NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

NỘI

School:
Teacher’s name:
Class:

LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

REVIEW 4 (UNITS 10 - 11 -12)

Lesson 1: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise words related to planet Earth, electronic devices, jobs.
- Revise rhythm in sentences, the stress on all words in sentences, and the intonation in
statements used as questions.
- Revise the use of non-defining relative clauses, some reporting verbs and some types of
adverb clauses.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be benevolent and responsible
- Develop self-study skills
- Actively join in class activities

II. MATERIALS
- Grade 9 textbook, Review 4, Language
- Computer connected to the Internet
- Projector / TV
- [Link]

Assumption
Anticipated difficulties Solutions
1. Students may not remember - Review before doing exercises.
pronunciation, vocabulary and grammar - Provide feedback and help if necessary.
clearly.

2. Students may find the lesson boring due - Encourage students to work in pairs, in
to a large number of language exercises. groups so that they can help each other.
- Design as many exercises as games as
possible.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
b. Content:
- Game: Remembering
c. Expected outcomes:
- Students recall what they have learnt in Units 10-11-12
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
- Divide the class into two groups and Question:
ask groups to name what they have What have you learnt in terms of language in Units 10,
learnt in terms of topic and language in 11, 12?
Units 10,11, 12 without opening their Answer key:
books. Vocabulary:
- The groups with the correct answers Words related to planet earth, electronic devices, jobs.
win. Pronunciation:
- Rhythm in sentences
- Stress on all words in sentences
- Intonation in statements used as questions.
Grammar:
- Non-defining relative clauses
- Reporting verbs
- Adverbial clauses of concession, result, and reason.

2. ACTIVITY 1: PRONUNCIATION (10 mins)

a. Objectives:
- To help Ss revise the stress on all words in sentences and the intonation in statements used
as questions.
b. Content:
- Task 1: Listen and repeat.
c. Expected outcomes:
- Ss can say sentences with correct stress and intonation.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 1: Listen and repeat. (5 mins)

- Ask Ss to read aloud the sentences. Audio script:

1. Don’t panic!
- Tell Ss that they are going to listen to the
2. He is doing a study on environmental
recording. Ask them to pay attention to the stress
protection.
pattern in Sentence 1, rhythm in Sentences 2 and
3, and the intonation in sentences 4 and 5. 3. Jupiter is the largest planet in the solar
system.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

- Play the recording again and ask Ss to repeat in 4. A: I want to travel to the Amazon.
chorus and then in pairs. B: You want to travel to the Amazon?
5. A: Jane went to the job fair this morning.
B: She went to the job fair this morning?
e. Assessment
- Teacher checks students’ answers and pronunciation, then gives feedback.

3. ACTIVITY 2: VOCABULARY (10 mins)

a. Objectives:
- To help Ss revise the vocabulary items they have learnt in unit 10, 11, 12.
b. Content:
- Task 2: Choose the correct answer A, B, C, or D.
- Task 3: Fill in each blank with the correct form of the given word.
c. Expected outcomes:
- Ss are able to recall the vocabulary items and their form.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Choose the correct answer A, B, C, or D. (4 mins)
- Have Ss do this exercise individually and then Answer key:
share their answers with their partners. Ask them 1. A
about the clues that help them decide the answers. 2. B
- Check and confirm the correct answers. 3. C
4. A
5. D
Task 3: Fill in each blank with the correct form of the given word. (6 mins)
- Have Ss identify the part of speech of the word to Answer key:
fill in each blank. 1. surgeon
- Tell Ss to do the exercise individually, then 2. loss
exchange their answers with a peer. 3. ecological
- Invite two Ss to go to the board and write their 4. privacy
answers. 5. repetitive
- Confirm the correct answers. Point out any
spelling issues.
e. Assessment
- Teacher checks students’ answers and gives feedback.

