NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

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

NỘI

School:
Teacher’s name:
Class:

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

UNIT 8: TOURISM
Lesson 1: Getting started – You’ve got a nice tan.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Tourism;
- Gain vocabulary to talk about travel experience.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Develop communication skills and creativity;
- Develop self-study skills;
- Actively join in class activities.

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

Language analysis

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

2. holidaymaker (n) /ˈhɒlədeɪmeɪkə(r)/ a person who is on holiday away người đi nghỉ

 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

from where they usually live

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

(n)

4. app (n) /æp/ abbreviation for application: phần mềm, ứng

a computer program that dụng
is designed for a particular purpose

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

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
– To create an active atmosphere in the class before the lesson;
– To review the previous units;
– To lead into the new unit.
b. Content:
- Game: I.N.I.T.I.A.L GAME
c. Expected outcomes:
- Students have a chance to speak English and focus on the topic of the lesson.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: I.N.I.T.I.A.L GAME - Ss work in 2 teams and follow Mystery word: TOURISM
- T divides the class into 2 teams. the teacher's instruction to play 1. TOURIST
- T shows 7 different pictures. the game. 2. OCCUR
- Ss are shown different pictures, - Ss answer the questions 3. URGENT
and they need to take the first letter individually. 4. RAINFOREST
from each picture to form the 5. ISLAND
mystery word. 6. SUSTAINABLE
- Which team finds the mystery 7. MAGESTIC
word first will become the winner.
- T leads to the new unit. Write the
keyword Tourism on the board.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Ask Ss to guess what they are

going to learn about in this unit.

e. Assessment:
- Teacher checks students’ answers and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
– To set the context for the introductory dialogue;
– To introduce the topic of the unit.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can know more new words;
- Students can understand the conversation; topic of the lesson, …
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students guess the meaning New words:
- T introduces the vocabulary. of words. 1. tan (n)
- T explains the meaning of the new 2. holidaymaker (n)
vocabulary by pictures. 3. accommodation (n)
- T reveals that these five words will 4. app (n)
appear in the reading text and asks 5. domestic (adj)
Ss to open their textbooks to
discover further.
e. Assessment:
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: PRACTICE (30 mins)

a. Objectives:
- To help students read for specific information about travel experience;
- To help students learn words and phrases related to tourism;
- To help students use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and tick T (True) or F (False).
- Task 3: Match a word in A with a word in B as in the conversation.
- Task 4: Complete the sentences with the words and phrases from the box.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks
successfully.
d. Organisation:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)
- T asks Ss to look at the pictures - Students answer the questions Questions:
in the book. T introduces the two individually. + What do you see in the
characters and asks the - Students listen to the recording pictures?
questions. and read along. + Can you recognize any places
- T plays the recording for Ss to - Students underline the words in them?
listen and read along. Have Ss that are related to the topic. + How are the pictures related
underline the words that are - Some pairs of students read the to the topic?
related to the topic while they conversation aloud. Suggested answers:
are reading and listening. - Students say the words / e.g: the pictures are of popular
- T invites some pairs of Ss to phrases that they have underlined places (pagoda, beach, the
read the conversation aloud. in the conversation. Dragon Bridge) and foods (banh
- T has Ss say the words / beo) for tourists; and Ann and
phrases that they have Tom are talking about the places
underlined in the conversation. they have visited.
Quickly write the words /
phrases on the board.
- T refers to the questions
previously asked. Confirm the
answers where relevant.
Task 2: Read the conversation again and tick T (True) or F (False). (7 mins)
- T asks Ss to work in pairs to - Students work in pairs to read Answer key:
read the conversation again. the conversation again. 1. T
- T asks Ss to underline the key - Students underline key 2. F
words/ phrases in the statements words/phrases in the statements 3. T
and find answers. and find answers. 4. F
- T has pairs work together for - Students work in pairs to 5. T
one minute to compare compare answers.
answers. - Students read out the
- T has Ss read out the statements and say if the
statements and say if the statements are true or false.
statements are true or false.
- T makes sure they pronounce
the words correctly.
- T checks the answers as a class
and gives feedback.
Task 3: Match a word in A with a word in B as in the conversation. (7 mins)
- T asks Ss to work individually - Students work individually to Answer key:
to match the words. do the activity. 1. c
- T asks Ss to say the words - Students share answers 2. d
aloud and share their with one or more partners. 3. a
answers with one or more 4. e
partners.
5. b
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- T checks the answers as a class

and gives feedback.
- With a stronger class, T can ask
Ss to make some example
sentences with the words they
have learnt. If there is enough
time, T can ask some Ss to write
their answers on the board.
Task 4: Complete the sentences with the words and phrases from the box. (7 mins)
- Ask Ss to do the exercise - Ss work independently to Answer key:
individually and then check complete the task. 1. safari
with the whole class. - Students work in groups and 2. domestic
- For a more able class, have make sentences with the 3. online apps
Ss work in groups. Each words/phrases. Then they read 4. sport tourism
group makes sentences with aloud these sentences. 5. destination
the words/phrases. Then
they read aloud these
sentences.
e. Assessment:
- Teacher checks students’ answers and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To give students an opportunity to find out how much they know about tourism in Viet
Nam.
b. Content:
- Task 5: Quiz: How much do you know about tourism in Viet Nam?
c. Expected outcomes:
- Students can learn some facts about famous places in Viet Nam.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Game: Mario. Answer questions about popular places in Viet Nam. (10 mins)
- T asks Ss to play in two teams. - Ss work in teams and follow 1. Hue
- Each team takes turns to choose a the teacher's instruction. 2. Can Tho
mystery box and answer one 3. Da Lat
question. 4. Cao Bang
- The team which can earn more 5. Quang Ninh
points becomes the winner.
e. Assessment:
- Teacher and other students listen to the answers and give feedback.

5. CONSOLIDATION
a. Wrap-up
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

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

b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
+ Ask Ss to open their books to the last page of Unit 8, the Project section. Ask Ss to look at
the topic of the project and say what the product of the project is. (Making a plan for a two-
day trip).
+ Explain the project requirements: this is a group project. Each group will choose a place for
a two-day visit. They can then work out a plan for the visit (how to travel, where to stay, what
to do and see). Then each group will present their plan to the class. The plan should include a
mixture of text / table and pictures so that T and other classmates can easily follow and get to
know clearly about the trip.
+ Guide Ss throughout the plan. Here are the steps T can follow:
Step 1. Have Ss form groups of four or five students. Ask them to discuss and decide on the
criteria of priorities for the place they would like to visit. They may consider:
- the distance (home to the place).
- the cost (travel, accommodation, entrance fee, …).
- activities and attractions that place offers.
Only after agreeing on the criteria should Ss discuss and choose a place for their visit. T may
call on one group of Ss and discuss the priorities. This way T can teach Ss how to conduct a
discussion.
Step 2. Instruct Ss to create a form to take notes of their discussion. The form may look like
this:
Time: two days
Date: ______
Place of visit: ______
Estimated costs: ______
Detailed plan:
Time Activity Notes
7.00 Leave for ______

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

For the text: Ss revise all the notes in their note form and keep only the key information to
present. They must be in short form. The information should be grouped and presented in a
logical way.
For the visual aids: Ss may get pictures or video clips of the place from the Internet. They
must illustrate the main features of the place.
Step 4. Model how to present the plan to the class. Ss may open their presentation with “We
would like to present the plan for our two-day trip to ______.”
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

In each of the next lessons, spend a few minutes checking Ss’ progress, helping them with
any topic-related or functional language they need and solving any other problems that may
arise with their projects.

