Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……

REVIEW 3
Lesson 1: Language

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

1. Knowledge
- Review the use of some keywords and phrases related to tourism, natural wonders of the
world and world Englishes;
- Review the stress patterns in Units 7 - 9 and how to pronounce these words with correct
stress;
- Revise how to change Yes / No questions into reported speech and use relative pronouns
and relative clauses.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Review 3, Language
- Computer connected to the Internet
- Projector / TV
- [Link]
III. PROCEDURES
1. ACTIVITY 1. WARM-UP (5 mins)
a. Objectives:
- To remind students of the knowledge that they have learnt in Units 7 - 8 - 9.
b. Content:
- Keywords game
c. Expected outcomes:
- Students recall what they have learnt in Units 7 - 8 - 9.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
Keywords game Suggested answer:
– Teacher shows 3 sets of pictures and asks - tourism
students to find a keyword for each set of - world Englishes
pictures. - natural wonders of the world
– Students work individually and follow
teacher’s instruction to play the game.
– Students raise their hands to answer.
 – Teacher and students discuss the answers.
– Teacher checks the answers as a class.
2. ACTIVITY 2: PRESENTATION (8 mins)
a. Objectives:
- To help students review the stress patterns in Units 7 - 9, and how to pronounce these
words with correct stress.
b. Content:
- Task 1: Listen and repeat the sentences. Mark the stress in the underlined words.
c. Expected outcomes:
- Students can identify stress patterns of the given words and repeat the sentences
correctly.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T asks Ss to read the sentences first. Correct their Answer key:
pronunciation if needed. 1. nu'tritious
– Students do the task individually. 2. am'bitious
– T allows Ss some time to do the exercise. 3. speci'ality, a'llergic
– T plays the recording for Ss to listen and mark the 4. elec'tronic, ani'mations
stressed syllable in each underlined word. 5. cele'bration, fan'tastic,
– Students listen to the recording and mark the ac'tivity
stressed syllable in each underlined word. Audio script
– T calls on some Ss to share their answers. 1. This snack is nu'tritious and
– T confirms the correct answers as a class. easy to prepare.
– T plays the recording again for Ss to listen and 2. He is a bit slow, but he’s
repeat in chorus and then do it individually. am'bitious.
– T has Ss review the common rules for stress 3. Seafood is a local speci'ality,
patterns of words containing –ic, -ious, –ion and -ity but I’m a'llergic to it.
suffixes. 4. The elec'tronic dictionary
includes some ani'mations.
5. The cele'bration continued
with a fan'tastic ac'tivity.
3. ACTIVITY 3: PRACTICE (20 mins)
a. Objectives:
- To help students revise the use of some keywords and phrases related to tourism, natural
wonders of the world and world Englishes.
- To help students revise how to change Yes / No questions into reported speech;
b. Content:
- Task 2: Choose the correct answer A, B, C, or D to complete each sentence.
- Task 3: Complete the sentences with the words and phrases from the box.
- Task 4: Rewrite the sentences in reported questions
c. Expected outcomes:
- Students recall vocabulary related to tourism, natural wonders of the world and world
Englishes.
- Ss can use what they have just revised to do the exercises well.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T has Ss do the task individually. Answer key:
– T asks Ss to read each sentence and decide which 1. D
answer (A, B, C or D) best completes the sentence. 2. A
– Students work independently to do the activity. 3. B
– T calls on some Ss to share their answers with the 4. C
class. 5. A
– Students check the answers as a whole class.
– T confirms the correct answers as a class. Explain if
necessary.
– T has Ss do this exercise in pairs. Answer key:
– Students work in pairs to do the activity. 1. promotes
– T asks Ss to read the words in the box first and see if 2. native speaker
they remember their uses and meanings. 3. package tour
– T asks Ss to read each sentence and decide which 4. varieties
word or phrase from the box best fits each blank. 5. flora and fauna
– T checks the answers as a class. Highlight the
keyword(s) in each sentence which help(s) Ss do the
task.
– T quickly reviews the rules of changing Yes / No Answer key:
questions into reported speech (using if / whether, 1. They asked Jane / wanted to
changing tenses, time, places, …). know if / whether the plane was
– T has Ss do this exercise individually. arriving soon.
– T calls on some Ss to share their answers with the 2. The teacher asked me /
class. wanted to know if / whether I
– Students check the answers as a class. could write a report after my
– T confirms the correct answers as a class. visit to the
Dolomites.
3. She asked me / wanted to
know if / whether the tour guide
had my telephone number.
4. I asked Kate / wanted to
know if / whether anybody
would meet her at the airport
the next / following day.
5. I asked them / wanted to
know if / whether they were
 sure about the quality of those
English courses.
4. ACTIVITY 4: PRODUCTION (10 mins)
a. Objectives:
- To provide students with more practice on relative pronouns and relative clauses.
b. Content:
- Task 5: Join each pair of sentences, using a relative pronoun.
c. Expected outcomes:
- Ss can use what they have just revised to do the exercises well.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T helps Ss revise the use of the relative pronouns Answer key:
who, which, and whose in relative clauses. 1. The path was made by
– T has Ss work individually. trekkers who cross the mountains
– T calls on some Ss to share their answers with the each summer.
class. 2. I know an English restaurant
– 1-2 students come to the board to write the which serves excellent fish and
answers. chips.
– Some Ss give explanations. 3. The local people who we met
– T confirms the correct answers. Explain if last week were very friendly and
necessary. T may then call on some Ss to read aloud helpful.
the correct combinations. 4. Ms Linda teaches a class of
students whose native language
is not English.
5. The English dictionary which
I can’t afford to buy is very
useful.
5. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 3 – Skills.

