LESSON PLAN

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

UNIT 7: NATURAL WONDERS

Lesson 1: Getting started – Meeting on the corridor
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the words related to natural wonders of the world;
- Gain vocabulary to talk about natural wonders of the world
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Personal qualities
- Actively participate in class
- Develop self-study skills

II. MATERIALS
- Grade 9 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. crazy (adj) /ˈkreɪzi/ like so/sth very much thích mê

about so/sth

2. coral (n,adj) /ˈkɒrəl/ a substance like rock, formed in the sea by san hô
groups of particular types of small animal, often
used in jewelry.

3. landscape (n) /ˈlænd.skeɪp/ a view or picture of the countryside, or the art of phong cảnh
making such pictures.

4. peak (n) /piːk/ the highest point đỉnh, đỉnh núi

5. charming (adj) /ˈtʃɑː.mɪŋ/ pleasant and attractive đẹp

6. sustainable (adj) /səˈsteɪnəbl/ able to be maintained or continued bền vững

7. location (n) /ləʊˈkeɪʃn/ a place or position địa điểm, nơi chốn

8. possess (v) /pəˈzes/ to have or own sth có, sở hữu

Assumption

Anticipated difficulties Solutions

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ knowledge on the topic of the unit.
- To lead in to the unit.
b. Content:
- Think!
- Create a Travel Brochure
c. Expected outcomes:
- Students can have some ideas about Natural Wonders.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Think! - Answer questions Questions:

- Begin the lesson by talking about the beauty around us. Ask Where are the most beautiful places in your country?

students to identify/ talk about the most beautiful places in Where are they?

their own community. Are they natural or man made? …

- T introduces the topic natural wonders of the world. Show Pictures:

Ss some photos of famous natural wonders, such as Ha Long

Bay, Sahara Desert, Great Barrier Reef, ...
- Ask Ss to open their books.
- Draw their attention to the box and introduce what they are
going to learn in this unit

Option 2: Create a Travel Brochure - Listen and follow direction Information in brochures:
- Divide class into groups. - Work in /groups - Location
- Each group chooses a beautiful place they like - Share brochures. - Climate
- Ask them to use the information they find to create a travel - Why someone should visit
brochure for that place.
- The brochure should include some information about the
location, climate and why someone should visit
- After that, ask they share their brochures with the class.

e. Assessment
- T checks ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To provide students with vocabulary.
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words about Natural Wonders
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

- Teacher introduces the vocabulary. 1. crazy (adj) about so/sth
- Teacher explains the meaning of the new vocabulary by 2. coral (n,adj)
showing pictures or giving explanations 3. landscape (n)
4. peak (n)
5. charming (adj)
6. sustainable (adj)
7. location (n)
8. possess (v)

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help Ss read for specific information about Natural Wonders
- To help Ss learn words and phrases related to Natural Wonders
- 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) of F (False) for each sentence.
- Task 3: Complete each sentence with a word or a phrase from the box
- Task 4: Underline the correct answer to complete each sentence.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks successfully
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- To begin with, ask Ss some questions: - Listen and answer questions Questions:

- Set the context for the listening and reading by asking Ss to - Look at the picture Have you ever been to Ha Long Bay?

look at the picture. - Listen and follow instructions. Do you know that it is a famous natural wonder of

- Then ask Ss to look at the title and guess what the - Listen and read the world?

conversation between Lan and Tom is about. - Listen and answers Have you heard of / read about other wonders: Mt.

- Play the recording for Ss to listen and read along. Then Everest, the Dead Sea, …?

have some Ss read the conversation aloud. …

- Ask Ss some questions about the conversation.

- Confirm the correct answer. (They are talking about famous Questions:

natural wonders.) 1. Which prize did Tom win?

- Have Ss say the words in the text that they think are related 2. Which natural wonders did Tom talk about?
to the topic of the unit. Have them pronounce the words 3. Which risks did Tom mention?
containing the sounds /sl/ and /sn/.
4. Where will Tom visit?
The dialogue on page 72

Task 2: Read the conversation again and tick (√) T (True) of F (False) for each sentence.(7 mins)

- Have Ss individually read the conversation again. Tell them - Work independently to do the activity. Answer key:
to read the questions and decide whether they are true (T) or - Listen and check 1. T.
false (F). 2. F
- If Ss find the task difficult, ask them to read the 3. T
conversation again and find the information in it. 4. F
- Check their answers and explain if necessary.

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

- Ask Ss to read the sentences and find the words from the - Listen and follow instructions. Answer key:
Vocabulary Box to fill in the gaps. - Share answers and check 1. landscape
- Have Ss share answers before discussing it as a class. Have 2. couldn’t help
some Ss write the correct answers on the board. If there’s 3. explore
time, call on some Ss to read the sentences. 4. support
5. development

Task 4: Underline the correct answer to complete each sentence. (7 mins)

- Have Ss work independently. Ask them to read the - Work individually to do the task Answer key:
sentences, paying attention to the words given in brackets and - Listen and follow instructions 1. crazy 2. landscape
their collocations. - Make sentences 3. explore 4. suggest
- Tell Ss that most of these words appear in the conversation, 5. contributes
so they can look back and find the words.
- For more able students, have them make up sentences with
these words.
 e. Assessment
- Teacher checks students’ answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss learn about some famous natural wonders of the world.
b. Content
- Task 5: Natural Wonders Knowledge
c. Expected outcomes:
- Ss can know more about Natural Wonders
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Natural Wonders Knowledge (10 mins)

- Work in groups. Explain to them what they are going to do. - Work in groups to do the task Suggested answers:
- Give Ss some time (3 - 4 min.) to do the task. - Listen and check. - The Grand Canyon, USA
- Call some groups to write their answers on the board. - The Great Barrier Reef, Australia
- Ha Long Bay, Vietnam
- Northern Lights, Arctic and Antartic.

e. Assessment
- T and other Ss listen to the answers and comment.
5. CONSOLIDATION
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words / phrases and the grammar points they remember from the lesson. Tell Ss that they will learn these language points in the
upcoming lessons.

b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher asks Ss to open their book p.81, look at the picture and say what the topic of the project is (poster of a natural wonder of the world). They will design a

poster and present it at the end of this Unit.

