LESSON PLAN

TIẾNG ANH 9 FRIENDS PLUS

UNIT 7: ON THE STREETS

VOCABULARY: CITY FEATURES

I. OBJECTIVES

By the end of this lesson, students will be able to:

1. Knowledge

- Understand and utilize vocabulary pertaining to city improvement projects.

- Comprehend passages and key phrases about current situations in an urban area.

- Discuss how to improve their neighbourhoods.

2. Competences

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 7, Vocabulary

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 7- lesson 1

Language analysis
Form Pronunciation Meaning
1. ancient ruin /ˈeɪnʃənt ˈruːɪn/ the parts of a building in the past that remain after it

1
 has been destroyed or severely damaged

2. industrial site /ɪnˈdʌstriəl saɪt/ a piece of land that is situated within an industrial
infrastructure

3. music venue /ˈmjuːzɪk a location used for a concert or musical performance

ˈvenjuː/

4. open- air /ˌəʊpən ˈeə(r) an outdoor cinema

cinema ˈsɪnəmə/

5. pedestrian /pəˈdestriən a separated walkway from the roadway

walkway ˈwɔːkweɪ/

6. railway line /ˈreɪlweɪ laɪn/ a line of transportation made up by rail exclusively for
the use of railway vehicles.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire new language.

- Get students' attention at the beginning of the class.

- Activate students’ background knowledge.

b. Content:

- Mini game: Thumb up/ Thumb down.

- THINK! What do you like and dislike about where you live?

c. Products:

- Students contribute as a class.

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 - Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Mini game: THUMB UP/THUMB DOWN (5 mins)

- There are 4 groups of students. - Follow teacher’s instruction. Question:

- There are photos and questions about if Do you like or dislike “Đờn ca
you like them or not. tài tử”? Why or why not?

- Show THUMB UP for like or THUMB Suggested answer:

DOWN for dislike and explain the
(Thumb up) I like it very much
reason. because it is a traditional type of
- Teacher randomly calls a student from music in Vietnam. The music is
every group to answer. The best answer soothing and lyrical.
gets 1 point. The team with the most (Thumb down) I hate that kind
points wins the game. of music because the music is so
- Elicit some answers. boring, and it isn’t trendy.

- Lead to the THINK! part and lesson.

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: PRESENTATION (15 mins)

a. Objectives:

- Students learn the form, pronunciation and when to use vocabulary related to the topic.

b. Content:

- Pre- teach vocabulary

- Exercises 1 and 2.

c. Products:

3
 - Students discuss with their friends, do exercises in the book, and say aloud the new
vocabulary items.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Vocabulary pre-teaching (5 mins)

- Teacher gives the meaning of the new - Follow teacher’s instructions. New words:
words and asks students to guess the 1. ancient ruin
words.
2. industrial site
- Students listen to the teacher’s
3. music venue
explanation and guess the words.
4. open- air cinema
- Teacher explains more by showing
pictures or giving explanations. 5. pedestrian walkway

- Teacher asks students to give the 6. railway line

Vietnamese meanings of the words.

Exercise 1 Read about the city improvement projects. Which project does not exist yet? (5 mins)

- Read out the title of the texts and check - Follow teacher’s instructions. Answer key:
that students understand it. Ask: What Projects 1 and 3
kinds of things can improve a city?

- Students read about the projects and

answer the question. Check the answer in

pairs.

- Teacher checks answers as a class.

Exercise 2 Complete city features 1–12 with one word from the text. Which project would you most like
to see in your city? (5 mins)

- Students read the texts again to find - Follow teacher’s instructions. Answer key:
words to complete the city features. This

4
could be done as a race to make it fun. 1 skatepark

- Check answers, and check those 2 railway line

students 3 pedestrian walkway(s)
understand all the words. Ask: Which 4 amusement park
projects would you most like to see in 5 leisure facilities
your
6 ancient ruins
city? Why? - Check answers as a class.
7 open-air cinema

8 botanical gardens

9 heavy traffic

10 industrial site

11 green space

12 music venues

e. Assessment

- Teacher observes students’ writing of vocabulary on their notebooks.

- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 3: PRACTICE (15 mins)

a. Objectives:

- Students get exposed to new words in the context provided through spoken English.

b. Content:

- Exercises 3 and 4.

c. Products:

- Ss understand new words and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

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Exercise 3: Watch or listen. What problems do the people talk about? (8 mins)

- Explain to students that they will watch - Follow teacher’s instructions. Answer key:
or listen to four people talking about Theo: A peaceful neighbourhood
where they live. Read out the question lacking in leisure facilities for
and explain that each person talks about a teenagers.
different problem.
Olivia: A lack of public transport to
- Play video or audio. Students watch or the city centre
listen and note down the problem each Sam: Too many old, abandoned
person talks about. buildings with graffiti, not enough
- Check answers as a class. green spaces.

Kaitlin: Noise from the stadium,

too much heavy traffic

Exercise 4: Watch or listen again. Which of the key phrases do you hear? (7 mins)

- Read through the key phrases with the - Follow teacher’s instructions. Answer key:
class and check that students understand  There isn’t / aren’t enough …
them all. Play the video or audio again for  There’s a lack of …
students to notice the key phrases they  There’s too much / too little …
hear.  There are too many / too few …
- Check answers. With stronger classes,  I think my town needs …
ask students to complete some of the
phrases with their own ideas.

