Week:27

Date of planning : …/… / 25

Period: 79

Date of teaching : …/… / 25

UNIT 10: PLANET EARTH
Lesson 1: Getting started – In a science club
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the words and phrases related to planet Earth, habitats, and flora and fauna;
- Gain vocabulary to talk about planet Earth.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Actively participate in class;
- Develop self-study skills
II. MATERIALS
- Grade 9 textbook, Unit 10, 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!
- Making a Solar System picture.
c. Expected outcomes:
- Students can have some ideas about Natural Wonders.
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Think!
- T has the class play a game with two groups.
- T gives two groups two sets of names of planets.
Students listen to the teacher's instruction.
- T draws a picture of the Solar System without the names of planets.

Name of the planets:

Students work in 2 groups to stick the names of planets to the picture of the Solar System.

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,

- Set the time and ask the two groups to stick the names of planets in the position from the Sun

and Neptune

outward.
- When time is up, the teacher stops the game and checks the answers.
- The team with the most correct answers wins.
- T leads into the new unit. Ask Ss Where is Earth in the Solar System? What do you know about
i
- T checks Ss' answers and gives feedback

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 related to Planet Earth.
d. Organisations
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching

New words:

- Teacher introduces the vocabulary. - Students guess the meanings of words

1. outer space (n)

- Teacher explains the meanings of the new vocabulary by showing pictures or giving

2. habitat (n)

explanations.

3. landform (n)

- Teacher checks students' pronunciation and gives feedback.

4. essential (adj)
5. preserve (v)
6. grassland (n)

3. ACTIVITY 3: PRACTICE (20 mins)
a. Objectives:
- To help Ss read for specific information about the topic In a science club;
- To help Ss learn words and phrases related to the topic In a science club;
- To help Ss use the words and phrases 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: Write a word or phrase from the box under the correct picture.
- Task 4: Complete each sentence with a word or phrase from 3.
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

CONTENTS

Task 1: Listen and read.
- Set the context:

Picture:

T has Ss look at the heading In a science club, the conversation and the pictures, and answer The dialogue on page 104
some questions, e.g. What can you see in the pictures? What do you think Mr An, Nick and Lan
are talking about? Encourage Ss to answer, but do not confirm whether their answers are right.
- Students look at the heading, pictures and answer the questions
- T plays the recording twice for Ss to listen and read along. Then invite 3 Ss to read the
conversation aloud.
- Students listen to the recording and read along.
- Three students role-play to act out the conversation.
- Students listen to check answers from the teacher.
- Refer to the questions previously asked. Confirm the correct answers:
We can see the giraffes, a globe, plants and sea/ocean.
They are talking about Earth, it's another name, its living things and non-living things.

Task 2: Read the conversation again and tick (√) T (True) or F (False) for each sentence.
- T asks Ss to work in pairs to read the conversation to underline the keywords in the

Answer key:

statements. - Students work in pairs to read the conversation and do the activity.
For example:
1. The students are asking about the Solar System.
2. Another name for Earth is the Blue Planet.

1. F
2. T

3. Water covers four fifths of Earth.

3. F

4. Water bodies and landforms are essential habitats for plants and animals.

4. T

5. Mr An thinks pollution is threatening the habitats of plants and animals.

5. T

- Ss do the task : True or False
. - Students say their answers, then check as a class
- T asks Ss read out the statements
- Check the answers as a class.
Task 3: Write a word or phrase from the box under the correct picture.
- T asks Ss to say the words / phrases aloud. Make sure they pronounce the words and phrases

Answer key:

correctly.

1. landforms

- Students read aloud
- T asks Ss to work in pairs to label the pictures with the appropriate words and phrases.
- Students do the task in pairs.

2. flora and fauna
3. liquid water
4. outer space

- T checks the answers and correct the mistakes if necessary.

5. water bodies
6. Solar System

Task 4: Complete each sentence with a word or phrase from 3.
- T asks Ss to work independently to complete each sentence with a word or phrase from the

Answer key:

box.

