SON HA EDUCATION AND DEPARTMENT
DI LANG TOWN SECONDARY SCHOOL
Date of preparation:9/9/2024; Date of teaching: 11/9/2024
Teacher's full name: CAO VAN LE
Period/week: 1/1
LESSON PLAN – GRADE: 9
INTRODUCTION AND REVISION
I. Objectives: By the end of the lesson students will be able to:
Review all main what they have studied in the 8 th form
Practice doing some exercises
1. Knowledge :
Vocabulary: Review
Grammar: Tenses, Passive voice, structures.
2. Competences: Linguistic competence, cooperative learning and communicative
competence
3. Qualities: - Love the English subject and use it regularly.
- Proud of the culture and mother tongue.
II. Teaching aids:
1. Materials: Text book
2. Equipment: computer accessed to the Internet, projector
III. Procedure :
1. Check old lesson: No checking
2. New lesson
ACTIVITY 1: Warm up.
a. Objectives:
- To attract Ss's attention to the lesson and to lead in the new lesson
  b. Content:
c. Expected outcomes:
- Students can identify the topic.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
T lets students play game: * Groupwork:
review some vocabularies - Divide the class into two
teams
- Time: 7 minutes
- Each student in each team
write a word you have
learnt.
- The team with more and
correct words is the winner.
ACTIVITY 2: Review
a. Objectives:
- Review some structures they have learnt in class 8
b. Content:

c. Expected outcomes:
- Students can review some structures they have learnt.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
T asks students to retell Ss retell and give
I. Tenses.
the way to use the
1. Present tenses: simple/ cont./
examples
present tense, past
perfect Ex. - Nam goes to school
simple tense, future
everyday.
tense.
- He is writing a letter.
- They have built that house for
3 months.
2. Past : simple/ cont
Ex. - My mother bought me a new
shirt yesterday.
- We were having dinner when
Lan came yesterday.
3. Future : simple/ cont.
II. Passive voice.
Passive voice.
Form:
Active:
S + V + O + …….
→ Passive:
S + be + PP2 + by + O + ……
Ex:
Active: She arranges the
books on the shelf every weekend.
Passive: The books are arranged
on the shelf by her every
weekend. III. Conditional
sentence Type 1.
Form: If + S + V (present simple),
S + will + V (infi )
Use: Điều kiện có thể xảy ra ở
hiện tại hoặc tương lai Type 2.
Form: If + S + V (past simple), S +
would + V (infi )
Use: The conditional sentence type
2 describes a thing which is not true
or is unlikely to happen in the
present or future.

ACTIVITY 3: Practice
a. Objectives:
- Help students do exercises about the structures they have reviewed.
b. Content:
c. Expected outcomes:

- Students can practice some structures they have learnt.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
T gives exercises about Ss do exercise
Ex1. Correct verbs form/ tense
tenses and asks
1. There (be) 3 accidents on this
students to do it.
street in the past 3 days.
T corrects
2. Is this the first time you (visit)
our beautiful country?
3. Scientists (find) cures for many
illnesses in the last 50 years.
4. My uncle's health (improve)
since he ( leave) India.
5. I (buy) a new shirt last week but I
(not wear) it yet.
6. I (not see ) Lan since we (leave)
school.
Ex 2. Change into passive .
T gives exercises about
1. John collects money.
passive voice and asks Ss do exercises
2. Anna opened the window.
students to do it.
3. We have done our homework.
4. I will ask a question.
T corrects
5. I (buy) a new shirt last week but I
(not wear) it yet.
6. I (not see ) Lan since we (leave)
school.
Ex 2. Change into passive .
1. John collects money.
2. Anna opened the window.
3. We have done our homework.
4. I will ask a question.
ACTIVITY 3:
1. Consolidation.
- Retell the way to use tenses, passive voice and some main structures.
2. Homework
- Review all by yourself.
- Prepare: Unit 1. Getting started

SON HA EDUCATION AND DEPARTMENT
DI LANG TOWN SECONDARY SCHOOL
Date of preparation:9/9/2024; Date of teaching: 11/9/2024

