Giáo án Tiếng Anh 9 - Week 25 - Năm học 2023-2024

 Date of planning: 18/2/ 2024 
 Date of teaching: /2 /2024 
 UNIT 8 : TOURISM 
 Week 25- Period 60 Lesson 6 : Skills 2 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Listen for specific information about the benefits of tourism to an area/country. 
 - Write a paragraph about the negative effects of tourism on an area/country. 
 a. Vocabulary: related to tourism 
 b. Grammar: review 
 c. Skills: discussing, listening and deciding the true or false, listening and choosing 
the answer, discussing and writing. 
 2. Competence: Groupwork, independent working, pair work, linguistic 
competence, cooperative learning and communicative competence. 
 3. Quality: Ss will be more responsible for protecting and preserving place which 
they travel. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson: 
Teacher’ and students’ activities The main contents 
1. Warm up- 4’ 
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. 
b. Content : Chatting and discussing 
c. Output: Ss can attract to the lesson and encourage them to think about the importance of 
tourism to Viet Nam. 
d. Process: 
- Let Ss work in pairs. Encourage them to *Chatting. 
think about the importance of tourism to 1. Work in pairs. Is tourism important to 
Viet Nam. Elicit as many ideas from them Viet Nam? Give at least one reason. 
as possible. 
2. Presentation-10’ 
a. Aim: Help Ss listen for specific information about the benefits of tourism to an 
area/country. 
b. Content : Listening 
+ Listen to the lecture and tick (√) true (T) or false (F). 
+ Listen again and choose the correct answer. 
c. Output: Ss can listen for specific information about the benefits of tourism to an area/country. 
d. Process: 
- Play the recording one or two times. I. Listening 
Clarify anything which is unclear or 2. Listen to the lecture and tick (√) true (T) or 
difficult. Ask Ss to listen carefully false (F). 
and tick T/F as they hear answers in the Key: 
lecture. For less able Ss, T may play the 1. T 2. T 3. F 4. T 5. T 6. F 
recording again, or as many times as 
needed. 
 3. Listen again and choose the correct answer 
- Play the recording again. Tell Ss to pay Key: C 
special attention to the last sentence of the 
lecture. Then they choose the correct 
answer as required. 
- T corrects as a class. 
3. Practice- 15’ 
a.Aim: Help Ss write a paragraph about the negative effects of tourism on an area/country. 
b. Content : Writing: Choose one negative that you have discussed above and write a paragraph 
about it. Make sure you use the right connectors. 
c. Output: Ss can write a paragraph about the negative effects of tourism on an area/country. 
d. Process: 
 II. Writing 
 Choose one negative that you have discussed 
- Have Ss work in groups and discuss the above and write a paragraph about it. Make 
negative effects of tourism on their locality sure you use the right connectors. 
(if possible), or on our country. Tell them to Sample writing: 
study the prompts given, and give some One of the drawbacks of tourism is the damage 
more if possible. to the environment of a country or area. In the -
 first place, tourists use a lot of local resources 
- Tell Ss to recall any of their previous work such as water, food, energy, etc., and this puts 
about the negative effects/disadvantages of pressure on the environment. Secondly, there is 
something. Let them choose one negative the problem of pollution. Many cities and towns 
effect that they have discussed in 4 and become overcrowded with tourists, with all their 
write a paragraph of about 100-120 vehicles causing traffic jams as well as air and 
words about it. When they have finished, noise pollution. Another bad effect of tourism is 
tell them to swap their writing and check the destruction of the wildlife in some places. 
each other’s work. The habitat of wild plants and animals is lost 
- T may collect some Ss’ writing papers and because of the building of tourist resorts, and by 
mark them, then give comments to the class visitors’ activities. In short, the development of 
in the next lesson. tourism has bad effects on the environment. 
- If time doesn’t allow, have Ss make an 
outline in class, and then write the full 
version as homework. T checks in the next lesson. 
