Lesson plan 9
Date of planning: ......................................
Period:
Date of teaching: ....................................... Week:
How to learn English 9
*Aims:
To help SS know how to learn English 9, review some tenses and structures they’ve
learned.
*Objectives:
By the end of this lesson, Ss will be able to know about the structure of English book
9, some ways to learn English 9. review some tenses and structures they’ve learned.
*Procedure
Activity 1
Teacher introduce the English book 9.
Teacher asks Ss to compare the English book 9 to English book 8.
Teacher asks Ss to tell the ways to learn English.
Activity 2
Teacher guides Ss how to learn English 9
1. Vocabulary, structures: - Learn by heart all the words, structures. Each word
writes 5 times (English and Vietnamese meaning).
- Give examples using the new words and structures.
2. Practice reading all the texts or dialogues then translate them into Vietnamese.
3. Do exercises in the workbook.
4. Prepair new lesson: - Look up new words
- Answer the questions in the book in draft.
5. Divide pairs and groups.
Activity 3
1. Tenses: - Simple present
- Simple past
- Present perfect
- Future

Answer key:
b. Temple of Literature c. Dong Xuan market d. Museum of History
e. The market / Restaurant f. Ho Chi Minhs Mausoleum
* Real questions:
T: Do you have any pen pals?
Where does she /he live?
Has she /he visited your city?
Imagine a foreign pen pal is coming to stay with you for a week.
What activities would you do during the visit?
Example: I think I will take her / him to ( temples).
T: Widens mountains; beaches; theaters; pagoda; fields.
Ss: Practice may be following the pictures or their own ideas
I/Pre reading
1.Pre teach
- (the) mausoleum: lăng (pict)
- ( to) correspond: trao đổi th từ ( realia + sit)
- ( to) be impressed by: ấn tợng bởi ( pict)
- (a) mosque: nhà thờ Hồi Giáo ( situa)
- ( to) pray: cầu nguyện, cầu khấn ( exam)
Game: What and where
2. Open prediction:
T: Sets the scene
T: Draws
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Lesson plan 9
T: Who’s she? Ss: She’s Lan
T: Where does she live? Ss: She lives in Hanoi
T: What about here? Ss: She’s Marian
T: Where does she come from? Ss: She come from Malaysia
T: Marian came to visit Lan in Hanoi

Ss: Retell the text by summarizing it combining with open prediction and multiple
choice
Maybe cues:
1. Lan/ Hanoi/ Marian/ Kuala Lumpur
2. 2. They/ usually/ one another/ 2 weeks
3. This/ be/ first time/ Marian/ visit/ Lan/ Hanoi
4. Lan/ take/ her/ Hoan Kiem lake/ first day
5. Marian/ impressed/ beauty/ city/ and/ friendliness/ its people
6. next few days/ they/ visit/ Ho Chi Minh/ mausoleum/ History Museum/ Temple
of Literature/ beautiful parks/ lakes/ Hanoi
7. They /also/ go/ see/ mosque/ street
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Lesson plan 9
8. Marian/ wish/ Lan/ have/ longer vacation
9. Marian/ invite/ Lan/ visit/ Kuala Lumpur/ next summer
Ss: Speak before class and write down
*Consolidation :
T: What do you read today ?
Ss: Repeat all the new words, model sentence
Choose the best answer
The text talks about: A. description about a foreign friend
B. Marian’s first meeting to Lan
C. description about Hanoi people
*Homework:
- Learn by heart new words
- Retell the text
- Prepare speak P 8- 9Unit 1: A visit from a pen pal

the north : thuéc c«ng nghiÖp
->Ss: Match
*T: Sets the scene
T: Points at the picture. Who’s she?
Ss: She’s Lan
T: Here? Ss: It’s Marian
T: Lan’s still in the school. Lan’s waiting for Lan outside school and so is Marian. Now
Nga and Marian are talking with together
T: What will Nga say? Ss: Hello You must be Marian?
T: What about Nga’s answer? Ss: That’s right, I am.
Ss: Chorally – 2 sides – in pairs
*Ordering the sentences
T: I have some in order sentences between Nga and Marian.
Please put it in the correct order
Key : 1- 5 -b -4 – d – 2 –e - 3 – a - 6
Ss: Chorus the dialogue
T: Rubs out the dialogue Ss: Remember and speak out
Ss: Maybe change
-You must be. = Are you?
- Please to meet you = Nice to meet you.
II/ While speaking (speak 2 P.8)
T: Now imagine you’re talking to Marian’s friends
Make the same dialogue basing some the following information
T: Look at the table. How many people are there in the table?
Ss: 3 people. They’re Yoko from Tokyo, Paul From Liverpool and Jane from a small
town in Perth
T: Draws them
T: Please talk out their information about them
T: Where does he/ she live?
What does he/ she like or love?

