TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
Planning date: ……../……../202… Teaching date: ……../……../202…
TIẾT 77.
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 related to planet Earth, habitats, and flora and fauna;
- Gain vocabulary to talk about the planet Earth
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. MATERIALS:
- Grade 9 textbook, UNIT 10.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students' knowledge on the topic of the unit.
- To lead in to 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 ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Think!
Name of the planet:
- Have class play a game with two groups.
- Work in 2 Mercury,
Venus,
- Give two groups two sets of names of planets.
groups
Earth,
Mars,
- Draw a picture of the Solar System without the Listen Jupiter,
Saturn,
names of planets.
instruction
Uranus,
and
- Set the time and ask the two groups to stick the
- Stick the Neptune
names of planets on the position from the Sun names of planets
outward.
Answer
- The team with the most correct answers wins.
questions
- Lead to the new unit. Ask Ss where is Earth in the
Solar System? What do you know about it?
Option 2: Making a Solar System picture
- Listen and
- Provide large sheets of paper and art supplies.
follow direction
- Ask Ss to work together to create a picture about
the solar system.
- Make picture
- Encourage them to show their creativity and about
solar
understanding of planetary features.
system
e. Assessment: T checks ss' answers and gives feedback.
2. ACTIVITY 1: 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 The planet Earth
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching
New words:
- Teacher introduces the vocabulary.
- Students guess the outer space (n)
- Teacher explains the meaning of the new meaning of words.
habitat (n)
vocabulary by showing pictures or giving
landform (n)
explanations
essential (adj)
preserve (v)
grassland (n)
e. Assessment: Teacher checks students' pronunciation and gives feedback.
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
3. ACTIVITY 2: PRACTICE (30 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 students use the words in context.
b. Content: - Task 1: Listen and read.
- Task 2: Read the conversation again and tick (√) T (True) or F (False).
- 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 ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read. (7 mins)
- Set the context: Have Ss look at the Heading - Look at the Questions:
In a Science club, the conversation and the heading,
- What can you see in the
pictures, and answer some questions. pictures
and pictures?
Encourage Ss to answer, but do not confirm answer
the - What do you think Mr.
whether their answers are right.
questions
An, Nick and Lan are
- Refer to the questions previously asked. - Listen to the talking about??
Confirm the correct answers.
recording.
Suggested answers:
Read the - We can see the giraffes,
conversation
a globe, plants and sea /
aloud.
ocean.
- They are talking about
- Listen
Earth, it's another name,
its living things and nonliving things
Task 2: Read the conversation again and tick (√) T (True) or F (False). (7 mins)
- Ask Ss to work in pairs to read the - Work in pairs Answer key:
conversation. For example:
to
do
the F
2. T
The students are asking about the Solar activity.
3. F
4. T
System.
5. T
Another name for Earth is the Blue Planet.
Water covers four fifths of Earth.
Water bodies and landforms are essential
habitats for plants and animals.
- Listen and
5. Mr. An thinks pollution is threatening the check.
habitats of plants and animals.
- Check the answers as a class.
Task 3: Write a word or phrase from the box under the correct picture. (7 mins)
- Ask Ss to say the words / phrases aloud. Make - Read aloud.
Answer key:
sure they pronounce the words and phrases - Do the task in landforms
correctly.
pairs
2. flora and fauna
- Ask Ss to work in pairs to label the pictures
3. liquid water
with the appropriate words or phrases.
- Listen and 4. outer space
- Check the answers as a class.
check
5. water bodies
6. Solar system
Task 4: Complete each sentence with a word or phrase from 3 (7 mins)
- Ask Ss to work independently to complete Work Answer key:
each sentence with a phrase from the box. independently
flora and fauna
Allow Ss to refer to the pictures and phrases in to do the task.
water bodies
3 or the conversation if needed.
3. Solar System
- Check the answers as a class.
