Week:
Period:

Date of planning:
Date of teaching:
UNIT 7: NATURAL WONDERS OF THE WORLD
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 the topic 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
III. PROCEDURES
1. ACTIVITY 1. WARM-UP (5 mins)
a. Objectives:
- To activate students' knowledge on the topic of the unit;
- To lead into the unit.
b. Content:
- Think!
- Create a Travel Brochure
c. Expected outcomes:
- Students can have some ideas about natural wonders.
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
* Think!
- Teacher begins the lesson by talking about the
beauty around us. Asks Ss to identify/ talk about
the most beautiful places in their own
community.
- Teacher introduces the topic Natural wonders
of the world. Show Ss some photos of famous

CONTENTS
Questions:
What are the most beautiful places in
your country?
Where are they?
Are they natural or man-made?

natural wonders, such as Ha Long Bay, Sahara
Desert, Great Barrier Reef, ...
- Teacher asks Ss to open their books.
- Students open the books, look at the picture
and answer the questions individually.
- Draw their attention to the box and introduce Information in brochures:
what they are going to learn in this unit.
- Location
* Create a Travel Brochure
- Climate
- Teacher divides the class into groups.
- Why someone should visit
- Each group chooses a beautiful place they like.
- Teacher asks Ss to use the information they
find to create a travel brochure for that place.
- Students work in groups listen to T's
introduction and create a travel brochure for a
place.
- The brochure should include some information
about the location, climate and why someone
should visit.
- After that, ask them to share their brochures
with the class.
2. ACTIVITY 2: 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 AND STUDENTS'
ACTIVITIES
* Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new
vocabulary by showing pictures or giving
explanations.
- Students guess the meaning of words.

CONTENTS
New words:
1. crazy (adj) about smb/sth
2. coral (n, adj)
3. landscape (n)
4. peak (n)
5. charming (adj)
6. sustainable (adj)
7. location (n)
8. possess (v)

3. ACTIVITY 3: PRACTICE (20 mins)
a. Objectives:
- To help students read for specific information about natural wonders;
- To help students 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) or 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 AND STUDENTS'
ACTIVITIES
Task 1: Listen and read. (5 mins)
- To begin with, ask Ss some questions:
- Students listen and answer questions.

CONTENTS

Questions:
Have you ever been to Ha Long Bay?
Do you know that it is a famous
natural wonder of the world?
Have you heard of / read about other
wonders: Mount Everest, the Dead
- Teacher sets the context for the listening and Sea?
reading by asking Ss to look at the picture.
- Teacher asks Ss to look at the title and guess
what the conversation between Lan and Tom is
about.
- Students look at the picture and guess.
- Teacher plays the recording for Ss to listen and
read along. Then have some Ss read the
conversation aloud.
- WC listen to and read the dialogue.
- Teacher asks Ss some questions about the
conversation.
Questions:
- Students listen and answer questions.
1. Which prize did Tom win?
- Confirm the correct answer. (They are talking 2. Which natural wonders did Tom
about famous natural wonders.)
talk about?
- Teacher has Ss say the words in the text that
they think are related to the topic of the unit. 3. Which risks did Tom mention?
Have them pronounce the words containing the 4. Where will Tom visit?
The dialogue on page 72
sounds /sl/ and /sn/.

Task 2: Read the conversation again and tick (√) T (True) or F (False) for each
sentence. (5 mins)
- Teacher has Ss work individually. Tell them to Answer key:
read the statements and decide whether they are 1. T
true (T) or false (F) without reading the 2. F
conversation again.
3. T
- Students work individually to read the text and 4. F
do the task.
- If Ss find the task difficult, ask them to read
the conversation again and find the information
in it.
- Teacher checks Ss' answers and explain if
necessary.
- Students answer individually.
Task 3: Complete each sentence with a word or a phrase from the box. (5 mins)
- Teacher asks Ss to read the sentences and find Answer key:
the words from the box to fill in the gaps.
1. landscape
- Students listen and follow instructions.
2. couldn't help
- Teacher has Ss share answers before 3. explore
discussing it as a class.
4. support
Have some Ss write the correct answers on the 5. development
board. If there's time, call on some Ss to read
the sentences.
- Students share their answers and check.
Task 4: Underline the correct answer to complete each sentence. (5 mins)
- Teacher has Ss work independently. Asks Answer key:
them to read the sentences, paying attention to 1. crazy
the words given in brackets and their 2. landscape
collocations.
3. explore
- Students work individually to do the task.
4. suggest
- Teacher tells Ss that most of these words 5. contributes
appear in the conversation, so they can look
back and find the words.
- Students listen and follow instructions.
- Teacher has Ss share answers before
discussing it as a class.
- Students share answers and check.
- For more able Ss, T has them make up
sentences with these words.
- Students do the task individually.
4. ACTIVITY 4: PRODUCTION (8 mins)
a. Objectives:

