LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the
MOET)

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. MATERIALS
- Grade 9 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form
1.
(n)

suburb

Pronunciatio
n
/ˈsʌbɜːb/

Meaning

Vietnamese equivalent

an area where people live

vùng ngoại ô

that is outside the centre

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of a city
2. facilities

/fəˈsɪlətiz/

(n)

buildings,

services,

cơ sở vật chất

equipment, etc. that are
provided for a particular
purpose

3.

/kəˈmjuːnəti/

all the people who live in

community

a particular area, country,

(n)

etc. when talked about as

cộng đồng

a group
4. get

on

/ɡet ɒn wɪð/

with

to

have

a

relationship

friendly

có quan hệ tốt với

with

somebody

Assumption
Anticipated difficulties

Solutions

Students may lack experience of - Encourage students to work in groups so that
group/ teamwork.

they can help each other.
- Give short, clear instructions and help if
necessary.

III. 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:
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- Students can answer some questions of the teacher about community services.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Brainstorming

- Students work in 2 Questions:

- Teacher divides the class into 2 teams and follow the What can you see in
teams.

teacher's instructions to this neighbourhood?

- Teacher asks students to close the do the activity.

Suggested answers:

books,

- cinema
- buildings
…

shows

a

picture

of

a

neighbourhood 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:
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TEACHER'S ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Vocabulary pre-teaching

- Students guess the New words:

- Teacher introduces the vocabulary.

meaning of words.

1. suburb (n)

- Teacher explains the meaning of

2. facilities (n)

the new vocabulary by showing

3. community (n)

pictures or giving explanations.

4. get on with

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 ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Task 1: Listen and read. (7 mins)
- Ask Ss to look at the pictures on - Students look at the Questions:
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pages 8 – 9 and answer the

pictures and answer the 1. What do you see

questions below:

questions.

Elicit answers from Ss.

- Students listen to the

- Introduce the two characters: Mi recording

in each picture?
and

read in the place in the

and Ann. Explain that they are along.

pictures be like?

friends, and they meet each other

-

after a long time.

conversation aloud.

- Play the recording twice for Ss to -

Students
Students

listen and read along. Have Ss words.

2. What would life

read
say

the
the

The dialogue on
page 8

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 Answer key:
- Teacher tells students to read the conversation again and work independently to do the 1. last month
2. fewer people
independently to find the answers. activity.
Remind students to underline the - Students compare the 3. craft village
4. neighbours
information they can find in the answers in pairs.
- Students give answers. 5. useful advice
conversation.
- Teacher has students work in pairs
to compare the answers before
checking with the whole class.
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- Teacher calls some students to give
the answers.
Task 3: Match each word or phrase with its definition. (7 mins)
- Ask Ss to read the words and - Students read the Answer key:
phrases in the first column and conversation again and 1. d
locate them in the dialogue.

work independently to 2. e

3. a
- Ask them to read around each word do the activity.
or phrase to guess its meaning. For - Students share and 4. c
5. b
example, Ss can guess the meaning check the answers.
of 'suburb' by reading the sentence - Ss practise saying the
where the word appears in line 4 of words and phrases.
the dialogue. Model the skill with
this word.
- Have Ss work individually to
match the words and phrases with
their definitions.
- Have them compare their answers
with a partner.
- Invite some Ss to share their
answers.
- Confirm the correct answers.
- Have Ss practise saying the words
and phrases.
Task 4: Complete each sentence with a word or phrase from 3. (7 mins)
- Have Ss work in pairs and fill in - Students work in pairs Answer key:
each blank with a word or phrase and do the activity.
from 3.

1.

- Students give answers suburb

- Ask for Ss' answers and confirm and check them.

2. get on

the correct ones.

… with

- For a more able class, have Ss

3.

work in groups. Each group makes

facilities

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sentences with the words/phrases.

4.

Then

remind

they

read

aloud

these

sentences.

… of
5.
comm
unity

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 to do - Students work in pairs Answer key:
the quiz in pairs.

to do the quiz.

- Invite some Ss to share their -

Students

1. stadium
work

in 2. hospital

answers with the class. Confirm the groups of three or four 3. playground
correct answers.

to follow the teacher's 4. school

- Ask Ss to work in groups and instruction.

5. museum

brainstorm all the places of interest - Students may ask the
in a community that they know. teacher if they don't
After 3 minutes, they are invited to know the names of the
share their answers with the whole items.
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class. The group with the most - Students share their
correct answers wins.

answers with the whole
class.

