English 9

3Date of planning: 5/1/2025
Date of teaching: 6/1 /2025
Period 55
UNIT 7: NATURAL WONDERS OF THE WORLD
LESSON 1: GETTING STARTED
I. OBJECTIVES
By the end of this lesson, Ss will be able to read a conservation about some famous places in the world
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. Qualities
- Actively participate in class
- Develop self-study skills
II. TEACING AIDS
- Grade 9 textbook, Unit 7, Getting started
- Computer connected to the Internet
- hoclieu.vn

III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson:
1. WARM-UP
a. Aims: 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' & Students' activities

Contents

Option 1: Think!

Questions:

- Begin the lesson by talking about the beauty around us. Ask students to identify/ talk

Where are the most beautiful places in your country?

about the most beautiful places in their own community.

Where are they?

- T introduces the topic natural wonders of the world. Show Ss some photos of famous

Are they natural or man made? …

natural wonders, such as Ha Long Bay, Sahara Desert, Great Barrier Reef, ...

Pictures:

- Ask Ss to open their books.
- Draw their attention to the box and introduce what they are going to learn in this unit
- Answer questions
Option 2: Create a Travel Brochure

Information in brochures:

- Divide class into groups.

- Location

- Each group chooses a beautiful place they like

- Climate

- Ask them to use the information they find to create a travel brochure for that

- Why someone should visit

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.
- Ss listen and follow direction
- Work in /group
- Share brochures.

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2. PRESENTATION
a. Aims: 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

1. Vocabulary pre-teaching

I. New words:

- Teacher explains the meaning of the new vocabulary by showing pictures or

1. crazy (adj) about sbd/sth: thích mê
2. coral (n,adj): san hô

giving explanations

3. peak (n): đỉnh núi

- Students guess the meaning of words.

4. charming (adj): đẹp

- Teacher introduces the vocabulary.

5. sustainable (adj): bền vững
6. location (n): địa điểm/ nơi
7. possess (v): có/ sở hữu
3. PRACTICE
a. Aims: 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
2. Practice

II. PRACTICE

Ex1

Task 1: Listen and read

- To begin with, ask Ss some 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?

- Then ask Ss to look at the title and guess what the conversation between Lan and

Do you know that it is a famous natural wonder of the world?

Tom is about.

Have you heard of / read about other wonders: Mt. Everest, the Dead Sea,

- Play the recording for Ss to listen and read along. Then have some Ss read the

…?

conversation aloud.

…

- Ask Ss some questions about the conversation.

Questions:

- Ss listen and answer question

1. Which prize did Tom win?
2. Which natural wonders did Tom talk about?
3. Which risks did Tom mention?
4. Where will Tom visit?

- Look at the picture

The dialogue on page 72

- Confirm the correct answer. (They are talking about famous natural wonders.)
- Have Ss say the words in the text that they think are related to the topic of the
unit. Have them pronounce the words containing the sounds /sl/ and /sn/.

- Listen and follow instructions.
- Listen and read
- Listen and answers

Task 2: Read the conversation again and tick (√) T (True) of F (False)

Ex2.

for each sentence Answer key:

- Have Ss individually read the conversation again. Tell them to read the questions

1. T.

and decide whether they are true (T) or false (F).

2. F

- If Ss find the task difficult, ask them to read the conversation again and find the

3. T

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

- Ss work independently to do the activity.

Answer key:

1. landscape

- Listen and check
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English 9

Ex3.

2. couldn't help

- Ask Ss to read the sentences and find the words from the Vocabulary Box to fill

3. explore

in the gaps.

4. support

- Have Ss share answers before discussing it as a class. Have some Ss write the

5. development

correct answers on the board. If there's time, call on some Ss to read the sentences.
- Listen and follow instructions.

Task 4: Underline the correct answer to complete each sentence

- Share answers and check

Answer key:

Ex4.

1. crazy

- Have Ss work independently. Ask them to read the sentences, paying attention to

3. explore 4. suggest

the words given in brackets and their collocations.