- To help students learn about some famous natural wonders of the world.
b. Content:
- Task 5: Natural Wonders Knowledge
c. Expected outcomes:
- Students can know more about natural wonders.
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
Task 5: Natural Wonders Knowledge (10 mins)
- Teacher asks Ss to work in groups. Explains to
them what they are going to do.
- Students in groups to do the task.
- Teacher gives Ss some time (3 - 4 minutes) to
do the task.
- Teacher calls on some groups to write their
answers on the board.

CONTENTS

5. CONSOLIDATION (5 mins)
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:
- Prepare new lesson: Unit 7 – A closer look 1
-----------------------------------------------------

Week:
Period:

Date of planning:
Date of teaching:
UNIT 7: NATURAL WONDERS OF THE WORLD
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 of the world;
- 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
III. PROCEDURES
1. ACTIVITY 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:
- Brainstorming
- Would you rather?
c. Expected outcomes:
- Students can recall some phrases about natural wonders.
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
* Brainstorming
Pictures:
- Teacher brings to class some posters / pictures
or show on the screen some images of famous
landscapes in Viet Nam and in the world.
- Students look at the pictures, listen and

CONTENTS

answer.
- Lead into this lesson which focuses on the new
words / phrases and the sounds /sl/ and /sn/.
– Teacher with Ss the lesson objectives and
have them open their books and start the lesson.

Answer:
1. Hoi An
2. Bau Trang, Mui Ne
3. Fuji, Japan
4. Victoria Falls, between Zambia and
Zimbabwe
Link video:
* Would you rather?
https://www.youtube.com/watch?
- Teacher has Ss watch a video “Would you v=KvshwrRNqDE
rather?” about beautiful landscapes.
- Students listen and follow the instruction.
- Teacher has Ss choose and explain why they
like.
- Ss choose and explain what they choose.
2. ACTIVITY 2: PRESENTATION (10 mins)
a. Objectives:
- To provide students with new vocabulary;
- To help students identify how to pronounce the sounds /sl/ and /sn/;
b. Content:
- Vocabulary pre-teaching
- Introduce how to pronounce the sounds /sl/ and /sn/.
c. Expected outcomes: Students can
- identify some vocabulary about natural wonders of the world and use them in different
contexts.
- recognize and know how to pronounce the sounds /sl/ and /sn/.
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary by:
+ providing explanations of the words;
+ showing pictures illustrating the words.
- Students guess the meaning of words.

CONTENTS
New words:
1. permit (v)
2. paradise (n)
3. annual (adj)
4. access (n)
5. urgent (adj)
6. hesitate (v)

Pronunciation (7 mins)
-Teacher presents the sounds /sl/ and /sn/ by
showing 2 pictures on TV (sleeping, snap,
snack …)
- Tells Ss that they are going to learn the sounds
/sl/ and /sn/
- Teacher introduces 2 sounds /sl/ and /sn/ to
students and lets them watch a video about how
to pronounce these two sounds.
or
https://hoclieu.vn/hop-phan-bo-tro/videopronunciation-guide/214
- Teacher asks some Ss to read out the words
first. Then play the recording for them to listen
and repeat the words they hear. Ask them to pay
close attention to the two sounds. Play the
recording as many times as necessary.
- Explain to Ss how to pronounce the sound in
the blend.
+ /s/ /l/  /sl/
+ /s/ /n/  /sn/
- Invite some Ss to say some words they know
that include the two sounds
- First, Teacher gives some more examples of
the sounds /sl/ and /sn/ in words.
- Then let Ss practise the sounds /sl/ and /sn/
together.
3. ACTIVITY 3: PRACTICE (20 mins)
a. Objectives:
- To provide students with new vocabulary;
- To revise some vocabulary related to the topic Natural wonders of the world.
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.
- Task 4: Listen and repeat the words. Pay attention to the sounds /sl/ and /sn/.
c. Expected outcomes:
- Students can complete some exercises about vocabulary.
d. Organisation:
TEACHER'S AND STUDENTS'

