions that follow the chart.
- If necessary, T may elicit information by asking questions such as:
 What is the pie chart about? Where can you find the information?
 What do the different coloured sections of the chart refer to?
 How are these sections calculated?
 What does the ‘Note’ tell you?
 What does the ‘Source’ tell you?.
Key:
1. In 2012, people in the US spent 5.1 hours a day on sports and leisure activities.

2. The main activities they did include watching TV, socialising and
communicating, reading, participating in sports and exercise, using computers for
leisure, relaxing and thinking.
3. The three most common activities were watching TV, socialising and
communicating, and using computers for leisure.
Activity 2. Complete the table with information from the pie chart.(6’)
- Have Ss work individually to complete the task. After giving corrective
feedback, draw their attention to the part of speech of the words mentioned
(e.g. relaxing comes from the verb relax with –ing added, and it refers to the
activity).
- Then introduce the concept of gerund (a noun made from a verb by adding -
ing).
- Give Ss some examples where a gerund is transformed from a verb and used
as a noun.
- For a more able class, ask Ss to make their own sentences
Key:
Name of activity Verb
relaxing relax
thinking think
using use
doing do
watching watch
reading read
socialising socialise
communicating communicate
Activity 3. Look at the words. Match them to the category labels(6’)
- For a more able class, ask Ss to cover the category labels.
- Have Ss look at the words and try to guess what these words have in
common. T may elicit answers from Ss by asking questions, for example:
 What is the common verb we often use with these? How can we use this
verb to describe the activity?
 Who do we often do these with? Where do we often do these? etc.
- Do not give correction at this step. Ask Ss to work in pairs to complete the
task.
- Once they have finished and T has given corrective feedback, encourage
them to add more words in each category.
Activity 4. How much time do you spend a day on leisure activities? What are the
three activities that you do the most? Share your ideas with a partner?(7’)
- Have Ss work in small groups. Allow them enough time to think about what
their average day may look like (including study and work) and how much
time is spent on leisure activities.

- If there is plenty of time, encourage them to calculate these times as

percentages and put them in a simple pie chart similar to Act 1.
- Alternatively, this task can be done as a mingle activity. Have Ss write down
how much time they spend on leisure activities on an average day, and the
three activities they do the most.
- Let Ss move around and talk with at least three other classmates to find out
who spends most time on leisure and what the most popular activities in the
class are.
2.Pronunciation (10’) : Clusters: /br/ and /pr/
Activity 5. Complete the words under the pictures with /br/ or /pr/. Listen to check
your answers and repeat.(6’)
- Have Ss work individually to complete this task.
- Once they have finished, Ss work in pairs to compare their answers.
- Play the recording for Ss to check and then repeat. Pause the recording to
drill difficult items.
Audio script:
1.apricot 2. bridge
3. bracelet 4. bread
5. princess 6. president
7. present 8. broccoli
- Ask Ss to add more words which contain these clusters.
- For a more able class, Ss may make sentences with these words and practise
saying them
3.Production (4’)
Activity 6. Listen and repeat.
- Have Ss practise the words with the clusters first. Then ask them to repeat
the whole sentence.
- If time allows, ask Ss to cover their books and listen to the recording. If they
hear the word with cluster /pr/ they have to raise up their left hand, if it is
cluster /br/ they raise up their right hand.
Audio script:
1. She loves making apricot jam.
2. My dad likes making bread in his free time.
3. Hien is our club president.
4. Mai keeps all her bracelets in a beautiful box.
5. You will need a brush if you want to paint your room.
6. This is a wonderful present. Thanks so much!
- Have Ss summarize the lesson they had learnt

- Give feedback
IV. Homework.(2’)
- Practice the exercises again and pronouncing all the words at home
- Prepare the next lesson: Lesson3. A closer look 2
- Do part A in the workbook

