Date of planning: 03/9/2024
Period 1

HƯỚNG DẪN MÔN HỌC
I. OBJECTIVES
1. Knowledge:
By the end of the lesson, SS will be able to know about the English 9 - student's book and
the workbook, and know how to learn English 9 effectively.
2. Competence:
- Teamwork and individual work, pair work, linguistic competence, cooperative learning
and communicative competence. Students can get an overview of the textbook.
3. Attitude:
Students are hard-working and attentive. They know how to study English 9.
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 warm up the class and lead in the lesson.
b, Contents: Ss work in groups to find the names of 6 units in English 8 in term 1 and write
them on the board.
c, Outcome: Ss can tell and write all names of 6 units and write them well.
d, Organization:
Teacher's and students' activities
The main contents
- Teacher divides the class into two teams. Then T asks
Kim's game
Ss to look through all the names of the 6 Units in the
Student's book in 10 seconds and try to remember as
many names as possible.
- T asks Ss to go to the board and write the words.
- Teacher gets feedback.
2. Presentation
a, Aims: + Ss can know the themes, topics of textbook in term 1.
+ Ss can know the design of workbook and how to use it effectively.
b, Contents: + Ss work individually to answer the questions.
+ Ss work in pairs to answer the questions.
c, Outcome: Ss can know some new words about noise pollution.
d, Organization:
Introduce the new textbook English 9
English 9
- T asks Ss to answer the questions
individually.
? How many weeks are there in a school
year?
? How many weeks are there in the first
terms?
+ English 8 Student's book is the third of
four levels English language textbooks for
Vietnamese students in lower secondary
school learning English as a foreign
1

language. It focuses on the use of language
(pronunciation, vocabulary and grammar) to
develop the four language skills (listening,
speaking, reading and writing).
? How many units are there in the first
terms?
Introducing the workbook (10')
- T asks Ss to work in pairs to answer the
questions:
? What is the Workbook about?
? Study the Workbook quickly then answer
the question
- There are two main themes: Our
- Ss work in pairs to answer the questions. Communities and Our Heritage.
Then T gives feedback.
- After each theme is a review.
- There are two 45-minute tests: one after unit
3 and another after unit 5.
6 topic-based units in term 1:
+ Unit 1: Local community
+ Unit 2: City life
+ Unit 3: Healthy living for teens
+ Unit 4: Remembering the past
+ Unit 5: Our experience
+ Unit 6: Vietnamese lifestyles: then and now
+ ... (Map book)
- The Workbook mirror and reinforces the
content of the Student's book. It offers:
+ Further practice of the language and skills
taught in class.
+ Four additional tests for students' selfassessment.
3. Practice
a, Aims: Ss can know how to learn English 8 effectively.
b, Contents: Ss work in groups to discuss the ways to learn English 8 effectively.
c, Outcome: Ss can know how to learn English 8 effectively.
d, Organization:
- T asks Ss to work in groups of 3 or 4 to Discussion: How to learn English 9
discuss the questions "How to learn English 8 effectively?
effectively?". Ss do it.
- Prepare the lesson carefully before each
- T calls some groups presentative to present period.
the ideas in front of the class. Ss do it.
- Learn by heart all the new words and
- T gives comments and feedback.
structures.
- Do exercises regularly.
- Practice the four skills.
4. Application
a, Aims: Ss can retell the coursebook structure and the ways to study the book effectively.
b, Contents: Ss work individually to retell the coursebook structure and the ways to study the
book effectively.
c, Outcome: Ss can do the task well.
d, Organization:
2

- T asks the retell the coursebook structure and
Consolidation
the ways to study the book effectively.
- Ss do it individually.
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 workbook
c, Outcome: Students' textbook and workbook
d, Organization:

Date of planning: ...../ 9 /2024
Period 2
3

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
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.
4

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
the questions below.
about?
- Elicit answers from Ss.
What activities can you see
- Teacher explains the meaning of the new vocabulary in the below pictures?
by pictures.
- Teacher reveals that the words according to the
1. suburb (n): ngoại ô
pictures will appear in the reading text and asks
2. facility (n): cơ sở vật chất
students to open their textbook to find these words.
3. shopping mall (n): khu
- Teacher introduces the vocabulary.
mua sắm
- Teacher checks students' pronunciation and gives
4. lady = woman (n): phụ nữ
feedback.
5. craft (n): nghê thủ công
- Have Ss underline the words that are related to the
6. get on with (v): có quan
unit topic while they are listening and reading.
hệ tốt với ...
- 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 the sentence
complete 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
3. Teacher asks Ss to match the words and their with its definition
meanings
1- d
2- e
3- a
4- c
- Ss work individually to match the words and 5- b
phrases with the meanings
- Compare their answers with a partner.
4. Complete each sentence with
- Ss to go to the board and write their answers.
a word or phrase from Ex3
- Teacher checks the correct answers as class
4. Teacher has Ss practice saying the word and Answer key:
5

phrases again.
1. suburb
Ss work in pairs and read the key word and
2. get on with
phrases given, then guess the leisure activities.
3. facilities
- Teacher asks for Ss' answers and confirms the
4. remind - of
correct ones.
5. community
- 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:

Date of planning: .../ 9 /2024
Period 3
UNIT 1: LOCAL COMMUNICATION
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES
6

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.
+ 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.
7

- 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/)
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
8

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

Date of planning: ...../9 /2024
Period 4
UNIT 1: LOCAL COMMUNITY
Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES
9

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.
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
10

- 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
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
11

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

Date of planning: ...../9 /2024
Period 5

UNIT 1: LOCAL COMMUNITY
Lesson 4: Communication P12-13

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Know how to seek for help and respond;
- Know some places of interest.
* Vocabulary:

12

* Pronunciation: Vowel revision: /ae/, /a. A and /e/
* Grammar: Seeking help and responding

+ Do you mind + V-ing?
+ Could you …?
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;
- Actively join in class activities.
II. TEACHING AIDS
- Grade 9 textbook, Unit 1, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES

1. Class organization. - Greeting.
2. New lesson:

TEACHER & STUDENTS' ACTIVITIES
CONTENTS
1. WARM-UP (5 mins)
a) Objectives:
- To review some phrasal verbs.
b) Content:
- Phrasal verbs revision
c) Expected outcomes:
- Students can use what they have learnt in the previous lesson to find out some phrasal
verbs.
d) Organisation:
Game: Phrasal verbs revision
Answer key:
- Teacher divides the class into 2 teams.
1. find out
- Students work in 2 teams and follow the 2. take care of / look after
teacher's instruction to play the game.
3. come back
- Teacher shows pictures (PPT slides) of 4. look for
phrasal verbs, asks students to name them.
5. take off
- The team that gives more correct names is the 6. get over
winner.
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a) Objectives:
- To introduce how to seek for help and respond;
- To help Ss practise how to seek for help and respond.
b) Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Ask for help and respond in the following situations.
c) Expected outcomes:
- Students can use the structures to seek for help and respond.
d) Organisation:

13

Task 1: Listen and read the conversations.
Pay attention to the highlighted parts. (5ms)
- Play the recording for Ss to listen and read the
dialogues at the same time. Ask Ss to pay
attention to the highlighted parts. Tell them that
these are two ways to seek help and respond.
- Students listen to the dialogue.
- Some students share their opinions to the
class.
- Write the structures used to ask for help on
the board:
+ Do you mind + V-ing?
+ Could you …?
- Instruct them how to respond appropriately.
- Have Ss practise the dialogues in pairs. Call
on some pairs to practise the dialogues in front
of the class.
- For a more able class, introduce some other
ways to ask for help in English:
+ Could you help me ...?
+ Could you give me a hand with ...?
2: Work in pairs. Ask for help and
+ Would you ... please?
Task 2: Work in pairs. Ask for help and respond in the following situations.
Suggested answers:
respond in the following situations. (7 mins)
- Ask Ss to work in pairs to make similar 1. Do you mind lending me your pen
- Not at all. Here you are.
dialogues, using the language they have learnt.
2.
Could you tell the name of the new
- For a less able class, model the first situation
garbage collector?
with a good student.
- Sure. His name's Nam.
- Students work in pairs to do the activity.
3.
Could
you tell me where to buy the
- Move around to observe and provide help.
Call on some pairs to practise in front of the best fruits and vegetables in our area?
- Sure. There's a shop in Le Lai Street.
class. Comment on their performance.
- Students practise in front of the class.
- For more able classes, encourage Ss to use
different ways to ask for help and respond.
* Transition from Everyday English to
Places of interest
- Ask Ss how they can ask their friend to show
them where a place of interest is (e.g. the most
beautiful park in town). Invite Ss to share their
answers.
- Listen and follow the instruction.
- Ask Ss what places of interest they know. Ss
may mention: park, cinema, café, … Tell Ss
they are going to read what two students share
about their favourite places of interest
- Teacher checks students' understanding by
asking some checking-questions.
3. ACTIVITY 2: PLACES OF INTEREST (20 mins)
a) Objectives:
- To introduce some famous places of interest.
b) Content:
- Task 3: Do you know the place in each picture?
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- 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) Expected outcomes:
- Students get some information about some famous places of interest.
- Students can ask and answer questions about famous places of interest.
d. Organisation
Task 3: Do you know the place in each 3: Do you know the place in each
picture? (5 mins)
picture?
- Ask Ss to look at each picture and say if they Suggested answer:
know anything about the place. Elicit answers - Picture 1: Nguyen Hue Pedestrian
and confirm the correct ones. If time allows, Street (Phố đi bộ Nguyễn Huệ) is in Ho
ask them in what city each place of interest is Chi Minh City. Other places of interest
located and if they know any other places of in the city: Central Post Office (Bưu
interest in that city.
điện trung tâm), the Notre-Dame
- Students look at the pictures and answer the Cathedral (Nhà thờ Đức Bà),
questions and add more places to the list.
Independence Palace (Dinh Độc Lập),
- Elicit answers from Ss. Provide Ss with some War Remnant Museum (Bảo tàng chứng
places of interest in each city.
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,
Task 4: Listen to Binh and Mira talking Royal Botanic Garden, etc.
about a place of interest in their community. 4: Listen to Binh and Mira talking
Fill in each blank with no more than TWO about a place of interest in their
words and / or a number. (7 mins)
community. Fill in each blank with no
- Tell Ss that they are going to listen to a more than TWO words and / or a
student from Ho Chi Minh City and the other number.
from Sydney talking about a place of interest in Key:
their community and what they do there.
1. one / 1
- Students look at the table of information and
2. weekend
read it through quickly.
3. favourite books
- Have them look at the table of information
4. five / 5
and ask them to read it through quickly.
5. feeding
- Play the recording for Ss to listen and fill in
6. a drink
each blank with no more than two words.
- Ask Ss to work in pairs to compare their
answers.
- Students listen and fill in the table.
- Students work in pairs to compare their
answers.
- Invite some pairs to share their answers.
Confirm the correct ones.
- Some pairs of students share their answers.
Task 5: Work in pairs. Ask and answer
about your favourite places of interest. Use 5: Work in pairs. Ask and answer
the questions below. (8 mins)
about your favourite places of interest.
- Before having Ss do the activity, ask them the Use the questions below.
following questions:
Suggested answer:
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