TA9 - Unit 1

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 1: LOCAL COMMUNITY

Lesson 1: Getting started – I really love where I live now.
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Local community;
- Gain vocabulary to talk about community;
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
II. MATERIALS
- Grade 9 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. suburb (n) /ˈsʌbɜːb/ an area where people live that vùng ngoại ô
is outside the centre of a city
2. facilities (n) /fəˈsɪlətiz/ buildings, services, cơ sở vật chất

equipment, etc. that are
provided for a particular
purpose
3. community (n) /kəˈmjuːnəti/ all the people who live in a cộng đồng
particular area, country, etc.
when talked about as a group
4. get on with /ɡet ɒn wɪð/ to have a friendly relationship có quan hệ tốt với
with somebody
Assumption
Anticipated difficulties Solutions
Students may lack experience of group/ - Encourage students to work in groups so that
teamwork. 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 enhance students’ skills of cooperating with teammates.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can answer some questions of the teacher about community services.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Brainstorming - Students work in 2 teams and Questions:

- Teacher divides the class into 2 follow the teacher's instructions What can you see in this
teams. to do the activity. neighbourhood?
- Teacher asks students to close the Suggested answers:
books, shows a picture of a - cinema
neighbourhood and asks them to - buildings
write down as many things they …
can see in the picture as possible in
1 minute. The team who has more
correct answers is the winner.
- Teacher sets the context for the

listening and reading text: Write
the title on the board I really love
where I live now.
e. Assessment:
- T checks ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with vocabulary;
- To help students be well-prepared for the learning tasks.
b. Content:
- Vocabulary pre-teaching
- Students can identify some new words about community services.
d. Organisation:
Vocabulary pre-teaching - Students guess the meaning New words:

- Teacher introduces the vocabulary. of words. 1. suburb (n)
- Teacher explains the meaning of 2. facilities (n)
the new vocabulary by showing 3. community (n)
pictures or giving explanations. 4. get on with
e. Assessment:
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)

a. Objectives:
- To help Ss understand the conversation.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again. Fill in each blank with no more than TWO words from
the conversation.
- Task 3: Match each word or phrase with its definition.
- Task 4: Complete each sentence with a word or phrase from 3.
- Task 5: Quiz
- Students understand the conversation and topic of the lesson and can complete the tasks
successfully.
d. Organisation:
Task 1: Listen and read. (7 mins)
- Ask Ss to look at the pictures on - Students look at the pictures Questions:

pages 8 – 9 and answer the and answer the questions. 1. What do you see in each
questions below: - Students listen to the picture?
Elicit answers from Ss. recording and read along. 2. What would life in the place
- Introduce the two characters: Mi - Students read the in the pictures be like?
and Ann. Explain that they are conversation aloud.
friends, and they meet each other - Students say the words.
after a long time. The dialogue on page 8
- Play the recording twice for Ss to
listen and read along. Have Ss
underline the words that are related
to the unit topic while they are
listening and reading.
- Invite some pairs of Ss to read the
conversation aloud.
- Have Ss say the words in the text
that they think are related to the
topic Local community.
Quickly write the words on one part
of the board. Comment on Ss’
answers.
Task 2: Read the conversation again. Fill in each blank with no more than two words from the
conversation. (7 mins)
- Teacher tells students to read the - Students work independently Answer key:
conversation again and work to do the activity. 1. last month
independently to find the answers. - Students compare the 2. fewer people
Remind students to underline the answers in pairs. 3. craft village
information they can find in the 4. neighbours
- Students give answers. 5. useful advice
conversation.
- Teacher has students work in pairs
to compare the answers before
checking with the whole class.
- Teacher calls some students to give
the answers.
Task 3: Match each word or phrase with its definition. (7 mins)
- Ask Ss to read the words and - Students read the Answer key:
phrases in the first column and conversation again and work 1. d
locate them in the dialogue. independently to do the 2. e
activity. 3. a
- Ask them to read around each word - Students share and check the 4. c
or phrase to guess its meaning. For answers. 5. b
example, Ss can guess the meaning
of ‘suburb’ by reading the sentence - Ss practise saying the words
where the word appears in line 4 of and phrases.
the dialogue. Model the skill with
this word.
- Have Ss work individually to
match the words and phrases with
their definitions.
- Have them compare their answers
with a partner.
- Invite some Ss to share their
answers.
- Confirm the correct answers.
- Have Ss practise saying the words
and phrases.
Task 4: Complete each sentence with a word or phrase from 3. (7 mins)
- Have Ss work in pairs and fill in - Students work in pairs and do Answer key:
each blank with a word or phrase the activity. 1. suburb
from 3. - Students give answers and 2. get on … with
- Ask for Ss’ answers and confirm check them. 3. facilities
the correct ones.
- For a more able class, have Ss 4. remind … of
work in groups. Each group makes 5. community
sentences with 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 introduce to Ss some places of interest in a community.
b. Content:
- Task 5: What is the place? Do the following quiz.
- Students know some places of interest in a community.
d. Organisation:

Task 5: What is the place? Do the following quiz. (10 mins)
- Set time (3-5 minutes) for Ss to do - Students work in pairs to do Answer key:
the quiz in pairs. the quiz. 1. stadium
- Invite some Ss to share their - Students work in groups of 2. hospital
answers with the class. Confirm the three or four to follow the 3. playground
correct answers. teacher's instruction. 4. school
- Ask Ss to work in groups and - Students may ask the teacher 5. museum
brainstorm all the places of interest if they don’t know the names
in a community that they know. of the items.
After 3 minutes, they are invited to - Students share their answers
share their answers with the whole with the whole class.
class. The group with the most
correct answers wins.
e. Assessment:
- Teacher and other students listen to the answers and comment.
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students 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:
+ Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about their
community. Students will show and present in Lesson 7 – Looking back and Project.
(Teacher should check the progress of students’ preparation after each lesson.)
+ Explain the project requirements: In groups, Ss will interview some Ss from their class or
from other classes about the changes they want to make in their community, using the
questions provided. They then analyse the answers from their friends and report the findings
to their class. They can use a poster or PowerPoint slides to present their findings. In this
case, their slides or posters should include a mixture of text and tables, graphs, or pictures so
that T and other classmates can easily follow and understand their findings.
+ Show them how to collect and analyse the answers. Here are the steps T can follow:
Step 1. Have Ss answer the questions about their community:
1. Where do you live?
2. What is good about your community?
3. What is not good about your community?
4. What changes do you want to make to improve your community?
Invite about three Ss to answer the questions. Draw a table on the board to record their
answers. This way you are teaching them how to record the answers in a survey. The table
should look like the one on page 17 in Student’s book.
Then model how to report the findings to the questions. Say, I have just asked three students
about their community. Here are the findings. Two students live in or near the city centre.
One student lives far from the centre …
Step 2. Ask Ss to look at the four questions in the book. Check if they understand the
questions. Instruct them to create a table to record their classmates’ answers. Tell groups that
each group member can ask two classmates or two students from other classes, so each group
can ask about 10 students, using the table they have created.
Step 3. When they finish asking, they can organise the information they get in the table.
Step 4. Groups of Ss prepare short reports about the findings. Have them read the questions
on page 17 and follow these guiding questions to prepare the report.
Board plan
Date of teaching
Unit 1: Local community
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. suburb (n)
2. facilities (n)
3. community (n)
4. get on with
- Task 1: Listen and read.