4. ACTIVITY 3: GRAMMAR (12 mins)

a. Objectives:
- To help Ss revise the grammar they have learnt in the Units 10, 11, 12.
b. Content:
- Task 4: Which of the underlined parts in each question is incorrect? Find and correct it.
- Task 5: Rewrite each sentence. Use the given word in brackets.
c. Expected outcomes:
- Students are able to recall the learnt grammar points in Units 10, 11, 12.
d. Organisation
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Which of the underlined parts in each question is incorrect? Find and correct it. (5
mins)
- Elicit from Ss the grammar structures that they Answer key:
have learnt in Units 10-12. Write the structures on 1. B (such so)
the board.
- Tell Ss to read Sentence 1 carefully, paying 2. C (not taking shouldn’t take/ not take)
attention to the underlined word.
- Ask the whole class to identify the mistake in 3. A (which who)
Sentence 1 and suggest how to correct it. Confirm 4. A (so such)
their answer. 5. B (that which)
- Tell Ss that they will do the same for the other
sentences. Set a time limit for them to do the task
individually.
- Check answers as a whole class. Explain or ask a
student to explain the answers.
Task 5: Rewrite each sentence. Use the given word in brackets. (7 mins)
- Go over the grammar structures that have been Answer key:
written in the board in the previous activity with 1. Her cousin suggested (that) she (should)
Ss. buy that music player. / Her cousin
- Ask Ss to work in pairs. Set a time limit (3-5 suggested buying that music player.
minutes) for Ss to complete the exercise. 2. I can’t be a good surgeon because I don’t
- Call on two Ss to go to the board to write their have good eye-hand coordination.
sentences. Other Ss comment. 3. Since the smartboard was out of order,
- Confirm the correct sentences. Ms Hoa couldn’t present her interactive
lessons.
4. The Taronga Zoo, which is located in
Sydney, is home to over 4,000 animals.
5. The boy was so lazy that he ordered his
home robot to do homework for him.

5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher draws Ss’ attention to the language focus section that was written in the Warm-up
part. Tick off the ones they have revised.
- Summarise the lesson, reinforcing the language area(s) that Ss often confuse or still find
difficult.
b. Homework
- Do the exercises in the workbook.

Board Plan
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

Date of teaching

REVIEW 4

Lesson 1: Language
* Warm-up
Name the learnt language in Units 10 – 12.
* Pronunciation
Task 1: Listen and repeat.
* Vocabulary
Task 2: Choose the correct answer A, B, C, or D.
Task 3: Fill in each blank with the correct form of the given word.
* Grammar
Task 4: Which of the underlined parts in each question is incorrect? Find and correct it.
Task 5: Rewrite each sentence. Use the given word in brackets.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

REVIEW 4 (UNITS 10 - 11 -12)

Lesson 2: Skills
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- reading for general and specific information about invasive species;
- talking about a popular job in the future;
- listening for specific information about electronic devices;
- writing an email about an organisation.
2. Competences
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be benevolent and responsible;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 9 textbook, Review 4, Skills
- Computer connected to the Internet
- Projector / TV
- [Link]

Assumption
Anticipated difficulties Solutions
1. Students may find the lesson boring due - Encourage students to work in pairs, in
to a large number of language exercises. groups so that they can help each other.
- Design as many exercises as games as
possible.
- Provide feedback and help if necessary.
2. Some students might excessively talk in - Define expectations in explicit detail.
the class. - Have excessive talking-students practise.
- Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Keyword game
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

c. Expected outcomes:
- Students are able to recall the topic of 3 previous units.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Keyword game Suggested answers:
- show a set of pictures of silver carp and Water - Silver carp: cá ba sa
hyacinth and ask Ss about their Vietnamese names. - Water hyacinth: vi bèo
- Then ask Ss to find the keyword for the pictures golden apple snails, red ear slider turtle
and raise hands to answer. => they are invasive species
- Have Ss discuss the answers, then check the
answers as a class.
- Lead into the reading text.
e. Assessment
- Teacher checks and corrects students’ answers (if needed).

2. ACTIVITY 1: READING (10 mins)

a. Objectives:
- To improve the reading for main ideas and reading for specific information.
b. Content:
- Task 1: Read the article. Choose the best option A, B, C, or D.
c. Expected outcomes:
- Ss can read and understand the article by choosing the correct options.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the article. Choose the best option A, B, C, or D.
- Elicit the main idea of the article. Answer key:
- Have Ss read Questions 1 to 5 and underline 1. B
keywords in each question. 2. C
- Set a time limit and tell Ss to do the reading task 3. A
individually. 4. D
- Have Ss work in pairs to compare their answers. 5. A
- Check and confirm the correct answers with the
whole class. Elicit from Ss the clue(s) that helps
them to complete the task.
e. Assessment
- Teacher checks students’ answers and gives feedback.

3. ACTIVITY 2: SPEAKING (7 mins)

a. Objectives:
- To talk about a popular job in the future.
b. Content:
- Task 2: Work in groups. Imagine a job that may be popular in the future. Discuss the
answers to the questions about the job and report them to the class.
c. Expected outcomes:
- Students are able to use the learnt structures and vocabulary to talk about the given topic.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Work in groups. Imagine a job that may be popular in the future. Discuss the
answers to the questions about the job and report them to the class.
- Have Ss name some jobs they know. Write them on Suggested answer:
the board. Hello everyone. We will talk about a
- Pick one of these jobs and draw a mind map with it. promising future job: a drone operator. It is
Elicit from Ss details about the job to fill in the mind expected to rise due to their increasing use
map (types of training, skills needed, personal in agriculture, construction, and delivery
qualities needed). services. To become a drone operator, one
- Ask Ss to work in groups. They choose a job that might need to obtain many certificates and
they think will be popular in the future and prepare a gain experience through flight training
short talk about it, using the guiding questions in the programs or internships. Key skills include
text book. With a less strong class, allow them to use strong hand-eye coordination, spatial
the mind map on the board when talking. awareness, proficiency in drone
- Invite one or two groups to speak in front of the technologies, problem-solving, and quick
class. Listen and provide comments. Ask other decision-making. Personal qualities such as
groups to comment, too. responsibility, safety, detail-orientedness,
and good communication are also essential
for this job. Thanks for listening.
e. Assessment
- Teacher checks students’ speaking and gives feedback.