- Elicit some examples from the class.

- Check answers as a class.

e. Assessment

- Teacher observation on students’ performance.

6
 - Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: PRODUCTION (8 mins)

a. Objectives:

- To help students practise talking about one project to improve the neighborhood.

b. Content:

- Exercise 5.

c. Products:

- Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 5. USE IT! Work in groups. Use the key phrases and the ideas in the box to talk about one project
to improve your neighborhood. (8 mins)

- Students work in small groups to discuss - Follow teacher’s instructions. Sample speech:
their neighbourhood and discuss a project There is too much traffic and
to improve it. Tell students they can use pollution in Ho Chi Minh city. The
ideas from the projects in this lesson, or exhaust fumes from vehicles are
their own ideas. Remind them to use the affecting people’s health. I think
key phrases. our city needs more green spaces
and less vehicles. I wish we could
- Monitor and help while they are
encourage people to use bicycles or
working.
public transport for travelling.
- Ask a few students to share their
answers with the class.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

7
5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can talk about the city improvement projects using vocabulary about buildings and
archaeology. I can use key phrases correctly.

b. Homework

- Prepare for the next lesson.

8
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 7: ON THE STREETS

READING: TWO ONLINE TEXTS

I. OBJECTIVES

- By the end of this lesson, students will be able to:

1. Knowledge

- Identify and compare different genres of text

- Understand Comparative and superlative adjectives.

- Comprehend passages and key phrases about online texts.

- Introduce some sports venues in Việt Nam.

2. Competences

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

3. Personal qualities

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 7, Reading

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 7- lesson 2

Language analysis
Form Pronunciation Meaning
1. retractable (adj) /rɪˈtræktəbl/ that can be moved or pulled back into the main part of

9
 something

2. mural (n) /ˈmjʊərəl/ a painting, usually a large one, done on a wall,

sometimes on an outside wall of a building

3. hawk (n) /hɔːk/ a strong fast bird of prey (= a bird that kills other
creatures for food)

Assumption
Anticipated difficulties Solutions
- Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.
- Students may have underdeveloped reading, - Let students read the text again (if necessary).
speaking and co-operating skills. - Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (10 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic.

- To set the context for the reading part.

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Q&A.

- THINK! Which famous sports events take place in London?

c. Products:

- Students contribute as a class.

10
 - Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

THINK! Which famous sports events take place in London? (10 mins)

- There are 4 groups of students. - Follow teacher’s instruction. Suggested answer:

- Read out the question and elicit a range The EFL Carabao Cup begins
of answers. each August, it features all clubs
from the EFL and Premier
- Ask more questions if necessary to
League in a straight knock-out
prompt students, e.g. What about
format across seven rounds. The
tennis / football / running? Ask: Have
final is at the Wembley Stadium
you ever watched a big sporting event?
in London, with the winner
What was it? What was it like to be
qualifying for the subsequent
there?
season’s Europa League. The
- Elicit some answers. Cup is watched by millions of

- Lead to the lesson. people at stadiums every season,

and many more watch at home
on television.

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: PRE- READINGS (20 mins)

a. Objectives:

- To get students to learn vocabulary related to the topic.

- To activate prior knowledge about the topic and get Ss involved in the lesson.

- To develop reading skills for general information.

b. Content:

- Pre- teach vocabulary

11
 - Exercises 1.

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Vocabulary pre-teaching (8 mins)

- Teacher gives the meaning of the new - Follow teacher’s instructions. New words:
words and asks students to guess the 1. retractable (adj)
words.
2. mural (n)
- Students listen to the teacher’s
3. hawk (n)
explanation and guess the words.

- Teacher explains more by showing

pictures or giving explanations.

- Teacher asks students to give the

Vietnamese meanings of the words.

Exercise 1 Read quickly texts A and B once again. Then answer questions 1–6.? (12 mins)

- Read out the question and check that - Follow teacher’s instructions. Answer key:
students understand it. Explain that - Students read the two texts 1A2B3B4A5A6B
students are going to read two texts about quickly.
sports in London.

- Ask students to look at the two texts.

Ask: How do they look different? Elicit
that text A looks more serious, and text B
has photos and headings.

- Check answers as a class.

12
 e. Assessment

- Teacher observes students’ writing of vocabulary on their notebooks.

- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 3: WHILE- READING (20 mins)

a. Objectives:

- To help Ss practise the skills to identify and compare different genres of text.

- To develop reading skills for specific information.

b. Content:

- Exercises 2.

c. Products:

- Ss understand new words and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Read and listen to the texts. Answer the questions? (20 mins)

- Allow students time to read the - Follow teacher’s instructions. Answer key:
questions and identify key words. 1 It was opened in 1923.
- Play the audio. Students read and 2 its partially retractable roof and
listen to the texts, then answer the its arch which is 133 metres high
and 315 metres wide.
questions.
3 ‘The Gunners’ is another name
- Check answers as a class.
for the Arsenal football team.

4 It’s been the heart of Britain’s

skateboard community for over
forty years.

5 strawberries and cream.

13
 6 It is the only Grand Slam
tournament that is played on grass.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: POST- READING (38 mins)

a. Objectives:

- To help students understand Comparative and Superlative adjectives.