Board plan

Date of teaching
Unit 8: Tourism
Lesson 1: Getting started
* Warm-up

* Vocabulary
1. tan (n)
2. holidaymaker (n)
3. accommodation (n)
4. app (n)
5. domestic (adj)

Task 1: Listen and read.

Task 2: Read the conversation again and tick T (True) or F (False).
Task 3: Match a word in A with a word in B as in the conversation.
Task 4: Complete the sentences with the words and phrases from the box.
Task 5: How much do you know about tourism in Viet Nam?
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 8: TOURISM
Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Tourism;
- Pronounce endings -ic and -ious in words and in sentences correctly.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
3. Personal qualities
- Actively participate in class and school activities;
- Develop self-study skills.

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

Language analysis
Pronunciatio Vietnamese
Form Meaning
n equivalent
1. package holiday /ˈpæk.ɪdʒ a holiday at a fixed price in which chuyến đi trọn
(n) ˈhɒl.ə.deɪ/ the travel company arranges your travel, gói
hotels, and sometimes meals for you

2. self-guided (adj) /ˌselfˈɡaɪ.dɪd/ a self-guided activity is one which tự dẫn đường; tự

you lead or control yourself, without điều khiển
any direct help from other people

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

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

Assumption
Anticipated difficulties Solutions
Ss may lack vocabulary related to the Provide them with enough vocabulary related to
topic, so they may have difficulty the topic.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

completing the tasks.

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

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Board Race - Ss work in 2 teams and Expected answer:
- T divides Ss into 2 teams. follow the teacher's instruction tourism, specialty, tan, safari,
- The teams have to race to write to play the game. online app, holidaymaker, etc.
words on the topic Tourism on the
board. Each student writes one word
at a time, before passing the chalk to
the next student.
- After 2 minutes, the team with
more correct answers is the winner.
e. Assessment:
Teacher’s feedback.

2. ACTIVITY 1: VOCABULARY (15 mins)

a. Objectives:
- To provide students with new words and phrases related to tourism;
- To revise some words related to tourism that Ss have learned;
- To help Ss use words and phrases related to tourism in specific contexts.
b. Content:
- Vocabulary pre-teaching
- Task 1: Match the words and phrases with the explanations.
- Task 2: Write a phrase from the box next to the sentence to replace ‘it’.
- Task 3: Complete the sentences with the words from the box.
c. Expected outcomes:
- Students can identify some lexical items related to tourism and use them in different
contexts.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (3 mins)
- T introduces the vocabulary by: - Ss guess the meaning of New words:
+ providing explanations of the words. 1. package holiday (n)
words 2. self-guided (adj)
+ showing pictures illustrating the 3. itinerary (n)
words. 4. ruinous (adj)
Task 1: Match the words and phrases with the explanations. (4 mins)
- Ss have encountered three of these - Ss do the task independently, Answer key:
five words and phrases in then share the answers. 1. e
previous lessons. Self-guided tour 2. c
and package holiday may be 3. a
new to them. T may focus on these 4. b
words. 5. d
- T asks Ss to read the words and
phrases in the left-hand column first,
then the explanations in the right-
hand column. Then do the matching
individually or in pairs.
- T invites some Ss to share their
answers.
- T checks the answers as a class.
- T asks Ss to read the words and
phrases aloud. Correct them if
needed.
- T asks Ss for the Vietnamese
equivalents of these words and
phrases if needed.
Task 2: Write a phrase from the box next to the sentence to replace ‘it’. (4 mins)
- Of the five phrases in this task, Ss - Ss do the task independently, Answer key:
have encountered three in the then share the answers and 1. entrance ticket
previous lessons, except ruinous site discuss as a class. 2. ruinous site
and fixed itinerary. T should - Ss read the phrases aloud. 3. travel agency
spend more time looking at these 4. fixed itinerary
two phrases. 5. smooth trip
- T asks Ss to read the phrases in the
box first. Make sure they understand
their meanings. For the two new
phrases, ask Ss to separate the two
words in each phrase and refer to its
meaning. In this way, Ss can guess
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

the meaning of the phrase.

- T asks Ss to read each sentence and
decide what phrase in the box the
pronoun ‘it’ refers to. Allow them
some time to do the task.
- T invite some Ss to share their
answers.
- T checks the answers as a class.
read the phrases aloud
- Ask Ss to. Correct them if needed.
Task 3: Complete the sentences with the words from the box. (4 mins)
- T asks Ss to work individually. - Ss do the task independently, Answer key:
- T asks Ss to read the words in the then share the answers and 1. self-guided
box and the sentences. Then choose discuss as a class. 2. itinerary
the correct words to complete the 3. entrance
sentences. 4. package
- T invites some Ss to share their 5. apps
answers.
- T checks Ss’ answers as a class.
e. Assessment:
- Teacher’s observation and feedback.

3. ACTIVITY 2: PRONUNCIATION (15 mins)

a. Objectives:
- To help Ss pronounce correctly words ending in -ic and -ious;
- To help Ss say the words endings in -ic and -ious correctly in sentences.
b. Content:
Task 4: Listen and repeat the words. Pay attention to the word stress.
Task 5: Mark the stress in the underlined words. Then listen and repeat the sentences.
c. Expected outcomes:
- Students can pronounce endings -ic and -ious in words and in sentences correctly.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat the words. Pay attention to the word stress. (7 mins)
- T has Ss work individually. - Ss work individually. Audio script:
- T has Ss stress the words first, - Ss stress the words first,
applying the rules in the then Ss listen to the
Remember! box. recording and check if they
- T plays the recording once or twice have stressed the words
for Ss to listen and check if they correctly.
have stressed the words correctly. - Ss listen again and repeat
- T has Ss listen again and repeat the the words as a class, in
words as a class, in groups, and
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

individually. groups, and individually.