Week 02
Lesson 3. A closer look 2
A. Objectives.
By the end of the lesson, Ss can write complex sentences with different
dependent clauses and use some common phrasal verbs correctly and
appropriately.
1. Structures : Complex sentences: review
Phrasal verbs
2. Vocabulary : lexical items related to the topic “A traditional craft village”
C. Teaching aids.
2. Teacher: lesson plan, sub-board, audio-visual aids.
D. Skills.
- Main skills: Reading, writing
- Sub skills: Listening, speaking
E. Procedures.
I. Warm up.(3’)
- Elicit from Ss what they still remember about complex sentences. Have
them make sentences with although, when, so that, and because.
- Give feedback and quickly write the sentences on the board.
- Underline the dependent clause with these subordinators. Tell Ss that today
they are going to focus on these dependent clauses.
II. New lesson. (38’)
Grammar
1. Complex sentences: review (6’)
- Now ask Ss to read the information in the yellow box.
- When Ss have finished reading, ask them to name the dependent clauses on
the board
- There are different types of dependent clause.
 A dependent clause of concession begins with a subordinator (liên từ phụ
thuộc) although, though, or even though. It shows an unexpected result.
Example:
Although she was tired, she finished knitting the scarf for her dad.
 A dependent clause of purpose begins with a subordinator so that or in order
that. It tells the purpose of the action in the independent clause.
Example:
The artisan moulded the clay so that he could make a mask.
 A dependent clause of reason begins with a subordinator because, since, or
as. It answers the question “Why?”

Example:
Since it was raining, they cancelled the trip to Trang An.
 A dependent clause of time begins with a subordinator when, while, before,
after, as soon as, etc. It tells when the action described in the independent
clause takes place.
Example:
When I have free time, I usually go to the museum
Activity 1. Underline the dependent clause in each sentence below. Say whether it
is a dependent clause of concession (DC), of purpose (DP),of reason (DR), or of
time (DT).(5’)
- Let Ss do this exercise individually.
- Elicit Ss’ answers.
- Confirm the correct ones..
Key:
1. When people talk about traditional paintings → DT
2. so that she could buy some bai tho conical hats → DP
3. Although this museum is small → DC
4. because we have space to skateboard → DR
5. before they make the drumheads → DT
Activity 2. Make a complex sentence from each pair of sentences. Use the
subordinator provided and make any necessary changes. (6’)
- Have Ss write the complex sentences individually and then compare them
with a partner.
- Have two Ss write their sentences on the board. Each student writes two or
three sentences.
- Ask other Ss to give feedback.
- Confirm the correct answers.
- For a stronger class, organise a quick game. One side is team A, and the
other is team B. One student from team A calls out a subordinator and points
to one student from team B to make a sentence and vice versa.
- Set a time limit and keep a record of the scores for the teams on the board.
Key:
1. The villagers are trying to learn English in order that they can communicate with
foreign customers.
2. After we had eaten lunch, we went to Non Nuoc marble village to buy some
souvenirs.
3. Even though this hand-embroidered picture was expensive, we bought it.
4. This department store is an attraction in my city because the products are of
good quality.
5. This is called a Chuong conical hat since it was made in Chuong village
2. Phrasal verbs

Activity 3. Read this part of the conversation from GETTING STARTED. Pay
attention to the underlined part and answer the questions.(4’)
- Ask Ss to read the sentences taken from the conversation in GETTING
STARTED, paying attention to the two verb phrases.
- Have them answer the two questions orally as a class
Key:
1. set up: start something (a business, an organisation, etc.)
take over: take control of something (a business, an organisation, etc.)
2. No, the individual words in the verb phrase do not help with comprehension.
This is why they are sometimes considered difficult.
- Have Ss read the information in the yellow grammar box.
- Ask them to call out any phrasal verbs they know and write them on the board.
Have them explain the meaning of these verbs.
- A phrasal verb is a verb combined with a particle (tiểu từ) such as back, in, on, off
, through, up, etc. When a particle is added to the verb, the phrasal verb usually has
a special meaning.
Example:
get up (get out of bed)
fi nd out (get information)
bring out (publish/launch)
look through (read)
Note: A verb can go with two particles.
Example:
keep up with (stay equal with)
look forward to (be thinking with pleasure about
something to come)
run out of (have no more of )
Activity 4. Match the phrasal verbs in A with their meaning in B.(6’)
- Let Ss do this exercise individually, and then compare their answers with a
classmate.
- Check Ss’ answers and confirm the correct ones
- T may ask Ss to give the meanings of these phrasal verbs
- Help them with difficult phrases.
Key:
1. c 2. g 3. f 4. a
5. h 6. b 7. e 8. d
 pass down: truyền lại (từ đời này đến đời khác)
 live on: sống nhờ vào
 deal with: đương đầu, giải quyết
 close down: đóng cửa
 face up to: đối mặt với

