Lesson plan: English 9

School Year: 2024- 2025

Preparing date:04/ 04/ 2025

Period 87: UNIT 10: PLANET EARTH
LOOKING BACK AND PROJECT ( Pages 110- 111)
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES:
By the end of the lesson, students will be able to:
1. Review the vocabulary and grammar of Unit 10
2. Apply what they have learnt (vocabulary and grammar) into practice through a
project.
3. Develop communication skills and creativity.
4. Be collaborative and supportive in pair work and teamwork.
5. Be encouraged to attend school activities; actively join in class activities.
B. LANGUAGE FOCUS
* Key terms/ Vocabulary: Review vocabulary related to Unit 10
*Key grammatical structure(s):
- Non- defining relative clause
C. INSTRUCTIONAL RESOURCES
- Grade 9 textbook, Unit 10 – Looking back and project, pages 112, 113.
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
1.Fill in the table with words and
Students' answer
phrases about habitats.
2. Complete the passage, using
Students' answer
words/phrases in the box.
3. Complete each sentence (1-5)
with a non-defining relative clause
Students' answer
(A-E).
4. Combine the two sentences into
Students' answer
one, using a non-defining relative
clause.
5. PROJECT
Students' Presentation

Assessment tools
Observation
Correction
Observation
Answer keys
Observation
Answer keys
Observation
Answer keys
Observation
Answer keys

STAGE 3: TEACHING PROCRDURE / LEARNING EXPERIENCE
ACTIVITY 1: WARM - UP (5')
Brainstorming

Teacher: Trần Nữ Anh Phượng

** Group: English **

Ham Tri secondary school

1

Lesson plan: English 9

School Year: 2024- 2025

- Have Ss play in two groups.
- Give each group slips of paper with words / phrases / short sentences to stick to
either of the columns (habitats / actions to protect habitats). Give them more phrases
than needed.
- Set a time limit for the game. Stop the game when the time is up.
- Check Ss' answers and declare the winner.
Habitats

Actions to protect habitats

ACTIVITY 2: VOCABULARY (13')
Task 1: Fill in the table with words and phrases about habitats.
- Have Ss work individually to write down the words / phrases in the columns.
Remind them of the words / phrases they have just used in the game. Have Ss read
out their phrases.
- Check answers as a class.
- Correct Ss pronunciation if necessary.
Answer key:

Types of habitats
Poles
grassland
water bodies
landforms
forests
oceans
seas, rivers, lakes, ponds….

Things in a habitat
flora and fauna
plants and animals
humans
air, light, heat, water…

Task 2: Complete the passage, using words/phrases in the box.
- Have Ss work individually to fill in each blank with the correct words /phrases
from the box. Check answers as a class.
- Ask some Ss to read aloud the passage. Correct Ss' pronunciation if necessary.
Answer key:
1. Climate change
2. food chain
3. ecological balance
4. natural reserves
5. habitat loss
ACTIVITY 3: GRAMMAR (15')
Task 3: Complete each sentence (1-5) with a non-defining relative clause (A-E).
- Have Ss work individually to match the clauses 1-5 with non-defining relative
clauses A-F. Remind them to pay attention to the nouns before the commas (,) if the
noun refers to persons, possessions or something or somebody. Then choose the
appropriate clauses A- F.
- Then ask Ss to work in pairs to swap and check their answers.
- Check answers as a class.
- Ask one student to read out the sentences. Correct his / her pronunciation if
necessary.
Teacher: Trần Nữ Anh Phượng

** Group: English **

Ham Tri secondary school

2

Lesson plan: English 9

School Year: 2024- 2025

Answer key:
1. E 2. B 3. A
4. D 5. C
Task 4: Combine the two sentences into one, using a non-defining relative
clause.
- Ask Ss to work individually to combine the pairs of sentences as requested in their
book.
- Ask one or two students to go to the board and write their sentences with nondefining relative clauses.
- Then ask the class to work in pairs. - Tell them to swap their writings and check
their partner's answers.
- Check the sentences that some Ss have written on the board.
- Have all Ss correct their partner's answers.
- Ask some Ss to read out their sentences. Correct Ss' language and pronunciation if
necessary.
Suggestions:
1. Boreal forests, which are also called Taiga, cover vast areas in Canada, Alaska,
and Russia.
2. Polar bears, whose natural habitat is the Artic, are endangered animals.
3. Julie Arblaster, who is an Australian scientist, focuses on studying climate
change.
4. Antarctica, which is surrounded by the Southern Ocean, is Earth's least populated
continent.
5. The natural world is the world of living things, which include plants and animals.
ACTIVITY 4: PROJECT (10')