- Task 2: Read and fill in each blank.
- Task 3: Match.
- Task 4: Complete each sentence.
- Task 5: Quiz.
*Homework

Lesson 2: A closer look 1
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic Local community;
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
- Use question words before to-infinitives and some phrasal verbs.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
- Be friendlier and willing to help their community;
- Actively participate in community services;
- Develop self-study skills.
II. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 1
- Projector / TV
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese equivalent
1. garbage /ˈɡɑːbɪdʒ kəlektə/ a person who collects nhân viên dọn vệ sinh
collector (n) rubbish for a job
2. artisan (n) /ˌɑːtɪˈzæn/ a worker in a skilled trade, thợ làm nghề thủ công
especially one that involves
making things by hand
3. handicraft (n) /ˈhændikrɑːft/ the activity of making sản phẩm thủ công
attractive objects by hand
4. speciality (n) /ˌspeʃiˈæləti/ a type of food or product đặc sản

that a restaurant or place is
famous for because it is so
good
Assumption
Students may have difficulties in Provide students some tips by identifying the
distinguishing three sounds /æ/, /ɑ:/, and letters that may include each sound.
/e/.
Some students will excessively talk in the - Define expectation in explicit detail. Have
class. 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: Hot seat
- Students can recall some phrases about occupations.
d. Organisation:
Game: Hot seat - Students work in 2 teams and Answer key:

- Teacher divides students into 2 follow the teacher's instruction 1. policeman
teams. Each team has a member to play the game. 2. doctor
standing against the board. 3. teacher
- Teacher shows pictures of some 4. firefighter
community helpers one by one and 5. baker
other members use body language to
let their team members guess the
names of the jobs.
- The team with the most correct
answers in the fastest time is the
winner.
e. Assessment
Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)

a. Objectives:
- To provide students with vocabulary;
- To revise / introduce the names of the community helpers with their responsibilities.
b. Content:
- Vocabulary pre-teaching
- Task 1: Match the community helpers with their responsibilities.
- Task 2: Write a word or phrase in the box under the correct picture.
- Task 3: Fill in each blank with a word or phrase from the box.
- Students can identify some new words about the community helpers with their
responsibilities.
d. Organisation:
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary - Students guess the meaning of New words:
by: words. 1. garbage collector (n)
+ showing pictures illustrating the 2. artisan (n)
word. 3. handicraft (n)
1. garbage collector [picture] 4. speciality (n)
2. artisan [picture]
Task 1: Match the community helpers with their responsibilities. (8 mins)
- Of the five words in this task, Ss - Students listen and follow the Answer key:
may know the two words “police teachers’ instructions. 1. c
officer” and “firefighter”, so T may - Students answer the teacher’s 2. e
focus on presenting the other three questions 3. a
words. - Students read the 4. b
- To present each word, follow the words/phrases and match. 5. d
steps: - Ss work in pairs to compare * Some other community
+ Show the picture and elicit the their answers. helpers: postman, doctor,
word. - Ss to share what other nurse, vet, tailor, chef,
+ Read aloud the word several community helpers they know barber...
times and ask Ss to repeat. of and their responsibilities
+ Invite some Ss to read the word
aloud.
+ Write the word on the board and
highlight its phonological features
(e.g. show the location of the main
stress).
- After presenting all the words, ask
Ss what each community helper
does. Encourage them to give
answers.
- Have Ss read the words/phrases in
the first column and match them
with the responsibilities in the
second column. Remind them to

pay attention to the keywords in
each statement (a – e).
- Have Ss work in pairs to compare
their answers before giving T the
answers.
- Check and confirm the correct
answers. Then ask Ss to share what
other community helpers they know
of and their responsibilities.
- Take this opportunity to quickly
explain the meaning of some
words/phrases like put in, put out,
obey the laws, solve crimes, ...
- For a more able class, have Ss
make complete sentences to
describe the responsibilities of the
community helpers.
Task 2: Write a word or phrase in the box under the correct picture. (7 mins)
- Show each picture on the slide or - Students work in pairs and do Answer key:
ask Ss to look at each picture and the task. 1. tourist attraction
say what they see. - Students share and check their 2. pottery
- Elicit the words/phrases from Ss. answers in pairs. 3. artisan
- Have Ss write the word/phrase - Students make sentences and 4. speciality
under each picture individually. share with the class. 5. handicraft
- Let them share their answers in
pairs. Invite some Ss to give the
answers and confirm the correct
ones.
- Ask Ss to make sentences with
some of the words and phrases they
have learnt. Invite Ss to share their
sentences. This activity can be
carried out as a competitive game.
Ask Ss to work in groups and make
sentences with the words/phrases.
The fastest group with the most
correct sentences wins. Other
groups listen and comment.
Task 3: Fill in each blank with a word or phrase from the box. (5 mins)
- Ask Ss to quickly read the - Students do the task Answer key:

words/phrases and the given independently, then share the 1. artisans
sentences. answers and discuss as a class. 2. electrician
- Have them do the exercise 3. speciality

individually and then compare their 4. garbage collector
answers with another student. 5. handicrafts
- Check the answers as a class and
confirm the correct ones.
e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)