 get on with: có mối quan hệ tốt với ai

 come back: quay lại
 turn down: từ chối
Activity 5. Complete each sentence using the correct form of a phrasal verb in 4.
You don’t need to use all the verbs.(5’)
- Elicit the answers and give correction
Key:
1. face up to 2. turned down 3. passed down
4. live on 5. close down 6. did….come back
*Production (6’)
Activity 6. Complete the second sentence so that it has a similar meaning to the
first sentence, using the word given.
- Have Ss quickly read the provided sentences. Make sure they understand the
meaning of each sentence.
- Tell Ss that all the phrasal verbs used in this exercise have been presented in
this lesson.
- Let Ss write the sentences individually and then compare their answers with
a classmate.
- Call on two Ss to write their sentences on the board. Other Ss and T give
feedback.
- For a less able class, T may want to model the first sentence. Ss may just
focus on the next two sentences.
- After two Ss write their sentences on the board, check them carefully. If
there is no time left, ask Ss to finish the remaining sentences as homework.
Key:
1. Where did you find out about Disneyland Resort?
2. When did you get up this morning?
3. I’ll look through this leaflet to see what activities are organised at this attraction.
4. They’re going to bring out a guidebook to different beauty spots in Viet Nam.
5. I’m looking forward to the weekend!
- Have Ss make sentences with some phrasal verbs
- Check quickly.
IV. Homework (2’)
- Practice exercises again
- Do part B in the Workbook
- Prepare the next lesson: Lesson 4. Communication

Week 02
Lesson 4. Communication
A. Objectives.
By the end of the lesson, Ss can arrange a visit to a place of interest in the
region.
Phrasal verbs
2. Vocabulary : lexical items related to the topic “A traditional craft village”.
C. Teaching aids.
2. Teacher: lesson plan, audio – visual aids
D. Skills.
- Main skills: speaking, reading
- Sub skills: listening, writing
E. Procedures.
I. Warm up.(3’)
- Ask Ss if they have any experience of preparing for a class trip.
- Encourage them to share the experience.
- If they do not have any, ask them what they should do to prepare for a class
trip.
1. Extra vocabulary: (6’)
- team-building (n) / tiːm-ˈbɪldɪŋ/: xây dựng đội ngũ (picture)
- turn up (ph.v) /tɜːn ʌp/: xuất hiện (synonym)
- set off (ph.v) /set ɒf/ : khởi hành (synonym)
- Have Ss practice pronouncing these words individually and in chorus
- Check their pronunciation
2. Practice (22’)
Activity 1. Nick, Mi, Duong, and Mai are planning a day out to a place of interest
for their class. Listen to their conversation and complete their plan by filling each
blank with no more than three words. (10’)
- Have Ss read through the table.
- Play the recording once or twice for Ss to complete the table. Elicit the
answers and quickly write them on the board.
- Play the recording one more time for Ss to check their answers.
- Confirm the correct ones..
Key:

1. Green Park 2. bus

3. 8 a.m 4. own lunch
5. supermarket 6. team-building
7. quizzes 8. painting village
9. make 10. 5 p.m
Audio script:
Mi: So we’ve decided that we’re going to Green Park.
Duong: Yeah. It’s the best choice. We can go there by bus. And the bus stop is
opposite our school!
Nick: We have to make sure everybody turns up at the school gate at 8 a.m.
Mai: I’ll stick a notice on the board then.
Mi: What about food and drink? I think each person should bring their own lunch.
Nick: Good idea! But we need someone to buy drinks for everyone.
Mai: What about Nga? She lives next to the school and there’s a supermarket near
her house.
Duong: Right. We’ll need some team-building games to play as well.
Nick: Like Tug of war? I’ll prepare them.
Mi: OK, Nick. And Thanh can prepare some fun quizzes.
Mai: Right. We’ll reach the park at about 9 a.m. We can look round and then
gather at the big playground to play the games and do the quizzes.
Nick: We’ll have lunch at about 11.30. What about the afternoon?
Duong: There’s a traditional painting village about 1 km from the park. We can
walk there. The artisans will show us how to make paintings, and we can also
make our own.
Mi: Great! We’ll go there at about 1.30 p.m. and take the bus back to school at 5
p.m.
Activity 2. Imagine that your class is going to a place of interest in your area.
Work in groups to discuss the plan for this day out. Make notes in the table.(12’)
- Let Ss work in groups to do this activity. It is a good idea if T can prepare
some big sheets of paper for Ss to draw the table and make notes.
- Set a time limit of about 15 minutes for this activity.
- Ask Ss to do the following things:
- choose a place of interest to visit
- decide what to do and make notes
- decide who will present what to the class
- rehearse what to say
- Move around to observe and give help if necessary.
- Inform the groups that they will have only three minutes to talk about their
plan.
Activity 3. Present your plan to the class. Which group has the best plan?.
- Groups present their plan to the class.
- Keep watch of the time for each group.

- Other groups and T give feedback. Vote for the best plan.
III. Consolidation.(2)’
- Review the vocabulary
- Give feedback
IV. Homework.(2’)
- Prepare the next lesson: Lesson 5. Skills 1

Week 02
Period 06.UNIT 1. (cont)
Lesson 5. Skills 1
A. Objectives.
By the end of the lesson, Ss can read for general and specific information
about a traditional craft village and discuss local traditional crafts, their
benefits and challenges.
Phrasal verbs
C. Teaching aids.
2. Teacher: lesson plan, sub-board, pictures.
D. Skills.
- Main skills: Reading, speaking
- Sub skills: writing, listening
E. Procedures.
I. Warm up (5’)
- Have Ss watch a clip about making conical hat without a title
- Let them guess what the clip is about
- Check Ss answer
1. Reading (18’)
Activity 1. Work in pairs. One looks at Picture A, and the other looks at Picture B
on page 15. Ask each other questions to find out the similarities and differences
between your pictures
- Have Ss do this activity in pairs.
- One student looks at Picture A on page 12 while the other looks at Picture B
on page 15.
- Have Ss ask each other questions to find out the similarities and differences
between the two pictures.
- They can focus on the colour and decoration of the hats
Suggested answers:
- Similarities: conical hat, string
- Differences:
Picture A: light green, pictures between layers, blue string, look lighter
Picture B: white, no decoration, pink string, look heavier
*Vocabulary: (6’)
-stage /steɪdʒ/ (n): bước, giai đoạn (explanation)
- iron /ˈaɪərn/ (v) : là phẳng (picture)

- frame / freɪm /(n) : khung (picture)

- layer / ˈleɪə /(n) : lớp (picture)
-skillful /ˈskɪlfl/ (adj) : khéo léo (example)
-birthplace /ˈbɜːrθpleɪs/ (n): nơi sinh ra (situation)
-poem / ˈpəʊəm/ (n): bài thơ (example)
- poetic /pəʊˈetɪk/ (adj): thơ mộng
- well-known /ˌwel ˈnəʊn/ (adj): nổi tiếng (synonym)
individually
Check: ROR
Activity 2. Mi visited Tay Ho village in Hue last month. She has decided to present
what she knows about this place to the class. Read what she has prepared and
match the titles with the paragraphs. (6’)
- Ask Ss to read the titles in the box quickly.
- Make sure they understand the meaning of each title.
- Now Ss read the paragraphs and match them with the titles.
- Ask them to compare their answers with a classmate.
- Elicit their answers.
Key :
1. C 2. A 3. B
Activity 3. Read the text again and answer the questions (6’)
- Let Ss read the passage again to answer the questions.
- Ss can underline parts of the text that help them with the answers.
- Have Ss compare their answers before giving the answers to T.
- Ask them to give evidence when giving the answers
Key :
1. Because it is the birthplace of the conical hat in Hue.
2. It’s 12 km from Hue City.
3. It’s going to the forest to collect leaves.
4. They’re very thin.
5. It has poems and paintings of Hue between the two layers.
6. Everybody can, young or old.
2. Speaking.(8’)
Activity 4. Read the following ideas. Are they about the benefits of traditional
crafts (B) or challenges that artisans may face (C). Write B or C.
- Ask Ss to read the ideas. Explain any points they are not sure about.