- Explain the project requirements: In groups, Ss will have to design a poster of a natural wonder of the world, and then give an oral presentation of their posters
in the last lesson of the unit. Explain that poster presentations are a way to communicate ideas, research, or understanding of a topic in a visual way. Their posters
should be clear and engaging, with a mixture of text and pictures or tables / graphs. Ss will display their posters around the classroom in advance. One
representative from each group will stand next to the poster. The rest will walk round, study the posters, and talk to group representatives if they want to learn
more about natural wonders of the world. Then the class will sit down and vote for the best poster.
- Put Ss into groups and have them choose their group leader. Then ask them to assign tasks to each group member, making sure that all group members
contribute to the project work.
- T may suggest some steps for Ss to follow:
1. Collecting information and pictures (searching the Internet, reading books / magazines, brainstorming ideas, etc. about a natural wonder: its location, its special
features / attractions, threats to its existence, and ways / plans to preserve it
2. Organising ideas and visuals, and designing the posters
3. Practising explaining their posters and answering questions about the content
- Help Ss set a deadline for each task and support them throughout the process.
- 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 7: NATURAL WONDERS
Lesson 1: Getting started
* Warm-up
I. Presentation
* Vocabulary
1. crazy (adj) about so/sth
2. coral (n,adj)
3. landscape (n)
4. peak (n)
5. charming (adj)
6. sustainable (adj)
7. location (n)
8. possess (v)
II. Practice
- Task 1: Listen and read.
- Task 2: Read the conversation again and tick (√) T (True) of F (False) for each sentence.
- Task 3: Complete each sentence with a word or a phrase from the box
- Task 4: Underline the correct answer to complete each sentence.
III. Production
- Task 5: Natural Wonders Knowledge
*Homework
 UNIT 7: NATURAL WONDERS
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 NATURAL WONDERS
- Pronounce the sounds /sl/ and /sn/ in words and sentences correctly.
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Personal qualities
- Actively participate in class and school activities
- Develop self-study skills

II. MATERIALS
- Grade 9 textbook, Unit 7, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. permit (v) /pəˈmɪt/ to allow something cho phép

2. paradise (n) /ˈpærədaɪs/ an amazing place that seems perfect thiên đường,
nơi đẹp tuyệt trần

3. annual (adj) /ˈænjuəl/ happening once every year (xảy ra) hàng năm

4. access (n) /ˈækses/ the method or possibility of getting near to a tiếp cận, đến được
place or person.

5. urgent (adj) /ˈɜːdʒənt/ very important and needing attention gấp, cấp bách
immediately.

6. hesitate (v) /ˈhez.ɪ.teɪt/ to pause before you do or say something, often lưỡng lự
because you are uncertain or nervous about it.

Assumption

Anticipated difficulties Solutions

Students may have difficulties in distinguishing the sounds /sl/ and /sn/. Provide students some tips by identifying the letters that may include each sound.

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

III. PROCEDURES
1. WARM-UP (5 mins)
 a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Brainstorm
- Would you rather?
c. Expected outcomes:
- Students can recall some phrases about Natural Wonders
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Brainstorm - Listen and answer Pictures:

- Bring to class some posters / pictures or show on the screen Answer:
some images of famous landscapes in Viet Nam and in the 1. Hoi An
world. 2. Bau Trang, Mui Ne
- Lead into this lesson which focuses on the new words / 3. Fuji, Japan
phrases and the sounds /sl/ and /sn/ 4. Victoria Falls, between Zambia and Zimbabwe
– Share with Ss the lesson objectives and have them open their
books and start the lesson.

Option 2: Would you rather? - Listen and follow instruction Link video:
- Have ss watch a video “Would you rather?” about beautiful https://www.youtube.com/watch?v=KvshwrRNqDE
landscapes.
- Have Ss choose and explain why they like.

e. Assessment
Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To provide students new vocabulary.
- To revise some vocabulary related to Natural Wonders
b. Content:
- Vocabulary pre-teaching
- Task 1: Match the words in A with their definitions/explanations in B.
- Task 2: Complete the following table. There is one example.
- Task 3: Complete the following sentences with the words from the box.
c. Expected outcomes:
- Students can identify some vocabulary about Natural Wonders and use them in different contexts
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary by: - Students guess the meaning of words. New words:
+ providing explanations of the words 1. permit (v)
+ showing pictures illustrating the word. 2. paradise (n)
3. annual (adj)
4. access (n)
5. urgent (adj)
6. hesitate (v)

Task 1: Match the words in A with their definitions/explanations in B. (5 mins)

- Tell Ss to read the words given in column A, then study their - Read the words Answer key:
definitions / explanations in column B. - Work in pairs to do task 1
1. e 2. f 3. a
- Have Ss work in pairs to do the matching. Check their - Read aloud.
answers as a class. 4. c 5. b 6.d

- Have Ss read the words aloud. Correct their pronunciation if

necessary.

Task 2: Complete the following table. There is one example. (5 mins)

- Have Ss work in pairs. Tell them to look at the verbs given in - Work in pairs to do the task Answer key:
the left column and write their equivalent nouns in the right - Listen and check Verb Noun

column. - Read aloud discover discovery

- Check their answers as a class. 1. locate location

- Have Ss read the verbs and nouns aloud. Correct their 2. hesitate hesitation

pronunciation if necessary. 3. explore exploration

4. possess possession

5. admire admiration

Task 3: Complete the following sentences with the words from the box. (5 mins)

- Have Ss read the words/ phrases in the box. - Listen and follow Answer key:
- Have them read the sentences carefully and look for clues so - Do task 3 1. diversity 2. urgent
that they can choose the correct words/ phrases to complete the - Listen and check 3. located 4. hesitation
sentences. - Listen and follow 5. permit
- Have one Ss write the words on the board. Confirm the
correct answers.
- Call on some Ss to read the sentences.
EXTRA ACTIVITY