Task 5: Mark the stress in the underlined words. Then listen and repeat the sentences. (7 mins)
- T has Ss work individually. - Ss discuss and find the Key:
- T has Ss read the sentences and words endings in -ic and - 1. 'curious, 'public
stress the underlined words. ious and mark the stress. 2. am'bitious, Pa'cific
- T invites some Ss to share their - Some Ss share their 3. 'classic, 'previous
answers. Confirm the correct ones. answers. 4. lu'xurious, te'rrific
- T asks Ss to read the sentences, - Ss read the sentences, 5. ro'mantic, 'various
paying attention to the stressed paying attention to the
words. stressed words. Audio script:
- T plays the recording for Ss to - Ss listen to the recording, 1. The visitors are 'curious about
listen and repeat each sentence. check and repeat the the history of the old 'public
- T calls on some Ss to read the sentences. building.
sentences individually. Correct them 2. They have an am'bitious goal
if needed. which is to go on a cruise across
the Pa'cific.
3. We watched some 'classic
movies while we were here on
our 'previous holiday.
4. We stayed at a lu'xurious hotel
near a te'rrific beach.
5. The village has a ro'mantic
landscape with 'various flower
beds.
e. Assessment:
- Teacher’s observation and feedback on student’s pronunciation.

4. ACTIVITY 3: FURTHER PRACTICE (5 mins)

a. Objectives:
- To give students further practice with the vocabulary they have learnt.
b. Content:
- Game: TYPHOON
c. Expected outcomes:
- Students can identify some lexical items related to tourism and use them in different
contexts.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: TYPHOON (5 mins)
- T divides Ss into 2 teams. - Ss work in 2 teams and Choose the correct answer A,
- Each team takes turns choosing one follow the teacher’s B, or C to complete each
number and answer an MCQ. instruction to play the game. sentence.
- The team with more correct 1. The bus dropped us at the
answers will be the winner. square and gave us two hours to
do a ______ tour of the ancient
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Ss play the game. town.

- T gives feedback. A. disastrous
B. self-guided
C. sport
2. We’ve booked a(n) ______ for
our holiday because we want to
learn more about the life of the
locals.
A. homestay
B. expensive hotel
C. resort
3. Sorry, I don’t know any
______ since we have always
planned our trips on our own.
A. travel agencies
B. tours
C. places of attraction
4. My son usually uses ______
apps to buy tickets and book
accommodation.
A. educational
B. social media
C. travel
5. The agency sent us a detailed
______, so we know the activities
and their times for each day of
our trip.
A. description
B. itinerary
C. timetable
Key:
1. B 2. A 3. A 4. C 5. B

e. Assessment:
- Teacher’s observation and feedback.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask Ss to summarise what they have learned in the lesson.
- Ask them to list some phrases learned in the lesson.
- Ask them to list some other learned words/ phrases related to tourism, paying attention to
their pronunciation.
- Ask Ss to give 2 words ending endings -ic and -ious and mark their stress.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

b. Homework
- Do exercises in the workbook.

Board Plan

Date of teaching ……..

Unit 8: Tourism
Lesson 2: A closer look 1

* Warm-up

* Vocabulary
1. package holiday (n)
2. self-guided (adj)
3. itinerary (n)
4. ruinous (adj)

Task 1: Match the words and phrases with the explanations.

Task 2: Write a phrase from the box next to the sentence to replace ‘it’.
Task 3: Complete the sentences with the words from the box.

* Pronunciation
Task 4: Listen and repeat the words. Pay attention to the word stress.
Task 5: Mark the stress in the underlined words. Then listen and repeat the sentences.

* Further practice
* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 8: TOURISM
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use relative pronouns: which, who, and whose in sentences in real-life situations.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 9 textbook, Unit 8, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
RELATIVE PRONOUNS NOTE
WHO to show which person is talked about
WHICH to show which thing is talked about
WHOSE to show possession by people and things

Assumption
Anticipated difficulties Solutions
Students may find it confusing when to use Give short and clear explanations with legible
the grammar points. examples for each case.
Students may have underdeveloped co- - Give clear instructions, give examples
operating skills. before letting students work in pairs/groups.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge related to the targeted grammar of relative pronouns;
- To enhance students’ skills of cooperating with deskmates.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

b. Content:
- Game: B.I.N.G.O
c. Expected outcomes:
- Students can join two slips of paper together to make meaningful sentences.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: B.I.N.G.O - Ss work in pairs and follow Answer key:
- T divides the class into pairs. the teacher's instruction to play 1. Tourists who are interested
- T delivers a set of word cards the game. in architecture often visit Hoi
which are halves of sentences An.
containing relative pronouns to each 2. The beach which we
pair. discovered during our road trip
- Ss will have to work in pairs to join was pristine.
two slips of paper together to make 3. That is the chef whose
meaningful sentences restaurant has earned a
- Ss say “Bingo” when finish. Michelin star.
- Ss who are the fastest with more 4. We explored a historic castle
correct answers will be the winner. whose walls were damaged by
- T asks Ss to look at A CLOSER the tornado.
LOOK 2 on page 85.

e. Assessment:
- Teacher checks students’ answers and gives feedback.

2. ACTIVITY 1: PRESENTATION (10 mins)

a. Objectives:
- To activate students’ knowledge of sentences containing relative pronouns;
- To learn how to form a conditional sentence with relative pronouns.
b. Content:
- Grammar explanation
c. Expected outcomes:
- Students identify the uses and how to use relative pronouns in sentences.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Relative pronouns: which, who, and whose
- T reminds Ss of the relative - Ss follow T’s instruction. 1. Tourists who are interested
pronouns which Ss have already - Ss work independently and in architecture often visit Hoi
encountered in previous lessons like answer the questions. An.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

