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

Giáo án Communication

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: use polite requests, responses and checking expressions in a purposeful exchange (ask, respond, check, close).
  • By the end of the lesson, Ss will be able to: explain how relative pronouns who, which, whose and that connect a noun with identifying information.
  • By the end of the lesson, Ss will be able to: identify when a relative pronoun can be omitted (only when it is the object of the clause).

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the exercises alone first, then check their answers with a partner and explain their own choices.
  • Communication and collaboration: Ss take turns in pairs, respond politely, check understanding with “Do you mean ...?” and give a relevant follow-up question.
  • Problem-solving and creativity: Ss choose suitable responses in new tourism situations and give reasons for their choices.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read a short tour dialogue, then use request, reply and check moves in a one-minute role-play about tourism.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic vocabulary (package tour, itinerary, accommodation, brochure) and the relative pronouns who, which, whose and that correctly in sentences.

3. Personal qualities

  • Diligence: Ss complete all practice tasks on time and check their own answers carefully.
  • Responsibility: Ss listen attentively to their partner and report their partner’s ideas accurately without inventing words.
  • Honesty: Ss say “Let me check” or “Could you explain that?” instead of pretending to understand.
  • Kindness: Ss respond respectfully and politely when they disagree with a partner’s opinion.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 9 (Global Success), Unit 8: Tourism, Communication
  • Projector or board, slides with the dialogue, the useful responses and the relative pronoun example
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer and small cards with “Role A” and “Role B”
  • NeoEdu digital lesson page (interactive lecture, examples and exercises): neoedu.vn/learn/9/english/unit-8-communication

2. Students

  • Textbook, notebook, pen
  • Worksheet 1 and Worksheet 2 (for pair work)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Sharing tour experiences

a) Aims

Ss activate prior knowledge about tourism and recall questions they have asked when joining a trip.

b) Content

T asks Ss to think of a trip or a tour they have joined (real or imagined) and to list 2–3 questions they asked or would ask the guide. Example prompts: “Have you ever joined a tour? What did you ask the guide?”

c) Expected outcomes

A list of 2–3 questions per student, such as “What time does the tour start?”, “Does the price include lunch?”, “Is the route suitable for children?”. Ss see that a useful exchange needs a clear purpose.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the topic “Tourism” on the board and asks: “Have you ever joined a tour? What questions did you ask the guide?” T gives Ss 1 minute to think individually.

    Students

    Ss think silently and note 2–3 questions in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around and helps Ss who have difficulty recalling questions by giving prompts such as “transport”, “lunch”, “time”.

    Students

    Ss turn to a partner and share their questions for about 2 minutes.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read one question aloud. T asks: “Why did you ask this question?”

    Students

    Ss answer, for example: “I wanted to know the time because I don’t want to be late.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that each question has a clear purpose and introduces the lesson aim: how to ask, respond and check in a useful exchange.

    Students

    Ss write the lesson title “Communication” in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Purposeful exchanges and useful responses

a) Aims

Ss identify the four stages of a useful exchange and the polite expressions used to respond and check understanding.

b) Content

T presents the dialogue: Vy: “Could you tell me what the tour includes?” Guide: “It includes a guide and a snack, but not lunch.” Vy: “Thanks. Is the route suitable for someone who walks slowly?”
Ss read the dialogue in pairs and answer: (1) What is Vy’s purpose? (2) Which expression is a polite request? (3) What does the guide use to respond? Then Ss find the useful responses in the text: “Certainly.” “Let me check.” “Do you mean ...?” “Thanks for explaining.”

c) Expected outcomes

Ss write in their notebooks:

  • A useful exchange has four stages: ask (request), respond, check, close.
  • Use a polite question, not an order, when you need help: “Could you tell me ...?” (not “Tell me ...”).
  • If unsure, say “Could you explain that?” instead of pretending to understand.
  • Useful responses: “Certainly.” / “Let me check.” / “Do you mean ...?” / “Thanks for explaining.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the dialogue on the slide and asks Ss to read it silently. T asks: “What does Vy want to know? Is her question polite?”

