LESSON PLAN

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

UNIT 4: REMEMBERING THE PAST

Lesson 1: Getting started – At an English lesson
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the words related to the topic remembering the past
- Gain vocabulary to talk about some historical places.
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Personal qualities
- Actively participate in class
- Develop self-study skills

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

Form Pronunciation Meaning Vietnamese equivalent

1. complex (n) /ˈkɒmpleks/ involving a lot of different but related parts . khu phức hợp, quần thể

2. religious (adj) /rɪˈlɪdʒəs/ relating to, or involved with religion, or living and (thuộc) tôn giáo
worshiping according to the beliefs of a particular
religion.

3. monument (n) /ˈmɒnjumənt/ a structure or building that is built to honour a tượng đài
special person or event.

4. magnificent (adj) /mæɡˈnɪf.ɪ.sənt/ very good, beautiful, or deserving to be admired. tráng lệ

5. preserve (v) /prɪˈzɜːv/ to keep something as it is. bảo tồn

6. heritage (n) /ˈher.ɪ.tɪdʒ/ features belonging to the culture of a particular di sản

society, such as traditions, languages, or buildings,
that were created in the past and still have historical
importance.

7. occupy (v) /ˈɒkjupaɪ/ take control chiếm giữ

8. occupied (adj) /ˈɒkjupaɪd/ being used by someone or with someone in it. có người ở

9. ancient (adj) /ˈeɪnʃənt/ of or from a long time ago, having lasted for a very cổ đại, lâu đời.
 long time.

10. generation (n) /ˌdʒenəˈreɪʃn/ all the people of about the same age within a society. thế hệ

11. found (v) /faʊnd/ to bring something into existence. thành lập

Assumption

Anticipated difficulties Solutions

Students may lack experience of group/ teamwork. - Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ knowledge on the topic of the unit.
- To lead in to the unit.
b. Content:
- Think!
- Memory lane
c. Expected outcomes:
- Students can answer some questions of the teacher about school
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Think! - Listen and follow instruction Questions:

- Begin the lesson by reviewing the content covered in Unit - Answer the questions - Do you care about healthy living?

3. T may ask some questions. - What do you often do to keep fit?

- Then tell Ss that they are going to learn about the topic - What did your parents / grandparents do to keep fit /

Remembering the past in this unit. to keep themselves healthy?

– Ask Ss to open their books. Draw their attention to the - What do you know about your grandparents’

THIS UNIT INCLUDES box and introduce what they are lifestyle (their clothes / cooking / eating habits, …)?

going to learn in this unit. Suggested answers:

- Students own answer

Option 2: Memory Lane - Listen and follow direction - What memories do you see?
- Ask ss to close their eyes and imagine themselves walking - Are they happy or sad?
down a memory lane. - What do you smell?
- Ask ss to share one of their memories with the class. - What do you hear?
- Write the words Remembering the past on the board and
lead in the unit.

e. Assessment
- T checks ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To provide students with vocabulary.
 - To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words about historical place
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

- Teacher introduces the vocabulary. 1. complex (n)
- Teacher explains the meaning of the new vocabulary by 2. religious (adj)
showing pictures or giving explanations 3. monument (n)
4. magnificent (adj)
5. preserve (v)
6. heritage (n)
7. occupy (v)
8. occupied (adj)
9. ancient (adj)
10. generation (n)
11. found (v)

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help Ss read for specific information about historical place
- To help Ss learn words and phrases related to historical place
- To help students use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and answer the questions.
- Task 3: Complete each sentence with a word or a phrase from the box.
- Task 4: Look at the pictures and complete the sentences.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks successfully
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- Begin by asking Ss some questions. - Look at the pictures and answer questions Questions:
- Set the context for the listening and reading: Ask Ss to look at - Listen to the recording. What do you see in the picture(s)?
the title of the conversation and the picture. Ask them some - Read the conversation aloud. What do you know about it / them?
questions like: - Find the words in the text that are related to the
What do you think they are discussing? topic. The dialogue on page 40
- Then ask Ss to look at the title / the picture and guess what the
conversation between the teacher and the Ss might be about.
- Play the recording one or twice for Ss to listen and read along.
Then have some pairs of Ss read the dialogue aloud.
- Ask Ss what they are talking about. Now confirm the correct
answer. (They are talking about historic buildings / our
history / the past / life in the past …)
- Have Ss say the words in the text that they think are related to

the unit’s topic. Have them pronounce the words containing the

sounds /m/ and /l/. Quickly write the words on the board

(Cambodia, complex, monuments, build, communal, …)

Task 2: Read the conversation again and answer the questions. (7 mins)

- Have Ss read the questions without reading the conversation - Work independently to do the activity. Answer key:
again. Explain that they focus on some ideas of the - Listen and check. 1. About 900 years old/ Nearly a thousand years old.
conversation. 2. It’s magnificent.
- Have Ss read the conversation again and answer the questions. 3. In England.
Check their answers and explain if necessary. 4. preservation

Task 3: Complete each sentence with a word or a phrase from the box. (7 mins)

- Ask Ss to read the sentences and find the words and phrase - Read and do the task Answer key:
from the box to fill in the gaps. Ss may read the conversation - Check 1. heritage
again and find the words / phrases in it. Go around and offer 2. well preserved
help, if needed. 3. magnificent
- Allow Ss to share answers before discussing as a class. Write 4. Thanks to
the correct answers on the board. If there’s time, call on some 5. occupied
Ss to read the sentences.