-Mexican: Mexico (pict)
What and where
* T: Elicits the pictures by asking some questions
a.Pict1:
-What’s she doing? Ss: She’s walking on the grass
-T: Where? Ss: the park
-T: Should she walk on the grass? Ss: No, she shouldn’t
Pict2:
T: What’s doing? Ss: She’s cutting the flowers
T: Should she cut/ pick up the flowers? Ss: No
b. Pict1, 2:
T: What are they? Ss: They’re buses
T: Are there any differences between 2 busses?
Ss: bus1: number 103 bus2: number 130
c.Pict1:
T: Where are they? Ss; in the restaurant
T: What are they doing? Ss: eating
T: Can find the difference between 2 pictures?
Ss: Picture1: Mexican restaurant- Mexican food
Picture2: Hamburger: one kind of cake
T: Where do you think is famous for hamburger?
Ss: Maybe in America or England
Ss: Guess the number they think it will be in the tape (3people)
II. While listening
Ss: Listen 3 times to check
Answer key: a1- b2 – c2
Ss: Compare with the first predictions
3. Post listening
Ss: Role play
T: Makes Yes/ No questions Ss: Answer and make the dialogue

To help SS read the text for details.
*objectives:
By the end of this lesson, ss will be able to have some knowledge about Malaysia, one
of the country of the ASEAN through Practice reading the text
*materials:
Pictures, posters.
*ways of working:
Teams, pairs, individuals
*procedure:
Warm up
Guessing game :
What country is it?
a. This country borders with Lao and Cambodia’s (Thailand)
The major cities are Bangkok, Chiang Mai
b. It’s considered to be one of the cleanest country in the world (Singapore)
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Lesson plan 9
The country and the capital city share the same name
c. It’s a country in Asia (Malaysia)
The capital’s Kuala Lumpur
Ss: Divides class into 3 teams
I. Pre reading
1. Preteach
- (a) region: khu vùc (pict)
- (to) separate: chia ra (exam)
-(the) unit of currency: ®¬n vÞ tiÒn tÖ (situa)
- (a) religion: t«n gi¸o (situa)
- Buddhism: (exam)
- Hinduism: ®¹o Hin®u (exam)
- compulsory: b¾t buéc (situa)

How many items do you need to fill?
Ss: 8 items- name out
Ss: Do themselves and share with their partners – write down
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Lesson plan 9
T and Ss check
III. Post reading
Interview:
1. How many square km does Malaysia comprise?
2. How many people are there in Malaysia?
3. What’s the weather like in Malaysia?
4. What’s Malaysia’s unit of currency?
5. What’s its capital city?
6. What’s its official religion?
7. What national language do they use?
Ss: Play the roles

* More exercise:
Vietnam
1. Area: 330 991 km2 5.National language: Vietnamese
2. Population: 80 mil 6.Official religion: Buddhism
3.Capital: Hanoi 7. National Day: 2/ 9/ 1945
4. Unit of currency: Dong
T: Gives the form Ss fill in the table about Vietnam
Ss: Basing on the information talk about Vietnam (the passage)
T: Calls some Ss to retell about Vietnam
*consolidation:
Ss: Repeat all the new words
Remind the content : know more about Malaysia and Vietnam
*Homework:

Ss: Practice speaking and fill in the table
Then tick their results on the board
Ss: In pairs
* Free talk about the letter in the book
T: Look at the table. Is it a letter? Ss: No, it isn’t
T: What’s it? Ss: It’s an outline.
Ss: 3 paragraphs
T: Imagine you’re visiting your relatives or friends in another part of Vietnam. Write a
letter to your family
T: Checks understanding
T: Who are you revisiting? Ss: My relatives/ friends
T: Where? Ss: In another part of Vietnam
T: Who will you write to? Ss: My family
T: Asks Ss to look at each paragraph and make the questions
1.When did he arrive?
2. Who met you at the bus/ train station/ airport
3. Which places did you visit?
4. Who did you meet during the visit?
5. What kind of food did you eat?
6. What did you buy?
7. How do you feel about the visit?
8. What interests you most ( people/ places/ activities..) Why?
9. When did you return home?
Ss: Free talk
II. While writing
Ss:” Practice writing individually
Suggested ideas
Dear.,
I arrived at Danang airport / train station / bus station at 2 p.m late in the afternoon /
midnight on Tuesday / Sunday Uncle Hung / Aunt Tuyet took me home by taxi /