    Students

    Ss read the dialogue silently and answer: “Vy wants to know what the tour includes. Yes, ‘Could you tell me...’ is polite.”

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, identify the four stages (ask, respond, check, close) and underline the useful responses in the text. T monitors and supports.

    Students

    Ss work in pairs, read the dialogue aloud and underline the expressions “Certainly”, “Thanks”, and the follow-up question about the route.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to explain one stage. T asks: “Why is ‘Could you tell me...?’ better than ‘Tell me...’?”

    Students

    Ss answer, for example: “It is a polite request. ‘Tell me’ sounds like an order.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four stages and the useful responses on the slide. T reminds Ss to use “Could you explain that?” when they are unsure.

    Students

    Ss copy the key points into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Relative pronouns: who, which, whose, that

a) Aims

Ss explain the function of relative pronouns and recognise 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 for things, whose for possession; that can often replace who or which in a defining clause. T uses the example: “The guide ___ helped us lives here.” and asks Ss to choose the pronoun. T then contrasts “the guide (who) we met” (object, can be omitted) with “the guide who helped us” (subject, cannot be omitted).

c) Expected outcomes

Ss record in their notebooks:

  • who: for people (The guide who helped us lives here.)
  • which: for things
  • whose: for possession
  • that: can often replace who or which in a defining clause
  • Omission: only when the pronoun is the object (the guide (who) we met); never when it is the subject (the guide who helped us).
    Answer to the example: The guide who helped us lives here. (Who refers to a person and is the subject.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence “The guide ___ helped us lives here.” on the board and asks: “Which pronoun fits? Why?”

    Students

    Ss read the sentence and think about the choice individually.

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 2 to pairs. T asks Ss to complete the sentences and decide whether the pronoun can be omitted. T monitors and checks the grammar of subject and object.

    Students

    Ss work in pairs and complete the sentences. For example, they write “who” for “The guide ___ helped us” and mark “who” as not omittable because it is the subject.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers. T asks: “Can we omit who in ‘the guide who helped us’? Why not?”

    Students

    Ss answer: “No, because who is the subject of helped.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the slide and stresses that the pronoun can be omitted only when it is the object.

    Students

    Ss copy the rules and examples into their notebooks.

Activity 3: Practice · 12 minutes

Choosing responses and matching purposes

a) Aims

Ss choose helpful responses, match conversational purposes and order an exchange naturally.

b) Content

Ss complete textbook exercises 1–4 in pairs:

  1. Someone says “Could you explain that again?” Choose a helpful response: A. Thank you for inviting me. B. Certainly. Let me give an example. C. I agree with your conclusion. D. You are welcome; I enjoyed the trip.
  2. Match conversational purposes: “Could you help me?” / “Do you mean the morning session?” / “Thank you for explaining.” / “Let me check the timetable.” with: request help, check understanding, express thanks, avoid guessing.
  3. Put this exchange in a natural order: “Could you tell me more about the activity?” / “Certainly. It starts on Saturday.” / “Do we need to bring anything?” / “Just a notebook. Thank you for asking.”
  4. Listen to a reply (T reads the reply aloud): “Let me check the details first.” What is the speaker doing? A. Asking the listener to repeat a question; B. Making an immediate promise; C. Checking information before answering; D. Politely declining an invitation.

c) Expected outcomes

Answers:

  1. B (Certainly. Let me give an example.) – a polite request needs a cooperative explanation.
  2. Could you help me? – request help; Do you mean the morning session? – check understanding; Thank you for explaining. – express thanks; Let me check the timetable. – avoid guessing.
  3. Could you tell me more about the activity? → Certainly. It starts on Saturday. → Do we need to bring anything? → Just a notebook. Thank you for asking. (question – answer – follow-up – answer)
  4. C (Checking information before answering) – “Let me check” avoids an unsupported answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays exercises 1–4 and gives instructions: “Work with your partner. Read each item and choose or match. Be ready to explain your choice.”

    Students

    Ss read the exercises and ask for clarification if needed.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, prompts Ss who are stuck (“Which expression asks for help?”) and checks pronunciation of responses such as “Certainly” and “Let me check”.

