TRƯỜNG THCS NGÔ QUYỀN
TỔ ANH – NGHỆ THUẬT - GDTC

HỌ VÀ TÊN GIÁO VIÊN:
Nguyễn Thị Duy Phương

UNIT 6 : ENGLISH AROUND THE WORLD
MÔN: TIẾNG ANH 9 – Lớp 9C
Thời gian thực hiện: 14 tiết
Period: 87
Lesson 6.0 – Unit Overview (Page 82)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn some new words about the benefits of learning English: study
abroad, boost brainpower, enjoy entertainment, widen knowledge, improve
communication skills, explore the world, have more job opportunities.
- learn and practice pronunciation of word stress.
- listen to two people talking about learning English.
- talk about reasons to learn English.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical
thinking skills.
1.3. Attributes
- try to be good at English to adapt to the demands of modern life.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector
/ interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan),
PowerPoint slides
- Students' aids: Student's Book, notebook
3. ASSESSMENT EVIDENCE
Performance Tasks
Performance Products
- Activate some phrases - Students' answers
related to learning
English.
- Students' answers
- Listen and repeat.
- Students'
- Pronounce words with answers/performance
- Students' answers
correct word stress.
- Listen to match the
speakers to the reasons

Assessment Tools
- Teacher's feedback
- Teacher's observation /
Teacher's feedback
- Teacher's feedback
- Teacher's feedback

why they are learning
English.
- Talk about the reason
to learn English.
4. PROCEDURES

- Students' answers/
performance

- Teacher's feedback

A. Warm-up: (5')
a) Objective: To introduce the new lesson and set the scene for students to acquire
the new language; get students' attention at the beginning of the class with enjoyable
and short activities and engage them in the follow-up steps.
b) Content: Some words in English.
c) Expected outcomes: Students have general ideas about the topic of the new
lesson.
d) Organisation of the activity:
Teacher's activities
- Ask students to work in groups of four,
and find 10 words in the word search
puzzle.
- Check students' answers.
- Lead in the lesson with a question:
“What is the subject related to 10
words?”

Students' activities
- Work in groups to find the words.
- Listen to the teacher.
Suggested Answer Key:
The subject is English.

B.New lessons (35 minutes)
1. Presentation: (10 minutes) Vocabulary
a. Objectives: To present some vocabulary about the benefits of learning English.
b. Content: Task 1 (SB), Task 1 (WB), Task 2 (WB).
c. Expected outcomes: Students can remember words related to the benefits of
learning English.
d. Organisation:

Teacher's activities
Task 1. Fill each gap with have, study,
enjoy, improve, boost, explore or
widen. Listen and check, then repeat.
- Direct students' attention to the picture
and ask them to look at the gapped
phrases under the picture.
- Ask students to complete the gaps
with the verbs in the list.
- Check student answers.
- Play the recording with pauses for
students to listen and repeat chorally
and/or individually.
- Check students' pronunciation.
- Explain the meaning of the words.

Students' activities

- Listen to the teacher.
- Do the task.
- Listen to the teacher.
- Listen and repeat chorally and/or
individually.
- Listen to the teacher.
- Listen and take notes.
Answer Key
1. study abroad
2. boost brainpower
3. enjoy entertainment
4. widen knowledge
5. improve communication skills
6. explore the world
7. have more job opportunities

Task 1, WB, p.46. Fill in each gap
with the correct word.
- Explain the task.
- Ask students to work in pairs to
complete the task.
- Check students' answers.

Task 2, WB, p.46. Match the
sentences in Exercise (1–7) to the
pictures (a–g).
- Explain the task.
- Ask students to complete the task
individually.
- Elicit students' answers.

- Listen to the teacher.
- Work in pairs to match the words
and complete the sentences.
- Listen and take notes.
Answer Key
1. opportunities
2. abroad
3. world
4. communication
5. entertainment
6. brainpower
7. knowledge
- Listen to the teacher.
- Do the task individually.
- Give answers when invited.
- Listen and take notes.
Answer Key

- Check students' answers.

