Tiếng AnhLớp 9Phần 10. Unit 8: Tourism

Giáo án Skills 2

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: use listening strategies (predict the type of answer, listen for the situation first, then for specific evidence) to catch details in a tour recording
By the end of the lesson, Ss will be able to: use the vocabulary package tour, itinerary, accommodation and brochure to talk about tours
By the end of the lesson, Ss will be able to: use relative pronouns who, which, whose and that in defining clauses, and omit the pronoun only when it is the object
By the end of the lesson, Ss will be able to: plan and write a coherent 90–110-word introduction to a tour with a topic sentence, supporting details, a reason or example and a closing

2. Competences

a) General competences

Self-control and independent learning: Ss predict answers before listening, check their own answers against the recording and revise their own paragraph with a checklist
Communication and collaboration: Ss work in pairs and small groups to share predictions, compare answers and give peer feedback on the tour introduction
Problem-solving and creativity: Ss decide which details to include in a tour introduction and choose suitable relative pronouns to combine ideas in a natural way

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen for starting time, duration, activities, included and excluded services and a visitor rule; discuss tour details orally; read and analyse a model paragraph; write a 90–110-word tour introduction
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary package tour, itinerary, accommodation, brochure; use relative pronouns who, which, whose, that; recognise when the object relative pronoun can be omitted

3. Personal qualities

Diligence: Ss complete all listening questions, replay the recording when needed and finish the 90–110-word paragraph at home
Responsibility: Ss check their paragraph against the task requirements and revise it before submitting it to the teacher
Honesty: Ss report their real listening answers and mark their own mistakes openly during answer checking

II. Teaching aids and materials

1. Teacher

Student's book Tiếng Anh 9 (Global Success), Unit 8, Skills 2, with listening recording (use the listening button for each exercise)
Projector or interactive board to display the listening questions, vocabulary, grammar table and model paragraph
Whiteboard and markers
Printed Worksheet 1 and Worksheet 2 for each pair
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/9/english/unit-8-skills-2 (lecture, examples and interactive exercises)
Timer

2. Students

Student's book and notebook
Pen, pencil and eraser
Mini whiteboard and marker (for warm-up)
Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming what a tour introduction tells visitors

a) Aims

Ss activate prior knowledge about tours and identify the kinds of details a tour introduction usually gives.

b) Content

T shows a picture of a riverside neighbourhood on the projector and asks: What does a tour introduction usually tell visitors? Ss work individually and write 3–4 ideas on mini whiteboards in 1 minute.

c) Expected outcomes

A class list on the board, for example: starting place and time, duration, activities, what is included, what is not included, rules for visitors, who the tour is suitable for.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks: What do you see? What information would you like to know before joining this tour?
Students
Ss look at the picture and listen to the question.
Teacher
Step 2: Task performance
T sets a one-minute time limit and monitors Ss' ideas.
Students
Ss write their ideas on mini whiteboards. Possible answers: 'the meeting point', 'the time', 'how long the tour lasts', 'the price', 'what to bring'.
Teacher
Step 3: Report and discussion
T invites 3 Ss to read their ideas and writes them on the board.
Students
Ss read their answers aloud and compare them with classmates.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: Today we will listen for these details and write a tour introduction that includes them.
Students
Ss copy the lesson focus into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Listening strategy: preparing to understand the recording

a) Aims

Ss use a listening strategy: listen first for the situation and purpose, predict the type of answer each question needs, then listen for specific evidence.

b) Content

T displays Exercises 1–4 and asks Ss to predict whether each question needs a place, a day, a duration or a service. T explains the key points: a number may be a starting time rather than a length of time (nine o'clock versus ninety minutes); a place may be explicitly rejected; use the whole sentence to decide. Ss listen to the complete recording once for the situation and purpose, then replay it for specific evidence. Ss may also do the matching interactive exercise on the NeoEdu lesson page.

c) Expected outcomes

Prediction chart in notebooks:

