ASSESSMENT PLAN

TEXTBOOK: GLOBAL SUCCESS 9

UNIT: 4, 5, 6

UNIT 4: REMEMBERING THE PAST

LEARNING OBJECTIVES ASSESSMENT PURPOSE ASSESSMENT TOOLS

1.1. Vocabulary Check whether students can Questioning

Understand and use lexical items understand and apply the meaning (Appendix 1)
related to the topic of vocabulary
“Remembering the past”

1.2. Pronunciation Check students’ ability to identify Questioning

Pronounce the sounds /l/ and /m/ and pronounce sounds /l/ and /m/ (Appendix 2)
correctly in words and sentences in words and sentences

1.3. Grammar Check students’ comprehension of Quizzes (Multiple-choice question)

Use the form and usage of the the form and usage of the past (Appendix 3)
past continuous and wish + past continuous and wish + past simple
simple

1.4. Reading Check students’ reading skills for Quizzes (Multiple-choice question)
Reading for specific information specific information (Appendix 4)

1.5. Speaking Check students’ comprehension Peer-assessment

Describe a typical traditional and ability to apply vocabulary, (Appendix 5)
Vietnamese dish and structure related to
Vietnamese dishes in their talking.

1.6. Listening Check student's listening skills for Quizzes (Multiple-choice question)
Listen for general and specific general and specific information (Appendix 6)
information

1.7. Writing Reflect and check the ability to 1. Self-assessment

Write a narrative paragraph construct a narrative paragraph 2. Peer assessment
about “the old school day” about the topic “the old school (Appendix 7)
day”

1.8. Communication Support students to use Pair discussions

Know how to thank and respond expressions: thank and respond in (Appendix 8)
their communication

UNIT 5: OUR EXPERIENCES

LESSON OBJECTIVES ASSESSMENT PURPOSE ASSESSMENT TOOLS
2.1. Vocabulary Check whether students can Questioning
Use the words related to the understand and apply the meaning (Appendix 9)
topic experiences and of vocabulary
adjectives describing
experiences

2.2. Pronunciation Check students’ ability to identify Questioning

Pronounce the sounds: /j/ and pronounce sounds /j/ and /w/ (Appendix 10)
and /w/ correctly in words and in words and sentences
sentences

2.3. Grammar Check students’ comprehension of Quizzes (Multiple-choice question)

Use the form and usage of the the form and usage of the present (Appendix 11)
Present perfect tense perfect tense

2.4. Reading Check students’ reading skills for Quizzes (Multiple-choice question)
Reading for general and general and specific information (Appendix 12)
specific information

2.5. Speaking Reflect and check students’ 1. Self- assessment

Ask and answer about students’ comprehension and ability to 2. Peer assessment
experiences apply vocabulary, and structure to (Appendix 13)
ask and answer about their
experiences.

2.6. Listening Check student's listening skills for Quizzes (Multiple-choice question)
Listening for general and general and specific information (Appendix 14)
specific information

2.7. Writing Reflect and check the ability to 1. Self-assessment

Writing a paragraph about the construct a narrative paragraph, 2. Peer assessment
most pleasant / unpleasant including the use of present (Appendix 15)
experience at school by using perfect tense.
the present perfect tense

2.8. Communication Support students to use Pair discussions

Know how to apologise and expressions: apologise and (Appendix 16)
respond respond in various contexts

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

LESSON OBJECTIVES ASSESSMENT PURPOSE ASSESSMENT TOOLS

3.1. Vocabulary: Check students’ ability in Questioning

Understand and use lexical understanding and using lexical (Appendix 17)
items about the changes in items about the changes in
lifestyle lifestyle

3.2. Pronunciation: Check students’ ability to identify Questioning

Pronounce the sounds /fl/ and and pronounce sounds /fl/ and /fr/ (Appendix 18)
/fr/ correctly in words and sentences

3.3. Grammar: Check students’ comprehension Quizzes (Multiple-choice question)

Use to-infinitive and V-ing of to-infinitive and V-ing after a (Appendix 19)
after a verb correctly verb

3.4. Reading: Check students’ reading skills for Quizzes (Multiple-choice question)
Read for specific information specific information (Appendix 20)

3.5. Speaking: Check students’ comprehension Peer-assessment

Discuss about changes in one’s and ability to apply vocabulary, (Appendix 21)
learning style and structure to discuss the
changes in one’s learning style.