Task 4: Look at the pictures and complete the sentences. (7 mins)

- Have Ss work in pairs. Invite them to look at the pictures and - Work in pairs to do the task Answer key:
complete the sentences with the word / phrase related to each - Check 1. fish and chips
picture. Then ask some Ss to read the sentences correctly. 2. communal
Check and correct their pronunciation. 3. monument
4. castle
5. temples

e. Assessment
- Teacher checks students’ answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss get to know about / remember past events.

- To check students’ vocabulary and improve group work skills.

b. Content:
- Task 5: Game: Remembering past events.
c. Expected outcomes:
- Ss can know more about past events.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Game: Remembering past events. (10 mins)

- Have Ss work in groups. Ask them to answer all the questions. - Work in groups to answer questions. Answer key:
- Set a time limit (3-4 min.) for Ss to discuss and finish the task. 1. King Ly Thai To (Ly Cong Uan).
- T may need to explain to the Ss if they don’t know the 2. In 1492.
answers. 3. In 1776.
4. In 1911.
5. World War I started/ broke out.
6. King Bao Dai (1913 – 1997)

e. Assessment
- T and other Ss listen to the answers and comment.
5. CONSOLIDATION
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words / phrases and the grammar points they remember from the lesson. Tells Ss that they will learn these language points in the
following lessons.

b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher asks Ss to open their book p.49, look at the picture and say what the topic of the project is (poster of life in their neighbourhood 40 years ago). They will
design a poster and present it at the end of this Unit.
Teacher randomly puts Ss in groups and lets group leader assign tasks to each group member, making sure that all group members contribute to the project work.
- T may suggest some steps for Ss to follow:
1. Collecting information (asking their grandparents and / or old people, searching the Internet, reading books / magazines, brainstorming ideas, etc.)
2. Organising ideas and visuals, and designing the posters
3. Practising explaining their posters and answering questions about the content
- Help Ss set a deadline for each task and support them throughout the process.
- In each of the next lessons, spend a few minutes checking Ss’ progress, helping them with any topic-related or functional language they need, e.g. cooking,
eating habits, home life, transport, … and solving any other problems that may arise with their projects.

Board plan

Date of teaching
UNIT 4: REMEMBERING THE PAST
Lesson 1: Getting started
* Warm-up
I. Presentation
* Vocabulary
1. complex (n)
2. religious (adj)
3. monument (n)
4. magnificent (adj)
5. preserve (v)
6. heritage (n)
7. occupy (v)
8. occupied (adj)
9. ancient (adj)
10. generation (n)
11. found (v)
II. Practice
- Task 1: Listen and read.
- Task 2: Read the conversation again and answer the questions.
- Task 3: Complete each sentence with a word or a phrase from the box.
- Task 4: Look at the pictures and complete the sentences.
III. Production
- Task 5: Game: Remembering past events.
*Homework
 UNIT 4: REMEMBERING THE PAST
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Remembering the past
- Pronounce the sounds /m/ and /l/ in words and sentences correctly.
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Personal qualities
- Actively participate in class and school activities
- Develop self-study skills

II. MATERIALS
- Grade 9 textbook, Unit 4, A closer look 1
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. structure (n) /ˈstrʌktʃə/ something that has been made or built cấu trúc
from parts, especially a large building.

2. promote (v) /prəˈməʊt/ to encourage people to like, buy, use, do, thúc đẩy
or support something.

3. observe (v) /əbˈzɜːv/ to obey duy trì, tuân theo

4. benefit (v) /ˈben.ɪ.fɪt/ To be helped by something or to help giúp ích

someone.

Assumption

Anticipated difficulties Solutions

Students may have difficulties in distinguishing the sounds /m/ and /l/. Provide students some tips by identifying the letters that may include each sound.

Some students will excessively talk in the class. - Define expectation in explicit detail. Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

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. Content:
- Brainstorm
 - Time Machine
c. Expected outcomes:
- Students can recall some phrases about activities in their free time.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: - Look and answer. North Vietnamese tank entering through the gates of
Brainstorm the Independence Palace of Saigon on April 30, 1975
- Bring to class some posters / pictures or show on the screen Long Bien Bridge crossing over the Red River, built
some images related to the history of Viet Nam or other between 1898 and 1902.
countries. Encourage Ss to name these things.
– Lead into this lesson, which focuses on the new words /
phrases and the sounds /m/ and /l/.
– Share with Ss the lesson objectives and have them open their
books and start the lesson.

Option 2: - Listen and follow instructions Questions:

Time machine 1. Where would you go?
- Ask ss to imagine that they have a time machine. 2. What time period would you visit? Why?
- Ask ss some questions and let them draw a picture about their

time machine journey or write a short story

- Have students share their ideas.

e. Assessment
Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To provide students new vocabulary.
- To revise some vocabulary related to Remembering the past.
b. Content:
- Vocabulary pre-teaching
- Task 1: Complete the table.
- Task 2: Complete the sentences, using the correct forms of the words from 1.
- Task 3: Complete the sentences with the words from the box.
c. Expected outcomes:
- Students can identify some vocabulary about Remembering the past and use them in different contexts
d. Organisation

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 1. structure (n)
+ showing pictures illustrating the word. 2. promote (v)
3. observe (v)
4. benefit (v)

Task 1: Complete the table. (5 mins)

- Have Ss work in pairs. Tell them to look at the verbs given in - Work in pairs to do task 1 p.42 Answer key:
the left column and give their equivalent nouns. - Listen and correct mistakes. 1. promotion
- Check their answers as a class. - Work in teams to play games. 2. recognition
- Have Ss read the verbs and nouns aloud. Correct their 3. contribution
pronunciation if necessary. 4. observation
EXTRA ACTIVITY: 5. preservation
- Put Ss in groups. Each group finds three verbs in Getting 6. occupation
Started, and then give their equivalent nouns. Suggestion:
- Representatives from each group gives their groups’ answers. build → building
- Check their answers as a class. do → do / doing
need → need
thank → thanks
wish → wish
know → knowledge
decide → decision
damage → damage

Task 2: Complete the sentences, using the correct forms of the words from 1 (5 mins)

- Have Ss work in pairs. Tell them to look back at the words in - Work in pairs to do the task Answer key:
1. - Listen and follow 1. observe 2. contribution 3. preservation
- Have them read the sentences carefully and look for clues to - Listen and check 4. promotion
find the right words to complete the sentences. The word to fill - Read the sentences 5. recognised
each blank may be a noun or a verb in its correct tense.
- Have one S write the words on the board. Confirm the correct
answers.
- T may call some Ss to read the sentences.

