LESSON PLAN

TIẾNG ANH 9 FRIENDS PLUS

UNIT 5 - ENGLISH AND WORLD DISCOVERY

VOCABULARY:

DISCOVERY AND INVENTION

I. OBJECTIVES

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

1. Knowledge

- Understand and utilize vocabulary pertaining to English and word discovery.

- Talk about different discoveries and inventions.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pairwork and groupwork.

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities.

II. MATERIALS

- Grade 9 textbook, Unit 5, Vocabulary

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 5

LANGUAGE ANALYSIS

1
 Form Pronunciation Meaning
1. capsule (n) /'kæpsju:/ the part of a spacecraft in which the people on it live

2. drug (n) /drʌɡ/ any natural or artificially made chemical that is used as
a medicine

3. electricity (n) /i,lek'trisiti/ a form of energy that can be produced in several ways
and that provides power to devices that create light,
heat, etc.

4. headache (n) /ˈhedeɪk/ a pain you feel inside your head

5. life (n) /laɪf/ the period between birth and death, or the experience
or state of being alive

6. microchip (n) /ˈmaɪkrəʊtʃɪp/ a tiny piece of material that contains electronic circuits
allowing it to store a lot of information

7. radar (n) /ˈreɪdɑː/ a system that uses radio waves to find the position of
objects that cannot be seen

8. species (n) /ˈspiːʃiːz/ a set of animals or plants in which the members have
similar characteristics to each other and can breed with
each other

Verb Noun Meaning

1. invent invention something that has never been made before, or the
/ɪnˈvent/ /ɪnˈvenʃn/ process of creating something that has never been
made before

2. design design the way in which something is planned and made

/dɪˈzaɪn/ /dɪˈzaɪn/

3. cure cure something that makes someone who is sick healthy

/kjʊər/ /kjʊər/ again

4. create creation the act of creating something, or the thing that is

/kriˈeɪt/ /kri'ei∫n/ created

5. explore exploration the activity of searching and finding out about

/ɪkˈsplɔːr/ /,eksplɔ:'rei∫n/ something

6. adapt adaptation the process of changing to suit different conditions

/əˈdæpt/ /,ædəp'tei∫n/

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 7. imagine imagination something that you think exists or is true, although in
/ɪˈmædʒɪn/ /i,mædʒi'nei∫n/ fact it is not real or true

8. experiment experiment a test done in order to learn something or to discover if

/ɪkˈsperɪmənt/ /ɪkˈsperɪmənt/ something works or is true

9. develop development the process in which someone or something grows or

/dɪˈveləp/ /dɪˈveləpmənt/ changes and becomes more advanced

10. test test a way of discovering, by questions or practical

/test/ /test/ activities, what someone knows, or what someone or
something can do or is like

11. discover discovery the process of finding information, a place, or an

/dɪˈskʌvər/ /di’skʌvəri/ object, especially for the first time, or the thing that is
found

12. become extinction a situation in which something no longer exists

extinct /ɪkˈstɪŋk∫n/
/ɪkˈstɪŋkt/

Assumption
Anticipated difficulties Solutions
Students may lack knowledge and experience - Encourage students to work in pairs so that
about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire new topics.

- Get students' attention at the beginning of the class.

- Activate students’ background knowledge.

b. Content:

- THINK! Name five inventions from the last 100 years and five inventions from previous
centuries.

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 c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

THINK! Name five inventions from the last 100 years and five inventions from previous centuries. (5
mins)

- Read out the question and check that - Follow the teacher’s Suggested answer:
students understand previous centuries. instructions.
- With the help of CD-
- Brainstorm some ideas and examples ROMs, we can easily
as a class and write the names of the store and distribute data.
inventions on the board. - Ballpoint pens use an oil-
based ink that writes
- Encourage students to explain what
smoothly and dries
each invention is for as they mention it,
quickly.
e.g. The telephone makes it possible for
- The mobile phone makes
us to talk to people in different places.
it possible for us to make
- Call randomly some Ss to show their
a call anywhere and
inventions
anytime.
- Check answers as a class. - The television brings us
information. We depend
on it for entertainment,
news, education, culture,
weather, sports, and even
music.
- The blender helps us to
mix, crush food and
other substances.

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 e. Assessment

- Teacher observes Ss’ answers and gives feedback.

2. ACTIVITY 2: PRESENTATION (10 mins)

a. Objectives:

- Introduce students to new vocabulary words before reading a text.

b. Content:

- Exercises 1.

c. Products:

- Students can understand and complete the task successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1 - Complete the gaps in the stories about discoveries 1-8 with the words in the box.

Which sentence do you think is false? (10 mins)

- Read through the words in the box with - Follow the teacher’s Answers:
the class and check that students instructions. 1. electricity
understand them.
2. radar
- Ask Ss to read and complete the texts.
3. headaches
- Allow students time to compare their
4. life
answers in pairs, then check answers with
the class. 5. capsule

- Make sure students understand all the 6. microchip

blue words. Model pronunciation of any 7. drug
words that Ss might find difficult, e.g.
8. species
cure, creating, extinct.
This sentence is false: ‘They
- Ask Ss: Which sentence do you think is
also found the fossil of a
false?
unicorn, which has become

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 - Call randomly Ss to give answers and extinct.’ Unicorns don’t exist.
correct their answers as a class.

e. Assessment

- Teacher checks students’ answers.

- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 3: PRACTICE (20 mins)

a. Objectives:

- Students can learn some new forms of words in the text.

- Students learn some new KEY PHRASES and are able to make some short sentences.

b. Content:

- Exercises 2 and 3

c. Products:

- Ss understand new KEY PHRASES and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Study the words in blue in the stories about discoveries. Copy and complete the table with

the base form of each verb and a noun for each of the verbs. (8 mins)

- Ask students to say what methods they - Follow the teacher’s Answers:
use to record and learn vocabulary and instructions.
Verb Noun
which they find most useful. - Use the dictionary to check
(base form)
- Read out the study strategy. Then read answers.
through the table with the class. cure cure
- Elicit examples sentences using invent create creation
and invention, to show the difference
explore exploration
between the verb and the noun, e.g.

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  Who invented electricity? adapt adaptation
 Electricity is a great invention.
imagine imagination
- Point out that with some words, such as
experiment experiment
design, the noun and verb forms are the
develop development
same.
test test
- Ask Ss to copy and complete the table.
discover discovery
- Allow students time to check their
answers in a dictionary. become extinct extinction

- Check answers with the class.