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……
 REVIEW 3
Lesson 2: Skills

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

1. Knowledge
- Practise reading for specific information about ways to learn English through reading;
- Revise and talk about the world’s natural wonders;
- Practise listening for specific information about some tips for travellers to follow to
reduce their impact on a natural wonder;
- Practise writing sentences from words and phrases given.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Review 3, Skills
- Computer connected to the Internet
- Projector / TV
- [Link]
III. PROCEDURES
1. ACTIVITY 1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
b. Content:
- Board Race
c. Expected outcomes:
- Students can revise vocabulary related to learning languages.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
Board race Suggested answer:
– T divides the class into four teams. One 1. hard copy (n)
representative from each team comes to the 2. revise (v)
board. 3. dictionary (n)
- T asks a question, and the first person to 4. phrase (n)
write the correct answer on the board wins a
point for their team.
– Note: The students on the board only get one
try. If they all miss the question, T takes the
 answer from the first person in the audience
who raises their hand.
– The team with the most points becomes the
winner.
– Students play in teams and listen to teacher’s
instruction.
– T leads in the reading part of the lesson.
2. ACTIVITY 2: PRESENTATION (8 mins)
a. Objectives:
- To help students practise reading for specific information.
b. Content:
- Task 1: Read the following passage and choose the correct answer A, B, C, or D to each
question.
c. Expected outcomes:
- Students can understand the text to do the tasks successfully.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T asks Ss to do the task individually first. Tell them Answer key:
to read the passage two or three times, then read each 1. C
question. 2. A
– Students work independently to complete the task. 3. B
– T calls on some Ss to share their answers with the 4. D
class. 5. D
– Students check their answers as a whole class.
– T confirms the correct answers as a class.
– T explains the new words and clarifies anything
difficult. T may ask more questions to see if they
understand the text fully.

3. ACTIVITY 3: PRACTICE (20 mins)

a. Objectives:
- To help students revise and talk about the world’s natural wonders.
- To help students practise listening for specific information.
b. Content:
- Task 2: Work in pairs. Look at the list of the natural wonders below. Rank them from 1
(most interesting) to 5 (least interesting), based on how interesting the places are for you.
- Task 3: Listen to the passage and fill in each blank with no more than TWO words.
c. Expected outcomes:
- Students can rank given natural wonders according to their preferences and give
explanations.
- Students can listen for specific information and fill in the blanks.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T has Ss work in pairs. Students’ own ideas
– T asks Ss to read the list, discuss and rank the
natural wonders from 1 - most interesting to 5 - least
interesting, based on how interesting the places are for
them.
– T allows Ss some time to talk. Give help when
necessary.
– T calls on some pairs to talk in front of the class.
– Some pairs present their ideas to the whole class.
– T and other Ss listen and comment.
– T has Ss read the sentences first to get an overall Answer key:
idea of what they are going to listen and to decide 1. some tips
what information they need to fill in each blank. 2. material
– T plays the recording and allows Ss some time to 3. throw rubbish
complete their answers. 4. plants
– Students read the sentences and guess the possible 5. preserve
answers.
– T checks the answers as a class. If needed, play the
recording again and pause when an answer comes.
4. ACTIVITY 4: PRODUCTION (10 mins)
a. Objectives:
- To practise writing sentences from words and phrases given.
b. Content:
- Task 4: Make sentences using the words and phrases given.
c. Expected outcomes:
- Students can make sentences using suggested words and phrases.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T asks Ss to read all the words and phrases to have Answer key:
a general idea about the content of each sentence 1. The village is nearly
they are going to write. inaccessible by cars on rainy
– T asks Ss to determine what is most suitable tense days.
for each verb. 2. In what countries do people
– Students work in pairs to figure out the general speak English as a first
ideas of the sentences and determine the suitable language?
tenses. 3. You should learn to speak
– Then T has Ss work individually. Allow Ss some English fluently with a native
time to write the sentences. speaker.
– T calls on some Ss to read aloud their sentences. 4. We will / are going to stay at
 Give comments. the hotel which my friend has
– One/two students come to write their sentences on recommended to us.
the board. We stayed at the hotel which
– Other students give comments. my friend recommended to us.
– T provides correct sentences. Explain if needed. 5. Many foreign tourists like Viet
Nam because the
accommodation and food are
affordable.
5. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 10 – Getting started.