- Ask Ss to close their books, and tell each of them to try to

recall at least a word they have learnt in this unit (in Getting
Started and A Closer Look 1), then make up a sentence with it.
Other Ss listen and give comments. T corrects their sentences
as a class.

e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- To help students identify how to pronounce the sounds /sl/ and /sn/
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /sl/ and /sn/
- Task 5: Listen and repeat the sentences. Pay attention the the underlined words.
c. Expected outcomes:
- Students can pronounce the sounds /sl/ and /sn/ 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 sounds /sl/ and /sn/ (7 mins)

- First T gives examples of the sounds /sl/ and /sn/ in words. - Listen Script:
- Then let Ss practise the sounds /sl/ and /sn/ together. - Practise /sl/ /sn/

- Play the recording and ask Ss to listen to these words and - Listen and repeat sleepy snack

repeat. Correct their pronunciation. slice snowy

slippery sneeze
- Play the recording as many times as necessary.
slogan sneaker
slope snatch

Task 5: Listen and repeat the sentences. Pay attention the underlined words. (7 mins)

- Play the recording for Ss to listen. - Listen the audio Audio script:
- Play the recording again. Let Ss listen and repeat sentence by - Listen and repeat 1. There are many snowstorms on Mount Everest.
sentence, paying attention to the underlined words. - Give the words they know that contain two sounds 2. He went down the slope, wearing a pair of
- If there is time, ask Ss to give the words they know that con - - Give one word having sound /sl/ and one word sneakers.
tain these two sounds. having sound /sn/. 3. She sneezed when I gave her a slice of pizza.

EXTRA ACTIVITY 4. The way down the hill was slippery as it was

Ask each student to give at least one word having sound /sl/ covered in snow.

and one word having sound /sn/ 5. After eating a snack, she felt very sleepy
Suggested answers:
(slide, slip, slow, sleeve, dislike, mudslide, snake,
snail, snorkel, snowball, …)

e. Assessment
- Teacher’s observation and feedback on student’s pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask the class what words, phrases and sounds they have learnt.
- Tell them the grammar points that they will learn in the next lesson.
b. Homework
- Do exercises in the workbook.
- Find 3 more words that have the sounds /sl/ and /sn/
 Board Plan

Date of teaching ……..

UNIT 7: NATURAL WONDERS
Lesson 2: A closer look 1
*Warm-up
* Vocabulary
1. permit (v)
2. paradise (n)
3. annual (adj)
4. access (n)
5. urgent (adj)
6. hesitate (v)
Task 1: Match the words in A with their definitions/explanations in B.
Task 2: Complete the following table. There is one example.
Task 3: Complete the following sentences with the words from the box.
* Pronunciation
Task 4: Listen and repeat the words. Pay attention to the sounds /sl/ and /sn/
Task 5: Listen and repeat the sentences. Pay attention the the underlined words.
*Homework
 UNIT 7: NATURAL WONDERS
Lesson 3: A closer look 2
I. OBJECTIVES

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

1. Knowledge
- Change Yes / No questions into reported speech
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Compare living place
- Develop self-study skills
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 7, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Reported speech (Yes/No questions)

Structure Example

Anna: “Do you plan to climb any mountains

this summer, Joe?”
S + ask/want to know + if/whether + clause
→ Anna asked Joe if / whether he planned
to climb any mountains that summer.

Assumption

Anticipated difficulties Solutions

Students may find it confusing when to use the grammar points. Give short and clear explanations with legible examples for each case.

Students may have underdeveloped co-operating skills. - Give clear instructions, give examples before letting students work in groups.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (7 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson
– To lead Ss into the new unit.
b. Content:
- Review
- Rumour Detective
c. Expected outcomes:
- Students can answer teacher’s question using the structure of present simple
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Review - Look and answer. Example:

- Ask Ss to recall the rules of changing statements and Wh- Statements:

questions into reported speech. ‘I’m tired,’ I said.

- Tell them that today they are going to learn how to change -> I told them (that) I was tired.

Yes / No questions into reported speech. Wh-questions:

- Introduce the objectives of the lesson. Write the objectives on He said, 'What time does the film begin?'

the top-left of the board => He wanted to know what time the films began.

Option 2: Rumour Detective - Listen and follow instructions. Example:

- He said that she had gone to the store.
Divide the class into two teams
- One team prepares a short story with several characters and
events
- The other team act as “rumor detectives” who listen to the
story and then ask questions using Wh- questions using
reported speech to clarify the details.
- The storytelling team can only answer using reported speech
- The rumor detectives win if they can correctly identify all the
key elements of the story.
- Switch roles and play.
- Lead in

e. Assessment
- Teacher corrects for students (if needed)
2. PRESENTATION (7 mins)
a. Objectives:
- To help students focus on the use of Yes / No questions in reported speech
b. Content:
- Grammar Explanation
- Task 1: Choose the correct answer A, B, C, or D to complete each question
c. Expected outcomes:
- Students know how to use Yes/No questions in reported speech
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Grammar Explanation

Ss have already learned reported speech for statements and Wh- - Follow instructions
questions. In this unit, we introduce the reported speech for Yes - Read the Remember box carefully and listen to the
/ No questions. teacher.
- Have Ss study the grammar box for a few minutes.
- Quickly review the rules when we change statements and Wh-
questions into reported speech.

- Explain the rules when we change Yes/ No questions into

reported speech.

Task 1: Choose the correct answer A, B, C, or D to complete each question. (7 mins)

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

- Give Ss some time to read the sentences and choose the - Listen and check. 1. C 2. B
correct answers. 3. C 4. A
- Tell them to refer back to the Grammar box if necessary. 5. D
- Check Ss’ answers as a class.

e. Assessment
- Teacher checks students’ understanding by asking some questions.
3. PRACTICE (24 mins)
a. Objectives:
- To give Ss a chance to use the grammar learned in 1 and the remember box.
- To practice Yes / No questions in reported speech.
b. Content:
- Task 2: Complete the following reported questions.
- Task 3: Rewrite the sentences in reported questions
- Task 4: Read the passage and underline the Yes/No questions. Then write them in reported questions.
c. Expected outcomes:
- Students can understand and use Yes / No questions in reported speech.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Complete the following reported questions.(6 mins)

- Allow Ss some time to do the task individually. - Do activity individually Answer key:
- Tell them to read each sentence and apply the rules of chan- - Follow instructions 1. … excited about their up-coming trip to Mui Ne.
ging Yes / No questions into reported speech, then complete the - Share answers 2. … often met Angela at school.
sentences. - Listen and check 3. … would visit Giang Dien Waterfall the following
- Ask them to compare their answers in pairs before checking week.
as a class. 4. … if / whether Con Dao National Park was rich in
flora and fauna.
5. … if / whether they could go to the camp site by
bike.