Exercise 3: Watch or listen to four people talking about inventions. Write down the inventions or discoveries
they mention. (7 mins)

- Explain to students that they will watch - Follow the teacher’s Answers:
or hear four people talking about different instructions.  smartphone
inventions or discoveries.  bicycle
- Read out the task, then play the video or  social media
audio for students to watch or listen and  penicillin /antibiotics
note down the inventions and discoveries.  cures or vaccines for
illnesses
- Check answers, and ask: Which
 dishwasher
invention or innovation do you think is
the best? Why? In my point of view, cures of
vaccines it the most crucial
- Elicit an example then ask some Ss to
invention. In the past, the human
give their own one.
was terrorized by tons of disease.
- Check answers as a class.
Vaccines teach your immune
system how to create antibodies
that protect you from diseases. It's
much safer for your immune
system to learn this through
vaccination than by catching the

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 diseases and treating them.

KEY PHRASES. (5 mins)

- Read out the KEY PHRASES as a class. - Follow the teacher’s Examples:

- Elicit some examples and make sure that instructions and take notes. 1. It's hard to imagine life
the Ss understand them. without a smartphone.
2. I think that someone needs
- Ask some Ss to give their own ones.
to invent vaccines for
illnesses.
3. I can't think of anything
better than a bicycle.
4. I think medicines like
penicillin and other
antibiotics are at the top of
my list.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: PRODUCTION (8 mins)

a. Objectives:

- To help students practice giving ideas about discoveries or inventions.

b. Content:

- Exercise 4 and FINISHED?

c. Products:

- Students can understand the lesson and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

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Exercise 4 – USE IT!: Think of answers to questions 1-3. Then compare your ideas with a partner. Use the

KEY PHRASES. (5 mins)

- Allow Ss time to prepare their answers - Follow the teacher’s Suggested answer:
individually. They then discuss the instructions. 1. I can’t think of anything
questions in pairs. - Work in pairs to complete the better than the Internet.
- Call some pairs randomly to express task. Nowadays, life without the
their ideas, then T may ask: What Internet for most people is
discovery or invention do you both think unimaginable.
is important? About the worst thing ever,
Agent Orange is at the top
- Check answers as a class.
of my list. Its effects were
devastating on humans,
particularly, it caused
cancer and birth defects.
2. I can’t think of anything
better than the interactive
board, it can save and share
lessons and material far
better than old-school
chalkboards and
whiteboards. Secondly, I
have to mention the school
subjects, which help
students to acquire well-
rounded education. Finally,
air conditioners will be on
my list, which improves
ventilation and controls the
temperature of the
classrooms.

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 3. I think that someone needs
to invent Green technology.
As you know, in the face of
global warming and
environmental and resource
problems, green technology
could be the answer.

FINISHED?: Think of an invention. Write what it does and how it works. Read your description to a partner
for him / her to guess. (3 minutes)

- Give Ss an example through a small - Follow the teacher’s Examples

game WHAT AM I? instructions. 1. I can carry passengers,
Rules: sometimes several hundred
passengers.
 Ss choose randomly one number
2. I can be used in Military
on the screen, each number
Aviation.
contains one clue for the answer.
3. I can carry you and your
Then guess the final answer.
luggage to other countries.
 T gives the final answer and
presents a bonus for the Ss who 4. I am the transport for the

can guess the final answer. T can people who love FLYING.

ask Ss to give their answer on the Answer: AIRPLANE

A4 paper and then raise them all at
once to check.

- Ask Ss to work individually to prepare a

description of an invention, then swap
with another fast finisher and guess their
partner’s invention.

e. Assessment

- Teacher observation of students’ performance.

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- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can use KEY PHRASES correctly to talk about different discoveries and
inventions.

b. Homework

- Learn new vocabulary.

- Review the KEY PHRASES.

- Complete exercises in the Workbook on page 32.

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 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 5 - ENGLISH AND WORLD DISCOVERY

READING: A TEXT

I. OBJECTIVES

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

1. Knowledge

- Guess the meaning of words in a text using context and previous knowledge.

- Learn new ways to express opinions.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pairwork and groupwork.

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 5, Reading

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 5

LANGUAGE ANALYSIS
1. Vocabulary

Vocabulary Pronunciation Meanings

1. communication (n) /kə,mju:ni'kei∫n/ the process by which messages or information

12
 is sent from one place or person to another.

2. documentation (n) /,dɔkjumen'tei∫n/ official papers, or written material that provides

proof of something.

3. share (v) /ʃeə/ telling someone else about your thoughts,

feelings, ideas, etc.

4. encourage (v) /in'kʌridʒ/ to help someone to feel confident and able to

do something.

5. enable (v) /i'neibl/ to make someone able to do something, or to

make something possible.

6. employ (v) /im'plɔi/ to have someone work or do a job for you and
pay them for it.

7. allow (v) /ə'lau/ to let someone do something or let something

happen.

8. alternative (n) /ɔ:l'tə:nətiv/ something that is different from something

else, and offering the possibility of choice.

2. Key phrases

Key phrases Example

1. I believe this word means … because … I believe this word means “the process by which
messages or information is sent from one place
or person to another” because I recognize that its
root contains “communicate”.

2. I recognise part of the word, it means … I recognise part of the word, it means “official
papers, or written material that provides proof of
something”.

3. If I have to take a guess, I will say this word If I have to take a guess, I will say this word
means … means “telling someone else about your
thoughts, feelings, ideas, etc.”.

4. I wish I would have a close guess, but I am I wish I would have a close guess, but I am not
not sure. This word might be about … sure. This word might be about “to help
someone to feel confident and able to do
something”.

Assumption
Anticipated difficulties Solutions

13
 Students may lack knowledge and experience - Encourage students to work in groups so that
about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire a new language.

- Get students' attention at the beginning of the class.

- Activate students’ background knowledge.

b. Content:

- THINK! What is the role of the English language in world discoveries and inventions?

c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

WARM-UP: THINK! What is the role of the English language in world discoveries and inventions? (5
mins)

- Read out the question and elicit a few - Follow the teacher’s Suggested answer:
instructions.
ideas. English is the world's global
language. For that reason,
- If the Ss find it hard to express ideas, T
English is now the most
can ask more questions as clues to help,
effective approach to conveying
e.g.
research findings to scientists
 What about your school’
and people all across the world.
programmes to foster the
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 teaching and learning of the
English language?
 What do you do to improve your
own skills in speaking, writing,
listening and reading?

e. Assessment

- Teacher listens to the answers and gives feedback.

2. ACTIVITY 2: PRE-READING (10 mins)

a. Objectives:

- Help Ss to get the first impression of the text and the topic.

b. Content:

- Teaching new vocabulary

- Exercises 1.

c. Products:

- Students can understand and complete the task successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1 - Read and listen to the text. Write True, False or NG (not given). (10 mins)

- Read out the title of the text and pre- - Follow the teacher’s Answers:
teach the meaning of invention and instructions. 1. T
discovery.
2. NG
- Play the audio of the first paragraph and
3. F
ask: Does English help to record
inventions and discoveries? 4. F

- Elicit the answer (T). Then teach the

15
 meaning of communication and
documentation.

