Week: 12 – Period: 34

UNIT 5: OUR EXPERIENCES

Lesson 1: Getting started – experiences in Da Lat

Class 9A1 9A2 9A3 9A4

Date of teaching 27/11 27/11 28/11 28/11

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Linguistic competences
- Gain an overview about the topic our experiences
- Gain vocabulary to talk about experiences.
2. Shared competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Attributes
- Be friendlier and willing to make more friends at school
- Actively participate in class and school activities
- Develop self-study skills
II. MATERIALS
- Grade 9 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To set the context for the introductory dialogue;
- To enhance students’ skills of cooperating with teammates.
- To introduce the topic of the unit.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Memorizing game - Students work in 2 teams and follow the teacher's Questions:
- Teacher divides the class into 2 teams. instruction to play the game. 1. How many people can you see in the
- Teacher asks students to look through the picture?
conversation and the picture in page 50 in 30 2. What type of vehicle are they riding?
seconds and try to remember as many details as 3. Where are they?
possible. Suggested answers:
- Teacher asks questions about the picture. The 1. I can see 6 people.
team who has more correct answers is the 2. They are riding a jeep.
winner. 3. They are in Da Lat/ at the top of
- Teacher sets the context for the listening and Langbiang mountain.
reading text: Write the title on the board
Experiences in Da Lat. Explain the meaning of
Experience and ask students to guess what the
conversation might be about.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with vocabulary.
- To help students be well-prepared for the listening and reading tasks.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students guess the meaning of words. New words:

- Teacher introduces the vocabulary. 1. experience (n)
- Teacher explains the meaning of the new 2. eco-tour (n)
vocabulary by showing pictures or giving 3. memorable (adj)
explanations 4. brilliant (adj)
5. flora (n)
6. fauna (n)
7. thrilling (adj)
8. explore (v)
9. seabed (n)
10. tribal dance (n)

3. ACTIVITY 2: PRACTICE (30 mins)

a. Objectives:
- To help Ss read for specific information about the conversation;
- To help Ss further understand the conversation in GETTING STARTED.
- To help Ss learn phrases related to different experiences;
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- Teacher plays the recording twice. - Students listen to the recording. The dialogue on page 50
- Teacher checks students’ predictions. - Students read the conversation aloud.
- Teacher calls 3 students to read the conversation
aloud.

Task 2: Read the conversation again and tick (√) T (True) or F (False). (7 mins)

- Teacher asks students to work in pairs to read - Students work in pairs to do the activity. Answer key:
the conversation and underline the key words and - Some students give and explain their answer. 1. F
phrases in the statements then check if the - Check the answer with the class. 2. T
statements are True or False. 3. T
- Teacher has some students read out the 4. F
statements and say if the statements are True or 5.T
False. Make sure they pronounce the words
correctly.
- Teacher checks the answers as a class.

Task 3: Write activities under the pictures. (7 mins)

- Teacher has students to say the phrases aloud. - Students say the phrases aloud. Answer key:
Make sure they pronounce the words and phrases - Students work in pairs to label the pictures with 1. riding a jeep
correctly. the appropriate words or phrases. 2. seeing a gong show
- Teacher ask students to work in pairs to label the - Students check the answers with the class. 3. taking photos
pictures with the appropriate words or phrases. 4. dancing with local people
- Teacher check the answers as a class. 5. taking an eco-tour
6. exploring a site

Task 4: Read the conversation again and match the activities with the adjectives. (7 mins)

- Teacher ask students to work independently to - Students work individually to do the exercise. Answer key:
match each phrase from 1 to 5 with the adjectives - Students check their answers as a class. Some 1. school bag
a-e. Allow students to refer to the conversation to read aloud the phrases and the adjective. 2. compass
 do the task. 3. pencil sharpener
- Teacher checks the answers as a class. 4. rubber
- Teacher asks several students to read aloud the 5. pencil case
phrases and the adjective. Correct Ss’ 6. calculator
pronunciation if needed.
- Teacher may also make a sample sentence then
asks Ss to do the same with others.
Example: Riding a jeep is thrilling.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss have more interactions and to use phrases related to experiences.
- To create a fun atmosphere in the class.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in groups. Carry out a survey. Then report your group’s findings to the class. Do you like ...? (10 mins)

- Teacher asks students to carry out a survey by - Students carry out a survey by asking at least Students’ own answers
asking other students questions. students questions and note down their friends’
- Teacher encourages them to ask at least 3 other answers.
students and note down by ticking the Yes or No - Students share the results of their survey with
column. the whole class.
- Teacher ask some students to report the results
of their survey. T can also give them an example
of how they can start, as follows,
Example: I did a survey with 3 peers. Two like
climbing a mountain, 3 like taking eco-tours,
nobody likes exploring the seabed….

