Unit 6

LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

Lesson 1: Getting started – We didn’t do it in my day.
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the words related to lifestyle
- Gain vocabulary to talk about changes in lifestyle
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Personal qualities
- Actively participate in class
- Develop self-study skills
II. MATERIALS
- Grade 9 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese equivalent
1. generation (n) /ˌdʒenəˈreɪʃn/ all the people of about the same age within a thế hệ
society.
ə
2. living condition /ˈlɪvɪŋ kənˈdɪʃ nz/ standard of living điều kiện sống
3. opportunity (n) /ˌɒpəˈtjuːnəti/ chance cơ hội
4. dye (v) /daɪ/ To change the colour of sth using a special nhuộm
liquid.
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 activate students’ knowledge on the topic of the unit.
- To lead in to the unit.
b. Content:
- Think!
- Q&A
c. Expected outcomes:
- Students can have some idea about lifestyles.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Option 1: Think! - Listen and follow instruction -Vocabulary about Experiences
- Review the previous unit. - Answer Questions:
- Organise a short vocabulary game to revise the words Ss - Answer questions - How is shopping now different from that about 10
learnt in Unit 5: Experiences. years ago?”
- Write the word ‘Experiences’ on board and students come - “What is trendy for young people now?”…
up with any words and phrases about the kind of experience Suggested answers:
and the adjectives describing experiences. For example: a - Students own answer
learning experience, a frightening experience.

- Lead to the new unit.
+ Ask Ss questions
+ Elicit from Ss the meaning of the word ‘lifestyle’.
+ Write the unit title Vietnamese Lifestyle: Now and Then
on the board. Then ask Ss if life in the past (e.g.: twenty,
thirty years ago) and the present are the same or different.
- Ask Ss what aspect of life they think has changed
(transportation, fashion, entertainment, shopping, travelling,
learning…)?
- Share with Ss the objectives of the lesson.
- Have Ss open their books and start the lesson.
Option 2: Q&A - Listen and follow direction Questions:

- Choose a topic related to lifestyles, such as hobbies: - Work in pairs/groups - What are some hobbies that you enjoy or want to
- Write down some questions that elicit opinions, - Share ideas. try?
preferences, experiences, or suggestions. - How do you balance your hobbies and your work or
- Divide class into pairs/ small groups and give them a set of study?
questions. - What are some benefits or challenges of having
- Ask the students to take turns asking and answering the hobbies?
questions in pairs/groups. - How did you discover or develop your hobbies?
- After that, ask they share their ideas with the class.
e. Assessment
- T checks ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To provide students with vocabulary.
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
- Students can identify some new words about changes in lifestyle
d. Organisation
Vocabulary pre-teaching - Students guess the meaning of words. New words:

- Teacher introduces the vocabulary. 1. generation (n)
- Teacher explains the meaning of the new vocabulary by 2. living condition
showing pictures or giving explanations 3. opportunity (n)
4. dye (v)
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help Ss read for specific information about changes in lifestyle
- To help Ss learn words and phrases related to changes in lifestyle
- To help students use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and circle the correct answers.
- Task 3: Write the expressions from the conversation in the correct column.
- Task 4: Complete the sentences with the words from the box.
- Students understand the conversation and topic of the lesson and can complete the tasks successfully
d. Organisation
Task 1: Listen and read. (7 mins)
- Have Ss look at the pictures on pages 60-61 and answer some - Look at the pictures and answer questions Questions:
questions. - Listen to the recording. Underline the words that are - What do you think the children / teens in each
- Introduce the two characters in the conversation. Ask Ss what related to the topic. picture are doing?
- Read the conversation aloud. - Do you think the activity in each picture is popular
the relationship between them is, and what they think the
- Read words//phrases that they have underlined. in the past or present?
characters are talking about. - Listen
- Elicit answers from Ss.

The dialogue on page 60
- Play the recording for Ss to listen and read along. Have Ss
underline the words that are related to the topic while they are
reading and listening.
- Invite some pairs of Ss to read the conversation aloud.
- Have Ss say the words / phrases that they have underlined in
the conversation. Quickly write the words / phrases on the
board.
- Refer to the questions previously asked. Confirm the answers
where necessary.
Task 2: Read the conversation again and circle the correct answers. (7 mins)
- Have Ss work individually. - Work independently to do the activity. Answer key:

- Ask Ss to read each question and decide on the correct answer - Listen and check. 1. C.
to fill in the blank without reading the conversation again. If 2. B
any of them cannot do it, let them refer to the conversation for 3. A
the answers.
- Elicit the answers from Ss. Quickly write their answers on the
board.
- Discuss each answer as a class. Explain why an answer is / is
not correct.
- Confirm the correct answers as a class.
Task 3: Write the expressions from the conversation in the correct column. (7 mins)
- Ask Ss to do the task individually or in pairs. - Do the task individually or in pairs. Answer key:
- Ask Ss to look at the expressions in the box first. Refer to the - Check The past: b, e
conversation and locate where each expression appears. Then
The present: a, c, d
decide if it is talking about the past or the present.
- Ask Ss to write their answers in the correct columns: the past
and the present.
- Invite some Ss to share their answers.
- Check the answers as a class.
Task 4: Complete the sentences with the words from the box. (7 mins)
- Ask Ss to work independently or in pairs. - Work individually/in pairs to do the task Answer key:
- Ask Ss to read the words in the box. Allow them to refer to - Listen and follow instructions
1. dyed 2. generation
the conversation and locate where each word appears to - Share answers
confirm the meaning of the words. (Note: all these words have - Listen and check 3. opportunity 4. materials 5. freedom
appeared in previous lessons).

- Ask Ss to read the sentences carefully and complete them with
the words from the box.
- Call on some Ss to read the words in the box aloud. Correct
their pronunciation if needed.
e. Assessment
- Teacher checks students’ answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To give Ss a fun opportunity to learn some features of life in Viet Nam 40 years ago.
b. Content:
- Task 5: Quiz
- Ss can know more about past events.
d. Organisation
Task 5: Quiz (10 mins)
- Ask Ss to work in pairs or small groups. - Work in pairs/groups to do the quiz Answer key:
- Set time (3-4 minutes) for Ss to do the quiz. - Listen and check.
1. F 2. F 3. T 4. T 5. T
- Check the answers as a class. Explain why each statement is Note:
correct or not by providing some information related to it.