2. I have been back from a holiday.
3. It was one of the most interesting trip I have ever had
4. I played lots of traditional games and I ate a lot of fresh fruits.
5. What about you? Did you have a nice weekend?
6. Please write back to me as soon as possible
*Homework:
-Write the letter again
-Prepare language focus. P 11- 12

Unit 1: A visit from a pen pal
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Lesson plan 9
Lesson 5: Language Focus/ P11 - 12
*Aims:
To help SS revise the past simple tense and use past tense with “wish”.
*objectives:
By the end of this lesson, ss will be able to review the past simple tense and use past
tense with “wish”
*materials:
Pictures, posters.
*ways of working:
Teams, pairs, individuals
*procedure:
Warm up and revision
Game: Pelmanism
T: Prepares the cards
Infinitives Past simple

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Lesson plan 9
1. baked a cake
2. hung colorful lamps on the wall/ in the room.
3.bought flowers
4. painted a picture of Ha Noi
5. went shopping
III. Language focus 3. P12
T: Sets the scene
T: Is it a bird? Ss: Yes, it is
T: Can this bird fly? Ss: Yes, it can
T: Can we can fly? Ss: No, we can’t
T: But if you want to fly. What will you say?
Ss: I wish I could fly
T: Do you live in the city? Ss: No, I don’t
T: Do you want to live there? Ss: Yes
T: What will you say? Ss: I wish I lived in the city
T: You’re 15 years old. You’re 1m. Are you tall?
Ss: No, I am short
T: What do you wish? Ss: I wish I were taller.
Ss: Find out the form
a. Form: S wish (es) S V (past)
Note :“to be” -> “were” (every subject)
b. Use and meaning:
DiÔn t¶ mong muèn cã thËt ë hiÖn t¹i hoÆc kh«ng thÓ x¶y ra ë hiÖn t¹i
( different or opposite wish to the truth)
c. Practice:* Word cue drill
1. It’s hot. You want to be in the swimming pool
2. You don’t have a computer
3. You live very far from school

By the end of this lesson, Ss will be able to get acquainted with the topic of
clothing in general and the traditional dress of Vietnamese women
*materials:
Pictures, posters.
*ways of working:
Teams, pairs, individuals
*procedure:
Warm up (Getting started)
Lucky number: T: Divides class into 2 teams
1 2 3 4
5 6 7 8
T: Look at the pictures and tell me where each person come from
If you talk the reason for your choice, youll get 2 marks
Key:
1. Pict a: She comes from Japan (wearing a Kimono)
2. Pict b: She comes from Vietnam (wearing an Ao dai)
3. LN
4. Pict c: He comes from Scotland (wearing a kilt)
5. Pict d: She comes from India (wearing a sari)
6. LN
7. Pict e: He comes from the USA (wearing jeans)
8. Picture f: She comes from Saudi- Arabia (wearing a veil)
T: Maybe provides ss some difficult words
(a) kilt: váy ngời miền núi
(a)sari: vải quấn của ngời Ân Độ
(a)veil : mạng che mặt
I. Pre reading
1. Preteach
- (a) poet: nhà thơ (exam)
- (a) poem: baif thơ (explain)

T: What about you ? Do you like ao dai? Why? Why not? T : Now we will more about
ao dai
II. While reading
Ss: Listen to the tape and keep their book open
*Ss: Match
(to) slit: thời trang
(the) design: dòng thơ
fashion hoạ tiết, mẫu mã
the line of poetry độc đáo, duy nhất
unique xẻ, dọc
*Exercise1: Complete the sentences using the information from the passage P14
1. For a long time, the ao dai has been the subject of (poems, novels and songs)
2. The ao dai is described as a (long silk tunic with slits up the sides worn over loose
pants)
3. The majority of Vietnamese women prefer (to wear modern clothing at work)
4. Some designs have modernized the aodai by printing (lines of poetry on it)
5. Another alternative is to add (symbols such as suns, stars, crosses and stripes)
T: Hangs on the poster Ss: Come to the board to fill
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Lesson plan 9
*Exercise2: Lucky number
1 2 3 4 T: Divides class into 2 teams
5 6 7 8
1. How long has the ao dai been mentioned in poems, novels and songs?
2. Who used to wear the aodai by tradition?
3. LN
4. Were the sign and material used for men the same as for women?
5. LN
6. Why do the majority of Vietnamese women prefer to wear modern clothing at work
these day?