5. CONSOLIDATION
a. Wrap-up
- Teacher refers to the unit title again then together with Ss, orally lists the things that Tom did in Da Lat, lists the adjectives that Tom used to describe
his activities/ experiences in Da Lat.
b. Homework
- Do exercises in the workbook.
- Make a list of adjectives to describe experience.
- Start preparing for the Project of the unit 5.
Week: 12 – Period: 35
UNIT 5: OUR EXPERIENCES
Lesson 2: A closer look 1

Class 9A1 9A2 9A3 9A4

Date of teaching 29/11 29/11 28/11 30/11

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Linguistic competences
- Use the lexical items related to the topic Our experiences;
- Pronounce correctly the sounds /j/ and /w/.
2. Shared competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Attributes
- Be friendlier and willing to make more friends at school
- Actively participate in class and school activities
- Develop self-study skills
II. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Hot seat - Students work in 4 teams and follow the Answer key:
- Teacher divides students into 4 teams. Each team teacher's instruction to play the game. 1. experience (n)
has a member standing against the board. 2. eco-tour (n)
- Teacher shows some learnt vocabulary one by 3. memorable (adj)
one and other members use body language to let 4. thrilling (adj)
their team members guess word. 5. brilliant (adj)
- The team with the most correct answers in the 6. tribal dance (n)
fastest time is the winner.

2. ACTIVITY 1: VOCABULARY (20 mins)

a. Objectives:
- To provide students with vocabulary.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary by: - Students guess the meaning of words. New words:
+ providing explanations of the words - Students note down the vocabulary into their 1. learning by rote (phr.)
+ showing pictures illustrating the word. notebooks. 2. campus (n)
1. learning by rote [explanation] 3. snorkelling (n)
 2. campus [picture] 4. performance (n)
3. snorkelling [picture] 5. exhilarating (adj)
4. performance [picture] 6. embarrasing (adj)
5. exhilarating [explanation] 7. unpleasant (adj)
6. embarrasing [explanation] 8. coral reef (n)
7. unpleasant [picture]
8. coral reef [picture]

Task 1: Write an activity next to each picture. (5 mins)

- Teacher has students to read aloud the words / - Students read aloud the words / phrases in the Answer key:
phrases in the box. box. 1. touring a campus
- Teacher asks students to work in pairs to look at - Students work in pairs to look at the pictures and 2. going snorkelling
the pictures and describe the pictures. describe the pictures. Then, write the correct 3. learning by rote
- Teacher has the pairs write the correct words / words / phrases next to the pictures. 4. putting up tents
phrases next to the pictures. - Some students take turns to read out their 5. giving a performance
- Teacher invites students to take turns to read out answers and then check their answers with the
their answers and corrects their pronunciation if class.
needed.
- Teacher checks the answers as a class.

Task 2: Complete each sentence with an adjective in the box. (5 mins)

- Teacher asks students to work in pairs and to - Students work in pairs and do the task. Answer key:
choose the correct adjective to complete the - Some pairs to share their answers with the whole 1. helpless
phrases. class. 2. exhilarating
- Teacher calls some pairs to share their answers - Students check their answer and add some more 3. amazing
with the whole class. adjectives if they can. 4. embarrassing
- Teacher checks the answers as a class. 5. unpleasant
- Teacher can ask students to add more adjectives
they can think of to fill the blanks.