1. Flora and fauna

- Students work Allow Ss to refer to the pictures and phrases in 3 or the conversation if
needed.

2. water bodies
3. Solar System
4. outer space

- T checks the answers as a class.
- T asks several Ss to read aloud the full sentences. Correct Ss' pronunciation if needed.

5. landforms

- Teacher checks students' answers and gives feedback.

4. ACTIVITY 4: PRODUCTION (8 mins)
a. Objectives:
- To help Ss know more about the planet Earth.
- To help Ss improve group work skills.
b. Content
- Task 5: Quiz: Work in groups. Answer the following questions.
c. Expected outcomes:
- Ss can answer some information about the Earth.
d. Organisation:

TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 5: Quiz: Work in groups. Answer the following questions.
- T asks Ss to work in groups to read the information to answer the questions.

Suggested Answer:

Encourage Ss to guess as many answers as possible.

1. 7 (Asia, Africa, North America, South America, Europe,

- Students work in groups to do the quiz.

Australia, and Antarctica)

- T asks some Ss to report the answers they have thought of / worked out.

2. 5 (Arctic, Atlantic, Indian, Pacific, and Southern Oceans)

- Students report the answers they have thought of / worked out.

3. 1

- T and other Ss listen to the answers and comment.

4.1 Oxygen (O2), medical use
4.2. Nitrogen (N2): fire suppression, provides an inert
atmosphere
4.3. Helium (He): balloons, medical equipment
4.4. Argon (Ar): welding, provides an inert atmosphere for
materials
4.5. Carbon dioxide (CO2): carbonated soft drinks, …
5. Mars

5. CONSOLIDATION ( 5 mins)
a. Wrap-up
- Refer to the unit title again then together with Ss, orally list the issues that Mr An and the students discuss in their science club.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher asks Ss to open their book to p.113, look at the picture and say what the topic of the project is ( Our flora and fauna). They will design a poster and
present it at the end of this Unit.

Week:27

Date of planning : …/… / 25

Period: 80

Date of teaching : …/… / 25

UNIT 10: PLANET EARTH
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 Planet Earth;
- Have the right rhythm in sentences.
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 10, 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
- Wordly word chain
c. Expected outcomes:
- Students can recall some words and phrases about planet Earth.
d. Organisation:
TEACHER'S AND

STUDENTS' ACTIVITIES

CONTENTS

Option 1: Brainstorming

Words / phrases:

- T gives Ss a few minutes to play a game. Have Ss form two groups.

Solar System, outer space, landforms, water bodies, flora and

- Students listen to the teacher's instruction.

fauna, liquid water, glacier

- T gives Ss pictures of things and strips of paper with words / phrases.
-T asks the groups to stick the words / phrases to the right pictures.
- Students stick the words / phrases to the right pictures as quickly as possible.
- The group with more correct answers wins.
- Ask Ss to open their books to page 106.
2. ACTIVITY 2 - PRESENTATION (5 mins)
a. Objectives:
- To provide students new vocabulary;
b. Content:
- Vocabulary pre-teaching

c. Expected outcomes:
- Students can identify some vocabulary about planet Earth and use them in different contexts.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching
- Teacher introduces the vocabulary by:

New words:

+ providing explanations of the words

1. nature reserve (n)

+ showing pictures illustrating the words.

2. food chain (n)

- Students see the pictures and guess the meanings of words and phrases.

3. pole (n)
4. ecological balance
5. climate change (n)

3. ACTIVITY 3 – PRACTICE ( 20')
a. Objectives:
- To help students to use some vocabulary related to planet Earth in contexts.
b. Content:
- Task 1: Write a word or phrase from the box under each picture.
- Task 2: Complete each sentence with a word or phrase from 1.
- Task 3: Choose the correct answer A, B, C, or D.
c. Expected outcomes:
- Students can identify some vocabulary about planet Earth and use them in different contexts.
d. Organisation
Task 1: Write a word or phrase from the box under each picture.
- T asks Ss to work in pairs to look at the pictures and describe them.