5. contributes

2. landscape

- Tell Ss that most of these words appear in the conversation, so they can look back
and find the words.
- For more able students, have them make up sentences with these words.
- Work individually to do the task
- Listen and follow instructions
- Make sentences
3. PRODUCTION
a. Aims: 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
- Work in groups. Explain to them what they are going to do.

Task 5: Natural Wonders Knowledge

- Give Ss some time (3 - 4 min.) to do the task.

Suggested answers:

- Call some groups to write their answers on the board.

- The Grand Canyon, USA
- The Great Barrier Reef, Australia

- Ss work in groups to do the task

- Ha Long Bay, Vietnam

- Listen and check.

- Northern Lights, Arctic and Antartic.

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, 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 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

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English 9

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.
Date of planning: 5/1 /2025
Date of teaching: …/1 /2025
Period 56
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 learn the new words and pronunciation sounds
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
- 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. TEACHING AIDS
- Grade 9 textbook, Unit 7, Getting started
- Computer connected to the Internet
- hoclieu.vn
III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson:
1. WARM-UP
a. Aims: 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' & Students' activities

Contents

1. Warm-up

Pictures:
Answer:

famous landscapes in Viet Nam and in the world.

1. Hoi An
2. Bau Trang, Mui Ne
3. Fuji, Japan

- Lead into this lesson which focuses on the new words / phrases and the sounds /sl/

Victoria Falls, between Zambia and Zimbabwe

and /sn/

Link video:

– Share with Ss the lesson objectives and have them open their books and start the

https://www.youtube.com/w

lesson.

atch?v=KvshwrRNqDE

Option 1: Brainstorm
- Bring to class some posters / pictures or show on the screen some images of

- Listen and answer

Option 2: Would you rather?
- Have ss watch a video “Would you rather?” about beautiful landscapes.
- Have Ss choose and explain why they like.

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- Listen and follow instruction

2. VOCABULARY
a. Aims: 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
1. Vocabulary

I. Vocabulary

- Teacher introduces the vocabulary by:
+ providing explanations of the words
+ showing pictures illustrating the word.
- Students guess the meaning of words.
Ex1.
- Tell Ss to read the words given in column A, then study their definitions / explanations in

1. permit (v): cho phép
2. paradise (n): thiên đường
3. annual (adj): hàng năm
4. access (n): tiếp cận
5. urgent (adj): gấp/ cấp bách
6. hesitate (v): lưỡng lự/ phân vân

column B.
- Have Ss work in pairs to do the matching. Check their answers as a class.

Task 1: Match the words in A with their

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

definitions/explanations in B.

- Read the words

Answer key:

- Work in pairs to do task 1

1. e

- Read aloud.

4. c

2. f
5. b

3. a
6.d

Ex2.
- Have Ss work in pairs. Tell them to look at the verbs given in the left column and write their

Task 2: Complete the following table. There is one example

equivalent nouns in the right column.

Answer key:

- Check their answers as a class.

Verb

Noun

- Have Ss read the verbs and nouns aloud. Correct their pronunciation if necessary.

discover

discovery

- Ss work in pairs to do the task

1. locate

location

- Listen and check

2. hesitate

hesitation

- Read aloud

3. explore

exploration

Ex3.

4. possess

possession

- Have Ss read the words/ phrases in the box.

5. admire

admiration

- Have them read the sentences carefully and look for clues so that they can choose the correct

Task 3: Complete the following sentences with the words

words/ phrases to complete the sentences.

from the box.

- Have one Ss write the words on the board. Confirm the correct answers.
- Call on some Ss to read the sentences.

Answer key:

EXTRA ACTIVITY

1. diversity

- Ask Ss to close their books, and tell each of them to try to recall at least a word they have

3. located

learnt in this unit (in Getting Started and A Closer Look 1), then make up a sentence with it.