A – 4, b – 5, c – 7, d – 6, e – 3, f –
2, g – 1

2. Practice: 20 minutes
2.1. Pronunciation: 8 minutes
a. Objectives: To help students identify correct word stress patterns.
b. Content: Task 2 (SB) and Task 4 (WB)
c. Expected outcomes: Students can pronounce words with correct word
stress.
d. Organisation:
Teacher's activities
Students' activities
Task 2. Put the words into the correct
columns. Practise saying them with your
partner.
- Explain the task.
- Listen to the teacher.
- Play the recording for students to complete - Listen and complete the task.
the task.
- Check students' answers.
- Check their answers.
Answer Key
words with first-syllable stress:
study, travel, practise, widen, worry,
happen
words with second-syllable stress:
enjoy, improve, explore, allow
- Play the recording with pauses for students
- Repeat after the recording chorally
to listen and repeat chorally and/or
and/or individually.
individually.
- Ask students to practise saying the words
- Practise saying the words in pairs.
in pairs. Monitor the activity around the
class.
Pay attention to students' pronunciation and
make corrections if necessary.
Task 4, WB, p.46. Choose the word that
has stress pattern different from the
others. Listen and check, then repeat.
- Explain the task.

- Listen to the teacher.
- Listen and complete the task.

- Play the recording for students to complete
- Check their answers.
the task.
- Check students' answers.
Answer Key
1 – D, 2 – B, 3 – C, 4 - A
- Repeat after the recording chorally
- Play the recording with pauses for students and/or individually.
to listen and repeat chorally and/or
individually.

2.2 Listening: 12 minutes
a. Objectives: To practise the learned vocabulary with listening inputs and
improve students' listening skills.
b. Content: Task 3 (SB)
c. Expected outcomes: Students can listen for specific information.
d. Organisation:
Teacher's activities
Students' activities
Task 3. Listen to Roy and Karen talking
about learning English. Match the people
(1–5) to the reasons why they are learning
English (a–e).
Pre-listening
- Explain the task.
- Listen to the teacher.
- Ask students to find the words related to the - Find the words related to the
reasons (a-e).
reasons.
Answer Key
a. for work: job, work, office,
company, …
b. for school: class, subject,
examination, …
c. to enjoy entertainment: movies,
music, band, songs, …
d. to make new friends: meet,
become friends, …
e. to travel: visit, explore, new
places, …

While-listening
- Play the recording for students to complete - Listen and complete the task.
the task.
- Check students' answers. Play the recording - Check their answers.
with pauses for students to check their
answers.
Answer Key
Audioscript
1 – c, 2 – a, 3 – b, 4 – e, 5 - d
Roy: Hi Karen! Guess what! I'm learning
English.
Karen: That's really good for you, Roy! Are
you taking English classes at school?
Roy: Yes. I'm also having extra lessons
online because I want to understand English
songs and films.
Karen: I see. Well, you know, I'm learning
English, too. English is my favourite school
subject. We're reading Shakespeare this
year. It's difficult, but fun.
Roy: I know that you like reading books.
Does your brother Ben have English lessons?
Karen: Yes. He's learning English to have
more job opportunities. He wants to work in
an English-speaking country.
Roy: Oh! My sister Emily is really good at
English. She wants to travel to many
countries to explore the world after
university.
Karen: Wow! That's great! My cousin Annie
starts university next year, so she's studying
English. In this way, she can communicate
and make friends with foreign students, then
improve her communication skills.
Roy: That's a really good idea. I guess there
are lots of benefits to learning English.
Karen: Yes! That's true

Post-listening
- Ask students to work in pairs to answer the - Work in pairs to answer the
question:
question.
“Do you think that English is the most
important for your job in the future?”
- Ask some students to speak in front of the
- Speak in front of the class when
class.
invited.
Suggested Answer Key
It's not sure whether English is
the most important for my job or
not. However, I'm sure English is
very important for my job in the
future because I can get a good
job if my English is good.
Moreover, it helps me to gain
promotion quickly..
3. Production: 5 minutes
a. Objectives: To help students use the learned vocabulary in a real situation.
b. Content: Task 4 (SB)
c. Expected outcomes: Ss can use the learned vocabulary to talk about reasons
why they learn English.
d. Organisation:
Teacher's activities
Task 4. Why do you learn English? Tell
your partner.
- Explain the task.
- Read out the example answer.
- Ask students to work in pairs to complete
the task.
- Ask some students to share their answers
with the class.