4. outer space
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
- Ask several Ss to read aloud the full - Check
5. landforms
sentences. Correct Ss' pronunciation if needed.
e. Assessment: Teacher checks students' answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: To help Ss know more about the planet Earth
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 ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 5: Quiz: Work in groups. Answer the following questions. (10 mins)
- Ask Ss to work in pairs Suggested Answer:
Suggested Answer:
to read the information 7 (Asia, Africa, 1. Oxygen (O2), medical use, 2. Nitrogen
to answer the questions. North
America, (N2): fire suppression, provides an inert
- Encourage Ss to guess South
America, atmosphere
3. Helium
(He):
as many answers as Europe, Australia balloons, medical
equipment
4. Argon
possible.
and Antarctica)
(Ar): welding, provides an inert atmosphere
- Ask some Ss to report 5 (Arctic, Atlantic, for
materials 5. Carbon
the answers they have Indian, Pacific, and dioxide (CO2): carbonated soft drinks …
thought of / worked out
Southern)
Mars
e. Assessment: T and other Ss listen to the answers and comment. 
5. CONSOLIDATION
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:
Planning date: ……../……../202… Teaching date: ……../……../202…
TIẾT 78.
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.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
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: - Brainstorm
- Wordly word chain
c. Expected outcomes: Students can recall some phrases about the planet Earth
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Brainstorm
Words/phrases:
- Give Ss a few minutes to play a game. Have Ss form - Listen and Solar
System,
two groups.
answer
outer
space,
- Solar System, outer space, landforms, water bodies,
landforms, water
flora and fauna, liquid water, glacier
bodies, flora and
- The group with most correct answers wins.
fauna,
liquid
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
- Ask Ss to open their books to page 106.
water, glacier
Option 2: Wordly word chain
Example:- Earth - Start with a nature-related word like “Earth”.
> water -> wave
- Ask ss write another word related to it (Ex: water), - Listen and
the next one writes something connected to that (Ex: follow
wave)
instruction
- Continue creating a chain of words linked to Earth's
elements and processes.
e. Assessment: Teacher's feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To provide students new vocabulary.
- To revise some vocabulary related to the Planet Earth
b. Content: - Vocabulary pre-teaching
- 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
dc. Expected outcomes: Some vocabulary about the planet Earth and use them in different
contexts
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary by:
- Students guess the New words:
+ providing explanations of the words
meaning of words.
nature reserve (n)
+ showing pictures illustrating the word.
food chain (n)
pole (n)
ecological balance
climate change (n)
Task 1: Write a word or phrase from the box under each picture.(5 mins)
- Have Ss read aloud the words / phrases in the Read
the Answer key:
box.
words/phrases
flora and fauna
- Ask Ss to work in pairs to look at the pictures
habitats
and describe the pictures.
- Work in pairs to 3. poles
- Invite Ss to take turns to read out their do task 1
4. grassland
answers. Correct their pronunciation if needed.
5. nature reserves
- Check the answers as a class.
- Listen and check
6. food chain
Task 2: Complete each sentence with a word or phrase from 1. (5 mins)
- Ask Ss to work individually to complete the - Work individually Answer key:
sentences.
to do the task.
1. food chain
- Ask some Ss to read aloud their sentences.
- Read aloud
2. grassland
- Check the answers as a class.
3. nature reserves
- Correct Ss' pronunciation if necessary.
- Check
4. poles
5. habitats
Task 3: Choose the correct answer A, B, C, or D (5 mins)
- Ask Ss to work in pairs to choose the correct - Work in pairs to Answer key:
answer for each sentence.
do the task
1. C
2. B
- Ask some Ss to read out their answers or to
3. C
4. A
write their answers on the board.
- Read out answers.
5. B
- Check the answers as a class. Then have Ss
read the sentences aloud as a class.
- Correct Ss' pronunciation if necessary.
- Check
e. Assessment: Teacher's observation and feedback
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3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives: - To help Ss become aware of the stressed words in a sentence;
- To stress the correct words in a sentence to create rhythm for the sentence.
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: Stress the correct words in a sentence to create a rhythm for the sentence.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 4: Listen to the sentences and pay attention to the bold syllables. Does the speaker place
stress on them? (7 mins)
- Have Ss read the Remember box first. - Listen and look
Script:
Remind them of the sentence stress in
Earth is the third planet from
Unit 11, TA 7 and TA 8
the Sun.
- Ask Ss to listen the recording one.
Oceans, seas, rivers, and
- Play the recording as many times as - Listen
lakes are water bodies.
necessary. Correct the Ss if needed
- Listen and repeat The North and South poles
are extremely cold and icy.
Do moonquakes last up to
half an hour?
Preserving natural resources
is very important.
Task 5: Circle the stressed syllables in the sentences. Listen, check, and repeat. (7 mins)
- Play the recording for Ss to listen and - Listen and circle Script – Track ...:
circle the stressed syllables in the the
stressed We're doing a study on
sentences.
syllabes
climate change.