- To help students introduce some sports venues in Việt Nam.

b. Content:

- Exercise 3, 4 and 5.

c. Products:

- Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3. VOCABULARY PLUS Find the comparative or superlative forms for 1–6 in the texts. (10 mins)

- Briefly review the form and use of - Follow teacher’s instructions. Answer key:
comparative and superlative adjectives 1 the (second) largest 2 (Arsenal’s)
with long and short adjectives.
most legendary 3 the most talented
- Students find the comparative
4 the biggest 5 the best 6 taller
and superlative forms in the texts.

- Ask a few students to share their

answers with the class.

- Check answers as a class.

Exercise 4. Complete sentences 1–6 about places you know. Use the adjectives in the box and your own ideas.

14
(13 mins)

- Briefly revise the use of (not) as … - Follow teacher’s instructions. Suggested answers:

as to compare things.

- Read out the example sentence.

- Ask students to complete the sentences.

They could work in pairs for this.

- Encourage, students to write more

sentences with their own ideas.

- Ask a few students to share their

answers with the class.

- Check answers as a class.

Exercise 5. USE IT! Work in groups. Use the key phrases and the ideas in the box to talk about one project
to improve your neighborhood. (15 mins)

- Brainstorm some important sports - Follow teacher’s instructions. Suggested answers:

venues in Việt Nam. Can Tho Stadium, with a capacity
- Students then work in pairs/ group to of almost 60,000 seats, is
discuss what events are held there and considered one of the largest
why they are important. stadiums in Vietnam. The stadium
is famous for football matches as
- Students decide to choose one of the
well as motorcycle racing
venues and present in front of the class.
tournaments. This sports complex
has the latest technology of digital
scoreboards and stadium lights for
the events during nighttime.

e. Assessment

- Teacher observation on students’ performance.

15
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can talk about the sports venues. I can use comparative and superlative correctly.

b. Homework

- Prepare for the next lesson.

16
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 7: ON THE STREETS

LANGUAGE FOCUS: ADVERBIAL CLAUSES OF RESULT

I. OBJECTIVES

- By the end of this lesson, students will be able to:

1. Knowledge

- Describe a city using adverbial clauses of result.

- Understand adverbial clauses and apply them in real life conversation.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pair work and teamwork.

3. Personal qualities

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 7, Language Focus

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 7 lesson 3

Language analysis

Adverbial clauses of result

1 such + (a / an) + adjective / adverb + noun + that
2 so + adjective / noun + that
3 so + adverb / noun + that

17
 Assumption
Anticipated difficulties Solutions
- Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.
- Students may have underdeveloped reading, - Let students read the text again (if necessary).
speaking and co-operating skills. - Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge of the topic.

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Q&A.

c. Products:

- Students contribute as a class.

- Students do the task successfully.

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Q & A (5 mins)

- Read out the question “What do people - Follow teacher’s instruction. Suggested answer:

18
eat at the Wimbledon?” What do people eat at
Wimbledon? - Strawberries and
- Elicit 2 sentences:
cream.
 It's just such a classic and
Do these two clauses mention
comforting dessert that brings
causes or results? - Result
people together.
 The strawberries' price was so
high that I failed to buy some.

- Ask: Do these two clauses mention

causes or results?

- Elicit the answer.

- Lead to the lesson.

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: PRESENTATION (12 mins)

a. Objectives:

- To get students recognise the rules of adverbial clauses of result.

b. Content:

- Exercises 1.

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1 Study the examples a–d. Then choose the correct options to complete the rules. (12 mins)

- Read out the question and check that - Follow teacher’s instructions. Answer key:
students understand it. Explain that 1 adjective 2 adjective 3 adverb
students are going to identify the rules.

19
 - Students read the example sentences,
then choose the correct options to
complete the rules. They could work in
pairs for this.

- Check answers with the class, then go

through the rules with the class and elicit
or give more examples.

e. Assessment

- Teacher checks students’ performance and gives feedback.

3. ACTIVITY 3: PRACTICE (13 mins)

a. Objectives:

- To help Ss practise the adverbial clauses of result.

- To develop teamwork skills.

b. Content:

- Exercises 2.

c. Expected outcomes:

- Ss understand the knowledge and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Complete the text using so or such. (13 mins)

- Explain that students are going to read - Follow teacher’s instructions. Answer key:
the text about Huế, a city in central Việt 1 so 2 such 3 so 4 such
Nam.

- Refer to rules in exercise 1 to help with

explanation.

- Ask students to read the text carefully

20
and complete it with so or such.

- Check answers as a class.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: PRODUCTION (13 mins)

a. Objectives:

- To help students apply the adverbial clauses of result to daily conversation.

b. Content:

- Exercise 3.

- Extra activity.

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3. USE IT! Work in pairs. Ask and answer questions about your city using so ... that and such ...
that. Use some suggestions in the box to help you. (8 mins)

- Read out the example question and elicit - Follow teacher’s instructions. Students’ performance.
a few more questions that students could
ask, e.g. Do you think that our city
dwellers are friendly? Do we experience
any traffic problems in our city?

- Ask students to prepare some questions

individually referring to the suggested
topics. They then ask and answer their
questions in pairs/ groups. Students could

21
work in pairs to prepare their questions,
then in groups of four to ask and answer
them.