Task 3: Choose the correct answer A, B, C, or D. (5 mins)

- Teacher asks students to work independently to - Students do the task independently, then share Answer key:
choose the correct answer for each sentence. the answers in pairs and check as a class. 1. B
- Teacher ask students to swap their answers with 2. A
partners then checks the answers as a class. 3. C
- Teacher asks some students to share the answers 4. C
and gives feedback. 5. A

3. ACTIVITY 2: PRONUNCIATION (15 mins)

a. Objectives:
- To help students identify how to pronounce the sounds /j/ and /w/.
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat the words. Pay attention to the sounds /j/ and /w/. (7 mins)

- Teacher introduces 2 sounds /j/ and /w/ to - Students listen to the recording and pay attention
students and has students listen to the recording to the sounds /w/ and /j/.
once first. Teacher asks them to pay attention to - Students listen to the recording and repeat as a
the sounds /w/ and /j/ class then as individuals.
- Teacher plays the recording again for them to
listen and repeat each word as a class, then as
 individuals. - Teacher corrects their pronunciation
if needed.

Task 5: Listen to the sentences. Underline the words with /j/ and circle the words with /w/. Practise the sentences. (7 mins)

- Before listening, teacher lets students discuss in - Students discuss and do the task. Answer key:
pairs and underline the words with /j/ and circle 1.
- Students listen to the recording, check and repeat He tried sailing a yacht, and he did it well.
the words with /w/. the sentences. 2. We’ve made a class yearbook. It looks won-
- Teacher plays the recording for students to check - Some students read the sentences and receive derful.
and repeat the sentences. feedback. 3. They awarded him a gold medal yesterday.
- Teacher calls on some students to read the 4. Youngsters should be aware of their respon-
sentences and corrects their pronunciation if sibilities.
necessary. 5. They haven’t yet understood the role of
wildlife.

4. CONSOLIDATION (5 mins)
a. Wrap-up
Teacher asks Ss to retell the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Find 10 more words describing experiences that have the sound /j/ or /w/.
Week: 12 – Period: 36
UNIT 5: OUR EXPERIENCES
Lesson 3: A closer look 2

Class 9A1 9A2 9A3 9A4

Date of teaching 29/11 29/11 30/11 30/11

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Linguistic competences
- use the present perfect tense.
2. Shared competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3. Attributes
- Exchange personal information with friends and be friendly at school.
- Develop self-study skills
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 1, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge related to the targeted grammar of present perfect tense.
- To enhance students’ skills of cooperating with teammates.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Sentence puzzling - Students work in 4 groups and follow the Answer key:
- Teacher divides the class into 4 groups. teacher's instruction to play the game. 1. Sarah has joined the camp since the
- Teacher delivers 4 sets of word cards which are beginning of summer.
4 jumbled sentences in present perfect to each 2. She has gone to Paris with her family since
group. last December.
- Students will have to work in groups to create as 3. They haven’t played for the school’s band
many correct sentences from the word cards as for 4 months.
possible. 4. Have you done your homework yet? No, I
- The group with the most correct sentences will have not.
be the winner.

2. ACTIVITY 1: PRESENTATION (10 mins)

a. Objectives:
- To help Ss have some idea of what the present perfect is.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

The present perfect

 – Teacher has Ss work individually to read the - Students read the Remember box carefully and
Remember box about the present perfect. listen to the teacher.
– Teacher asks Ss when they should use present - Students make some sentences using the present
perfect. perfect.
– Teacher aks some Ss to give an example for
each of the case.
– Teacher writes the examples on the board.
Remind Ss of the form of verbs in present perfect.

3. ACTIVITY 2: PRACTICE (27 mins)

a. Objectives:
- To help Ss use the present perfect correctly.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Write the correct forms of the verbs in the table. (3 mins)

- Teacher has students work individually to look - Students work independently to do task 1. Answer key:
at the table and write the correct form of the verbs - Students exchange the answers in pairs before Verbs Past simple Past
- Teacher has some Ss to write the verbs in checking with the class. participle
different forms on the board before checking with Work worked worked
the whole class. Join joined joined
- Teacher asks several Ss to read aloud the verb Play played played
forms and corrects their pronunciation if Be was/ been
necessary. were

Go Went gone

Do Did done

Task 2: Complete the sentences with the correct forms of the verbs in the present perfect. (5 mins)

- Teacher reminds Ss that they should put the verb - Students work in pairs to do the task. Answer key:
in past participle form. - Students come to the board to write the answers. 1. have joined
- Teacher lets Ss work in pairs to finish the 2. have played
sentences with the correct verb forms. 3. has… worked
- Teacher calls 1 or 2 students to write their 4. has… been
answers on the board, and checks their answers 5. have gone
sentence by sentence.
- Teacher checks Ss’ answers and corrects any
mistakes and re-explain the rule if necessary.