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Lesson plan 9
T and Ss listen and check
I. Pre speaking
T: In the last lesson, we got some information about ao dai- the traditional dress of
Vietnam. Today we will learn about the casual clothes that we wear daily
1 .Match the phrases to the pictures
Pictures Names Meanings
a 1. a colorful T- shirt A. áo phông nhiều màu
b 2.a plaid skirt B. quần soóc xanh
c 3. a plain suit C. áo sơ mi ngắn tay
d. 4. a short sleeved blouse D. áo sơ mi kẻ sọc
e. 5. a sleeveless sweater E. quần bò mài
f. 6. a stripped shirt F. quần thụng
g. 7. a baggy pants G. bộ quần áo complê
h 8. a faded jeans H. áo len cộc tay
i 9. blue shorts I. váy kẻ ô
Ss: Come to the board to match
Answer key:
a. 1- A b.5- H c. 6 D d. 3 G e. 8- E f. 4 - C
g. 7 F h. 2 I i. 9 - B
2. Speak b. P .15
Ss: Work in groups (each desk)
T: Read the exercise b P 15 please.
What do we have to do now?
Ss: We have to discuss and write 2 more questions for the last section of the survey
T: What kinds of clothes we refer to students wear?
Ss: about casual clothes, favorite clothes, school uniform and clothes for special
occasions
The form of the survey:

- Write it up : Using the questions in the form of the survey (a paragraph)
Unit 2: clothing
Lesson 2: Listen / P16
*Aims:
To help SS listen for specific information.
*objectives:
By the end of this lesson, Ss will be able to listen for specific information, describe
what people are wearing and know how to describe a lost person.
*materials:
Pictures, tapes.
*ways of working:
Teams, pairs, individuals
*procedure:
Warm up and revision
Game: Brainstorming

Clothing Clothing
/ /
a plain suit a plain suit
T: Divides class into 2 teams
Qs: What types of clothes do you like best? Why?
What about dislike? Why not?
I. Pre listening
1. Set the scene
T: Draws Mary
T: Who’s she? Ss: She’s Mary
T: Look at the pictures in your book.
What are these? Ss: They’re clothes
T: How many pictures? Ss: 6 pictures
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6. Who’s waiting her there? (Her father)
III. Post listening
Ss: basing on the exercise 1. p16 through the pictures and the comprehension questions
to describe a lost girl called Mary mainly
Suggested description:
A little girl has lost for 20 minutes. Her name’s Mary and she’s 3 years old. She was last
seen near the main entrance to the Car Fair.She has short dark hair. She’s wearing blue
shorts and long sleeved while blouse. She’s wearing a pair of shoes- brown shoes. She’s
carying a large doll. If you see Mary, bring her to the Information Desk. Her father is
waiting for her there. Thank you.
*consolidation:
Ss: Name out the clothes through 9 pictures
Remind the content: How to describe a lost person
*Homework:
Write it up: Write a public announcement about Mary
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Lesson plan 9
A fifteen minute test
Full name: .................................... Class: 9 .....
Listen to the text carefully then write T (true) or F (false) at the end of each sentence.
1. Canada is the second largest country in the world.
2. It has the population of 26 million.
3. Canada is in South America.
4. Its capital is Ottawa.
5. Canada is a country rich in natural resources.
6. A lot of rice is exported from Canada.
7. There are some magnificeint forests, high mountains and many minerals there.
8. Canada was first settled by British rule then came under French pioneers.
9. Since 1931 Canada has been independent.
10. English and French are spoken officially in Canada