Answer key:

- Students read the words and phrases, then do the task in pairs.

1. flora and fauna

- T invites Ss to take turns to read out their answers. Correct their pronunciation if needed.

2. habitats

- Students listen and check their answers.

3. poles

- Check the answers as a class.

4. grassland
5. nature reserves
6. food chain

Task 2: Complete each sentence with a word or phrase from 1.
- T asks Ss to work individually to complete the sentences.

Answer key:

- Students work individually to do the task.

1. food chain

- T asks some Ss to read aloud their sentences.

2. grassland

- Students read aloud the completed sentences.

3. nature reserves

- T checks the answers as a class.

4. poles

- Students check their answers

5. habitats

- T corrects Ss' pronunciation if necessary.
Task 3: Choose the correct answer A, B, C, or D.

- T asks Ss to work in pairs to choose the correct answer for each sentence.

Answer key:

- Students work in pairs to do the task.

1. C

- T asks some Ss to read out their answers or write their answers on the board.

2. B

- Students read out their answers.

3. C

- T checks the answers as a class. Then have Ss read the sentences aloud.

4. A

- Students work in two groups to play the game

5. D

- Correct Ss' pronunciation if necessary.

Pictures:

EXTRA ACTIVITY
- Have Ss play a word game. Have Ss work in two groups. Show pictures with initial
letter (s) of the words / phrases describing the things in the pictures. The group with
more correct answers wins.
- Teacher's observation and feedback
Answer key for Extra activity:
1. habitat loss
2. nature reserve
3. ecological balance
4. polluted
5. global warming
6. climate change
4. ACTIVITY 4 - PRODUCTION (10 mins)
a. Objectives:
- To help Ss become aware of the stressed words in a sentence;
- To help Ss practise stressing the correct words in a sentence that create rhythm in sentences.
b. Content:
- Task 4: Listen to the sentences and pay attention to the bold syllables. Does the speaker place stress on them?
- Task 5: Circle the stressed syllables in the sentences. Listen, check, and repeat.
c. Expected outcomes:
- Students can stress the correct words in a sentence that create a rhythm in sentences.
d. Organisation:

TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 4: Listen to the sentences and pay attention to the bold syllables. Does the speaker place stress on them?
- T asks Ss to read the Remember! box first. Remind them of the sentence stress in Unit 11 of Tieng Audio script:
Anh 7 and Tieng Anh 8.

1. Earth is the third planet from the Sun.

- Students read the 'Remember!' box and listen to the teacher's instructions.

2. Oceans, seas, rivers, and lakes are water

- T asks Ss to listen to the recording once.

bodies.

- Then T plays the recording again and have Ss repeat after each sentence as a class and as 3. The North and South poles are extremely cold
individuals. Ask them to pay attention to the stressed words.

and icy.

- Students listen and repeat the recording.

4. Do moonquakes last up to half an hour?

- T plays the recording as many times as necessary. Correct Ss' pronunciation if needed.

5. Preserving natural resources is very important.

Task 5: Circle the stressed syllables in the sentences. Listen, check, and repeat.
T has Ss read the sentences and circle the stressed syllables in the sentences.

Audio script:

- Students read and circle the stressed syllables

1. We're doing a study on climate change.

-

T asks Ss to count the number of stressed syllables in each sentence, then share their answers

with their partners.

2. What is the distance from Earth to Mars?
3. They'll have a discussion on natural habitats.

- Students count the number of stressed syllables in each sentence, then share their answers with a

4. Plants provide us with food, oxygen, and

partner

energy.

- T checks if Ss have counted enough stresses in each of the sentences.
- T plays the recording again for Ss to listen and repeat each sentence after the recording. Correct Ss
pronunciation if necessary.
- T calls on some Ss to read the sentences. Play the recording again and again if necessary.
- Teacher's observation and feedback on student's pronunciation

5. Our school organized various activities on Earth
Day.
How many stressed syllables are there in each
sentence?
1. 4
2. 4
3. 4
4. 5
5. 6

5. ACTIVITY 5 - CONSOLIDATION (5 mins)
a. Wrap-up
- Ask the class what words, phrases they have learnt and how to say sentences with the correct rhythm.
- Tell them the grammar points that they will learn in the next lesson.
b. Homework
- Do exercises in the workbook.