a. Objectives:
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
- Use questions word before to-infinitives and some phrasal verbs.
b. Content:
- Task 4: Listen and number the words you hear. Then listen again and repeat.
- Task 5: Listen and practise the sentences. Underline the bold words with /æ/, circle the bold
words with /ɑ:/, and tick the bold words with /e/.
- Students can pronounce the /æ/, /ɑ:/, and /e/ sounds in words and in sentences correctly.
d. Organisation:
Task 4: Listen and number the words you hear. Then listen again and repeat. (7 mins)
- Ask Ss to say out loud some words - Students watch a video about Suggested answers:
they know that contain these vowels. how to pronounce the three 1. chart (/ɑ:/)
- Have some Ss read out the words sounds. 2. merry (/e/)
first. Then play the recording once - Students give some words 3. pack (/æ/)
or twice for them to listen and containing the sounds. 4. cattle (/æ/)
number the words they hear. Play - Students listen to the 5. park (/ɑ:/)
the recording again for Ss to repeat recording and number the 6. chat (/æ/)
the words. words they hear. 7. kettle (/e/)
- Ask Ss to work in pairs to practise - Students work in pairs to 8. marry (/æ/)
saying the words and compare their practise saying the words.
answers. Check the answers with the
class and confirm the correct ones.
- Have Ss say which of these three
vowels each word contains.
Task 5: Listen and practise the sentences. Underline the bold words with /æ/, circle the bold words
with /ɑ:/, and tick the bold words with /e/. (7 mins)
- Have Ss quickly read the - Students discuss and find the Answer key:
sentences. Now play the recording words containing the sounds. /æ/: thanks, grandmother, that,
for Ss to listen to the sentences. Ask bamboo, relax
them to pay attention to the bold - Students listen to the /ɑ:/ garbage, artist, park
words and underline the bold words recording and do the activity. /e/: bread, beds
with /æ/, circle the bold words with - Students check their answers
/ɑ:/, and tick the bold words with /e/. and repeat the sentences. Suggested answers:
- Invite some Ss to share their 1. beg
answers. Confirm the correct ones. 2. heart
- Play the recording again for Ss to 3. lend
repeat the sentences. 4. guess
- Have Ss practise the sentences in 5. back
pairs. Invite some pairs to read the 6. ham
sentences aloud. Comment on their 7. pack
pronunciation of the sounds. 8. cart
EXTRA ACTIVITY
Have Ss work in pairs. Ask them to
write a word which has the sound
/æ/, /ɑ:/, or /e/ to complete each
of the following minimal pairs:
1. bag ______ 2. hat ______
3. land ______ 4. gas ______
5. bark ______ 6. harm ______
7. park ______ 8. cat ______
e. Assessment:
- Teacher’s observation and feedback on student’s pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
Teacher asks Ss to retell the main points of the lesson.
b. Homework
Board Plan
Date of teaching ……..

*Warm-up
* Vocabulary
1. garbage collector (n)
2. artisan (n)
3. handicraft (n)
4. speciality (n)
- Task 1: Match.
- Task 2: Write a word or phrase.
- Task 3: Fill in each blank.
* Pronunciation
- Task 4: Listen and number the words.
- Task 5: Listen and underline /æ/, circle /ɑ:/, and tick /e/.
*Homework

I. OBJECTIVES
1. Knowledge
- Use question words before to-infinitives and some phrasal verbs.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
- Exchange personal information with friends and be friendly at school;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 2
- Projector / TV
- hoclieu.vn
Language analysis
– We use a question word such as who, what, where, when, or how before a to-infinitive to
express an indirect question about what we should do.
– We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know before the
question word + to-infinitive.
Assumption
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 groups.
- Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
– To create an active atmosphere in the class before the lesson;

– To lead into the new lesson.
b. Content:
- Brainstorming
- Students can answer teacher’s questions.
d. Organisation:
Brainstorming - Students answer the teacher's Answer key:

- Ask Ss the question: What do you questions. Students’ answers
do when you don’t know how to get - Listen to the teacher’s
to a place in your neighbourhood? instructions.
Write the question on the board.
- Invite some Ss to answer the
question. Quickly write some of
their answers on the board.
- Draw Ss’ attention to the question
on the board. Underline don’t know
how to get to.
Tell them that today they are going
to learn some question words before
to-infinitives and some phrasal
verbs.
- Introduce the objectives of the
lesson. Write the objectives in the
left corner of the board.
e. Assessment:
- Teacher corrects students’ answers (if needed).
2. ACTIVITY 1: PRESENTATION (10 mins)

a. Objectives:
- To help students get to know about Question words before to-infinitives.
b. Content:
- Grammar explanation
- Students identify the structures and when to use Question words before to-infinitives.
d. Organisation:
Question words before to-infinitives

- Have Ss read the two examples in - Students read the

the Remember! box and pay Remember! box carefully and
attention to the bold words. listen to the teacher.
-Then tell them to read the - Students make some
information in the box. sentences using the Question
- Check their understanding by words before to-infinitives.
asking some questions:
+ What are the question words we
can use before to-infinitives?
+ What does this grammatical
structure express?
+ What are the verbs we can use?
- Ask Ss to give some more
examples. Comment on their
examples.
Phrasal verbs
- Write these sentences, which are - Students read the examples

taken from the dialogue in Getting carefully.
Started, on the board: - Ss read the information in the
+ I think we will get on with them. grammar box. They call out
+ That reminds me of the time our any phrasal verbs they know.
family moved to Viet Nam.
- Ask them about the meaning of
each phrasal verb (they learnt the
meaning of these verbs in the
Getting Started lesson). Tell them
that these are examples of phrasal
verbs.
- Have Ss read the information in the
grammar box. Ask them to call out
any phrasal verbs they know and
write them on the board. Have them
explain the meaning of these verbs.
e. Assessment:
- Teacher checks students’ understanding by asking some questions.
3. ACTIVITY 2: PRACTICE (25 mins)