Task 3: Rewrite the sentences in reported questions. (7 mins)

- Have Ss work individually for some time to do the task. - Do activity individually Answer key:
- Ask Ss to exchange their answers in pairs. - Listen and follow instructions 1. I asked my dad if / whether he was still working
- Have Ss read out their answers, sentence by sentence. - Share answers from home.
- Check their answers and explain if necessary. - Listen and check. 2. Mark asked Anne if / whether she had to pack her
suitcase.
3. Lan asked / wanted to know if / whether Tom was
interested in visiting Phu Quoc Island.
 4. Kay asked her mum if / whether they could afford
to go to Niagara Falls.
5. I asked / wanted to know if/ whether they would
visit Sa Pa and climb Fansipan that summer.

Task 4: Read the passage and underline the Yes/No questions. Then write them in reported questions. (13 mins)

- Have Ss work in pairs. - Do exercise in pairs Possible answers:

- Have them read the passage carefully. Tell them to discuss and - Listen and follow A tour guide is taking a group of tourists to visit
decide on the Yes / No questions in the passage, then rewrite - Listen and check. Tonle Sap Lake in Cambodia. The guide said to them:
them in reported speech. 1. “Is it your first time here?” Some said yes, and
- Call on some Ss to read the sentences aloud. Other Ss com- some said no. Olivia asked the guide: 2. “Do the
ment. Confirm the correct answers. people here live on fishing?” He said most of them
did. Then Mark said: 3. “Do their children go to
school on land?” “Yes, they do,” said the guide. ...
1. The guide asked them / wanted to know if /
whether it was their first time there.
2. Olivia asked / wanted to know if / whether the
people there lived on fishing.

3. Mark asked / wanted to know if / whether their

children went to school on land.

e. Assessment
- Teacher corrects the students as a whole class.
4. PRODUCTION (10 mins)
a. Objectives:
- To provide Ss with real-life practice with Yes / No questions in reported speech
b. Content:
- Task 5: Work in two groups. Take turns to give and change the Yes/No questions into reported speech.
c. Expected outcomes:
- Students can apply the grammar they have learned in practical situations.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in two groups. Take turns to give and change the Yes/No questions into reported speech.(10 mins)

- Divide the class into two groups, A and B. - Work in groups Example:
- Tell Ss to study the example. - Listen Group A:
- Give them some time to work independently and prepare for - Prepare “Is the Atacama Desert in Chile?”
their performance. - Give and change Yes/No questions into reported Group B:
- Group A gives three Yes / No questions, and group B changes speech She asked if the Atacama Desert was in
them into reported questions. - Listen and follow instructions. Chile.
- The two groups swap roles, and the game continues. Example:
- Encourage them to ask questions on the topic of the unit A: She asked me if / whether I lived near the sea.
(natural wonders / beauty spots). B: “Do you live near the sea?”
EXTRA ACTIVITY …
Reported questions into direct questions
For a stronger class, T may give them some practice in making
reported questions and then change them into direct questions.
Put Ss into pairs. One student makes a reported Yes / No
question, and the other turns it into a direct question. Then they
swap roles. The questions should be about the beauty spots /
natural landscapes in their area.
T gives comment and correction if necessary.

5 CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences by using Yes/No questions in Reported Speech
 Board Plan

Date of teaching
UNIT 7: NATURAL WONDERS
Lesson 3: A closer look 2
* Warm-up
I. Presentation
Grammar Explanation
Task 1: Choose the correct answer A, B, C, or D to complete each question
II. Practice
Task 2: Complete the following reported questions.
Task 3: Rewrite the sentences in reported questions
Task 4: Read the passage and underline the Yes/No questions. Then write them in reported questions.
III. Production
Task 5: Work in two groups. Take turns to give and change the Yes/No questions into reported speech.
* Homework
 UNIT 7: NATURAL WONDERS
Lesson 4: Communication
I. OBJECTIVES

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

1. Knowledge
- Know how to ask for permission and respond.
- Talk about Natural wonders and tourism
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be ready and confident in real life conversations
- Know about means of transport.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 7, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Make Promise Respond

Can I + bare V……………..? No, dear, you can’t.

May we + bare V……………? Sure.

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking and co-operating - Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic.
- To enhance students’ skills of cooperating with team mates.
b. Content:
- Review
- Can I? game
c. Expected outcomes:
- Students can use their background knowledge to answer the questions.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

 Option 1: Review - Listen and follow instruction. Yes/no questions:
- Ask some Ss to make Yes / No questions, and other Ss Is it possible to travel around the world in 80 days?
change them into reported speech. Is it possible to travel the world without flying?
- Introduce the objectives of the lesson: learning how to Is the Amazon rainforest the largest rainforest in the
ask for and respond to permission, and talk about natural world?
wonders and tourism. Is it possible to protect the world’s natural wonders
for future generations?