Question 1: service (included or not included)
Question 2: day
Question 3: place (meeting point)
Question 4: duration (length of time)
Key idea: Use the whole sentence to decide; a number can be a starting time (at nine) or a length of time (lasts ninety minutes).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four questions on the board and asks: What kind of information does each question need? Look at the question words first.
Students
Ss read the questions silently and predict the type of answer: a service, a day, a place or a duration.
Teacher
Step 2: Task performance
T plays the complete recording via the listening button. Then T plays it again in parts and pauses at the key sentences. T asks: Which word tells you the starting time? Which word tells you the length of the tour?
Students
Ss listen for the first time to understand the situation, then listen again for the evidence and note the key words in their notebooks.
Teacher
Step 3: Report and discussion
T asks: Why is nine not the answer to question 4? Which sentence tells us the place is not a museum or a market?
Students
Ss explain their reasoning. Possible answer: 'Nine is the starting time, not the length of the tour; ninety minutes is the duration.'
Teacher
Step 4: Conclusion and assessment
T confirms the strategy: predict first, listen for the whole idea, check the number's meaning, and use the full sentence to decide.
Students
Ss write the strategy in one sentence in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Key vocabulary for tours

a) Aims

Ss understand and use the words package tour, itinerary, accommodation and brochure in context.

b) Content

T writes the four words on the board and reads the example sentences: 'A package tour may include transport and a guide.' 'Read the itinerary before booking.' 'The price includes accommodation.' 'The brochure lists the main stops.' Ss work in pairs to guess the meaning from the context, then check with the Vietnamese meaning given by T.

c) Expected outcomes

Vocabulary chart in notebooks:

package tour (du lịch trọn gói): a tour where transport, guide or accommodation may be included in one price
itinerary (lịch trình): the plan of places and times for the tour
accommodation (chỗ ở): the place where travellers sleep
brochure (tờ giới thiệu): a printed leaflet that describes a tour

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the words on the board and asks Ss to guess their meanings from the example sentences.
Students
Ss read the four example sentences and underline the clue words around each new word.
Teacher
Step 2: Task performance
T walks around and helps pairs who are stuck by pointing to the context.
Students
Pairs discuss and write their guesses. Possible answer: 'A brochure is a leaflet because it lists the main stops.'
Teacher
Step 3: Report and discussion
T asks several pairs to give their guesses and checks them.
Students
Pairs read out their guesses. Other pairs agree or add information.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and models the pronunciation of each word, stressing the syllables.
Students
Ss repeat the words after T and copy the chart into their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Relative pronouns who, which, whose and that

a) Aims

Ss understand how relative pronouns connect a noun with identifying information and when the object relative pronoun can be omitted.

b) Content

T writes the sentence 'The guide ___ helped us lives here.' on the board and asks Ss to choose the pronoun. T explains: who is used for people, which for things, whose for possession. In a defining clause, that can often replace who or which. The pronoun can be omitted only when it is the object: 'the guide (who) we met' but not 'the guide who helped us', because who is the subject. Ss then make sentences about a tour using the pronouns.

c) Expected outcomes

Grammar rules in notebooks:

who: for people (the guide who helped us)
which: for things (the brochure which lists the stops)
whose: for possession (a tour whose price includes lunch)
that: can replace who or which in a defining clause (the guide that helped us)
Omission: only when the pronoun is the object (the guide (who) we met). Do not omit when it is the subject.
Example answer: The guide who helped us lives here. (who, because it refers to a person and is the subject)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the example sentence on the board and asks: Which pronoun is correct? Why?
Students
Ss read the sentence and choose the pronoun in their notebooks.
Teacher
Step 2: Task performance
T writes two more examples: 'the guide ___ we met' and 'the brochure ___ lists the stops'. Ss work in pairs to decide whether the pronoun can be omitted and to combine two sentences about the tour.
Students
Pairs complete Worksheet 1, Part B. Possible answers: 'The guide (who) we met was friendly.' 'The brochure which lists the stops is useful.'
Teacher
Step 3: Report and discussion
T asks a few pairs to read their sentences and checks whether the omission is correct.
Students
Pairs read their sentences. Other pairs say whether the pronoun is the subject or the object.
Teacher
Step 4: Conclusion and assessment
T summarises the rules on the board and reminds Ss that that can replace who or which in defining clauses.
Students
Ss copy the rules into their notebooks and mark the example sentences.