T: Can you guess whats the topic today?
Ss: Jeans
I. Pre reading
1.Prequestions
T: Have you have ever worn jeans?
Do you like wearing jeans?
Why/ Why not? easy to wear/ convenient
fashionable/ durable/ cheap/ expensive.?
Ss: Answer freely
2. Preteach
- material: chất liệu, nguyên liệu (exam)
- cotton: bông, sợi (pict)
- (to) wear out: làm rách (situa) Game: Matching
- (a) style: kiểu dáng (situa)
- (to) embroider: thêu hoa, hnh (realia)
- (a) label: nhãn hiệu (realia)
- out of fashion: lỗi thời (exam)
- (a) generation: thế hệ (situa)
II. While reading
1.Exercise 1: Fill in the missing dates and words
Answer key:
1.18th century: Workers liked to wear jeans cloth because the material made from
cotton was very strong and could hardly wear out.
2.1960s: A lot of university and college students wore jeans.
3.1970s: Jeans became cheaper so many, many people began wearing jeans.
4. 1980s: Jeans became high fashion clothing.
5. 1990s: The sales of jeans stopped going up.
Ss: Do individually and share with their partners
T and Ss check together
2. Exercise 2: ( Lucky number)

Lesson 2: Write/ P18 - 19
*Aims:
To help SS write an exposition.
*objectives:
By the end of this lesson, Ss will be able to get acquainted with argumentative wrting
to express their ideas about uniform or casual clothes
*materials:
Pictures, posters.
*ways of working:
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Lesson plan 9
Teams, pairs, individuals
*procedure:
Warm up and revision
T: How often do you wear uniforms?
How do you feel when wearing uniforms?
If you have a choice, What type of clothing do you want to wear when going to school?
Why do you choose it?
Ss: Answer freely
*Game: Balloon debate
T: Divides class into 2 teams
Ss: Can choose the jobs they like most: doctor, policeman, pilot, teacher
T: The problem occurs: the balloon’s going to burn and fall on the ground due to
overloading. So each member of each team has to jump out. So each team has to argue
with together to talk about themselves their role. ( Maybe in Vietnamese)
Ss: Free talk
I. Prewriting
1. Preteach
- (to) encourage: khuyÕn khÝch (exam)
- (to) be equal in: c«ng b»ng vÒ (situa)

T: What’s its topic?
Ss: “Secondary school students should wear uniform”
T: How many arguments do you find in the outline A?
Ss: 3 arguments: be proud of their school – feel equal – be practical
Ss: Practice speaking basing on the outline that teacher hangs on the poster
Ss: Maybe change some similar words
T: Look at the table 3. What’s the topic?
Ss: “Secondary school students should wear casual clothes”
T: How many ideas do you intent to support? Ss: 4 ideas
Ss: Speak the ideas one by one and add the connectors.
II. While writing
Ss: Work in groups in each desk to write the paragraph of 100 – 150 words
Suggested introduction and conclusion:
*Introduction:
- In my opinion, secondary school students should wear casual clothes.
- I think it’s desirable for secondary school students to wear casual clothes when they’re
at school
- My opinion is that secondary school should wear casual clothes
* Conclusion
- In conclusion, in my opinion all the secondary school students should wear casual
clothes.
III. Post writing
Ss: Practice writing on the board ( 2 students)
T and Ss check together
Ss: Basing on 2 tables with outline A and B, make the argument between wearing
uniforms and casual clothes
Ss: In pairs speak
*consolidation:
Ss: Repeat all the new words
Remind the content: argumentative writing

T: Is Lan old friend’s Nga Ss: Yes
T: Are Nga and Mi talking about Lan? Ss: Yes, they’re
T: Rub out the dialogue Ss: Remember and work in pairs
Ss: Make the same dialogue b, c in pairs. Note “for” and “since”
II. Language focus 2. P20
T: Look at the sights. Can you tell me their Vietnamese meaning
Ss: Name out
T: How many kind of food? Ss: 4 kinds
T: Imagine you and your fiend are visiting Ho Chi Minh city.
Please ask about the sights and food following the model.
S1: Have you seen Giac Lam pagoda yet?
S2: Yes, I have already seen it.
S1: Have you eaten Vietnamese food yet?
Ss2: No, I haven’t
T: Mark (v): means “Yes” or “No”? Ss: “Yes”
Ss: In pairs (Use the verbs in the box)
-visit/ see/ go to: sights
- eat/ try: food
Ss: Make more examples about “yet” and “already”
III. Language focus 3. p20 – 21
Ss: Read all the words in the box
T: Give the verbs which suits each item
Ss: Speak out
read a comic use a computer eat durian
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