Date of planning: 7/9/ 2025
Date of teaching: 08/9/2025
Period 1

English 9

UNIT 1: LOCAL COMMUNITY
Lesson 1: GETTING STARTED

I. OBJECTIVES
By the end of this unit, students will be able to read a conservation about a place to live (a new
neighborhood) and practice some exercises
1. Knowledge:
+ Vocabulary: - use words related to community helpers, traditional handicrafts
+ Language: phrasal verbs
2. Attitude: - Love talking about the neighborhood, know about the facilities in a place and be
aware of keeping our neighborhood clean. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
3. Competence:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence. Ability of using some phrasal verbs.
II. TEACHING AIDS.
- Books, planning, computer, projectors
- Hoclieu.vn
III. TEACHING PROCEDURE
1. Class organization. - Greeting.
2. New lesson:
1. WARM-UP
a) Aims: - To set the context for the introductory dialogue;
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
b) Content: - Teacher shows the pictures to the whole class.
- Teacher ask students to work in pairs and name the places in the picture.
- Teacher asks students to guess the topic of the unit/lesson.
c) Product - Students know the topic of the unit and be ready for the conversation.
d) Organization:
Teacher's and students' activities
Contents
- Teacher shows the pictures to the whole class.
Suggested answers:
- Teacher ask students to work in pairs and name A neighborhood
the places in the picture.
- Students work in pairs for 3 minutes.
- Teacher elicits answers from students.
- Teacher asks students to guess the topic of the
unit/ lesson.
- Teacher calls the group with the most activities
to answer.

2. KNOWLEDGE FORMATION
Listen and read
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a) Aims: - To prepare vocabulary for students to understand the conversation.
b) Content: - Teacher shows pictures and asks students to find those in the conversation.
- Teacher checks students' understanding
c) Product: - Students know how to use the target vocabulary.
d) Organization:
Teacher's and students' activities
Contents
1. Vocabulary
I. Vocabulary:
* Set the context for the introductory dialogue.
- Ask Ss to look at the pictures on page 8-9 and answer What are they talking about?
the questions below.
What activities can you see in the
- Elicit answers from Ss.
below pictures?
- Teacher explains the meaning of the new vocabulary
by pictures.
1. suburb (n): ngoại ô
- Teacher reveals that the words according to the
2. facility (n): cơ sở vật chất
pictures will appear in the reading text and asks
3. shopping mall (n): khu mua sắm
students to open their textbook to find these words.
4. lady = woman (n): phụ nữ
- Teacher introduces the vocabulary.
5. craft (n): nghê thủ công
- Teacher checks students' pronunciation and gives
6. get on with (v): có quan hệ tốt
feedback.
với ...
- Have Ss underline the words that are related to the
unit topic while they are listening and reading.
- Invite some pairs of Ss to read the conversation
aloud.
- Introduce the two characters: An and Mi.
- Play the recording twice for Ss to listen and read
along.
3. ACTIVITY 2: PRACTICE
a) Aims: - To help Ss use words and phrases related to neighborhood.
- To help Ss further understand the text, use the words in the dialogue
b) Content:
- Task 2, 3, 4, in Student book
c) Product: - Students understand the conversation and know the vocabulary related to the
topic
d) Organization:
Teacher's and students' activities
Contents
2- Teacher asks Ss to read the dialogue in detail to 2. Read the conversation and complete
complete the sentence
the sentences (5 mins)
- Teacher asks them how to do this kind of Questions:
exercise.
1. last month
- Ss underline parts of the dialogue that help them 2. fewer people
with the answers.
3. craft village
- Ss quickly read the text for information.
4. neighbors
- Ss compare their answers in pairs before sharing 5. useful advice
them with the class.
Teacher asks them to explain their answers.
3.Match each word or phrase with its
3. Teacher asks Ss to match the words and their definition
meanings
1- d
2- e
3- a
4- c
5- b
- Ss work individually to match the words and
phrases with the meanings
4. Complete each sentence with a word
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- Compare their answers with a partner.
or phrase from Ex3
- Ss to go to the board and write their answers.
- Teacher checks the correct answers as class
Answer key:
4. Teacher has Ss practice saying the word and
1. suburb
phrases again.
2. get on with
Ss work in pairs and read the key word and
3. facilities
phrases given, then guess the leisure activities.
4. remind - of
- Teacher asks for Ss' answers and confirms the
5. community
correct ones.
- For a moreable class, Teacher has Ss work in
groups. Each group writes down some key words
and phrases about one or two leisure activities they
do or know. Then they read aloud these words/
phrases for the class to guess the activities.
- Teacher corrects for students as a whole class.
ACTIVITY 4: APPLICATION
a) Aims: - To help Ss practise using the vocabulary items related to leisure activities.
b) Content: - Students work in pairs.
- Teacher goes around the class and takes note to give comments later.
- Home assigment
c) Product: - Students' conversations.
- Take notes Home assigments.
d) Organization:
Teacher's and students' activities
Contents
5. - Set time (3-5 minutes) for Ss to do the quiz in 5. QUIZ: What is the place?
pairs.
Do the following quiz
- Students work in pairs to do the quiz.
1. stadium
- Invite some Ss to share their answers with the
2. hospital
class.
3. playground
Confirm the correct answers.
4. school
5. museum
5. Homework
a, Aims: To revise the lesson and prepare for the next lesson.
b, Content: Review the lesson and prepare for the next lesson and do exercise in the
workbook
c, Expected outcome: Students' textbook and workbook
d, Organization:
Teacher's and Ss' activities
Content
- T assigns the homework.
- Learn the words by heart
- Ss copy their homework.
- Read the conservation again
- T explains it carefully
- Prepare 'A closer look 1'
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about their
community. Students will show and present in Lesson 7 – Looking back and Project. (Teacher
should check the progress of students' preparation after each lesson.)
– Explain the project requirements: In groups, Ss will interview some Ss from their class or
from other classes about the changes they want to make in their community, using the
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questions provided. They then analyse the answers from their friends and report the findings to
their class. They can use a poster or PowerPoint slides to present their findings. In this case,
their slides or posters should include a mixture of text and tables, graphs, or pictures so that T
and other classmates can easily follow and understand their findings.
– Show them how to collect and analyse the answers. Here are the steps T can follow:
Step 1. Have Ss answer the questions about their community:
1. Where do you live?
2. What is good about your community?
3. What is not good about your community?
4. What changes do you want to make to improve your community?
Invite about three Ss to answer the questions. Draw a table on the board to record their
answers. This way you are teaching them how to record the answers in a survey. The table
should look like the one on page 17 in Student's book.
Then model how to report the findings to the questions. Say, I have just asked three students
about their community. Here are the findings. Two students live in or near the city centre. One
student lives far from the centre …