CONTENTS

ACTIVITIES
Task 1: Match the words in A with their definitions/explanations in B. (5 mins)
- Teacher tells Ss to read the words given in Answer key:
column A, then study their definitions / 1. e
explanations in column B.
2. f
- Students read in pairs to do the task.
3. a
- Teachers has Ss work in pairs to do the 4. c
matching. Checks their answers as a class.
5. b
- Students work in pairs to do the task.
6. d
- Teacher has Ss read the words aloud. Correct
their pronunciation if necessary.
- Students answer and read the words aloud.
Task 2: Complete the following table. There is one example. (5 mins)
- Teacher has Ss work in pairs. Tell them to Answer key:
look at the verbs given in the left column and Verb
Noun
write their equivalent nouns in the right column. discover
discovery
- Students work in pairs to do the task.
1. locate
location
- Teacher checks their answers as a class.
2. hesitate
hesitation
- Students answer individually.
3. explore
exploration
- Teacher has Ss read the verbs and nouns 4. possess
possession
aloud. Correct their pronunciation if necessary.
5. admire
admiration
- WC read the words aloud.
Task 3: Complete the following sentences with the words from the box. (5 mins)
- Teacher has Ss read the words in the box.
Answer key:
- Students listen and follow instructions.
1. diversity
- Teacher has them read the sentences carefully 2. urgent
and look for clues so that they can choose the 3. located
correct words to complete the sentences.
4. hesitation
- Ss do the task individually.
5. permit
- Teacher has one student write the words on the
board. Confirm the correct answers.
- Ss do the task individually.
- Teacher calls on some Ss to read the
sentences.
- Ss read the sentence loudly.
Task 4: Listen and repeat the words. Pay attention to the sounds /sl/ and /sn/. (5
mins)
- Teacher plays the recording and ask Ss to Audio script:
listen to these words and repeat. Corrects their /sl/
/sn/
pronunciation.
sleepy
snack
- WC listen listen and repeat.
slice
snowy
- Teacher plays the recording as many times as slippery
sneeze
necessary.
slogan
sneaker

- Students practice the sounds.

slope

snatch

4. ACTIVITY 4: PRODUCTION (5 mins)
a. Objectives:
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 5: Listen and repeat the sentences. Pay attention to the underlined words.
c. Expected outcomes:
- Students can pronounce the sounds /sl/ and /sn/ in words and in sentences correctly.
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
Task 5: Listen and repeat the sentences. Pay
mins)
- Teacher plays the recording for Ss to listen.
- WC listen to the recording.
- Teacher plays the recording again. Let Ss
listen and repeat sentence by sentence, paying
attention to the underlined words.
- WC listen and repeat.
- If there is time, Teacher asks Ss to give the
words they know that contain these two sounds.
- Students give the words they know that
contain two sounds.
EXTRA ACTIVITY
- Teacher asks each student to give at least one
word having the sound /sl/ and one word having
the sound /sn/.
- Students give one word having the sound /sl/
and one word having the sound /sn/.

CONTENTS
attention to the underlined words. (6
Audio script:
1. There are many snowstorms on
Mount Everest.
2. He went down the slope, wearing a
pair of sneakers.
3. She sneezed when I gave her a slice
of pizza.
4. The way down the hill was slippery
as it was covered in snow.
5. After eating a snack, she felt very
sleepy.
Suggested answers:
(slide, slip, slow, sleeve, dogsled,
mudslide, snake, snail, snorkel,
snowball, …)

5. 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/.
- Prepare new lesson Unit 7 – A closer look 2.
-----------------------------------------------------

Week:
Period:

Date of planning:
Date of teaching:
UNIT 7: NATURAL WONDERS OF THE WORLD
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
- 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
III. PROCEDURES
1. ACTIVITY 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 questions using the structure of reported speech (Yes/No
questions).
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
* Review
- Teacher asks Ss to recall the rules of changing
statements and Wh-questions into reported
speech.
- Students listen and answer.

