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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 10. Unit 8: Tourism

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use eight topic words about tourism (package tour, itinerary, accommodation, brochure, sustainable, souvenir, domestic, delicious) correctly in context.
    • Pronounce the stress pattern of words ending in -ic and -ious (do-MES-tic, de-LI-cious).
    • Use relative pronouns who, which, whose and that to add identifying information to a noun in a defining clause.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own pronunciation by recording and comparing with the model, and self-correct stress errors without waiting for teacher correction.
  • Communication and collaboration: Ss work in pairs to match words and meanings, read sentences aloud to a partner, and give constructive feedback on stress.
  • Problem-solving and creativity: Ss choose suitable relative pronouns in gap-fill tasks and create their own sentences about a real tour or souvenir.

b) Specific competences

  • Language knowledge (pronunciation, vocabulary, grammar): Ss identify the stressed syllable in target words, use topic vocabulary accurately, and choose the correct relative pronoun for people, things and possession.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a word and identify it, read and understand short definitions, say target words and sentences clearly, and write two connected sentences using souvenir and delicious.

3. Personal qualities

  • Diligence: Ss practise the target words and stress patterns repeatedly and complete all tasks on time.
  • Responsibility: Ss record only one attempt with permission and respect their partners' privacy during pair work.
  • Honesty: Ss report their real pronunciation difficulties and do not copy answers from classmates.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with the eight target words, their Vietnamese meanings and example sentences
  • Audio recording of the target words and the sentence for listening item 5 and 6
  • Worksheets 1 and 2 (printed for pairs)
  • Timer, whiteboard and markers
  • NeoEdu lesson page: neoedu.vn/learn/9/english/unit-8-a-closer-look-1 (lesson content, examples and interactive exercises)

2. Students

  • Textbook English 9 (Global Success), notebook and pen
  • Smartphone or recording device (optional, only with permission) for pronunciation practice
  • Small dictionary or dictionary app to check unfamiliar words

III. Procedures

Activity 1: Warm-up · 5 minutes

Tourism Brainstorm

a) Aims

Activate prior knowledge of tourism and introduce the topic words of the lesson.

b) Content

T shows a picture of a group travelling with a tour guide and asks: 'What do you think of when you plan a trip?' Ss brainstorm words related to travel on the board, then T reveals the eight target words and asks Ss to predict their meaning from context.

c) Expected outcomes

A class mind map on the board with ideas such as 'travel', 'tour', 'hotel', 'guide', 'price', 'local food', 'gift'. Ss predict the topic of the unit: tourism, package tours and sustainable travel.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'Where are these people? What are they doing? What do you need to plan a trip?' T gives the task: brainstorm as many travel-related words as possible in 2 minutes.

    Students

    Ss look at the picture and listen to the task.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to use English words. T writes useful suggestions on the board.

    Students

    Ss work in pairs and call out words such as 'hotel', 'ticket', 'tour guide', 'food', 'souvenir'.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which of these words do you know well? Which words do you want to learn today?' T reveals the eight target words in the lesson.

    Students

    Some Ss answer: 'Hotel is accommodation.' 'I want to learn itinerary.' Other Ss predict meanings such as 'souvenir is a gift'.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the topic of the lesson and says: 'Today we will learn how to use topic words and how to stress them correctly.'

    Students

    Ss copy the lesson title and the target words into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Topic Words in Meaningful Groups

a) Aims

Help Ss understand the meaning and use of eight topic words in context, and match each word with its Vietnamese meaning.

b) Content

Ss look at the eight words in three meaningful groups: (1) Planning a trip: package tour (du lịch trọn gói), itinerary (lịch trình), accommodation (chỗ ở), brochure (tờ giới thiệu); (2) Travelling responsibly: sustainable (bền vững), souvenir (quà lưu niệm); (3) Choices and experience: domestic (trong nước), delicious (ngon). Ss read the example sentences and guess the meaning. Then they complete Worksheet 1 in pairs using a jigsaw method: each pair reads a group of words and teaches the other pair.