Task 3: Complete the texts, using the words from the box. (5 mins)

- Have Ss read the sentences and choose the correct word from - Read the sentences and choose the correct word. Answer key:
the box to fill each blank in the sentences. - Listen and follow 1. structures 2. takeaway
- Tell them to read the sentences carefully and look for clues to 3. generations 4. magnificent
choose the correct words. 5. heritage
- T goes around and gives assistance if necessary and checks
their answers.

e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- To help students identify how to pronounce the sounds /m/ and /l/
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /m/ and /l/
- Task 5: Listen and repeat the sentences. Pay attention the the underlined words.
c. Expected outcomes:
- Students can pronounce the sounds /m/ and /l/ in words and in sentences correctly
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

- Instruct how to pronounce /m/ and /l/. - Listen Script:

- Play the recording and ask Ss to listen to these words and - Listen and repeat
repeat. Correct their pronunciation. Play the recording as many - Look at Remember! Box
times as necessary.
- Explain the two sounds of /l/ in the Remember! box and - Give some words that have sounds /m/ and /l/
invite Ss to give some examples.

Task 5: Listen and repeat the sentences. Pay attention the underlined words. (7 mins)

- Have Ss quickly read the sentences and look carefully at the -Listen and follow instructions. Audio script:
underlined words. -Listen 1. The collection includes objects of the Middle Ages.
- Then play the recording for Ss to listen. -Listen and repeat 2. You should be careful when shopping in this mall.
- Play the recording again. Let Ss listen and repeat sentence by - Give word having sounds /m/ and /l/ in this unit. 3. This monument is small but magnificent.
sentence, paying attention to the underlined words. 4. They maintain these wind mills as working
EXTRA ACTIVITY museums.
Ask each student to give at least one word having sound /l/ and 5. David fell on the ground and hurt his ankle.
one word having sound /m/, preferably words in this unit. Possible answers:
(remember, life, let, look, temple, complex, largest,
Cambodia, …)

e. Assessment
- Teacher’s observation and feedback on student’s pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt. Draw Ss’ attention to the objectives on the board or show them the slide with the objectives. Tick the
objectives that have been learn.
b. Homework
- Do exercises in the workbook.
- Find 3 more words that have the sounds /m/ and /l/

Board Plan

Date of teaching ……..

UNIT 4: REMEMBERING THE PAST
Lesson 2: A closer look 1
*Warm-up
* Vocabulary
1. structure (n)
2. promote (v)
3. observe (v)
4. benefit (v)
Task 1: Complete the table.
Task 2: Complete the sentences, using the correct forms of the words from 1.
Task 3: Complete the sentences with the words from the box.
* Pronunciation
Task 4: Listen and repeat the words. Pay attention to the sounds /m/ and /l/
Task 5: Listen and repeat the sentences. Pay attention the the underlined words.
*Homework
 UNIT 4: REMEMBERING THE PAST
Lesson 3: A closer look 2
I. OBJECTIVES

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

1. Knowledge
- Recognise and use past continuous and wish + past simple.
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Compare living place
- Develop self-study skills
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 4, A closer look 2
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

Past continuous

Form Example

S + was/were + Ving We were cooking all morning because we had our friends coming for lunch.

Wish + past simple

Form Example

I wish I had enough money to travel around the world.

S + wish + S + past simple
I wish (that) my mother didn’t have to work so hard.

Assumption

Anticipated difficulties Solutions

Students may find it confusing when to use the grammar points. Give short and clear explanations with legible examples for each case.

Students may have underdeveloped co-operating skills. - Give clear instructions, give examples before letting students work in groups.
- 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 Ss into the new unit.
b. Content:
- Think!
- Picture Description
c. Expected outcomes:
- Students can answer teacher’s question using the structure of present simple
 d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Think! - Look and answer. Answer keys:

– Ask Ss if they remember the past continuous they have Students’ own answers

learned in Tiếng Anh 8 (Unit 9). Have some of them revise

this tense and give some examples.
– Introduce the objective of the lesson: the past continuous
tense.
– Write the objective on the left-top corner of the board.

Option 2: Picture Description - Listen and follow instructions. Example:

- Show students a picture. The boy in blue t-shirt was drawing a picture.

- Ask students to describe what was happening in the picture,

using the past continuous tense

e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: PAST CONTINUOUS (15 mins)
a. Objectives:
- To help students get to know about past continuous.
b. Content:
- Task 1: Put the verbs in brackets in the past continuous
- Task 2: Complete the sentences, using the past continuous forms of the given verbs.
c. Expected outcomes:
- Students know how to use past continuous.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Put the verbs in brackets in the past continuous (3 mins)

- Have Ss read the sentences first. - Read the sentences. Answer key:
- Give Ss some time to work by themselves and write down the - Do exercise individually. 1. was visiting 2. was sleeping 3. was going 4. was
answers. T observes and helps when and where necessary. - Listen and check looking
- Ask some Ss to read their sentences. T may call on some Ss to - Read the Remember box carefully and listen to the 5. Were you watching
write their answers on the board. T corrects Ss’ mistakes. teacher. Example:
- T asks Ss to study the Remember! Box, and tells them - Listen. 1. She was studying all day yesterday because she
another use of the past continuous: to show that something wanted to pass the exam.
continued for some time in the past. Give one or two examples 2. I was waiting for you for hours. Where were you?
before moving onto activity 2.

