Kế hoạch bài dạy minh họa Tiếng Anh Lớp 9 Global Success theo CV5512 - Unit 8: Tourism

 4. app (n) /ổp/ abbreviation for application: phần mềm, ứng 
 a computer program that dụng
 is designed for a particular purpose
 5. domestic (a) /dəˈmes.tɪk/ relating to a person's own country trong nước
 Assumption
 Anticipated difficulties Solutions
 Students may lack experience of group/ - Encourage students to work in groups so that they 
 teamwork. can help each other.
 - Give short, clear instructions, 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 review the previous units
 – To lead into the new unit
 b. Content:
 - I.N.I.T.I.A.L GAME
 c. Expected outcomes:
 - Having a chance to speak English and focus on the topic of the lesson.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: I.N.I.T.I.A.L GAME - Ss work in 2 teams and follow Mystery word: TOURISM
- T divides the class into 2 teams. the teacher's instruction to play 1. TOURIST
- T shows 7 different pictures the game. 2. OCCUR
- Ss are shown different pictures, - Ss answer the questions 3. URGENT
and they need to take the first letter individually 4. RAINFOREST
from each picture to form the 5. ISLAND
mystery word. 6. SUSTAINABLE
- Which team finds the mystery 7. MAGESTIC
word first will become the winner. 
- T leads to the new unit. Write the 
key word Tourism on the board. 
Ask Ss to guess what they are 
going to learn about in this unit.
 e. Assessment
 - T checks ss’ answers and gives feedback.
 2. ACTIVITY 1: PRESENTATION (5 mins)
 a. Objectives: - T has Ss say the words / phrases Dragon Bridge) and foods 
that they have underlined in the (banh beo) for tourists; and 
conversation. Quickly write the Ann and Tom are talking about 
words / phrases on the board. the places they have visited.
- T refers to the questions previously 
asked. Confirm the answers where 
relevant
Task 2: Read the conversation again and tick T (True) or F (False). (7 mins)
- T asks Ss to work in pairs to read - Students work independently Answer key:
the conversation again. to underline key 1. T
- T asks Ss to underline the key words/phrases in the 2. F
words/ phrases in the statements and statements and find answers. 3. T
find answers. - Students work in pairs to 4. F
- T has pairs work together for one compare answers. 5. T
minute to compare answers. 
- T has Ss read out the statements 
and say if the statements are true or 
false. 
- T makes sure they pronounce the 
words correctly. 
- T checks the answers as a class and 
gives feedback.
Task 3: Match a word in A with a word in B as in the conversation. (7 mins)
- T asks Ss to work individually to - Students work individually to Answer key:
match the words do the activity. 1.c
- T asks Ss to say the words - Students share answers 2. d
aloud and share their answers with one or more partners. 3. a
with one or more partners. 4. e 
- T checks the answers as a class and 5. b
gives feedback.
- With a stronger class, T can ask Ss 
to make some example sentences 
with the words they have learnt. If 
there is enough time, T can ask some 
Ss to write their answers on the 
board.
Task 4: Complete the sentences with the words and phrases from the box. (7 mins)
- Ask Ss to do the exercise - Ss work independently to Answer key:
individually and then check complete the task 1. safari 
with the whole class. 2. domestic 
- For a more able class, have Ss 3. online apps 
work in groups. Each group 4. sport tourism 
makes sentences with the 
 5. destination
words/phrases. Then they read 
aloud these sentences.
 e. Assessment
 - T checks students’ answers and gives feedback. Date: ______
Place of visit: ______
Estimated costs: ______
Detailed plan:
 Time Activity Notes
 7.00 Leave for ______
Step 3. Instruct Ss how to make the plan for presentation.
For the text: Ss revise all the notes in their note form and keep only the key information to 
 present. They must be in short form. The information should be grouped and presented in a 
 logical way.
For the pictures: Ss may get pictures of the place from the Internet. They must illustrate the 
 main features of the place. 
Step 4. Model how to present the plan to the class. Ss may open their presentation with “We 
 would like to present the plan for our two-day trip to ______.” 
In each of the next lessons, spend a few minutes checking Ss’ progress, helping them with any 
 topic-related or functional language they need and solving any other problems that may arise 
 with their projects.
 Board plan
 Date of teaching
 Unit 8: Tourism
 Lesson 1: Getting started
 * Warm-up
 * Vocabulary
 1. tan (n)
 2. holidaymaker (n)
 3. accommodation (n)
 4. app (n)
 5. domestic (a)
 Task 1: Listen and read.
 Task 2: Read the conversation again and tick T (True) or F (False).
 Task 3: Match a word in A with a word in B as in the conversation.
 Task 4: Complete the sentences with the words in the box. 
 Task 5: How much do you know about tourism in Viet Nam?
 *Homework UNIT 8: TOURISM
 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 tourism;
 - Pronounce endings -ic and -ious in words and in 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 8, A closer look 1
 - Computer connected to the Internet
 - Projector / TV
 - hoclieu.vn
 Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
 1. package tour (n) /ˈpổk.ɪdʒ ˌtʊər/ a holiday at a fixed price in which chuyến đi trọn gúi 
 the travel company arranges your travel
 , hotels, and sometimes meals for you
 2. self-guided (a) /ˌselfˈɡaɪ.dɪd/ a self-guided activity is one which tự dẫn đường; tự 
 you lead or control yourself, without điều khiển 
 any direct help from other people
 3. itinerary (n) /aɪˈtɪn.ə.rer.i/ a detailed plan or route of a journey kế hoạch chi tiết 
 của chuyến đi 
 4. ruinous (a) /ˈruːɪnəs/ destroyed or severely damaged bị phỏ hủy 
 Assumption
 Anticipated difficulties Solutions
Ss may lack vocabulary related to the Provide them with enough vocabulary related to 
topic, so they may have difficulty the topic
completing the tasks - T introduces the vocabulary by: - Ss guess the meaning of New words:
+ providing explanations of the words. 1. package tour (n)
words 2. self-guided (a)
+ showing pictures illustrating the 3. itinerary (n)
word. 4. ruinous (a)
Task 1: Match the words and phrases with the explanations. (4 mins)
- T asks Ss to read the words and - Ss do the task independently, Answer key:
phrases in the right-hand column then share the answers. 1. e 
first, then the explanations in the 2. c 
left-hand column. Then do the 3. a 
matching individually. 4. b 
- T invites some Ss to share their 5. d 
answers.
- T checks the answers as a class.
- T asks Ss to read the words and 
phrases aloud. Correct them if 
needed.
- T asks Ss for the Vietnamese 
equivalents of these words and 
phrases if needed.
Task 2: Write a phrase from the box next to the sentence to replace ‘it’. (4 mins)
- T asks Ss to read the phrases in the - Ss do the task independently, Answer key:
box first. Make sure they understand then share the answers and 1. entrance ticket 
their meanings. For the new phrases, discuss as a class. 2. ruinous site 
ask Ss to separate the two words in 3. travel agency
each phrase and refer to its meaning. 4. fixed itinerary 
In this way, Ss can guess the 5. smooth trip 
meaning of the phrase. 
- T asks Ss to read each sentence and 
decide what phrase in the box the 
pronoun ‘it’ refers to. Allow them 
some time to do the matching.
- T invite some Ss to share their 
answers.
- T checks the answers as a class.
Task 3: Complete the sentences with the words from the box. (4 mins)
- T asks Ss to work individually. - Ss do the task independently, Answer key:
- T asks Ss to read the words in the then share the answers and 1. self-guided 
box and the sentences. Then choose discuss as a class. 2. itinerary 
the correct words to complete the 3. entrance 
sentences. 4. package 
- T invites some Ss to share their 5. apps
answers.