- T may also have to give Ss the meaning of some words such as authenticity
(the quality of being real or true) or preserve (protect).
- Elicit Ss’ opinions as a class. Ask Ss to add some more benefits and
challenges.
Key:
1. B 2. C 3. B
4. C 5. C 6. B
Other benefits: creating national/regional pride, helping develop tourism, helping
improve local infrastructure and services, creating cohesion between craft families
and communities
Other challenges: limited designs, natural resources running out, competition from
other countries
3. Production. (10’)
Activity 5. Imagine that your group is responsible for promoting traditional crafts
in your area. Propose an action plan to deal with the challenges.
- Have Ss work in groups to work out an action plan to deal with the
challenges mentioned above.
- It’s an open activity, so there is no right or wrong answer as long as Ss can
explain their points.
- Set a time limit of about 10 minutes for this activity. Move around to
provide help and comments.
- Invite some groups to present their plan. T and other Ss give feedback and
ask any questions. Vote for the best plan.
- If the classroom has space, T may organise an exhibition of ideas. Give each
group a big piece of paper.
- Ss discuss and write their action plan on the paper. After 10 minutes, ask
them to stick their plan on the wall around the classroom. Ss visit at least
two groups and listen to their presentations.
- When the time is up, ask some Ss to report on what they have heard to the
class and say which action plan they prefer and why.
- Have Ss draw diagram about the steps to make conical hat.
- Give feedback
IV. Homework (2’)
- Do part C in the workbook
- Prepare the next lesson: Lesson 6. Skills 2.

Period 07. Week 03

UNIT 1. (cont)
Lesson 6. Skills 2
A. Objectives.
By the end of the lesson, Ss can listen for specific information about places
of interest in an are and write an email to give information about places of
interest in an area and things to do there.
Phrasal verbs
C. Teaching aids.
2. Teacher: lesson plan, a CD & a CD player.
D. Skills.
- Main skills: Listening, writing
- Sub skills: Reading, speaking
E. Procedures.
I. Warm up (3’)
Activity 1. Describe what you see in each picture. Do you know what places they
are?
- Tell Ss that they are going to listen to three students talking about their
places of interest.
- Before listening, let Ss look at the pictures and describe what they see in
each of them.
- Elicit answers from different Ss.
- Ask them if they know the name of each place. Quickly write these names
on the board.
- Play the recording for Ss to check their answers.
 Introduce the new lesson: We are going to listen to 4Teen radio asking
different students about their places of interest
1. Listening (20’)
*Vocabulary:(6’)
 Artifact /ˈɑːtɪfækt/ (n): đồ tạo tác (picture)
 extensive /ɪkˈstensɪv/ (adj): to lớn (synonym)
 chronologically /ˌkrɒnəˈlɒdʒɪkli/ (adv):
theo thứ tự niên đại (example)
 primitive /ˈprɪmətɪv/ (adj): nguyên thủy (picture)
 fascinated /ˈfæsɪneɪtɪd/ (adj): choáng ngợp (example)

 ceramic /səˈræmɪk/ (n): đồ gốm sứ (picture)

 botanical garden /bəˌtænɪkl ˈɡɑːdn/ (n): vườn bách thảo (picture)
 lawn /lɔːn/ (n):bãi cỏ (picture)
 pigeon /ˈpɪdʒɪn/ (n):chim bồ câu (picture)
individually
Activity 2. Listen to what these students say and decide if the statements are true
(T) or false (F).(6’)
- Have Ss read through the sentences and make sure they understand them.
- Play the recording again for Ss to decide if the sentences are true or false.
- If they meet any difficulty doing this, play the recording one more time.
- Have Ss compare their answers in pairs before giving T the answers.
- Ask for Ss’ answers and write them on the board.
- Do not confirm the correct answers yet
- Check quickly
Activity 3. Listen again and complete the table. Use no more than three words for
each blank.(8’)
- Let Ss look through the table to guess the word form in each blank
- Without listening to the recording again, Ss complete the table by filling
each blank with no more than three words.
- Have Ss compare their answers with a classmate before giving T the
answers.
- Ask two Ss to write their answers on the board.
- Play the recording one last time to confirm the answers for both 2 and 3.
Key:
Act2.
1. T 2. T
3. F (His friend’s relatives own it.) 4. F (They also come from other
countries.)
5. T
Act 3.
1. artefacts 2. exploring Vietnamese culture
3. make things 4. paint on ceramics
5. the hill 6. books
7. pigeons 8. watching
Audio script:
Tra: I love history, so my place of interest is Viet Nam National Museum of
History.There’s an extensive collection of artefacts tracing Viet Nam’s history.
They’re arranged chronologically from primitive life to modern times. It’s also