Students' activities
- Listen to the teacher.
- Work in pairs and complete the
task; refer to the examples.
- Speak in front of the class when
invited.
Suggested Answer Key
A: I learn English to have more job
opportunities because people use
English a lot at work nowadays.
B: I learn English to study abroad
because there are many good
schools and universities in Englishspeaking countries.

C. Consolidation and homework assignment: 5 minutes
1. Consolidation
Vocabulary: study abroad, boost brainpower, enjoy entertainment, widen
knowledge, improve communication skills, explore the world, have more job
opportunities.
2. Homework assignment
- Learn by heart the words learned and make sentences using them.
- Prepare for the next lesson (page 83, SB).
5. REFLECTION
a. What I liked most about this lesson today:
……………………………………………………………………………
b. What I learned from this lesson today:
……………………………………………………………………………
c.

What I should improve for this lesson next time:
…………………………………………………………………………
-------------------------------&&&&&-------------------------------Period: 88
Lesson 6a - Reading (Page 83)

1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- talk about how learning English is useful for students.
- practise reading for specific information.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical
thinking skills.
1.3. Attributes
- improve English and spread the spirit of learning languages to other people.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector /
interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan),
PowerPoint slides
- Students' aids: Student's Book, notebook
3. ASSESSMENT EVIDENCE

Performance Tasks
- Initiate the benefits of
learning English.
- Listen and repeat.

Performance
Products
- Students' answers

Assessment Tools
- Teacher's feedback

- Students' answers
- Teacher's observation /
Teacher's feedback

- Read for specific information. - Students' answers
- Talk about how English is
- Students' answers/
- Teacher's feedback
useful for students.
performance
- Teacher's feedback/Peers'
feedback

4. PROCEDURES
A.Warm-up: (5')
a) Objective: To prepare students for the upcoming reading activity; set the context
for reading and get students mentally ready and focused on the topic.
b) Content: Mentioning some benefits of learning English.
c) Expected outcomes: Students have general ideas about the topic of the new
lesson.
d) Organisation of the activity:
Teacher's activities
- Ask students to answer the
question:
“What can you do with your
English?”

Students' activities
- Answer the questions.
Suggested Answer Key
With my English, I can listen to songs or
watch some movies in English. I also can
communicate with foreigners when I go out.

A. New lessons (35 minutes)
1. Pre-reading: 10 minutes
a. Objectives: To introduce the topic and predict the content of the text.
b. Content: Task 5 (SB)
c. Expected outcomes: Students can have some general ideas about the text.
d. Organisation:
Teacher's activities

Students' activities

1. Guessing the content of the
text
- Ask students to read the text
quickly and then elicit which of the
benefits of learning English in
Exercise 1 are mentioned in the
text.
- Elicit the students' answers.

- Read the text quickly, and elicit the benefits
of learning English.
- Present their ideas in front of the class when
invited.
Suggested Answer Key
The benefits of learning English that are
mentioned in the text: widen knowledge, have
more job opportunities, boost brainpower,
improve communication skills and explore the
world.
- Listen to the teacher and take notes.

2. Pre-teaching vocabulary
- Teach students new words
• international language (phr)
• resource (n)
• multinational (adj)
• trade (v)
• foreign market (phr)
• convey (v)
• emergency (n)
- Ask students to read the text and
underline the words above.
- Get students to try guessing their
meanings in the context first.
- Explain the meanings of the
words.

- Read the text and underline the words.
- Try guessing their meanings in the context.
- Listen to the teacher and take notes on the
meanings of those words.
• international language
/��n.tə�næ�.ən.əl �læŋ.�w�d�/ (phr):
ngôn ngữ quốc tế
• resource /r��z��s/ (n): tài nguyên
• multinational /�m�l.ti�næ�.ən.əl/ (adj):
đa quốc gia
• trade /tre�d/ (v): kinh doanh, buôn bán
• foreign market /�f�r.ən �m��.k�t/
(phr): thị trường nước ngoài
• convey /kən�ve�/ (v): truyền đạt, diễn đạt
• emergency /��m��.d�ən.si/ (n): tình
huống khẩn cấp
- Listen and repeat chorally and individually.
- Answer the teacher.