1. Many schools in Viet Nam had school uniforms
If time allows, ask Ss to tell the class a fact they know about
since the 1950s.
life in Vietnam in the past.
2. Students in Viet nam could go and study abroad as
far back as the 1940s.
5. According to Decision no 406-TTg dated 1 January

1995, there was a complete ban on the production,
trade and lighting of firecrackers in Viet Nam
e. Assessment
- T and other Ss listen to the answers and comment.
5. CONSOLIDATION
a. Wrap-up
- Ask one or more Ss to tell the class what they have learnt. Draw Ss’s attention to the objectives on the board or show them the slide with the objectives. Tick
the objectives that have been learnt.
- Ask Ss to say aloud some words they remember from the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher asks Ss to open their book p.69, look at the picture and say what the topic of the project is (I know my ______ well). They will design a poster and
present it at the end of this Unit.

- Explain the project requirements: this is an individual project. Each student will interview a member of their family about his / her life when he / she was the
student’s age, using the question suggestions. Then each student will make a poster to present their findings. The poster should include a mixture of text and
pictures so that T and other classmates can easily follow and get to know clearly about that member.
- Guide Ss how to conduct the interview and collect data. Here are the steps T can follow:
Step 1. Have Ss ask the interviewee the questions about his / her life in the past They may ask questions about different aspects of life or focus on one aspect.
Remind Ss that they can ask the questions as suggested in the project or create their own questions. For example (with focus on one aspect):
- What school did you go to?
- Did you have to wear a uniform?
- What was learning like then?
- How do you describe the relationship between teachers and students then?
- How did you spend time after school?
T may invite one student to interview the teacher as a model. This way T can teach Ss how to conduct the interview and record the answers in a survey.
Step 2. Instruct Ss to create a table to record their family member’s answers. The table may look like this:
Family member Questions Answers
What school did you go to?
Did you have to wear a uniform?
What was learning like then?
How do you describe the relationship between teachers and

students then?
How did you spend time after school?
Step 3. Instruct Ss how to make the poster.

For the text: Ss choose only the key information to present in their poster. They must be in short form. The findings should be grouped and presented according to
the order of the questions asked.
For the pictures: Ss may have pictures of the family member individually or with family. Whatever they are, they must illustrate the information in the poster.
Step 4. Model how to report the findings to the class. Ss may open their presentation with “I have interviewed my______ about his / her life in the past when he /
she was my age. Here are the findings.”
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
Lesson 1: Getting started
* Warm-up
I. Presentation
* Vocabulary
1. generation (n)
2. living condition
3. opportunity (n)
4. dye (v)
II. Practice
- Task 1: Listen and read.
- Task 2: Read the conversation again and circle the correct answers.
- Task 3: Write the expressions from the conversation in the correct column.
- Task 4: Complete the sentences with the words from the box.
III. Production
- Task 5: Quiz.
*Homework
Lesson 2: A closer look 1
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic VIETNAMESE LIFESTYLE: THEN AND NOW
- Pronounce the cluster /fl/ and /fr/ in words and sentences correctly.
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively participate in class and school activities
II. MATERIALS
- Grade 9 textbook, Unit 6, A closer look 1
- Projector / TV
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese equivalent
1. take notes /teɪk nəʊts/ to write something down or remember it ghi chép
carefully.
2. memorise (v) /ˈmeməraɪz/ to learn something so that you remember it ghi nhớ
exactly.
3. pursue (v) /pəˈsjuː/ to follow someone or something theo đuổi
4. democratic (adj) /ˌdeməˈkrætɪk/ based on the principles of democracy. thuộc dân chủ
5. extended (adj) /ɪkˈstendɪd/ a family that includes many generations. nhiều thế hệ (trong 1 gia đình)
6. family-oriented (adj) /ˈfæməli ˈɔrientɪd/ being close to family members and support them hướng về, coi trọng gia đình.
in whatever they do.
Assumption
Students may have difficulties in distinguishing the cluster /fl/ and Provide students some tips by identifying the letters that may include each sound.
/fr/.
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 activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Flashback
- Students can recall some phrases about Vietnamese lifestyle: then and now.
d. Organisation:
Flashback - Work in teams Example words:

- Divide class into teams - Listen and answer
- Show each team a picture or write down a Vietnamese - Listen and follow instructions Past: playing folk games, wearing ao dai, riding a
lifestyle activity from either the past or present. cyclo, eating pho, living in a traditional village.
- Have each team discuss and practice pronouncing the cluster
in the activity they were given. For example, if the team is Present: using modern technology, living in a
given the activity “playing traditional games”, they might modern apartment, eating fast food, shopping at a
practice saying “playing folk games.” mall, watching movies at a cinema.
- Have teams take turns to act out the lifestyle activity they
were given. The other team must try to guess the activity and
pronounce the cluster correctly.
- The first team to guess correctly the activity and pronounce
the cluster earns points.
- The team with the most points at the end of the game wins.
e. Assessment
Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To provide students new vocabulary.
- To revise some vocabulary related to Vietnamese lifestyle: Then and Now
b. Content:
- Vocabulary pre-teaching
- Task 1: Match the verbs or phrasal verbs with their meanings.
- Task 2: Work in pairs. Discuss and fill each blank with an adjective from the box.
- Task 3: Circle the correct answer A, B, C, or D to complete each sentence.
- Students can identify some vocabulary about Vietnamese lifestyle: Then and Now and use them in different contexts
d. Organisation
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary by: - Students guess the meaning of words. New words:
+ providing explanations of the words 1. take notes
+ showing pictures illustrating the word. 2. memorise (v)
3. pursue (v)
4. democratic (adj)
5. extended (adj)
6. family-oriented (adj)
Task 1: Match the verbs or phrasal verbs with their meanings. (5 mins)
- Ask Ss to match the verbs in the left-hand column (numbered - Do task 1 individually Answer key:
1-5) with the meanings in the right-hand one. - Share answers
1. c 2. d 3. a
- Invite some Ss to share their answers. - Listen and check
- Check the answers as a class. 4. e 5. b
Task 2: Work in pairs. Discuss and fill each blank with an adjective from the box.(5 mins)
- Ask Ss to read all the five adjectives aloud. Correct them if - Work in pairs to do the task Answer key:
needed. - Listen and follow
1. extended 2. democratic 3. various
- Ask Ss to fill the sentences with the correct adjectives. - Listen and check
4. personal 5. family-oriented
Task 3: Circle the correct answer A, B, C, or D to complete each sentence.(5 mins)
- Ask Ss to work individually. - Do exercise individually Answer key:

- Ask Ss to read each sentence and the four options carefully, - Listen and follow
1. A 2. C 3. B
then choose the correct answer to complete the sentence. - Share answers.
- Invite some Ss to share their answers. - Listen and check 4. C 5. D
- Check Ss’ answers as a class. - Do the task individually/ in paris. Answer key:
EXTRA ACTIVITY 1. memorise 2. democratic 3. extended 4.

pursue 5. replaced
Use the words in brackets in their correct forms to complete
the sentences.
1. How could you ______ so much information after listening
to the news just once? (memory)
2. I highly appreciate the ______ teacher-student relation in our
class. We feel free to discuss things with our teachers.
(democracy)
3. I prefer to live in an ______ family where I can live with my
grandparents, too. (extend)
4. My parents let me ______ my passion for acting even though
they do not like it. (pursuing)
5. Emails have ______ letters by post for tens of years.
(replacement)
e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- To help students identify how to pronounce the cluster /fl/ and /fr/
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and tick (√) the words you hear. Then listen again and repeat.
- Task 5: Listen and repeat the sentences. Pay attention the the underlined words.
- Students can pronounce the cluster /fl/ and /fr/ in words and in sentences correctly
d. Organisation
Task 4: Listen and tick (√) the words you hear. Then listen again and repeat.(7 mins)
- Have Ss work individually. - Work individually Answers key:

- Have Ss read out each pair of words first. - Listen and tick Script:
- Play the recording once or twice for Ss to listen and tick the - Listen and check 1. fruit
word they hear. - Listen and repeat. 2. flame
- Check the correct answers. 3. flee
- Have Ss listen again and repeat the correct words as a class, in 4. flight
groups, and individually. 5. fresh
6. frog
Task 5: Listen and repeat the sentences. Pay attention the underlined words. (7 mins)
- Have Ss work individually. - Work individually. Audio script:

- Have Ss read the sentences quietly by themselves first, paying - Listen and repeat 1. The photos of their fight for freedom are on the
attention to the underlined words containing /fl/ and /fr/. second floor.
- Play the recording for Ss to listen and repeat, sentence by 2. Who suffers most from generation conflicts?
sentence. 3. The man is reflecting on his frightening trip.
- Invite some Ss to read the sentences individually. Correct 4. How does the past influence your friends?
them if needed. 5. When I was small, I caught the flu frequently.
e. Assessment
- Teacher’s observation and feedback on student’s pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt. Draw Ss’ attention to the objectives on the board or show them the slide with the objectives. Tick the
objectives that have been learn.
b. Homework
- Find 3 more words that have the cluster /fl/ and /fr/
Board Plan
Date of teaching ……..

*Warm-up
* Vocabulary
1. take notes
2. memorise (v)
3. pursue (v)
4. democratic (adj)
5. extended (adj)
6. family-oriented (adj)
Task 1: Match the verbs or phrasal verbs with their meanings.
Task 2: Work in pairs. Discuss and fill each blank with an adjective from the box.
Task 3: Circle the correct answer A, B, C, or D to complete each sentence.
* Pronunciation
Task 4: Listen and tick (√) the words you hear. Then listen again and repeat.
Task 5: Listen and repeat the sentences. Pay attention the the underlined words.
*Homework
I. OBJECTIVES

1. Knowledge
- Use correctly to-infinitive and V-ing after a verb.
2. Competences
- Develop communication skills
- Compare living place
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 6, A closer look 2
- Projector / TV
- hoclieu.vn
Language analysis
To-infinitive
After Example
want, promise, decide, agree, learn, plan + to infinitive We decided to do some research on Thai traditional dancing
V-ing
After Example
enjoy, fancy, finish, mind, avoid, suggest + Ving I suggested visiting the Viet Nam Museum of Ethnology.
Assumption
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 groups.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (7 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson
– To lead Ss into the new unit.
b. Content:
- Review
- Grammar Challenge
- Students can answer teacher’s question using the structure of present simple
d. Organisation
Option 1: Review - Look and answer. Example:
- Provide some revision on the use of V-ing after certain verbs Ving:
like enjoy, fancy, hate that Ss have learned in grades 6 and 7. T I enjoy working in the garden with my grandma
may write an example on the board, and underline the verb + To V:
V-ing. My father wants to find a better job in advertising.
- Provide some revision on the use of v-infinitive after certain

verbs like want, learn that Ss have learned in grades 6 and 7. T
may write an example on the board, and underline the verb + v-
infinitive.
- Leave the examples on the board as a reminder to Ss.
- Share with Ss the lesson objectives. Write the objectives in a
corner of the board and leave them there till the end of the
lesson, or put them on a slide to show Ss.
Option 2: Grammar Challenge - Listen and follow instructions. Example:

- play Mandarin square capturing.
Give students a list of verbs and have them create sentences
using both the to-v and Ving forms. For example, “I like to eat use modern technology
pho” and “Eating pho is my favorite thing to do.”. eat fast food
wear ao dai
ride cyclo.
e. Assessment
- Teacher corrects for students (if needed)
2. PRESENTATION (7 mins)
a. Objectives:
- To help students focus on the use of to - infinitive and V-ing after certain verbs.
b. Content:
- Task 1: Write the correct form of the verbs in bracket
- Grammar Explanation
- Students know how to use to - infinitive and V-ing after certain verbs.
d. Organisation
Task 1: Write the correct form of the verbs in bracket (7 mins)
- Ask Ss to do the activity individually or in pairs. - Do exercise individually or pairs Answer key:
- Have Ss read the phrases and decide how to use the verbs in - Follow instructions 1. riding 2. to use 3. not touching
the brackets, to-infinitive or V-ing. Guide that Ss can do this - Read the Remember box carefully and listen to the 4. to make 5. playing 6. to learn
activity without reading the whole phrases. Just focus on the teacher.
main verbs which decide the form of the next ones (whether it
is to-inf or V-ing)
- Invite some Ss to read aloud their answers.
- Have Ss to read the Remember box. Explain if needed.
Notes:
T may choose to have Ss read the Remember box right after the
T’s revision in the warm-up, then do activity 1 OR do activity
1, then read the Remember box.
e. Assessment
- Teacher checks students’ understanding by asking some questions.
3. PRACTICE (24 mins)
a. Objectives:
- To give Ss a chance to use the verbs learned in 1 and the remember box.
- To practice to-infinitive and V-ing
b. Content:
- Task 2: Underline the correct verb form for each sentence.
- Task 3: Complete each sentence with the correct form of a verb from the box.
- Task 4: Choose the incorrect underlined word or phrase in each sentence
- Students can understand and use to-infinitive and V-ing
d. Organisation
Task 2: Underline the correct verb form for each sentence.(6 mins)
- Have Ss do this activity individually or in pairs. - Do activity individually or pairs. Answer key:
- Remind Ss to focus on the main verb in each sentence - Follow instructions