who, whose, and which. 2. The beach which we

- T writes sentences containing these discovered during our road trip
pronouns on the board with the was pristine.
pronouns underlined. Ask Ss if they 3. That is the chef whose
know what each pronoun refers to. restaurant has earned a
Translate the sentences if needed. Michelin star.
- T leaves the examples on the board 4. We explored a historic castle
as a reminder to Ss. whose walls were damaged by
- T shares with Ss the lesson the tornado.
objectives.
- T writes the objectives in a corner
of the board and leaves them there
till the end of the lesson.
e. Assessment:
- Teacher checks students’ understanding by asking some questions.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help Ss focus on the use of relative pronouns which, who and whose;
- To help Ss practise the use of which, who and whose;
- To provide Ss with real-life partially-open-ended practice with which, who, and whose.
b. Content:
Task 1: Underline the noun or noun phrase in each sentence that which or who refers to.
Task 2: Underline the correct relative pronoun for each sentence.
Task 3: Complete each sentence with who or whose.
Task 4: Match a clause in A with a clause in B to make a complete sentence.
Task 5: Work in pairs. Discuss and finish the sentences.
c. Expected outcomes:
- Students know how to use relative pronouns in sentences for different uses.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Underline the noun or noun phrase in each sentence that which or who refers to. (4 mins)
- T allows Ss 2 minutes to read the - Ss work independently to do Answer key:
Remember! box. Task 1. 1. People
- T asks Ss to do the activity - Ss check the answers as a 2. brochure
individually class. 3. video
- T has Ss read the sentences and 4. tour guide
decide what noun or noun phrase 5. city
which or who in each sentence refers
to.
- T calls on some Ss to share their
answers with the class.
- T checks the answers as a class.
Explain if needed.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Task 2: Underline the correct relative pronoun for each sentence. (4 mins)
- T has Ss do this activity in pairs. - Ss work in pairs to do Task 2. Answer key:
- T guides Ss to look at the noun or - Ss check the answers as the 1. which
noun phrase just before which and class. 2. which
who. If it is a thing, use which. If it 3. who
is a person, use who. 4. which
- T calls on some Ss to share their 5. who
answers by reading the sentences
aloud.
- T confirms the correct answers as a
class.
Notes: T may ask Ss to circle the
noun or noun phrase which helps
them decide the use of which or who.
This is to help them to focus on the
relation between the noun / noun
phrase and the relative pronoun.

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

- T asks Ss to read the Remember! - Ss do the task in pairs. Answer key:
box. Ask them to decide what - Ss check the answer as a 1. who
pronoun whose in each example class. 2. whose
refers to (answers: the man’s and the 3. who
city’s). Highlight to Ss: whose stands 4. whose
for both things and people and it 5. whose
stands before the noun it possesses.
- T asks Ss to do the activity in pairs.
- T has Ss read each sentence
carefully and decide if who or whose
is needed. Encourage discussion.
- T calls on some Ss to share their
answers.
- T checks the answers as a class.
Explain if needed.
Task 4: Match a clause in A with a clause in B to make a complete sentence. (4 mins)
- T has Ss do this activity - Ss work independently to do Answer key:
individually. the task. 1. d
Tip: Ask Ss to underline the last - Ss exchange textbooks to 2. e
noun / noun phrase in the first check their friends’ answers. 3. c
clauses and decide if it is a thing or a - Ss check the answer as a 4. b
person. If it is a thing, refer to the class. 5. a
clauses in B with which or whose. If
it is a person, refer to the clauses in
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

B with who or whose.

- T allows Ss some time to exchange
their answers.
- T calls on some Ss to share their
answers.
- T confirms the correct answers as a
class. Explain if needed.

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

- T has Ss work in pairs. - Ss do the task in pairs. Answer key:
- T asks Ss to read the beginnings - Ss check the answers as a 1. Son Dong is now a world-
carefully and take turns to complete class. famous destination for
the sentences in the way they want. travellers who look for
- T walks around and offers help if adventures / who love
needed. exploring caves.
- T calls on some pairs to share their 2. I’m personally against tours
which use animals for
answers. Correct them if needed.
entertainment.
3. We shared a holiday home
with two Germans whose
English was easy to
understand.
4. I bought a city map which
has attractions clearly marked
and directions how to get there.
5. Most travellers prefer
working with tour guides who
are friendly and helpful.
e. Assessment:
- Teacher corrects the students as a whole class.

4. ACTIVITY 3: PRODUCTION (5 mins)

a. Objectives:
- To provide students with a more demanding task practice with the use of which, who, and
whose.
b. Content:
- Game: LUCKY NUMBERS
c. Expected outcomes:
- Students are able to avoid common mistakes when using relative pronouns in sentences.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: LUCKY NUMBERS - Ss work in groups and follow Answer key:
- T divides the class into two groups. the teacher's instruction to play 1. The girl who she wore a
- Each group takes turns to find the the game. pink dress at the party is my
extra word in each sentence. cousin.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

+ If they answer the question 2. The book which I lent you it

correctly, they will get 1 point. is my brother’s.
+ If they choose the lucky number, 3. The song which I was
they don’t need to answer the listening to it when you came
question and get 2 points. in is my favourite.
- The groups with more points will 4. This is the photo of the
become the winner. heroes whose their actions we
admired so much.
5. Students whose test results
they were over eight will go to
class A.

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

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

Date of teaching
Unit 8: Tourism
Lesson 3: A closer look 2
* Warm-up
Game: B.I.N.G.O
I. Grammar
Relative pronouns: which, who, and whose.

II. Practice
Task 1: Underline the noun or noun phrase in each sentence that which or who refers
to.
Task 2: Underline the correct relative pronoun for each sentence.
Task 3: Complete each sentence with who or whose.
Task 4: Match a clause in A with a clause in B to make a complete sentence.
Task 5: Work in pairs. Discuss and finish the sentences.
* Further practice: Game: LUCKY NUMBERS
* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 8: TOURISM
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Express obligation and respond;
- Talk about travels;
- Practise reading for specific information.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Apply ways to express obligation and respond to do exercises and practise them in real
situations in daily life.
3. Personal qualities
- Be ready and confident in real life conversations;
- Actively join in class activities.

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

Language analysis
EXPRESSING OBLIGATION RESPONDING
- You must ... - I got it.
- It’s necessary that you ... - Yes, I will.
- I’m sorry.

Form Pronunciation Meaning Vietnamese equivalent

1. low season (n) /ˈləʊ ˌsiː.zən/ the period in the year when mùa ít khách
the fewest people visit a
place and when the prices are
at their lowest level
2. cruise (n) /kruːz/ a journey on a large ship for cuộc đi chơi biển (bằng tàu
pleasure, during which you thuỷ)
visit several places
3. historical (adj) /hɪˈstɔːr.ɪ.kəl/ connected with studying or có liên quan đến sự kiện của
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

representing things from the quá khứ

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

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs, in groups
speaking and co-operating skills. so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic;
- To practise listening for specific information.
b. Content:
- Chatting
c. Expected outcomes:
- Students know ways to express obligation.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Chatting - Ss work individually to Expected answer:
- T gives Ss a situation: do the task and then check - It is necessary for us to bring
Supposing your team was preparing for the answers with the whole suncream.
the school field trip and as a team class. - Everyone must arrive on
leader, you needed to assign tasks to time.
your teammates. …..
What would you say in that case? => expressing obligation
- T leads in the new lesson: To make
sure the trip goes smoothly; your
teammates need to fulfil their duty and as
a leader, you need to express obligation.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

There are two ways to express obligation

that we will learn in Lesson 4.
Communication.
- Ask Ss to look at COMMUNICATION
on page 86.

e. Assessment:
- Teacher corrects students (if needed).