Teacher's full name: CAO VAN LE
Period/week: 2/1
LESSON PLAN – GRADE: 9
UNIT 1: LOCAL COMMUNITY
Lesson 1: Getting started – I really love where I live now.
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Local community;
- Gain vocabulary to talk about community;
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
II. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students' knowledge on the topic of the unit;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can answer some questions of the teacher about community services.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
Brainstorming
- Students work in 2 teams Questions:
- Teacher divides the class
and follow the teacher's
What can you see in this
into 2 teams.
instructions to do the
neighbourhood?
- Teacher asks students to
activity.
Suggested answers:
close the books, shows a
- cinema
picture of a neighbourhood
- buildings
and asks them to write down
…
as many things they can see
in the picture as possible in 1
minute. The team who has
more correct answers is the
winner.
- Teacher sets the context for
the listening and reading
text: Write the title on the

board I really love where I
live now.
e. Assessment:
- T checks ss' answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with vocabulary;
- To help students be well-prepared for the learning tasks.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words about community services.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
Vocabulary pre-teaching - Students guess the meaning New words:
- Teacher introduces the
of words.
1. suburb (n)
vocabulary.
2. facilities (n)
- Teacher explains the
3. community (n)
meaning of the new
4. get on with
vocabulary by showing
pictures or giving
explanations.
e. Assessment:
- Teacher checks students' pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help Ss understand the conversation.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again. Fill in each blank with no more than TWO words
from the conversation.
- Task 3: Match each word or phrase with its definition.
- Task 4: Complete each sentence with a word or phrase from 3.
- Task 5: Quiz
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks
successfully.
d. Organisation:

TEACHER'S
STUDENTS' ACTIVITIES
CONTENTS
ACTIVITIES
Task 1: Listen and read. (7 mins)
- Ask Ss to look at the
- Students look at the pictures Questions:
pictures on pages 8 – 9 and
and answer the questions.
1. What do you see in
answer the
- Students listen to the
each picture?
questions below:
recording and read along.
2. What would life in the
Elicit answers from Ss.
- Students read the
place in the pictures be
- Introduce the two
conversation aloud.
like?
characters: Mi and Ann.
- Students say the words.
Explain that they are friends,
and they meet each other
(The dialogue on page
after a long time.
8)
- Play the recording twice
for Ss to listen and read
along. Have Ss underline the
words that are related
to the unit topic while they
are listening and reading.
- Invite some pairs of Ss to
read the conversation aloud.
- Have Ss say the words in
the text that they think are
related to the topic Local
community.
Quickly write the words on
one part of the board.
Comment on Ss' answers.
Task 2: Read the conversation again. Fill in each blank with no more than two
words from the conversation. (7 mins)
- Students work independently Answer key:
- Teacher tells students to
to do the activity.
1. last month
read the conversation again
2. fewer people
and work independently to
- Students compare the
3. craft village
find the answers. Remind
answers in pairs.
4. neighbours
students to underline the
- Students give answers.
5. useful advice
information they can find in
the conversation.
- Teacher has students work
in pairs to compare the
answers before checking
with the whole class.
- Teacher calls some
students to give the answers.
Task 3: Match each word or phrase with its definition. (7 mins)
- Students read the
Answer key:
- Ask Ss to read the words
conversation again and work
1. d
and phrases in the first
independently
to
do
the
2. e
column and locate them in
activity.
the dialogue.
3. a
- Ask them to read around
- Students share and check the 4. c
5. b
each word or phrase to guess answers.
its meaning. For example, Ss
- Ss practise saying the words

e. Assessment:
- Teacher checks students' answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To introduce to Ss some places of interest in a community.
b. Content:
- Task 5: What is the place? Do the following quiz.
c. Expected outcomes:
- Students know some places of interest in a community.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 5: What is the place? Do the following quiz. (10 mins)
- Set time (3-5 minutes) for Ss - Students work in pairs to Answer key:
to do the quiz in pairs.
do the quiz.
1. stadium
- Invite some Ss to share their - Students work in groups 2. hospital
answers with the class.
of three or four to follow 3. playground
Confirm the correct answers. the teacher's instruction.
4. school
- Ask Ss to work in groups
- Students may ask the
5. museum
and brainstorm all the places
teacher if they don't know
of interest in a community
the names of the items.
that they know. After 3
- Students share their
minutes, they are invited to
answers with the whole
share their answers with the
class.
whole class. The group with
the most correct answers
wins.
e. Assessment:
- Teacher and other students listen to the answers and comment. 
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Learn vocabulary
- Do exercises in the workbook.
- Prepar for A closer look 1 of the unit.