a. Objectives:
- To help Ss practise Question words before to-infinitives and some phrasal verbs.
b. Content:
- Task 1: Fill in each blank with a suitable question word.
- Task 2: Rewrite the sentences using question words + to-infinitives.
- Task 3: Match each phrasal verb with its meaning.
- Task 4: Complete each sentence using the correct form of a phrasal verb in 3.
- Task 5: Find someone who … Ask as many friends as you can the following questions.
Then write their names in the table if they say “yes”.
- Students understand how to use Question words before to-infinitives and some phrasal
verbs.
d. Organisation:
Task 1: Fill in each blank with a suitable question word. (3 mins)
- Ask Ss to read the first sentence - Students work independently Answer key:
and think of the question word to fill to do the task. 1. how
in the gap. Invite Ss to give their - Students exchange the 2. where
answers. Confirm the correct one. answers in pairs before 3. what
- Have Ss do the exercise checking with the class. 4. when
individually and then check their 5. who
answer with a classmate.
answers. Confirm the correct
answers.
Task 2: Rewrite the sentences using question words + to-infinitives. (7 mins)
- Model the way to do the exercise - Students work independently Answer key:
with the first sentence. Explain to Ss to do the task. 1. I don’t know how to get to
that they only need to replace the - Students come to the board to the swimming pool.
subject ‘I’ and the modal ‘can’ with write the answers. 2. They are wondering where
‘to’. to buy traditional handicrafts.
1. I don’t know how I can get to the 3. She asked what to give to
swimming pool. -> I don’t know how her new neighbour at his
to get to the swimming pool. house-warming party.
- Have Ss do this exercise 4. I can’t decide who to ask for
individually and then compare their advice.
answers with a partner. 5. Could you tell me when to
- Ask some Ss to write their answers pay the water bill?
on the board. Ask other Ss to
comment on their answers. Confirm
the correct ones.
Task 3: Match each phrasal verb with its meaning. (5 mins)
- Have Ss do this exercise - Students work independently Answer key:

individually and then compare the to do the task. 1. b, 2. d, 3. e, 4. c, 5. a
answers with another classmate. - Students come to the board to
Remind Ss that they can guess the write the answers.
meaning of each phrasal verb based
on the meaning of the main verb.
- Check the answers with the whole

class. Confirm the correct ones.
Task 4: Complete each sentence using the correct form of a phrasal verb in 3. (5 mins)
- Have Ss work in pairs to do the - Students work independently Answer key:

exercise. Remind them to use the to do the task. 1. came back
correct form of a phrasal verb in 3. - Students exchange textbooks 2. hand down
- Invite some pairs to share their to check their friends’ answers. 3. find out
answers. Confirm the correct 4. takes care of
answers. 5. looking around
Task 5: Find someone who … Ask as many friends as you can the following questions. Then write
their names in the table if they say “yes”. (7 mins)
- For this game, have Ss walk - Students do the task in pairs. Answer key:
around the room and try to find - Students work in 2 teams and Students’ answers
classmates who answer Yes to each play a game.
question on their game card. Explain
to them that each question has a
phrasal verb in it. The winner is the
student who fills in their game card
first.
- Set a time limit of about 5-7
minutes. After this time, if Ss are
stuck, the winner is the student with
the most names on his/her game
card.
EXTRA ACTIVITY Answer key:

If there is some time left, have Ss do 1. B
the following exercise: 2. C
Choose the correct answer A, B, C, 3. D
or D. 4. A
1. It’s so smoky in here. I’m just 5. B
______ for some fresh air.
A. passing down B. going out
C. coming back D. finding out
2. I came back to my home town to
______ more about my
grandparents.
A. hand down B. look around
C. find out D. go out
3. My brother is overweight. He’s
______ fatty foods.
A. finding out B. taking care of

C. running out of D. cutting down
on
4. I liked the village immediately
because it ______ me ______ my
home village.
A. reminded ... of B. came ... back
C. went ... out D. found ... out
5. How are you ______ with your
classmates?
A. taking care B. getting on
C. running out D. looking around
e. Assessment:
- Teacher corrects the students as a whole class.
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences using phrasal verbs.
Board Plan
Date of teaching
* Warm-up
Brainstorming
I. Grammar
1. Question words with to-infinitive
2. Phrasal verbs
II. Practice
- Task 1: Fill in each blank.
- Task 2: Rewrite the sentences.
- Task 3: Match.
- Task 4: Complete each sentence.
- Task 5: Game.
* Homework

Lesson 4: Communication
I. OBJECTIVES
1. Knowledge
- Know how to seek for help and respond;
- Know some places of interest.
2. Competences
- Develop communication skills and creativity;
- Be ready and confident in real life conversations;
II. MATERIALS
- Grade 9 textbook, Unit 1, Communication
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs, in groups

speaking and co-operating skills. so that they can help each other.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessively talkative students practise.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To review some phrasal verbs.
b. Content:
- Phrasal verbs revision
- Students can use what they have learnt in the previous lesson to find out some phrasal verbs.
d. Organisation:
Game: Phrasal verbs revision - Students work in 2 teams and Answer key:
- Teacher divides the class into 2 follow the teacher's instruction 1. find out
teams. to play the game. 2. take care of / look after
- Teacher shows pictures (PPT 3. come back
slides) of phrasal verbs, asks 4. look for
students to name them. 5. take off
- The team that gives more correct 6. get over
names is the winner.
e. Assessment:
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)

a. Objectives:
- To introduce how to seek for help and respond;
- To help Ss practise how to seek for help and respond.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Ask for help and respond in the following situations.
- Students can use the structures to seek for help and respond.
d. Organisation:
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
- Play the recording for Ss to listen - Students listen to the Audio script:
and read the dialogues at the same dialogue.
time. Ask Ss to pay attention to the - Some students share their
highlighted parts. Tell them that opinions to the class.
these are two ways to seek help and
respond.
- Write the structures used to ask for
help on the board:
+ Do you mind + V-ing?
+ Could you …?
- Instruct them how to respond
appropriately.
- Have Ss practise the dialogues in
pairs. Call on some pairs to practise
the dialogues in front of the class.
- For a more able class, introduce
some other ways to ask for help in
English:
+ Could you help me ...?
+ Could you give me a hand with

...?
+ Would you ... please?
Task 2: Work in pairs. Ask for help and respond in the following situations. (7 mins)
- Ask Ss to work in pairs to make - Students work in pairs to do Suggested answers:

similar dialogues, using the the activity. 1. Do you mind lending me
language they have learnt. your pen?
- For a less able class, model the first - Not at all. Here you are.
situation with a good student. 2. Could you tell the name of
- Move around to observe and the new garbage collector?
provide help. Call on some pairs to - Students practise in front of - Sure. His name’s Nam.
practise in front of the class. the class. 3. Could you tell me where to
Comment on their performance. buy the best fruits and
- For more able classes, encourage vegetables in our area?
Ss to use different ways to ask for - Sure. There’s a shop in Le
help and respond. Lai Street.
Transition from Everyday English

to Places of interest
– Ask Ss how they can ask their - Listen and follow the
friend to show them where a place instruction.
of interest is (e.g. the most beautiful
park in town). Invite Ss to share
their answers.
– Ask Ss what places of interest they
know. Ss may mention: park,
cinema, café, … Tell Ss they are
going to read what two students
share about their favourite places of
interest
e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: PLACES OF INTEREST (20 mins)