Questions T asks:

  • What is an itinerary? (Answer: a plan of places and times for a trip.)
  • Is a package tour the same as a domestic tour? (Answer: no, a package tour is a trip with transport and a guide included; domestic means inside the country.)
  • Which word describes tourism that respects local communities? (Answer: sustainable.)

c) Expected outcomes

Ss complete Worksheet 1 with the correct meaning for each word:

  • package tour – du lịch trọn gói
  • itinerary – lịch trình
  • accommodation – chỗ ở
  • brochure – tờ giới thiệu
  • sustainable – bền vững
  • souvenir – quà lưu niệm
  • domestic – trong nước
  • delicious – ngon
    Ss also write one example sentence for each word in their notebook, and T records the key meanings on the board.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four, with two pairs in each group. T distributes Worksheet 1 and explains the jigsaw task: Pair A studies group 1 and 2, Pair B studies group 3. Each pair then teaches the other pair.

    Students

    Ss listen to the instructions and form groups of four.

  2. Teacher

    Step 2: Task performance

    T walks around and checks pairs' understanding. T prompts with questions such as 'What do you think this means? Look at the example sentence.'

    Students

    Pairs read the example sentences, discuss the meanings and write the Vietnamese meaning on Worksheet 1. Ss may ask: 'Is souvenir a food?' T guides them to check the context.

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to teach their group of words to the other pair. T invites Ss to ask questions about the meanings.

    Students

    Ss present: 'Accommodation means place to stay, for example hotel.' 'Sustainable tourism respects local communities.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings on the board and emphasises that the meaning of the whole phrase is important: package tour is one unit, not two separate words. T reminds Ss not to translate word by word.

    Students

    Ss correct any wrong answers on Worksheet 1 and copy the confirmed meanings into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation Workshop: Stress in -ic and -ious Words

a) Aims

Help Ss recognise and produce the stress pattern of words ending in -ic and -ious.

b) Content

T introduces the pattern: in many words ending -ic, the syllable before the suffix is stressed (do-MES-tic, eco-NO-mic). In many words ending -ious, the syllable before the suffix is stressed (de-LI-cious). T explains that these are patterns with examples, not a rule without exceptions, and that Ss should check a dictionary for unfamiliar words.

T's tasks:

  • Read the words domestic, economic, delicious slowly, then in a short sentence.
  • Mark the stressed syllable before speaking: do-MES-tic, eco-NO-mic, de-LI-cious.
  • Repeat the phrase without adding an extra vowel.

Question T asks:

  • Which syllable is stressed in delicious? (Answer: the first, de-LI-cious; careful: the stress is on the second syllable, LI.)

c) Expected outcomes

Ss can mark the stress correctly in:

  • do-MES-tic (domestic)
  • eco-NO-mic (economic)
  • de-LI-cious (delicious)
    Ss produce one short sentence for each word with the correct stress, for example: 'We chose a domestic tour.' 'The local meal was delicious.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three words on the board and asks Ss to listen to the model. T says: 'Listen, then clap the stressed syllable.'

    Students

    Ss listen to the model and clap the stressed syllable.

  2. Teacher

    Step 2: Task performance

    T models each word, then asks Ss to repeat in chorus, then individually. T gives feedback on the stressed syllable, not on the whole accent.

    Students

    Ss repeat the words, mark the stress with capital letters in their notebooks, and practise in pairs. Some Ss ask: 'Is domestic stressed on DO or MES?' T answers: 'MES.'

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to say the words and a short sentence. T invites the class to listen and check whether the stress is correct.

    Students

    Volunteers say: 'We chose a domestic tour.' Classmates respond with feedback such as: 'Your stress on MES is correct.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the pattern and stresses that Ss must check unfamiliar words in a dictionary. T reminds Ss to say the phrase smoothly without adding an extra vowel.

    Students

    Ss write the pattern in their notebooks: -ic: stress before the suffix; -ious: stress before the suffix.

Activity 2.3: Knowledge formation · 8 minutes

Relative Pronouns in Defining Clauses

a) Aims

Help Ss use who, which, whose and that to connect a noun with identifying information, and decide when the pronoun can be omitted.

b) Content

T presents the language focus: relative pronouns connect a noun with identifying information. Who is for people, which is for things, whose is for possession. In a defining clause, that can often replace who or which. The pronoun can be omitted only when it is the object, not when it is the subject.