SON HA EDUCATION AND DEPARTMENT
DI LANG TOWN SECONDARY SCHOOL
Date of preparation:9/9/2024; Date of teaching: 12/9/2024
Teacher's full name: CAO VAN LE
Period/week: 3/1
LESSON PLAN – GRADE: 9
UNIT 1: LOCAL COMMUNITY
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 Local community;
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
- Use question words before to-infinitives and some phrasal verbs.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
3. Personal qualities
- Be friendlier and willing to help their community;
- Actively participate in community services;
- Develop self-study skills.
II. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Game: Hot seat
c. Expected outcomes:
- Students can recall some phrases about occupations.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
Game: Hot seat
- Students work in 2 teams
Answer key:
- Teacher divides students
and follow the teacher's
1. policeman
into 2 teams. Each team has instruction to play the game. 2. doctor
a member standing against
3. teacher
the board.
4. firefighter
- Teacher shows pictures of
5. baker
some community helpers
one by one and other
members use body language
to let their team members
guess the names of the jobs.

- The team with the most
correct answers in the fastest
time is the winner.
e. Assessment
Teacher's feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To provide students with vocabulary;
- To revise / introduce the names of the community helpers with their responsibilities.
b. Content:
- Vocabulary pre-teaching
- Task 1: Match the community helpers with their responsibilities.
- Task 2: Write a word or phrase in the box under the correct picture.
- Task 3: Fill in each blank with a word or phrase from the box.
c. Expected outcomes:
- Students can identify some new words about the community helpers with their
responsibilities.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching (5 mins)
- Teacher introduces the
- Students guess the
New words:
vocabulary by:
meaning of words.
1. garbage collector (n)
+ showing pictures illustrating
2. artisan (n)
the word.
3. handicraft (n)
1. garbage collector [picture]
4. speciality (n)
2. artisan [picture]
Task 1: Match the community helpers with their responsibilities. (8 mins)
- Of the five words in this
- Students listen and
Answer key:
task, Ss may know the two
follow the teachers'
1. c
words “police officer” and
instructions.
2. e
“firefighter”, so T may focus
- Students answer the
3. a
on presenting the other three
teacher's questions
4. b
words.
- Students read the
5. d
- To present each word,
words/phrases and
* Some other community
follow the steps:
match.
helpers: postman, doctor,
+ Show the picture and elicit
- Ss work in pairs to
nurse, vet, tailor, chef,
the word.
compare their answers.
barber...
+ Read aloud the word several - Ss to share what other
times and ask Ss to repeat.
community helpers they
+ Invite some Ss to read the
know of and their
word aloud.
responsibilities
+ Write the word on the board
and highlight its phonological
features (e.g. show the

location of the main stress).
- After presenting all the
words, ask Ss what each
community helper does.
Encourage them to give
answers.
- Have Ss read the
words/phrases in the first
column and match them with
the responsibilities in the
second column. Remind them
to pay attention to the
keywords in each statement (a
– e).
- Have Ss work in pairs to
compare their answers before
giving T the answers.
- Check and confirm the
correct answers. Then ask Ss
to share what other
community helpers they know
of and their responsibilities.
- Take this opportunity to
quickly explain the meaning
of some words/phrases like
put in, put out, obey the laws,
solve crimes, ...
- For a more able class, have
Ss make complete sentences
to describe the responsibilities
of the community helpers.
Task 2: Write a word or phrase in the box under the correct picture. (7 mins)
- Show each picture on the
- Students work in pairs
Answer key:
slide or ask Ss to look at each and do the task.
1. tourist attraction
picture and say what they see. - Students share and
2. pottery
- Elicit the words/phrases
check their answers in
3. artisan
from Ss.
pairs.
4. speciality
- Have Ss write the
- Students make
5. handicraft
word/phrase under each
sentences and share with
picture individually.
the class.
- Let them share their answers
in pairs. Invite some Ss to
give the answers and confirm
the correct ones.
- Ask Ss to make sentences