near Hoan Kiem Lake and the Old Quarter, so you can spend time looking round
and exploring Vietnamese culture.
Nam: I’m fascinated by traditional handicrafts. At weekends, I usually go to Bat
Trang, a pottery village not far from Ha Noi centre. My friend’s relatives live there
and they own a workshop. Every time I go there, they teach me how to make
things such as pots, vases, or bowls. I’m learning to paint on ceramics now.
Hoa: Ha Noi Botanical Garden is the place I like. There are lots of trees from
different countries, a lake, and a small hill. I usually climb up the hill and read
books at the top because there’s a large lawn. After that I go down and feed the
pigeons. Sometimes I just sit on the bench, watching people dancing or playing
sports. It’s a nice place for those who love nature and quietness.
2. Writing (8’) Writing an email
- In this writing part, Ss are asked to write an email to give an Australian pen
friend some information about the places of interest in their hometown/city
and the activities they can do there.
Activity 4. If a visitor has a day to spend in your hometown/city, where will you
advise him/her to go? What can they do there? Work in pairs, discuss and take
notes of your ideas.(5’)
- Have Ss work in pairs and discuss the places of interest in their
hometown/city that can be visited in one day and the activities that can be
done there.
- Remind Ss that these places of interest should be most typical and worth
visiting.
- T should move around to give comments as there may not be enough time
for checking with the whole class.
Activity 5. Imagine that your Australian pen friend is coming to Viet Nam and will
spend a day in your hometown/city. He/She has asked for your advice on the
places of interest they should go to and the things they can do there.
Write an email to give him/her some information
- Have Ss write the email, using the notes they have made. Ss may also write
this in groups on big pieces of paper.
- Ss or groups exchange their descriptions to spot any mistakes. Share them
with the whole class.
- T may collect some Ss’ work to mark at home or ask them to rewrite the
email as homework.
- In this case, remember to ask for Ss’ revised work in the next lesson.
Sample:
Dear Mira,

It’s great to know that you’re coming to Viet Nam. What a pity you can only
spend one day in Ha Noi.
There are so many interesting places in the city, but I think within one day you
should be able to visit three places. The first place I suggest is Viet Nam
National Museum of History. You like history, so it’s a must-see place. There’s
an extensive collection of artefacts tracing Viet Nam’s history. They’re
arranged chronologically from primitive life to modern times. The second place
is Hoan Kiem Lake. It’s one of the symbols of Ha Noi. There you can enjoy the
beautiful scenery and visit Ngoc Son Temple. You can also have a look at the
Old Quarter. Wander around the old streets and some ancient houses to
explore
Vietnamese culture.
Conveniently, these places are close to one another, so we can walk around
easily. Tell me when you’re coming, so I can show you around these places.
Look forward to seeing you soon!
Best wishes,
Thuc Anh
III. Consolidation (2’)
- Have Ss list some places of interest they have listened in Listening skill
- Give feedback
IV. Homework
- Do part D in the workbook
- Prepare the next lesson: Lesson 7. Looking back and Project