- Play the rest of the audio and ask Ss to

read and listen and write T, F or NG.

- Check answers.

e. Assessment

- Teacher checks students’ pronunciation, answers and then gives feedback.

3. ACTIVITY 3: WHILE- READING (17 mins)

a. Objectives:

- Help Ss to practice guessing the meaning of new words from the context.

- Learn new vocabulary

b. Content:

- Exercises 2 and 3.

c. Products:

- Ss understand new vocabulary and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Study the highlighted words in the text. What do they mean? Explain your answers using some of
the key phrases. (7 mins)

- Explain that guessing the meaning - Follow the teacher’s Examples:

instruction.
of new words from the context is an 1. Communication (v): I
- Work in pairs as T’s believe this word means
important reading skill and ask Ss to look
instruction. “the process by which
at the highlighted words and read them in
messages or information is
context.
sent from one place or

16
- Read through the key phrases with the person to another” because I
class and make sure students understand recognize that its root
them all. contains “communicate”,
which means “share
- Ask students to find the first word
information with others by
(communication) in the text and
speaking, writing, or using
encourage them to guess what it means,
other signals”.
using some of the phrases.
2. Documentation (n): I
- Ask Ss to discuss the meaning of the recognise part of the word,
remaining words in pairs. it means “official papers, or
- Check answers. written material that
provides proof of
something”.
3. Share (v): If I have to take a
guess, I will say this word
means “telling someone else
about your thoughts,
feelings, ideas, etc.”.
4. Encourage (v): I wish I
would have a close guess,
but I am not sure. This word
might be about “to help
someone to feel confident
and able to do something”.
5. Enable (v): If I have to take
a guess, I will say this word
means “to make someone
able to do something, or to
make something possible”.
6. Employ (v): I recognise part
of the word, it means “to
have someone work or do a

17
 job for you and pay them
for it”.
7. Allow (v): If I have to take
a guess, I will say this word
means “to let someone do
something or let something
happen”.
8. Alternative (n): If I have to
take a guess, I will say this
word means “something
that is different from
something else, and offering
the possibility of choice”.

Exercise 3: VOCABULARY PLUS - Find the noun form of words 1-5 in the text. Which four suffixes can
you identify? (10 mins)

- Ask the Ss to find the nouns in the texts - Follow the teacher’s Answers:
and identify the suffixes. instructions. 1. Exploration, explorer
- Check answers. 2. Development
3. Advancement
- Explain the suffixes to Ss and elicit
4. Invention, inventor
some examples.
5. Communication

Suffixes: -ation, -er,-ment, -ion, -

or

GAME – SAVE PETER!

Answers:
- Show Ss 5 verbs and then ask them to
1. Enjoyment
write the noun form of the verbs on their
2. Supervisor
paper first.
3. Information
- Carry out the game. 4. Improvement

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 5. Dancer

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: POST-READING (8 mins)

a. Objectives:

- Facilitate a deeper understanding of a text and increase reading comprehension.

b. Content:

- Exercise 4 USE IT!.

c. Products:

- Students do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 4. USE IT! Work in groups. Brainstorm some ideas for the role of English in your studies. (8 mins)

- Divide the class into groups of about 4 - Work in groups and follow the Sample answers:
teacher’s instructions.
students. 1. Let’s think about how
English widens our
- Brainstorm a few ideas with the class to
knowledge when we surf
ease the task and give some examples.
the internet.
- Ask Ss to discuss the role of English in
2. We could find huge
their studies.
information written in
- T call randomly some groups to express English by experts
their ideas, then give feedback. worldwide.
3. Effective English language
skills help you meet your
career goals quickly.

19
 4. Another reason to study
English is the access it can
give you to some of the
best education systems and
institutes in the world.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can guess the meaning of words in a text using context and previous knowledge.

b. Homework

- Learn new vocabulary.

- Review the KEY PHRASES.

- Complete exercises in the Workbook on page 36.

LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 5 - ENGLISH AND WORLD DISCOVERY

LANGUAGE FOCUS:

GERUNDS AND INFINITIVES

I. OBJECTIVES

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

1. Knowledge

- Comprehend and utilize gerunds in daily conversation.

- Talk about their likes, dislikes and know how to use to-infinitive after some verbs.

2. Competences

- Develop communication and speaking skills.

- Be collaborative and supportive in pairwork.

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities.

II. MATERIALS

- Grade 9 textbook, Unit 5, Language focus

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 5

LANGUAGE ANALYSIS
1. Gerunds
RULE EXAMPLE
We use gerunds (the -ing form of - I like collecting flowers.
verbs) after some verbs, e.g. like, - I enjoy watching football on TV.
love, enjoy, dislike, hate, suggest, - I hate eating pineapples.
…
2. Question words before to-infinitive
QUESTION WORD EXAMPLE
We use infinitives (the base form - I aim to be a millionaire by the time I'm 35.
of verbs) after some verbs, e.g. - Only good teamwork will enable us to get the job
aim, enable, employ, allow, prove. done on time.
- You're not allowed to smoke in the hospital.

Assumption
Anticipated difficulties Solutions

21
 Students may lack knowledge and fail to - Encourage students to work in pairs or groups
make the correct answers. so that they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire a new language.

- Get students' attention at the beginning of the class.

b. Content:

- ACTIVITY: Students identify infinitives and gerunds in the text.

c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

ACTIVITY: Students identify infinitives and gerunds in the text (5 mins)

- Ask: Can you remember how gerunds - Follow the teacher’s Answers:
and infinitives are used in the text on instructions. 1. To-infinitives:
page 52? - To be
- Refer Ss back to the text on page - To stand
- To promote
52 to check.
- To encourage
- Ask Ss to identify infinitives and
- To think
gerunds in the text.
- To share
- Explain to students that they are going - To document and
to learn more about gerunds and
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infinitives now. share
- To reach
2. Gerunds:
- Going
- Employing
- Creating
- Including

e. Assessment

- Teacher observes the Ss and gives feedback.

2. ACTIVITY 2 – PRESENTATION (8 mins)

a. Objectives:

- Students learn about gerund and to-infinitive forms.

b. Content:

- Gerunds and to-infinitives rules

- Exercises 1

c. Products:

- Students do exercise 1 in the book and say aloud what rule matches each sentence.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

PRESENTATION – GERUNDS VS TO-INFINITIVES (5 minutes)

- Elicit the rules and explain each of them - Follow the teacher’s Examples:
to Ss. instructions. 1. To-infinitives:
- Give Ss some examples for each rule. - I aim to be a
millionaire by the
- Teacher may ask some Ss to give their
time I'm 35.

23
own example. - Only good
teamwork will
- Teacher gives feedback and checks
enable us to get the
answers as a class.
job done on time.
- You're not allowed
to smoke in the
hospital.
2. Gerunds:
- I like collecting
flowers.
- I enjoy watching
football on TV.
- I hate eating
pineapples.