with some of the words and
phrases they have learnt.
Invite Ss to share their
sentences. This activity can be
carried out as a competitive
game. Ask Ss to work in
groups and make sentences
with the words/phrases. The
fastest group with the most
correct sentences wins. Other
groups listen and comment.
Task 3: Fill in each blank with a word or phrase from the box. (5 mins)
- Ask Ss to quickly read the
- Students do the task
Answer key:
words/phrases and the given
independently, then
1. artisans
sentences.
share the answers and
2. electrician
- Have them do the exercise
discuss as a class.
3. speciality
individually and then compare
4. garbage collector
their answers with another
5. handicrafts
student.
- Check the answers as a class
and confirm the correct ones.
e. Assessment
- Teacher's observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- Pronounce the vowel sounds /æ/, /ɑ:/, and /e/ in words and sentences correctly;
- Use questions word before to-infinitives and some phrasal verbs.
b. Content:
- Task 4: Listen and number the words you hear. Then listen again and repeat.
- Task 5: Listen and practise the sentences. Underline the bold words with /æ/, circle the
bold words with /ɑ:/, and tick the bold words with /e/.
c. Expected outcomes:
- Students can pronounce the /æ/, /ɑ:/, and /e/ sounds in words and in sentences correctly.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
Task 4: Listen and number the words you hear. Then listen again and repeat. (7
mins)
- Ask Ss to say out loud
- Students watch a video
Suggested answers:
some words they know that
about how to pronounce the 1. chart (/ɑ:/)
contain these vowels.
three sounds.
2. merry (/e/)
- Have some Ss read out the - Students give some words 3. pack (/æ/)
words first. Then play the
containing the sounds.
4. cattle (/æ/)
recording once or twice for
- Students listen to the
5. park (/ɑ:/)
them to listen and number
recording and number the
6. chat (/æ/)

the words they hear. Play the words they hear.
7. kettle (/e/)
recording again for Ss to
- Students work in pairs to
8. marry (/æ/)
repeat the words.
practise saying the words.
- Ask Ss to work in pairs to
practise saying the words
and compare their answers.
Check the answers with the
class and confirm the correct
ones.
- Have Ss say which of these
three vowels each word
contains.
Task 5: Listen and practise the sentences. Underline the bold words with /æ/, circle
the bold words with /ɑ:/, and tick the bold words with /e/. (7 mins)
- Have Ss quickly read the
- Students discuss and find
Answer key:
sentences. Now play the
the words containing the
/æ/: thanks, grandmother,
recording for Ss to listen to
sounds.
that, bamboo, relax
the sentences. Ask them to
- Students listen to the
/ɑ:/ garbage, artist, park
pay attention to the bold
recording and do the
/e/: bread, beds
words and underline the bold activity.
words with /æ/, circle the
- Students check their
Suggested answers:
bold words with /ɑ:/, and
answers and repeat the
1. beg
tick the bold words with /e/. sentences.
2. heart
- Invite some Ss to share
3. lend
their answers. Confirm the
4. guess
correct ones.
5. back
- Play the recording again
6. ham
for Ss to repeat the
7. pack
sentences.
8. cart
- Have Ss practise the
sentences in pairs. Invite
some pairs to read the
sentences aloud. Comment
on their pronunciation of the
sounds.
EXTRA ACTIVITY
Have Ss work in pairs. Ask
them to write a word which
has the sound /æ/, /ɑ:/, or /e/
to complete each
of the following minimal
pairs:
1. bag ____ 2. hat ______ 3.
land ____ 4. gas _____
5. bark ____6. harm ___ 7.

park ____8. cat ______
e. Assessment:
- Teacher's observation and feedback on student's pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
Teacher asks Ss to retell the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare A closer look 2.

