Tiếng AnhLớp 9Phần 10. Unit 8: Tourism

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify the topic and purpose of a short exchange between a visitor and a guide
use the topic vocabulary: package tour, itinerary, accommodation, brochure, sustainable, souvenir, domestic, delicious
use the relative pronouns who, which, whose and that in defining clauses, and omit them when they are objects

2. Competences

a) General competences

Self-control and independent learning: Ss read the exchange and mark the question and the response on their own before checking with a partner.
Communication and collaboration: Ss work in pairs to ask and answer questions, and in groups to complete the reading task.
Problem-solving and creativity: Ss choose the more suitable tour for a traveller and give reasons based on the text.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss understand a short tour exchange, respond politely to a request for information, and write two or three connected sentences about tourism.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the topic words with correct word stress, use the topic vocabulary in context, and combine sentences with relative pronouns.

3. Personal qualities

Responsibility: Ss complete their worksheet individually and check each answer against the text before reporting.
Honesty: Ss admit when they are unsure of an answer and go back to the text to find evidence.
Diligence: Ss practise the target sentence patterns at least three times with their partner.

II. Teaching aids and materials

1. Teacher

Student's Book English 9 (Global Success), Unit 8: Tourism, Getting Started
Slides with the exchange, the reading passage and the key vocabulary
Worksheets 1 and 2 (printed or projected)
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/9/english/unit-8-getting-started

2. Students

Student's Book and notebook
Pen, pencil and highlighter
Worksheets 1 and 2

III. Procedures

Activity 1: Warm-up · 5 minutes

Travel Experience Brainstorm

a) Aims

Ss activate prior knowledge about tours and introduce the topic words in a relaxed way.

b) Content

Ss answer the teacher's questions: 'Have you ever joined a tour? Where did you go?' and 'What does a tour usually include?'
Ss brainstorm in pairs what a tour may include (transport, a guide, meals, accommodation, free time).
T writes the ideas on the board and introduces the title 'Getting Started' with the topic 'Tourism'.

c) Expected outcomes

A class list on the board of at least five items a tour may include, such as transport, a guide, meals, accommodation and free time.
Ss' expected answers: 'I went to Sa Pa by bus with a guide.' / 'A tour usually includes transport and a guide.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks: 'Have you ever joined a tour? What does a tour usually include?' and asks Ss to think for 30 seconds.
Students
Ss listen and think about their own experience of a tour.
Teacher
Step 2: Task performance
T asks Ss to talk in pairs and list the items a tour may include. T walks around and helps with vocabulary.
Students
Ss discuss in pairs and write their ideas in their notebooks. Expected answer: 'A tour may include transport, a guide and meals.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to share their ideas and writes the key words on the board.
Students
Representative Ss report: 'We think a tour includes a guide, a bus and lunch.'
Teacher
Step 4: Conclusion and assessment
T praises the good ideas, introduces the phrase package tour (du lịch trọn gói) and says the lesson will focus on a conversation about a tour.
Students
Ss copy the title and the new phrase into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Understanding the Exchange and the Reading Text

a) Aims

Ss understand the topic and purpose of a short exchange, and identify the question and the response in the dialogue.

b) Content

Ss read the exchange between Vy and the guide once for the setting, then mark the question and the response.
Ss answer the question: 'What does the first speaker do?' (A. Makes a polite request or asks for information; B. Offers help before anyone asks; C. Checks whether an apology is accepted; D. Thanks someone for a completed activity).
Ss match the topic words with their meanings: package tour (du lịch trọn gói), itinerary (lịch trình), accommodation (chỗ ở), brochure (tờ giới thiệu).
Ss read the passage about Vy's choice in Worksheet 1 and answer the questions.
Ss complete Worksheet 1 in pairs.