- Encourage students to ask more

questions using their own ideas.

- Ask some students to tell the class some

of the things they discussed about their
town or city.

Extra activity: Follow me!!! (5 mins)

- Call randomly two students to come to - Follow teacher’s instructions. Suggested answers:
the board. Student A: The weather is so hot …
_ each of student prepare one so/such Student B: … that I want to eat
clause and one that cause. some ice cream.
_ student a will say the prepared so/such
clause, and student b says his/her own
that clause.
_ then, student b says his/her so/such
clause and calls for another one.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can describe cities. I can use adverbial clauses of result correctly.

b. Homework

22
- Prepare for the next lesson.

23
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 7: ON THE STREETS

VOCABULARY& LISTENING: BUILDINGS AND ARCHAEOLOGY

I. OBJECTIVES

- By the end of this lesson, students will be able to:

1. Knowledge

- Predict what type of information they need to listen to.

- Understand some lexical items about buildings and archaeology: bury, destroy,
renovate.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pair work and teamwork.

3. Personal qualities

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 7, Language Focus

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 7 lesson 4

Language analysis

Form Pronunciation Meaning

1. archaeology (n) /ˌɑːkiˈɒlədʒi/ the study of cultures of the past, and of periods
of history by examining the parts of buildings
and objects found in the ground

24
2. demolish (v) /dɪˈmɒlɪʃ/ to pull or knock down a building; to destroy
something

3. excavate (v) /ˈekskəveɪt/ to dig in the ground to look for old buildings or
objects that have been buried for a long time; to
find something by digging in this way

4. inspect (v) /ˌɪnˈspekt/ to look closely to check that everything is as it

should be, to examine

5. renovate (v) /ˈrenəveɪt/ to repair and paint an old building, a piece of

furniture, etc. so that it is in good condition
again

Assumption
Anticipated difficulties Solutions
- Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.
- Students may have underdeveloped reading, - Let students read the text again (if necessary).
speaking and co-operating skills. - Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge of the topic.

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Mini game: Lucky Wheel.

c. Expected outcomes:

25
 - Students contribute as a class.

- Students do the task successfully.

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Mini game: Lucky Wheel (5 mins)

- Students work in 4 teams, raise your - Follow teacher’s instruction. Answer key:
hand to get turn. 1. Temple of Literature
- Choose a question number and answer 2. Ho Chi Minh Mausoleum
the name of the historical sites.
3. Hue citadel
- If the answer is correct, return to this
4. Thien Mu Pagoda
slide, click “Roll” button to spin the
wheel, click the wheel to stop. That will 5. Independence Palace
be your team’s point. The team getting 6. Cu Chi tunnels
the most points is the winner.

- Elicit the answer.

- Lead to the lesson.

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: PRE- LISTENING (12 mins)

a. Objectives:

- To get students to learn vocabulary related to the topic.

- To activate prior knowledge about the topic and get Ss involved in the lesson.

- To set the context for the listening part.

b. Content:

- Pre-teach vocabulary.

- Exercises 1, 2.

26
 c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Vocabulary

New words:
- Teacher introduces the vocabulary. - Students listen to the
1. archaeology (n)
explanation and repeat the
- Teacher explains the meaning of the
words. 2. demolish (v)
new vocabulary with different techniques
(pictures, actions, synonyms …) 3. excavate (v)

- Teacher checks students’ understanding 4. inspect (v)

with the “Rub out and remember” 5. renovate (v)
technique.

- Teacher asks Ss to take notes on their

notebooks.

Exercise 1: Read the Hidden History web page and check the meaning of the verbs in blue. Write the
infinitive forms of the verbs. (12 mins)

- Ask students’ background knowledge - Follow teacher’s instructions. Answer key:

about Viking, skeleton and DNA. locate, renovate, excavate,
- Students read the web page and check build, unearth, remove, restore,
display, bury, destroy, uncover,
the meaning of the blue verbs.
examine
- Write the infinitive forms

build and bury on the board to help them.

- Check answers and write all the

infinitive forms on the board.

- Check that students understand all the

verbs.

27
 Exercise 2: Circle the two words in each list that are synonyms. (12 mins)

- Ask students to circle the two synonyms - Follow teacher’s instructions. Answer key:
in each 1 build, construct.
group. Check answers, and elicit why the 2 find, locate.
third verb in each group is different 3 uncover, unearth.

4 examine, inspect.

5 renovate, restore.

e. Assessment

- Teacher checks students’ performance and gives feedback.

3.ACTIVITY 3: WHILE- LISTENING (13 mins)

a. Objectives:

- To help students predict what type of information they need to listen to.

- To help students practice listening for the main idea and specific information.

b. Content:

- Exercises 3 and 4.

c. Expected outcomes:

- Ss understand the knowledge and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3: Listen to the radio programme “Hidden History”. Which discovery is the topic of the
programme? (13 mins)

- Read out the question. Tell students not - Follow teacher’s instructions. Answer key:
to worry if they don’t understand The discovery of King Richard III’s
everything at this stage. skeleton.
- Play the audio for students to listen and

28
answer the question.

- Ask students what they learned about

the discovery.

- Check answers as a class.