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English 9

Date of planning: 7/9/ 2025
Date of teaching: 11/9/2025
Period 2
UNIT 1: LOCAL COMMUNICATION
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to learn some new words related to the topic.
1. Knowledge
+ Vocabulary: police officer; garbage collector; firefighter; delivery person; handicraft;
pottery; tourist attraction; …
- Pronunciation: Correctly pronounce words that contain the sounds: /æ/ - /a:/ - /e/
2. Competence:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Ability of using words and talk about the neighborhood. Sts can introduce themselves or one
another fluently
3. Qualities: - Love the homeland/ neighborhood, know some jobs in a place. Ss have the
good attitude to working in groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS.
- Books, planning, computer, projectors
- Hoclieu.vn
III. TEACHING PROCEDURE
1. Class organization. - Greeting.
2. New lesson:
1. WARM-UP
a. Aims: - To prepare vocabulary for students to do the tasks.
b. Content: - Task 1-2-3: Vocabulary pre-teaching. Match a word/ phrase with their
responsibilities and pictures. Fill the words in the sentences.
c. Outcomes - Students know how to use the target vocabulary. Understand the meaning by
using pictures and sentences.
d. Organization:
Teacher's and Ss' activities
Content
I. Vocabulary
I. Vocabulary
- Teacher asks students to guess the uses of
- garbage collector (n): ng gom rác
the phrases that they have matched.
- artisan (n): nghệ nhân
- Teacher introduces the vocabulary.
- delivery person (n): ng giao hàng
- Teacher checks students' understanding by
- handicraft (n): đồ thủ công
the follow-up tasks in student's book.
- pottery (n): đồ gốm
1: Matching
1. Match the community helpers with their
- Of the five words in this task, Ss may know
responsibilities
the two words “police officer” and
* Answer key:
“firefighter”, so T may focus on presenting the
other three words.
- To present each word, follow the steps:
+ Show the picture and elicit the word.
+ Read aloud the word several times and ask
Ss to repeat.
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+ Invite some Ss to read the word aloud.
+ Write the word on the board and highlight
its phonological features
- For a more able class, have Ss make
complete sentences to describe the
responsibilities of the community helpers.
2.
- Show each picture on the slide or ask Ss to
look at each picture and say what they see.
- Have Ss write the word/phrase under each
picture individually.
- Let them share their answers in pairs. Invite
some Ss to give the answers and confirm the
correct ones.
- Students work in pairs and do the task.
- Students share and check their answers in
pairs.
3. - Ask Ss to quickly read the words/phrases
and the given sentences.
- Have them do the exercise individually and
then compare their answers with another
student.
- Check the answers as a class and confirm the
correct ones.
- Students do the task independently, then
share the answers and discuss as a class.