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
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
+ Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about their
community. Students will show and present in Lesson 7 – Looking back and Project.
(Teacher should check the progress of students' preparation after each lesson.)
+ Explain the project requirements: In groups, Ss will interview some Ss from their
class or from other classes about the changes they want to make in their community,
using the questions provided. They then analyse the answers from their friends and
report the findings to their class. They can use a poster or PowerPoint slides to present
their findings. In this case, their slides or posters should include a mixture of text and
tables, graphs, or pictures so that T and other classmates can easily follow and
understand their findings.
+ Show them how to collect and analyse the answers. Here are the steps T can follow:
Step 1. Have Ss answer the questions about their community:
1. Where do you live?
2. What is good about your community?
3. What is not good about your community?
4. What changes do you want to make to improve your community?
Invite about three Ss to answer the questions. Draw a table on the board to record their
answers. This way you are teaching them how to record the answers in a survey. The
table should look like the one on page 17 in Student's book.
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Then model how to report the findings to the questions. Say, I have just asked three
students about their community. Here are the findings. Two students live in or near the
city centre. One student lives far from the centre …
Step 2. Ask Ss to look at the four questions in the book. Check if they understand the
questions. Instruct them to create a table to record their classmates' answers. Tell
groups that each group member can ask two classmates or two students from other
classes, so each group can ask about 10 students, using the table they have created.
Step 3. When they finish asking, they can organise the information they get in the table.
Step 4. Groups of Ss prepare short reports about the findings. Have them read the
questions on page 17 and follow these guiding questions to prepare the report.
Board plan

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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. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciation

1. garbage collector

/ˈɡɑːbɪdʒ kəlektə/

(n)

Vietnamese

Meaning
a

person

equivalent
who

collects rubbish for

nhân viên dọn vệ
sinh

a job
2. artisan (n)

/ˌɑːtɪˈzæn/

a

worker

in

a

thợ làm nghề thủ

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skilled

trade,

công

especially one that
involves

making

things by hand
3. handicraft (n)

/ˈhændikrɑːft/

the

activity

making

of

sản phẩm thủ công

attractive

objects by hand
4. speciality (n)

/ˌspeʃiˈæləti/

a type of food or
product

that

đặc sản

a

restaurant or place
is

famous

for

because it is so
good

Assumption
Anticipated difficulties

Solutions

Students may have difficulties in Provide students some tips by identifying
distinguishing three sounds /æ/, /ɑ:/, the letters that may include each sound.
and /e/.
Some students will excessively talk in - Define expectation in explicit detail. Have
the class.

excessively talkative students practise.
- Continue to define expectations in small
chunks (before every activity).

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.
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b. Content:
- Game: Hot seat
c. Expected outcomes:
- Students can recall some phrases about occupations.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Game: Hot seat

- Students work in 2 teams Answer key:

- Teacher divides students into and follow the teacher's 1. policeman
2 teams. Each team has a instruction to play the 2. doctor
3. teacher
member standing against the game.
4. firefighter
board.
5. baker
- Teacher shows pictures of
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
Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
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- 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 -

vocabulary by:

Students

guess

the New words:

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 task, -

Students

Ss may know the two words follow
“police

officer”
the

other

and Answer key:

teachers' 1. c

and instructions.

“firefighter”, so T may focus on presenting

the

listen

Students

2. e
answer

the 3. a

three teacher's questions

words.

-

Students

4. b

read

the 5. d

- To present each word, follow words/phrases and match.
the steps:

Some

- Ss work in pairs to community

+ Show the picture and elicit compare their answers.
the word.

*

postman,

other
helpers:
doctor,

- Ss to share what other nurse, vet, tailor, chef,

+ Read aloud the word several community helpers they barber...
times and ask Ss to repeat.

know

of

and

their

+ Invite some Ss to read the
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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

words/phrases

read

the

the

first

in

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
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the community helpers.
Task 2: Write a word or phrase in the box under the correct picture. (7 mins)
- Show each picture on the slide - Students work in pairs Answer key:
or ask Ss to look at each picture and do the task.
and say what they see.

1. tourist attraction

- Students share and check 2. pottery

- Elicit the words/phrases from their answers in pairs.
Ss.

3. artisan

- Students make sentences 4. speciality

- Have Ss write the word/phrase and share with the class.

5. handicraft

under each picture individually.
- 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
words/phrases.

with

the

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 share 1. artisans
sentences.

the answers and discuss as 2. electrician

- Have them do the exercise a class.

3. speciality

individually and then compare
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their

answers

with

another

4. garbage collector

student.

5. handicrafts

- 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 ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Task 4: Listen and number the words you hear. Then listen again and repeat. (7
mins)
- Ask Ss to say out loud some - Students watch a video Suggested answers:
words they know that contain about how to pronounce 1. chart (/ɑ:/)
these vowels.

the three sounds.

- Have some Ss read out the -

Students

words first. Then play the words

give

containing

2. merry (/e/)
some 3. pack (/æ/)
the 4. cattle (/æ/)

recording once or twice for sounds.