4. ACTIVITY 3: LISTENING (8 mins)

a. Objectives:
- To provide Ss with more practice on listening for specific information.
b. Content:
- Task 3: Listen to a conversation between Trang and Tom. Fill in each blank with no more
than TWo words.
c. Expected outcomes:
- Students can listen for specific information to fill in the blanks.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 3: Listen to a conversation between Trang and Tom. Fill in each blank with no more
than TWO words.
- Tell Ss that they are listening to a Answer key:
conversation. 1. electronic devices
- Ask Ss to read Sentences 1-5 and guess what 2. pet robot
the conversation is about. Confirm the answer. 3. ocean view
- Have Ss underline keywords in each sentence 4. music player
and make predictions about the words that fit 5. elegant
each blank. Remind them that they can fill in Audio script:
each blank with no more than two words. Tom: Hey, what are you reading about?
- Play the recording twice for Ss to listen and Trang: An article about newly invented
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

complete the task. electronic devices.

- Invite a student to write their answers on the Tom: Electronic devices? I didn’t know you liked
board. Check and confirm the correct this topic.
answers. Play the recording again where Trang:Yes, I do. Look, this pet robot looks so
needed. cute.
Tom:A pet robot? What can it do?
Trang: It can cheer people up like a live pet. It
can also dance and play games with you. I wish I
could have one.
Tom: Sounds fun. Oh, I like this View-me
window. The article says you can order the
window to display any scene in the world.
Trang: Yeah… when I get one, I’ll ask it to show
an ocean view all day.
Tom: How about this blue hat, Trang? I think it
would suit you.
Trang: Do you mean the hat with the light? No
way, Tom!
Tom: That’s it. The article says it can play music,
so you won’t need to bring along your music
player. Trang: Hmm, it’s for you, Tom. I want a
more elegant hat.
e. Assessment
- Teacher’s observation and feedback

5. ACTIVITY 4: WRITING (10 mins)

a. Objectives:
- To provide Ss with practice in writing an email based on the given information.
b. Content:
- Task 4: Write an email (100 – 120 words) to your friend telling him / her about an organisation
which protects the ocean. You can use the ideas below.
c. Expected outcomes:
- Students can write an email about an organisation which protects the ocean using suggested
questions as cues.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Write an email (100 – 120 words) to your friend telling him / her about an
organisation which protects the ocean. You can use the ideas below.
- Tell Ss that they are going to write an email to a Suggested answer:
friend and tell him / her about an organisation called Dear Peter,
Save the Oceans. Point to the given information and
ask them to read through it. It’s nice to hear from you again. I’ve read
an article about Save the Oceans. Let me tell
- Put Ss into groups of three. give one or two groups
you about it.
a big-sized sheet of paper and tell them to write
their email on it. In their groups, they write an The ocean habitats are very important
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

email of about 100-120 words, using the given because they produce half of the earth’s
information. Remind Ss that they don’t have to oxygen and create homes for plants and
include all information. animals. However, there is serious habitat
- Set a time limit. When they finish, call a group to loss due to overfishing and pollution. Save
read their emails and have other Ss give comments. the Oceans is helping oceans in many ways.
It promotes smart fishing. It also encourages
people to use fewer plastic bags. Besides, it
organises campaigns to clean up the beach
and the sea.

I admire the actions of Save the Oceans.

Hope that I can join them in the future.

Do you know other organisations which

help the oceans?

Write to me soon.

Cheers,

e. Assessment
- Teacher checks and gives feedback on Ss’ writing.

6. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do the exercises in the workbook.
- Prepare for the final test.

Board Plan
Date of teaching
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

REVIEW 4

Lesson 2: SKILLS
*Warm-up
Game: Keyword game
* Reading
Task 1: Read the article. Choose the best option A, B, C, or D.
* Speaking
Task 2: Work in groups. Imagine a job that may be popular in the future. Discuss the
answers to the questions about the job and report them to the class.
* Listening
Task 3: Listen to a conversation between Trang and Tom. Fill in each blank with no
more than TWo words.
* Writing
Task 4: Write an email (100 – 120 words) to your friend telling him / her about an
organisation which protects the ocean. You can use the ideas below.
* Homework