T models: 'The guide who helped us lives here.' (who is the subject) and 'The guide (who) we met was friendly.' (who is the object, can be omitted).

Questions T asks:

  • Which pronoun is used for a person? (Answer: who.)
  • Can we omit the pronoun in 'The guide who helped us'? (Answer: no, because who is the subject.)
  • Can we omit the pronoun in 'The guide (who) we met'? (Answer: yes, because who is the object.)

c) Expected outcomes

Ss can state the rule: relative pronouns who (people), which (things), whose (possession), that (replacing who or which in defining clauses). The pronoun can be omitted only when it is the object. Ss complete the example:
The guide ___ helped us lives here. → who (who refers to a person and is the subject).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example on the board: 'The guide ___ helped us lives here.' T asks Ss to choose the correct relative pronoun and explain why.

    Students

    Ss read the sentence and think about the choice.

  2. Teacher

    Step 2: Task performance

    T guides Ss to see the subject and object. T asks: 'Who does the action in the clause? Who helped us?' Ss work in pairs to complete Worksheet 2.

    Students

    Pairs decide the answer and explain: 'Who, because it refers to a person and is the subject of helped.' Some Ss may say: 'Which, because it is a thing.' T clarifies: 'The guide is a person, so use who.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers aloud and explain their choices. T corrects errors and asks the class to vote with thumbs up or down.

    Students

    Ss present answers, for example: 'The brochure which lists the main stops is useful.' 'The traveller whose bag was lost called the hotel.'

  4. Teacher

    Step 4: Conclusion and assessment

    T repeats the key rule: the pronoun can be omitted only when it is the object. T writes the rule on the board and asks Ss to copy it.

    Students

    Ss copy the rule into their notebooks and mark the subject and object in the sentences on the board.

Activity 3: Practice · 7 minutes

Word Matching and Listening Check

a) Aims

Consolidate topic vocabulary and stress through matching, word-form and listening tasks taken from the lesson.

b) Content

Ss complete the following exercises from the lesson, working individually then in pairs:

  1. Match words and Vietnamese meanings: package tour – du lịch trọn gói; itinerary – lịch trình; accommodation – chỗ ở; brochure – tờ giới thiệu.
  2. Match the remaining words and meanings: sustainable – bền vững; souvenir – quà lưu niệm; domestic – trong nước; delicious – ngon.
  3. Write the English word meaning 'bền vững': ___ (sustainable).
  4. Which word is stressed on the second syllable? A. tourist; B. domestic; C. package; D. travel.
  5. Listen. Which vocabulary item do you hear? A. itinerary; B. brochure; C. package tour; D. accommodation.
  6. Listen to the sentence. Which vocabulary concept occurs in it? A. domestic; B. accommodation; C. souvenir; D. delicious.

T uses Worksheet 1 for items 1 and 2.

c) Expected outcomes

Answers:

  1. package tour – du lịch trọn gói; itinerary – lịch trình; accommodation – chỗ ở; brochure – tờ giới thiệu.
  2. sustainable – bền vững; souvenir – quà lưu niệm; domestic – trong nước; delicious – ngon.
  3. sustainable (Sustainable tourism respects local communities.)
  4. B – domestic (do-MES-tic, stress on the second syllable; tourist, package and travel are stressed on the first syllable.)
  5. C – package tour (the recording says package tour.)
  6. B – accommodation (The price includes accommodation.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains that items 1 and 2 are matching tasks. T plays the audio for items 5 and 6 once and asks Ss to listen carefully.

    Students

    Ss read the instructions and prepare to listen.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and checks answers. For items 5 and 6, T plays the audio twice if needed. T encourages Ss to mark the stressed syllable in item 4.

    Students

    Ss complete items 1 to 4 in pairs, then listen and choose answers for items 5 and 6. Some Ss answer item 4 'A' because they think tourist is the only correct word; T guides them to check the stress.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and asks the class to confirm. T asks: 'Why is B the correct answer for item 4?'