Task 2: Complete the sentences, using the past continuous forms of the given verbs. (5 mins)

- Have Ss work individually for a few minutes. Tell them to pay - Do task 2 individually. Answer key:
attention to the context of each sentence, and then choose the - Listen and check. 1. were preserving
correct verb to use. 2. was / were living
- Check their answers as a class. 3. were building
- Have some Ss read out the sentences. T corrects their 4. Were you still working
pronunciation and intonation only when necessary. 5. was making

e. Assessment
- Teacher checks students’ understanding by asking some questions.
3. ACTIVITY 2: Wish + past simple (20 mins)
 a. Objectives:
- To help Ss use wish + past simple in sentences..
- To help Ss practise using wish + past simple.
b. Content:
- Grammar explanation
- Task 3: Put the verbs in brackets in the correct forms.
- Task 4: Read the passage and write down five things that Jenny might wish for.
c. Expected outcomes:
- Students understand some wish + past simple.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Grammar Explanation (6 mins)

Focus Ss’ attention on the grammar box. Explain to them the - Listen
meaning and use of the structure wish + clause (past
simple).Tell them to study the two examples.

Task 3: Put the verbs in brackets in the correct forms.(7 mins)

- Draw Ss’ attention to the sentence structure: wish + clause - Listen Answer key:
(past simple) - Do the task 1. got 2. had
- Have Ss look at the sentences and write down their answers. - Exchange answers and check in paires. 3. had 4. could spend 5.
- Ask Ss to exchange their answers in pairs. Check their could go
answers and explain if necessary.

Task 4: Read the passage and write down five things that Jenny might wish for.(7 mins)

- Have Ss do the exercise individually. Tell them to read the - Do exercise individually. Possible answers:
passage carefully and study the example, then write down their - Exchange answers and checks 1. Jenny wishes (that) she didn’t have to share the
answers. - Listen and check. room with her sister.
- Have Ss exchange their answers with a partner. 2. Jenny wishes (that) she didn’t have to clean the
- Call on some Ss to read the sentences aloud. Other Ss room every day.
comment. Confirm the correct answers as a class. 3. She wishes (that) her sister Jane didn’t lie in bed
reading or playing computer games.
4. She wishes (that) her sister Jane didn’t put dirty
clothes on her bed.
5. She wishes (that) she had her own room.

e. Assessment
- Teacher corrects the students as a whole class.
4. PRODUCTION (8 mins)
a. Objectives:
- To help Ss apply wish + past simple in real situation by making sentences about themselves.
b. Content:
- Task 5: Work in pairs. Tell your partner three wishes.
c. Expected outcomes:
- Students can apply the grammar they have learned in practical situations.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Tell your partner three wishes. (8 mins)

- Give them some time to work in pairs and exchange their - Work in pairs Suggested answers:
wishes. - Work in groups to talk about your family members Students’ own answers.
- T goes round giving help when and where necessary. wish. Example:
EXTRA ACTIVITY My mum wishes (that) she had a new dishwasher.
- Put Ss into groups of 5-6. Ask them to talk about what their My little sister often wishes (that) she became a
family members wish. princess.
- Call on some Ss to say out loud their sentences. Correct their
mistakes if necessary.

5 CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences by using past continuous and wish + past simple.
 Board Plan

Date of teaching
UNIT 4: REMEMBERING THE PAST
Lesson 3: A closer look 2
* Warm-up
I. Past Continuous
Task 1: Put the verbs in brackets in the past continuous
Task 2: Complete the sentences, using the past continuous forms of the given verbs
II. Wish + Past simple
Grammar explanation
Task 3: Put the verbs in brackets in the correct forms.
Task 4: Read the passage and write down five things that Jenny might wish for.
III. Production
Task 5: Work in pairs. Tell your partner three wishes.
* Homework
 UNIT 4: REMEMBERING THE PAST
Lesson 4: Communication
I. OBJECTIVES

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

1. Knowledge
- Know how to thank and respond.
- Talk how to keep traditions alive
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be ready and confident in real life conversations
- Know about means of transport.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 4, Communication
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. ancestor (n) /ˈæ[Link].tər/ A person related to you who lived a long tổ tiên
time ago.

2. gratitude (n) /ˈɡræt.ɪ.tʃuːd/ the feeling or quality of being grateful. lòng biết ơn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking and co-operating - Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic.
- To enhance students’ skills of cooperating with team mates.
b. Content:
- Brainstorm
- Word Scramble
c. Expected outcomes:
- Students can use their background knowledge to answer the questions.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

 Option 1: Brainstorm - Listen and follow instruction. Questions:
– Ask some Ss to make sentences about themselves. - How do your family keep your traditions alive?
Encourage them to talk about how their families keeps
their traditions alive.
– Introduce the objectives of the lesson: learning how to
express thanks, respond to thanks, and practice talking
about our traditions and how we keep them alive.

Option 2: Word Scramble - Listen and play games in teams Phrases:

- Write the thank you phrases on small pieces of paper. - thank you very much
- thank you so much
- Scrunch up the pieces of paper and put them in a hat or
- I appreciate it
bowl.
- I’m so grateful
- Have students take turns drawing pieces of paper and
- You’re the best
unscrambling the phrases.