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……
 REVISION ON THE MID-TERM TEST

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

1. Knowledge: Revise the language they have learnt in Unit 7,8,9:
- Vocabulary: Revise the words related to natural wonders, tourism and aspects of
languages;
- Grammar: Revise reported speech (Yes/No questions), relative pronouns, defining
relative clauses.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook
- Computer connected to the Internet
- Projector / TV
III. PROCEDURES
1. ACTIVITY 1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
b. Content:
Sentence puzzling
c. Expected outcomes:
- Students can answer teacher’s questions using relative pronouns.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
Game: Sentence puzzling Answer key:
– Teacher divides the class into 4 groups. 1. I’m not keen on food which is very
– Teacher delivers 4 sets of word cards which spicy.
are 4 jumbled sentences in present perfect to 2. A chef is someone who has to work
each group. long hours.
– Students will have to work in groups to 3. I met a boy who is a food blogger.
create as many correct sentences from the 4. Have you eaten the cake which was
word cards as possible. in the fridge?
– The group with the most correct sentences 5. A vegan is a person whose diet
will be the winner. doesn’t contain animal products.
– Students work in 4 groups and follow the
teacher's instruction to play the game.

2. ACTIVITY 2: PRESENTATION (5 mins)

a. Objectives:
- To help students revise some words and phrases related to tourism, natural wonders of
the world and world Englishes.
b. Content:
- Task 1: Choose the correct answer A, B, C or D to complete the sentences.
c. Expected outcomes:
- Students recall vocabulary related to tourism, natural wonders of the world and world
Englishes.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T has Ss do the task individually. Choose the correct answer A, B, C or
– T asks Ss to read each sentence and decide D to complete the sentences.
which answer (A, B, C or D) best completes 1. Trang An Landscape Complex is
the sentence. renowned for its diverse ecosystem,
– Students work independently to do the unique natural beauty and
activity. ____________ characteristics.
– T calls on some Ss to share their answers A. geology B. geological
with the class. C. environmental D. ecological
– Students check the answers as a whole class. 2. The towers of the My Son sanctuary
– T confirms the correct answers as a class. are the most significant ____________
Explain if necessary. of the My Son civilization.
Answer key: A. structures B. arrangements
1. D C. apartments D. plans
2. A 3. If you pay a visit to Hue, you should
3. D once visit Lang Co beach where you
4. A can have the most relaxing time and
5. C admire the natural beauty of
6. D ____________.
7. C A. views B. panoramas
8. D C. sights D. landscapes
9. B 4. Travelling to Ba Mun Island in
10. A Quang Ninh, tourists can explore on
their own, following some natural
____________ on the island.
A. trails B. marks
C. roads D. stretches
5. For people in Cam Thanh Commune
near Hoi An, the coconut wetlands
provide fisheries, a beautiful area for
____________ as well as an ideal
refuge for boats during heavy storms.
 A. tourist B. tour
C. tourism D. tour guide
6. In Binh Ba Island (Lobster Island),
there are many beautiful beaches with
white sand, clear water, blue sky,
which is ____________ for those who
love nature and calmness.
A. available B. famous
C. good D. suitable
7. It’s an important part of your
cultural identity to keep your
____________ in speaking English.
A. vocabulary B. language
C. accent D. skill
8. Much ____________ comes through
body language and gesture.
A. talk B. exchange
C. speech D. communication
9. Try to the meaning of words rather
than going straight for your dictionary.
A. judge B. guess
C. decide D. expect
10. Reading is the best way to
____________ your vocabulary in any
language.
A. improve B. increase
C. raise D. put up

3. ACTIVITY 3: PRACTICE (26 mins)

a. Objectives:
- To help students revise how to change Yes / No questions into reported speech;
- To provide students with practice on relative pronouns and relative clauses.
b. Content:
- Task 2: Change these following questions into reported speech.
- Task 3: Circle the correct option in brackets.
- Task 4: Choose the correct answer A, B, C or D to complete the sentences.
c. Expected outcomes:
- Ss can use what they have just revised to do the exercises well.
d. Organisation:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