- Ask Ss to count the number of stressed Count
the What is the distance from
syllables in each sentence. Check if Ss number
of Earth to Mars?
have counted enough stresses in each of stressed syllables They'll have a discussion on
the sentences.
in each sentence
natural habitats.
- Play the recording again for Ss to listen - Listen and repeat Plants provide us with food,
and repeat each sentence after the
oxygen, and energy.
recording. Correct      Ss' pronunciation if
Our school organised various
necessary.
activities on Earth Day.
- Call on some Ss to read the sentences.
How many stressed syllables
Play the recording again and again if
are there in each sentence?
necessary.
1. 4 2. 4 3. 4 4. 5 5. 6
e. Assessment: Teacher's observation and feedback on student's pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up: - Ask the class what words, phrases and sounds they have learnt.
- Tell them the grammar points that they will learn in the next lesson.
b. Homework: Do exercises in the workbook.
Planning date: ……../……../202… Teaching date: ……../……../202…
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: - Compare living place
- Develop self-study skills
- Actively join in class activities
TIẾT 79.

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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
II. MATERIALS:
- Grade 9 textbook, UNIT 10.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (7 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 question using relative clause.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Quiz
Quiz:
- Divide the class into two big groups.
- Look and
- Show the questions on the board.
answer.
- The questions can be MCQ questions, and the
two groups just say A, B, C, or D.
- The one with most correct answers wins.
- Declare the winner and lead into the new lesson.
- Ask Ss to look at A CLOSER LOOK 2 on page 106
Option 2: Planet Earth Pictionary
Example:
Sentences:
- Divide students into pairs.
Draw picture - An area of coral, the top of
- One student in each pair secretly draws a picture about coral which
can
sometimes
of a natural phenomenon or geographical feature reefs,
be seen just above the sea.
related to Earth.
volcanic
- A tall, sleeping mountain
- The other student, using relative clauses, must eruption.
that is covered in green
describe the picture to their partner without
forests and dotted with fluffy
explicitly naming it.
white clouds. But sometimes,
- Most correct guesses within the time limit wins!
this mountain wakes up in a
- Lead into new lesson
very dramatic way!
e. Assessment: Teacher corrects for students (if needed)
2. PRESENTATION (7 mins)
a. Objectives: To help students focus on the use the non-defining relative clause.
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 with a non-defining relative clause (A-E).
c. Expected outcomes: Students know how to use the non-defining relative clause.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Grammar Explanation
- Ask Ss to work individually to read the
Remember box.
Follow
- Write examples of a sentence with a non- instructions
defining relative clause and one with a defining - Read the
relative clause on the board.
Remember
- Ask some Ss to underline the relative clauses box carefully
in the two examples. Ask them to point out the and listen to
differences between pairs of relative clauses.
the teacher.
Examples:
- Explain the differences in (1) sentence
She
gave
me
the
punctuation (,), (2) the position of the clause,
cupcake that was red velvet
(3) use/ function of each type of relative clause,
flavoured.
and (4) whether they can be omitted or not, (5)
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
whether the relative pronouns can be omitted
She
gave
me
a
or replaced with that.
cupcake, which was red
velvet flavoured.
Task 1: Complete the sentences with correct relative pronouns. (7 mins)
- Have Ss work in pairs to look at Remember - Work in Answer key:
box to fill the blanks.
pairs to do which
2. who
- Check the answers as a class.
the task.
3. whose.
4. which
- Ask if these pronouns can be replaced with - Listen and 5. which
that or not.
check
- Ask several Ss to read aloud the full - Answer
sentences. Correct their pronunciation if - Read aloud.
necessary.
Task 2: Underline the relative clauses. Tick (√) if the relative clause can be omitted. (7 mins)
- Remind Ss that non-defining relative clauses - Listen.
Answer key:
cannot be omitted from a sentence. They are
1. V______ The second planet
used to give more information about the noun
from the Sun is Venus, which
in front of it.
is sometimes called Earth's
- Have Ss work in pairs to underline the
sister.
relative clauses and tick if the relative clauses - Work in 2. V______ The Ocean, which is
can be omitted.
pairs to do the body of salt water,
- Write sentence 2 and 3 on the board and ask the task.
contains 97% of Earth's
one student to go to the board to do as
water.
required by the task.