Exercise 4: Read the sentences and decide what type of information is missing: a date, number, or time. Then
listen again and complete the sentences. (13 mins)

- Read out the first gapped sentence and - Follow teacher’s instructions. Answer key:
elicit what kind of information is missing 1 February 2013
(a date, number, or time).
2 22nd August 1485
- Students work in pairs to read the
3 two
remaining sentences and guess the
missing information. 4 one hundred

- Discuss as a class. 5 August 2012

- Play the audio again. Students listen and 6 32

complete the sentences. 7 1455, 1540
- Check answers. 8 March 2015

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: PRODUCTION (13 mins)

a. Objectives:

- To help Ss use the language and ideas from the listening to present a historic site in Việt
Nam.

b. Content:

- Exercise 5.

c. Expected outcomes:

29
 - Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 5. USE IT! Work in groups. Choose a historical site in Việt Nam. Discuss the points in the box. (8
mins)

- As a class, brainstorm some historical - Follow teacher’s instructions. Suggested answer:

sites in Việt Nam. Cu Chi Tunnels are in Cu Chi
- Students work in groups to choose a site District, about 60 km to the
and discuss what they know about it. northeast of Ho Chi Minh City.
This gigantic underground tunnel
- Ask groups in turn to tell the class about
system was built in the late 1940s.
the site they chose.
The Viet Cong soldiers used these
- Elicit a few sentences that students
underground tunnels to
could say referring to the suggested
communicate, transport supplies
topics. They practice their speech in pairs/
and as hiding places after launching
groups.
attacks. The tunnel systems were of
- Encourage students to think of more great importance to the Viet Cong
topics besides the suggested ones. in their resistance to American
- Ask some students to present their ideas. forces.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

30
- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can predict what type of information I need to listen to. I can use correct
vocabulary and join a discussion about a historical site in Vietnam.

b. Homework

- Prepare for the next lesson.

31
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 7: ON THE STREETS

LANGUAGE FOCUS • PASSIVE: PAST, PRESENT AND FUTURE

I. OBJECTIVES

- By the end of this lesson, students will be able to:

1. Knowledge

- Understand Passive structures of past, present, and future tenses, and apply them in real
life conversation.

- Understand sentence stress and apply them in real life conversation.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pair work and teamwork.

3. Personal qualities

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 7, Language Focus

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 7 lesson 5

Language analysis

PASSIVE VOICE
Past tenses
Forn Simple: was/ were V3 Continuous: was/ were being Perfect: had been V3
V3

32
 Present tenses
Forn Simple: am/ is/ are V3 Continuous: am/ is/ are being Perfect: has been V3
V3
Future tenses
Form Simple: will be V3 Continuous: will be being V3 Perfect: will have been
V3

Assumption
Anticipated difficulties Solutions
- Students may lack knowledge and experiences - Encourage students to work in groups so that
about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.
- Students may have underdeveloped reading, - Let students read the text again (if necessary).
speaking and co-operating skills. - Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge of the topic.

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Q&A.

c. Products:

- Students contribute as a class.

- Students do the task successfully.

d. Procedure:

33
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Q & A (5 mins)

- Ask students to look at the reading - Follow teacher’s instruction. Answer key:
passage Hidden History, page 74. People uncovered the king’s
Identify all the verb phrases is this skeleton in a car park in
formula: be+ Ved/ past participle. Leicester. → ACTIVE
- Give students 2 minutes for the The king’s skeleton was
activity. uncovered in a car park in
- Elicit 2 sentences: Leicester. → PASSIVE

 People uncovered the king’s

skeleton in a car park in
Leicester.
 The king’s skeleton was
uncovered in a car park in
Leicester.

- Ask: What is the difference between

the two sentences?

- Elicit the answer.

- Lead to the lesson.

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: PRESENTATION (10 mins)

a. Objectives:

- To get students recognise the rules of passive voice.

b. Content:

- Grammar point.

- Exercises 1.

34
 c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Grammar point: Passive Voice (5 mins)

Exercise 1: Complete the passive sentences with the words in the box. (5 mins)

- Read out the question and check that - Follow teacher’s instructions. Answer key:
students understand it. Explain that a are discovered
students are going to refer to grammar
b was examined
rules.
c will be displayed
- Students read the sentences, then choose
the correct options to complete the d was killed
sentences in the correct tenses of Passive e might be hidden
Voice.
f hasn’t been removed
- Check answers with the class, then go
1 a 2 b, d 3 f
through the rules with the class again.
4 with will or modal verb + be
+ past participle.

5 We use “by” to say who did

the action.

e. Assessment

- Teacher checks students’ performance and gives feedback.

3. ACTIVITY 3: PRACTICE (15 mins)

a. Objectives:

- To help students practise the passive voice.

- To help students practice sentence stress.

- To develop teamwork skills.