Key; 1. c 2. e

3. a

4. b

5. d

2. Write the words or phrase in the box
under the correct picture
Answer key:
1. tourist attraction
2. pottery
3. artisan
4. speciality
5. handicraft

3. Fill in the blanks with the words or
phrases from the box.
Answer key:
1. artisans
2. electrician
3. speciality
4. garbage collector
5. handicrafts
4. PRONUNCIATION: Task 4 + Task 5
a. Aims: - To help Ss identify how to pronounce the sounds /æ/ - /a:/ - /e/
- To help Ss practise pronouncing these sounds in words.
b. Content: - Task 4. Listen and number the words they hear and repeat.
- Task 5. Listen and practise the sentences. Underline the bold words with /æ/, and circle the
bold words with /a:/, tick the bold words with /e/
c. Outcomes: Students repeats the words correctly
d. Organization:
Teacher's and Ss' activities
Content
Task 4
Task 4. Listen and repeat the words.
- Teacher asks some Ss to read out the words first.
Pay attention to the sounds /æ/ - /a:/
Then play the recording for them to listen and repeat - /e/. Then put the words into the
the words they hear. Ask them to pay close attention correct columns.
to the two sounds /æ/ - /a:/ - /e/. Play the recording as * Answer key:
many times as necessary.
1. chart (/ɑ:/)
- Explain to Ss that these words have the sounds Tell 2. merry (/e/)
them the difference between the three sounds.
3. pack (/æ/)
- Invite some Ss to say some words they know that
4. cattle (/æ/)
include the two sounds.
5. park (/ɑ:/)
Task 5
6. chat (/æ/)
- Teacher asks Ss to quickly read the sentences. Now 7. kettle (/e/)
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English 9

play the recording for Ss to listen to the sentences.
8. marry (/æ/)
Ask them to pay attention to the underlined parts and
tick the appropriate sound.
Task 5: Listen and practise the
- Invite some Ss to share their answers. Confirm the
sentences. Underline the bold words
correct ones.
with /æ/, and circle the bold words
- Play the recording again for Ss to repeat the
with /a:/, tick the bold words with /e/
sentences.
*Answer key:
- Have Ss practise the sentences in pairs. Invite some /æ/: thanks, grandmother, that,
pairs to read the sentences aloud. Comment on their
bamboo, relax
pronunciation of the sounds.
/ɑ:/ garbage, artist, park
- Teacher gives corrections and feedbacks to
/e/: bread, beds
students' pronunciation.
5. Homework
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the
workbook
c. Outcomes: Students' textbook and workbook
d. Organisation:
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare - Practice the sound /æ/ - /a:/ - /e/
the new lesson.
- Learn by heart vocabulary.
- Do the exercises in students' workbook: ex
A1,2 (P. 3); B 1,2
- Prepare A CLOSER LOOK 2

7

Date of planning: 7/9/ 2025
Date of teaching: 12/9/2025
Period 3

English 9

UNIT 1: LOCAL COMMUNITY
Lesson 3: A CLOSER LOOK 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to use questions words before to-infinitive, use
some phrasal verbs
1. Knowledge
- Grammar: + Wh-question + to-infinitive
+ phrasal verbs: Verbs + prepositions: go out; pass down, cut down on, run out of,
get on well with, look around, come back, hand down, find out, take care of, …
2. Competence:
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Qualities: Exchange personal information with friends and be friendly at school;
- Develop self-study skills;
- Actively join in class activities.
II. TEACHING AIDS.
- Books, planning, computer, projectors
- Hoclieu.vn
III. TEACHING PROCEDURE
1. Class organization. - Greeting.
2. New lesson:
1. Warm-up
a. Aims: - To review vocab related to local community.
- To introduce the grammar: Wh-question + to-infinitive.
b. Content: - Brainstorming
c. Outcomes: Students give sentences with wh-questions + to-inf.
d. Organisation:
Teacher's and Ss' activities
Content
1. Warm-up
I. Warm-up
- Ask Ss the question. Write the question on the
Brainstorming
board.
- Invite some Ss to answer the question. Quickly
A: What do you do when you don't
write some of their answers on the board.
know how to get to a place in your
- Draw Ss' attention to the question on the board.
neighbourhood?
Underline don't know how to get to.
B: I don't know how to get to.
Tell them that today they are going to learn some
…
questions words before to-infinitives and some
Ex: I don't know what to do to help
phrasal verbs.
my neighborhood.
- Introduce the objectives of the lesson. Write the
objectives in the left corner of the board.
2. Presentation
a. Aims: - To teach Ss use a question word such as: who; what; where; when; how before a
to-inf to express an indirect question about what we should do.
b. Content: - Teacher teaches grammar.
- Teacher asks students to read the grammar box and share their answers.
c. Outcomes - Students know how to use the target grammar.
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English 9