Period 08. Week 03

UNIT 1. (cont)
Lesson 7. Looking back and Project
A. Objectives.
By the end of the lesson, Ss can revise the knowledge, the vocabulary and the
grammar structures they have learnt in this unit and practice further .
Phrasal verbs
C. Teaching aids.
2. Teacher: lesson plan, a CD & a CD player, sub-board.
D. Skills.
- Listening, writing, reading , speaking
E. Procedures.
I. Check up.(1’)
- This is the review section of this unit, so encourage Ss not to refer back to
the unit page
- Instead they can use what they have learnt during the unit to help them
answer the questions
1. Vocabulary (13’)
Activity 1. Write some traditional handicrafts in the word web below. (4’)
- Ask Ss to complete the word web individually.
- Check Ss’ answers as a class.
- If time allows, ask one or two Ss to write their answers on the board.
Key (in any order):
1. paintings 2. pottery 3. drums 4. Silk
5. lanterns 6. conical 7. lacquerware 8. marble
hats sculptures
Activity 2. Complete the second sentence in each pair by putting the correct form
of a verb from the box into each blank.(4’)
- Ask Ss to do this exercise individually, then compare their answers with a
partner.
- Elicit the answers from Ss.
Key :
1. cast 2. embroidering 3. wove

4. knitted 5. carved 6. moulded

Activity 3. Complete the passage with the words/phrases from the box.(5’)
- Have some Ss read out their answers.
- Confirm the correct ones
Key:
1. zoo 2. looking forward to
3. looked 4. team-building
5. lunch 6. museum
7. craft 8. interest
2. Grammar (11’)
Activity 4. Complete the complex sentences with your own ideas.(5’)
- Have Ss complete the sentences with their own ideas.
- Call on two Ss to write their answers on the board.
- Other Ss give feedback. Check their answers.
Activity 5. Rewrite each sentence so that it contains the phrasal verb in brackets.
You may have to change the form of the verb.(6’)
- Have Ss write the sentences individually.
- Have two Ss write the sentences on the board.
- Ask other Ss to give comments. Correct the sentences if needed
Key:
1. I don’t remember exactly when my parents set up this workshop.
2. We have to try harder so that our handicrafts can keep up with theirs.
3. What time will you set off for Da Lat?
4. We arranged to meet in front of the lantern shop at 8 o’clock, but she never
turned up.
5. The artisans in my village can live on basket weaving.
4. Communication (7’)
Activity 6. Work in groups. One student thinks of a popular place of interest in
their area. Other students ask Yes/No questions to guess what place he/she is
thinking about.
- Have Ss work in groups to play the game.
- One student is the group secretary.
- Group members take turns to think of a popular place of interest in their
area. Other Ss ask Yes/No questions to guess the place.

- The secretary writes down all the places of interest they have guessed.
Finally, the secretary reports on the places.
Finished!
Finally ask Ss to complete the self-assessement box. Indentify any difficulties and
weak areas and provide further practice.
5. Project: What makes you proud of your area? (9’)
- Have Ss read the project. Ask them what the one special thing about their
area is.
- Elicit Ss’ answers.
- Let Ss work in groups to do the project. Have Ss follow the instructions in
the book.
- Answer Ss’ questions if there are any.
- Remember to have Ss present their findings in the next lesson and vote for
the best.
III. Consolidation (2’)
- Have Ss review their performances
IV. Homework.(2’)
-Practice the exercises again
-Prepare the next lesson: Unit 2. Lesson 1. Getting started

Eng 9 - Lesson Plan-U1

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Yen Phu secondary school English 9

School year 2023 -2024 Planned by Nguyen Tra My

1.Air......................, together with littering, is causing many problems in our cities

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

- Have Ss work independently to find the words/phrases with the given

 craft /krɑːft/ (n): nghề thủ công, kĩ năng làm

School year 2023 -2024 Planned by Nguyen Tra My

3. His great-grandparents did.

School year 2023 -2024 Planned by Nguyen Tra My

- Elicit feedback from other pairs. Confirm the correct answers.

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

- If there is plenty of time, encourage them to calculate these times as

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

 get on with: có mối quan hệ tốt với ai

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

1. Green Park 2. bus

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

- frame / freɪm /(n) : khung (picture)

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

Period 07. Week 03

School year 2023 -2024 Planned by Nguyen Tra My

 ceramic /səˈræmɪk/ (n): đồ gốm sứ (picture)

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

Period 08. Week 03

School year 2023 -2024 Planned by Nguyen Tra My

4. knitted 5. carved 6. moulded

School year 2023 -2024 Planned by Nguyen Tra My

School year 2023 -2024 Planned by Nguyen Tra My

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