5. park (/ɑ:/)

them to listen and number the - Students listen to the
Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
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words they hear. Play the recording and number the 6. chat (/æ/)
recording again for Ss to repeat words they hear.
the words.

7. kettle (/e/)

- Students work in pairs to 8. marry (/æ/)

- Ask Ss to work in pairs to practise saying the words.
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/:

recording for Ss to listen to the sounds.

thanks,

grandmother,

that,

sentences. Ask them to pay - Students listen to the bamboo, relax
attention to the bold words and recording
underline

the

bold

and

do

the /ɑ:/

words activity.

garbage,

artist,

park

with /æ/, circle the bold words - Students check their /e/: bread, beds
with /ɑ:/, and tick the bold answers and repeat the
words with /e/.

sentences.

Suggested answers:

- Invite some Ss to share their

1. beg

answers. Confirm the correct

2. heart

ones.

3. lend

- Play the recording again for

4. guess

Ss to repeat the sentences.

5. back

- Have Ss practise the sentences

6. ham

in pairs. Invite some pairs to

7. pack

read

8. cart

the

Comment

sentences
on

aloud.
their

pronunciation of the sounds.
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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 ______
3. land ______
5. bark ______
______

2. hat ______
4. gas ______
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.

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
Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
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- 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

Solutions

Students may find it confusing when to Give short and clear explanations with
use the grammar points.

legible examples for each case.

Students may have underdeveloped co- - Give clear instructions, give examples
operating skills.

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;
Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
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– To lead into the new lesson.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can answer teacher's questions.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Brainstorming

-

Students

answer

the Answer key:

- Ask Ss the question: What do teacher's questions.

Students' answers

you do when you don't know how - Listen to the teacher's
to get to a place in your instructions.
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 to-infinitives 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).

Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
Stk: 106526789999 Viettinbank

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 ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Question words before to-infinitives
- Have Ss read the two examples -

Students

read

the

in the Remember! box and pay Remember! box carefully
attention to the bold words.

and listen to the teacher.

-Then tell them to read the - Students make some
information in the box.

sentences

using

the

- Check their understanding by Question words before toasking some questions:

infinitives.

+ 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

Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
Stk: 106526789999 Viettinbank

- Write these sentences, which are taken

from

the

dialogue

Students

read

the

in examples carefully.

Getting Started, on the board:

- Ss read the information

+ I think we will get on with them.

in the grammar box. They

+ That reminds me of the time our call out any phrasal verbs
family moved to Viet Nam.

they know.

- 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 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:
Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
Stk: 106526789999 Viettinbank

- Students understand how to use Question words before to-infinitives and some phrasal
verbs.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS'

CONTENTS

ACTIVITIES
Task 1: Fill in each blank with a suitable question word. (3 mins)
- Ask Ss to read the first sentence -

Students

work Answer key:

and think of the question word to independently to do the 1. how
fill in the gap. Invite Ss to give task.

2. where

their answers. Confirm the correct - Students exchange the 3. what
one.
-

Have

answers in pairs before 4. when
Ss

do

the

exercise checking with the class.

5. who

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 exercise -

Students

work Answer key:

with the first sentence. Explain to independently to do the 1. I don't know how
Ss that they only need to replace task.

to

get

to

the

the subject 'I' and the modal 'can' - Students come to the swimming pool.
with 'to'.

board to write the answers. 2.

They

are

1. I don't know how I can get to

wondering where to

the swimming pool. -> I don't

buy

know how to get to the swimming

handicrafts.

pool.

3. She asked what to

- Have Ss do this exercise

give to her new

individually and then compare

neighbour

their answers with a partner.

house-warming

traditional

at

Nguyễn Minh Thanh THCS Đoàn Kết . ĐT 0916376555( word – powerpoint đủ bộ )
Stk: 106526789999 Viettinbank

his

- Ask some Ss to write their

party.

answers on the board. Ask other

4. I can't decide

Ss to comment on their answers.

who

Confirm the correct ones.

advice.

to

ask

for

5. Could you tell me
when to pay the
water bill?
Task 3: Match each phrasal verb with its meaning. (5 mins)
-

Have Ss do this exercise -

Students

work Answer key:

individually and then compare the independently to do the 1. b, 2. d, 3. e, 4. c,
answers with another classmate. task.

5. a

Remind Ss that they can guess the - Students come to the
meaning of each phrasal verb board to write the answers.
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 do the -

Students

work Answer key:

exercise. Remind them to use the independently to do the 1. came back
correct form of a phrasal verb in task.
3.

-

2. hand down
Students

exchange 3. find out

- Invite some pairs to share their textbooks to check their 4. takes care of
answers.

Confirm

the

correct friends' answers.

5. looking around

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)
Nguyễn Minh ...