d. Organization:
Teacher's and Ss' activities
Content
2. Grammar
II. Grammar
- Have Ss read the two examples in the Remember! – We use a question word such as
box and pay attention to the bold words.
who, what, where, when, or how
-Then tell them to read the information in the box.
before a to-infinitive to express an
- Check their understanding by asking some
indirect question about what we
questions:
should do.
+ What are the question words we can use before
– We often use a verb such as ask,
to-infinitives?
wonder, (not) decide, (not) tell, or
+ What does this grammatical structure express?
(not) know before the question word +
+ What are the verbs we can use?
to-infinitive.
- Ask Ss to give some more examples. Comment on Example:
their examples.
We don't know what to do to help the
- Students read the Remember! box carefully and
community.
listen to the teacher.
She asked how to get to the nearest
- Students make some sentences using the Question shopping mall.
words before to-infinitives.
3. PRACTICE: Task 1-2
Teacher's and Ss' activities
Content
3. Practice
III. Practice
Task 1.- Ask Ss to read the first sentence and think Ex1: Fill in each blank with a
of the question word to fill in the gap. Invite Ss to
suitable questions word
give their answers. Confirm the correct one.
Answer key:
- Have Ss do the exercise individually and then
1. how
2. where
check their answer with a classmate.
3. what 4. when
- Invite some Ss to share their answers. Confirm the 5. who
correct answers.
Ex2:
- Students work independently to do the task.
1. I don't know how I can get to the
- Students exchange the answers in pairs before
swimming pool.
checking with the class.
-> I don't know how to get to the
Task 2:
swimming pool.
- Model the way to do the exercise with the first
Answer key:
sentence. Explain to Ss that they only need to
2. They are wondering where to buy
replace the subject 'I' and the modal 'can' with 'to'. traditional handicrafts.
- Have Ss do this exercise individually and then
3. She asked what to give to her new
compare their answers with a partner.
neighbour at his house-warming
- Ask some Ss to write their answers on the board.
party.
Ask other Ss to comment on their answers. Confirm 4. I can't decide who to ask for
the correct ones.
advice.
- Students work independently to do the task.
5. Could you tell me when to pay the
- Students come to the board to write the answers.
water bill?
4. PRACTICE: Task 3-4-5
a. Aims: - To help Ss practise using some phrasal verbs.
b. Content: - Task 3+4: Ss understand some phrasal verbs and use them for the sentences.
- Task 5: GAME: find someone who…
c. Outcomes: - Students understand how to use the target grammar.
d. Organization:
Teacher's and Ss' activities
Content
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3.
3. Match each phrasal verbs with its
Have Ss do this exercise individually and then
meaning
compare the answers with another classmate. Remind Answer key:
Ss that they can guess the meaning of each phrasal
1. b, 2. d, 3. e, 4. c, 5. A
verb based on the meaning of the main verb.
- Check the answers with the whole class. Confirm
the correct ones.
- Students work independently to do the task.
- Students come to the board to write the answers.
4. Complete each sentence using the
4
correct form of a phrasal verbs
- Have Ss work in pairs to do the exercise. Remind
Answer key:
them to use the correct form of a phrasal verb in 3.
1. came back
- Invite some pairs to share their answers. Confirm
2. hand down
the correct answers.
3. find out
- Students work independently to do the task.
4. takes care of
- Students exchange textbooks to check their friends' 5. looking around
answers.
5.
For this game, have Ss walk around the room and try Answer key:
to find classmates who answer Yes to each question
Students' answers
on their game card. Explain to them that each
question has a phrasal verb in it. The winner is the
student who fills in their game card first.
- Set a time limit of about 5-7 minutes. After this
time, if Ss are stuck, the winner is the student with
the most names on his/her game card.
- Students do the task in pairs.
- Students work in 2 teams and play a game.
5. Homework
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exercises in the
workbook
c. Outcomes: Students' textbook and workbook
d. Organization:
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the
- Learn by heart all the new words
new lesson.
and structures
- Do B3-4-5 (Work book)
- Prepare: Communication