5. permit

Other Ss listen and give comments. T corrects their sentences as a class.
- Listen and follow. Do task 3
3. PRONUNCIATION
a. Aim: 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
5

2. urgent
4. hesitation

English 9

d. Organisation
2. Pronunciation

II. PRONUNCIATION

Ex4.

Task 4: Listen and repeat the words. Pay attention to the sounds /sl/

- First T gives examples of the sounds /sl/ and /sn/ in words.

and /sn/

- Then let Ss practise the sounds /sl/ and /sn/ together.

Script:

- Play the recording and ask Ss to listen to these words and repeat. Correct their

/sl/

/sn/

pronunciation.

sleepy

snack

- Play the recording as many times as necessary.

slice

snowy

- Listen. Practise

slippery

sneeze

- Listen and repeat

slogan

sneaker

Ex5.

slope

snatch

- Play the recording for Ss to listen.
- Play the recording again. Let Ss listen and repeat sentence by sentence, paying

Task 5: Listen and repeat the sentences. Pay attention the underlined

attention to the underlined words.

words

- If there is time, ask Ss to give the words they know that contain these two

Audio script:

sounds.

1. There are many snowstorms on Mount Everest.
2. He went down the slope, wearing a pair of sneakers.

EXTRA ACTIVITY

3. She sneezed when I gave her a slice of pizza.

Ask each student to give at least one word having sound /sl/ and one word

4. The way down the hill was slippery as it was covered in snow.

having sound /sn/

5. After eating a snack, she felt very sleepy

- Listen the audio. Listen and repeat

Suggested answers:

- Give the words they know that contain two sounds

(slide, slip, slow, sleeve, dislike, mudslide, snake, snail, snorkel,
snowball, …)

4. 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. Expected outcomes: Students' textbook and workbook
d. Organisation:
- T reminds Ss to do homework and prepare 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

Date of planning: 5/1 /2025
Date of teaching: …/1 /2025
Period 57
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 learn the new words and pronunciation sounds
1. Knowledge
- Change Yes / No questions into reported speech
2. Competences
- Develop communication skills. Be collaborative and supportive in pair work and team work
3. Qualities
- Actively participate in class
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English 9

- Develop self-study skills
II. TEACINH AIDS
- Grade 9 textbook, Unit 7, Getting started
- Computer connected to the Internet
- 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 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' & Students' activities

Contents

Option 1: Review

Example:

- Ask Ss to recall the rules of changing statements and Wh-questions into reported speech.

Statements:

- Tell them that today they are going to learn how to change Yes / No questions into reported

'I'm tired,' I said.

speech.

-> I told them (that)  I  was tired.

- Introduce the objectives of the lesson. Write the objectives on the top-left of the board

Wh-questions:

- Look and answer.

He said, 'What time does the film begin?'

Option 2: Rumour Detective

=> He wanted to know what time the films began.

- Divide the class into two teams
- One team prepares a short story with several characters and events

Example:

- 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.

He said that she had gone to the store

- 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
- Listen and follow instructions.
2. PRESENTATION
a. Aims: 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: Studen.ts know how to use Yes/No questions in reported speech
d. Organisation
1. Grammar

I. GRAMMAR EXPLANATION
Reported speech (Yes/No questions)

Ss have already learned reported speech for statements and Wh-questions. In
this unit, we introduce the reported speech for Yes / No questions.

S + ask/want to know + if/whether + clause

- Have Ss study the grammar box for a few minutes.

Eg: Anna: “Do you plan to climb any mountains
this summer, Joe?”

- Quickly review the rules when we change statements and Wh-questions into

→ Anna asked Joe if / whether he planned

reported speech.

to climb any mountains that summer.

- 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

- Follow instructions

Answer key:

- Read the Remember box carefully and listen to the teacher.
Ex1.
- Have Ss work independently.

1. C

2. B

3. C

4. A

5. D

- Give Ss some time to read the sentences and choose the correct answers.

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English 9

- Tell them to refer back to the Grammar box if necessary.
- Check Ss' answers as a class.
- Work independently to do the task.
- Listen and check
3. PRACTICE
a. Aims: 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
- Allow Ss some time to do the task individually.