Task 3: Choose the correct answer A, B, C, or D to complete each sentence. (5 mins)

- Teacher has Ss work individually to underline - Students do the task independently then some Ss Answer key:
the expressions denoting the tense they should red aloud the answers. 1. B
use. - Students check their answer as a class. 2. A
- Teacher asks Ss to work individually choose the 3. A
correct word form and reminds them of the 4. C
expressions they have just underlined in each of 5. C
the sentence.
- Teacher calls some Ss to read aloud the answers
and correct them.

Task 4: Write sentences about Mai’s experiences, using the information in the table. (7 mins)
 - Teacher has Ss work individually for five - Students work independently to do the task in 5 Answer key:
minutes to write full sentences. Then asks them to minutes then work in pairs to share their answers. 1. Mai hasn’t climbed a mountain.
work in pairs to swap their answers. - Students check the answers as a class. 2. Mai has seen an elephant.
- Teacher then asks some students to write their - Students read out the sentences. 3. Mai hasn’t joined a tribal dance.
sentences on the board. 4. Mai has taken a photo of the forest.
- Teacher checks the answers as a class. 5. Mai has gone on an eco-tour.
- Teacher has the class read out the sentences and
corrects pronunciation when necessary.

Task 5: Work in pairs. ask and answer questions about your experiences using the present perfect. (7 mins)

- Teacher asks Ss to work in pairs to ask their - Students do the task in pairs. Example:
partners about it. - Some pairs role play in front of the class and A: Have you visited a village of an ethnic
- Teacher reminds them that they can start with receive feedback from the teacher. group?
Have you…..? B: Yes, I have. / No, I haven’t.
- Teacher asks some pairs to role play in front of
the class.
- Teacher corrects any grammar and pronunciation
mistakes if necessary.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences in the present perfect tense.
Week: 13 – Period: 37
UNIT 5: OUR EXPERIENCES
Lesson 4: Communication

Class 9A1 9A2 9A3 9A4

Date of teaching 4/12 4/12 5/12 5/12

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Linguistic competences
- Know how to apologise and respond to apologies
- Have language input to describe their past experiences of a camping day
- Talk and report about one’s experiences.
2. Shared competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Attributes
- Be ready and confident in real life conversations
- Know what good qualities a good friend should have and try to be a good friend
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 1, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere for the class before the lesson;
- To help Ss revise present perfect.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Sentence forming - Students work in 2 teams and follow the The answers may vary.
- Have two teams play a game. teacher's instruction to play the game.
- Team A says a verb in past participle form, and
team B uses that verb to say a sentence about his /
her experience. If a team cannot make a sentence
as required, it loses a turn.
- The team with the most correct answers wins.
- T declares the winner congratulates them, then
leads to the new lesson.

2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)

a. Objectives:
- To introduce two ways to apologise and respond to apologies;
- To help Ss practise apologising and responding to apologies.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
 - Teacher lets students listen and read the - Students listen to the dialogue and find out what
dialogue, and asks them what the characters say the characters say when they first meet someone.
when they first meet someone. - Some students share their opinions to the class.
- Teacher calls some students to share their
opinions.
- Teacher gives more explanations and writes
down the structure used to apologise and respond
to apologies.
I’m really sorrty… .
Oops, my mistake.
That’s okay.
That’s right.

- Task 2: Work in pairs. Make similar conversations with the following situations. (7 mins)

- Teacher asks students to work in pairs to make - Students work in work in pairs to make similar Students’ dialogues.
similar dialogues. dialogues.
- Teacher calls some students randomly to act out - Some students act out the dialogues.
the dialogues
- Teacher gives feedback and corrections (if
necessary).