3. ______ Landforms make up
- Check the student's answers. Correct any
the areas which include
mistakes and re-explain the rule if necessary.
mountains, hills, plains and
- Check the other sentences as a class.
plateau.
- Have Ss read out loud sentences again and
4. V______ One of the world's
correct pronunciation if necessary.
- Listen and most famous earth scientists
check.
is James Hutton, who was a
British geologist.
5. V______Artic sea ice and
water make up a habitat for
polar bears, whose main food
is seals.
Task 3: Complete each sentence with a non-defining relative clause (A-E). (7 mins)
- Have Ss work individually to complete the Work Answer key:
sentences using the non-defining relative individually 1. B
2. C
3. A
clauses.
to do the 4. E
5. D
- Remind them of which relative pronouns task.
(which, who, whose) are used for which nouns
before it.
- Listen.
- Remind them also of the meaning of the full
sentence after they have matched them.
- Ask some Ss to read out their completed - Listen and
sentences. Correct pronunciation if necessary.
check
- Check the answers as a class.
e. Assessment: Teacher checks students' understanding by asking some questions.
3. PRACTICE (24 mins)
a. Objectives: To practice combining two sentences into one using non-defining relative clauses.
b. Content: Task 4: Combine the two sentences into one, using a non-defining relative clause.
c. Expected outcomes: Combine two sentences into one using non-defining relative clauses.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 4: Combine the two sentences into one, using a non-defining relative clause. (6 mins)
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
- Have Ss work individually for Answer key:
Answer key:
five minutes to write their 1. The Moon, whose 3. Like Earth, Mars is a rocky
combined sentences.
surface is dark, is Earth's planet, which has mountains
- Remind students of the position only natural satellite.
and canyons on its surface.
of the non-defining relative clause 2. Moonquakes, which 4. Venus, which has similar
in a sentence.
can last up to half an size and structure with Earth,
- Then ask them to work in pairs hour, are much weaker is considered twin sister of
to swap their answers.
than Earthquakes.
Earth.
- Ask some Ss to write their
5. We should protect rivers
combined sentences on the board.
and lakes, which provide
- Check the answers as a class.
humans with their main
sources of fresh water.
e. Assessment: Teacher corrects the students as a whole class.
4. PRODUCTION (10 mins)
a. Objectives: To have Ss produce sentences with correct non-defining relative clauses.
b. Content: Task 5: Work in two groups. Take turns to say aloud one the places in the table. The
other group explains or gives more information about it. The team that has the most corrected
sentences wins.
c. Expected outcomes: Students can add more information by using non-defining relative
clauses.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 5: Work in two groups. Take turns to say aloud one the places in the table. The other group
explains or gives more information about it. The team that has the most corrected sentences
wins. (10 mins)
- Divide the class into groups.
- Work in groups
Examples:
- Instruct Ss to take turns to say aloud one of - Take turns to say aloud one The Nile, which
the places (the Nile, Pacific Ocean, Viet Nam, of the places.
is the longest
the Sahara, Mount Fansipan) and the other - Prepare in groups in 2 river, flows into
explains or gives more information about minutes.
the
the places.
- Say name from the list. Mediterranean
- Give groups two minutes to prepare. Tell Then the other reads Sea.
them that groups can write down their out/says their sentence using
group's sentences.
a
non-defining
relative
- Invite one group to say one name from the clause.
list, then the other reads out or says their
sentence using a non-defining relative
clause.
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 non-defining relative clause
b. Homework: Do exercises in the Workbook.
Planning date: ……../……../202… Teaching date: ……../……../202…
TIẾT 80.
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 new technology;
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 means of transport.
- Actively join in class activities
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
II. MATERIALS:
- Grade 9 textbook, UNIT 10.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic.
- To enhance students' skills of cooperating with team mates.
b. Content: - Connection
- Headline Hysteria
c. Expected outcomes: Students can use their background knowledge to answer the questions.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Connection
Example:
- Let Ss play a game.
The Mekong River,
- Have one student sticks slips of paper (with a - Listen and which is the longest
sentence on each slip) on the board.
play games
river in Southeast
- Other Ss work in two different groups. Ss from
Asia, has a length of
each group take turns to add appropriate nonabout 4900km.
defining relative clause to each of the sentence on
the board.
- T declares the winner then leads to the new
lesson.