CONTENTS
Example:
Statements:
'I'm
tired,'
I
said.
-> I told them (that)  I  was tired.
Wh-questions:

- Teacher tells them that they are going to learn He said, 'What time does the film
how to change Yes / No questions into reported begin?'
speech.
=> He wanted to know what time the
- Teacher introduces the objectives of the film began.
lesson. Write the objectives on the top-left of
the board.
- Student listen
* Rumour Detective
Example:
He said that she had gone to the store.
- Teacher divides the class into two teams.
- One team prepares a short story with several
characters and events.
- The other team acts as “rumour detectives”
who listen to the story and then ask questions
using Wh- questions to clarify the details.
- The storytelling team can only answer using
reported speech.
- The rumour detectives win if they can
correctly identify all the key elements of the
story.
- Students listen and follow instructions.
- Switch roles and play.
- Lead into the new lesson.
2. ACTIVITY 2: PRESENTATION (8 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 AND STUDENTS'
CONTENTS
ACTIVITIES
Grammar Explanation

- Ss have already learned reported speech for
statements and Wh-questions. In this unit, we
introduce the reported speech for Yes / No
questions.
- Teacher quickly reviews the rules when we
change statements and Wh-questions into
reported speech.
- Students follow instructions.
- Teacher has Ss study the Remember! Box for
a few minutes.
- Students read the Remember! box carefully
and listen to the teacher.
- Teacher explains 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.
- Teacher has Ss work independently.
- Ss work independently to do the task.
- Teacher gives Ss some time to read the
sentences and choose the correct answers.
- Teacher tells them to refer back to the Answer key:
Remember! Box if necessary.
1. C
2. B
- Teacher checks Ss' answers as a class.
3. C
4. A
- Students listen and check.
5. D
3. ACTIVITY 3: PRACTICE (20 mins)
a. Objectives:
- To give Ss a chance to use the grammar learned in 1 and the Remember! Box;
- To practise 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 AND STUDENTS'
ACTIVITIES
Task 2: Complete the following reported
- Teacher allows Ss some time to do the task
individually.
- Students do the activity individually.

CONTENTS
questions. (6 mins)
Answer key:
1. He asked the children if they were
excited about their upcoming trip to Mui

- Teacher tells them to read each sentence and
apply the rules of changing Yes / No questions
into reported speech, then complete the
sentences.
- Students follow instructions.
- Teacher asks them to compare their answers in
pairs before checking as a class.
- Students share answers.

Ne.
2. She asked us whether we often met
Angela at school.
3. She wanted to know if Mark would
visit Giang Dien Waterfall the following
week.
4. I asked the teacher if / whether Con
Dao National Park was rich in flora and
fauna.
5. Arthur wanted to know if / whether
they could go to the campsite by bike.
Task 3: Rewrite the sentences in reported questions. (7 mins)
- Teacher has Ss work individually for some Answer key:
time to do the task.
1. I asked my dad if / whether he was
- Students do the activity individually.
still working from home.
- Teacher asks Ss to exchange their answers in 2. Mark asked Anne if / whether she had
pairs.
to pack her suitcase.
- Students share answers in pairs.
3. Lan asked Tom if / whether he was
- Teacher has Ss read out their answers, interested in visiting Phu Quoc Island.
sentence by sentence.
4. Kay asked her mum if / whether they
- Student listen and check.
could afford to go to Niagara Falls.
- Teacher checks their answers and explain if 5. I asked / wanted to know if/ whether
necessary.
they would visit Sa Pa and climb Mount
Fansipan that summer.
Task 4: Read the passage and underline the Yes / No questions. Then write them in
reported questions. (7 mins)
- Teacher has Ss work in pairs.
Possible answers:
- Students do the exercise in pairs.
A tour guide is taking a group of tourists
- Teacher has them read the passage carefully. to visit Tonle Sap Lake in Cambodia.
Tell them to discuss and decide on the Yes / No The guide said to them: 1. “Is it your
questions in the passage, then rewrite them in first time here?” Some said yes, and
reported speech.
some said no. Olivia asked the guide: 2.
- Students listen and follow instructions.
“Do the people here live on fishing?” He
- Teacher calls on some Ss to read the sentences said most of them did. Then Mark said:
aloud. Other Ss comment. Confirms the correct 3. “Do their children go to school on
answers.
land?” “Yes, they do,” said the guide. ...
- Students listen and check.
1. The guide asked them / wanted to
know if / whether it was their first time
there.
2. Olivia asked the guide / wanted to
know if / whether the people there lived
on fishing.
3. Mark asked the guide / wanted to

know if / whether their children went to
school on land.