    Students

    Ss answer: 'B, domestic, because the stress is on MES.' 'C, package tour, because I hear package tour in the recording.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms all answers and points out that listening to a whole phrase helps identify the vocabulary item. T reminds Ss to check stress when they learn new words.

    Students

    Ss correct their answers and record the correct answers in their notebooks.

Activity 4: Application · 5 minutes

Planning My Own Tour

a) Aims

Apply topic vocabulary, correct stress and relative pronouns to talk about a real or imagined tour.

b) Content

Ss work in groups of three to plan a short domestic tour. Each S writes two connected sentences using the target words, one with souvenir and one with delicious, then adds one relative clause with who, which or whose. Ss then say their sentences aloud with correct stress on domestic, economic and delicious.

Example task:

  • Use the words souvenir and delicious in two connected sentences.
  • Add a relative clause, for example: 'The tour guide who showed us the village was very friendly.'

c) Expected outcomes

Each S writes two connected sentences, for example:

  • I bought a locally made souvenir which reminds me of the trip.
  • The local meal was delicious, and the chef who cooked it was very kind.
    Ss also say one sentence with domestic and one with economic, showing correct stress.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the task: 'Plan a short domestic tour with your group. Write two connected sentences using souvenir and delicious. Add one relative clause and say your sentences aloud with correct stress.' T shows the example sentences on the board.

    Students

    Ss form groups of three and read the task.

  2. Teacher

    Step 2: Task performance

    T monitors groups, checks sentence form and stress, and helps Ss choose who, which or whose correctly.

    Students

    Groups write their sentences, practise saying them, and mark the stressed syllables. Some Ss ask: 'Can I use that instead of which?' T confirms: 'Yes, in a defining clause that can replace which or who.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to present their sentences. T gives brief feedback on stress, word meaning and relative pronoun use.

    Students

    Groups present, for example: 'We chose a domestic tour. The local meal was delicious.' Classmates listen and comment on the stress.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises groups for correct stress and creative sentences, and reminds Ss to use the target words in real speech. T asks Ss to record one attempt at home if they have permission.

    Students

    Ss note the feedback and revise their sentences in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1 – Matching topic words

Part A. Match each word with its Vietnamese meaning.

  • package tour
  • itinerary
  • accommodation
  • brochure
  • sustainable
  • souvenir
  • domestic
  • delicious

Vietnamese meanings (mixed):

  • bền vững
  • lịch trình
  • quà lưu niệm
  • du lịch trọn gói
  • trong nước
  • chỗ ở
  • ngon
  • tờ giới thiệu

Part B. Write the English word for 'bền vững': ___

Part C. Use each word in a short example sentence:

  • itinerary: ___
  • souvenir: ___

Answer key (for teacher):

  • package tour – du lịch trọn gói; itinerary – lịch trình; accommodation – chỗ ở; brochure – tờ giới thiệu; sustainable – bền vững; souvenir – quà lưu niệm; domestic – trong nước; delicious – ngon.
  • Part B: sustainable.

Phiếu học tập số 2

Worksheet 2 – Relative pronouns

Choose who, which, whose or that. Explain your choice: subject or object?

  1. The guide ___ helped us lives here.
  2. The brochure ___ lists the main stops is in the hotel.
  3. The traveller ___ bag was lost called the hotel.
  4. The guide (___) we met was friendly.
  5. I bought a souvenir ___ is made locally.

Answer key (for teacher):

  1. who – refers to a person, subject of helped.
  2. which (or that) – refers to a thing, subject of lists.
  3. whose – shows possession (bag).
  4. who (or that), can be omitted – object of met.
  5. which (or that) – refers to a thing, subject of is made.

Homework

  • Learn the eight topic words and their meanings, and write one example sentence for each word in your notebook.
  • Practise the stress patterns: say domestic, economic and delicious aloud five times each, marking the stressed syllable.
  • Write a short paragraph (4 to 5 sentences) about a trip you would like to take in Vietnam. Use at least three target words and one relative clause with who, which or whose.
  • If you have permission, record yourself saying the target words once and compare with the model on the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-8-a-closer-look-1).

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