Task 2: Complete the following reported questions

- Tell them to read each sentence and apply the rules of changing Yes / No

Answer key:

questions into reported speech, then complete the sentences.

1. … excited about their up-coming trip to Mui Ne.

- Ask them to compare their answers in pairs before checking as a class.

2. … often met Angela at school.

- Ss do activity individually

3. … would visit Giang Dien Waterfall the following week.

- Follow instructions

4. … if / whether Con Dao National Park was rich in flora and fauna.

- Share answers

5. … if / whether they could go to the camp site by bike.

- Listen and check

Task 2: Complete the following reported questions

Ex2.

Answer key:

- Allow Ss some time to do the task individually.

1. … excited about their up-coming trip to Mui Ne.

- Tell them to read each sentence and apply the rules of changing Yes / No

2. … often met Angela at school.

questions into reported speech, then complete the sentences.

3. … would visit Giang Dien Waterfall the following week.

- Ask them to compare their answers in pairs before checking as a class.

4. … if / whether Con Dao National Park was rich in flora and fauna.

- Do activity individually

5. … if / whether they could go to the camp site by bike.

- Follow instructions

Task 3: Rewrite the sentences in reported questions

- Share answers

Answer key:

- Listen and check

1. I asked my dad if / whether he was still working from home.

Ex3.

2. Mark asked Anne if / whether she had to pack her suitcase.

- Have Ss work individually for some time to do the task.

3. Lan asked / wanted to know if / whether Tom was interested in visiting Phu Quoc

- Ask Ss to exchange their answers in pairs.

Island.

- Have Ss read out their answers, sentence by sentence.

4. Kay asked her mum if / whether they could afford to go to Niagara Falls.

- Check their answers and explain if necessary.

5. I asked / wanted to know if/ whether they would visit Sa Pa and climb Fansipan

- Do activity individually

that summer.

- Listen and follow instruction.

Task 4: Read the passage and underline the Yes/No questions. Then write them in

- Share answers

reported questions

- Listen and check.

Possible answers:

Ex4.

A tour guide is taking a group of tourists to visit Tonle Sap Lake in Cambodia. The

- Have Ss work in pairs.

guide said to them: 1. “Is it your first time here?” Some said yes, and some said no.

- Have them read the passage carefully. Tell them to discuss and decide

Olivia asked the guide: 2. “Do the people here live on fishing?” He said most of them

on the Yes / No questions in the passage, then rewrite them in reported

did. Then Mark said: 3. “Do their children go to school on land?” “Yes, they do,” said

speech.

the guide. ...

- Call on some Ss to read the sentences aloud. Other Ss comment. Con -

1. The guide asked them / wanted to know if / whether it was their first time there.

firm the correct answers.

2. Olivia asked / wanted to know if / whether the people there lived on fishing.

- Do exercise in pairs

3. Mark asked / wanted to know if / whether

- Listen and follow
- Listen and check
4. PRODUCTION
a. Aims: To provide Ss with real-life practice with Yes / No questions in reported speech
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English 9

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
- Divide the class into two groups, A and B.

Task 5: Work in two groups. Take turns to give and change

- Tell Ss to study the example.

the Yes/No questions into reported speech.

- Give them some time to work independently and prepare for their performance.

Example:

- Group A gives three Yes / No questions, and group B changes them into reported questions.

Group A:

- The two groups swap roles, and the game continues.

“Is the Atacama Desert in Chile?”

- Encourage them to ask questions on the topic of the unit (natural wonders / beauty spots).

Group B:

EXTRA ACTIVITY

She asked if the Atacama Desert was in Chile.

Reported questions into direct questions

Example:

For a stronger class, T may give them some practice in making reported questions and then

A: She asked me if / whether I lived near the sea.

change them into direct questions.

B: “Do you live near the sea?”

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.
- Work in groups. Listen
- Prepare
- Give and change Yes/No questions into reported speech
- Listen and follow instructions.