- T checks Ss’ answers as a class.
 e. Assessment
 - Teacher’s observation and feedback
 3. ACTIVITY 2: PRONUNCIATION (15 mins) - Students can identify some lexical items related to tourism and use them in different 
 contexts 
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
 ACTIVITIES
Game: TYPHOON (5 mins)
- T divides Ss into 2 teams. - Ss work in 2 teams and Expected answer:
- Each team takes turns choosing follow teacher’s instruction 1. self-guided 
one number and answer an MCQ. to play the game 2. homestay 
- The team with more correct 3. travel agency 
answers will be the winner. 4. travel 
- Ss play the game. 5. itinerary
- T gives feedback.
 e. Assessment
 - Teacher’s observation and feedback
 4. CONSOLIDATION (5 mins)
 a. Wrap-up
 - Ask Ss to summarise what they have learned in the lesson. 
 - Ask them to list some phrases learned in the lesson. 
 - Ask them to list some other learned words/ phrases related to tourism, paying attention to 
 their pronunciation. 
 - Ask ss to give 2 words ending endings -ic and -ious and mark their stress. 
 b. Homework
 - Do exercises in the workbook.
 Board Plan
 Date of teaching ..
 Unit 8: Tourism 
 Lesson 2: A closer look 1 
 * Warm-up 
 * Vocabulary
 1. package tour (n)
 2. self-guided (a) 
 3. itinerary (n) 
 4. ruinous (a)
 Task 1: Match the words and phrases with the explanations.
 Task 2: Write a phrase from the box next to the sentence to replace ‘it’.
 Task 3: Complete the sentences with the words from the box. 
 * Pronunciation UNIT 8: TOURISM
 Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use relative pronouns: which, who, and whose in sentences in real-life situations
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, Unit 8, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis 
 RELATIVE PRONOUNS NOTE
 WHO to show which person is talked about
 WHICH to show which thing is talked about
 WHOSE to show possession by people and things
Assumption
 Anticipated difficulties Solutions
 Students may find it confusing when to use Give short and clear explanations with legible 
 the grammar points. examples for each case.
 Students may have underdeveloped co- - Give clear instructions, give examples 
 operating skills. before letting students work in pairs/groups.
 - Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- To activate students’ prior knowledge related to the targeted grammar of relative pronouns
- To enhance students’ skills of cooperating with deskmates
b. Content:
- Game: B.I.N.G.O 
c. Expected outcomes:
- Students can join two slips of paper together to make meaningful sentences - T shares with Ss the lesson 
objectives.
- T writes the objectives in a corner 
of the board and leave them there till 
the end of the lesson.
 e. Assessment
 - T checks students’ understanding by asking some questions. 
 3. ACTIVITY 2: PRACTICE (20 mins)
 a. Objectives: 
 - To help Ss focus on the use of relative pronouns which, who and whose
 - To help Ss practice the use of which, who and whose 
 - To provide Ss with real-life partially-open-ended practice with which, who, and whose.
 b. Content:
 Task 1: Underline the noun or noun phrase in each sentence that which or who refers to.
 Task 2: Underline the correct relative pronoun for each sentence. 
 Task 3: Complete each sentence with who or whose.
 Task 4: Match a clause in A with a clause in B to make a complete sentence.
 Task 5: Work in pairs. Discuss and finish the sentences. 
 c. Expected outcomes:
 - Know how to use relative pronouns in sentences for different uses. 
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Underline the noun or noun phrase in each sentence that which or who refers to. (4 mins)
- T allows Ss 2 minutes to read the - Ss work independently to do Answer key:
Remember box. task 1. 1. people 
- T asks Ss to do the activity - Ss check the answers as a 2. brochure 
individually class. 3. video 
- T has Ss read the sentences and 4. tour guide 
decide what noun or noun phrase 5. Boston
which or who in each sentence refers 
to.
- T calls on some Ss to share their 
answers with the class.
- T checks the answers as a class. 
Explain if needed.
Task 2: Underline the correct relative pronoun for each sentence. (4 mins)
- T has Ss do this activity in pairs. - Ss work in pairs to do task 2 Answer key:
- T guides Ss to look at the noun or - Ss check the answers with the 1. which 
noun phrase just before which and class. 2. which 
who. If it is a thing, use which. If it 3. who 
is a person, use who. 4. which 
- T calls on some Ss to share their 5. Who
answers by reading the sentences 
aloud. 
- T confirms the correct answers as a 
class.