4. Application -10’ 
a.Aim: Ss can talk about negative effects of tourism on a region or country 
b. Content : Speaking: Talk about the negative effects of tourism on a region or country. 
c. Output: Ss can talk about the negative effects of tourism on a region or country. 
d. Process: 
T asks Ss to talk about the negative effects Talk about the negative effects of tourism on 
of tourism on an area/country. a region or country. 
Ss talk about the negative effects of The following ideas may be helpful to you. 
tourism on an area/country. Eg: 
T corrects and remarks Hi. I will talk about the negative effects of 
 tourism on a region or country. 
3. Guides for homework.- 1’ 
 - Revise the writing. 
 - Prepare next lesson: Looking back - Project. 
 ------------------------------------------------- 
 Date of planning: 18/2/ 2024 UNIT 8 : TOURISM 
 Date of teaching: /2 /2024 Lesson 7 : Looking back and project 
 Week 25 - Period 61 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Practice vocabulary and grammar points they have learnt in this unit. 
 - Practice making communication, project. 
 a. Vocabulary: related to tourism 
 b. Grammar: review 
 c. Skills: Completing the paragraph, sentences completion, making sentences, 
finding and correcting, rewriting the sentences, spoken interaction. 
 3. Competence: Groupwork, independent working, pairwork, linguistic 
competence, cooperative learning and communicative competence. 
 4. Quality: Ss will be more responsible for protecting and preserving place which 
they travel. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
III. PROCEDURE 
 1. Checking: During the lesson 2. New lesson: 
Teacher’s and students’ activities The main contents 
1.Vocabulary- 15’ 
a.Aim: Help Ss review some vocabularies related to topic tourism 
b. Content : Review some vocabularies they have learnt. 
+ Fill each gap with a word from the box to complete the passage. There are two extra words. 
+ Form compound nouns from the following words, then fill the gaps to complete the 
sentences. 
+ Form compound nouns from these words, then make sentences with them, and share with a 
partner. 
c. Output: Ss can remind some vocabularies related to topic tourism and they can remind 
their use of words. 
d. Process: 
- Let Ss read the words in the box first, 1. Fill each gap with a word from the box to 
then read the passage and complete the complete the passage. There are two extra 
exercise individually. words. 
- Tell them to pay attention to the common Key: 
collocations related to the topic of the unit. 1. safaris/expeditions 
After that, let some Ss read the passage 2. expeditions/safaris 
aloud - sentence by sentence. 3. Holidays 
- Correct as a class. 4. touring 
 5. travelers 
 6.experience 
- Tell Ss to look at the 12 elements and try 
to form compound nouns from them. Then 2. Form compound nouns from the following 
have them read the sentences and fill the words, then fill the gaps to complete the 
gaps with the compound nouns formed. sentences. 
Tell them to change the elements if they do Key: 
not fit the gaps and do it again. Less 1. jet lag 
advanced classes can complete this 2. checkout 
exercise in pairs. 3.stopover 
- Check as a class. 4. sunglasses 
 5. holidaymaker 
 6. take-offs 
- Ss do the task by themselves. T checks 
the compound nouns, then have Ss write 3. Form compound nouns from these words, 
sentences in their notebooks – at least then make sentences with them, and share 
one sentence with a compound noun, and with a partner. 
share with a partner. Key: 
 1. package tour, return ticket, software, round 
 trip 
2. Grammar-10’ a.Aim: Help Ss review the articles a, an, the and zero article Ss have learned 
b. Content : Review some grammar ponits they have learnt in this unit: 
+ Find and correct the mistakes in the sentences, using a/an, the or zero article. 
+ Rewrite each sentence so that it has a similar meaning, using the word in CAPITALS. 
c. Output: Ss can use the articles a, an, the and zero article to do exercises. 
d. Process: 
- Quickly review the articles a, an, the and 4. Find and correct the mistakes in the 
zero article Ss have learned. Then have sentences, using a/an, the or zero article. 
them do the task and write down their Key: 1. → the sun, the UK 
answers in their notebooks. 2. → the brain works 
- Correct their answers as a class. 3. → The bicycle 
 4. → an/the expedition, the interior 
 5. → a long trip 
 6. → in history, the history of 
- This task helps Ss use the grammar and 5. Rewrite each sentence so that it has a 
vocabulary they have learned in the unit to similar meaning, using the word in 
rewrite sentences. CAPITALS. 
- Have some Ss write sentences on the Key: 1. What a terrible journey (it was)! 
board. Let other Ss give comments. Then 2. We stayed at a lovely hotel by the sea. 
check as a class. 3. The programme I watched yesterday was 
 interesting. 
 4. My friend has just bought an old guitar. 
 5. She needs to go on a business trip to Kyoto. 
3. Communication – 5’ 
a.Aim: Help Ss practice making communication 
b. Content : Speaking: What would you like to do most on holiday? Share your ideas with a 
partner. 
c. Output: Ss can make communicaton. 
d. Process: 
- Have Ss read the things one can do on 6 a. What would you like to do most 
holiday, and tick (√) the three things they on holiday? Tick (√) three things. 
would most like to do, then share their Share your ideas with a partner. 
ideas with a partner. 
- Ss work in pairs. Tell them to read the b. Name three things you don’t like to do on 
example and think of the three things they holiday, and say why. 
do not like to do on holiday. T may give prompts: 
 - Do homework 
 - Wash clothes 
 - Do the washing-up 
 - Be online 
- Ask Ss to complete the self-assessment. - Play sports 
Identify any difficulties and weak areas - Write postcards 
and provide further practice if necessary. 4. Project- 14’ 
a.Aim: Help Ss practice making project 
b. Content : Speaking: present their project. 
c. Output: Ss can make and present their project 
d. Process: 
- Have Ss read the advertisement for a 
holiday in Italy. Tell them to underline the An advertisement or a tourist attraction 
features that may attract tourists and make 1. Read the following advertisement for a 
them want to visit the country. holiday in Italy. 
- Have Ss work independently, then 
exchange their work with a partner. Elicit 
Ss’ answers. Explain to Ss that in order to 2. What are good ways to write an 
make a good impression on tourists, they advertisement? Put a tick ( ). 
have to introduce the characteristics of a 
landmark/ place in a brief but positive and Key: 1 , 2, 4, 6 
enjoyable way. 
- Tell Ss to think of a place in their locality 
or neighbouring area to introduce to 
tourists: it may be a museum, a craft 
village, a workshop, a temple, a church, an 3. Write a short advertisement for a tourist 
ancient house, a wood/forest, a lake, or attraction in your area. 
simply a nice paddy field. 
- Ask Ss to write their advertisement out of 
class. Tell them to refer to the 
advertisement in 1. They can also refer to 
exercise 1 in LOOKING BACK for a good 
way to write an advertisement. In the next 
lesson, have them present what they have 
written to the class. The class gives 
comments and praise. 
3. Guides for Homework. – 1’ 
 - Complete the project. 
 - Prepare next lesson: Unit 9 – Getting started. 
 ---------------------------------------------------------/ 
 Date of planning: 18/2/ 2024 UNIT 9: ENGLISH IN THE WORLD 
 Date of teaching: /2 /2024 Lesson 1: GETTING STARTED 
 Week 25 - Period 62 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Use the lexical items related to languages and language use and learning. - Interact a conversation about English language. 
 a. Vocabulary: vocabulary related to languages and language use and learning. 
 b. Grammar: Conditional sentences type 2, Relative clauses. 
 c. Skills: listening and reading, reading and finding nouns, converting adjectives, 
reading and choosing the best answers, matching words, matching sentences, spoken 
interaction. 
 2. Competence: Groupwork, independent working, pair work, linguistic 
competence, cooperative learning and communicative competence. 
 3. Attitude: Ss will be more responsible for studying English. 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson: 
 Teacher’s and students’ The main contents 
 activities 
 3. Warm up- 5’ 
 a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. 
 b. Content : Chatting: T asks some questions about English. 
 c. Output: Ss can attract to the lesson and think about English. 
 d. Process: 
 *Chatting. 