1. wearing 2. to enter 3. replaying 4.
and decide the correct form of the following verb. - Share answers
telling 5. to do
- Listen and check
- Invite some Ss to share their answers by reading the
sentence aloud.
Note: T may ask Ss to circle or underline the main verbs
which decide the forms of the verbs after them. This is to
help them remember which verb goes with to-infinitive
and which with v-ing
Task 3: Complete each sentence with the correct form of a verb from the box. (7 mins)
- Ask Ss to do the activity individually or in pairs. - Do activity individually or pairs Answer key:
- Instruct Ss that they have to do two jobs to complete this - Listen and follow instructions
1. to learn 2. working 3. to teach 4.
activity, so - Share answers
making 5. to give
+ Ask Ss read each sentence carefully and choose the - Listen and check.
appropriate verb (in meaning) from the box for the sentence.
+ Ask Ss to decide the form of the chosen verb, to-infinitive or
v-ing.
- Invite some Ss to share their answers by reading them aloud.
- Check the answers as a class. Explain if needed.
Task 4: Choose the incorrect underlined word or phrase in each sentence (13 mins)
- Have Ss do this activity individually. - Do exercise individually. Answer key:

- Ask Ss to read each sentence carefully and decide which - Listen and follow
1. D -> having
option (A, B, C, or D) is incorrect. - Share answers
- Invite some Ss to share their answers. - Listen and check. 2. A -> to add
- Confirm the correct answers as a class. Explain why this or

3. B -> to learn
that option is incorrect and correct them.
4. B -> to research
5. C -> talking
e. Assessment
- Teacher corrects the students as a whole class.
4. PRODUCTION (10 mins)
a. Objectives:
- To provide Ss with real-life practice with to-infinitive and V-ing
b. Content:
- Task 5: Work in pairs. Take turns to complete the sentences
- Students can apply the grammar they have learned in practical situations.
d. Organisation
Task 5: Work in pairs. Take turns to complete the sentences.(10 mins)
- Have Ss work in pairs. - Work in pairs Suggested answers:

- Ask Ss to take turns to complete the sentences in the way they - Take turns to complete the sentences. 1. For my future career, I want to work in fashion
like. - Share answers and check. design.
- T walks around and offers help if needed. 2. Do you mind not making noise while studying?
- Invite some Ss to share their answers. Ask the whole class to 3. We all agreed to visit the nursing home in our
follow and correct if they make a mistake. neighbourhood.
EXTRA ACTIVITY 4. I have never fancied travelling alone in the dark.
Prepare a short talk about your future, based on the cues 5. For our two-day holiday, I suggest going camping
provided below. Then share it with your class. at Chua Thay.
- your future (what you want / hope / plan to do / to become)
- three things that you enjoy doing / you want to learn that you
think could help you fulfil your future plan.
5 CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences by using to-infinitive and V-ing
Board Plan
Date of teaching
* Warm-up
I. Presentation
Task 1: Write the correct form of the verbs in bracket
Grammar Explanation
II. Practice
Task 2: Underline the correct verb form for each sentence.
Task 3: Complete each sentence with the correct form of a verb from the box.
Task 4: Choose the incorrect underlined word or phrase in each sentence
III. Production
Task 5: Work in pairs. Take turns to complete the sentences
* Homework
Lesson 4: Communication
I. OBJECTIVES

1. Knowledge
- Know how to make promises
- Talk about Changes in Lifestyle
2. Competences
- Develop communication skills and creativity
- Be ready and confident in real life conversations
- Know about means of transport.
II. MATERIALS
- Grade 9 textbook, Unit 6, Communication
- Projector / TV
- hoclieu.vn
Language analysis
Make Promise Respond
Thank you.
I will …
I (highly) appreciate it.
I promise to / not to…
Great!
Assumption
Students may have underdeveloped speaking and co-operating - Encourage students to work in pairs, in groups so that they can help each other.
Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic.
- To enhance students’ skills of cooperating with team mates.
b. Content:
- Promise Chain
- Promise Role-play
- Students can use their background knowledge to answer the questions.
d. Organisation
Option 1: Promise Chain - Listen and follow instruction. Promise:

- Divide class into two teams and arrange them into two - I promise to be nice
lines facing each other. - I promise to give you the PS5
- Select the first student from each team and whisper a - I promise not to trick you.
promise-related sentence to them, such as ”I promise to - I promise not to cheat in the test.
study hard for the upcoming exam”.
- The student must then turn to their teammate and repeat
the sentence exactly as they heard it.
- The next student in line must repeat the sentence to their
teammate, and so on, until the sentence reaches the end of
the line.
- The first team to correctly repeat the entire sentence
wins points
Option 2: Promise Role-play - Listen and follow instructions Scenario:
- Divide class into pairs and assign roles to each student, a child promising to clean their room, a student
such as parent and a child, teacher and student, or friend promising to study for a test, or a friend promising to
and friend. keep a secret.
- Provide each pair with a scenario that involves making a
promise, such as a child promising to clean their room, a
student promising to study for a test, or a friend
promising to keep a secret.
- Ask each pair to act out the scenario.
- Have some pairs present their role-play to the class.
e. Assessment
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives:
- To introduce ways of making and responding promises
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Make promises for the following situations.
- Students can use the structures to make and respond promises
d. Organisation
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
- Play the recording for Ss to listen and read along the - Listen and read Audio script:
conversation where Mike and Mi make promises. Ask Ss to pay - Look at the highlighted parts. 1.
attention to the highlighted parts. - Listen Mike: I will share with you the links about the
- Elicit the structures for making promises. ancient village of Duong Lam.
- Have Ss practise the conversations in pairs. Phong: Thank you.
- Instruct Ss how to respond appropriately. 2.
Mi: I promise not to bring my dog to the picnic.
Ann: Great. I appreciate it.
Structures:
I will …
I promise to / not to…
Thank you.
I (highly) appreciate it.
Task 2: Work in pairs. Make promises for the following situations.(7 mins)
- Ask Ss to work in pairs to make similar conversations. - Work in pairs to make similar dialogues. Suggested dialogues:
- Comment on their performance. 1. I will return / I promise to return before 9p.m.
I appreciate it.
EXTRA ACTIVITY
2. I will be / I promise to be on time for the
Share with the class some promises you usually make in life.
performance.
Example: I’ll finish all my homework before I go out, Mum.
I highly appreciate it.
I promise not to let you down.
e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: CHANGES AROUND YOU (20 mins)
a. Objectives:
- To helps student talk about changes around them.
- To provide Ss with a chance to talk about changes in their real life
b. Content:
- Task 3: Read the passage about changes. Then match the people with the topics they are talking about.
- Task 4: Work in groups. Read the passages in 3 again and discuss.
- Task 5: Work in pairs. Read the list and find out which has remained
- Students can talk about changes around them.
d. Organisation
Task 3: Read the passage about changes. Then match the people with the topics they are talking about. (5 mins)
- Tell Ss that they are going to read people talking about - Listen and follow instructions Key:
changes. - Read the passages quickly and do matching. 1. B 2. C 3. A
- Have Ss read quickly (skim) three people’s talks and do the - Share the answers Notes:
matching. To make sure that Ss know how to do this task - Listen and check Tokyo: the capital of Japan
properly, limit the time to 1 minute. New Delhi: the capital of India
- Invite some Ss to share their answers. Tell them to show some Cairo: the capital of Egypt
key words that help them do the task quickly.
Task 4: Work in groups. Read the passages in 3 again and discuss. (7 mins)
- Have Ss work in groups. - Work in groups to do the task. Answer keys:

- Have Ss read two suggested questions first for the talk: 1) - Listen and follow instructions Students’ own answers.
focus on aspects of life in the past and choose the one they - Share answers
would like to experience, and; 2) choose the change which
they think is for the better and explain why. Ss may say that
no change is for the better. It’s alright. Ask them to justify their
answers.
- Invite 2-3 groups to share their answers. Make comments.
Task 5: Work in pairs. Read the list and find out which has remained (8 mins)
- This task allows Ss to apply what they have learnt so far in - Work in pairs. Sample structure:
this unit (ideas, vocabulary, grammar) and the structures of the There have been some changes in Lan’s lifestyle. The
talks in activity 3 to talk about real changes they can observe first change is her…. However, her … has / have not
happening around them. changed over the past five years.
- Have Ss work in pairs.
- Allow Ss some time to talk and take notes of their partner’s
ideas. Go round and give support if needed.
- Invite some Ss to report what they have taken notes of their
partner’s changes.
e. Assessment
- Teacher corrects students while going around to help when students are practising.
- Teacher gives corrections and feedback
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
Board Plan
Date of teaching
Lesson 4: Communication
*Warm-up
* Everyday English
Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
Task 2: Work in pairs. Make promises for the following situations.
* Changes Around You
Task 3: Read the passage about changes. Then match the people with the topics they are talking about.
Task 4: Work in groups. Read the passages in 3 again and discuss.
Task 5: Work in pairs. Read the list and find out which has remained
*Homework
Lesson 5: Skills 1
I. OBJECTIVES

1. Knowledge
- Read for specific information about the differences in the learning styles of past and present
- Talk about changes in one’s learning style
2. Competences
- Develop presentation skill
- Understand more about city problems and their solutions.
II. MATERIALS
- Grade 9 textbook, Unit 6, Skills 1
- Projector / TV
- hoclieu.vn
Assumption
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.
3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Brainstorm
- Students gain knowledge about different learning style at different times
d. Organisation
Brainstorm - Listen and answer. Facilities:

- Introduce the objectives of the lesson: reading about the - Look and answer Bookshop, classroom, laboratories, libraries,
different learning styles at different times and talking about Computer labs, online learning platforms,…
your own learning style.
- Ask Ss to name some learning facilities they know and if each
is available in their learning context.
- Share with Ss the lesson objectives. Write the objectives in a
corner of the board and leave them there till the end of the
lesson, or put them on a slide to show Ss.
e. Assessment
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).
b. Content:
- Task 1: Work in groups. Discuss if each of the following phrases describes past or present learning.
- Task 2: Two people of different generations are talking about their learning styles. Read the passages and choose the correct answer A, B, C, or D.
- Task 3: Fill in each blank with ONE word from the passage.
- Students identify some new words and how to use the target vocabulary.
d. Organisation
Task 1:Work in groups. Discuss if each of the following phrases describes past or present learning. (3 mins)
- Have Ss work in groups. - Work in groups to do exercise Possible answer:

- Have Ss read the phrases about different learning styles and - Share opinions. Past: depending on textbooks, learning under an oil
discuss if each is describing the past or the present. Ask Ss to lamp.
justify their answers if possible. Present: Using the internet, being independent and
- Invite some groups to share their opinions with the class. active.
Note:
Whether Ss decide if a learning style belongs to the past or the
present depends a lot on where they come from. In many
places in Viet Nam and in the world, numbers 2 and 4 are still
the dominant learning styles now. So, T should be open to Ss’
answers.
Task 2: Two people of different generations are talking about their learning styles. Read the passages and choose the correct answer A, B, C, or D. (5 mins)
- Have Ss work individually. - Do the task individually. Answer key:

- Ask Ss to read the text first. Then ask them to read each - Listen and follow instructions 1. A 2. C 3. B 4. A 5. D
question and choose the correct answer. - Listen and check.
- Invite some Ss to share their answers. Ask them where they
find the information for their answers.
- Confirm the correct answers as a class. Explain if needed.
Task 3: Fill in each blank with ONE word from the passage.(7 mins)
- Have Ss work individually or in pairs. - Do the task individually Answer key