SON HA EDUCATION AND DEPARTMENT
DI LANG TOWN SECONDARY SCHOOL
Date of preparation:16/9/2024; Date of teaching: 18/9/2024
Teacher's full name: CAO VAN LE
Period/week: 4/2
LESSON PLAN – GRADE: 9
UNIT 1: LOCAL COMMUNITY
Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use question words before to-infinitives and some phrasal verbs.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Exchange personal information with friends and be friendly at school;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
– We use a question word such as who, what, where, when, or how before a to-infinitive
to express an indirect question about what we should do.
– We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know before
the question word + to-infinitive.
Assumption
Anticipated difficulties
Students may find it confusing when to
use the grammar points.

Solutions
Give short and clear explanations with
legible examples for each case.

Students may have underdeveloped cooperating skills.

- Give clear instructions, give examples
before letting students work in groups.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:
– To create an active atmosphere in the class before the lesson;
– To lead into the new lesson.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can answer teacher's questions.
d. Organisation:
TEACHER'S
STUDENTS'
ACTIVITIES
ACTIVITIES
Brainstorming
- Students answer the
- Ask Ss the question:
teacher's questions.
What do you do when you - Listen to the teacher's
don't know how to get to a instructions.
place in your
neighbourhood? Write the
question on the board.
- Invite some Ss to answer
the question. Quickly
write some of their
answers on the board.
- Draw Ss' attention to the
question on the board.
Underline don't know how
to get to.
Tell them that today they
are going to learn some
question words before toinfinitives and some
phrasal verbs.
- Introduce the objectives
of the lesson. Write the
objectives in the left
corner of the board.
e. Assessment:
- Teacher corrects students' answers (if needed).

CONTENTS
Answer key:
Students' answers

2. ACTIVITY 1: PRESENTATION (10 mins)
a. Objectives:
- To help students get to know about Question words before to-infinitives.
b. Content:
- Grammar explanation
c. Expected outcomes:
- Students identify the structures and when to use Question words before to-infinitives.

d. Organisation:
TEACHER'S
STUDENTS'
ACTIVITIES
ACTIVITIES
Question words before to-infinitives
- Have Ss read the two
- Students read the
examples in the
Remember! box carefully
Remember! box and pay and listen to the teacher.
attention to the bold
- Students make some
words.
sentences using the Question
-Then tell them to read the words before to-infinitives.
information in the box.
- Check their
understanding by asking
some questions:
+ What are the question
words we can use before
to-infinitives?
+ What does this
grammatical structure
express?
+ What are the verbs we
can use?
- Ask Ss to give some
more examples. Comment
on their examples.
Phrasal verbs
- Write these sentences,
- Students read the examples
which are taken from the
carefully.
dialogue in Getting
- Ss read the information in
Started, on the board:
the grammar box. They call
+ I think we will get on
out any phrasal verbs they
with them.
know.
+ That reminds me of the
time our family moved to
Viet Nam.
- Ask them about the
meaning of each phrasal
verb (they learnt the
meaning of these verbs in
the Getting Started
lesson). Tell them that
these are examples of
phrasal verbs.
- Have Ss read the
information in the

CONTENTS

grammar box. Ask them to
call out any phrasal verbs
they know and write them
on the board. Have them
explain the meaning of
these verbs.
e. Assessment:
- Teacher checks students' understanding by asking some questions.
3. ACTIVITY 2: PRACTICE (25 mins)
a. Objectives:
- To help Ss practise Question words before to-infinitives and some phrasal verbs.
b. Content:
- Task 1: Fill in each blank with a suitable question word.
- Task 2: Rewrite the sentences using question words + to-infinitives.
- Task 3: Match each phrasal verb with its meaning.
- Task 4: Complete each sentence using the correct form of a phrasal verb in 3.
- Task 5: Find someone who … Ask as many friends as you can the following questions.
Then write their names in the table if they say “yes”.
c. Expected outcomes:
- Students understand how to use Question words before to-infinitives and some phrasal
verbs.
d. Organisation:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
Task 1: Fill in each blank with a suitable question word. (3 mins)
- Ask Ss to read the first
- Students work
Answer key:
sentence and think of the
independently to do the task. 1. how
question word to fill in the - Students exchange the
2. where
gap. Invite Ss to give their answers in pairs before
3. what
answers. Confirm the
checking with the class.
4. when
correct one.
5. who
- Have Ss do the exercise
individually and then
check their answer with a
classmate.
- Invite some Ss to share
their answers. Confirm the
correct answers.
Task 2: Rewrite the sentences using question words + to-infinitives. (7 mins)
- Model the way to do the - Students work
Answer key:
exercise with the first
independently to do the task. 1. I don't know how to get to
sentence. Explain to Ss
- Students come to the board the swimming pool.
that they only need to
to write the answers.
2. They are wondering
replace the subject 'I' and
where to buy traditional
the modal 'can' with 'to'.
handicrafts.