- Ask students to listen and repeat
chorally and individually.
- Check if students remember the
words.
3. Explaining the task
- Ask students to read the
instructions, and the statements,
and guess the type of word or
information for each gap.
1. What are you going to read?
2. What are you going to do?

- Read the sentences and guess the type of
word or information for each gap.
Answer Key
1. The text is about the benefits of learning
English.
2. Read the text and choose the correct
options (1–5).
Guess the type of word or information of
each gap:
1 – a verb (-ing form) / a conjunction
2 – a relative pronoun (for people, subject)
3 – a verb
4 – a noun
5 – a verb

2. While – reading: 20 minutes
a. Objectives: To help students to read specific information.
b. Content: Task 6 (SB), Task 7 (SB), Extra practice, Task 3 (WB, p.46)
c. Expected outcomes: Students can read for detailed information, choose the
correct options (1–5), and decide if the statements (1-5) are R (right), W
(wrong), or DS (doesn't say), and fill in the gaps.
d. Organisation:
Teacher's activities
Task 6. Read the text again. For
questions (1–5), choose the correct
options (A, B, C or D). Listen and
check.
- Give students time to read the text
and complete the task.
- Elicit students' answers.

Students' activities

- Listen and complete the task.
- Give their answers when invited.
- Check their answers.

- Check students' answers.
Answer Key
1. C
2. A
3. C
4. B
5. A

Task 7. Read the text again and
decide if the statements (1–5) are
R (right), W (wrong) or DS (doesn't
say).
- Explain the task to students.
- Ask them to underline the keywords
of the statements.
- Let them do the task.
- Elicit students' answers.
- Check students' answers.

Extra Practice. Read the text again
and complete the sentences (1-4).
Write no more than TWO WORDS
for each gap.
- Explain the task to students.
1. Learning English helps you
____________ your knowledge on
many topics.
2. English is important in both
multinational and _____________
companies.
3. One of the best ways to boost your
brainpower is learning a
____________.
4. When you travel, English helps
you communicate with ___________
effectively.
- Ask them to guess the type of word
for each gap.
- Let them do the task.
- Elicit students' answers.
- Check students' answers.

- Listen to the teacher.
- Underline the keywords.
- Do the task
- Give their answers when invited.
- Check their answers.
Answer Key
1. R
2. W
3. R
4. DS
5. R

- Listen to the teacher.

- Guess the type of words
- Do the task – complete the sentences (14).
- Give their answers when invited.
- Check their answers.
Answer Key
1. widen
2. local
3. new language
4. local people
- Listen to the teacher.
- Do the task – fill in each gap with have,
boost, widen, enjoy, explore, study,
improve.

Task 3, WB, p.46. Complete the
gaps with the words from the list.
- Explain the task to students.
- Let them do the task.
- Elicit students' answers.
- Check students' answers.

- Give their answers when invited.
- Check their answers.
Answer Key
1. boost
2. study
3. enjoy
4. have
5. widen
6. explore
7. improve

3. Post-reading: 5 minutes
a. Objectives: To help students expand the topic, use the language and
information in a real situation, and develop critical thinking.
b. Content: Task 8 (SB)
c. Expected outcomes: Students can use the learned vocabulary to talk about
how English is useful for students.
d. Organisation:
Teacher's activities

Students' activities

Task 8. How do you think learning
English is useful for students? Tell
your partner.
- Explain the task and read out the
example answer.

- Listen to the teacher.

- Ask students to work in pairs to do the - Work in pairs to do the task.
task.
- Speak in front of the class when invited.
- Ask some students to present their
ideas.
Suggested Answer Key
A: I think learning English is useful for
students because it widens our knowledge.
Good knowledge will help us perform well
at school and deal with different situations
in life.
B: I think learning English is useful for
students because it improves our

communication skills. Good
communication skills will help us convey
ideas clearly at school.

B. Consolidation and homework assignment: 5 minutes
1. Consolidation
- Vocabulary: international language, resource, multinational, trade, foreign
market, convey, emergency.
2. Homework assignment
- Learn by heart the words learned and make sentences using them.
- Prepare for the next lesson (page 84, SB).
5. REFLECTION
a. What I liked most about this lesson today:
………………………………………………………………………………………
b. What I learned from this lesson today:
………………………………………………………………………………………
c.