Exercise 1 - Study examples a–f. Then match them with rules 1-2. (3 mins)

- Read out the first rule and ask, “Which - Follow the teacher’s Answers:
sentence a–f uses a gerund after the main instructions. a) rule 1
verb?” b) rule 1
- Elicit the answer (a). c) rule 2
d) rule 2
- Carry out the GAME –
e) rule 1
BASKETBALL.
f) rule 1
- Ask Ss to give other answers.

- Teacher gives feedback and checks

answers as a class.

e. Assessment

- Teacher observes students’ answers and gives feedback.

3. ACTIVITY 3: PRACTICE (10 mins)

a. Objectives:

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 - Students get to practice with gerunds and infinitives.

- Students may learn new ways to express their ideas.

b. Content:

- Exercises 2

c. Products:

- Students understand the sentences and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Complete the sentences with the gerund or infinitive form of the verbs in brackets. Which rule (1-
2) in exercise 1 explains your answers? (10 minutes)

- Do an example sentence with the class - Follow the teacher’s Answers:

instructions.
- Ask Ss to read the sentences of Exercise 1 doing, calculating (rule 1)
2 and explain the blue phrases. 2 learning (rule 1)
- Elicit the correct verb form for this time 3 to discuss (rule 2)
expression (present continuous).
4 becoming (rule 1)
- Ask Ss to complete the sentences with
5 to be (rule 2), finding (rule 1)
the correct verb forms.

- Ask them to note down for each

sentence which rule explains their answer.

- Teacher calls some Ss randomly to give

their own answer.

- Teacher gives feedback and checks

answers as a class.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback.

25
 4. ACTIVITY 4: PRODUCTION (17 mins)

a. Objectives:

- Students can form sentences using gerunds and infinitives.

b. Content:

- Exercises 3 and Finished?

c. Products:

- Students do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3: USE IT! Talk about your likes and dislikes about your future career. Use the blue phrases

from exercise 2. (10 mins)

- Review the blue phrases in Exercise 2 - Follow the teacher’s Examples:

with the class. instructions. - I dislike learning history
- Elicit some examples. - Prepare ideas because I have a short
memory of events and
- Allow Ss time to prepare their ideas. - Work in pairs and talk about
dates.
likes and dislikes about future
- Ask Ss to work in pairs to talk about
- I love reading books about
careers.
their likes and dislikes.
history because I aim to be a
- Ask some students to tell the class historian.
something they learned about their - I aim to be the best
partners presenter because I really

- Teacher gives feedback and checks enjoy talking before the

answers as a class. crowd.

- I love visiting the museum
because it enables me to
know more about the life of
ancient people.

FINISHED ?: Write a paragraph about your likes and dislikes for your future career using your answers
26
from exercise 3. (7 mins)

- Ask Ss to write their paragraphs - Follow the teacher’s

individually, then compare them with instructions.
another fast finisher.

- Teacher gives feedback.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can talk about likes, dislikes and know how to use to-infinitive after some verbs.

b. Homework

- Complete exercises in the Workbook on page 33.

- Review the gerunds, infinitives and new phrases.

27
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 5 - ENGLISH AND WORLD DISCOVERY

VOCABULARY AND LISTENING:

LIFE AND THE UNIVERSE

I. OBJECTIVES

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

1. Knowledge

- Understand and utilize vocabulary pertaining to life and the universe.

- Listen for detailed information.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pairwork and groupwork.

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities.

II. MATERIALS

- Grade 9 textbook, Unit 5, Vocabulary and Listening

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 5

LANGUAGE ANALYSIS

Form Pronunciation Meaning

28
1. gravity (n) /'græviti/ the force that attracts objects towards one another,
especially the force that makes things fall to the ground

2. Earth (n) /ə:θ/ the planet third in order of distance from the sun,
between Venus and Mars; the world on which we live

3. disease (n) /dɪˈziːz/ (an) illness of people, animals, plants, etc., caused by
infection or a failure of health

4. threat (n) /θret/ a suggestion that something unpleasant or violent will

happen

5. human (n) /ˈhjuːmən/ a person

6. Sun (n) /sʌn/ the star that provides light and heat for the Earth and
around which the Earth moves

7. astronaut (n) /'æstrənɔ:t/ a person who has been trained for travelling in space

8. space (n) /speɪs/ the empty area outside Earth's atmosphere, where the
planets and the stars are

9. planet (n) /ˈplænɪt/ an extremely large, round mass of rock and metal, such
as Earth, or of gas, such as Jupiter, that moves in a
circular path around the sun or another star

10. meteor (n) /'mi:tjɔ:/ a piece of rock or other matter from space that
produces a bright light as it travels through the
atmosphere

11. species (n) /'spi:∫i:z/ a set of animals or plants in which the members have
similar characteristics to each other and can breed with
each other

12. death (n) /deθ/ the end of life

13. star (n) /stɑː/ a very large ball of burning gas in space that is usually
seen from the Earth as a point of light in the sky at
night

14. universe (n) /ˈjuːnɪvɜːs/ everything that exists, especially all physical matter,
including all the stars, planets, galaxies, etc. in space

15. alien (n) /ˈeɪliən/ a creature from a different planet

29
 Assumption
Anticipated difficulties Solutions
Students may lack knowledge and experience - Encourage students to work in pairs or small
about the topic. groups so that they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire new topics.

- Get students' attention at the beginning of the class.

- Activate students’ background knowledge.

b. Content:

- THINK! How many planets can you name in English?

c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

THINK! How many planets can you name in English? (5 mins)

- Read out the question. - Follow the teacher’s Answers: Sun, Earth, Mars,
instructions. Venus, Mercury, Jupiter, Saturn,
- Ask Ss to work in groups for about 2
Uranus, Neptune.
minutes to name the planets in English,
then Ss from groups take turns to go to
the board and write the answers.

- Allow Ss to use their dictionaries or

30
phones to help.

- Elicit the answers, give a bonus to Ss,

and teach the names of all the planets in
English: Sun, Earth, Mars, Venus,
Mercury, Jupiter, Saturn, Uranus, and
Neptune.

e. Assessment

- Teacher checks Ss’ answers and gives feedback.

2. ACTIVITY 2: PRE-LISTENING (10 mins)

a. Objectives:

- Introduce students to new vocabulary words and prepare ideas before listening to a text.

b. Content:

- Exercises 1 and 2.

c. Products:

- Students can understand and complete the task successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1 - Read the live chat and check the meaning of the words in blue. (5 mins)

- Ask Ss to read the questions in the live - Follow the teacher’s LANGUAGE ANALYSIS
instructions and take notes
chat and check the meaning of the blue
quickly
words.

- Ask Ss to discuss the meaning of the

words in pairs.

- Check answers as the class.