2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)

a. Objectives:
- To introduce two ways to express obligation;
- To help Ss practise expressing obligation and responding.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Express obligation in the following situations.
c. Expected outcomes:
- Students can express obligation and respond.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
- T lets Ss listen and read the - Ss listen to the conversations Audio script:
conversations and asks Ss to pay and pay attention to the - Mother: Lan, you must hurry
attention to the highlighted parts and highlighted parts and find out up or we’ll miss the train.
find out their uses. their uses. Lan: Yes, Mum. I’m coming.
- T calls on some Ss to share their - Some Ss share their opinions - Nick: Is it necessary for us to
opinions. with the class. wait in the queue?
- T gives more explanations and Stranger: I’m sorry, it is.
writes down the ways to express
obligation and respond.
Task 2: Work in pairs. Express obligation in the following situations. (7 mins)
- T asks Ss to work in pairs to - Ss work in pairs to do the Suggested answers:
express obligation in certain tasks. 1. It’s necessary that you make
situations. - Some pairs practise in front a list of the things you will
- T moves around to observe and of the class. pack for your holiday.
provides help. 2. You must strictly follow the
- T calls on some pairs to practise in factory regulations while
front of the class. Comment on their visiting.
performance.

EXTRA ACTIVITY
Work in pairs. Take turns to say
obligations and respond in the Suggested answers:
following situations. 1. – You must turn off the TV
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

1. Tell your brother to turn off the when you finish watching the
TV when he finishes watching the cartoon.
cartoon. – Yes, I will.
2. Tell your friends that you all must 2. – It’s necessary that we
finish the project by Tuesday. finish the project by Tuesday.
3. Tell your friend Mark not to be – We got it. Don’t worry.
late again for class. 3. – Mark, you must not be late
4. Tell your sister to put the toys again for class.
back on the shelf. – I’m sorry. I won’t be late
again.
4. – You must put the toys
back on the shelf after playing
with them.
– Yes, bro. I won’t forget.
Transition from Everyday English
to My travel
– Ask Ss to think about places they
have travelled to (an ancient town, a
handicraft village, a new city,
etc.). Invite Ss to share their
answers.
– Ask Ss what information they
include when they talk about these
places (time, transport, activities,
feelings, etc.).
– Tell Ss they are going to read what
people talk about their travels.
e. Assessment:
- Teacher checks students’ understanding by asking some checking questions.

3. ACTIVITY 2: MY TRAVEL (23 mins)

a. Objectives:
- To introduce Ss how to talk about their travel;
- To help Ss further develop their reading skill for specific information (scanning);
- To provide Ss with an opportunity to report their partners’ travel to the class.
b. Content:
- Task 3: Read what people say about their travels. Then complete the table.
- Task 4: Work in groups. Share with your partners an unforgettable holiday you’ve taken.
- Task 5: Report partner’s travel.
c. Expected outcomes:
- Students can develop their reading skill for specific information.
- Students can report their partners’ travel to the class.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Vocabulary pre-teaching (3 mins)

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

Task 3: Read what people say about their travels. Then complete the table. (5 mins)
- T asks Ss to work individually. - Ss work individually to do the Suggested questions:
- T asks Ss questions so that they can task, exchange answers with a - How many people are talking
have an overall idea of what they are partner and then check the about their travels?
going to read. answers with the whole class. - Who are they?
- T has Ss quickly read three
people’s talks and complete the Expected answer:
table.
- T calls on some Ss to share their
answers.
- T confirms the correct answers as a
class.
Task 4: Work in groups. Share with your partners an unforgettable holiday you’ve taken. (5 mins)
- T has Ss work in groups. - Ss work in groups to
- T tells Ss to refer to the three talks complete the task.
in 3, paying attention to the
information related to the travel
including holiday destination, travel
transportation, accommodation,
activities
- T encourages Ss to think further of
the things which might not appear in
the three talks.
Task 5: Report their partners’ travel to the class. (10 mins)
- T calls on a student from each - Each group sends a presenter.
group to give a presentation of their - Other groups listen and make
partners’ travel. comments.
- T lets the class vote for the best - The class votes for the best
presentation, and T can give them presentation.
marks. If the class size is small and
time allows, all the groups can give
the presentation.
e. Assessment:
- Teacher corrects students while going around to help when students are practising.
- Teacher gives corrections and feedback.

4. CONSOLIDATION (3 mins)
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 8: Tourism
Lesson 4: Communication
*Warm-up

* Everyday English
Expressing obligation and responding
Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
Task 2: Work in pairs. Express obligation in the following situations.

* My travel
Task 3: Read what people say about their travels. Then complete the table.
Task 4: Work in groups. Share with your partners an unforgettable holiday you’ve taken.
Task 5: Report partner’s travel.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 8: TOURISM
Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information about two popular types of tours and their advantages and
disadvantages;
- Talk about their partner’s travel experience and share their opinion about it.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skill.
3. Personal qualities
- Actively join in class activities.

II. MATERIALS
- Grade 9 textbook, Unit 8, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. cost (n) UK /kɒst/, the amount of money needed to chi phí
US /kɑːst/ buy, do, or make something

2. fixed (adj) /fɪkst/ arranged or decided already and cố định

not able to be changed

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

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

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

difficult to find

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

any problems
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
2. Students may have underdeveloped - Let students read the text again (if needed).
reading, speaking and co-operating - Create a comfortable and encouraging
skills. environment for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in - Define expectation in explicit detail.
the class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
– To create an active atmosphere in the class before the lesson;
– To lead into the new lesson.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students are able to speak English and focus on the topic of the lesson.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Brainstorming - Ss follow the teacher's Ss’ own answers
- T asks Ss to work in pairs and instruction and brainstorm.
answer the following questions: - Ss share ideas with a partner
+ What are different types of tours? and then check their ideas as a
Give some information about them. whole class.
+ What types of tours have you
been on?
+ Were they positive/negative
experiences??
- T calls on some Ss to share their
ideas.
e. Assessment:
- Teacher corrects students (if needed).