Week:27

Date of planning : …/… / 25

Period: 81

Date of teaching : …/… / 25
UNIT 10: PLANET EARTH
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use non-defining relative clauses.
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 10, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1- WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead Ss into the new unit.
b. Content:
- Quiz!
- Planet Earth Pictionary
c. Expected outcomes:
- Students can answer teacher's questions using non-defining relative clauses.
d. Organisation:

TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Planet Earth Pictionary

Example:

- T divides Ss into pairs.

Draw pictures of coral reefs and volcanic eruptions.

- One student in each pair secretly draws a picture of a natural phenomenon or

Sentences:

geographical feature related to Earth.

- It's an area of coral, the top of which can sometimes

- Students work in pairs.

be seen just above the sea.

- The other student, using relative clauses, must describe the picture to their partner

- It's a tall, sleeping mountain that is covered in green

without explicitly naming it.

forests and dotted with fluffy white clouds. But sometimes,

- Students use relative clauses to describe the picture.

this mountain wakes up in a very dramatic way!

- The partner guesses the phenomenon or feature within the set time limit.
- The most correct guess within the time limit wins!
- Lead into a new lesson.
- Teacher corrects students (if needed)
2. ACTIVITY 2 - PRESENTATION (7 mins)
a. Objectives:

- To help students understand the use of non-defining relative clauses.
b. Content:
- Grammar Explanation
c. Expected outcomes:
- Students know how to use non-defining relative clauses.
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Grammar Explanation
- T asks Ss to work individually to read the Remember! box.
- Students follow instructions.
- Write examples of a sentence with a non-defining relative clause and one
with a defining relative clause on the board.
- T asks some Ss to underline the relative clauses in the two examples. – Ss
point out the differences between pairs of relative clauses.
- Explain the differences in (1) sentence punctuation (,), (2) the position of
the clause, (3) use/ function of each type of relative clause, and (4) whether
they can be omitted or not, (5) whether the relative pronouns can be omitted
or replaced with that.
3. ACTIVITY 3 - PRACTICE (23 mins)
a. Objectives:
- To help students focus on the use of non-defining relative clauses.
b. Content:
- Grammar Explanation
- Task 1: Complete the sentences with correct relative pronouns.
- Task 2: Underline the relative clauses. Tick (√) if the relative clause can be omitted.

- Task 3: Complete each sentence (1-5) with a non-defining relative clause (A-E).
- Task 4: Combine the two sentences into one, using a non-defining relative clause.
c. Expected outcomes:
- Students know how to use non-defining relative clauses.
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Complete the sentences with correct relative pronouns.
- T has Ss work independently to look at Remember! box to fill in the blanks. Answer key:
- Students do the task independently.

1. which

- T checks the answers as a class.

2. who

- Students listen and check their answers as a class.

3. whose

- Students answer the teacher's questions.

4. which

- T asks if these pronouns can be replaced with that or not.

5. which

- T asks several Ss to read aloud the full sentences. Correct their
pronunciation if necessary.
- Students read aloud the full sentences
Task 2: Underline the relative clauses. Tick (√) if the relative clause can be omitted.

-T Reminds Ss that a non-defining relative clause cannot be omitted from a
sentence. It is used to give more information about the noun in front of it.
- Students listen to the teacher's explanation.
- Students work in pairs to do the task.

Answer key:
1. _√_ The second planet from the Sun is Venus, which is sometimes
called Earth's sister.
2. _√_The Ocean, which is the body of salt water, contains 97% of

- Ss write Sentences 2 and 3 on the board and ask one student to go to the

Earth's water.

board to do the task.

3. __ Landforms make up the areas which include mountains, hills,

- T checks the student's answers. Correct any mistakes and re-explain the

plains, and plateaus.

rule if necessary.