Activity 2.4: Knowledge formation · 10 minutes

Analysing the model paragraph: plan before writing

a) Aims

Ss identify the parts of a coherent paragraph (topic sentence, supporting details, reason or example, closing) in the writing model.

b) Content

T gives the model paragraph ('Our walking tour introduces the history and daily life of a riverside neighbourhood. It starts outside the town library at nine on Saturday and lasts ninety minutes...'). Ss read the model and fill in Worksheet 2 to identify each part and the key details.

c) Expected outcomes

Completed planning table in Worksheet 2:

Topic sentence: Our walking tour introduces the history and daily life of a riverside neighbourhood.
Supporting details: starts outside the town library at nine on Saturday; lasts ninety minutes; a local guide explains how streets and businesses have changed; price includes the guide and a small snack; visitors arrange their own lunch; bring a refillable bottle and comfortable shoes
Visitor rule: respect residents' privacy and ask permission before taking photographs
Reason or example / closing: This tour is suitable for people who enjoy learning through conversation and walking at a gentle pace.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and asks Ss to read the model paragraph silently for one minute.
Students
Ss read the model paragraph and look at the table in Worksheet 2.
Teacher
Step 2: Task performance
T asks Ss to underline the topic sentence and the closing sentence, then to write the supporting details in the table.
Students
Ss work in pairs, underlining and writing key details. Possible answer for topic sentence: 'Our walking tour introduces the history and daily life of a riverside neighbourhood.'
Teacher
Step 3: Report and discussion
T asks each pair to read one row of the table aloud and checks the answers.
Students
Pairs report their answers. Other pairs add or correct details.
Teacher
Step 4: Conclusion and assessment
T highlights that a good paragraph has one central idea, details in a clear order, and a closing that links back to the purpose.
Students
Ss write the paragraph structure in their notebooks: topic sentence, supporting details, reason or example, closing.

Activity 3: Practice · 15 minutes

Checking listening answers and the revision process

a) Aims

Ss practise listening for specific details and order the steps of revising a paragraph.

b) Content

Ss check Exercises 1–4 (listening MCQs) and Exercise 5 (choose the coherent plan). Ss then order the revision process in Exercise 6: Check that the paragraph answers the task; Check the sequence and links between ideas; Correct grammar and word choice; Proofread spelling and punctuation. Ss who finish early do the NeoEdu interactive exercise again.

c) Expected outcomes

Answers:

Exercise 1: C (Lunch)
Exercise 2: B (Saturday)
Exercise 3: C (Outside the town library)
Exercise 4: C (Ninety minutes)
Exercise 5: B (Topic → supporting details → reason → closing)
Exercise 6 (order): Check that the paragraph answers the task → Check the sequence and links between ideas → Correct grammar and word choice → Proofread spelling and punctuation

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to answer Exercises 1–6 individually and to replay the recording for Exercises 1–4 if needed.
Students
Ss work individually and write their answers on Worksheet 1.
Teacher
Step 2: Task performance
T monitors and asks Ss who answer 'A' for Exercise 1 to listen again to the sentence about the snack and lunch.
Students
Ss listen to the recording again, check the evidence and correct their answers. Pairs compare answers.
Teacher
Step 3: Report and discussion
T displays the answers on the board and asks Ss to explain their choices for Exercises 1 and 4.
Students
Ss explain: 'Lunch is not included, so C is correct.' 'Ninety minutes is the length of the tour, not nine o'clock.'
Teacher
Step 4: Conclusion and assessment
T confirms the order of the revision process and reminds Ss to check meaning before grammar and spelling.
Students
Ss write the four revision steps in order in their notebooks.