3.6. Listening: Check students’ listening skills Quizzes (Multiple-choice question)

Listen for specific information for specific information (Appendix 22)

3.7. Writing: Reflect and check the ability to 1. Self-assessment

Write an email about changes construct emails about the 2. Peer assessment
in one’s family changes in the family (Appendix 23)

3.8. Communication: Support students to make Pair discussions

Know how to make promises promises and respond in their (Appendix 24)
communication

APPENDIX
(Include a sample question; a sample pair discussion; a sample quiz; and/or sample success
criteria for self/peer-assessment;)
Unit 4: REMEMBERING THE PAST
I> LANGUAGE
Appendix 1- Vocabulary
1) Teachers show 1 picture of grandchildren and 1 picture of a grandmother to check the word
“Generation”
- Teachers ask: “Who’s this?”
→ Students answer: grandchildren and grandmother
- Teachers ask: “What is the word describing the difference between these two pictures?”
→ Students answer: Generation
- Teachers ask: Can you make a sentence of this word?
→ Students answer
2)Teachers ask Ss to check the word “Takeaway”
- Teachers ask: “When you don’t have enough time to cook, you can order the restaurant’s food and
bring it home. What is the word describing this action “bring it home”?”
→ Students answer: Takeaway
- Teachers ask: Can you make a sentence of this word?
→ Students answer
Appendix 2- Pronunciation
- Teachers write the words that contain the sound /l/ or /m/ on the board.
- Teachers ask Ss: “How to pronounce these words?”
- Teachers listen to Students’ pronunciation to check and correct.
List of words: monument, magnificent, fell off, ankle,...
Appendix 3- Grammar
Read and circle the correct response: A, B, or C.
1. What _____ when the accident happened?
A. were you doing B. did you do C. do you do
2. When I finished school, my family _____in the countryside.
A. lives B. was living C. lived
3. I wish I ____ enough money to visit London and Windsor Castle.
A. had B. has C. has had
II> SKILLS
Appendix 4- Reading
Read the conversation between Tom and Sarah. Decide if the statement is True or False.
Tom: Hey, do you know how English people keep their food culture alive?
Sarah: Well, I think one way is by cooking traditional dishes that have been passed down through
generations.
Tom: Oh, I see. So they make the same recipes that their grandparents used to make?
Sarah: Yes, exactly! They keep those recipes alive and continue to cook them at home.
Tom: That's interesting. What else do they do?
Sarah: They also celebrate food traditions and have special events where they cook and eat
traditional English food. For example, they have tea parties where they drink tea and eat scones and
sandwiches.
Tom: Yum, that sounds delicious! Anything else?
Sarah: They also try to use fresh and local ingredients in their cooking to keep the flavors authentic.
Tom: That's cool. It's nice to know that they value their food culture.
1. English people keep their food culture alive by cooking traditional recipes. True/False
2. Tea parties are not a part of English food traditions. True/False
Appendix 5- Speaking
● Work in pairs. Choose a typical traditional Vietnamese dish and talk about it.
Your talk should include:
- The name of the dish
- The basic ingredients
- When/on what occasion it is eaten
- Whether you like it or not.
● Peer assessment: Listen carefully to your friend’s speaking, and based on the criteria below,
evaluate whether your friend did "excellent", "good" or "bad". Tick (✔) on the appropriate
level:

Criteria Excellent Good Bad Note

 Vocabulary
Accuracy
He/ She uses many words related to
traditional Vietnamese dishes

Grammar
He/ She uses correct grammar, uses
appropriately prepositions (in, on, of,
at,...), and articles (a, an, the), …)

Pronunciation
He/ She pronounces the words
correctly

He/she talks smoothly without

unnecessary pauses
Fluency
His/her pace is comfortable for the
listener to follow

He/ She uses linking words to

connect sentences

Appendix 6- Listening
Listen to the talk between Thanh and his grandma twice and circle the correct answer: A, B,
or C.
1. The conversation is generally about Thanh's ______.
A. school days
B. grandma's school days
C. grandma's life in the past
2. Thanh's grandma didn't have a lot of ______.
A. homework
B. lessons
C. subjects
3. Students in the past played _______ during break time.
A. computer games
B. games on mobile phones
C. traditional games
Appendix 7- Writing
Write a short paragraph (100-120 words) about school days in the past. You will begin your writing
with:
“In the past, students had lessons in the morning only.”
● Self-assessment: Read your paragraph, and see if you meet the criteria below, ticking (✔)
for each criterion that is met.

Criteria
 I can describe the old school day using the past tense

I can write a paragraph between 100 to 120 words

My paragraph is clear and has a good order of ideas

I can use grammar, vocabulary, and sentence structure correctly

I start with the sentence given and end your paragraph by summarising the ideas in one
sentence
● Peer assessment: Read your friend's paragraph, and based on the criteria below, evaluate
whether your friend did "excellent", "good" or "bad". Tick (✔) on the appropriate level:

Criteria Excellent Good Bad Note

1 He/she writes about the old-

school days, starting with the
sentence provided

2 His/her story is easy to

understand and have a good
order of ideas

3 He/she uses grammar,

vocabulary correctly

4 He/she starts with the given

sentence and ends their story in
the correct way

III> COMMUNICATION
Appendix 8- Communication
Work in pairs. Make conversations to express thanks and respond in the following situations.
Then, some pairs will present in front of the class.
1. You thank the village head for showing you around the craft workshop.
2. You thank your friend for lending you an interesting book.