Option 2: Headline Hysteria
Topics
- Write down a hot-button issue or a controversial - Listen and Should homework be
statement on the board.
follow
banned?
- Divide students into groups and task them with instructions
Example headlines:
creating compelling headlines that take opposing - Work in Homework: Friend or
stances on the issue.
groups.
Foe? The
The
- Discuss the impact of headlines on shaping public
Amazing Tale You've
opinion and how word choice can influence
Never Heard.
readers' perspectives.
e. Assessment: Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives: To introduce ways how 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.
- Task 2: Work in pairs. Make similar conversations with the following situations.
c. Expected outcomes: Students can use the structures to express hope and respond.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
- Play the recording for Ss to listen and Structures:
Audio script:
read the dialogues. Ask Ss to pay attention - Why don't you 1.
to the highlighted parts. Emphasise the give it a go?
Mi: Have you read this book
ways to persuade someone to do - Ok, I'll think about the Solar System?
something and respond to persuasion:
about that
Tom: Not yet. I don't feel like
- Tell Ss Why don't you give it a go?, How - How would reading about it.
would you feel about contributing …, Your you feel about Mi: Why don't you give it a
contribution would really be helping us out contributing …. go? You will like it.
are different ways to persuade someone in Your Tom: Ok, I'll think about that.
different contexts.
contribution
2.
- Tell them that if Why don't you give it a would really be Lan: How would you feel
go? Is used to suggest something to helping us out.
about contributing to our
someone in general, and the response can - Alright. I'll fund to protect the wildlife?
be general by saying Ok, I'll think about contribute
Local resident: Contributing
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
that. When the persuasion is more specific some.
to a fund?
with a specific verb like contributing in
Lan: Yes, your contribution
How would you feel about contributing…,
would really be helping us
the respond can be more specific with verb
out.
contribute like in Alright. I'll contribute
Local resident: Alright. I'll
some.
make a contribution.
Task 2: Work in pairs. Make similar conversations with the following situations. (7 mins)
– Have Ss practise the dialogue.
Dialogue:
Examples:
– Ask Ss to work in pairs to make similar Mi: Have you 2.
dialogues. Tell them to use the contexts read this book You: Hi, B! Have you heard
given and the sample expressions. Give about
the about the plans for a new
feedback on their dialogues.
Earth's
nature reserve? Imagine we
Examples:
habitats?
could have hiking trails, a
1.
Tom: Not yet. I butterfly garden... wouldn't
You: Hey, heard of "Planet Earth"? It's this don't feel like that be lovely? 
insane doc about our crazy planet.
reading it.
B: It sounds peaceful, dear.
Friend: Scoffs Pfff, sounds more like Mi: Why don't But these things cost money,
"Animal Planet After Dark." Not really my you give it a and times are tight. 
scene.
go? You will You: True, but how would
You: No, trust me! It's like an extreme like it.
you feel about contributing
nature travel program. Why don't you give Tom: Ok, I'll to the plans to make our lives
it a go?
think
about better? 
Friend: Hmm, you got me curious. Okay, I'll that.
B: Alright, I'll contribute
think about it.
some.
e. Assessment: Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: EARTH'S HABITATS (20 mins)
a. Objectives: - To helps student learn about Earth's habitats.
- To practice scanning skills
- To practice of reporting the habitats they have chosen to discuss and compare.
b. Content: - Task 3: Read the short descriptions of various habitats and match with their
features.
- Task 4: Work in pairs. Choose two habitats and compare them.
- Task 5: Report the results of your comparison to the class.
c. Expected outcomes: Students can report the habitats they have chosen to discuss and
compare.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 3: Read the short descriptions of various habitats and match them with their features. (5
mins)
- Have Ss work in pairs to read the - Work in pairs to do the Key:
posts to match the main idea of task.
Polar regions--c
each post with the name of the
Forests—d
habitat. Ask some pairs to read out
Oceans—b
their
answers.
Correct
if
4. Grasslands--a
necessary.
- Check the answers as a class.
- Check the answers.
- If time allows, ask some students
to retell information from the
posts or to role play the four
friends to tell class about the
Earth's habitats.
Task 4: Work in pairs. Choose two habitats and compare them.(7 mins)
- Have Ss work in pairs to choose Example:
Example:
two habitats to describe and then Specific types/examples: Importance: Ha Long Bay:
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH ...