REVIEW 1

Lesson 1: LANGUAGE
Timing: 1 period (45 minutes)
I. Objectives
1.Knowledge: By the end of this unit students can:
a. Skills:
*Sub- skills:
Speaking: pronounce the sounds the vowel sounds / æ/, / ɑː/, and /e/, diphthongs / aʊ/, /
əʊ/, / eə/, and consonant sounds /h/ and /r/ correctly
b. Languages:
Vocabulary: revise words related to local community, city life and healthy living for teens
Grammar: revise phrasal verbs, double comparatives, and modal verbs in first conditional
sentences), question words before to-infinitives, modal verbs in first conditional sentences.
2. Competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
3. Attitude
Students can develop communication skills and creativity, be collaborative and supportive in
pair work and teamwork and actively join in class activities.
II. Teaching aids (& materials)
- Grade 9 textbook, Review 1 – Language - Computer connected to the Internet
- Projector / TV - hoclieu.vn
III. Procedure
Activity 1: Chase the pictures, guess the words (5 minutes)
Goal The activity aims at creating an active atmosphere in the class before the lesson and
leading into the new unit.
Input

Procedure
- Show 3 pictures (about Unit 1-2-3) and asks students to find a keyword for each picture.
- Ask students work individually, look at the pictures and guess the topic.
- Ask students raise hands to answer.
- Check the answers as a class.
- Ask Ss to tell other students about what they see in each picture
Outcome Picture 1: Local community Picture 2: City life Picture 3: Healthy living for teens
Activity 2: Pronunciation (7 minutes)
Goal The activity aims at helping Ss pronounce the sounds the vowel sounds / æ/, / ɑː/, and /e/,
diphthongs / aʊ/, / əʊ/, / eə/, and consonant sounds /h/ and /r/ correctly
Input

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Procedure - Have Ss do this exercise individually then share their answers with a partner before giving
T the answers.
- Ask them to explain their answers by reading aloud the words to identify the word which
has a different sound.
- Confirm the correct answers.
Outcome Key: 1.A 2.C 3.D 4.C 5.B
Activity 3 : Vocabulary (7 minutes)
Goal The activity aims at helping Ss review the words and phrases learnt in the previous units.
Input

Procedure - Have Ss do this exercise individually and then share their answers with their partners.
- Check and confirm the correct answers.
Outcome Key: 1.B 2. A 3.C 4. B 5.D
Activity 4 : Vocabulary (7 minutes)
Goal The activity aims at helping Ss review the form of the words they learnt in previous units.
context
Input

Procedure - Ask Ss what kind of word can be filled in each blank (i.e. noun, verb. etc).
- Elicit their answers.
- Have Ss do this exercise individually.
- Call on two Ss to write their answers on the board.
- Confirm the correct answers.
Outcome Key: 1. speciality 2. electrician 3. Distract 4. construction 5. liveable
Activity 5 : Grammar (7 minutes)
Goal The activity aims at helping Ss review the grammatical points they learnt in the
previous units (phrasal verbs, double comparatives, and modal verbs in first
conditional sentences).
Input

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Procedure - Have Ss do this exercise on their own first
- Have Ss compare their answers with a classmate.
- Invite Ss to share their answers. Ask them to explain their answers.
- Confirm the correct answers.
- Review the grammatical points Ss are not very good at based on their answers.
Outcome Key: 1.B 2.C 3.D 4. A 5.B
Activity 6 : Grammar (7 minutes)
Goal The activity aims at helping Ss review the grammatical points they learnt in the previous
units (question words before to-infinitives, modal verbs in first conditional sentences).
Input

Procedure - Ask Ss to do this exercise individually and compare their answers with a partner.
- Call on some Ss to go to the board to write their sentences. Other Ss comment.
- Confi rm the correct sentences.
- Revise the structure if needed.
Outcome Answer Key
1. Wants 2. to ask 3. continues 4. to buy 5. don't use

Wrap-up: ( 3 minutes)
- Teacher asks Ss to summarise the main points of the lesson.
Homework( 2 minutes)
- Do exercises in the workbook.
- Prepare for Review 1 – Skills.