31
Exercise 2 - Think about questions a–g. Do you know any of the answers? Compare your ideas with a
partner's. (5 mins)

- Explain to students that it can help them - Follow the teacher’s Suggested answers:
understand a listening if they predict what instructions and work in pairs. a) What will we do if the
they might hear. sun dies? - The Sun
- Ask Ss to read questions a–g and think will not live forever. In
about which ones they can answer, then the very distant future,
compare their ideas in pairs. it will shrink into a
white dwarf. Life on
- Call randomly some Ss to give their
Earth will vanish if we
answers, and check answers as a class.
cannot find spare
- Elicit some possible ideas, but don’t
energy. Otherwise, we
confirm them.
have to move to another
planet.
b) If an astronaut played
the guitar in space,
would anyone hear it?
- It would not be
carried away as sound
in air, as it would on
earth. For that reason,
there is no one can hear
the sound.
c) Is there life on Mars
or any other planet? -
Until now, no proof of
past or present life has
been found on Mars.
d) What are the chances
of a really big meteor
hitting Earth? -

32
 Astronomers believe
that a massive meteor
(like the one that wiped
out the dinosaurs)
should come to Earth
once every 100 million
years.
e) Which species causes
the most deaths? -
Mosquitoes are the
world's most harmful
animals, killing
725,000 people each
year by transmitting
illnesses like malaria.
f) How many stars and
planets are there in
the universe? - We
presently know of
5,502 planets outside
our solar system, but
we've only discovered a
tiny percentage of the
planets that scientists
believe exist elsewhere
in the universe.
g) How would we greet
aliens if they came to
Earth? Is there a
plan? - If aliens are
indeed out there, would
they be friendly

33
 explorers, or destroyers
of worlds? It depends
on their goal of visiting
our planet.

e. Assessment

- Teacher checks students’ answers.

- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 3: WHILE-LISTENING (20 mins)

a. Objectives:

- Students can practice listening for detailed information.

- Students learn how to pronounce some new words with the same letters.

b. Content:

- Exercises 3, 4, and 5

c. Products:

- Ss do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3: Listen to the podcast. Which of questions a–g do the experts answer? Did you hear any of your
answers? (7 mins)

- Read out the task, then play the audio. - - Follow the teacher’s Answers:
- Ask Ss to listen and answer the instructions. The experts answer questions a, b,
questions. d and e.
- Ask Ss to give their answers.

- Check answers as a class.

Exercise 4: Read 1-6. Then listen again and complete the sentences with information from the podcast. (7

34
mins)

- Allow students time to read through the - Follow the teacher’s Answers:
sentences. instructions. 5. 30%
- Check they understand per cent, and can 6. vacuum
say decimals, e.g. 5.4 (five point four). 7. International Space Station
8. 4.6 million
- Play the audio again and ask Ss to listen
9. 65,000
and complete the sentences.
10. Cows, over 20
- Ask randomly some Ss to give their
answers.

- Check answers as a class.

Exercise 5: PRONUNCIATION: The letters ea. Listen to the words and then repeat. In which two words are
the letters ea pronounced in the same way? (6 mins)

- Remind students that in English the - Work in pairs and follow the Answers: death and threat
same letters can be pronounced in teacher’s instructions.
different ways,

- Ask Ss to think of some pairs of words

with the same letters but pronounced in
different ways, e.g. were / here, gave /
have.

- Ask Ss to work in pairs and look at the

words in the box and think about how to
say them.

- Play the audio.

- Ask Ss to listen and decide which two

words are pronounced the same way.

- Check answers as a class

- Play the audio again, pausing after each

35
word for students to repeat.

e. Assessment

- Teacher observation on students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: POST-LISTENING (8 mins)

a. Objectives:

- To help students practice new words and phrases from the listening in speaking.

b. Content:

- Exercise 6

c. Products:

- Students can do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 6 – USE IT!: Make as many questions as you can using the blue words. Then share your questions
with the class. Which questions would you send to a live chat? (5 mins)

- Read out the task and elicit some - Follow the teacher’s Examples:
examples. instructions. 4. Why does the sun not run
- Ask Ss to work in pairs and write - Work in groups to complete the out of oxygen as it burns?
questions using the blue words. task. 5. Why is there no gravity in
space?/ How can solar
- Ask Ss to work in small groups to
winds harm astronauts?
compare their questions and choose the
6. Can a star turn into a
two they would most like to send to a
planet?
science programme.
7. What makes meteors so hot
- Ask groups to read their questions to the
that you can't touch them?
class and agree on the two best questions.
8. Why does evolution always
lead to more advanced

36
 species?/ What causes the
death of the forest?
9. How does the expansion of
the universe make outer
space a vacuum?
10. Have aliens ever visited the
Earth?

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can listen for detailed information.

b. Homework

- Learn new vocabulary.

- Complete exercises in the Workbook on page 34.

37
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 5 - ENGLISH AND WORLD DISCOVERY

LANGUAGE FOCUS:

CONDITIONALS & WISH

I. OBJECTIVES

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

1. Knowledge

- Talk about possible and hypothetical situations and make wishes.

2. Competences

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 5, Language Focus 2

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 5

LANGUAGE ANALYSIS
3. Conditionals
RULES EXAMPLES
1. We use the zero conditional for If it rains, the grass gets wet.
a fact or a situation which is

38
generally true.

2. We use the first conditional for If it doesn't rain tomorrow, we'll go to the beach.
a situation which is possible and
probable.

3. We use the second conditional I wouldn't worry if I were you.

for a situation which is possible
but not probable.

can, could, may, might … are If the weather improved, we could go for a walk.
used in conditionals to express If Sheila rings, I might ask her to come over for dinner.
possibility, uncertainty or
permission.
4. Wish
RULE EXAMPLE
We use the simple past tense to I wish I could see you next week.
make wishes about a present We wish we had a bigger house.
situation which is not currently That's a dreadful noise. I wish it would stop.
true or does not happen.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge and fail to - Encourage students to work in pairs or groups
make the correct answers. so that they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP: (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire the new lesson.

- Get students' attention at the beginning of the class.

b. Content:

- ACTIVITY: WHAT IF…?

c. Products:

39
 - Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Activity: WHAT IF…? (5 mins)

- Write on the board: If a coin fell on - Follow the teacher’s Answer:

you from a skyscraper, what would instructions. It wouldn’t kill you because it is
happen? flat and small, so would fall
- Tell Ss to guess what it is and write quite slowly.
down their answers on paper.

- Ask Ss to compare their answers with

their partner.

- Check answers as a class.

- Explain that this is a hypothetical

situation because we are imagining it
and elicit that the question uses the
second conditional with if.

- Introduce the Conditionals

e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 2: PRESENTATION (15 mins)

a. Objectives:

- Students learn about the structures, rules, and examples of CONDITIONALS.

b. Content:

- Pre- teach the rules of Conditionals.

- Exercises 1 and 2.