3. ACTIVITY 2: EXPERIENCES OF YOUR CLASS CAMPING DAY (20 mins)

a. Objectives:
- To help Ss practise talking about their experiences in groups.
– To help Ss practise reporting their group members’ experiences.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Read the posts by three friends about their camping activities and match their names with the experiences. (7 mins)

- Ask some Ss to read the posts aloud. - Some Ss read the posts aloud. Answer:
- Have Ss work in pairs match names with - Ss work in pairs match names with experiences Mai-b, e
experiences the students have. Remind Ss to the students have Minh—c, d
underline key words / information that help them - Ss check the answers as a class. Tom—a, f
do the matching while reading. Correct if
necessary.
- Check the answers as a class.

Task 4: Work in pairs. ask and answer questions about the experiences of Mai, tom, and Minh. you can use the questions below. (8 mins)

- Have Ss work in pairs to ask and answer - Ss work in pairs to ask and answer questions Example:
questions about the experiences of the three about the experiences of the three students. - Where did Mai go?
students. - Students role play in front of the class. - She went on a camping trip with her class.
- Invite some pairs to role play asking and - What happened to her?
answering questions about the experiences of the - She slipped and hurt her ankle.
three students in front of the class. - What did she do then?
- Give feedback on Ss’ performances. - She stayed inside the camp. She couldn’t
join team building activities.
- How did she feel?
- She felt helpless. It was a terrible day for
her.

Task 5: Work in groups. take turns to ask and answer about one another’s experiences of a trip he / she has had. use similar questions to those in
4. (8 mins)

- Have Ss work in groups to take turn to ask and - Students work in groups to take turn to ask and Suggested answer:
 answer about one another’s experiences of a trip answer about one another’s experiences of a trip - Mai, where did you go?
they have. they have. - We went on a camping trip in Ninh Binh.
- Tell them that they can use similar questions as - Some pairs present in front of the class and - When was that?
suggested in 4 and ideas from the posts and the receive feedback. - Last year.
notes in 3. - What happened then? / What did you do
- Invite pairs to practise in front of the class. then?
- Give feedback on Ss’ performances. - We put up camps / tents, and joined team
building activities.
- How did you feel?
- It was an amazing experience for me. I have
never felt so excited like that.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
Week: 13 – Period: 38
UNIT 5: OUR EXPERIENCES
Lesson 5: Skills 1

Class 9A1 9A2 9A3 9A4

Date of teaching 6/12 6/12 5/12 5/12

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Linguistic competences
- Read for general and specific information about experiences in a summer course
- Talk about their experiences of a course
2. Shared competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
3. Attributes
- Understand more about their preference of different types of schools and show their love for the school
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 1, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere for the class before the lesson.
- To help Ss revise describing their experiences
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: chain game - Students follow the teacher's instruction and play Example:
- Class is divided into 2 groups. the game in two teams. Student 1 from team 1: I had an unpleasant
 - Have each team play rock paper scissors to experience of a sports competition at school.
decide who will go first. Student 2 from team 2: She had an unpleasant
- Then, the winner say a sentence about their past experience of a sports competition at school and
experience then choose the second one in the i accidentally felt while leaning to skate.
other team. The second repeats and say their past Student 3 from team 1: She had an unpleasant
experience and so on. experience of a sports competition at school. He
- The team can’t repeat the prior players’ answers accidentally felt while leaning to skate and i had
in 10 seconds will lose the game. a very good in the last summer camp…

2. ACTIVITY 1: READING (20 mins)

a. Objectives:
- To help Ss learn new vocabulary in the reading text.
- To improve Ss’ skill of reading for general ideas and for details.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Tick (√) the experiences you have had. (3 mins)

- ask the class to work in pairs to describe the - Ss work in pairs to describe the pictures and say Suggested answers:
pictures and say if they have done the things that if they have done the things that teenagers in the Picture: the students sitting in front of a tent.
teenagers in the pictures are doing. pictures are doing. They are talking or having a relaxing time.
- Ask Ss some questions: Have you ever gone - Ss answer T’s questions Three boys are holding sports equipment (a
camping? Have you ever travelled to a new place tennis racquet, a fishing rode …)
without parents like this? Have you ever attended
an army course/ joined any performances?
- Ask Ss how they feel about the experiences or
what the experiences are like.
- Lead to the reading. Tell Ss that they will read
about Duong and Aikiko’s experiences. Tell Ss
about the objectives of the lesson or write the
objectives in the left corner of the board.
.