- Have Ss work in groups to choose an area to study about its flora and fauna. Ask them to
consider their neighbourhood as it is more familiar to them.
- Ask them to gather pictures of the flora and fauna of the area. Tell them that they can also draw
or take pictures by themselves.
- Remind them to create a poster with pictures and key words.
- Have groups present their posters to the class.
- If time is limited, T can assign the project in earlier lessons such as in GETTING STARTED
lesson. Make sure you guide them in detail and check their progress after each lesson. In the last
lesson (LOOKING BACK), ask Ss to present their poster.
NOW I CAN…
Finally ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and
provide further practice if need be.

ACTIVITY 5: WRAP- UP AND ASSIGNMENT (2')
- Ask one or two Ss to tell the class what they have learnt.
1.What did you learn from the lesson today?
(Review the vocabulary and grammar of Unit 10; apply what they have learnt
(vocabulary and grammar) into practice through a project.)
2. What are the core values of the lesson?
Teacher: Trần Nữ Anh Phượng

** Group: English **

Ham Tri secondary school

3

Lesson plan: English 9

School Year: 2024- 2025

(Be encouraged to attend school activities; actively join in class activities.)
- Do exercises in the workbook.
- Prepare the new lesson: Unit 11: Getting started, pages 114, 115).
Preparing date:04/ 04/ 2025

Period 88: UNIT 11: ELECTRONICS DEVICES
GETTING STARTED ( Pages 114- 115)
In an electronic shop
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES:
By the end of the lesson, students will be able to:
1. Gain an overview about the topic Electronic devices.
2. Gain vocabulary to talk about Electronic devices.
3. Develop communication skills.
4. Be collaborative and supportive in pair work and team work.
5. Be wiser when using Electronic devices; develop self-study skills.
B. LANGUAGE FOCUS
* Key terms/ Vocabulary:
/ˈpɔːr.t̬ə.bəl/

có thể bỏ túi

ˌæl.jəˈmɪn.i.əm/

hợp kim nhôm

/ˈvɝː.tʃu.əl/

ảo

1. portable (adj)

2. aluminium (n)

3. virtual (adj)
*Key grammatical structure(s):
C. INSTRUCTIONAL RESOURCES
- Grade 9 textbook, Unit 11 –Getting started, pages 114, 115.
- Computer connected to the Internet
- Projector / TV; track 67
- hoclieu.vn
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
1. Listen and read.
Students' listening and
reading
Teacher: Trần Nữ Anh Phượng

** Group: English **

Assessment tools
Observation
Correction

Ham Tri secondary school

4

Lesson plan: English 9

School Year: 2024- 2025

2. Read the conversation again and
answer the following questions.
3.Match each word or phrase with
its definition.
4.Complete each sentence with a
word or phrase from 3.
5.Work in pairs. Think of an
electronic device and describe it to
your partner. Can your partner
guess what you are describing?

Students' answer
Students' answer
Students' answer
Students' answer

Observation
Answer keys
Observation
Answer keys
Observation
Answer keys
Observation
Answer keys

STAGE 3: TEACHING PROCRDURE / LEARNING EXPERIENCE
ACTIVITY 1: WARM - UP (5')
Pass the chalk
- Teacher divides the class into 2 teams.
- Teacher asks students to close the books. T uses the photos of electronic devices in
the textbook to help Ss brainstorm words and phrases about electronic devices (e.g.
tablet, smartwatch, smartphone, portable music player, robotic vacuum cleaner, etc.)
- Students take turns to write onto the board the name of the electronic devices.
- Teacher sets the context for the listening and reading text: Write the title on the
board.
Questions:
What can you see in this neighbourhood?
Suggested answers:
- Cinema
- Buildings