Option 2: Can I? game - Listen and follow instructions Questions:

- Divide class into two teams. One team takes turn to Can I borrow your pen?
Can I use your phone to make a call?
asking the questions on the board, while the other team
Can I use your computer?
responds.
Can I try your jacket?
- Each team receives points for asking and responding
Can I take picture of you?
politely and respectfully. The team with the most points
Can I visit you this weekend?
will win. Can I……………..?

e. Assessment
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives:
- To introduce ways of ask for permission and respond.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Make similar conversations to ask for permission and respond in the following situations.
c. Expected outcomes:
- Students can use the structures to ask for permission 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)

- Play the recording and have Ss listen and read the - Listen and read Audio script:
conversations at the same time. Tell them to pay attention to the - Look at the highlighted parts. 1.
highlighted parts. - Listen Anne: Can I watch a horror film, Mum?
- Elicit the two ways of asking for permission and responding. - Act out Anne’s Mum: No, dear, you can’t. It’s late now.
- Ask them to act out the conversations in pairs. Go around and 2.
offer help if necessary. Check their pronunciation. Tourist: May we come in and have a look around the
temple?
Guard: Sure. But be careful. It’s very dark inside.
Structures:
Can I + bare V……………..?
May we + bare V……………?
No, dear, you can’t.
Sure.

Task 2: Work in pairs. Make similar conversations to ask for permission and respond in the following situations.(7 mins)

- Ask Ss to study the instructions. - Listen and follow instructions. Suggested dialogues:
- Have Ss work in pairs, one asks questions, and the other gives - Work in pairs 1. You: Can I borrow you / Can you lend me a
the answers. Then they swap roles. - Listen and follow instruction book on the Galapagos Islands?
- Go round to observe and gives assistance when necessary. Your friend: Sure. But please look after
- Comment on Ss’ performance. it carefully.
You: Thanks, dear!
Transition from Everyday English to Natural wonders and
2. You: May I submit my project after the deadline,
tourism
Miss?
- Ask them to name some natural wonders / tourist attractions
Your teacher: I’m afraid you can’t.
of our country
- Ask Ss how they can ask for permission and respond when
Suggested answers:
they want to enter one of these tourist attractions.
Ha Long Bay, Cuc Phuong National Park, Dong Van
- Lead to the topic-based communication part.
Plateau, Ban Gioc Waterfall, Son Doong Cave, Cu
Lao Cham Island, Con Dao Island, etc.

e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: NATURAL WONDERS AND TOURISM (20 mins)
a. Objectives:
- To helps student learn about some natural wonders around the world
- To practice scanning skills
- To give Ss practice of talking about some famous natural wonders of the world
b. Content:
- Task 3: Write each natural wonder under the correct picture.
- Task 4: Mai, Phong and Mark are talking about the natural wonders they have visited. Read and decide which wonder in 3 each of them is talking about.
- Task 5: Work in groups. Discuss and decide which place in 3 and 4 your group wants to visit. Explain the reasons why you want to visit it. Plan the things you
want to do there.
c. Expected outcomes:
- Students can talk about where they want to visit.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Write each natural wonder under the correct picture. (5 mins)

- Tell Ss to look at the pictures. - Listen and follow instructions Questions:

- Ask some questions - Answer questions What is it in each picture?
- Have Ss work in pairs and do the task. - Work in pairs to do the task Where is it?
- Check their answers as a class. - Listen and check What is special about it?
Key:
1. Grand Canyon
2. Jeju Island
3. Ha Long Bay
4. Sahara Desert

Task 4: Mai, Phong and Mark are talking about the natural wonders they have visited. Read and decide which wonder in 3 each of them is talking about. (7 mins)

- Have Ss read the passages for a few minutes. Make sure they - Read the passages Answer keys:
understand the main ideas and offer explanations if needed. - Work in groups to do the task Mai: Jeju Island
- Have Ss work in groups and do the matching. Phong: Sahara Desert
- Go round the class to monitor. Mark: Grand Canyon
- Correct Ss’ mistakes.

Task 5: Work in groups. Discuss and decide which place in 3 and 4 your group wants to visit. Explain the reasons why you want to visit it. Plan the things you want to do
there. (8 mins)
- Have ss work in groups. - Work in groups. Facts:
- Give Ss a minute to refer back to the places in 3 and 4. - Discuss and decide the place Ha Long Bay:
- Have them discuss and decide on the place they want to visit. - Listen and follow instructions - Location: Quang Ninh Province
- Ask them to explain the reasons why they want to visit it. - Report - World Natural Heritage site (1994)
- Encourage them to say what they would like to do there. - Main features: About 2,000 islands and islets,
- Go round giving help when necessary. beautiful caves, blue water …
- Have some groups report their decision to the class. - Visitors’ activities: exploring floating villages,
cruising the bay, kayaking, enjoying delicious sea
food …
Jeju Island
- Location: Korea
- Created by a series of volcanic activities
- Contains a natural World Heritage Site: the Jeju
Volcanic Island and Lava Tubes
- Contains Mount Hallasan, the tallest mountain in
Korea
Sahara Desert
- Location: Africa
- Largest desert on Earth(9 million km2)
- Sand dunes of different colours
- Natural oases – diversified flora
Grand Canyon
- Location: Arizona, USA
- 446 km long, 29 km wide
- Carved by the Colorado River
- First national park in the USA
Sample paragraph:
Hey everyone, I’m super excited to tell you why I’m
keen on visiting Ha Long Bay. It’s in Quang Ninh
Province, and not only it’s beautiful but it’s also a
World Natural Heritage site!
Imagine over 2,000 islands and islets rising from
crystal-clear blue water, like giants in the sea. Caves
filled with secrets and history await exploration.
There’s even more! Floating villages where people
live their lives right on the water, and incredibly fresh
seafood that practically jumps onto your plate.
Seriously, Ha Long Bay sounds like an adventure
playground, and I can’t wait to experience it all for
myself! Who’s with me?

e. Assessment
- Teacher corrects students while going around to help when students are practising.
- Teacher gives corrections and feedback
4. CONSOLIDATION (3 mins)
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 7: NATURAL WONDERS
Lesson 4: Communication
*Warm-up
* Everyday English
Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
Task 2: Work in pairs. Make similar conversations to ask for permission and respond in the following situations.
* Natural Wonders And Tourism
Task 3: Write each natural wonder under the correct picture.
Task 4: Mai, Phong and Mark are talking about the natural wonders they have visited. Read and decide which wonder in 3 each of them is talking about.
Task 5: Work in groups. Discuss and decide which place in 3 and 4 your group wants to visit. Explain the reasons why you want to visit it. Plan the things
you want to do there.
*Homework
 UNIT 7: NATURAL WONDERS
Lesson 5: Skills 1
I. OBJECTIVES

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

1. Knowledge
- Read for general and specific information about the Dolomites - a travel destination;
- Talk about the Great Barrier Reef;
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
3. Personal qualities
- Understand more about city problems and their solutions.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 7, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. majestic (adj) /məˈdʒestɪk/ beautiful, powerful uy nghi, tráng lệ

2. occur (v) /əˈkɜː/ happen (especially unexpected events) xảy ra

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.