40
 c. Products:

- Students discuss with their friends, do exercises in the book, and successfully complete the
tasks.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Pre-teaching (5 mins)

- Teach Ss the rules of Conditionals - Follow the teacher’s Examples:

instructions.
- Give Ss some examples and help Ss to 1. If it rains, the grass gets
analyze them. wet.
2. If it doesn't rain tomorrow,
- Teacher may ask students to work in
we'll go to the beach.
pairs to come up with more examples then
3. I wouldn't worry if I were
share them with the class.
you.
4. If the weather improved,
we could go for a walk.
5. If Sheila rings, I might ask
her to come over for
dinner.

Exercise 1: Study sentences a–g and match them to the types of conditional 1-3 (5 mins)

- Ask Ss to read out the rule for each type - Follow the teacher’s Answer key:
of conditional sentence instructions. a. Zero
- Call randomly some Ss to read out each b. First
sentence and elicit which type it is. c. First
d. First
- Teacher checks answers as a class.
e. First
f. Second
g. Second

Exercise 2: Complete the table with the words in the box. (5 mins)

41
 - Share the Language note with the class - Follow the teacher’s Answer key:
and make sure students understand instructions. 1 present
everything.
2 will
- Elicit some examples.
3 past
- Ask Ss to complete the table.

- Check answers as a class.

e. Assessment

- Teacher observes and gives feedback.

3. ACTIVITY 3: PRACTICE (5 mins)

a. Objectives:

- Students practice choosing the right verb form of conditionals.

b. Content:

- Exercises 3

c. Products:

- Ss comprehend and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3: Study the examples of conditionals in the visitor’s guide. Choose the correct verb forms. (5 mins)

- Ask Ss to choose the correct verb forms - Follow the teacher’s Answers:
in the guide. instructions. 1 eat
- Check answers, referring back to the 2 won’t
rules to explain the answers.
3 burns

4 shared

42
 5 grows

6 they’ll

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback.

4. ACTIVITY 4: PRESENTATION (5 mins)

a. Objectives:

- Students learn about the principles and examples of WISH.

b. Content:

- Exercises 4.

c. Products:

- Students successfully complete the tasks.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 4 - PRESENTATION: Study the examples and complete the rules. (5 mins)

- Ask Ss to read the examples and - Follow the teacher’s Answer: Simple past
complete the rules. instructions.

- Check answers, and check that students

understand that the simple past tense is
used in the clause that follows the verb
wish.

- Elicit some more examples.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback.

43
 5. ACTIVITY 5: PRACTICE (10 mins)

a. Objectives:

- To help students practice forming sentences of Conditionals and Wish.

b. Content:

- Exercises 5 and 6.

c. Products:

- Students complete the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 5 - Rewrite the sentences. (5 mins)

- Ask Ss to rewrite the sentences using the - Follow the teacher’s Answers:
instructions.
given words. 1. He wishes he could speak to
aliens from space.
- Check answers as a class.
2. He wishes his English were
good enough to study space
science.

3. They wish they could afford

explorations to discover new
species.

4. She wishes she were strong

enough for the journey to Sơn
Đoòng cave.

Exercise 6 - USE IT! Complete questions 1-6 with the correct verb forms. (5 mins)

- Elicit the first answer as an example. - Follow the teacher’s Answers:

instructions.
- Ask Ss to complete the questions. 1. were

44
- Check answers as a class. 2. would you miss

3. would you save

4. will you go

5. became / would become

6. owned / would own

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback.

6. ACTIVITY 6: PRODUCTION (3 mins)

a. Objectives:

- To help students practice talking about possible and hypothetical situations and make
wishes.

- T may set this section as homework.

b. Content:

- FINISHED? section

c. Products:

- Students complete the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

FINISHED? - Work in pairs. Ask and answer the questions in exercise 6. (3 mins)

- Ask Ss to write their answers to the - Follow the teacher’s Examples:

questions in Exercise 6 individually, instructions. 1. If I were a millionaire, I
- Ask Ss to ask and share their answers would buy loads of books to
with another fast finisher. read. I'd also take as many
extra lessons as I could,

45
 because knowledge is power.

2. If I travelled to Mars, I
would miss the oceans, the
fresh air blowing in my face,
the smell of dirt, the sound of
trees in the wind.

3. If you could only take three

species of animal to another
planet, I would save chickens,
dogs, and sheep. Chickens
provide eggs and meat. Sheep
provide milk, wool, and meat.
Dogs can help manage the
chickens and the sheep.

4. If I travel in the future, I will

go to Egypt. I really want to
know if the Pyramids can stand
still after a long time.

5. Yes, of course. Being a

stand-out student is a great
goal that can give you a bright
future. You will have a great
chance to go to the top
universities and get good jobs
as well.

6. I believe that having a car is

better in most regions.
However, in densely crowded
cities such as Los Angeles or
New York City, public
transportation is the most

46
 convenient way to move
around.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

7. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can talk about possible and hypothetical situations and make wishes.

b. Homework

- Complete exercises in the Workbook on page 35.

- Review the CONDITIONALS and WISH.

47
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 5 - ENGLISH AND WORLD DISCOVERY

SPEAKING: GIVING OPINION

I. OBJECTIVES

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

1. Knowledge

- Discuss a topic and express opinions in different ways.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pairwork.

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 5, Speaking

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 5

LANGUAGE ANALYSIS

Key phrases Example

I believe / don’t believe (that) … I (don’t) believe (that) global warming has
resulted in an increase in the sea level.

In my opinion, … In my opinion, global warming has resulted in

48
 an increase in the sea level.

I doubt that … I doubt that global warming has resulted in an

increase in the sea level.

There’s no doubt (in my mind) that … There’s no doubt (in my mind) that global
warming has resulted in the melting of ice at
mountain peaks.

It’s true / It isn’t true that … It’s true / It isn’t true that global warming has
resulted in the melting of ice at mountain peaks.

I can / can’t see why people think that … I can / can’t see why people think that global
warming has resulted in the melting of ice at
mountain peaks.

As far as I can see, … As far as I can see, global warming has resulted
in a decrease in food production by plants.

If / When you think about it, …… If / When you think about it, global warming
has resulted in a decrease in food production by
plants.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge and experience - Encourage students to work in pairs so that
about the topic. they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire the topic.

- Get students' attention at the beginning of the class.

- Activate students’ background knowledge.

b. Content:

- THINK! Would you like to go into space? Why / Why not?