ACTIVITY 2: PRESENTATION (5')
Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by showing pictures or giving
explanations.
New words:
1. portable (adj)
2. aluminium (n)
3. virtual (adj)
ACTIVITY 3: PRACTICE (23')
Task 1: Listen and read.
- Set the context: have Ss look at the conversation and answer some questions, e.g.?
Who are in the conversation? What are they talking about? Encourage Ss to give
answers, but do not confirm whether their answers are right. Ask them to talk a bit
about what they would like to buy in an electronic shop.
Teacher: Trần Nữ Anh Phượng

** Group: English **

Ham Tri secondary school

5

Lesson plan: English 9

School Year: 2024- 2025

- Play the recording twice for Ss to listen and read along. Then invite some pairs of
Ss to read the dialogue aloud.
- Refer to the questions previously asked. Confirm the correct answer: A shop
assistant and a customer. They are talking about some electronic devices.
Task 2: Read the conversation again and answer the following questions.
- Have Ss read the dialogue in detail to answer the questions. Ask them how to do
this kind of exercise. Explain the strategies, if necessary (e.g. reading the statements,
underlining the key words in the statements, locating the key words in the dialogue,
and then reading that part and decide if each statement is true or false). Tell them to
underline parts of the dialogue that help them with the answers. Set a strict time
limit to ensure Ss read the text quickly for information.
- Tell them to compare their answers in pairs before sharing the answers with the T.
Ask them to give evidence when they answer.
Answer key:
1. The customer wants to an electronic device for her son,
2. The shop assistant suggests the customer should buy a tablet
3. It is made of aluminum.
4. It is used for taking notes, drawing, and making 3D designs.
Task 3: Match each word or phrase with its definition.
- First, have Ss quickly match the adjectives in the left column with their meanings
in the right column individually.
- Then, ask them to share their answers with one or more partners. T can ask for a
translation of some of the words and phrases in the box to check their
understanding.
- For a more able class, ask Ss to make some example sentences with the words they
have learnt. If there is enough time, T can ask some Ss to write their answers on the
board.
Answer key:
1. d
2. e
3. a
4. c
5. b
Task 4: Complete each sentence with a word or phrase from 3.
- Ask Ss to do the exercise individually and then check with the whole class.
- When checking, ask Ss to refer to Activity 3 to make the meanings of the words
clearer to them.
Answer key:
1. virtual
2. portable
3. wireless
4. aluminium
5. Touchscreen
ACTIVITY 4: PRODUCTION (10')

Teacher: Trần Nữ Anh Phượng

** Group: English **

Ham Tri secondary school

6

Lesson plan: English 9

School Year: 2024- 2025

Task 5: Work in pairs. Think of an electronic device and describe it to your
partner. Can your partner guess what you are describing?
- Demonstrate the game with a strong student.
- Ask Ss to play the game in pairs. In weaker classes, work together with Ss first:
asking about one or two electronic devices and eliciting the answers. Then when
they know exactly what to do, ask them to work in pairs. T may go around to
observe and offer help if necessary.
- Invite some pairs to perform in front of the class. This activity can be organised as
a competition game. The class is divided into teams A and B. Team A describe an
electronic device and Team B guesses what the electronic device is. If their guess is
correct, they get one point. Then change roles. The group with the most points wins.
Students' own answers
ACTIVITY 5: WRAP- UP AND ASSIGNMENT (2')
- Ask one or two Ss to tell the class what they have learnt.
1.What did you learn from the lesson today?
( Gain an overview about the topic Electronic devices; gain vocabulary to talk about
Electronic devices.)
2. What are the core values of the lesson?
( Be wiser when using Electronic devices; develop self-study skills.)
- 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
your community. Students will show and present in Lesson 7 – Looking back and
Project. (Teacher should check the progress of students' preparation after each
lesson.)
- Prepare the new lesson: Unit 11: A closer look 1, page 116).

Teacher: Trần Nữ Anh Phượng

** Group: English **

Ham Tri secondary school

7