4. _√_ One of the world's most famous earth scientists is James Hutton,

- T has Ss read out loud sentences and correct pronunciation if necessary.

who is a British geologist.
5. _√_ Arctic Ocean ice and water make up a habitat for polar bears, whose
main food is seals.

Task 3: Complete each sentence (1-5) with a non-defining relative clause (A-E).
- T has Ss work individually to complete the sentences using the non-

Answer key:

defining relative clauses.

1. B

- T reminds them of which relative pronoun (which, who, whose) used to

2. C

replace the nouns before it.

3. A

- Also remind them of the meaning of the full sentence after they have

4. E

completed them.

5. D

- Students listen to the teacher's instruction
- Students work individually to do the task
- Ask some Ss to read out their completed sentences. Correct pronunciation if
necessary.
- Teacher checks students' understanding by asking some questions.
Task 4: Combine the two sentences into one, using a non-defining relative clause.
- T asks Ss work individually for five minutes to write their combined sentences.

Answer key:

- Students work individually to do the task.

1. The Moon, whose surface is dark, is Earth's only natural satellite.

- T reminds Ss of the position of the non-defining relative clause in a sentence.

2. Moonquakes, which can last up to half an hour, are much weaker

- Then T asks them to work in pairs to swap their answers.

than Earthquakes.

- Students listen to the teacher's instruction.

3. Mar, which is a rocky planet like Earth, has mountains and

- T asks some Ss to write their combined sentences on the board, then check the

canyons on its surface.

answers as a class.

4. Venus, which has similar size and structure as Earth, is

- T has the class read out their sentences. Correct pronunciation when necessary.

considered the twin sister of Earth.

- Ss do the extra activities

5. We should protect rivers and lakes, which provide humans with

EXTRA ACTIVITIES

their main sources of fresh water.

Teacher can also ask Ss to do an extra activity below.

Answer key:

Each of the following sentences has ONE mistake. Find the mistakes in the

1. where -> when

sentences and correct them.

2. what -> which

1. Earth Day is the day where people celebrate the wonder of Earth.

3. that -> which

2. Polar habitats, what include the North and the South Poles, are extremely cold.

4. where -> which

3. The Pacific Ocean, that is the largest and deepest one on Earth, is being polluted.

5. what -> which

4. Planet Earth, where has a solid and active surface, has various habitat types.
5. Climate change has caused changes in the colour of the Oceans, what is so
worrying.

4. ACTIVITY 4- PRODUCTION (7 mins)
a. Objectives:
- To have Ss practise using non-defining relative clauses.
b. Content:
- Task 5: Work in two groups. Take turns to say aloud one of the places in the table. The other group explains or gives more information about it. The team
that has the most correct sentences wins.

c. Expected outcomes:
- Students can practise using non-defining relative clauses.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 5: Work in two groups. Take turns to say aloud one of the places in the table. The other group explains or gives more information about it.
The team that has the most correct sentences wins.
(10 mins)
- T divides the class into groups.

Example:

- T instructs Ss to take turns to say aloud one of the places (the Nile, Pacific Ocean, Viet Nam, the The Nile, which is the longest river, flows into the
Sahara, Mount Fansipan) and the other members explain or give more information about the places. Mediterranean Sea.
- Students work in groups.
- Students take turns saying aloud one of the places
- T gives groups two minutes to prepare. Tell them that groups can write down their group's
sentences.
- Students work in groups in 2 minutes
- T invites one group to say one name from the list, then the other reads out or says their sentence
using a non-defining relative clause.
- Students say the names from the list. Then the other Ss read out their sentences using a nondefining relative clause
- T Correct any grammar and pronunciation mistakes if necessary.
- The group with the most correct sentence wins.

5. ACTIVITY 5 - CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
- Have them say out loud the things they should remember about a non-defining relative clause.
b. Homework
- Do exercises in the Workbook.