35
 b. Content:

- Exercises 2. 3, and 4.

c. Expected outcomes:

- Ss understand the knowledge and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Complete the sentences with the verbs in brackets. (5 mins)

- Students complete the sentences. - Follow teacher’s instructions. Answer key:

- Read out the gapped sentences first and 1 is buried

elicit which tense each passive verb 2 were found
should be in.
3 will be carried
- Check answers as a class.
4 can’t be removed

5 hasn’t been excavated

6 won’t be displayed

7 may be hidden

8 weren’t / hadn’t been built

Exercise 3: Listen to the sentences. Which auxiliary verbs are weak? Which are strong? Listen again and
repeat. (5 mins)

- Play the audio. Students listen and - Follow teacher’s instructions. Answer key:
notice which auxiliary verbs are weak and The auxiliary verbs were /wə/ and
which are strong. hasc/həz/ in 1 and 4 are weak. The
- Students discuss the answers. past participle been /bɪn/ is also
weak in the present perfect passive,
- Play the audio again, pausing after each
as in 2 and 4. The auxiliary verbs
sentence for students to repeat.
hasn’t /ˈhæznt/ and aren’t /ɑːnt/ are

36
 strong

Exercise 4: Complete the newspaper article. Use past, present and future passive forms of the verbs in the
box. (5 mins)

- Read out the question and check that - Follow teacher’s instructions. Answer key:
students understand it. Explain that 1 was unearthed 2 was covered
students are going to refer to grammar
3 wasn’t touched 4 was taken
rules.
5 was examined 6 was made
- Students read the sentences, then choose
the correct options to complete the 7 is kept 8 will be put
sentences in the correct tenses of Passive 9 will be labelled 10 will be written
Voice.

- Check answers with the class, then go

through the rules with the class again.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: PRODUCTION (13 mins)

a. Objectives:

- To help students apply the passive voice to daily conversation.

b. Content:

- Exercise 5 and 6.

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 5. Study the passive questions a–f and answer questions 1 and. (7 mins)

37
- Read out the question and check that - Follow teacher’s instructions. Answer key:
students understand it. Explain that 1 Present simple: e; Past simple: a,
students are going to refer to grammar b; Present perfect: c; Future: d
rules.
2 We put be after the subject or
- Students read the sentences, then choose before the past participle.
the correct options to complete the
sentences in the correct tenses of Passive
Voice.

- Check answers with the class, then go

through the rules with the class again.

Exercise 6. USE IT! Write questions about the text in exercise 4. Then ask and answer with a partner.
(6mins)

- Students put the words in order to make - Follow teacher’s instructions. Answer key:

questions. 1 How was the treasure discovered?

It was discovered by a builder
- Students ask and answer the
during a house renovation.
questions in pairs.
2 Where were the jug and coins
- Check answers as a class.
taken?

They were taken to the British

Museum.

3 Are all the coins made of gold?

No, they aren’t. They’re made of
gold and silver.

4 Have the coins been dated yet?

Yes, they have.

5 Where are the jug and coins kept

38
 now? They’re kept at the British

Museum.

6 What will the treasure be

labelled? It will be labelled ‘The
Mason Hoard’

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can use passive voice correctly.

b. Homework

- Prepare for the next lesson.

39
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 7: ON THE STREETS

SPEAKING: DESCRIBING AND COMPARING PHOTOS

I. OBJECTIVES

- By the end of this lesson, students will be able to:

1. Knowledge

- Describe and compare two photos and speculate about what they show.

- Understand some lexical items about describing and comparing photos.

2. Competences

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

3. Personal qualities

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 7, Speaking

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 7- lesson 6

Language analysis

KEY PHRASES

Describing and comparing photos

These two pictures show the same neighbourhood of a city.
In the first picture, there are a few cars in front of the church.

40
It’s hard to see, but I don’t think there are any cafés or shops.
It looks like an industrial site, but I’m not sure.
By contrast, in this picture, there’s a large park with trees.
Maybe it’s the only park in this part of the city.
This could be a bicycle lane because I can’t see any cars

STUDY STRATEGY

Describing and comparing photos

In the exam, you will have a few minutes to prepare. Use this time to think of useful
vocabulary, including opposite adjectives, which will help you to contrast the photos.

Assumption
Anticipated difficulties Solutions
- Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.
- Students may have underdeveloped reading, - Let students read the text again (if necessary).
speaking and co-operating skills. - Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic.

- To set the context for the speaking part.

- To enhance students’ skills of cooperating with teammates.

b. Content:

41
 - Mini game: Lucky Wheel.

- THINK! Which famous sports events take place in London?

c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

THINK! Look at the photos on this page. What do they show? (5 mins)

Mini game: Lucky wheel.

- Students work in 4 teams, raise hands - Follow teacher’s instruction. Suggested answer:
to get turn. They show city hall in the past
- Choose a question number and answer and at present. There are more
the question. modern buildings and green
space around now.
- Elicit some answers.

- If the answer is correct, return to this

slide, click “Roll” button to spin the
wheel, click the wheel to stop. That will
be the team’s point.

- The team getting the most points is the

winner.

- Lead to the lesson.

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: PRE- SPEAKING (10 mins)

a. Objectives:

- To get students to learn vocabulary related to the topic.

42
 - To activate prior knowledge about the topic and get Ss involved in the lesson.

- To develop listening skills for general and specific information.

b. Content:

- Exercises 1 and 2.

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1: Study the sentences from two different descriptions and match them with photos A and B.
Then watch or listen and check. (5 mins)

- Explain that students will watch or listen - Follow teacher’s instructions. Answer key:
to someone describing and comparing Photo A: 1, 4, 6
photos A and B.
Photo B: 2, 3, 5
- Students read the phrases and match
them with the photos.