2. Students may have underdeveloped reading, speaking and co- - Let students read the text again (if needed).
operating skills. - Create a comfortable and encouraging environment for students to speak.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Brainstorm
- Mountain Chain Reaction
c. Expected outcomes:
- Students gain knowledge about the topic.
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Brainstorm - Listen and answer. Questions:

– Ask Ss what beauty spots / landscapes / natural wonders in - Look and answer What beauty spots/ landscapes/ natural wonders you
the world and in Viet Nam they have been to or know of. Elicit know?
answers from Ss.
- Ask them if they have ever heard of or read about the
Dolomites.
- Lead into the new lesson: Reading about a World Heritage
Site – the Dolomites, and Speaking about the Great Barrier
Reef.
– Introduce the objectives of the lesson. Write the objectives in
the top-left corner of the board.

Option 2: Mountain Chain Reaction - Listen and follow Picture:

- Show an image of mountain Suggested answer:
- Ask Ss to shout out words associated with mountains, Landscape: Peak, Valley,Cliff…
building a chain reaction of ideas. Weather: Cold, Wind, Sun, Fog,…
- Encourage diverse vocabulary related to the landscape, Activities: Hiking, Climbing, Camping, Bird
weather activities, and emotions. watching, Photography….
Emotions: Peace, Excitement, Adventure, Freedom,
…

e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: READING (20 mins)
a. Objectives:
- To help Ss learn new vocabulary in the reading text.
- To improve Ss’ skill of reading for details (scanning).
b. Content:
- Vocabulary pre-teaching
- Task 1: Work in groups. Look at the picture and answer the questions.
- Task 2: Read the text and match the highlighted words with their meanings or explanations.
- Task 3: Read the text again and choose the correct answer to each question.
c. Expected outcomes:
- Students identify some new words and how to use the target vocabulary.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

- Teacher introduces the vocabulary. 1. majestic (adj)
- Teacher explains the meaning of the new vocabulary by 2. occur (v)
showing pictures or giving explanations

Task 1: Work in groups. Look at the picture and answer the questions. (3 mins)

- Tell Ss to look at the picture first. - Listen and follow instructions Possible answer:
- Have them work in groups. Tell them to imagine going there - Work in groups 1. Beautiful nature: snow-covered mountains, forests,
for holiday. green grass, nice house at the foot of the mountain,
- Encourage them to talk as much as possible. …
2. Cycling, walking, climbing mountains, skiing,
trekking, taking pictures, camping, …

Task 2: Read the text and match the highlighted words with their meanings or explanations. (5 mins)

- Have Ss read the text quickly and find the places where these - Read the text quickly Answer key:
words/ phrases appear. - Listen and check. 1. c 2. d
- Tell them to use the context in which these words appear to 3. a 4. b
choose the right words/ phrases.
- Check the answers as a class.
- Confirm Ss’ correct answers.

Task 3: Read the text again and choose the correct answer to each question. (7 mins)

- Ask Ss to do the task individually. Tell them to read the - Do the task individually Answer key
passage two or three times, then read each question, pause to - Compare answers in pairs 1. C 2. B
identify where it appears in the text, read that part carefully as - Read aloud 3. D 4. A
to choose the correct answer. - Work in pairs.
- Ask Ss to exchange their answers with a partner.
- Explain the new words and clarify any issues. Ask some
questions to see if they understand the passage fully.
- Call on some Ss to read the passage aloud. Check their
pronunciation and intonation.
- Check the answers as a class.
EXTRA ACTIVITY
Put Ss into pairs. Tell them to look at the text, then one asks
two comprehension questions about the text, and the other
answers. Then they swap roles. After some time, invite some
pairs to say out loud their questions and answers before the
class.

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 Great Barrier Reef.
- To improve their speaking skill.
b. Content:
- Task 4: Work in pairs. Ask and answer about the Great Barrier Reef, using the facts below. Then prepare a short talk about it.
- Task 5: Work in groups. Introduce the Great Barrier Reef to the class.
c. Expected outcomes:
- Students can talk about Great Barrier Reef.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Ask and answer about the Great Barrier Reef, using the facts below. Then prepare a short talk about it. (7 mins)

- Give Ss some time to study the facts about the Great Barrier - Listen and follow instructions Examples:
Reef. - Work in pairs. A: When did the Great Barrier Reef become a World
- Have Ss work in pairs: one asks questions, and the other Heritage Site?
answers, then they swap roles. B: In 1981.
- Go round to monitor and give help when necessary. A: Where is it located?
- Call on some pairs to perform the task in front of the class. T B: In the Coral Sea, Australia.
and other Ss listen and comment. …

Task 5: Work in groups. Introduce the Great Barrier Reef to the class.(8 mins)

- Tell Ss to look at the sentences given, and think how to - Listen and follow instructions Sample answer:
continue the talk, and what to say. - Work in groups The Great Barrier Reef is a World Heritage Site. It
- Have Ss work in groups. Ask them to use the answers in - Present was recognized by UNESCO in 1981. It’s located in
Activity 4 and the vocabulary learnt in the unit to talk about the the Coral Sea, Australia. The total area of this reef is
Great Barrier Reef. about 334,400 km2. There are over 400 different
- Give help when they have difficulty expressing their ideas. types of corals living in the site. When you come
- Call on some Ss to talk before the class. T and other Ss listen here, you can take part in a lot of activities: coral

and comment watching, sailing, scuba diving, and so on. The Great
Barrier Reef is the world's biggest single living
structure. But this natural wonder is now in danger,
and it needs much effort to protect it from damage.

e. Assessment
- Teacher gives corrections and feedback.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise what they have learnt in the lesson.