- Ask Ss to read each sentence carefully, then refer to the text - Listen 1. textbooks
to look for the answer. - Compare answers in pairs 2. memorising
- Have Ss compare their answers in pairs. Ask them to discuss - Listen and check. 3. various
if there are differences in their answers. 4. documents, clips, and programmes (any one of
- Invite some Ss to share their answers with the class. Ask these)
them where they find the information for their answers. 5. pursue
Transition from Reading to Speaking
- Tell Ss that they are going to do the same thing as in the

reading: talking about changes in their learning style. In this
task, they will talk about their own experience, combining
both the past and the present.
- Ask Ss to refer to the reading for any vocabulary, ideas, or
structures they may need for their speaking.
e. Assessment
- Teacher checks students’ understanding with follow up questions.
3. ACTIVITY 2: SPEAKING (15 mins)
a. Objectives:
- To help students use what they have learnt so far to talk about changes in learning style.
- To improve their speaking skill.
b. Content:
- Task 4: Work in groups. Discuss and make a list of the changes in your learning over the past five years.
- Task 5: Share with the class the list your group has made in 4
- Students can talk about changes in learning style.
d. Organisation
Task 4: Work in groups. Discuss and make a list of the changes in your learning over the past five years. (7 mins)
- Have Ss work in groups. - Listen and follow instructions Possible answers:

- Tell Ss that they can choose to talk about anything related to Teachers: three or four teachers teach all the subjects
their learning, not just the ones as suggested in the task. -> different teachers for different subjects.
- Ask Ss to discuss and take notes of their answers. T goes Learning Facilities: almost text book -> use
round and offers support if needed. textbooks and internet…
This activity helps prepare Ss for activity 5. Learning style: dependent -> independent
Task 5: Share with the class the list your group has made in 4 (8 mins)
- Have each group choose a presenter. - Listen and follow instructions Sample answer:
- Have some groups present the changes that their groups have - Present Five years ago, we were at primary school. We had
talked about. only three or four teachers teaching us all the subjects.
- Ask other Ss to listen to and give comment or ask questions if We depended on the teachers to tell us everything we
they have any. needed to do: taking notes in our notebooks, doing
- Comment on their presentation. homework and preparing for exams. We rarely did
anything that the teacher did not request. Now, we
have different teachers for different subjects. We have
EXTRA ACTIVITY
also become more independent and active in our
Interview two of your classmates and fill in the table below in
learning. We use the internet to learn about our
notes. Then report your findings to the class.
interests. And it costs little to do it.
e. Assessment
- Teacher gives corrections and feedback.
a. Wrap-up
- Summarise what they have learnt in the lesson.
- Have Ss recall some things they can remember.

b. Homework
- Do exercises in the workbook
Board Plan
Date of teaching
Lesson 5: Skills 1
*Warm-up
* Reading
Task 1: Work in groups. Discuss if each of the following phrases describes past or present learning.
Task 2: Two people of different generations are talking about their learning styles. Read the passages and choose the correct answer A, B, C, or D.
Task 3: Fill in each blank with ONE word from the passage.
* Speaking
Task 4: Work in groups. Discuss and make a list of the changes in your learning over the past five years.
Task 5: Share with the class the list your group has made in 4
*Homework
Lesson 6: Skills 2
I. OBJECTIVES

1. Knowledge
- Listen for general and specific information to talk about changes in family life
- Write about the changes in one’s family.
2. Competences
- Be encouraged to express opinion about city life.
II. MATERIALS
- Grade 9 textbook, Unit 6, Skills 2
- Projector / TV
- hoclieu.vn
Assumption
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.
2. Some students will excessively talk in the class. - Define expectation in explicit detail.
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
- Family Tree Brainstorm
- Students can answer the questions related to school.
d. Organisation
Option 1: Brainstorm - List some aspects that related to family life - Some aspects that related to family life.
- Introduce the objectives of the lesson: listening to

a talk about family life and writing about the
changes in your family over a period of five years.
- Ask Ss to list some aspects which they think are
related to family life.
- Share with Ss the lesson objectives. Write the
objectives in a corner of the board and leave them
there till the end of the lesson, or put them on a
slide to show Ss.
Option 2: Family Tree Brainstorm - Listen and follow instructions. Family tree
- Have students create a family tree diagram, start- - Create family tree diagram. Grandparents: parents:
- Share family trees Me

ing with themselves as the center and extending
- Discuss Siblings:
outwards to include their parents, grandparents,
siblings, …..
- Encourage students to add details to each branch
of their family tree, including names, relationships,
occupations, memorable events, and any unique
traditions or customs associated with their families.
- Have Ss share their family trees with the class.
- Discuss how family dynamics and traditions have
evolved over time, and how these changes have
impacted the family life.
e. Assessment
- Teacher corrects students (if needed)
2. ACTIVITY 1: LISTENING (20 mins)
a. Objectives:
- To help Ss develop their skill of listening for specific information.
b. Content:
- Task 1: You are going to listen to a talk about family life. Work in pairs. Choose the aspect(s) that you think will be mentioned in the talk.
- Task 2: Listen to the talk and tick (√) the correct column.
- Task 3: Listen again and fill in the blank with a word or number.
- Ss can listen for general and specific information to do the learning tasks.
d. Organisation
Task 1: Listen to a talk about family life. Work in pairs. Choose the aspect(s) that you think will be mentioned in the talk.
- Have Ss to work in pairs. - Work in pairs to do exercise