    Students

    Ss discuss and write their answers in their notebooks, then check with another pair.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to give answers and reasons. T asks: “Why is ‘Let me check’ better than guessing?”

    Students

    Ss answer, for example: “Let me check’ shows we are careful and do not give wrong information.”

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and explains any mistakes. T emphasises that each expression has a different communicative job.

    Students

    Ss correct their answers and note the purposes of the expressions.

Activity 4: Application · 10 minutes

One-minute tourism role-play

a) Aims

Ss use requests, replies and checks in a one-minute conversation about tourism and report a partner’s idea accurately.

b) Content

Ss work in pairs (Role A and Role B). Role A asks for information about a tour (what the tour includes, the route, the timetable). Role B gives one answer and checks whether it is clear with “Do you mean ...?”. Ss swap roles, add a follow-up question and explain one reason for their choice. Then each student reports one idea of the partner: “You suggested ... because ... . How could we ...?”
Sample model: Vy: Could you tell me what the tour includes? Guide: It includes a guide and a snack, but not lunch. Vy: Thanks. Is the route suitable for someone who walks slowly?

c) Expected outcomes

Each pair produces a one-minute dialogue with:

  • one polite request (“Could you tell me ...?”)
  • one reply (“Certainly.” / “Let me check.”)
  • one check (“Do you mean ...?”)
  • one relevant follow-up question about time, place, method or reason.
    Each student reports one idea of the partner accurately, for example: “Minh suggested the morning tour because it is cooler. How could we book it?”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and gives each pair Role A and Role B cards. T models the first exchange with a strong student. T sets a one-minute time limit.

    Students

    Ss listen to the model and note the three communicative moves: request, reply, check.

  2. Teacher

    Step 2: Task performance

    T circulates, listens for polite forms and relevant follow-up questions, and gently corrects pronunciation of “Certainly” and “itinerary”.

    Students

    Ss role-play the conversation, swap roles and add a follow-up question. Ss note their partner’s idea.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to perform. T asks the class: “What did the speaker check? Was the question relevant?”

    Students

    Ss perform. Other Ss answer, for example: “The speaker checked ‘Do you mean the morning tour?’ and asked about the route.”

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective exchanges and reminds Ss of the key responses. T gives the homework task and explains that a useful exchange has a purpose and a polite form.

    Students

    Ss note feedback and write one useful response they will use next time.

Worksheets

Worksheet 1: Responses and purposes

Exercise A. Choose the helpful response to “Could you explain that again?”

  • A. Thank you for inviting me.
  • B. Certainly. Let me give an example.
  • C. I agree with your conclusion.
  • D. You are welcome; I enjoyed the trip.

Exercise B. Match each expression with its purpose.

  • Could you help me? → ___
  • Do you mean the morning session? → ___
  • Thank you for explaining. → ___
  • Let me check the timetable. → ___
    Purposes: express thanks / avoid guessing / check understanding / request help

Exercise C. Put the exchange in a natural order.

  • Just a notebook. Thank you for asking.
  • Could you tell me more about the activity?
  • Do we need to bring anything?
  • Certainly. It starts on Saturday.

Worksheet 2: Relative pronouns

Exercise A. Complete each sentence with who, which, whose or that.

  • The guide ___ helped us lives here.
  • The brochure ___ lists the main stops is on the desk.
  • The tourist ___ bag was lost asked for help.
  • The package tour ___ we booked includes accommodation.

Exercise B. Look at the sentences below. Can the pronoun be omitted? Write Yes or No and explain.

  • The guide (who) we met was friendly.
  • The guide who helped us was friendly.

Exercise C. Write one sentence about tourism using a relative pronoun. Then decide whether the pronoun can be omitted.

Homework

  • Write a short dialogue (4–6 lines) between a tourist and a guide. Include one polite request, one useful response (“Certainly.” / “Let me check.”) and one check (“Do you mean ...?”).
  • Write three sentences about a tour you would like to join, using who, which, whose or that. Mark any pronoun that can be omitted and explain why.
  • Read the itinerary of a tour (or a brochure you find at home) and write two questions you would ask before booking. Bring them to the next lesson.

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