- Have Ss recall some things they can remember.

b. Homework
- Do exercises in the workbook
 Board Plan

Date of teaching
UNIT 7: NATURAL WONDERS
Lesson 5: Skills 1
*Warm-up
* Reading
Task 1: Work in groups. Look at the picture and answer the questions.
Task 2: Read the text and match the highlighted words with their meanings or explanations.
Task 3: Read the text again and choose the correct answer to each question.
* Speaking
Task 4: Work in pairs. Ask and answer about the Great Barrier Reef, using the facts below. Then prepare a short talk about it.
Task 5: Work in groups. Introduce the Great Barrier Reef to the class.
*Homework
 UNIT 7: NATURAL WONDERS
Lesson 6: Skills 2
I. OBJECTIVES

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

1. Knowledge
- Listen for specific information about the Amazon Rainforest;
- Write about a natural wonder / landscape in their area.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be encouraged to express opinion about city life.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 7, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

1. Students may have underdeveloped listening skills. - Play the recording many times if necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Brainstorm
c. Expected outcomes:
- Students can answer the questions about beautiful places or landscapes in their neighbourhood.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorm - Listen and follow instruction Questions:

- Ask Ss whether there are beautiful places or 1/ Are there any beautiful places in your neighbourhood?

landscapes in their neighbourhood. 2/ Is there a beautiful park with many colourful flowers and tranquil

- Lead into the new lesson: Listening about ponds in your neighbourhood? If so, what are your favorite things

Amazon Rainforest, and Writing about a natural about it?

wonder in their area. 3/ Does your neighbourhood have a view of the towering skyscrapers

- Introduce the objectives of the lesson. Write the and twinkling lights?

objectives in the top-left corner of the board.

e. Assessment
 - Teacher corrects students (if needed)
2. ACTIVITY 1: LISTENING (20 mins)
a. Objectives:
- To help Ss develop their skill of listening for specific information.
b. Content:
- Task 1: Write a word from the box under the correct picture.
- Task 2: Listen to the passage and tick (√) the things you hear.
- Task 3: Listen again and choose the correct answers.
c. Expected outcomes:
- Ss can listen for general and specific information to do the learning tasks.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Write a word from the box under the correct picture.

- Tell Ss to look at the pictures and the words given. - Work in groups to do exercise Answer key:
- Have Ss work in groups to do the matching. 1. fauna
- Correct Ss’ answers as a class. 2. rainforest
3. flora

Task 2: Listen to the passage and tick (√) the things you hear.

- Tell Ss that they are going to listen to a passage about the - Listen Answer key:
Amazon Rainforest. - Listen and do exercise - Green lung of the world √
- Play the recording. Tell Ss to listen carefully and tick the - Listen and check - Causing climate change
phrases they hear. - Threats to biodiversity √
- Check their answers. - Planting trees √
- Confirm the correct answers as a class. - Exploring ecosystems
- Play the recording again if needed. Pause at places where Ss - Protecting wildlife √
have difficulties and show them how to find the answers.

Task 3: Listen again and choose the correct answers.

- Have Ss read the questions carefully. - Listen instruction. Answer key:

- Play the recording once or twice. - Listen and do the task 1. B 2. C
- Ask Ss to listen carefully and choose the correct answers. - Listen and check 3. B 4. A
- Play the recording again for them to check their answers. Audio-script
Pause where needed and correct their mistakes. The Amazon Rainforest is a magnificent area. It is the
largest tropical forest on earth. The Amazon possesses
more than half of our world’s tropical forest areas. It
is very rich in flora and fauna.
The Amazon Rainforest is home to the most
biological diversity, serving as the green lung of the
world. It contributes to the production of one-fifth of
the oxygen in our atmosphere. The Amazon also
helps to slow climate change. For these reasons, the
Amazon ranks among seven natural wonders of the
world. It has so many things which are especially
important for our earth and our future.
Today the biodiversity of this region is threatened.
These threats include illegal logging, deforestation,
fires, and species extinction. Protecting wild species
and the wild places where they live is so urgent for us.
Governments and the communities living in the area
 are doing a lot to restore damaged ecosystems. They
plant trees and establish parks to protect rainforests
and wildlife. They also encourage people to live in a
way that doesn't hurt the environment.

e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (18 mins)
a. Objectives:
- To help Ss practise asking and answering about natural wonder/beautiful landscape in their area.
- To help Ss write a paragraph about natural wonder/beautiful landscape in their area.
b. Content:
- Task 4: Work in pairs. Brainstorm idea about a natural wonder/beautiful landscape in your area. Ask and answer about it, using the following prompts.
- Task 5: Write a paragraph (100 - 120 words) about the natural wonder/ beautiful landscape you have talked about in 4.
c. Expected outcomes:
- Students can use learned vocabulary and grammar to write a paragraph about natural wonder/beautiful landscape in their area.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Brainstorm idea about a natural wonder/beautiful landscape in your area. Ask and answer about it, using the following prompts.

- Tell Ss to think of a natural wonder / beauty spot / landscape - Think Sample answer:
in their area. - Work in pairs. Name of the natural wonder: What is it / is its name?
- Have Ss work in pairs. One asks questions and one answers, Location: Where is it
based on the following cues: located?
Natural features: What are its natural
features?
Visitor activities: What (activities) can
visitors do there?
Things to do to protect it: What can be done to
protect it?

Task 5: Write a paragraph (100 - 120 words) about the natural wonder/ beautiful landscape you have talked about in 4.