c) Expected outcomes

Answer to Q1: A. Makes a polite request or asks for information. The opening question seeks help or information politely.
Matching: package tour – du lịch trọn gói; itinerary – lịch trình; accommodation – chỗ ở; brochure – tờ giới thiệu.
Key points: Vy chose the second tour because she wanted to learn how the neighbourhood had changed. The second tour did not include accommodation. Vy checked every included service before deciding.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the exchange on the slide and asks Ss to read it once to understand the setting. T then gives Worksheet 1 and asks Ss to work in pairs.
Students
Ss read the exchange silently and mark the question and the response with a pen.
Teacher
Step 2: Task performance
T asks: 'Where does the conversation take place? What is Vy asking about?' T monitors and helps pairs find the evidence in the text.
Students
Ss work in pairs. Expected answers: 'Vy is asking about what the tour includes.' / 'The conversation is between a visitor and a guide.'
Teacher
Step 3: Report and discussion
T calls on Ss to read the answer to Q1 and explain their choice. T asks one pair to explain the matching of the four words.
Students
Ss report: 'The answer is A, because Vy asks politely for information.' Ss read the matching answers aloud.
Teacher
Step 4: Conclusion and assessment
T confirms the answer A and the matching. T highlights that the purpose of the exchange is to ask for information politely, and that the passage shows Vy checked every included service before deciding.
Students
Ss correct their answers and copy the key words with their meanings into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Relative Pronouns in Defining Clauses

a) Aims

Ss identify the relative pronouns who, which, whose and that, and understand when the pronoun can be omitted.

b) Content

T writes the example on the board: 'The guide ___ helped us lives here.' (who / which / whose / where). T asks: 'Is the noun a person or a thing? Is the pronoun the subject or the object?'
T explains: who for people, which for things, whose for possession; that can often replace who or which in a defining clause.
T shows that the pronoun can be omitted only when it is the object: 'the guide (who) we met' but 'the guide who helped us' (not omitted, because who is the subject).
Ss find the relative pronoun in the passage: 'The guide, who had lived there for many years, asked visitors not to photograph people without permission.' Ss complete Worksheet 2.

c) Expected outcomes

Example answer: A. who. Who refers to a person and is the subject.
Rule: who (people), which (things), whose (possession), that (can replace who/which in a defining clause).
Omission: the guide (who) we met – can omit; the guide who helped us – cannot omit.
Passage example: 'The guide, who had lived there for many years' – who refers to the guide.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the example sentence on the board and asks Ss to choose the correct pronoun in 30 seconds.
Students
Ss think individually and write their answer in their notebooks.
Teacher
Step 2: Task performance
T guides Ss to see the rule through the example. T asks: 'Why is who correct, not which?' and 'Can we omit who here? Why?' Ss work in groups of four on Worksheet 2.
Students
Ss discuss in groups. Expected answers: 'Who is correct because the guide is a person.' / 'We cannot omit who because it is the subject of the verb helped.'
Teacher
Step 3: Report and discussion
T calls on one group to report the rule and invites other groups to comment or add examples.
Students
A group reports: 'We use who for people. We can omit the pronoun when it is the object, like the guide we met.'
Teacher
Step 4: Conclusion and assessment
T summarises the rule on the board: who / which / whose / that; omission only for the object. T reads the Remember note aloud and asks Ss to copy it.
Students
Ss copy the rule and two examples into their notebooks.

Activity 3: Practice · 10 minutes

Topic Vocabulary and Grammar Exercises

a) Aims

Ss consolidate the topic vocabulary and the relative pronouns through guided exercises.

b) Content

Ex 1: Ss answer the question about the first speaker (multiple choice).
Ex 2: Ss match the topic words with their meanings and use each word in context: A package tour may include transport and a guide. / Read the itinerary before booking. / The price includes accommodation. / The brochure lists the main stops.
Ex 5: Ss complete the word for 'du lịch trọn gói' (package tour).
Ex 6: Ss choose the correct relative pronoun: The guide ___ helped us lives here. A. who B. which C. whose D. where.
T checks answers on the slide and on the NeoEdu page if time allows.