Notes:
- Ask Ss to read the aspects listed under the picture and tick the
one(s) they think the text will mention. All the five aspects in the list might appear in a talk
- Invite some Ss to share their answers about family life. The purposes of this task are (1) to
introduce some topics that a person can mention when
talking about family and; (2) to direct the focus of the
listening. After the listening, T can ask Ss to refer
back and see if their answers are correct.
Task 2: Listen to the talk and tick (√) the correct column.
- Have Ss read the facts (1-5) carefully so that they can have - Read the facts Answer key:
some ideas of the listening text. - Listen and do exercise The past: 1,3
- Play the recording and tell Ss to listen for the facts 1-5 and - Listen and check The present: 2, 4, 5
decide if each fact refers to the past or the present.
- Have Ss share their answers in pairs.
- Invite some Ss to share their answers with the class.
- Play the recording again if needed. Pause at places where Ss
have difficulties and show them how to find the answers.
Task 3: Listen again and fill in the blank with a word or number.
- Tell Ss to read the sentences in 3 to determine what - Listen instruction. Answer key:
information is missing. - Listen and do the task individually 1. two (nuclear and extended)
- Tell Ss that they are going to listen again to the text with a - Listen and check 2. three
focus on picking up the missing information. 3. family-oriented
- Play the recording. Have Ss do the task individually. 4. elders
- Invite some Ss to share their answers with the class. 5. privacy
- Confirm the correct answers as a class. Audio-script
- Play the recording again if needed, stopping at the place Family life has changed a lot over the past 50 years.
where students are having difficulties. Firstly, nuclear families have replaced extended ones.
In the past, there were usually three generations living
together in a household. Now, there are often two:
parents and children. The generation gap has become
less obvious.
Secondly, Vietnamese people are traditionally family-
oriented. Holidays in the past mostly meant gathering,
cooking and eating. Now, more families go out, visit a
place, play and eat. Overall, holidays have become
more relaxing and less tiring.
Lastly, families in the past spent more time talking
and doing things together. Children came to their
elders to share their experiences and look for answers
to their questions. Today’s children have more
opportunities to learn from other sources. They do not
depend all on their elders. While they listen to their
parents, they want their parents to listen to them, too.
The relation between parents and children is more
democratic. Parents have learned to respect their
children’s independence and privacy.
Transition from Listening to Writing: - Listen

- Tell Ss that in the coming tasks of writing, they are going to
write about the same thing as in the listening: changes in their
family over the past five years.
- Ask Ss to refer to the listening (tasks 1-2-3) for any
vocabulary, ideas, or structures they may need for their writing.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (18 mins)
a. Objectives:
- To help Ss practise asking and answering about changes in their family.
- To help Ss write a paragraph about changes in their family.
b. Content:
- Task 4: Read the list and tick (√) the thing(s) that has/have changed in your family in the past five years. Make notes of those which have changed.
- Task 5: Write an email (100 - 120 words) to your penfriend about the changes in your family. Use the ideas in 4
- Students can use learned vocabulary and grammar to write an email about the changes in their family.
d. Organisation
Task 4: Read the list and tick (√) the thing(s) that has/have changed in your family in the past five years. Make notes of those which have changed.
- Have Ss to work individually. - Work individually to do the task. Notes:

- Ask Ss to read the list and tick the one(s) which has changed Not every family has witnessed all the changes. Ss
in their family. A time set of five years is given to enable Ss to may tick 2, 3, or even 1. The more important things is
talk about changes they really witness. how they talk about the change(s).
- Allow Ss some time to write down in notes the changes. Move Sample answer:
around to oﬀer help if needed. Type of family: nuclear family
Home facilities: better, air conditioner, washing
machines,…..
Ways of spending free time: eat out, go on holiday,
do chores..
Relationship among members:
respect each other
Task 5: Write an email (100 - 120 words) to your penfriend about the changes in your family. Use the ideas in 4
- Ask Ss to read the notes of their discussion in activity 4. - Write an email by using ideas in 4 Sample answer:
- Allow them some time to arrange the ideas and write out the
From: Hoa
email. Go round and offer help if needed.
- Invite some Ss to read aloud their emails to the class. To: Tom
Comment on them.
Subject: Changes in my family
- Collect some writings to correct at home. Otherwise, ask Ss to
Hello Tom,
revise and rewrite their emails at home based on the T’s
comments of their friends’ writings. Have them bring their new It’s nice to hear from you again. Let me tell you about
writings to class in the next lesson. Collect some for marking. the changes in my family over the past five years. It’s
still a nuclear family with two generations. But our
living conditions are much better. Two years ago, my
father found another job and he earns more money
now. We now have an air conditioner and a washing
machine. Sometimes we can eat out or go on holiday.
My father also spends more time with my brother and
me. He teaches us how to do the chores that adult men
should be able to do. We act more like friends. My
parents respect our independence and privacy. It’s
good news, isn’t it?
All the best,

Hoa
EXTRA ACTIVITY - Write opinion about the role of children nowadays Sample:
Write your opinion about the role of children nowadays in in the family Nowadays families tend to have fewer children than
the family based on the following suggestions: in the past: just one or two per family. Therefore,
1. The number of children in a household. parents have more time to take care of their children,
2. The amount of housework they share with their parents. resulting in their children doing less housework and
3. The amount of time they spend on family activities. having fewer responsibilities in the family. Most
4. How much they are obedient to/ independent of their parents. parents encourage their children to spend more time
5. If they are obliged to take care of their parents when their on their studies, so they may have less time with
parents get old. families. The internet is also a factor to distract
children from engaging with family activities.
Children become more independent. However, when
their parents get old, most children are willing to take
care of them.
e. Assessment
a. Wrap-up
b. Homework
- Rewrite the paragraph in the notebooks.
Board Plan
Date of teaching
Lesson 6: Skills 2
*Warm-up
*Listening
Task 1: Listen to a talk about family life. Work in pairs. Choose the aspect(s) that you think will be mentioned in the talk.
Task 2: Listen to the talk and tick (√) the correct column.
Task 3: Listen again and fill in the blank with a word or number.
*Writing
Task 4: Read the list and tick (√) the thing(s) that has/have changed in your family in the past five years. Make notes of those which have changed.
Task 5: Write an email (100 - 120 words) to your penfriend about the changes in your family. Use the ideas in 4
*Homework
Lesson 7: Looking back and Project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 6
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop presentation skill
- Be encouraged to attend school activities.
II. MATERIALS
- Grade 9 textbook, Unit 6, Looking back and Project
- Projector / TV
- hoclieu.vn
Assumption
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.
III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
b. Content:
- Brainstorming
- Ss can list as many Unit 6 vocabulary as possible.
d. Organisation
Brainstorming - Work in teams to play the games. Suggested answers:

- Teacher divides the board, and divides the class into teams. Extended family, nuclear family, generation,
- Members of each team take turns and write as many dependent, independent,….
vocabulary in Unit 7 as possible in 2 minutes.
- The group having more correct answers is the winner.
e. Assessment
2. ACTIVITY 1: VOCABULARY (10 mins)
a. Objectives:
- To help Ss review the vocabulary of Unit 6
b. Content:
- Task 1: Choose the correct answer A, B, C, or D.
- Task 2: Complete the sentences with the correct forms of the words in brackets.
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
Task 1: Choose the correct answer A, B, C, or D. (5 mins)
- Have Ss do this task individually by choosing the correct - Do activity individually. Answer key:
answer to each of the questions. T corrects their mistakes. 1. B 2. D
- Goes round, monitors the class, and give support if necessary. 3. A 4. C
5. D
Task 2: Complete the sentences with the correct forms of the words in brackets. (5 mins)
- Have Ss do this activity individually. - Do the task individually Answer key:

- Ask Ss to read each sentence carefully and decide what form - Listen and follow. 1. private 2. memorise 3. independent
of the word provided (a verb, a noun, an adjective…) is needed - Compare answers in pairs. 4. freedom 5. democratic
to complete the sentence. - Listen and check
- Allow Ss some time to do the task. Go round and offer help if
needed.
- Ask Ss to compare their answers with their partners.
- Confirm the correct answers as a class. Explain if needed
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: GRAMMAR (10 mins)
a. Objectives:
- To help Ss revise to-infinitive and v-ing after certain verbs
- To provide Ss a writing task to revise the grammar points they have learnt in the lesson.
b. Content:
- Task 3: Circle the correct words or phrases to complete the following sentences.
- Task 4: Make complete sentences from the clues. Make any changes and add more words if necessary.
- Recall the uses of the grammar that they have learnt in this unit (to-infinitive and v-ing after certain verbs)
d. Organisation
Task 3: Circle the correct words or phrases to complete the following sentences.(5 mins)
- Have Ss do this activity individually. - Do activity individually Answer key:

- Ask Ss to read the sentences carefully and decide which form - Listen and follow
1. turning 2. to spend 3. to see 4.
of verb is correct after the main one (to-infinitive or v-ing). - Check
meeting
- Call on some Ss to share their answers with the class.
- Confirm the correct answers as a class. Explain if needed. 5. to take
Task 4: Make complete sentences from the clues. Make any changes and add more words if necessary.
(5 mins)
- Have Ss do this activity individually. - Do the task individually Answer key:

- Ask Ss to read each group of clues carefully and decide how - Listen and follow. 1. We plan / are planning to visit some historical
to construct the sentence (verb tense, extra words …). - Compare answers in pairs. places in Cao Bang.
- Invite some Ss to share their answers with the class. - Check 2. We hope to have a bus station near our village soon.
- Confirm the correct answers as a class. Explain if needed.
3. Even my grandmother enjoys using Facebook to
communicate with her
4. Last year, I learned to make cakes by watching the
cooking videos on the Internet.
friends.
5. This morning, I suggested doing a survey on
traditional northern women’s costumes.
e. Assessment
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: PROJECT (18 mins)
a. Objectives:
- To provide Ss a chance to develop their interview skills and to get to know more about their families.
b. Content:
- Poster presentation
- Students are able to present their posters about their families.
d. Organisation
Give a presentation to the class.
- Prepare the project. FEEDBACK FORM FOR POSTER

- Since Ss have had time to prepare for the project throughout
- Work individually. PRESENTATION
the unit, the focus of this lesson should be on the final product,
- Listen and follow 1/ Self-assessment
which is a poster introduces a member of their family.
- Present poster 2. Peer assessment
- Have Ss work individually. Give them a few minutes to
prepare for their presentation.
- Give Ss checklists for self and peer assessment. Explain that
they will have to check appropriate items while listening to
their classmates’ presentations and write comments if they have
any. The presenters should complete their self-assessment
checklists in the same way after completing their presentation.
- Invite two or three Ss to present their posters. Encourage the
rest of the class to ask questions at the end.
Give feedback after each presentation. T can also give marks as
part of Ss’ continuous assessment.
NOW I CAN…
Finally ask Ss to complete the self-assessment table. Identify
any difficulties and weak areas and provide further practice if
need be
e. Assessment
a. Wrap-up
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW\
Lesson 7: Looking back and Project
*Warm-up
*Vocabulary
Task 1: Choose the correct answer A, B, C, or D.
Task 2: Complete the sentences with the correct forms of the words in brackets.
*Grammar
Task 3: Circle the correct words or phrases to complete the following sentences.
Task 4: Make complete sentences from the clues. Make any changes and add more words if necessary.
*Project
* Homework

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LESSON PLAN

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

Form Pronunciation Meaning Vietnamese equivalent

3. opportunity (n) /ˌɒpəˈtjuːnəti/ chance cơ hội

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Think! - Listen and follow instruction -Vocabulary about Experiences

- Review the previous unit. - Answer Questions:

learnt in Unit 5: Experiences. years ago?”

learning experience, a frightening experience.

Option 2: Q&A - Listen and follow direction Questions:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

characters are talking about. - Listen

- Elicit answers from Ss.

reading and listening.

- Invite some pairs of Ss to read the conversation aloud.

- Have Ss say the words / phrases that they have underlined in

the conversation. Quickly write the words / phrases on the

- Refer to the questions previously asked. Confirm the answers

- Have Ss work individually. - Work independently to do the activity. Answer key:

appeared in previous lessons).

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Quiz (10 mins)

correct or not by providing some information related to it.

5. According to Decision no 406-TTg dated 1 January

present it at the end of this Unit.

Family member Questions Answers

What school did you go to?

Did you have to wear a uniform?

What was learning like then?

How do you describe the relationship between teachers and

How did you spend time after school?

Step 3. Instruct Ss how to make the poster.

Form Pronunciation Meaning Vietnamese equivalent

3. pursue (v) /pəˈsjuː/ to follow someone or something theo đuổi

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Flashback - Work in teams Example words:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)

Task 3: Circle the correct answer A, B, C, or D to complete each sentence.(5 mins)

- Ask Ss to work individually. - Do exercise individually Answer key:

EXTRA ACTIVITY 1. memorise 2. democratic 3. extended 4.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Have Ss work individually. - Work individually Answers key:

- Have Ss work individually. - Work individually. Audio script:

Date of teaching ……..

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

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Review - Look and answer. Example:

may write an example on the board, and underline the verb + To V:

V-ing. My father wants to find a better job in advertising.

- Provide some revision on the use of v-infinitive after certain

Option 2: Grammar Challenge - Listen and follow instructions. Example:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Write the correct form of the verbs in bracket (7 mins)