49
 c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

THINK! Would you like to go into space? Why / Why not? (5 mins)

- Read out the question and elicit some - Follow the teacher’s Suggested answers:
answers. instructions.  I find it highly intriguing,
- If students are struggling for ideas, ask as I believe other life
more questions to start them thinking, forms may exist.
e.g. Furthermore, it is
fascinating to learn more
 What would it be like in space?
about the numerous
 What would you see?
complex galaxies that
 How would you feel about taking
surround us. I believe
off?
there is far more to the
 Would you feel safe so far away
cosmos than just Earth.
from home?
 Yes, of course. I've had
an interest in space since
- Lead Ss to the lessons. I was a child. Therefore,
I will gladly take part in
any scientific studies or
investigations carried out
while travelling, and
experiencing
weightlessness in space.

e. Assessment

50
 - Teacher listens to the answers and gives feedback.

2. ACTIVITY 2: PRE-TASK (12 mins)

a. Objectives:

- Get students thinking about the topic they will be speaking on.

- Introduce new vocabulary related to the speaking topic.

b. Content:

- Exercises 1 and 2.

c. Products:

- Students can understand and complete the task successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1 - Read the task. Then read opinions 1-4. Which comments are in favour of space exploration?
Which are against? (5 mins)

- Focus on the photo and elicit the words - Follow the teacher’s Answers:
instructions.
astronaut and moon. - Comments 2 and 3 are
in favour of space
- Read out the task, then ask Ss to read the
exploration.
comments and decide which are in favour
- Comments 1 and 4 are
and which are against. (Ss can work in
against.
pairs).

- Check answers. Ask: Which comment

do you agree with most? Why?

- Elicit a range of answers.

Exercise 2 - Watch or listen to Sam giving his opinion about space exploration. Choose the correct
option. (7 mins)

- Explain to Ss that they will watch or - Follow the teacher’s Answer: C

listen to someone talking about space

51
 exploration. instructions.

- Allow Ss time to read the sentences,

then play the video or audio for them to
choose the correct option.

- Check the answer, and elicit why this is

the correct option and why the others are
wrong

e. Assessment

- Teacher checks students’ pronunciation, answers and then gives feedback.

3. ACTIVITY 3: TASK CYCLES (19 mins)

a. Objectives:

- Introduce new ways of giving opinions.

- Help Ss to practice expressing opinions using key phrases.

b. Content:

- Exercises 3 and Optional activity.

- Speaking activity – DOMINO

- Exercise 4.

c. Products:

- Ss understand the key phrases and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 3: When we give opinions about something, it’s a good idea to vary the phrases that we use to
introduce those opinions. Listen or watch again. Which key phrases does Sam use? (7 mins)

- Read through the KEY PHRASES with - Follow the teacher’s Answers:
the class and check that Ss understand instructions. - I don’t believe that . . .

52
them all. - In my opinion, . . .
- I doubt that . . .
- Model pronunciation of doubt.
- There’s no doubt in my
- Play the video or audio again and ask Ss
mind that . . .
to watch or listen and note down the key
- As far as I can see, . . .
phrases that Sam uses. - When you think about it,…

- Check answers.

OPTIONAL ACTIVITY: PAIRWORK (6 mins)

- Ask Ss to write three opinions of their - Follow the teacher’s Suggested answers:
own about SPACE TRAVEL, using the instructions. A. Options for SPACE
KEY PHRASES. TRAVEL
- Put students into pairs to compare their  There’s no doubt
opinions and discuss whether they agree that astronauts
or disagree. became the heroic
explorers of the
- Ask some Ss to tell the class what
twentieth century.
they agreed and disagreed on.
 While space tourism
remains largely a
status symbol for the
super-rich, it is true
that this trend is not
unusual in the
history of tourism.
 In my opinion, space
travel will advance a
new form of
adventure and boost
the economy.
B. Agree or Disagree: In my
opinion, space travel will
advance a new form of

53
 adventure and boost the
economy.
 I am afraid I disagree.
Space exploration
costed the country
human lives and billions
of dollars that some
critics say could have
been spent feeding the
poor, healing the sick,
and housing the
homeless.

SPEAKING ACTIVITY: DOMINO (6 mins)

- Explain the rules. - Follow the teacher’s Examples:

instructions.
RULES  I believe that we should
spend money on space
 To join this game, you must use
exploration, because we will
the KEY PHRASES while
have a chance to find more
speaking.
good places for humans to
 The 1st student gives his/her idea
live.
about the topic and tells the reason
 There is no doubt that we
supporting his/her idea. After that,
should find more good
calls another student.
places for humans to live,
 The next student expresses his/her
because we are running out
idea about the reason the previous
of space on this planet.
one has given and then tells
his/her reason for it.  …

- Elicit examples as a class.

- Let the game begin with the first topic

“Do you think that we should protect the

54
endangered species?”

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 4: REVIEW (8 mins)

a. Objectives:

- Revisit what students have learned through a speaking activity.

- Help Ss to think of ways to make communication more effective.

b. Content:

- Exercise 4 USE IT!.

c. Products:

- Students do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 4. USE IT! Follow the steps in the Speaking Guide (8 mins)

- Explain that Ss are going to record - Follow the teacher’s Suggested answers:
themselves expressing their opinions on a instructions. 5. In my opinion, there are
different topic. - Think about opinions and make alternatives scientists could
- Read out the task and make sure Ss notes. use to test products and
understand it. drugs.
- Using the phone to record
6. I doubt that companies
- Read through the words in part B with opinions.
which use animals in
the class and check students understand
research to test products and
them all.
drugs are legal.
- Elicit a few opinions for and against the
7. There’s no doubt that using
use of animals, using the words, e.g.
animals in experiments is
 There are alternatives scientists
55
 could use. cruel.
 Using animals is cruel. 8. I believe that there is
another way for us to
- Allow students time to look back at the
produce cures without using
KEY PHRASES and plan how they are
animals in research.
going to express their opinions.
9. As far as I can see, using
- Tell Ss that they can do this for
animals in research can
homework.
obviously develop human
- Encourage Ss to watch or listen to their health care services.
recording and decide what they can
improve. Alternatively, students could
share their recordings in small groups and
give each other feedback.

- Discuss with students what they learned

from this activity.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can discuss a topic and express my opinion in different ways.

b. Homework

- Learn new vocabulary.

- Review the KEY PHRASES.

56
- Complete Exercise 4 – USE IT!.

57
 LESSON PLAN
TIẾNG ANH 9 FRIENDS PLUS

UNIT 5 - ENGLISH AND WORLD DISCOVERY

WRITING: AN OPINION PASSAGE

I. OBJECTIVES

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

1. Knowledge

- Present opinions about a topic in a structured way.

2. Competences

- Develop writing skills and creativity.

- Be collaborative and supportive in pairwork.

3. Personal qualities

- Be aware of respecting and conserving the surroundings.

- Actively join in class activities

II. MATERIALS

- Grade 9 textbook, Unit 5, Writing

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 5

LANGUAGE ANALYSIS
1. Explaining the point of view

Key phrases Example

I am (definitely) in favour of / against … I am (definitely) against animal
experimentation.

58
In the first place, … We should never have agreed to let him borrow
the money in the first place.

Furthermore, … The house is beautiful. Furthermore, it's in a

great location.