a. Objectives:
- To introduce some famous places of interest.
b. Content:
- Task 3: Do you know the place in each picture?
- Task 4: Listen to Binh and Mira talking about a place of interest in their community. Fill in
each blank with no more than TWO words and / or a number.
- Task 5: Work in pairs. Ask and answer about your favourite places of interest. Use the
questions below.
- Students get some information about some famous places of interest.
- Students can ask and answer questions about famous places of interest.
d. Organisation
Task 3: Do you know the place in each picture? (5 mins)
- Ask Ss to look at each picture and - Students look at the pictures Suggested answer:
say if they know anything about the and answer the questions and - Picture 1: Nguyen Hue
place. Elicit answers and confirm the add more places to the list. Pedestrian Street (Phố đi bộ
correct ones. If time allows, ask Nguyễn Huệ) is in Ho Chi
them in what city each place of Minh City. Other places of
interest is located and if they know interest in the city: Central
any other places of interest in that Post Office (Bưu điện trung
city. tâm), the Notre-Dame
- Elicit answers from Ss. Provide Ss Cathedral (Nhà thờ Đức Bà),
with some places of interest in each Independence Palace (Dinh
city. Độc Lập), War Remnant
Museum (Bảo tàng chứng tích
chiến tranh), Ben Thanh
Market (Chợ Bến Thành), etc.
- Picture 2: Sydney Opera
House is in Sydney, Australia.
Some other places of interest
in the city: Sydney Harbour
Bridge, Taronga Zoo, Sydney
Tower Eye, Darling Harbour,
Sydey Aquarium, Royal
Botanic Garden, etc.
Task 4: Listen to Binh and Mira talking about a place of interest in their community. Fill in each
blank with no more than TWO words and / or a number. (7 mins)
- Tell Ss that they are going to - Students look at the table of Audio script:
listen to a student from Ho Chi Minh information and read it through Binh, from Ho Chi Minh City,
City and the other from Sydney quickly. Viet Nam
talking about a place of interest in My favourite place of interest
their community and what they do is Nguyen Hue Pedestrian
there. Street. It’s in the centre of the
- Have them look at the table of city and only a kilometre from
information and ask them to read it our house, so we walk there
through quickly. every weekend. It’s used for
- Play the recording for Ss to listen - Students listen and fill in the pedestrians only and is very
and fill in each blank with no more table. popular especially at weekends
than two words. - Students work in pairs to and during Tet. My sister and I
compare their answers. enjoy the music that street
- Ask Ss to work in pairs to compare bands play and look for our
their answers. - Some pairs of students share favourite books while our
- Invite some pairs to share their their answers. parents look around.
answers. Confirm the correct ones.
Mira, from Sydney, Australia
Of all the attractions in
Sydney, I love the Opera
House the most. It’s one of the
most famous performing arts
centres in the world. Our
family goes there twice a
month because it’s about
5 kilometres from our house.
My brother and I are fond of
running up and down the stairs
and feeding the seagulls. Our
parents love having a drink
and talking to each other.
Key:
1. one / 1
2. weekend
3. favourite books
4. five / 5
5. feeding
6. a drink
Task 5: Work in pairs. Ask and answer about your favourite places of interest. Use the questions
below. (8 mins)
- Before having Ss do the activity, - Students work in pairs, take Suggested answer:
ask them the following questions: note and report. Lan’s favourite place of
+ What is Mira’s favourite place of interest is Tao Dan Park. It’s
interest? only one kilometre from her
+ How far is it from her house? house, so she goes there every
+ How often does she go to that weekend with her mother and
place? sister. There they walk, do
+ What does she do there? some exercises and enjoy the
- Have Ss work in pairs to ask and fresh air. Sometimes they also
answer the four questions in the cycle around the park.
book. Have Ss in each pair note
down their friends’ answers.
- Ask some Ss to report their
partner’s answers to the class.
- Comment on Ss’ answers.
EXTRA ACTIVITY
– Have Ss work in groups. Ask them
to discuss the following situation:
You have an Australian friend. Her
family is going to our city / town /
village. What place will you suggest
her family should visit? Why?
– Give groups 5 – 7 minutes to
discuss and then present their
answers to the class.
Transition from Reading to

Speaking
Have Ss choose one of the two Students listen and answer the
products and answer these five questions.
questions:
1. What speciality is it?
2. What do people make it from?
3. Do people make it in the
traditional way?
4. What can people do with it?
5. Is it well-known in only your
country or in the world?
This short activity is a transition to
the Speaking part and serves as an
example for Activity 4.
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
Seeking for help and responding

Task 1: Listen and read the conversations.
Task 2: Work in pairs.
* Places of interest
Task 3: Do you know the place in each picture?
Task 4: Listen and fill.
Task 5: Ask and answer about your favourite places of interest.
*Homework

Lesson 5: Skills 1
I. OBJECTIVES
1. Knowledge
- Read for specific information about special products in some areas;
- Give a short presentation about a speciality.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
- Understand more about special products in Viet Nam and England;
II. MATERIALS
- Grade 9 textbook, Unit 1, Skills 1
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. preserve (v) /prɪˈzɜːv/ maintain (something) in its bảo tồn

original or existing state
2. fragrance (n) /ˈfreɪɡrəns/ a sweet or delicate odour hương thơm
Assumption
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.
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 help Ss understand and activate their knowledge of the topic.
b. Content:
- Video watching
- Students gain knowledge about Bat Trang Pottery Village.
d. Organisation:
Video watching - Students follow the teacher's Suggested questions:

- Teacher prepares a video of Bat instructions and watch the Bat Trang Pottery Village
Trang Pottery Village. video. More craft villages:
Link: Bat Trang Ceramic Village - Answer the teacher’s Vong Village
Vietnam-Era Tour questions. Tho Xuong Village
- Students watch and tell the teacher Dong Ho Village
the name of the craft village. …
- Ask them to share any information
they know about the village
(location, special products, ...).
- Teacher asks Ss to give out more
craft villages they know in Viet
Nam.
e. Assessment:
- Teacher corrects students’ answers (if needed).
2. ACTIVITY 1: READING (20 mins)

a. Objectives:
- To activate Ss’ knowledge of the topic of the reading text;
- To improve Ss’ skill of reading for details (scanning).
b. Content:
- Task 1: Work in pairs. Answer the questions.
- Vocabulary teaching
- Task 2: Read the brochure introducing different places with special products. Match each
highlighted word with its definition.
- Task 3: Read the brochure again. Decide which place each detail below belongs to.
- Students identify some new words and how to use the target vocabulary.
d. Organisation:
Task 1: Work in pairs. Answer the questions. (3 mins)
- Have Ss look at the pictures in the - Students look at the pictures Suggested answers:
book or show the pictures on a slide. shown on screen and answer Picture a: com (young sticky
Ask Ss to answer the questions in the questions. rice)- Vong Village, Ha Noi
the book: - Students do the task and (another place which makes
1. What can you see in each picture? explain their answers. com: Tu Le Commune in Yen
2. Do you know any place(s) which Bai Province)
makes the thing(s) in the pictures? Picture b: pottery – Denby,
- Tell Ss that they are going to read a England (in Viet Nam there are
text about two traditional villages, some pottery villages like Bat
one in Viet Nam (Vong Village) and Trang and Phu Lang)
the other in England (Denby).
Vocabulary teaching (5 mins)
- Teacher asks students to get the - Students say the meaning of New words:
meaning of the words in context. the words. 1. preserve (v)
2. fragrance (n)
Task 2: Read the brochure introducing different places with special products. Match each
highlighted word with its definition. (5 mins)
- Tell Ss what they are going to do. - Students apply scanning Answer key:
Ask Ss to read around the techniques to do the task 1. b
highlighted words in the text to independently. 2. c
roughly understand the meaning of 3. e
each word, and then match each 4. a
word with its definition. 5. d
- Have Ss check their answers in - Students pair up to check
pairs. their answers and then check
- Invite some Ss to share their with the class.
answers.
Task 3: Read the brochure again. Decide which place each detail below belongs to. (7 mins)
- Ask Ss what they are going to do. - Students work independently Answer key:
- Have Ss share how to do this to find the keywords. Vong: 2, 3, 5
exercise. If necessary, briefly tell - Students work in pairs to find Denby: 1, 3, 4
them the steps: Read each sentence, the answers.
underline the keywords in each
sentence, locate the keywords in the
text and decide which place the
information belongs to. Ask Ss to
repeat the steps if necessary.
- Ask Ss to do the exercise
individually and then check their
answers in pairs.
answers. Have them explain their
answers.
Transition from Reading to

Speaking
Have Ss choose one of the two
products and answer these five
questions:
1. What speciality is it?
2. What do people make it from?
3. Do people make it in the
traditional way?
4. What can people do with it?
5. Is it well-known in only your
country or in the world?
This short activity is a transition to
the Speaking part and serves as an
example for Activity 4
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 the speciality.
- To provide Ss with an opportunity to revise and use vocabulary related to the topic of the
unit.
b. Content:
- Task 4: Work in pairs. Ask and answer about a speciality in your neighbourhood, your
home town, or the area you know. Use the questions below.
- Task 5: Work in groups. Give a short presentation about the speciality you discussed in 4.
- Students can give a short presentation about the speciality.

d. Organisation:
Task 4: Work in pairs. Ask and answer about a speciality in your neighbourhood, your home
town, or the area you know. Use the questions below. (7 mins)
- Tell Ss that they are going to work - Students work in pairs or Students’ answers.
in pairs to answer the questions in groups to do the task.
the book. Model the answers to the
questions yourself, if needed.
- Have Ss work in pairs to ask and
answer the questions in the book.
Ask them to note down their
answers.
- Move around to observe and offer
help if needed.
- Spare Ss some time to prepare for a
short talk about the speciality they
have chosen, using their answers to
the questions.
Task 5: Work in groups. Give a short presentation about the speciality you discussed in 4. (8 mins)
- Have Ss work in groups and give a - Students work in groups and Suggested answer:
short talk about the speciality they give a short talk. I live in Tay Ho Village, 12
have discussed. kilometres from Hue City. My
- Ask them to read the example first. - Students give presentations to village is famous for its conical
- Invite some Ss to give their the class. hats. We make conical hats
presentation to the class. from goi leaves. We still
- Ask other groups to listen and give follow 15 traditional steps to
comments. make a hat. A conical hat
- Comment on Ss’ answers. protects us from the sun and
the rain as well as makes us
more graceful. What is special
about our conical hats is that
each of them carries a poem.
Tay Ho conical hats are not
only famous in Hue but all
over Viet Nam.
EXTRA ACTIVITY
Ask Ss to work in pairs to take the
quiz about famous products in
different places in Viet Nam. They
have to match the products with the
places.
Answer key:
1. C
2. E
3. A
4. B
5. D
e. Assessment:
a. Wrap-up
b. Homework
- Write down a speciality in their notebooks.
Board Plan
Date of teaching
Lesson 5: Skills 1
*Warm-up
Video watching
* Reading
- Task 1: Answer the questions.
- Vocabulary teaching
- Task 2: Read and match.
- Task 3: Read and tick.
* Speaking
- Task 4: Ask and answer about a speciality.
- Task 5: Give a short presentation.
*Homework

Lesson 6: Skills 2
I. OBJECTIVES
1. Knowledge
- Listen for specific information about a community helper;
- Write a paragraph about a community helper.
2. Competences
- Be friendlier and willing to help the community;
II. MATERIALS
- Grade 9 textbook, Unit 1, Skills 2
- Projector / TV
- hoclieu.vn
Assumption
1. Students may have - Play the recording many times if necessary.

underdeveloped listening skills. - Encourage students to work in pairs, in groups so
that they can help each other.
2. Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessively talkative students practise.
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
- Students can answer the questions related to community services.
d. Organisation
- Have Ss say aloud the names of - Students say aloud the names of Student’s answers
community helpers they know and community helpers.
have learnt. Ask them who is their - Share their answers.
favourite community helper and why.
Encourage Ss to share their answers.
- Lead into the new lesson: Listening
and Writing about favourite
community helpers.
- Introduce the objectives of the
lesson. Write the objectives in the left
corner of the board.
e. Assessment:
- Teacher corrects students’ answers. (if needed).
2. ACTIVITY 1: LISTENING (20 mins)