– Ask Ss to recall the rules of changing yes/no 1. Yes/No questions
questions into reported speech. S + asked (+O)/ wanted to know +
– Ss work independently and answer. if/whether + S + V
E.g: Ngan said to me: “Have you been
to Sai Gon?”
→ Ngan asked me if/whether I had
been to Sai Gon.
2. Relative pronouns
Which animals and things
– T reminds Ss of the relative pronouns which Who people
Ss have already encountered like who, whose, Whose possessive meaning; for
and which. people and animals usually;
– Ss follow T’s instruction. sometimes for things in
– Ss work independently and answer the formal situations
questions.
– T presents the exercise. Change these following questions
– Run through the new words. into reported speech
– Ask students: What they have to do? 1. “Are you a doctor?” she said to me.
– Ss do the exercise in pairs. =>……………………………………
– Teacher calls some Ss report their result. 2. “Does she live here?” He said to me.
– Teacher corrects. =>……………………………………
Answer key: 3. “Do you like your job?” She said to
1. She asked me if/whether I was a doctor. him.
2. He asked me if/whether she lived there. =>……………………………………
3. She asked him if/whether he lived his job. 4. “Have you bought this house for 2
4. Jane asked me if/whether I had bought that years?” Jane said to me.
house for 2 years. =>……………………………………
5. She asked him if/whether that train stopped 5. “Does this train stop at York?” She
at York. said to him.
=>……………………………………
– T has Ss do the task individually. Circle the correct option in brackets.
– T asks Ss to read each sentence and decide 1. There isn’t anything (which / that)
which option best completes the sentence. learning English can’t be beneficial.
– Students work independently to do the 2. We need a study partner (who /
activity. whom) can explain grammar clearly.
– T calls on some Ss to share their answers 3. These are the exercises to (that /
with the class. which) we should dedicate extra time.
– Students check the answers as a whole class. 4. Have you met anyone (that / who)
– T confirms the correct answers as a class. you can recommend this learning app?
Explain if necessary. 5. This is the best English dictionary
Answer key: (which / that) all students should refer
1. that to.
2. who 6. It’s important to find a learning
3. which method (which / whose) suits your
4. that individual style.
5. that 7. The country, (whose / where) rich
6. which culture fascinated us, left a lasting
7. whose impression.
8. whose 8. We tried a local dish (which /
9. whom whose) secret ingredient was a type of
10. whom tropical fruit.
9. Mr. Harry is the teacher (whom /
who) we owe a big thank you for
helping us learn English.
10. We met some interesting travellers
(whose / whom) we shared stories
about our own adventures
– T has Ss do the task individually. Choose the correct answer A, B, C or
– T asks Ss to read each sentence and decide D to complete the sentences.
which answer (A, B, C or D) best completes 1. She is talking about the
the sentence. author________book is one of the best-
– Students work independently to do the sellers
activity. this year.
– T calls on some Ss to share their answers A. which B. whose
with the class. C. that D. who
2. He bought all the
– Students check the answers as a whole class.
books__________are needed for the
– T confirms the correct answers as a class.
next exam.
Explain if necessary. A. which B. what
Answer key: C. those D. who
1. B 3. The children, __________parents
2. A are famous teachers, are taught well.
3. C A. that B. whom
4. B C. whose D. their
5. D 4. We need a teacher__________native
6. A language is English.
7. A A. who B. whose
8. B C. whom D. that
5. I bought a T- shirt________is very
nice.
A. who B. whose
C. whom D. which
6. The woman, ________was sitting in
the meeting hall, didn't seem friendly to
 us at all.
A. who B. which
C. where D. when
7. What was the name of the girl....
passport was stolen?
A. whose B. who
C. which D. when
8. The bed ...................... I slept in was
too soft.
A. whose B. which
C. what D. who
4. ACTIVITY 4: PRODUCTION (7 mins)
a. Objectives:
- To provide students with more practice on relative pronouns and relative clauses.
b. Content:
- Task 5: Combine these pairs of sentences using relative pronouns.
c. Expected outcomes:
- Ss can use what they have just revised to do the exercises well.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
– T has Ss work individually. Combine these pairs of sentences
– T calls on some Ss to share their answers with using relative pronouns.
the class. 1. The first boy has just moved. He
– 1-2 students come to the board to write the knows the truth.
answers. 2. The only thing is how to go home.
– Some Ss give explanations. It makes me worried.
– T confirms the correct answers. Explain if 3. The most beautiful girl lives city. I
necessary. T may then call on some Ss to read like her long hair very much.
aloud the correct combinations. 4. The children often go swimming on
Answer key: Sundays. They have much free time
1. The first boy who knows the truth has just then.
moved. 5. The tree has lovely flowers. The
2. The only thing which make me worried is tree stands near the gate of my house.
how to go home. 6. The students will be awarded the
3. The most beautiful girl, whose long hair I like present. The students' reports are very
very much, lives in this city. valuable.
4. The children often go swimming on Sundays
when they have much free time.
5. The tree which stands near the gate of my
house has lovely flowers.
6. The students whose report are very valuable
will be awarded the present.
5. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the mid-term test.