- Once a student has unscrambled a phrase, have them say

it aloud and give an example of when they might use it.

e. Assessment
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives:
- To introduce ways of thank and respond
b. Content:
- Vocabulary pre-teaching
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Make similar conversations to express thanks and respond in the following situations.
c. Expected outcomes:
- Students can use the structures to thank and respond
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (3 mins)

- Introduce the vocabulary by: - Listen to the explanation of the words. New words:
+ giving situation; - Write the new words in their notebooks. 1. ancestor (n)
+ giving an explanation 2. gratitude (n)

Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)

- Play the recording and have Ss listen and read the exchanges - Listen and read Audio script:
at the same time. Tell them to pay attention to the highlighted - Look at the highlighted parts. Kate: Thank you very much for showing us around
parts. Elicit the two ways of thanking and responding. - Act out Angkor Wat.
- Ask them to act out the exchanges in pairs. Check their Guide: You’re welcome.

pronunciation
Alice: Thanks a lot for telling us about life in the
countryside of Viet Nam.
Mi: No problem.
Task 2: Work in pairs. Make similar conversations to express thanks and respond in the following situations.(7 mins)

- Ask Ss to read the instructions. - Work in pairs to make similar dialogues. Suggested dialogues:
- Have Ss work in pairs, one asks the question, and the other 1. You: Thank you very much for showing me / us
gives the answer. Then they swap roles. around the craft workshop.
Village Head: You’re welcome.
2. You: Thanks a lot for lending me your history
book.
Your friend: No problem.

e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: HOW OUR FAMILIES KEEP TRADITIONS ALIVE (20 mins)
a. Objectives:
- To provide Ss with information about ways of keeping our traditions alive.
- To help Ss practise asking and answering questions about how their family observes customs and traditions.
- To provide Ss with a chance to talk about what their families do to preserve their family traditions.
b. Content:
- Task 3: Read the passage and complete the table.
- Task 4: Work in pairs. Ask and answer about how your family observes customs and traditions.
- Task 5: Work in groups. Give a short talk about one of the things in 4 that you and your family do to preserve traditions.
c. Expected outcomes:
- Students get some information about how to preserve traditions
- Students can talk about how to preserve traditions
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Read the passage and complete the table. (5 mins)

- Tell Ss that they are going to listen to a passage about our - Listen and follow instructions Key:
traditions and ways of keeping them alive. - Listen the recording
- Play the recording. Tell Ss to listen carefully. Make sure they - Work in pairs to do the task
understand the details and offer explanations if needed. - Listen and check
- Ss work in pairs and do the task.
- Check their answers as a class.

Task 4: Work in pairs. Ask and answer about how your family observes customs and traditions. (7 mins)

- Have Ss work in pairs. Tell them to study the examples. Tell - Work in pairs to do the task. Example:
them that they can refer back to the passage in 3 for their A: What festival(s) does your family celebrate every
answers. year?
- T goes round the class to monitor. B: We celebrate Hung Kings’ Temple Festival.
- Correct Ss’ mistakes only when it is really necessary.

Task 5:Work in groups. Give a short talk about one of the things in 4 that you and your family do to preserve traditions. (8 mins)

- Tell Ss to study the cues given first. - Look at the cues Cues:
- Then Ss work in groups, taking turns to choose one of the - Work in groups. You can begin your talk like this:

things in 3 and talk about what their families do to preserve - Try to talk. We celebrate each family member’s birthday every

their family traditions, for example celebrating family year. When someone’s birthday is coming, all of us

members’ birthdays. happily prepare for it. …

- Encourage them to talk, and do not stop them when they make
minor mistakes. Correct their pronunciation only when it is
prevents communication.
e. Assessment
- Teacher corrects students while going around to help when students are practising.
- Teacher gives corrections and feedback
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
Board Plan

Date of teaching
UNIT 4: REMEMBERING THE PAST
Lesson 4: Communication
*Warm-up
* Everyday English
- Vocabulary:
1. ancestor (n)
2. gratitude (n)
Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
Task 2: Work in pairs. Make similar conversations to express thanks and respond in the following situations.
* How our families keep traditions alive
Task 3: Read the passage and complete the table.
Task 4: Work in pairs. Ask and answer about how your family observes customs and traditions.
Task 5: Work in groups. Give a short talk about one of the things in 4 that you and your family do to preserve traditions.
*Homework
 UNIT 4: REMEMBERING THE PAST
Lesson 5: Skills 1
I. OBJECTIVES

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

1. Knowledge
- Read for specific information about how English people continue their culinary traditions
- Talk about a typical traditional Vietnamese dish
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
3. Personal qualities
- Understand more about city problems and their solutions.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 4, Skills 1
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. deep-rooted (adj) /ˌdiːp ˈruːtɪd/ very fixed and strong; difficult to change lâu đời, ăn sâu bén rễ.
or to destroy

2. associated (adj) /əˈsəʊ.si.eɪ.tɪd/ connected liên kết

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.

2. Students may have underdeveloped reading, speaking and co- - Let students read the text again (if needed).
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.

3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Brainstorm
c. Expected outcomes:
- Students gain knowledge about their school.
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorm - Listen and answer.