UNIT 5: OUR EXPERIENCES

I> LANGUAGE
Appendix 9- Vocabulary
1) Teachers ask Ss to check the word “amazing”
- Teachers ask: “Can you tell me the synonym of wonderful?”
Teachers continue until Ss can say the word “amazing”.
- Teachers ask: “Can you make a sentence of this word?”
→ Students answer
2) Teachers ask Ss to check the word “unpleasant”.
 - Teachers ask: “Can you tell me the antonym of pleasant?”
Teachers continue until Ss can say the word “unpleasant”.
- Teachers ask: “Can you make a sentence of this word?”
→ Students answer
Appendix 10- Pronunciation
- Teachers write the words that contain the sound /j/ or /w/ on the board.
- Teachers ask Ss: “How to pronounce these words?”
- Teachers listen to Ss’ pronunciation to check and correct.
List of words: yellow, yogurt, yesterday, watching, sandwich, highway
Appendix 11- Grammar
Choose the correct answer A, B, C, or D to complete each sentence.
1. We once ________ in our school's sports competition
A. participate B. have participated C. has participated D. are participating
2. Nam ________ any photos of his village for two years.
A. has not taken B. have not taken C. does not take D. is taking
3. They ________ detective stories several times.
A. were reading B. read C. has read D. is taking
4.I ________never ________that film before.
A. did; watched B. has; watched C. have; watched D. was; watching
5. She ________ her cousin since she left school.
A. haven't met B. doesn't meet C. hasn't met D. didn't meet
II> SKILLS
Appendix 12- Reading
Read the stories of Duong and Akiko and choose the correct answer A, B, C, or D.
Duong: I had a hard 10-day course in an army camp in Son Tay last summer. Everything was
different from my life at home. We had to wake up at 5 a.m and attended classes which were like
training courses for soldiers. In the evening, we read books or worked in teams. The team leaders
walked us through many exciting activities. We also joined a performance that had the theme:
environmental protection. We could only call our parents once a day. We also had touching
moments when we received letters from our parents. I have never attended such a strict but exciting
course like this.
Akiko: I have been on an unforgettable summer course in America. I stayed in the Thornwood
campus on the outskirts of New York City for three weeks. We had an enjoyable campus tour,
attended English classes, and joined team activities. We all tried to communicate in English. In the
evening, we played board games and billiards. The most special experience was my visit to the top
of Rockefeller Centre. From there, I could view the whole city below. That was the first time I
traveled without my parents, so I felt like I grew up a lot after the trip.
1. Duong and Akiko talked about _______.
A. their English summer courses B. experiences at summer courses
C. activities in summer D. their army training
2. What didn't Duong do during his course?
A. Get up early. B. Work as a leader.
C. Receive letters from home. D. Work in teams.
3. The word "theme" means _______.
 A. performance B. environment C. activity D. topic
4. The experience at Rockefeller Centre was _______ for Akiko.
A. unforgettable B. enjoyable C. special D. touching
5. The word "That" refers to _______.
A. travelling to America B. touring the Thornwood campus
C. visiting Rockefeller Centre D. viewing the city below
Appendix 13- Speaking
Work in pairs. Ask and answer about a course you have experienced. You can use these questions:
- What course did you attend?
- When was that?
- What did you do?
- What do you remember most about it?
- How did you feel?
- Other questions?
Then report your partner’s answers to the class.
● Self-assessment: Students think about their report, and see if they meet the criteria below,
ticking (✔) for each criterion that is met.

Criteria

I can speak about a course that my partner has experienced

I use the appropriate structure to report

My report based on the given questions

I use grammar and vocabulary correctly

Your audiences are interested in your report

● Peer assessment: Listen carefully to your peer’s speaking, and based on the criteria below,
evaluate whether your friend did "excellent", "good" or "bad". Tick (✔) on the appropriate
level:
Criteria Excellent Good Bad Note

Vocabulary
Accuracy
He/she uses various words related to
course and course experience

Grammar
He/she uses correct grammar, especially
past tense throughout their talk and uses
 suitable prepositions (in, on, of, at,...)
and article (a, an, the)

Pronunciation
He/she pronounces, and you can
understand what he/she says.

Fluency He/she talks smoothly without

unnecessary pauses

His/her pace is comfortable for the

listener to follow

He/she uses linking words to connect

sentences
Appendix 14- Listening
Listen to the conversation between Minh and his dad and tick (✔) T (True) or F (False).