- Have Ss work independently. - Work independently Sample answer:

- Set a time limit for Ss to do the writing. Tell them to refer to - Listen and follow instructions. There is a beautiful river near my home. It is called
Activity 4. Dong Son River. It is not very large, but it is nice and
- Monitor Ss’ work and give assistance when necessary. peaceful. On the right bank of the river near my
- Collect some Ss’ papers and mark them, and later share com- village, there are rice fields and patches of green
ments with the class. grass. There are also bushes and a lot of wild flowers.
- If there is not enough time for Ss to do their task in class, have At weekends a lot of people gather here for
them do it as homework. entertainment. Young people go camping and have a
picnic. Old people may spend their time fishing or
playing chess. Many swim in the river or row a boat
on it. This place is becoming more and more popular,
so it is more and more crowded. I think the authorities
need to do something to protect this natural beauty.
(121 words)

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 7: NATURAL WONDERS
Lesson 6: Skills 2
*Warm-up
*Listening
Task 1: Write a word from the box under the correct picture.
Task 2: Listen to the passage and tick (√) the things you hear.
Task 3: Listen again and choose the correct answers.
*Writing
Task 4: Work in pairs. Brainstorm idea about a natural wonder/beautiful landscape in your area. Ask and answer about it, using the following prompts.
Task 5: Write a paragraph (100 - 120 words) about the natural wonder/ beautiful landscape you have talked about in 4
*Homework
 UNIT 7: NATURAL WONDERS
Lesson 7: Looking back and Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 7
- 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 7, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs, in groups so that they can help each other.
operating skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- 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
c. Expected outcomes:
- Ss can list as many Unit 7 vocabulary as possible.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Work in teams to play the games. Suggested answers:

- Teacher divides the board, and divides the class into teams. peak, majestic, paradise, tourism, travel destination,
- Members of each team take turns and write as many natural wonder,
vocabulary in Unit 7 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 7
b. Content:
 - Task 1: Choose the correct answer A, B, C, or D.
- Task 2: Complete the sentences with the correct forms of the words in brackets.
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. (5 mins)

- Have Ss do this task individually by choosing the correct - Do activity individually. Answer key:
answer to each of the questions. T corrects their mistakes. 1. A 2. C
- Goes round, monitors the class, and give support if necessary. 3. D 4. B 5.
A

Task 2: Complete the sentences with the correct forms of the words in brackets. (5 mins)

- Ask Ss to read the sentences. Tell them to pay attention to the - Listen and follow. Answer key:
words given, and what derivatives they need to fill in the gaps. - Do the task individually 1. possessions
- Have Ss write the answers in their notebooks. Ask some of 2. charming
them to write the words on the board. T corrects the mistakes. 3. located
4. explorer
5. permission

e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: GRAMMAR (10 mins)
a. Objectives:
- To help Ss revise reported Yes/No questions
- To give Ss more practice in rewriting Yes/No questions in reported speech.
b. Content:
- Task 3: Underline the correct answers to complete the sentences
- Task 4: Rewrite the sentences in reported questions
c. Expected outcomes:
- Recall the uses of the grammar that they have learnt in this unit (reported Yes/No questions)
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Underline the correct answers to complete the sentences. (5 mins)

- Allow Ss some time to do the task individually. - Do the task individually. Answer key:
- Then ask them to compare their answers in pairs. - Compare answers in pairs. 1. if I knew
- Call on some Ss to write their answers on the board, other Ss 2. if he was living
give comments, and correct mistakes only when really 3. wanted to know
necessary. 4. asked
5. whether he wanted

Task 4: Rewrite the sentences in reported questions. (5 mins)

- Have Ss review the rules of rewriting Yes / No questions in re- - Listen Answer key:
ported speech. - Work independently or in pairs to do the task. 1. She asked me / wanted to know if / whether I
- Have Ss work independently or in pairs to rewrite the sen- knew about the Shilin Stone Forest in China.
tences. 2. Mi asked Nam / wanted to know if / whether he
- Have Ss write their answers in their notebooks. enjoyed having virtual tours of those natural wonders.
- Give corrections and explanations if necessary. 3. David asked me / wanted to know if / whether I
was interested in the natural wonders of my country.
 4. I asked Linh / wanted to know if / whether she /
Linh could manage to meet the deadline for the
project.
5. She asked me / wanted to know if / whether I
would visit some natural wonders overseas that
summer.

e. Assessment
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: PROJECT (18 mins)
a. Objectives:
- To provide Ss a chance to develop their interview skills and to get to know more about their families.
b. Content:
- Poster presentation
c. Expected outcomes:
- Students are able to present their posters about Natural Wonders of the world.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Find a natural wonder.

- Explain to Ss what they have to do. Ask them to work in - Listen and choose List of Natural Wonder:
groups and decide on the natural wonder they want to talk - Ha Long Bay, Viet Nam
about. - The Great Barrier Reef, Australia
- The Grand Canyon, USA
- The Sahara Desert, Africa
- Mount Everest, border of Nepal and China
- Galapagos Islands, Ecuador
- Komodo Island, Indonesia
- Niagara Falls, Canada
...

Task 2: Collect pictures of it.

- Have Ss work in groups. - Work in groups to collect pictures of the wonder Pictures of Natural Wonder
- Tell them to collect pictures of the wonder they have chosen. they have chosen.

Task 3: Look for information

- Have Ss find information about the wonder - Find information Information:

+ Its location
+ Its special features / attractions
+ Threats to its existence
+ Ways / plans to preserve it
...

Task 4: Make a poster

- Each group makes a poster. Tell them to decorate their poster - Work in groups to make poster Make poster
and arrange the information in a way that it is informative and
attractive.

Task 5: Give a presentation about it to the class.

- Call on some groups to show their posters and make a - Present Presentation
presentation. Other groups give their comments. The class
votes for the best poster.
- It is better for T to assign the project in earlier lessons. Make
sure to guide them carefully and checks their progress after
each lesson. In the last lesson (Looking Back), ask Ss to give
their presentation.
NOW I CAN…
Finally ask Ss to complete the self-assessment table. Identify
any difficulties and weak areas and provide further practice if
need be.

e. Assessment
- 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 7: NATURAL WONDERS
Lesson 7: Looking back and Project
*Warm-up
*Vocabulary
Task 1: Choose the correct answer A, B, C, or D.
Task 2: Complete the sentences with the correct forms of the words in brackets.
*Grammar
Task 3: Underline the correct answers to complete the sentences
Task 4: Rewrite the sentences in reported questions
*Project
* Homework