– Ask some Ss what they know about interesting / strange - Look and answer
lifestyles / ways of cooking in the UK. Elicit answers from Ss.
- Bring the map of the UK (the United Kingdom of Great
Britain and Northern Ireland) and show England to Ss. Ask
them what they know about the UK and England.
- Lead into the new lesson: Reading about a traditional dish of
England and Speaking about the traditional Vietnamese
traditional dishes.
– Introduce the objectives of the lesson. Write the objectives on
the top-left corner of the board.

e. Assessment
- Teacher corrects for students (if needed)
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 details (scanning).
b. Content:
- Vocabulary teaching
- Task 1: Work in groups. Discuss the following questions.
- Task 2: Read the text and write the underlined words in the box.
- Task 3: Read the text again and tick (√) T (True) or F (False) for each sentence.
c. Expected outcomes:
- Students identify some new words and how to use the target vocabulary.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary teaching (5 mins)

- Teacher asks students to get the meaning of the words in - Students say the meaning of the words. New words:
context. 1. deep-rooted (adj)
2. associated (adj)

Task 1:Work in groups. Discuss the following questions. (3 mins)

- Have Ss work in groups. Encourage them to say what they - Work in groups to do exercise Possible answer:
know about England, English people, and their cuisine. - Read and check + England: one of the 4 parts of the UK (England,
- Encourage Ss to talk as much as possible. It is not important Scotland, Wales, the Northern Ireland)
whether they give the right answers or not; it is important that + Capital: London
they speak in English. + Population: over 56 million (2021)
2
- Then have them read the text and check their answers. + Area: 130,279 km
+ National language: English
+ National dishes: Fish and Chips, Sunday Roast, Full
English Breakfast, …
+ ...

Task 2: Read the text and write the underlined words in the box (5 mins)

- Have Ss read the text quickly and find the underlined words - Read the text and find the highlighted words. Keys:
associated (adj.), deep-rooted (adj.), appeared (v.), basic (adj.) - Listen and follow instructions
- Tell them to use the contexts in which these words appear to - Listen and check.
predict their meaning, and then do the matching.
- Check the answers as a class. Confirm Ss’ correct answers.
For less able students, ask them to give the Vietnamese
equivalent of the words.

Task 3: Read the text again and tick (√) T (True) or F (False) for each sentence.(7 mins)

- Ask Ss to do the task individually. Tell them to read the - Do the task individually Keys:
passage two or three times, then read each question, pause to - Discuss with partner 1. T 2. T 3. F
identify where it appears in the text, read that part carefully and - Listen 4. F 5. F 6. T
decide whether it is true (T) or false (F). - Listen and check.
- Ask Ss to work with a partner to discuss the answers. Questions:
- Explain the new words and clarify anything difficult. T may 1. Do the Vietnamese people feel proud of their
ask more questions to see if they understand the passage fully. traditions and customs?
- Call on some Ss to read the passage aloud before the class. 2. Is the Vietnamese cuisine famous? Do foreigners
Check their pronunciation and intonation. like it?
- Check the answers as a class. 3. What are some popular Vietnamese dishes?

Transition from Reading to Speaking

- Have Ss work in pairs to ask and answer the questions.

e. Assessment
- Teacher checks students’ understanding with follow up questions.
3. ACTIVITY 2: SPEAKING (15 mins)
a. Objectives:
- To help students use what they have learnt so far to talk about typical Vietnamese dish.
- To improve their speaking skill.
b. Content:
- Task 4: Work in pairs. Match 1 - 5 in column A with a - e in column B
- Task 5: Work in groups. Match the Vietnamese dishes with their names in English.
c. Expected outcomes:
- Students can talk about typical Vietnamese dish.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Match 1 - 5 in column A with a - e in column B (7 mins)

- Have Ss work in pairs to do the matching. - Work in pairs to do exercise. Keys:

- T goes round to monitor and give help when necessary 1. c 2. e 3. a 4. b
5. d

Task 5: Work in groups. Match the Vietnamese dishes with their names in English. (8 mins)

- Have Ss work in groups and do the matching first. - Work in groups Keys:
- Allow some time for Ss to think about one traditional dish and - Prepare to talk about tradition dish. 1. b 2. c 3.d
prepare to talk about it. - Report
4. e 5. a
- Give help when they have difficulty expressing their ideas.
Suggested answer:
- Call on some Ss to report to the class. T and other Ss listen
Well… One of Vietnamese dishes that I like is
and comment.
Fried rice (Cơm rang). It’s a kind of popular
street food. We can make and eat it every day,

EXTRA ACTIVITY but I’d like to have it at the weekend. The main
ingredients of this dish are cooked rice, meat or
For a more able class, ask Ss to summarise the reading text in sausage and colourful vegetables chopped up into
50 – 70 words. T may give some clues: small pieces and mixed together. Then we fry the
- English cuisine … ingredients slowly with cooking oil and one or
- Fish and chips … two eggs. When you fry the rice, you must stir it
- The earliest fish and chip shop … constantly with a wooden spoon.
- Basic ingredients … Suggested answer:
…… English cuisine is one of the traditions that English
- People sell it in many countries now people are proud to keep alive. Typical English
cuisine, fish and chips, has developed for many
centuries. The earliest fish and chip shop opened in
London in the 1860s. The basic ingredients of the dish
are fried fish served with chips. People sell fish and
chips in many countries now.

e. Assessment
- Teacher gives corrections and feedback.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise what they have learnt in the lesson.