REVIEW 1
Lesson 1: SKILLS
Timing: 1 period (45 minutes)
I. Objectives
1.Knowledge: By the end of this unit students can:
a. Skills:
*Main skill:
Writing: practise writing a paragraph about three things that make them proud of their community.
Speaking: practise asking and answering about the kind of workshop they would like to have at their
school and report back.
*Sub- skills:
Listening: practise listening for specific information.
Reading: practise reading for specific information.
b. Languages:
Vocabulary: revise words related to local community, city life and healthy living for teens
Grammar: revise phrasal verbs, double comparatives, and modal verbs in first conditional
sentences), question words before to-infinitives, modal verbs in first conditional sentences.
2. Competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
3. Attitude
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 Students can develop communication skills and creativity, be collaborative and supportive in
pair work and teamwork and actively join in class activities.
II. Teaching aids (& materials)
- Grade 9 textbook, Review 1 – Skills - Computer connected to the Internet
- Projector / TV - hoclieu.vn
III. Procedure
Activity 1: Warm up- Chatting(5 minutes)
Goal The activity aims at creating an active atmosphere in the class before the lesson and
leading into the new unit.
Input

Procedure - Ask Ss to talk about what they think about workshop

- Call on some Ss to give their ideas.
- Give comments and leads Ss to the new lesson.
Outcome Expected answer: a period of discussion and practical work on a particular subject, in
which a group of people share their knowledge and experience
Activity 2: Reading (9 minutes)
Goal The activity aims at helping Ss practise reading for specific information.
Input

Procedure - Have Ss read the short texts quickly and tick the appropriate boxes.
- Then ask Ss to compare their answers with a partner before giving T the answers.
- Have Ss explain their answers. Confirm the correct answers.
Outcome

Activity 3 : Speaking (8 minutes)

Goal The activity aims at helping Ss practise asking and answering about the kind of workshop they
would like to have at their school and report back.
Input

Procedure - Ask Ss if there are any workshops they have attended in and outside school.
- Have Ss work in groups to ask and answer about the kind of workshop they would like to have
at their school. Remind them to take notes of their answers.
- Ask groups to report their answers to the class.
- Have Ss vote for the best ideas.
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 Outcome Suggested answer:
We would like to have a DIY workshop at our school because we want to know how to make
new things from used items such as plastic bottles or old clothes. At the workshop, we can
practise making useful things from these items. By doing this, we can learn about the green
lifestyle and ways to save our environment. We think we should invite Ms Mai Huong, our
form teacher, to lead the workshop because she knows many creative ways to reuse old things.
Activity 4 : Listening (8 minutes)
Goal The activity aims at providing Ss with more practice on listening for specific information.
Input

Procedure - Have Ss read the incomplete sentences.

- Play the recording the first time. Ask Ss to listen and complete the sentences.
- Ask for their answers and write them on the board.
- Play the recording a second time for Ss to check their answers.
- Check Ss'answers.
- Play the recording the last time if necessary, stopping at places where Ss got the wrong
answers.
Outcome Key: 1. three years 2. famous parks 3. most beautiful 4. sail round 5. museum
Audio script - Track 20:
Hello, I'm Demi, a student from the Netherlands. I used to live with my parents in London for
three years before we moved back to Giethoorn Village in the Netherlands. Our life in London
was quite interesting. There are many attractions such as the London Eye, Buckingham Palace,
etc., so at weekends we could visit them. We also went to famous parks like Hyde Park to enjoy
the nature. However, in this city, we experienced traffic jams and air pollution.
Then we moved back to our Giethoorn Village. At first I was a little bit sad but now I really
love the life here. We live in one of the most beautiful villages in the world. Our village is
special because we can only sail around, walk, or cycle. The place I like best is the museum
because there I can learn how people lived more than 100 years ago. I also love the fresh air and
the people here.
Activity 5 : Writing (10 minutes)
Goal The activity aims at helping Ss write a paragraph about three things that make them proud of
their community.
Input

Procedure - Ask Ss to discuss and answer the questions in pairs.

- Then have them write their paragraph individually.
- Ask one or two Ss to write their paragraph on the board. Other Ss and T comment on the
paragraph on the board. Then T collects some writings to give feedback at home.
Outcome Suggested answer:
I feel proud of three things in my community. Firstly, it is spacious. There are not many people
living in my community, and the streets and roads are wide. Therefore, I do not feel confined
here. Secondly, my community has enough facilities for its people. Near my house there are two

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 small parks with sports facilities for people of all ages. Also, there are good schools, hospitals,
and supermarkets nearby. Thirdly, the people here are very friendly and helpful. Neighbours
greet each other whenever they meet. They are also willing to help each other in difficult
situation. In short I am proud of and love living in my community.
a. Wrap-up(3 minutes)
- Teacher asks Ss to summarise the main points of the lesson.
b. Homework(2 minutes)
- Do exercises in the workbook.
- Prepare for Unit 4 – Getting started