- Play video or audio. Students watch or

listen and check their answers.

- Check answers as a class.

Exercise 2: Watch or listen again. Which photo does Tegan prefer? (5 mins)

- Play the video or audio again. - Follow teacher’s instructions. Answer key:

- Tell students to guess the key word and Tegan prefers photo B.
predict the type of information they are
going to listen to.

- Students watch or listen and answer the

question: Which photo does Tegan
prefer?

43
 - Check answers as a class.

e. Assessment

- Teacher checks students’ understanding by asking some checking-questions.

3. ACTIVITY 3: WHILE- SPEAKING (15 mins)

a. Objectives:

- To help Ss practise the skills to describe and compare two photos and speculate about what
they show.

b. Content:

- Exercises 3 and 4- part A, B.

c. Products:

- Ss understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3: Study the Key Phrases. When we aren’t sure, we can use phrases to speculate. Which phrases do
this? (5 mins)

- Read through the key phrases with the - Follow teacher’s instructions. Answer key:
class and check that students understand It looks like … , but I’m not sure.
them all.
Maybe it’s …
- Read out the question and explain that
This could be a … because ….
speculate means ’guess’. Elicit which
phrases are used for speculating
questions.

- Check answers as a class.

Exercise 4: USE IT! Follow the steps in the Speaking Guide (10 mins)

- Read out the Study Strategy. Then read - Follow teacher’s instructions. Suggested answers:

44
through the speaking guide with the class. B.

- Explain to students that they must 1. area: Ben Thanh market-

complete all the parts of the task (describe District 1 Key phrase: These two
the photos, compare them, speculate pictures show the same
about them, and say which they prefer neighbourhood of a city, this could
and why). be…

- Allow students time to look at photos C 2. buildings: C: fewer, ancient

and D and plan what they are going to D: more, modern Key phrase: In
say. the first pic…, by contrast,….
- In pairs, students then take turns to give 3. special features: C: black and
ideas referring to the given topics: area- white, roundabout D: more traffic
buildings- special features- people. and green space Key phrase: It
- Check answers as a class. looks like….., it’s hard to see,
but…

4. people: helmet, obey law Key

phrase: In the first pic…, by
contrast,….

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: POST- SPEAKING (38 mins)

a. Objectives:

- To help students make a full speech about comparing photos.

- To help students realise mistakes in the speech and give corrections.

b. Content:

- Exercise 4- part C and D.

c. Products:

45
 - Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 4: USE IT! Follow the steps in the Speaking Guide (10 mins)

- Help students connect the ideas they - Follow teacher’s instructions. Suggested answers:
discussed and make a full speech. These two pictures show the same
- Remind students to apply key phrases to neighbourhood of a city, but in
the presentation. They can also use the different years. This could be Ben
speaking sample in Exercise 1 as a Thanh market in District 1, Ho Chi
reference. Minh city. I can recognize the clock
tower gate. In photo C, there are
- Students speak and record what they say
fewer buildings, and they look
using their phones.
ancient. By contrast, the buildings
- They then watch or listen to what they
in photo D are high and modern. It
and their partner said and discuss what
looks like there used to be some
they could improve. If students are not
roundabouts in front of the market.
able to record themselves, they could
However, the road is widened for
listen to each other in pairs and give
more traffic and green space.
feedback.
People in Ho Chi Minh city obey
- Call some students to present their ideas traffic laws as they all wear helmet
and gives feedback. and get in lanes. I prefer photo D
because I love seeing the city’s
development and modernisation.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

46
- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can compare 2 photos using key phrases and Study strategy.

b. Homework

- Prepare for the next lesson.

47
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 7: ON THE STREETS

WRITING: A TOURIST INFORMATION LEAFLET

I. OBJECTIVES

- By the end of this lesson, students will be able to:

1. Knowledge

- Write about a building.

- Understand some lexical items about describing buildings.

2. Competences

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

3. Personal qualities

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 7, Writing

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 7- lesson 7

Language analysis

KEY PHRASES

Describing a building
is one of … buildings.
Look right / left / up / down.

48
The … was built / installed in ...
It is located in / near ...
… is well worth a visit.

PREPOSITIONS AND ADVERBS OF PLACE

Direction: Location:
left next to
down under
around there
up in
near
hear
across

Assumption
Anticipated difficulties Solutions
- Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.
- Students may have underdeveloped reading, - Let students read the text again (if necessary).
speaking and co-operating skills. - Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (10 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic.

49
 - To set the context for the writing part.

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Mini game: Lucky Wheel.

- THINK! What do you know about Hồ Chí Minh City?

c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Mini game: Lucky wheel.

- Students work in 4 teams, raise hands - Follow teacher’s instruction. Answer key:
to get turn. What is the city’s name? Where
- Choose a question number and answer is it?
the question. Bangkok- Thailand
- Elicit some answers.
Dubai- UAE
- If the answer is correct, return to this Paris- France
slide, click “Roll” button to spin the
Seoul- Korea
wheel, click the wheel to stop. That will
be the team’s point. Ho Chi Minh city- Vietnam

- The team getting the most points is the New York- USA
winner.

- THINK!: “What do you know about

Hồ Chí Minh City?”