What I should improve for this lesson next time:

………………………………………………………………………………………
-------------------------------------------&&&&&------------------------------Period : 89
Lesson 6b - Grammar (Page 84)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn and practise clauses/phrases of reason.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical
thinking skills.
1.3. Attributes
- be engaged in effective communication and logical reasoning behind the
decisions or actions.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector
/ interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan),
PowerPoint slides.
- Students' aids: Student's Book, notebook.

3. ASSESSMENT EVIDENCE
Performance Tasks
- Use because or because of to
complete the sentences.
- Rewrite the sentences without
changing their meanings.

Performance Products
- Students' answers

Assessment Tools
- Teacher's feedback

- Students' answers
- Teacher's feedback

- Choose the correct options.

- Students' answers

- Use the prompts to give
reasons for actions.

- Students' answers

- Teacher's feedback
- Teacher's
feedback/Peer's
feedback

4. PROCEDURES
C. Warm-up: (5')
a) Objectives: to activate prior knowledge, get students' attention at the
beginning of the class with enjoyable and short activities and engage them in
the follow-up steps.
b) Content: The word BECAUSE.
c) Expected outcomes: Students can order the letters to make a meaningful
word.
d) Organisation of the activity:
Teacher's activities
- Explain the task to students.
- Ask students to order the letters to make
a word.
EBCUSEA

Students' activities
- Listen to the teacher.
- Answer the question.
Answer Key
BECAUSE

- Lead in the new lesson.
D. New lessons (35 minutes)
2. Presentation: 5 minutes
a. Objectives: To present clauses/phrases of reason.
b. Content: Language box.

c. Expected outcomes: Students can understand and use clauses/phrases
of reason correctly.
d. Organisation:
Teacher's activities
- Give some examples, and ask students
to work out the forms of clauses/phrases
of reason.

Students' activities
- Read the examples and do the task.

- Elicit students' answers.
- Give feedback and further explanation
of clauses/phrases of reason.

- Present their ideas when invited.
- Listen to the teacher's explanation
and take notes.

Examples:
• Thanh studies English because he
wants to study abroad.
• Since/As Mai studied hard, she passed
her exam.
• Because of his good English, Phong
can read English books.
• She is crying loudly because of getting
lost.

2. Practice: 25 minutes
a. Objectives: To help students practice using the correct clauses/phrases of
reason in the sentences.
b. Content: Task 1 (SB), Task 2 (SB), Task 1 (WB), Task 2 (GB), Task 2
(WB).
c. Expected outcomes: Students can use clauses/phrases of reason correctly.
d. Organisation:
Teacher's activities

Students' activities

Task 1. Complete the sentences using
because or because of.
- Ask students to do the task on their own.
- Elicit and check students' answers.

- Do the task individually.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. Because
2. because of
3. because
4. because of
5. Because of
6. because

Task 2. Rewrite the sentences without
changing their meanings. Use the words
in brackets.
- Ask students to do the task in pairs.
- Elicit and check students' answers.

- Do the task in pairs.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. Because of living in the countryside,
I can't find many job opportunities.
2. Alex didn't speak much in the
English class since his speaking skills
are weak. / Since Alex's speaking skills
are weak, he didn't speak much in the
English class.
3. She does well in her English class
because of her strong communication
skills. / Because of her strong
communication skills, she does well in
her English class.
4. We decided to move to the UK
because its universities are good. /

Because the UK's universities are
good, we decided to move there.
5. I knew lots of British expressions
because of watching films from the UK.
/ Because of watching films from the
UK, I knew lots of British expressions.
6. They studied English as they are
interested in American culture. / As
they are interested in American
culture, they studied English.
- Listen to the teacher.
Task 1, WB, p.47. Choose the correct
options.
- Explain the task to students.
- Ask students to do the task on their own.
- Elicit and check students' answers.

- Do the task individually.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. because
2. since
3. because of
4. because of
5. because
6. because of
7. because
8. Since
- Listen to the teacher.
- Do the task in pairs.
- Listen to the teacher and give their
answers when invited.

Task 2, GB, p.75. Complete the
sentences with because/ since/as or
because of.
- Explain the task to students.
- Ask students to do the task in pairs.
- Elicit and check students' answers.