Vocabulary teaching (5 mins)

- Teacher asks students to get the meaning of the - Students say the meaning of the words. New words:
words in context. 1. touching (adj)
2. soldiers (n)
3. army-like (adj)
4. strict (adj)
5. theme (n)

Task 2: Read the texts and choose the correct answer A, B, C, or D. (7 mins)

- Ask Ss to work individually to read questions - Ss work individually to read questions first and Answer key:
first and underline the key words in the questions. underline the key words in the questions before 1. B
- Have Ss read the two passages to circle the answering them. 2. B
correct option. - Ss read their answers and clues to the answers. 3. C
- Ask some Ss to read their answers and clues to 4. C
the answers. 5. A
- Correct Ss if necessary.

Task 3: Read the texts again and tick Duong or Akiko. (5 mins)

- Have Ss work individually to underline the key - Ss work independently to underline the key Answer key:
words in each of the statements. words. 1. Akiko
- Ask Ss to re-read the passage to tick the right - work in pairs to swap answers or to check 2. Duong
 boxes. answers together. 3. Duong
- Have Ss to work in pairs to swap answers or to - Ss take turns to give the answers 4. Akiko
check answers together. 5. Duong
- Ask Ss to take turns to give the answers and
show the parts in the reading where they find the
answers.

3. ACTIVITY 2: SPEAKING (15 mins)

a. Objectives:
- To have Ss practise talking about one’s experiences.
- To give Ss an opportunity to practise reporting peers’ experiences.
- To improve Ss’ confidence in speaking in front of the class.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Match the questions in a with the answers in B. Share your answers with a classmate. (5 mins)

- Have Ss work in pairs to match the questions - Ss work in pairs to match the questions with the Suggested questions:
with the answers. answers. 1. C
- Go around to observe if Ss need any help. - Ss do the task and explain their answers. 2. A
- Correct the answers 3. D
- Ask some pairs to role-play in front of the class. 4. E
- Correct the pronunciation and intonation if 5. B
necessary.

Task 5: Work in pairs. ask and answer about a course you have experienced. use the questions in 4 as cues. then report your partner’s answers to
the class. (10 mins)

- Have Ss work in pairs to ask and answer - Ss work in pairs to ask and answer questions Suggested answer:
questions about their friends’ summer course or about their friends’ summer course or any course Minh attended a memorable summer course
any course they have attended. they have attended. last year. It was a presentation skill course.
- Invite one representative from each pair to report - Ss su then report their friend’s experience to the He learnt how to organise the talk, and how
the experiences of the other. class. to use visual aids. He also practised using
- Tell them that they can use the notes they made - Ss receive comment from teacher. gestures, and having eye contacts with the
beforehand. audience. He felt that the course was so
- Give feedback on their reports in terms of impressive and memorable.
language, verb forms and pronunciation

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook
- Write down your friend’s experiences in your notebooks.
Week: 13 – Period: 39
UNIT 5: OUR EXPERIENCES
Lesson 6: Skills 2

Class 9A1 9A2 9A3 9A4

Date of teaching 6/12 6/12 7/12 7/12

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Linguistic competences
- Listen for information about a bad experience at school;
- Write a paragraph about their most pleasant / unpleasant experience at school.
2. Shared competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Attributes
- Be friendlier and willing to make more friends at school
- Be encouraged to attend school activities.
- Actively join in class activities
II. MATERIALS
- Grade 9textbook, Unit 1, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere for the class before the lesson.
- To help Ss revise the phrases related to experiences.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- T puts Ss in two groups. Give each group a set - Ss work in two groups. From the given slips of Slips of paper:
of phrases on slips of paper about the paper, 2 groups choose the right slips about Duong’s Set 1:
experiences of Duong and Aikiko. Each group experience and the right ones about Aikiko’s Join a performance
has to choose the right slips about Duong’s experiences and stick them in the right column on Played board games
experience and the right ones about Aikiko’s the board. Enjoy the city view at the mountain top.
experiences and stick them in the right column - The group that has the most correct or appropriate Read books
on the board. answers wins. Travelled without his/her parents
- T stops the game when time is up. communicate in English
- T asks each group to read out their answers. Join team activities
The group that has the most correct or Set 2
appropriate answers wins. Attend English classes
- Teacher declares the winner. Join team activities
Play billiards
Go hiking
Wake up at 5 a.m.
Call their parents once a day.
Received letters from our parents
Travelled without his/her parents
 Answers
Duong:
1. Join a performance
2. Read books
3. Join team activities
4. Call his/her parents once a day
5. Received letters from our parents
6. Travelled without his/her parents
7. Wake up at 5 a.m.
Akiko:
1. Attend English classes
2. Join team activities.
3. Communicate in English
4. Played board games
5. Play billiards
6. Go hiking
7. Enjoy the city view at the mountain top.
6. Travelled without his/her parents