1. I don't know how I can
3. She asked what to give to
get to the swimming pool.
her new neighbour at his
-> I don't know how to get
house-warming party.
to the swimming pool.
4. I can't decide who to ask
- Have Ss do this exercise
for advice.
individually and then
5. Could you tell me when to
compare their answers
pay the water bill?
with a partner.
- Ask some Ss to write
their answers on the board.
Ask other Ss to comment
on their answers. Confirm
the correct ones.
Task 3: Match each phrasal verb with its meaning. (5 mins)
- Have Ss do this
- Students work
Answer key:
exercise individually and
independently to do the task. 1. b, 2. d, 3. e, 4. c, 5. a
then compare the answers - Students come to the board
with another classmate.
to write the answers.
Remind Ss that they can
guess the meaning of each
phrasal verb based on the
meaning of the main verb.
- Check the answers with
the whole class. Confirm
the correct ones.
Task 4: Complete each sentence using the correct form of a phrasal verb in 3. (5
mins)
- Have Ss work in pairs to - Students work
Answer key:
do the exercise. Remind
independently to do the task. 1. came back
them to use the correct
- Students exchange
2. hand down
form of a phrasal verb in
textbooks to check their
3. find out
3.
friends' answers.
4. takes care of
- Invite some pairs to
5. looking around
share their answers.
Confirm the correct
answers.
Task 5: Find someone who … Ask as many friends as you can the following
questions. Then write their names in the table if they say “yes”. (7 mins)
- For this game, have Ss
- Students do the task in
Answer key:
walk around the room and pairs.
Students' answers
try to find classmates who - Students work in 2 teams
answer Yes to each
and play a game.
question 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.
EXTRA ACTIVITY
If there is some time left,
have Ss do the following
exercise:
Choose the correct
answer A, B, C, or D.
1. It's so smoky in here.
I'm just ______ for some
fresh air.
A. passing down
B.
going out C. coming back
D. finding out
2. I came back to my
home town to ______
more about my
grandparents.
A. hand down
B.
look around C. find out
D. go out
3. My brother is
overweight. He's ______
fatty foods.
A. finding out B. taking
care of C. running out of
D. cutting down on
4. I liked the village
immediately because it
______ me ______ my
home village.
A. reminded ... of B.
came ... back C. went ...
out
D. found ... out
5. How are you ______
with your classmates?
A. taking care
B.

Answer key:
1. B
2. C
3. D
4. A
5. B

getting on C. running
out D. looking around
e. Assessment:
- Teacher corrects the students as a whole class.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences using phrasal verbs.

SON HA EDUCATION AND DEPARTMENT
DI LANG TOWN SECONDARY SCHOOL
Date of preparation:9/9/2024; Date of teaching: 12/9/2024
Teacher's full name: CAO VAN LE
Period/week: 5/2
LESSON PLAN – GRADE: 9
UNIT 1: LOCAL COMMUNITY

Lesson 4: Communication
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.
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. PROCEDURES
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:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
Game: Phrasal verbs
- Students work in 2 teams
Answer key:
revision
and follow the teacher's
1. find out
- Teacher divides the class instruction to play the game. 2. take care of / look after
into 2 teams.
3. come back
- Teacher shows pictures
4. look for
(PPT slides) of phrasal
5. take off
verbs, asks students to
6. get over
name them.
- The team that gives more
correct names is the
winner.
e. Assessment:
- 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:
TEACHER'S
STUDENTS'
CONTENTS
ACTIVITIES
ACTIVITIES
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5
mins)
- Play the recording for Ss - Students listen to t...