- Check their answers.
Answer Key
1. because of
2. because of
3. because/since/as
4. because of
5. because/since/as

6. because/since/as

- Listen to the teacher.
- Do the task in groups.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
Task 2, WB, p.47. Rewrite the sentences 1. Hà sounds like a native speaker
using the words in brackets.
because of her English mother.
- Explain the task to students.
2. Sally is a great candidate for the job
since she is able to speak many
- Ask students to do the task in groups of
languages.
four.
3. We are taking an online English class
- Elicit and check students' answers
because of its flexible schedule.
4. Nina is studying English because she
loves English culture.
5. Paoplo's English is improving
quickly as he practises frequently.
3. Production: 5 minutes
a. Objectives: To help students practise speaking about things they did, and
places they went to using clauses/phrases of reason.
b. Content: Task 3 (SB).
c. Expected outcomes: Students can talk about things they did and places
they went to using clauses/phrases of reason.
d. Organisation:
Teacher's activities
Task 3. Talk about things you did or
places you went to. Ask and answer as
in the example.

Students' activities

- Explain the task and ask two students to
read out the example exchange.

- Listen to the teacher.

- Ask students to work in pairs to talk
about things they did and places they went
- Work in pairs to complete the task.
to using clauses/phrases of reason.
- Ask some students to share their answers
with the class.
- Give feedback.

- Speak in front of the class when
invited.
- Listen to the teacher.
Suggested Answer Key
A: I spoke to some foreign visitors
yesterday.
B: Why did you speak to some foreign
visitors yesterday?
A: I spoke to some foreign visitors
yesterday because I want to practise
my English.
B: Why do you want to practise your
English?
A: I want to practise my English as it
is important to speak English well.
B: Why is it important to speak English
well?
A: It's important to speak English well
because it is an international
language.

D. Consolidation and homework assignment: 5 minutes
2. Consolidation
- Grammar point: clauses/phrases of reason.
2. Homework assignment
- Review clauses/phrases of reason.
- Prepare for the next lesson: Lesson 6b - Grammar (page 85, SB).
5. REFLECTION

b. What I liked most about this lesson today:
………………………………………………………………………
c. What I learned from this lesson today:
………………………………………………………………………
c. What I should improve for this lesson next time:
………………………………………………………………………
---------------------------------&&&&&&--------------------------------------Period: 90
Lesson 6b - Grammar (Page 85)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn and practise clauses of result.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical
thinking skills.
1.3. Attributes
- be able to convey the cause-and-effect relationships in daily life.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector
/ interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan),
PowerPoint slides.
- Students' aids: Student's Book, notebook.
3. ASSESSMENT EVIDENCE
Performance Tasks
- Fill in the gaps with so or
such to complete the
sentences.
- Combine the sentences
using the words in brackets.
- Choose the correct option
related to clauses of result.

Performance Products
- Students' answers

Assessment Tools
- Teacher's feedback

- Students' answers
- Teacher's feedback
- Students' answers
- Students' answers

- Teacher's feedback

- Use the prompts to make
sentences using clauses of
result.
- Teacher's
feedback/Peer's
feedback

4. PROCEDURES
E.Warm-up: (5')
a) Objectives: To check students' homework; get students' attention at the
beginning of the class with enjoyable and short activities and engage them in
the follow-up steps.
b) Content: Ask students to combine two sentences.
c) Expected outcomes: Students can combine two sentences correctly.
d) Organisation of the activity:
Teacher's activities
- Explain the task to students.
- Ask students to put the apple into the
correct basket.
- Elicit students' answers.

Students' activities
- Listen to the teacher.
- Do the task.
- Answer when invited.
Answer Key:

- Lead in the new lesson.
English is so popular that people all
over the world speak it.

F. New lessons (35 minutes)
3. Presentation: 5 minutes
a. Objectives: To present clauses of result.

b. Content: Language box.
c. Expected outcomes: Students can understand and use clauses of result
correctly.
d. Organisation:
Teacher's activities

Students' activities

Clauses of result
- Ask students to look at the example and - Do the task.
find the usage of clauses of result.
“She is so kind that everyone likes her.”
- Elicit students' ideas.
- Give feedback.

- Present their ideas when invited.
- Listen to the teacher's explanation
and take notes.

- Give some examples, and ask students
to work out the forms of clauses of