 T asks some questions - Do you like English? 
 Ss answer the questions - Is English easy or difficult? 
 - How many English words do you know? 
 - Can you tell me some English words that can 
 operate as a noun, a verb and an adjectives? 
 - What is the longest word in English which has 
 only one vowel? 
 T introduces the lesson .. 
 2. Presentation-15’ 
 a.Aim: Help Ss use the lexical items related to languages, language use and learning and 
 interact a conversation about English language 
 b. Content : Listen and read the conversation. 
 c. Output: Ss can use the lexical items related to languages, language use and learning and 
 interact a conversation about English language. 
 d. Process: 
 1. Listen and read. 
 T asks some questions about picture * Questions: 
 Ss answer the questions Where are Duong and Vy? T asks Ss to guess what the topic of Who is standing at the board? 
the conversation is and where it What are they talking about? 
takes place. 
- Ask Ss to tell about the English Do you take part in an English club? 
club they have taken part in: When is it? Where is it? 
 What is special about it? 
- Let Ss open their books. 
- Play the recording and have Ss 
follow along. 
- Explain the words that Ss don’t 
understand. 
- Review Conditional sentences * Conditional sentences type 2. 
type 2. - If there weren’t so many words, it would be easier 
 for us to master it! 
- Explain Relative clauses. * Relative clauses. 
 - Is English the language which is spoken as a first 
 language by most people in the world? 
 Ex c. Read the conversation again and choose the 
 correct answers. 
 T asks Ss to read the conversation Key: 
again and do exercise c. 1. B 2. C 3. A 4. C 5. B 
Ss read do exercise individually. 
 Ex a. Read the conversation again and find the 
 nouns of the adjectives simple and flexible. 
- Tell Ss to refer to the conversation Key: simplicity – exibility 
to find the nouns of the adjectives 
simple and flexible. Ask them to 
pay attention to how to form the Ex b. Convert these adjectives into nouns. You 
nouns from these adjectives. may use a dictionary. 
 Key: 
 Adjective Noun 
- Ask Ss to convert the adjectives sad sadness 
given into nouns. Remind them to dark darkness 
use a dictionary to check. stupid stupidity 
 popular popularity 
 happy happiness 
 punctual punctuality 
3. Practice- 15’ 
a.Aim: Help Ss practice some the words/phrases related to English in the world 
b. Content : Practice: 
+ Match the words/phrases in column A with the definitions in column B. 
+ Match the beginning of each sentence (1-6) to its ending (a-f). c. Output: Ss can remember some the words/phrases related to English in the world. 
 d. Process: 
 2. Match the words/phrases in column A with the 
 - First, have Ss work independently. definitions in column B. 
 Then allow them to share answers Key: 
 before discussing as a class. 1. C 2. E 3. B 4. A 5. D 
 - Call on some Ss to give 
 explanations for their answers. 
 - Ss work independently, and then 3. Match the beginning of each sentence (1-6) to 
 share their answers with one or its ending (a-f). 
 more partners. Key: 
 - Ask for translation of the 1. F 2. C 3. A 4. B 5. E 6. D 
 words/phrases in the table to check 
 their understanding. 
 - Have Ss work independently and 
 then share their answers with one or 
 more partners. T may help with the 
 words/phrases that Ss do not know 
 the meaning of in the sentences. If 
 time allows, have some Ss read out 
 loud the sentences. 
 4. Application- 9’ 
 a.Aim: Ss can interact real situation. 
 b.Content:Ask and answer questions about the English language using the information 
 from 3. 
 c. Output: Ss can use the vocabularies to interact real situation. 
 d. Process: 
 - First, model this activity with a *Ask and answer questions about the English 
 more able student. Then ask Ss to language using the information from3. 
 work in pairs. Go around to provide Eg: 
 help. A: How many countries around the world use 
 - Call on some pairs to present in English as their first language? 
 front of the class. B: At least 75 countries 
3. Guides for homework. – 1’ 
 - Find more information about the English language. 
 - Prepare: A closer look 1.