Finally, … Finally, the train arrived.

However, … He’s rich. However, he is not happy.

It is my opinion that … It is my opinion that you should do more

exercise.

2. Language point – SUGGEST + Ving

a. Usage
We can use suggest with the -ing form of a verb when we mention an action but do
not mention the person who will do it, because it is understood in the context.

b. Examples
She suggested going out for dinner tonight.
They suggested taking a break from work and going on a vacation.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge and experience - Encourage students to work in pairs or groups
about the topic. so that they can help each other.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES

1. Activity 1: WARM-UP (5 mins)

a. Objectives:

- Introduce the new lesson and set the scene for Ss to acquire the topic.

- Get students' attention at the beginning of the class.

- Activate students’ background knowledge.

b. Content:

59
 - THINK! Do you think English is useful in the field of science, e.g. space exploration? Why
/ Why not?

c. Products:

- Students contribute as a class.

- Students do the task successfully

d. Procedure:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

THINK! Do you think English is useful in the field of science, e.g. space exploration? Why / Why not? (5
mins)

- Read out the questions and elicit a - Follow the teacher’s Suggested answers:
range of answers. instructions.  I believe that English is
- Encourage Ss to give reasons for their crucial, not only for the
answers. If students are struggling for world science in general
ideas, ask more questions to prompt but for the space
them, e.g. exploration in particular.
The most obvious benefit
 Why is it necessary to find a
is that scientific
common language?
exchange between
 Do you think all non-English
countries is greatly
speakers like learning English?
improved.
 Do you think English helps catch
 Particularly, having a
opportunities to find a good job?
universal form of
 In your opinion, is English
communication does
useful for other industries such
allow for a wider scope
as business, education, tourism,
and better understanding,
medicine, etc. as well?
which ultimately leads to
- Lead to the lessons.
the progress of
developing countries’
space exploration.

60
 e. Assessment

- Teacher listens to the answers and gives feedback.

2. ACTIVITY 2: PRE-TASK (13 mins)

a. Objectives:

- Help students generate ideas from the text.

b. Content:

- Exercises 1.

c. Products:

- Students complete the task successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 1 - Read the passage and answer the questions. (6 mins)

- Ask Ss to read the passage and answer - Follow the teacher’s Answers:
the questions. instructions. 1. three
- Check answers as a class. 2. Suggested answer: I
totally agree with the
- Focus on the conditional sentence in
third idea. To begin,
the passage and point out the use of might
English is a widely
as an alternative to would in second
spoken language with
conditional sentences.
applications in a variety
of fields. Second,
English serves as a link
language, bringing
individuals from many
countries together and
enabling cross-cultural
contact. It serves as a
61
 tool for promoting
intercultural
engagement and
advancing business and
industry development.
3. If there were no
common language,
rather simple to learn
like English, how
would those scientists
work together? (Second
conditional)

SPEAKING ACTIVITY: DEBATE (7 mins)

- Explain the rules. - Follow the teacher’s Examples

instructions.
RULES  I’m definitely against
the opinion that we are
 To join this game, you must use
not allowed to use
the KEY PHRASES while
animals in research. In
speaking.
the first place, there
 The class will be divided into 2
have been tons of
teams A and B.
experiments that helped
 The first student from each group
us produce a lot of
uses the phrase “I am (definitely)
vaccines. Furthermore,
in favour of …” or “I am
…
(definitely) against …”
 I’m definitely in
 Each member IS NOT
favour of the viewpoint
ALLOWED to use more than 1
that animals should be
supporting idea.
put away from
- Show the topic for the activity “Do you
experiments. It is my
agree with the opinion that animals must
opinion that these
be no longer used in scientific
kinds of research are

62
 experiments?” absolutely cruel and
inhuman. Furthermore,
- Elicit examples as a class.
…
- Observe the activity and give feedback.

e. Assessment

- Teacher checks students’ answers and then gives feedback.

3. ACTIVITY 3: TASK CYCLES (15 mins)

a. Objectives:

- Introduce new language point (Suggest + Ving).

- Introduce ways to explain a point of view.

b. Content:

- Exercises 2 and 3.

- Exercise 4.

c. Products:

- Ss understand the key phrases and do the tasks successfully.

d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 2: Find the key phrases in the text. Which phrases … (7 mins)

- Read through the KEY PHRASES with - Follow the teacher’s Answers:
the class. instructions. 1. I am definitely in favour of
- Ask Ss to find the KEY PHRASES in … / It is my opinion that…
the text and match them with the 2. However, …
meanings. 3. In the first place, …/

- Check answers as a class. Furthermore, …/ Finally,

…/ In summary, …
- Read through the KEY PHRASES with
the class a gain and check that Ss

63
understand them all.

- Elicit some different examples.

LANGUAGE POINT: SUGGEST + V-ING (8 mins)

Exercise 3: Study the words in blue in the passage. Then complete the sentences.

- Read out the example sentences with - Follow the teacher’s Suggested answers:
instructions.
suggest + V-ing in the passage. C. Options for SPACE
TRAVEL
- Elicit that these blue words convey with
1. experimenting with AI
the LANGUAGE POINT: SUGGEST +
2. creating more satellites
V-ING.
3. carrying out further
- Explain that we can use suggest with
research
the -ing form of a verb when we mention
4. developing submarine
an action but do not mention the person
technology
who will do it.

- Elicit some different examples.

- Ask Ss to read the 4 sentences, then

complete them.

- Check answers as a class.

e. Assessment

- Teacher checks students’ answers and gives feedback.

4. ACTIVITY 4: REVIEW (10 mins)

a. Objectives:

- Students practice presenting their own opinions in a structured way.

b. Content:

- Exercise 4 USE IT!

c. Products:

- Students do the tasks successfully.

64
 d. Organization

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT

Exercise 4. USE IT! Follow the steps in the Writing Guide (10 mins)

- Read the task with the class, and explain - Follow the teacher’s Suggested answers: PPT
instructions.
that in this writing task students should
- Prepare for the essay.
present their own opinions in a structured
way.

- Ask Ss to answer the questions in part B

and plan their essay. Elicit some
examples.

- Read through part C with the class.

Students then write their essays (This can
be set for homework).

- Remind students to use some of the

KEY PHRASES. Remind them also to
check their grammar and spelling
carefully.

- Show a complete sample essay.

e. Assessment

- Teacher observation of students’ performance.

- Teacher’s feedback.

5. CONSOLIDATION (2 mins)

a. Wrap-up

- If the teacher is using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.

65
- Teacher asks students: What have you learned today? What can you do now? and elicit
answers: I can present my opinions about a topic in a structured way.

b. Homework

- Review the LANGUAGE POINT

- Review the KEY PHRASES.

- Complete Exercise 4 – USE IT!.

- Complete exercises in the Workbook on page 37.

66