Week:27

Date of planning : …/… / 25

Period: 82

Date of teaching : …/… / 25

UNIT 10: PLANET EARTH
Lesson 4: Communication
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Persuade someone to do something and responding to persuasions;
- Read for general and specific information about flora and fauna.
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 flora and fauna;
- Actively join in class activities.

II. MATERIALS
- Grade 9 textbook, Unit 10, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1 - WARM-UP (5 mins)
a. Objectives:
- To introduce the topic of the lesson;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Brainstorming
- Headline Hysteria
c. Expected outcomes:
- Students can use their background knowledge to answer the questions.
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Option 1: Brainstorming
- T divides the class into groups.

Example:

- T Sticks slips of paper (with a sentence on each slip) on the board. Give each group pieces

The Mekong River, which is the longest river in

of paper with different colours for them to write their answers.

Southeast Asia, has a length of about 4900 km.

- Groups add an appropriate non-defining relative clause to each of the sentence on the board
by writing their answers on a piece of paper, then stick to the given sentences. The group that
has the most sentences with correct non-defining relative clause embedded within the time
limit wins.
- Students listen to the teacher's explanation, then play the game.
- T declares the winner then leads into the new lesson.

2. ACTIVITY 2: PRESENTATION ( 7 ')
a. Objectives:
- To introduce ways to persuade someone to do something and respond to it.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
c. Expected outcomes:
- Students can use the structures to persuade and respond.
d. Organisation:

TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
- T plays the recording for Ss to listen to and read the conversations. Ask Ss to pay

Audio script:

attention to the highlighted parts. Emphasise the ways to persuade someone to do

1.

something and respond to persuasion.

Mi: Have you read this book about the Solar System?

- Students listen and read.

Tom: Not yet. I don't feel like reading it.

- Tell Ss Why don't you give it a go? How would you feel about contributing …, Mi: Why don't you give it a go? You will like it.
Your contribution would really be helping us out are different ways to persuade Tom: Ok, I'll think about that.
someone in different contexts.

2.

- Students look at the highlighted parts

Lan: How would you feel about contributing to the fund to protect

- T tells them that Why don't you give it a go? is used to persuade someone to do our wildlife?
something, and the response can be general by saying Ok, I'll think about that. When Local resident: Contribute to a fund?
the persuasion is more specific with a specific verb like contributing in How would Lan: Yes, your contribution would really help us out.
you feel about contributing …, the response can be more specific with the verb Local resident: Alright. I'll make a contribution.
contribute like in Alright. I'll contribute some. / I'll make a contribution.

Structures:

- Students listen and act out

- Why don't you give it a go?
- Ok, I'll think about that
- How would you feel about contributing …
- Your contribution would really be helping us out.
- Alright. I'll contribute some.

3. ACTIVITY 3 – PRACTICE ( 20')
Task 2: Work in pairs. Make similar conversations with the following situations.
a. Objectives:
- To introduce ways to persuade someone to do something and respond to it.
b. Content:
- Task 2: Work in pairs. Make similar conversations with the following situations.
c. Expected outcomes:
- Students can use the structures to persuade and respond.
d. Organisation: T's instructions
– T asks Ss to work in pairs to make similar conversations. Tell them to use the Suggested answers:
situations given and the sample expressions. Give feedback on their conversations.
- Students work in pairs to do the task

–

Have Ss practise the conversations in front of the class.

–

Some Ss practise the conversations in front of the class

Transition from Everyday English to Earth's habitats?
- Give Ss a situation as follows: You persuade your peer to read about the Earth's
habitats. Ask Ss to make a short dialogue between Mi and Tom to practise
persuading people.
- Tell the class that they will have a chance to read about some of the Earth's
habitats.
- Students follow the teacher's direction.

1.
A: Have you watched 'Blue Planet” yet?
B: Not yet. I don't like watching it much.
A: Why don't you give it a go? You will like it.
B: OK, I'll think about that.
2.
A: How would you feel about contributing to the fund to build a
nature reserve?
B: Contribute to a fund?
A: Yes, your contribution would really help us out.
B: Alright. I'll make a contribution.
Suggested answer