- Have Ss recall some things they can remember.

b. Homework
- Do exercises in the workbook
 Board Plan

Date of teaching
UNIT 4: REMEMBERING THE PAST
Lesson 5: Skills 1
*Warm-up
* Reading
- Vocabulary:
1. deep-rooted (adj)
2. associated (adj)
Task 1: Work in groups. Discuss the following questions.
Task 2: Read the text and write the underlined words in the box.
Task 3: Read the text again and tick (√) T (True) or F (False) for each sentence.
* Speaking
Task 4: Work in pairs. Match 1 - 5 in column A with a - e in column B
Task 5: Work in groups. Match the Vietnamese dishes with their names in English.
*Homework
 UNIT 4: REMEMBERING THE PAST
Lesson 6: Skills 2
I. OBJECTIVES

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

1. Knowledge
- Listen for general and specific information about old school days.
- Write about old school days.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be encouraged to express opinion about city life.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 4, Skills 2
- Computer connected to the Internet
- Projector / TV
- [Link]
Assumption

Anticipated difficulties Solutions

1. Students may have underdeveloped listening skills. - Play the recording many times if necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative 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:
- Chatting
- Compare and Contrast
c. Expected outcomes:
- Students can answer the questions related to school.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Option 1: Chatting - Listen and answers - Talk about schools and school days in the past.

- Ask Ss what they know about schools and school

days in the past. Elicit answer from them. Tell
them to recall what they remember from books,
films, or other sources.
– Lead into the new lesson: Listening and Writing
about old school days.
– Introduce the objectives of the lesson. Write the
objectives in the top-left corner of the board.

Option 2: Compare and Contrast - Listen and follow instructions. Information Venn diagram:

- Have students create a Venn diagram to compare - What students wore to school?

and contrast school days in the past and school - What subjects students studied?

days to day with information. - How students got to school?

- Share their Venn diagrams with the class and ….…….

disscuss similarities and differences between

school days in the past and school days today.

e. Assessment
- Teacher corrects students (if needed)
2. ACTIVITY 1: LISTENING (20 mins)
a. Objectives:
- To help Ss develop their skill of listening for specific information.
b. Content:
- Task 1: Match each phrase with the right picture.
- Task 2: Listen to the talk between Thanh and his grandma and tick (√) the things you hear.
- Task 3: Listen again. Choose the correct answer.
c. Expected outcomes:
- Ss can listen for general and specific information to do the learning tasks.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match each phrase with the right picture.

- Ss work in groups. Give them 2 – 3 min. to think and do the - Work in groups to do exercise Suggested answers:

matching. 1. b 2. a 3. c

Task 2: Listen to the talk between Thanh and his grandma and tick (√) the things you hear.

- Tell Ss that they are going to listen to a conversation about - Listen and do exercise Answer key:
school days in the past. - Listen and check 1. three-month summer holiday …√…
- Play the recording. Tell Ss to listen carefully and pay attention 2. lessons in the morning only …√…
to key words – words that help them understand the ideas of the 3. a lot of extra lessons ……
recording. 4. walking barefoot …
- Check ss answers. √…
5. chatting on mobile phones
……

Task 3: Listen again. Choose the correct answer.

- Have Ss read through the sentences first. - Listen instruction. Answer key:
- Play the recording once or twice. Ask Ss to listen carefully - Listen and choose answers. 1. B 2. A 3.
and choose the correct answers. - Listen and check A 4. C
- Play the recording once more for Ss to check their answers. Audio-script
Thanh: Grandma, you say that you had three months
for summer holiday when you were a pupil?
Grandma: Right. And we did lots of things during
the summer.
Thanh: Wow, I wish we had a three-month summer
 holiday! Did you stay at school all day during the
school year?
Grandma: No, we had lessons in the morning only.
Thanh: Did you have a lot of homework?
Grandma: Not a lot. And we never had extra lessons.
Thanh:Really? Did you study the same subjects as
we do now?
Grandma: Yes and no. We didn’t have music and
arts, or computer science.
Thanh: How did you go to school then?
Grandma: Well, we walked all the time. And we
didn’t have shoes or sandals. We were walking
barefoot.
Thanh: Poor you! But what did you do during break
time? Did you chat with your friends
or …?
Grandma:Yes, but … face-to-face. And we played
traditional games such as hide-and- seek, tug of war,
skipping, etc. There were no mobile phones or iPads
then.
Thanh:Well, those were the days …

e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (18 mins)
a. Objectives:
- To help Ss practise asking and answering about school days in the past.
- To help Ss write a paragraph about school days in the past.
b. Content:
- Task 4: Work in pairs. Ask and answer about school days in the past.
- Task 5: Write a paragraph (100 - 120 words) about school days in the past.
c. Expected outcomes:
- Students can use learned vocabulary and grammar to write a paragraph about school days in the past
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Ask and answer about school days in the past.

- Have Ss work in pairs. Tell them to use the cues given to ask - Work in pairs to ask and answer about school days Cues +
and answer about school days in the past. in the past. school time (When …)
- Tell them they can refer to the listening text for their answers. + study subjects (What …)
+ leisure time activities (What …)
+ summer holiday (How long …)
+ means of transport to school (How …)

Task 5: Write a paragraph (100 - 120 words) about school days in the past.

- Tell Ss to use the ideas in Activity 4 for their writing. - Write the paragraph Sample paragraph:
- Set a time limit for Ss to write the paragraph. Tell them to use In the past, students had lessons in the morning only.
the past tenses, and pay attention to grammar, use of words, In the afternoon, they stayed home and did other
spelling and punctuation. things to help their parents. At school, they learned
- T may collect some Ss’ papers and mark them, and later com- subjects such as maths, language, history, physics,
ment to the class. etc. but they did not have music and arts, or sciences.
- If there is not enough time for Ss to do their task in class, have They did not have extra lessons. In their free time
them do it as homework. they played traditional games such as hide-and-seek,
tug of war, skipping, and so on. Every day they went
to school on foot. My grandmother told me that they
walked barefoot all the time, as they did not have
shoes or sandals. They were lucky in that they had a
long summer holiday – about three months!
(111 words)

e. Assessment
- Teacher gives corrections and feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.
Board Plan