2. ACTIVITY 1: LISTENING (20 mins)

a. Objectives:
- To help Ss develop their skill of listening for specific information about bad experience
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Which of the following is a bad experience? (3 mins)

- Ask Ss to work in pairs to look at the pictures - Ss look at the pictures and the experiences listed Suggested answers:
and the experiences listed to circle the experiences to circle the experiences that are bad. Then. add as - failing an exam
that are bad. Ask Ss to add as many experiences many experiences they had as possible. - being bullied
they had as possible. - Some Ss say their answers. - lacking confidence
- Invite some Ss to say the answers and correct
their pronunciation if needed.
- Tell Ss that they are going to listen to a
conversation between Minh and his dad.

Vocabulary teaching (5 mins)

- Teacher asks students to get the meaning of the - Students say the meaning of the words. New words:
words in context. 1. confidence (adj)
2. lack (v)

Task 2: Listen to the conversation between Minh and his dad and tick T (true) or F (False). (5 mins)

- Tell Ss that they are going to listen to a - Students find the key words independently and Answer key:
conversation between Minh and his Dad. Ask Ss then listen to the recording to do the task. 1. F
to work individually to read sentences and to - Students compare the answer with their partners. 2. F
underline the key words. - Some students go to the board to write the 3. T
- Play the recording once for Ss to tick true (T) or answer and then check with the whole class. 4. T
false (F). 5. F
- Check Ss’ answers and play the recording again
for them to better understand the conversation
between Minh and his dad. Stop or rewind the
recording where necessary.
 - Call some Ss to go to the board to write the
answer then check their answers as a class.

Task 3: Listen again and choose the correct answer A, B, or C. (7 mins)

- Ask Ss to work in pairs to read the questions and - Ss find the key words independently and then Answer key:
underline key words in the questions and the listen to the recording to do the task. 1. C
options. - Ss compare the answer with their partners. 2. A
- Play the recording once. Give Ss two minutes to - Check with the whole class. 3. C
circle the correct option. Play the recording again 4. B
and check their answers as a class.

3. ACTIVITY 2: WRITING (18 mins)

a. Objectives:
- To help Ss practise writing a paragraph about their experience at school.

b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. put the phrases from the box in the correct column.

- Ask Ss to work in pairs to fill in the blanks with - Students work in pairs to fill in the blanks with Suggested answers:
the suggested ideas. the suggested ideas. Pleasant experience
- Ask Ss to get more ideas from the listening, - Some Ss to read out loud the ideas for each - doing community service
reading and communication parts. column. - winning a competition
- Ask some Ss to read out loud the ideas for each - going on a camping trip
column. - joining team-building activities
- Correct their pronunciation where necessary. Unpleasant experience
- taking wrong things
- coming to school late
- arguing with a friend
- not revising lessons

Task 5: Write a paragraph (100 – 120 words) about the most pleasant or unpleasant experience you have had at school.

- T shows the ideas T and Ss have arranged and - Students work individually to write their full Sample paragraph:
added to the table in 4 on the board. paragraph. I had very pleasant experiences at my school.
- Ask Ss to work individually to write for 15 - Students pay attention while the teacher is The first lovely experience I had was when I
minutes and use the information in 4 and other checking their work. did community service last year. I joined the
ideas they may think of. school English club, and tutored some
- T asks one S to read out his / her paragraph. primary school students for a semester. Their
- Feedback on Ss’ writing in terms of ideas, English became better, and they were much
grammar and connectors. more confident in English lessons. The
second memorable experience I had was
going on a camping trip with my classmates.
We went to a village about 20 km from our
school. Here, we put up tent, decorated it and
we also won the competition of tent
decoration. We sang and danced and took a
lot of photos. I also remember winning the
first prize in the school chess competition
that year. The school then presented me with
a chess set. All these pleasant experiences
will go with me forever.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summaries the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.
Week: 14 – Period: 40
UNIT 5: OUR EXPERIENCES
Lesson 7: Looking back and Project