10

Date of planning: 14/9/ 2025
Date of teaching: 15/9/2025
Period 4

English 9

UNIT 1: LOCAL COMMUNITY
Lesson 4: COMMUNICATION

I. OBJECTIVES
By the end of this lesson, Ss will be able to talk about seeking help and responding.
1. Knowledge
- Seeking help and responding
- Listening skill to know more about some interesting places.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Attitudes:
- Be ready and confident in real life conversations;
- Actively join in class activities.
II. TEACHING AIDS
- Books, lesson plan, computer, projectors
- hoclieu.vn
III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson:
1. Warm-up
a. Aims: - To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: - Game: phrasal verbs revision
c. Outcomes: - Students can talk about hobbies.
d. Organization:
Teacher's and Ss' activities
Content
Warm-up:
Game: Phrasal verbs revision
- Teacher divides the class into 2 teams.
Answer key:
- Teacher shows pictures (PPT slides) of
1. find out
phrasal verbs, asks students to name them.
2. take care of / look after
- The team that gives more correct names is
3. come back
the winner.
4. look for
- Students work in 2 teams and follow the
5. take off
teacher's instruction to play the game.
6. get over
2. Presentation * EVERYDAY ENGLISH
a. Aims: - To introduce ways to give seeking help and responding
- To help Ss practise asking for help and responding in the situations
b. Content: - Task 1. Listen and read the dialogues. Pay attention to the highlighted parts.
c. Outcomes; - Students know how to use the structures to ask and respond
d. Organization
Teacher's and Ss' activities
Content

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Task 1
Task 1. Listen and read the dialogues. Pay
- Play the recording for Ss to listen and read attention to the highlighted parts.
the dialogues at the same time. Ask Ss to
Audio script – Track 4:
pay attention to the highlighted parts. Tell
them that these are two ways to seek help
and respond.
- Write the structures used to ask for help
on the board:

3. Practice: EVERYDAY ENGLISH
a. Aims: practice some conservations with situations given.
b. Content: - Task 2. Work in pairs.
Ask for help and respond in the following situations. Transition from Everyday English to
places of interest
c. Outcomes:
- Students know how to ask for help and respond in the situations
d. Organization:
Teacher's and Ss' activities
Content
Task 2
Task 2. Work in pairs. Ask for help and
- Ask Ss to work in pairs to make similar
respond in the following situations
dialogues, using the language they have learnt.
- For a less able class, model the first situation
with a good student.
Suggested answers:
- Move around to observe and provide help. Call 1. Do you mind lending me your pen?
on some pairs to practise in front of the class.
- Not at all. Here you are.
Comment on their performance.
2. Could you tell the name of the new
- For more able classes, encourage Ss to use
garbage collector?
different ways to ask for help and respond.
- Sure. His name's Nam.
- Students work in pairs to do the activity.
3. Could you tell me where to buy the
- Students practise in front of the class.
best fruits and vegetables in our area?
Ask Ss what places of interest they know. Ss
- Sure. There's a shop in Le Lai Street.
may mention: park, cinema, café, … Tell Ss they
are going to read what two students share about
their favourite places of interest
4. Production: PLACES OF INTEREST
a. Aims: - To introduce some famous places of interest.
b. Content: - Task 3: Do you know the place in each picture?
- Task 4: Listen to Binh and Mira talking about a place of interest in their community. Fill in
each blank with no more than TWO words and / or a number.
- Task 5: Work in pairs. Ask and answer about your favourite places of interest. Use the
questions below.
c. Outcomes: - Students get some information about some famous places of interest.
- Students can ask and answer questions about famous places of interest.
d. Organization:
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Teacher's and Ss' activities
Task 3
- Ask Ss to look at each picture and say
if they know anything about the place.
Elicit answers and confirm the correct
ones. If time allows, ask them in what
city each place of interest is located and
if they know any other places of
interest in that city.
- Elicit answers from Ss. Provide Ss
with some places of interest in each
city.
- Students look at the pictures and
answer the questions and add more
places to the list.