Activity 4: Application · 20 minutes

Writing a 90–110-word introduction to a tour

a) Aims

Ss write a coherent 90–110-word introduction to a tour using the plan, the relative pronouns and the revision process.

b) Content

Ss write a 90–110-word introduction to a tour in their own neighbourhood or a place they know. The introduction must include: starting place and time, duration, activities, included and excluded services, and one visitor rule. Ss use the planning table from Worksheet 2 and include at least one relative clause with who, which, whose or that. Ss exchange drafts with a partner and identify one unclear sentence. Ss revise the sentence and write a reason for the change. Unfinished paragraphs are completed at home.

c) Expected outcomes

A 90–110-word paragraph that includes:

a topic sentence about the tour
starting place and time, and duration
at least two activities
included and excluded services
one visitor rule
at least one relative pronoun (who, which, whose or that)
Revision record: the original unclear sentence, the revised sentence and one reason for the change (e.g. 'Original: It is good. Revised: The shared walk reduces traffic near the gate. Reason: the revised sentence gives a precise reason.')

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the requirements on the board. T reminds Ss to use Worksheet 2 as a plan and to check the word count.
Students
Ss read the task and mark the required details in their plans.
Teacher
Step 2: Task performance
T monitors, helps Ss with word choice and checks whether each paragraph includes all required details.
Students
Ss write their drafts individually for about 12 minutes, then exchange with a partner and mark one unclear sentence.
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to read one sentence from their paragraph and asks the class whether the tour details are clear.
Students
Volunteer Ss read their sentences. Classmates say whether the details are clear, and the author states the reason for any revision.
Teacher
Step 4: Conclusion and assessment
T gives feedback on common errors (relative pronouns, word count, missing details) and asks Ss to revise their paragraphs at home.
Students
Ss note the feedback and the corrections in their notebooks.

Worksheets

Worksheet 1: Listening answers and relative pronouns

Part A. Listen to the complete recording and choose the correct answer.

1. Which service is NOT included in the price? A. A local guide B. A snack C. Lunch D. The walking route
1. On which day does the tour start? A. Thursday B. Saturday C. Friday D. Tuesday
1. Where is the meeting point? A. At the bus station B. Inside the museum C. Outside the town library D. Beside the market
1. How long is the tour? A. Nineteen minutes B. Sixty minutes C. Ninety minutes D. Two hours
1. Which plan creates a coherent paragraph about tourism? A. Unrelated sentences only B. Topic → supporting details → reason → closing C. Conclusion without a topic D. A list of copied titles
1. Order the revision process: ___ Check that the paragraph answers the task. ___ Check the sequence and links between ideas. ___ Correct grammar and word choice. ___ Proofread spelling and punctuation.

Part B. Fill in the blank with who, which, whose or that. Write (omit) if the pronoun can be left out.

1. The guide ___ helped us lives here.
1. The brochure ___ lists the main stops is on the table.
1. The guide (___) we met was very friendly.
1. A tour ___ price includes lunch is more expensive.

Suggested answers: Part A: 1 C, 2 B, 3 C, 4 C, 5 B, 6 (1) Check that the paragraph answers the task (2) Check the sequence and links between ideas (3) Correct grammar and word choice (4) Proofread spelling and punctuation. Part B: 1 who, 2 which (or that), 3 (who) — omitted because it is the object, 4 whose.

Worksheet 2: Paragraph planning table

Read the model paragraph and complete the table.

Topic sentence: ___
Supporting detail 1 (starting place and time): ___
Supporting detail 2 (duration and activity): ___
Included services: ___
Excluded services: ___
Visitor rule: ___
Reason or example: ___
Closing sentence: ___

Your own tour introduction (90–110 words):

Topic sentence: ___
Starting place and time: ___
Duration and activities: ___
Included and excluded services: ___
Visitor rule: ___
Relative pronoun I will use (who / which / whose / that): ___
Closing sentence: ___

Revision record:

Original unclear sentence: ___
Revised sentence: ___
Reason for the change: ___

Homework

Finish your 90–110-word introduction to a tour. Make sure it includes the starting place and time, duration, activities, included and excluded services and one visitor rule.
Check your paragraph with the revision steps: meaning first, then grammar, then spelling and punctuation. Write the original and revised version of one unclear sentence and give a reason for the change.
Write three sentences about a tour you know, using who, which, whose or that. Underline the relative pronoun and say whether it can be omitted.
Practise the listening exercises again on the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-8-skills-2) and bring your answers to the next lesson.

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