Class 9A1 9A2 9A3 9A4

Date of teaching 11/12 11/12 12/12 12/12

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Linguistic competences
- Review the vocabulary and grammar of Unit 5
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Shared competences
- Develop communication skills and creativity
- Develop presentation skill
- Be collaborative and supportive in pair work and teamwork
3. Attributes
- Be encouraged to attend school activities.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 1, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students work in 4 teams and listen to the Suggested answers:

- Teacher divides the board, and divides the class teacher’s instructions to play the game. - Brilliant
into 2 teams. - Exhilarating
- Members of each team take turns and write as - Amazing
many adjectives describing experiences as - Exciting
possible in 2 minutes. - Unpleasant
- The group having more correct answers is the - Pleasant
winner. - Embarrasing
….

2. ACTIVITY 1: VOCABULARY (10 mins)

a. Objectives:
- To help Ss review the vocabulary of Unit 1
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Use the adjectives in the box to describe the experiences. add any other adjectives you can think of. (5 mins)

- Have Ss work in pairs to write the appropriate - Students do the task independently. Answer key:
adjectives from the box to each of the situations. . Answers will vary
- Check answers as a class.
- Correct Ss pronunciation if necessary
 Task 2: Complete the sentences with the phrases in the box. (5 mins)

- Have Ss work individually to fill in each blank - Ss do the task independently. Answer key:
with the correct phrases from the box. Check - Ss exchange their textbook to check the answers. 1. learnt it by rote
answers as a class. - Some Ss read aloud the passage. 2. went blank
- Ask some Ss to read aloud the passage. Correct 3. exploring a site
Ss’ pronunciation if necessary. 4. an eco-tour
5. team building activities

3. ACTIVITY 2: GRAMMAR (11 mins)

a. Objectives:
- To help Ss revise the present perfect tense.
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Complete the sentences with the correct present perfect forms of the verbs in brackets. (5 mins)

- Have Ss work individually to fill each of the - Students do the task individually. Answer key:
blanks with the right form of the given verb. - Students exchange their textbooks and give 1. have invited
- Then ask Ss to work in pairs to swap and check feedback to each other. 2. Have / finished
their answers. 3. have never been
- Check answers as a class. 4. has seen
- Ask one student to read out the sentences. 5. has never cooked
Correct his / her pronunciation if necessary.

Task 4: Complete the text with the correct form of the verbs in brackets. (5 mins)

- Ask Ss to work individually to complete the - Students work in pairs. Answer key:
letter as requested in the Student’s Book. - Students complete the task in pairs and discuss 1. have been
- Ask one or two students to go to the board and the answers. 2. have done
write their answers. - Swap answers and check their partner’s answers. 3. have visited
- Then ask the class to work in pairs. Tell them to - Some Ss go to the board to write the answers. 4. have watched
swap answers and check their partner’s answers. - Ss check their answers. 5. have (also) had
- Check the answers that some Ss have written on 6. have (also) made a plan
the board.
- Have all Ss correct their partner’s answers.
- Ask some Ss to read out their answers. Correct
Ss’ language and pronunciation if necessary.

4. ACTIVITY 3: PROJECT (17 mins)

a. Objectives:
- To help Ss improve their creativity and teamwork
- To improve their speaking and presentation skills
b. Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Your most memorable experience - Students check their posters again in groups. Suggested outcome:
- Have Ss work individually to answer all the - Groups show their posters and then present. Students’ posters & presentations
suggested questions in task 1 the Student’s Book.
- Ask them to prepare pictures and photos of their
own to illustrate their experiences.
- Ask Ss to work in small groups when they have
prepared their own part to make a poster showing
the experience of everyone in the group.
- Tell Ss to pin / tape / glue the pictures / photos /
models on a large piece of paper and take turns to
 present their own experiences to the class.

5. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson

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