2. ACTIVITY 1: READING (20 mins)

a. Objectives:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- To help Ss learn new vocabulary in the reading text;

- To improve Ss’ skill of reading for details (scanning);
- To read for specific information about two popular types of tours and their advantages and
disadvantages.
b. Content:
- Task 1: Write the words under their correct pictures.
- Task 2: Read the passage and match the words and phrases in A with the definitions in B.
- Task 3: Read the passage again and answer the questions.
c. Expected outcomes:
- Students identify some new words and how to use the target vocabulary.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Write the words under their correct pictures. (2 mins)
- T has Ss work individually. - Ss do the task independently. Answer key:
- T calls on some Ss to share their - Some Ss give the answer and 1. traveller
answers with the class. check as a class. 2. destination
- T checks the answers as a class. 3. itinerary

Task 2: Read the passage and match the words and phrases in A with the definitions in B. (5 mins)
- T asks Ss to work individually to - Ss work individually to Suggested answer:
read the passage and find the complete the task and check 1. b 2. c 3. d 4. a
meaning of highlighted words. the answers as a class.
- T has Ss read aloud the highlighted
words. Correct their pronunciation if
needed.
- T allows Ss some time to read the
whole text first. Then ask them
to focus on each word / phrase in
column A and look for the
sentence which contains the word /
phrase. (Sometimes Ss may
have to read the sentence before or
after it as well). Remind
them that they can get the meaning
of a word / phrase as it is
used in the passage through a
particular context.
- T checks the answers as a class.
Vocabulary teaching (5 mins)
- T introduces the vocabulary by: - Ss use the given hints to find New words:
+ giving pictures out the words. 1. cost (n)
+ giving explanation/definition - Ss write the new words in 2. fixed (adj)
their notebooks. 3. work out (ph.v)
4. estimate (v)
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

5. hunt (v)
6. smooth (adj)
Task 3: Read the passage again and answer the questions. (7 mins)
- T has Ss read the text in detail to - Ss apply scanning techniques Answer key:
answer the questions. to do the task independently. 1. Time.
- T asks Ss how to do this kind of - Ss pair up to check their 2. Travellers have to follow a
exercise. Explain the strategies if answers and then check with fixed itinerary.
necessary (e.g. reading the the class. 3. They have to do everything
questions, underlining the keywords on their own.
in the questions, locating the 4. It’s cheap and convenient.
5. Using online apps.
keywords in the text, and then
reading that part and answering the
questions).
- T tells Ss to underline parts of the
passage that help them with the
answers. Set a strict time limit to
ensure Ss read the text quickly for
information.
- T tells Ss to compare their answers
in pairs before giving the answers to
T. Ask them to give evidence when
giving the answers.

Transition from Reading to

Speaking
- Tell Ss that they are going to apply
the information and knowledge they
get from the reading to talk about
their partner’s travel. In this task,
they will have an opportunity to talk
about their partner’s travel
experience.
- 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 provide students with an opportunity to practise interviewing (asking and answering
questions) about a tour;
- To help students use what they have learnt so far to talk about their travel experience.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

b. Content:
- Task 4: Work in pairs. Take turns to interview your partner about his / her recent tour. Take
notes of your partner’s answers.
- Task 5: Share with the class your partner’s travel experience. You can then share what you
think about it.
c. Expected outcomes:
- Students can talk about their travel experience.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in pairs. Take turns to interview your partner about his / her recent tour. Take
notes of your partner’s answers. (5 mins)
- T has Ss work in pairs. - Ss read the clues and think Clues:
- T asks Ss to read the clues for the about the question/answer. 1. where he / she went
questions and think of any other They can revise what they have 2. which tour he / she took:
aspects of a holiday they want to ask learnt so far in Unit 8. package or self-guided
about. - Ss work in pairs to ask and 3. how he / she travelled
- T asks Ss to start interviewing each answer. 4. where he / she stayed
other. Ask them to take notes of their - Ss take notes of their friend’s 5. what he / she did / saw
partner’s answers. answers.
- T goes round and offers support if - Some pairs report their
needed. answers to the class.
- T calls on some pairs to ask and
answer. Each pair may perform just
one question to allow room for more
pairs or groups.
- T checks the answers and adds
more information if necessary. If
time allows, call 1-2 pairs to present
the answers to all five questions.
Task 5: Share with the class your partner’s travel experience. You can then share what you think
about it. (10 mins)
- T has Ss work individually. - Ss use the ideas they have Suggested answers:
- T allows Ss some time to arrange prepared in Activity 4. Last summer, Mai’s family
the notes they have taken during the - Some Ss talk before the went to Hue. Since her parents
interview. whole class and receive did not have much time to
- T asks a strong student to model comments from the teacher and organize a tour by themselves,
this activity in front of the class. classmates. they booked a four-day
- T calls on some Ss to share with package tour. The travel
the class what they have found out agency arranged everything for
about their partner’s travel them: the air tickets,
experience. They can also share their accommodation, the meals, the
comments about the experience. places to visit, and
- T comments on the presentations. transportation. The tour was
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

trouble-free as Mai’s father

said. They had to follow a
fixed schedule, but they felt
fine with it. The tour guide was
friendly and helpful. Coming
EXTRA ACTIVITY home, everybody was satisfied
Read some notices at holiday with the service the agency
attractions and match them with offered.
the explanations. There is one extra
answer.

Key:
1. c 2. a 3. e 4. b
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

a. It’s necessary that you keep this

place clean.
b. It shows the way to different
places.
c. There is a restaurant nearby.
d. Collect all the containers and put
them here.
e. You cannot visit this place since
some work is being done to make it
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

better.
e. Assessment:
- Teacher gives corrections and feedback.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 8: Tourism
Lesson 5: Skills 1
*Warm-up
Brainstorming

* Reading
Task 1: Write the words under their correct pictures.
Task 2: Read the passage and match the words and phrases in A with the
definitions in B.
Vocabulary:
1. cost (n)
2. fixed (adj)
3. work out (ph.v)
4. estimate (v)
5. hunt (v)
6. smooth (adj)
Task 3: Read the passage again and answer the questions.
* Speaking
Task 4: Work in pairs. Take turns to interview your partner about his / her recent tour.
Take notes of your partner’s answers.
Task 5: Share with the class your partner’s travel experience. You can then share what
you think about it.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 8: TOURISM
Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for general and specific information about a one-day trip to the home of the Brontes;
- Write a paragraph introducing a half day tour in Hue.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Actively join in class activities.

II. MATERIALS
- Grade 9 textbook, Unit 8, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may have underdeveloped - Play the recording many times if necessary.
listening skills. - Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.
2. Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Game: Unscrambled words
c. Expected outcomes:
- Students can revise some words learnt in previous lessons.
d. Organisation:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

e. Assessment:
- Teacher corrects students (if needed).