- Lead to the lesson.

e. Assessment

50
 - Teacher observes the groups and gives feedback.

2. ACTIVITY 2: PRE- WRITING (20 mins)

a. Objectives:

- To get students to learn vocabulary related to the topic.

- To activate prior knowledge about the topic and get Ss involved in the lesson.

- To develop reading skills for general and specific information.

- To help students understand Language point: Prepositions and adverbs of place.

b. Content:

- Exercises 1, 2 and 3.

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1: Read the tourist information leaflet and answer the questions. (8 mins)

- Explain the meaning of tourist - Follow teacher’s instructions. Answer key:

information leaflet. 1 The leaflet is about Công Xã
- Point to the photos and teach the Paris Street.
meaning of landmark (an important 2 The Central Post Office was
building or monument that is easy to built between 1886 and 1891.
recognise). The Notre Dame Cathedral was
- Students read the leaflet and answer the built in the late 19th century.
questions. 3 The Central Post Office is in
- Check answers as a class. the Gothic and Renaissance
styles. The Notre Dame
Cathedral is in the neo-
Romanesque style.

51
 4 The visitor center is near the
entrance of the Central Post
Office. You can see maps and
brochures that will help you
explore the area.

5 You can buy some wonderful

souvenirs at the Central Post
Office.

Exercise 2: Study the key phrases and find them in the text. (6 mins)

- Read through the key phrases with the - Follow teacher’s instructions. Students’ own performance.
class and check that students understand
them all.

- Students read the leaflet again and find

the key phrases.

- Ask individual students to read out the

phrases in context and check that students
understand them.

- Check answers as a class.

Exercise 3: Study the table. Then add the words in blue from the texts to the table. (6 mins)

- Elicit or explain the difference between Answer key:

a preposition and an adverb. Direction: up
- Elicit that a preposition is always Location: in, near, here, across
followed by a noun, e.g. We walked
around the town. An adverb is not
followed by a noun, e.g. Turn left.

- Point out that some words can be both a

preposition and an adverb, e.g. There’s a

52
 cafe inside the theatre. Let’s go inside.

- Read through the table with the class

and elicit an example of each preposition
or adverb in use. Students then find the
blue words in the text and add them to the
table.

- If necessary, brainstorm more examples

of prepositions and adverbs of place, e.g.
to, towards, away from, in, on, beside.

- Check answer as a class.

e. Assessment

- Teacher checks students’ understanding by asking some checking-questions.

3. ACTIVITY 3: WHILE- WRITING (30 mins)

a. Objectives:

- To help Ss practise the skills to describe and compare two photos and speculate about what
they show.

b. Content:

- Exercises 4- part A, B.

c. Products:

- Ss understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 4: USE IT! Follow the steps in the Speaking Guide (30 mins)

- Read the task with the class. Elicit a few - Follow teacher’s instructions. Suggested answers:
examples of buildings that students could Ho Chi Minh City Museum of Fine
write about.

53
- Students read part B and plan their Arts
information panel. 1. Where is it located?
- Explain to students that they must cover It is located at 97A Pho Duc Chinh
all the information (Where is it located? / Street, Nguyen Thai Binh Ward,
When was it built? / What style is it? / Is District 1.
there anything interesting to see inside /
2. When was it built?
outside the building? / What is the history
of the building?). It was built between 1929 and
1934.
- Allow students time to look at the
reading passages and plan what they are 3. What style is it?
going to write. The style of Art-deco architecture.
- Check answers as a class. The combination of Asian and
European architecture
- Students then write their text. This can
be set for homework. 4. Is there anything interesting to
see inside / outside the building?

Outside: a small courtyard with a

lot of sunlight.

Inside: Vietnamese art works in

sculpture, ceramics, oil/ silk/
lacquer/ woodcut painting.

5. What is the history of the

building?

Hui Bon Hoa family → Ho Chi

Minh City Museum of Fine Arts

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: POST- WRITING (28 mins)

54
 a. Objectives:

- To help students make a full passage describing buildings.

- To help students realise mistakes and give corrections.

b. Content:

- Exercise 4- part C and D.

c. Products:

- Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 4: USE IT! Follow the steps in the Speaking Guide (28 mins)

- Help students connect the ideas they - Follow teacher’s instructions. Suggested answers:
discussed and make a full passage. Just a short walk from Ben Thanh
- Remind them to use the prepositions and Market, you'll find the Ho Chi
adverbs of place and the key phrases. Minh City Museum of Fine Arts, a
must-see landmark in Ho Chi Minh
- Remind them also to check their
city. It is located at 97A Pho Duc
grammar and spelling carefully.
Chinh Street, Nguyen Thai Binh
- Students work in pairs and perform peer
Ward, District 1. It was built
feedback.
between 1929 and 1934. The
- Call some students to present their museum is also considered one of
passages and give feedback. the most beautiful examples of Art-
deco architecture. Outside the
building, there is a small courtyard
with a lot of sunlight. A huge
collection of Vietnamese famous
art works is inside the museum.
This used to be the family mansion
of a businessman named Hua Bon

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 Hoa. The owners changed through
different periods of time. Up to
present, the architectural work
remains its appearance and it is
well worth a visit.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can describe buildings using key phrases.

b. Homework

- Prepare for the next lesson.

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