a. Objectives:
- To help Ss develop their skill of listening for specific information about community service.
b. Content:
- Task 1: Work in pairs. Discuss the questions.
- Task 2: Listen and fill in each blank with no more than TWO words.
- Task 3: Listen again and tick T (True) or F (False).
- Ss can listen for specific information to do the learning tasks.
d. Organisation:
Task 1: Work in pairs. Discuss the questions.
- Have Ss look at the pictures and - Students work in pairs to Suggested answers:
answer the questions in the book: discuss the questions. We can see garbage collectors.
Who can you see in the pictures? They are taking the garbage
What are they doing? away.
- Elicit answers from Ss. This is an - Choose to teach some key
open activity, so accept all answers words that appear in the
provided they make sense. listening text if necessary
(reflective stripes, garbage
cart, sorting, ...)
Task 2: Listen and fill in each blank with no more than two words.
- Tell Ss that they are going to listen - Students find the key words Key:
to a radio broadcast about a independently and then listen 1. Community Helper
community helper. to the recording to do the task. 2. garbage collector
- Have Ss read the questions first - Students compare the 3. slim
and underline the keywords. Have answers with their partners. 4. friendly
them identify the kind of - Some students go to the
information needed for each blank board to write the answer and Audio script:
(e.g. blank 1: noun / name of the then check with the whole This is An Binh Commune
contest; blank 2: noun / his job...) class. Radio Station. In today’s
- Play the recording and ask Ss to special programme, we will
listen and fill in each blank with no share with you a piece of
more than two words. Ss work in writing which won first prize in
pairs to compare their answers. our writing contest called “My
- Ask for Ss’ answers and write them Favourite Community
on the board without confirming Helper”. This was written by
whether they are right or wrong. Mi, a grade 9 student. There
are many great community
helpers in our neighbourhood
but my favourite one is Mr
Vinh, the garbage collector.
Mr Vinh is a tall and slim man.
He usually wears a green
uniform with reflective stripes.
He is hard-working and
responsible. Every day he goes
to our neighbourhood at 6 p.m.
with a garbage cart. He
instructs everyone to put
garbage in the correct bin:
recyclable and non-recyclable,
and then goes to the next
neighbourhood. At about 9
p.m. he comes back and
empties all the bins carefully.
Mr Vinh is also friendly. He
usually keeps a smile on his
face. He talks with the people
in our community cheerfully
about his work and the
importance of sorting rubbish.
We all love him.
Task 3: Listen again and tick T (True) or F (False).
– Tell Ss that they are going to listen - Some students go to the Key:
to the broadcast again and decide if board to write the answer and 1. F, 2. F, 3. T, 4. T
each statement is true or false.
– Have Ss read the statements and then check with the whole
underline the keywords. Have Ss class.
guess whether each statement is true
or false based on their previous
listening. Invite some Ss to share
their answers. Write their answers
on the board.
– Play the recording and ask Ss to
listen again and check their answers.
Ss work in pairs to compare their
answers with each other and with the
answers on the board.
– Play the recording once more for
pairs to check their answers to both
activities 2 and 3.
– Ask for Ss’ answers to Activity 2.
Confirm and tick the correct
answers. Ask for Ss’s answers to
Activity 3. Write them on the board
next to their guesses. Confirm the
correct answers.
Transition from Listening to

Writing
Have Ss answer these five questions
about Mr Vinh:
– What is his job?
– What does he look like?
– What is he like?
– What does he do to the
community?
– How does Mi feel about him?
This activity is a natural transition
to Activity 4 and serves as a model
for Ss’ answers in Activity 4.
e. Assessment:
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (18 mins)
a. Objectives:
- To help Ss practise writing a paragraph about a community helper.
b. Content:
- Task 4: Work in pairs. Choose a community helper you like and answer the following
questions.
- Task 5: Write a paragraph (about 100 words) about your favourite community helper. Use
the answers to the questions in 4 to help you.
- Students can use learned vocabulary and grammar to write a paragraph about a community
helper.
d. Organisation:
Task 4: Work in pairs. Choose a community helper you like and answer the following questions.
- Have Ss work in pairs to answer - Students work independently Students’ own answers
the questions in the book. Remind to answer the questions.
them to take notes of their answers. - Students discuss their
- Have some Ss present their answers with partners and then
answers or write their answers on take notes.
the board.
- Comment on their answers.
Task 5: Write a paragraph (about 100 words) about your favourite community helper. Use the
answers to the questions in 4 to help you.
- Have Ss write their paragraphs - Students work to write their Suggested answer:
individually based on their answers full paragraph. My favourite community
in Activity 4. - Students pay attention while helper is Mr Nam. He is a
- Ask one student to write his or her the teacher is checking their delivery person in my
paragraph on the board. Other Ss work. neighbourhood. He is a
and T comment on the writing on friendly person. Whenever he
the board. delivers something to us, he
- Then teacher collects some smiles happily. He sometimes
writings to correct at home. asks me about my study. In
Otherwise, ask Ss to revise and addition, he is hard-working
rewrite at home based on the T’s and responsible. He delivers
comments on their friends’ writing. goods to my family and other
Have them bring their new writing families in the neighbourhood
to class in the next lesson. Collect despite the weather.
some for marking. Sometimes he has to return
twice to deliver us a parcel
because we are not at home. I
really appreciate his manner.
In general, Mr Nam is a very
dedicated community helper
who makes our life easy and
comfortable.
e. Assessment:
a. Wrap-up
b. Homework
- Rewrite the paragraph in the notebooks.
Board Plan
Date of teaching
Lesson 6: Skills 2
*Warm-up
Brainstorming
*Listening
Task 1: Work in pairs. Discuss the questions.
Task 2: Listen and fill.
Task 3: Listen and tick T or F.
*Writing
Task 4: Work in pairs. Answer the following questions.
Task 5: Write a paragraph.
*Homework

Lesson 7: Looking back and Project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 1;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop presentation skill;
- Be encouraged to attend community services;
II. MATERIALS
- Grade 9 textbook, Unit 1, Looking back and Project
- Projector / TV
- hoclieu.vn
Assumption
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 (3 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
b. Content:
- Brainstorming
- Ss can list as community services as possible.
d. Organisation:
Brainstorming - Students work in 2 teams and Suggested answers:

- Teacher divides the board, and listen to the teacher’s cooking for the homeless,
divides the class into 2 teams. instructions to play the game. picking up the trash, teaching
- Members of each team take turns the orphans, planting trees, …
and write as many community
services as possible in 2 minutes.
- The group having more correct
answers is the winner.
e. Assessment:
- Teacher corrects for students (if needed).
2. ACTIVITY 1: VOCABULARY (10 mins)

a. Objectives:
- To help Ss review the vocabulary of Unit 1.
b. Content:
- Task 1: Write a word or phrase for each description below.
- Task 2: Circle the correct word or phrase to complete each sentence.
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
Task 1: Write a word or phrase for each description below. (5 mins)
- Have Ss do this activity - Students do the task Answer key:

individually then compare their independently. 1. delivery person
answers with their partners. - Students exchange their 2. firefighter
- Ask for Ss’ answers or ask one textbooks to check the 3. tourist attraction
student to write his / her answer on answers. 4. pottery
the board. 5. artisan
- Confirm the correct answers.
Task 2: Circle the correct word or phrase to complete each sentence. (5 mins)
- Have Ss do this exercise - Students do the task Answer key:

individually. independently. 1. preserve
- Ask them to share their answers - Students exchange their 2. fragrance
with a classmate. textbooks to check the 3. police officers
- Invite some Ss to share their answers. 4. speciality
answers. Confirm the correct ones. 5. handicrafts
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: GRAMMAR (11 mins)

a. Objectives:
- To help Ss revise question words before to-infinitives;
- To help Ss revise the phrasal verbs they have learnt.
b. Content:
- Task 3: Choose the correct answer A, B, C, or D.
- Task 4: Rewrite each sentence so that it contains the phrasal verb in brackets. You may have
to change the form of the verb.
- Recall the uses of question words before to-infinitives and some phrasal verbs.
d. Organisation:
Task 3: Choose the correct answer A, B, C, or D. (3 mins)
- Ask Ss about the verbs and the - Students do the task Answer key:
question words that can be used in individually. 1. B
this kind of structure. - Students exchange their 2. C
- Have Ss do this exercise textbooks and give feedback to 3. D
individually then compare their each other. 4. A
answers with a partner. Call on some 5. C
Ss to give the answers. Confirm the
correct answers.
Task 4: Rewrite each sentence so that it contains the phrasal verb in brackets. You may have to
change the form of the verb. (5 mins)
- Tell Ss that they are going to - Students work in pairs. Answer key:
rewrite the given sentences using the - Students complete the task 1. In some villages, people cut
phrasal verbs given in brackets. and discuss the answers. down on the number of steps to
- Model with the first sentence. make the handicraft.
Underline the verb ‘reduce’ and 2. My grandparents handed
write down the new sentence, using down the skills to my parents.
‘cut down on’ instead of ‘reduce’. 3. In their community, the
Remind Ss that they may need to eldest child usually takes care
change the form of the verb given. of his or her parents.
Ask them to read the example on the 4. Before we go to a new
board carefully. place, we always find out
- Have Ss do this exercise about it.
individually then compare their 5. They get on with all
sentences with a partner. neighbours.
- Students write their sentences
on the board.
- Invite some Ss to write their

sentences on the board. Give
feedback.
e. Assessment
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: PROJECT (17 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills and to
practise giving an oral presentation.
b. Content:
- Presentation
- Students are able to give an oral presentation of survey results.
d. Organisation
As Ss have prepared for the project - Students check their Suggested outcome:
throughout the unit, the focus of this presentation again in groups. Students’ presentations
lesson should be on the final - Groups show their
product, which is an oral presentations and then present.
presentation of the survey results.
• Have Ss work in their groups. Give
them a few minutes to prepare for
the presentation.
• Give Ss checklists for peer and
self-assessment. Explain that they
will have to tick appropriate items
while listening to their classmates’
presentations and write comments if
they have any. The presenters should
complete their self-assessment
checklists after completing their
presentation.
• If necessary, go through the criteria
for assessing their talk to make sure
Ss are familiar with them.
• Invite two or three groups to give
their presentations. Encourage the
rest of the class to ask questions at
the end.
• 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
a. Wrap-up
b. Homework
- Prepare for the next lesson.
Board Plan
Date of teaching
Lesson 7: Looking back and Project
*Warm-up
Brainstorming
*Vocabulary
- Task 1: Write a word or phrase for each description below.
- Task 2: Circle the correct word or phrase to complete each sentence.
*Grammar
- Task 3: Complete the sentences with the present simple.
- Task 4: Complete the text with the correct form of the verbs in brackets.
*Project
* Homework

TA9 - Unit 1

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NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

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

UNIT 1: LOCAL COMMUNITY

2. facilities (n) /fəˈsɪlətiz/ buildings, services, cơ sở vật chất

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students work in 2 teams and Questions:

- Teacher sets the context for the

2. ACTIVITY 1: PRESENTATION (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

3. ACTIVITY 2: PRACTICE (30 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- Ask Ss to look at the pictures on - Students look at the pictures Questions:

Task 3: Match each word or phrase with its definition. (7 mins)

Task 4: Complete each sentence with a word or phrase from 3. (7 mins)

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: What is the place? Do the following quiz. (10 mins)

- Task 1: Listen and read.

UNIT 1: LOCAL COMMUNITY

Form Pronunciation Meaning Vietnamese equivalent

4. speciality (n) /ˌspeʃiˈæləti/ a type of food or product đặc sản

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Hot seat - Students work in 2 teams and Answer key:

2. ACTIVITY 1: VOCABULARY (20 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)

Task 1: Match the community helpers with their responsibilities. (8 mins)

second column. Remind them to

- Ask Ss to quickly read the - Students do the task Answer key:

- Have them do the exercise 3. speciality

3. ACTIVITY 2: PRONUNCIATION (15 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Date of teaching ……..

Unit 1: Local community

UNIT 1: LOCAL COMMUNITY

Anticipated difficulties Solutions

– To create an active atmosphere in the class before the lesson;

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students answer the teacher's Answer key:

2. ACTIVITY 1: PRESENTATION (10 mins)

Question words before to-infinitives

- Have Ss read the two examples in - Students read the

- Write these sentences, which are - Students read the examples

3. ACTIVITY 2: PRACTICE (25 mins)

Task 1: Fill in each blank with a suitable question word. (3 mins)

Task 2: Rewrite the sentences using question words + to-infinitives. (7 mins)

Task 3: Match each phrasal verb with its meaning. (5 mins)

- Have Ss do this exercise - Students work independently Answer key:

- Check the answers with the whole

- Have Ss work in pairs to do the - Students work independently Answer key:

EXTRA ACTIVITY Answer key:

A. finding out B. taking care of

UNIT 1: LOCAL COMMUNITY

Anticipated difficulties Solutions

Students may have underdeveloped - Encourage students to work in pairs, in groups

2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)