2. ACTIVITY 1: LISTENING (15 mins)

a. Objectives:
- To help students develop their skill of listening for general and specific information about a
one-day trip to the home of the Brontes.
b. Content:
Task 1: Work in pairs. Discuss if these statements are true.
Task 2: A tour guide is announcing the schedule for a one-day trip to the home of the
Brontes. Listen and complete the missing information.
Task 3: Look at the pictures, listen again and tick (
) the two which illustrate the ideas of the
listening passage.
c. Expected outcomes:
- Students can listen for general and specific information to do the learning tasks.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Work in pairs. Discuss if these statements are true. (5 mins)
- T has Ss work in pairs. - Ss work in pairs to read the Answer key:
- T asks Ss to read the statements statements and discuss if they 1. True
and discuss if they are true. are true. 3. True
- T calls on some pairs to share their - Some Ss share their answers Notes:
answers. in front of the class. The Bronte sisters refer to the
three sisters from The Brontes
in England. They are famous
writers: Charlotte Bronte (1816
–1855), Emily Bronte (1818 –
1848), and Anne Bronte (1820
–1849). Their novels Jane
Eyre, Wuthering Heights, and
The Tenant of Wildfell Hall are
worldwide recognised as
masterpieces of English
literature. These books have
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

been turned into movies. They

were first translated into
Vietnamese in the 1960s and
are still being republished
today.
Task 2: A tour guide is announcing the schedule for a one-day trip to the home of the Brontes.
Listen and complete the missing information. (5 mins)
- T has Ss work individually. T has - Ss work individually to read Answer key:
Ss read the table carefully first the table carefully first 1. 9 / nine
so that they can have some ideas of so that they can have some 2. world-famous
what information they need to fill in ideas of what information they 3. graveyard
the blanks. need to fill in the blanks. 4. entrance
- T plays the recording for Ss to - Ss listen to the recording and 5. 150
listen and do 2. do the task. 6. change
- T invites some Ss to share their - Some Ss share answers with
answers with the class. the class and check as a class. Audio script:
- T confirms the correct answers as a Hello everyone. Welcome to
class. the Brontes tour. My name’s
- T plays the recording again if Gillian and I’ll be
needed. T pauses at places where Ss accompanying you on our
have difficulties and shows them nine-hour tour. We’ll drive
how to find the answers. through the beautiful Yorkshire
countryside with its
vast green hills and fields.
We’ll stop at the villages of
Clapham and Wycoller. There
you can see the original school
and ruinous cottage, which
appear in Charlotte’s world-
famous book, Jane Eyre. We’ll
then drive on to Haworth, the
home of the Brontes. We’ll
visit their two-storey house and
the school they set up for the
children in the village. The
entrance ticket to the house
is included in the tour, so you
don’t have to pay extra. We
will also visit the graveyard
where the members of the
Brontes rest in peace. After
that we have an hour for lunch.
There are cafés and restaurants
nearby. Our tour continues at
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

one thirty. We’ll wander

down the main high street
where the Brontes walked 150
years ago. It has hardly
changed since then. You’ll see
many places that the members
of the Bronte sisters used to
visit. Next, …
Task 3: Look at the pictures, listen again and tick () the two which illustrate the ideas of the
listening passage. (5 mins)
- T has Ss do the task individually. - Ss work individually to look Answer key:
- T has Ss look at the pictures first at the pictures first and see 1 and 3
and see what they illustrate. what they illustrate. Explanation: the listening
- T plays the recording again for Ss - Ss listen to the recording mentions ‘ruinous cottage’ (the
to listen and do the activity. again and do the task building in Jane Eyre book)
- T invites some Ss to share their - Ss check the answer as a and ‘two-storey house’ (The
answers with the class. whole class. Brontes’ original home). It
- T confirms the correct answers as a doesn’t mention any bridge.
class.
- T plays the recording again if
needed. Pause at places where Ss
have difficulties and show them how
to find the answers.

Transition from Listening to

Writing
- Tell Ss that in the upcoming
writing tasks, they are going to write
the same thing as in the listening:
schedule of a visit.
-Ask Ss to refer to the listening
(Activities 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 (20 mins)

a. Objectives:
- To help students practise writing a paragraph introducing a half day tour in Hue.
b. Content:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Task 4: Work in pairs. Discuss and tick () the thing(s) that the tour guide in the listening passage mentions in

Task 5: Write a paragraph (100 - 120 words) introducing this half day tour in Hue. Use the
clues below.
c. Expected outcomes:
- Students can use learned vocabulary and grammar to write a paragraph introducing a half
day tour in Hue.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Discuss and tick () the thing(s) that the tour guide in the listening passage mentions
(3 mins)
- T has Ss work in pairs. T asks Ss to - Ss work in pairs to read the Answer key:
read the list and tick the thing(s) list and tick the thing(s) 1, 3, 4
that the tour guide mentions in the that the tour guide mentions in
tour schedule. the tour schedule.
- T invites some Ss to share their - Some Ss share their answers
answers with the class. with the class and check them
- T checks the correct answers as a as a class.
class.
Task 5: Write a paragraph (100 - 120 words) introducing this half day tour in Hue. Use the clues
below. (17 mins)
- T has Ss work individually. T - Ss read the clues about the Suggested answer:
allows them to discuss in pairs if tour in Hue. Hi, my name is Nam and I’m
needed. - Ss work individually to write going to be with you on a five-
- T asks Ss to read the clues about their full paragraph. hour tour of Hue City. Our first
the tour in Hue. - Ss read aloud their passage to visit is Thien Mu Pagoda. It’s
- T allows them some time to the class. the oldest pagoda in central
arrange the ideas and write the and south Viet Nam and was
paragraph. T goes around and offers built in 1602. Then we drive on
help if needed. to the Citadel, where we can
- T calls on some Ss to read aloud see the palace ruins, learn
their passage to the class. T about the history of the
comments on them. Nguyen Dynasty, and visit the
altars of the Kings. The last
visit is to Dong Ba Market. It’s
the biggest market in the city,
where you’ll see local products
and chat with
the locals. You can have lunch
in or around the market before
EXTRA ACTIVITY the tour ends.
Make complete sentences from the
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

clues given to write a complete text.

1. One day / I / visit / Mount Fuji, /
which / Japan’s / most iconic natural Answer key:
wonder. 1. One day, I will visit Mount
2. It / famous / place / scenic Fuji, which is Japan’s most
beauty / historic site. iconic natural wonder.
3. It / rise / 3,776 metres tall / 2. It is a famous place for its
reflects beautifully / five lakes / scenic beauty and historic site.
around / it. 3. It rises 3,776 metres tall and
4. Ancient samurai / use / base / reflects beautifully on the five
mountain / remote training area. lakes around it.
5. Today, / Mount Fuji / 4. Ancient samurai used the
international destination / tourism / base of the mountain as a
mountain climbers. remote training area.
5. Today, Mount Fuji is an
international destination for
tourism and mountain
climbers.
e. Assessment:
- Teacher gives corrections and feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.

Board Plan

Date of teaching

Unit 3: Healthy living for teens

Lesson 6: Skills 2
*Warm-up
Game: Unscrambled words
*Listening
Task 1: Work in pairs. Discuss if these statements are true.
Task 2: A tour guide is announcing the schedule for a one-day trip to the home of the
Brontes. Listen and complete the missing information.
Task 3: Look at the pictures, listen again and tick () the two which illustrate the ideas of the listening pas
*Writing
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Task 4: Work in pairs. Discuss and tick () the thing(s) that the tour guide in the listening passage mention

Task 5: Write a paragraph (100 - 120 words) introducing this half day tour in Hue. Use
the clues below.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

UNIT 8: TOURISM
Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise vocabulary items related to the topic Tourism;
- Use vocabulary items in new context;
- Correctly use relative pronouns which, who, or whose in sentences;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be encouraged to attend school activities;
- Actively join in class activities.