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. Expexted outcomes: Students' textbook and workbook
d. Organization:

- Learn by heart all the new words
and structures
- Do B3-4-5 (Work book)
- Prepare: Communication

- T reminds Ss to do homework and prepare the new lesson.

Date of planning: 12/1 /2025
Date of teaching: 13/1 /2025
Period 58
UNIT 7: NATURAL WONDERS OF THE WORLD
LESSON 4: COMMUNICATION
I. OBJECTIVES
By the end of this lesson, Ss will be able to communicate daily situations about natural wonder of the world
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. Qualities
- Actively participate in class
- Develop self-study skills
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English 9

II. TEACHING AIDS
- Grade 9 textbook, Unit 7, Getting started
- Computer connected to the Internet
- hoclieu.vn
III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson:
1. WARM-UP
a. Aims: 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' & Students' activities

Contents

1. Warm-up

Review. Can I? game

Option 1: Review

Yes/no questions:

- Ask some Ss to make Yes / No questions, and other Ss change them into

Is it possible to travel around the world in 80 days?

reported speech.

Is it possible to travel the world without flying?

- Introduce the objectives of the lesson: learning how to ask for and respond

Is the Amazon rainforest the largest rainforest in the world?

to permission, and talk about natural wonders and tourism.

Is it possible to protect the world's natural wonders for future generations?

- Listen and follow instruction.
Option 2: Can I? game

Questions:

- Divide class into two teams. One team takes turn to asking the questions on

Can I borrow your pen?

the board, while the other team responds.

Can I use your phone to make a call?

- Each team receives points for asking and responding politely and

Can I use your computer?

respectfully. The team with the most points will win

Can I try your jacket?
Can I take picture of you?
Can I visit you this weekend?
Can I……………..?
2. EVERYDAY ENGLISH

a. Aims: 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

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English 9

2. Every day English

I. EVERYDAY ENGLISH

- Play the recording and have Ss listen and read the conversations at the

Task 1: Listen and read the conversations. Pay attention to the highlighted parts

same time. Tell them to pay attention to the highlighted parts.

Audio script:

- Elicit the two ways of asking for permission and responding.

1.

- Ask them to act out the conversations in pairs. Go around and offer help

Anne:

if necessary. Check their pronunciation.

Anne's Mum: No, dear, you can't. It's late now.

- Listen and read

2.

- Look at the highlighted parts.

Tourist: May we come in and have a look around the temple?

- Listen

Guard: Sure. But be careful. It's very dark inside.

- Act out

Structures:

Ex2.

Can I + bare V……………..?

- Ask Ss to study the instructions.

May we + bare V……………?

- Have Ss work in pairs, one asks questions, and the other gives the

No, dear, you can't.

answers. Then they swap roles.

Sure.

Can I watch a horror film, Mum?

- Go round to observe and gives assistance when necessary.
- Comment on Ss' performance.

Task 2: Work in pairs. Make similar conversations to ask for permission and

Transition from Everyday English to Natural wonders and tourism

respond in the following situations Suggested dialogues:

- Ask them to name some natural wonders / tourist attractions of our

1. You: Can I borrow you / Can you lend me a book on the Galapagos Islands?

country

Your friend:

- Ask Ss how they can ask for permission and respond when they want to

You: Thanks, dear!

Sure. But please look after it carefully.

enter one of these tourist attractions.

2. You: May I submit my project after the deadline, Miss?

- Lead to the topic-based communication part.

Your teacher: I'm afraid you can't.

- Listen and follow instructions.
- Work in pairs

Suggested answers:
Ha Long Bay, Cuc Phuong National Park, Dong Van Plateau, Ban Gioc Waterfall,
Son Doong Cave, Cu Lao Cham Island, Con Dao Island, etc.
3. NATURAL WONDERS AND TOURISM

a. Aims: To helps student learn about some natural wonders around the world
- To practice scanning skills
- To give Ss practice of talking abou