c) Expected outcomes

Ex 1: A (The opening question seeks help or information politely.)
Ex 2: package tour – du lịch trọn gói; itinerary – lịch trình; accommodation – chỗ ở; brochure – tờ giới thiệu.
Ex 5: package tour (The topic word is package tour.)
Ex 6: A. who (Who refers to a person and is the subject.)
Ss' expected sentence: 'The brochure lists the main stops.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the exercises and asks Ss to do Ex 1, 5 and 6 individually, and Ex 2 in pairs.
Students
Ss read the instructions and complete the exercises in their notebooks.
Teacher
Step 2: Task performance
T monitors, checks the pronunciation of package tour (stress on 'package') and itinerary (stress on the second syllable), and corrects misuse of who and which.
Students
Ss work individually and in pairs. Ss say the words aloud and check each other's answers.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers to each exercise and asks the class to vote with thumbs up or down.
Students
Ss report: 'Number 1 is A.' 'Number 6 is A, because who refers to a person.'
Teacher
Step 4: Conclusion and assessment
T gives the correct answers, explains any mistakes and praises Ss who completed all exercises correctly.
Students
Ss correct their work and note the mistakes they made.

Activity 4: Application · 8 minutes

Writing a Reply and Explaining Why Tourism Matters

a) Aims

Ss use the vocabulary and relative pronouns to produce a polite reply and a short written explanation in a real-life context.

b) Content

Ss continue the exchange: 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 write one useful reply and a polite closing.
Ss write two or three connected sentences to explain why tourism matters. They must use at least two of these words: package tour, itinerary, accommodation, brochure.
Ss exchange their writing with a partner and give one piece of feedback.

c) Expected outcomes

Sample reply: It is a gentle walk, but please tell us about any access needs before booking. Thank you for asking.
Sample explanation: A package tour may include transport and a guide. Read the itinerary before booking. These ideas help us discuss tourism more precisely.
Assessment: answers the question (0.5); uses at least two vocabulary items naturally (0.3); clear and correct English (0.2).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the task aloud and shows the criteria on the slide. T gives Ss two minutes to plan their ideas.
Students
Ss listen, look at the criteria and plan their sentences in notebooks.
Teacher
Step 2: Task performance
T asks Ss to write individually for four minutes and then exchange their writing with a partner to give feedback.
Students
Ss write and check their partner's use of vocabulary and relative pronouns.
Teacher
Step 3: Report and discussion
T invites 2 or 3 Ss to read their reply or sentences aloud and asks the class to comment on the word use.
Students
Ss read aloud. Classmates comment: 'Your sentence uses itinerary correctly.'
Teacher
Step 4: Conclusion and assessment
T gives general feedback, corrects common errors on the board and reminds Ss of the rule for omitting relative pronouns.
Students
Ss revise their writing and record the corrections in their notebooks.

Worksheets

Worksheet 1: Understanding the Exchange

Read the exchange and the passage, then answer the questions.

Exchange: 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?
Passage: Vy compared two tours for a weekend visit. The first package included transport, a guide and meals, but it allowed little free time. The second was a small walking tour led by local residents. It did not include accommodation, so travellers had to book their own rooms.

Questions:

1. Where does the conversation take place?
1. What does the first speaker do? A. Makes a polite request or asks for information B. Offers help before anyone asks C. Checks whether an apology is accepted D. Thanks someone for a completed activity
1. Match the words with their meanings: package tour / itinerary / accommodation / brochure; du lịch trọn gói / lịch trình / chỗ ở / tờ giới thiệu.
1. Which tour did not include accommodation?
1. Why did Vy choose the second tour?

Worksheet 2: Relative Pronouns

Choose the correct relative pronoun: who, which, whose or that.

1. The guide ___ helped us lives here.
1. The tour ___ includes lunch is more expensive.
1. A traveller ___ booking is late may miss the bus.
1. The brochure ___ lists the main stops is on the table.

Rewrite the sentences by omitting the relative pronoun where possible:

5. The guide who we met was friendly.
1. The souvenir that I bought is made locally.

Find the relative pronoun in the passage and say what it refers to.

Homework

Write a short paragraph (4–5 sentences) about a tour you would like to join in Vietnam. Use at least two of these words: package tour, itinerary, accommodation, brochure, sustainable, souvenir, domestic, delicious.
Use at least two relative pronouns (who, which, whose or that) in your paragraph. Omit the pronoun only when it is the object of the clause.
Read the exchange in the Student's Book once more and practise reading it aloud with a partner, paying attention to the stress of package and itinerary.
Complete the interactive exercises on the NeoEdu page: neoedu.vn/learn/9/english/unit-8-getting-started, and bring your answers to the next lesson.

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