Date of teaching
UNIT 4: REMEMBERING THE PAST
Lesson 6: Skills 2
*Warm-up
*Listening
Task 1: Match each phrase with the right picture.
Task 2: Listen to the talk between Thanh and his grandma and tick (√) the things you hear.
Task 3: Listen again. Choose the correct answer.
*Writing
Task 4: Work in pairs. Ask and answer about school days in the past.
Task 5: Write a paragraph (100 - 120 words) about school days in the past.
*Homework
 UNIT 4: REMEMBERING THE PAST
Lesson 7: Looking back and Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 4
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity
- Develop presentation skill
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be encouraged to attend school activities.
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 4, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- [Link]
Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs, in groups so that they can help each other.
operating skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
b. Content:
- Brainstorming
c. Expected outcomes:
- Ss can list as many Unit 4 vocabulary as possible.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Work in teams to play the games. Suggested answers:

- Teacher divides the board, and divides the class into teams. ancestor, stucture, heritage,…..
- Members of each team take turns and write as many
vocabulary in Unit 4 as possible in 2 minutes.
- The group having more correct answers is the winner.

e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: VOCABULARY (10 mins)
a. Objectives:
- To help Ss review the vocabulary of Unit 4
b. Content:
 - Task 1: Choose the correct answer A, B, C, or D.
- Task 2: Finish the sentence by completing each blank with a word. The first letter of each word is given.
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct answer A, B, C, or D. (5 mins)

- Have Ss do this task individually by choosing the correct - Do activity individually. Answer key:
answer to each of the questions. T corrects their mistakes. 1. A 2. B
- Goes round, monitors the class, and give support if necessary. 3. B 4. D 5.
C

Task 2: Finish the sentence by completing each blank with a word. The first letter of each word is given. (5 mins)

- Have Ss study the sentences first. Tell them to pay attention to - Listen and follow Answer key:
the gaps, and what words they need to use. - Do the task 1. worshiping [Link]-rooted
- Tell Ss to write the answers in their notebooks. Ask some of 3. heritage
them to read the whole sentences aloud. T corrects their 4. generation 5. ingredients
mistakes and pronunciation if necessary.

e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: GRAMMAR (10 mins)
a. Objectives:
- To help Ss revise the past continuous and use connectors to combine sentences.
- To help Ss revise wish + clause, and know how to rewrite sentences, using this structure.
b. Content:
- Task 3: Put the verb in brackets in the past continuous to complete each sentence.
- Task 4: Rewrite the following sentences, using wish
c. Expected outcomes:
- Recall the uses of the grammar that they have learnt in this unit (past continuous, wish + past simple)
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Put the verb in brackets in the past continuous to complete each sentence. (5 mins)

- Have Ss review the time connectors and the past continuous - Review time connectors and the past continuous Answer key:
before they do the task. - Do exercise individually or in pairs. 1. was shining
- Have Ss work independently or in pairs to combine the - Check 2. were building
sentences. [Link]’t studying/ were chatting
- Have Ss write their answers in their notebooks. 4. Were they still waiting
- Give correction and call on some Ss to read the sentences 5. was thinking
aloud.

Task 4: Rewrite the following sentences, using wish (5 mins)

- Allow Ss some time to do the task individually and rewrite the - Do the task individually Answer key:
sentences in their notebooks. - Compare answers in pairs. 1. She wishes (that) she had an Iphone.
- Then ask Ss to compare their answers in pairs. 2. I wish I had three-month summer holiday as my
- Call on some Ss to write their answers on the board, other Ss grandma did.
give comments, and T checks as a class. 3. I wish (that) my parents let me make my own
decisions.
4. Mike wishes (that) he could play musical
instruments.
 5. I wish (that) my dad was not very busy, and (that)
he had more time with me.

e. Assessment
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: PROJECT (18 mins)
a. Objectives:
- To give Ss an opportunity to practise finding information about life in their area about 40 years ago.
- To help Ss improve their creativity and teamwork
- To improve their speaking and presentation skill
b. Content:
- Poster presentation
c. Expected outcomes:
- Students are able to present their posters about a life in the past.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Collect information and pictures about life in your area about 40 years ago.

- Tell Ss that they may need to ask their grandparents and / or - Listen Information
old people, and / or read books or search the internet to find the + Means of transport (on foot, on horseback, by
information they want. bicycle, …)
- Tell them some information should include + Home life (electric devices, cooking, …)
+ Community services (electricity, running water,
library, communal house, …)
+ way of cooking
…

Task 2: Make a poster. Write or print the information and stick the pictures on the poster.

- Have Ss work in groups. Tell them to make a poster to - Work in groups to make poster from information Make poster
introduce the information they have prepared. they have prepared.
- Tell them to make it as interesting and informative as they
can, using pictures, images, figures, etc.

Task 3: Give a presentation to the class.

- Call on some groups to show their posters and make a - Present their poster
presentation. Other groups give their comments.
- Give feedback on their presentation.
- The class vote for the best poster.

NOW I CAN…
Finally ask Ss to complete the self-assessment table. Identify
any difficulties and weak areas and provide further practice if
need be

e. Assessment
- Teacher gives corrections and feedback.
5. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson
Board Plan
 Date of teaching
UNIT 4: REMEMBERING THE PAST
Lesson 7: Looking back and Project
*Warm-up
*Vocabulary
Task 1: Choose the correct answer A, B, C, or D.
Task 2: Finish the sentence by completing each blank with a word. The first letter of each word is given.
*Grammar
Task 3: Put the verb in brackets in the past continuous to complete each sentence.
Task 4: Rewrite the following sentences, using wish
*Project
* Homework