4. ACTIVITY 4: PRODUCTION (7 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 questions.
c. Expected outcomes:
- Students can apply the grammar they have learned in practical situations.
d. Organisation:
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 5: Work in two groups. Take turns to give and change the Yes / No questions
into reported questions. (7 mins)
- Teacher divides the class into two groups, A Example:
and B.
Group A:
- Teacher tells Ss to study the example.
“Is the Atacama Desert in Chile?”
- Students listen to instruction.
Group B:
- Group A gives three Yes / No questions, and She asked if the Atacama Desert was in
Group B changes them into reported questions. Chile.
- The two groups swap roles, and the game
continues.
- Student give and change Yes / No questions
into reported questions.
- Teacher gives them some time to work
independently and prepare their performance.
- Students listen and follow instructions.
- Teacher encourages them to ask questions on Example:
the topic of the unit (natural wonders / beauty A: She asked me if / whether I lived
spots).
near the sea.
EXTRA ACTIVITY
B: “Do you live near the sea?”
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.
- Teacher puts 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.
- Students work in pairs. Make and change Yes /
No questions into reported questions.

- T gives comment and correction if necessary.
5. CONSOLIDATION (3 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.
- Prepare new lesson: Unit 7 - Communication
Week:
Period:

Date of planning:
Date of teaching:
UNIT 7: NATURAL WONDERS OF THE WORLD
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 natural wonders and tourism;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 7, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1. WARM-UP (7 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 AND STUDENTS'
ACTIVITIES
* Review
- Teachers asks some Ss to make Yes / No
questions, and other Ss change them into
reported speech.
- Students listen and follow instructions.
- Introduce the objectives of the lesson: learning
how to ask for and respond to permission, and
talk about natural wonders and tourism.
* Can I? game
- Teacher divides the class into two teams. One
team takes turn to asking the questions on the
board, while the other team responds.
- Each team receives points for asking and
responding politely and respectfully. The team
with the most points will win.
- Students listen and follow instructions.

CONTENTS
Yes / No questions:
Is it possible to travel around the world
in 80 days?
Is it possible to travel the world
without flying?
Is the Amazon rainforest the largest
rainforest in the world?
Is it possible to protect the world's
natural
wonders
for
future
generations?
Questions:
Can I borrow your pen?
Can I use your phone to make a call?
Can I use your computer?
Can I try your jacket?
Can I take a picture of you?
Can I visit you this weekend?
Can I ……………..?

2. ACTIVITY 2: PRESENTATION (10 mins)
a. Objectives:
- To introduce ways of asking for permission and responding.
- To help student learn about some natural wonders around the world;
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 3: Write each natural wonder under the correct picture.
c. Expected outcomes:
- Ss can know how to ask for permission and responding.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5
mins)
- Teacher plays the recording and have Ss listen Audio script:
and read the conversations at the same time. 1.
Tells them to pay attention to the highlighted Anne: Can I watch a horror film,
parts.
Mum?
- Students listen and read, then look at the Anne's Mum: No, dear, you can't. It's

highlighted parts.
- Teacher elicits the two ways of asking for
permission and responding.
- Students listen to the teacher.
- Teacher asks them to act out the conversations
in pairs. Goes around and offer help if
necessary. Checks their pronunciation.
- Students act out the conversations in pairs.

late now.
2.
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 3: Write each natural wonder under the correct picture. (5 mins)
- Teacher tells Ss to look at the pictures and Questions:
answer some questions.
What is it in each picture?
- Students look at the pictures and answer.
Where is it?
- Teacher has Ss work in pairs and do the task.
What is special about it?
- Students work in pairs to do the task.
- Teacher checks their answers as a class.
Answer key:
- Students listen and check.
1. Grand Canyon
2. Jeju Island
3. Ha Long Bay
4. Sahara Desert
3. ACTIVITY 3: PRACTICE (18 mins)
a. Objectives:
- To help student practice asking for permission and responding.
- To practise scanning skills;
- To give Ss practice in talking about some famous natural wonders of the world.
b. Content:
- Task 2: Work in pairs. Make similar conversations to ask for permission and respond in the
following situations.
- 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
- use the structures to ask for permission and respond.
- complete reading exercise.
- Choose, explain the reasons why you want to visit it and plan the things you want to do
there.
d. Organisation

TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 2: Work in pairs. Make similar conversations to ask for permission and
respond in the following situations. (6 mins)
- Teacher asks Ss to study the instructions.
Suggested answers:
- Student listen and follow instructions.
1. You: Can I borrow / Can you lend
- Teacher has Ss work in pairs, one asks for me a book on the Galápagos Islands?
permission, and the other responds. Then has Your friend: Sure. But please look after
them...