II. MATERIALS
- Grade 9 textbook, Unit 8, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs, in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk - Define expectation in explicit detail.
in the class. - Have excessively talkative students practise.
- Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To recall vocabulary learnt in previous lessons.
b. Content:
- Game: Kim’s game
c. Expected outcomes:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Ss can recall words related to tourism through given pictures.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Kim’s game - Ss works in groups and listen
- T asks Ss to work in groups of to the teacher’s instructions to
three or four Ss. play the game.
- T gets them look at the pictures
related to tourism on the screen.
- T tells Ss that the pictures will
disappear after 2 seconds, so they
should try to remember all the
pictures without writing them down.
- After all the pictures disappear, Ss
have 1 minute to write them down (2
points for each correct answer).
- T gets ss to swap the posters
among groups and give corrections
after T shows the answers.
- Ss give marks to their friends’
answers.
- T leads in the lesson.
e. Assessment:
- Teacher corrects for Ss (if needed).

2. ACTIVITY 1: VOCABULARY (10 mins)

a. Objectives:
- To help Ss review the vocabulary of Unit 8.
b. Content:
- Task 1: Choose the correct answer A, B, C, or D to complete each sentence.
- Task 2: Fill in each blank with a suitable word or phrase. The first letter has been given.
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Choose the correct answer A, B, C, or D to complete each sentence. (5 mins)
- T has Ss do this activity - Ss do the task independently. Answer key:
individually. - Ss exchange their textbook to 1. B
- T asks Ss to read each sentence compare the answers. 2. C
carefully, then refer to the four - Some Ss share their answers 3. C
options and choose the correct with the class. 4. D
answer. 5. A
- T allows Ss to compare their
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

answers with their partners.

- T calls on some Ss to share their
answers with the class.
- T confirms the correct answers as a
class. Explain if needed.
Task 2: Fill in each blank with a suitable word or phrase. The first letter has been given. (5 mins)
- T has Ss do this activity - Ss do the task independently. Answer key:
individually. - Ss exchange their textbook to 1. domestic
- T asks Ss to read each sentence compare the answers. 2. fixed
carefully and decide what word is - Some Ss share their answers 3. apps
needed to complete the sentence. with the class. 4. self-guided
Note that the first letter has already 5. natural
been provided. Alternatively,
encourage Ss to look for the word
without looking at the suggested
initial letter. Then they can look at
the letter and see if they have found
the correct answer.
- T asks Ss to compare their answers
with their partners.
- T calls on some Ss to share their
answers with the class.
- T confirms 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 the uses of relative pronouns in sentences.
b. Content:
- Task 3: Use a relative pronoun which, who, or whose to complete each sentence.
- Task 4: Combine each pair of sentences, using a suitable relative pronoun which, who, or
whose.
c. Expected outcomes:
- Students can recall the uses of relative pronouns in sentences.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 3: Use a relative pronoun which, who, or whose to complete each sentence. (5 mins)
- T has Ss do this activity - Ss do the task individually. Answer key:
individually. - Ss exchange their textbooks 1. which
- T asks Ss to read the sentences and give feedback to each 2. who
carefully and decide which relative other. 3, which
4. whose
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

pronoun is correct for each sentence. - Ss check the answers as a 5. whose

Give them a tip: look at the word class.
before the blank to see if it is a
person (who) or a thing (which); then
look at the word after it to see if it is
a verb (who and which) or a noun
(whose).
- T calls on some Ss to share their
answers with the class.
- T confirms the correct answers as a
class. Explain if needed.
Task 4: Combine each pair of sentences, using a suitable relative pronoun which, who, or whose. (5
mins)
- T has Ss work in pairs. - Ss work in pairs. Answer key:
- T asks Ss to read each pair of - Ss complete the task and 1. My family spent four days in
sentences carefully and decide what discuss the answers. India, whose culture is unique.
relative pronoun is needed to 2. Organising self-guided tours
combine them, and how to form the helps develop personal skills
new sentence (what to keep, what to which are important for
omit). everybody.
- T allows Ss some time to write the 3. Russel stayed in a hotel in
sentences. Go round and offer help if Bui Vien Street, which is one
needed. of the best streets for foreign
- T calls on some Ss to read their tourists.
answers to the class. 4. After the Muay Thai Show,
- T confirms the correct answers as a my sons talked to the artists
class. Explain if needed. whose performance they
admired so much.
5. We participated in a lot of
activities with the local people,
who were friendly and helpful.
e. Assessment:
- Teacher corrects students as a whole class.

4. ACTIVITY 3: PROJECT (20 mins)

a. Objectives:
- To help students improve their creativity and teamwork;
- To improve their speaking and presentation skills;
- To provide an opportunity for students to develop their research and collaboration skills and
to practise giving an oral presentation.
b. Content:
- Making a plan for a two-day trip
c. Expected outcomes:
- Students are able to give an oral presentation of their plan.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Making a plan for a two-day trip Suggested outcome:
- As Ss have prepared for the project Students’presentations
throughout the unit, the focus of this
lesson should be on the final - Ss work in groups of 5-6 Ss.
product, which is an oral - Ss have to tick appropriate
presentation of their plan. items while listening to their
- T has Ss work in groups of 5-6 Ss. classmates’ presentations and
Give them a few minutes to prepare write comments if they have
for the presentation. any. The presenters should
- Give Ss checklists for peer and complete their self-assessment
self-assessment. checklists after completing
- If necessary, go through the criteria their presentation.
for assessing their talk to make sure
Ss are familiar with them.
- Invite two or three groups to give
their presentations.
- Give praise and give feedback after
each presentation. T can summarise
the feedback given by other Ss and
add any other comments. T can also
give Ss marks for their presentation
as part of their continuous
assessment.
e. Assessment:
- Teacher gives corrections and feedback.

5. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson.
Board Plan
Date of teaching
Unit 8: Tourism
Lesson 7: Looking back and Project
*Warm-up
Kim’s game

*Vocabulary
Task 1: Choose the correct answer A, B, C, or D to complete each sentence.
Task 2: Fill in each blank with a suitable word or phrase. The first letter has been given.
*Grammar
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Task 3: Use a relative pronoun which, who, or whose to complete each sentence.
Task 4: Combine each pair of sentences, using a suitable relative pronoun which, who, or
whose.
*Project

* Homework