English 9

Content

Task 3.
Suggested answer:
- Picture 1: Nguyen Hue Pedestrian Street (Phố đi
bộ Nguyễn Huệ) is in Ho Chi Minh City. Other
places of interest in the city: Central Post Office
(Bưu điện trung tâm), the Notre-Dame Cathedral
(Nhà thờ Đức Bà), Independence Palace (Dinh
Độc Lập), War Remnant Museum (Bảo tàng
chứng tích chiến tranh), Ben Thanh Market (Chợ
Bến Thành), etc.
- Picture 2: Sydney Opera House is in Sydney,
Australia. Some other places of interest in the city:
Sydney Harbour Bridge, Taronga Zoo, Sydney
Tower Eye, Darling Harbour, Sydey Aquarium,
Royal Botanic Garden, etc.
4.
4.
Audio script:
Tell Ss that they are going to listen to a Binh, from Ho Chi Minh City, Viet Nam
student from Ho Chi Minh City and the My favourite place of interest is Nguyen Hue
other from Sydney talking about a
Pedestrian Street. It's in the centre of the city and
place of interest in their community and only a kilometre from our house, so we walk there
what they do there.
every weekend. It's used for pedestrians only and
- Have them look at the table of
is very
information and ask them to read it
popular especially at weekends and during Tet.
through quickly.
My sister and I enjoy the music that street bands
- Play the recording for Ss to listen and play and look for our favourite books while our
fill in each blank with no more than
parents look around.
two words.
Mira, from Sydney, Australia
- Ask Ss to work in pairs to compare
Of all the attractions in Sydney, I love the Opera
their answers.
House the most. It's one of the most famous
- Invite some pairs to share their
performing arts centres in the world. Our family
answers. Confirm the correct ones
goes there twice a month because it's about
- Students listen and fill in the table.
5 kilometres from our house. My brother and I are
- Students work in pairs to
fond of running up and down the stairs and
feeding the seagulls. Our parents love having a
5.
drink and talking to each other.
- Before having Ss do the activity, ask
Key:
them the following questions:
1. one / 1
2. weekend
+ What is Mira's favourite place of
3.
favourite
books
4.
five / 5
interest?
5. feeding
6. a drink
+ How far is it from her house?
+ How often does she go to that place? 5.
Suggested answer:
+ What does she do there?
Lan's favourite place of interest is Tao Dan Park.
- Have Ss work in pairs to ask and
It's only one kilometre from her house, so she
answer the four questions in the book.
goes there every weekend with her mother and
Have Ss in each pair note down their
sister. There they walk, do some exercises and
friends' answers.
enjoy the fresh air. Sometimes they also cycle
- Ask some Ss to report their partner's
13

answers to the class.
- Comment on Ss' answers.

English 9

around the park.

5. Homework
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exercises in the
workbook
c. Outcomes Students' textbook and workbook
d. Organization:
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare - Memorize vocabulary of the lesson.
the new lesson.
- Do EX C in the workbook.
- Prepare lesson 5 (skills 1)

14

Date of planning: 14/9/ 2025
Date of teaching: 18/9/2025
Period 5

English 9

UNIT 1: LOCAL COMMUNITY
Lesson 5: SKILLS 1

I. OBJECTIVES
1. Knowledge: By the end of the lesson, Ss will be able to read for general and specific
information about different place with special products, then understand the text to do the
reading tasks and talk about a speciality in your neighborhood.
- Vocabulary: preserve, fragrance, techniques, wrap, shorten, original, function, …
- The skills: reading and speaking skills to give a short presentation about a speciality.
2. Competence:
Teamwork and independent work, pair work, linguistic competence, cooperative learning and
communicative competence.
3. Attitude: Students are hard-working and attentive. They can use language to talk about
leisure activities.
II. TEACHING AIDS
- Books, lesson plan, Computer, projectors
- hoclieu.vn
III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson:
1. Warm up
a, Aims: To help Ss understand and activate their knowledge of the topic.
b, Contents: - Video watching
c, Outcome: Students gain knowledge about Bat Trang Pottery Village.
d, Organization:
Teacher's and students' activities
The main contents
1. Warm-up
Game: Video watching
- Teacher prepares a video of Bat Trang
Suggested questions:
Pottery Village.
Bat Trang Pottery Village
- Students watch and tell the teacher the name More craft villages:
of the craft village.
Vong Village
- Ask them to share any information they
Tho Xuong Village
know abo