True False

1. Minh's peers bullied him.

2. Dad could always get things back.

3. Dad's peers got his money.

4. Minh had an embarrassing experience.

5. Minh understood the lesson well.

Appendix 15- Writing

● Task: Write a paragraph (100-120 words) about the most pleasant or unpleasant experience
you have had at school. Start as follows:
“I still remember the most pleasant/ unpleasant experience I have had at school. It was
____”
● Self-assessment: Students read the paragraph again, and see if they meet the criteria below,
ticking (✔) for each criterion that is met.

Criteria

I can write about my most pleasant/ unpleasant experience at school using the present perfect
tense

My paragraph is about 100 to 120 words.

My paragraph is clear and has a good order of ideas

 I can use grammar, vocabulary, and sentence structure correctly

I start with the sentence given and end my paragraph by summarising the whole ideas

● Peer assessment: Read your friend's paragraph, and based on the criteria below, evaluate
whether your friend did "excellent", "good" or "bad". Tick (✔) on the appropriate level:

Criteria Excellent Good Bad Note

1 He/she writes about their most

pleasant/ unpleasant experience
at school using the present
perfect tense.

3 His/her story is easy to

understand and have a good
order of ideas

4 He/she uses grammar and

vocabulary correctly

5 He/she starts with the given

sentence and ends their story in
the correct way

Appendix 16- III> COMMUNICATION

Work in pairs. Make similar conversations with the following situations.
1. You submit your project after the deadline.
2. You came home later than you promised your mum you would.
Unit 6
I> LANGUAGE
Appendix 17- Vocabulary
1) Teachers show the picture of a family having 4 generations and ask Ss to check the word
“extended family”.
- Teachers ask: “What is the word describing this picture?”
→ Students answer: extended family
- Teachers ask: “Can you make a sentence of this word?”
→ Students answer

2) Teachers ask Ss to check the word “depend”.

- Teachers ask: “Can you tell me the synonym of rely on?”
Teachers continue until Ss can say the word “depend”.
- Teachers ask: “Can you make a sentence of this word?”
→ Students answer
Appendix 18- Pronunciation
Teachers ask Ss: "Can you tell me some words that contain the sounds /fl/ and /fr/?”
List of words: /fl/ flute, flame, flea, flight,...
/fr/ fruit, frame, free, fright,...
Teachers listen to Ss’ pronunciation to check and correct.
Appendix 19- Grammar
2. Circle the correct verb form for each sentence.
1. I really fancy to wear / wearing this traditional cone hat at our Fashion Show
2. My brother has decided to enter / entering the Back to Our Past Competition.
3. Do you mind to replay / replaying that folk music? It's lovely.
4. My uncle always avoids to tell / telling stories about his past.
5. They plan to do / doing research about life in Hue in the 19th century.
II> SKILLS
Appendix 20- Reading
Exercise: Read the passages and choose the correct answer A, B, C, or D
Mr Nam, grandfather, a 70-year-old farmer
I was one of the few children in my village who was still at school at the age of 15.
Every day, I got up early and walked to school. Learning then depended mostly on our teachers and
textbooks. We had no library or lab. The nearest bookshop was six kilometres away. I learned
simply by taking notes during class, memorising them, and doing the homework. Life then was
simple. We rarely travelled outside our village, so we didn't know much about the world around us.
Mai, granddaughter, a 15-year-old student.
Learning today is very different from my grandfather's time. It is easier and more convenient.
Besides learning from teachers and textbooks, we use the Internet. It provides us with various online
sources such as documents, clips, and programmes. Google helps us find the answers to almost any
questions we have. The Internet also allows us to pursue our own interests. Learning has become
more independent. Although most children in my village have fewer private learning facilities than
the students in the city, we are still luckier than my grandfather's generation. We have TVs to watch
at home and a library and computers at school.
1. In Mr Nam's time,________.
A. teachers played an important role
B. there were no bookshops
C. students did experiments in labs
D. all children stayed on at school until they were 15
2. Few people travelled outside their village, so_______.
A. life in the village was simple
B. his school didn't have any learning facilities
C. the villagers didn't know much about the world around
D. none of the villagers knew about city life
3. Learning now______.
A. does not require textbooks
B. uses some online programmes
C. depends only on the Internet
D. does not require students to take notes
4. The word "It" refers to
 A. learning today
B. my grandfather's time
C. learning facilities
D. the Internet
5. The word "we" refers to
A. learning facilities
B. students at my grandfather's generation
C. students in the city
D. children in the village
Appendix 21- Speaking
● Peer assessment: Listen carefully to your peer’s speaking, and based on the criteria below,
evaluate whether your friend did "excellent", "good" or "bad". Tick (✔) on the appropriate
level:

Criteria Excellent Good Bad Note

Vocabulary
Accuracy
He/she uses various words related to the
changes of their learning (learning
styles, learning methods,...)

Grammar
He/she uses correct grammar throughout
their talk and uses suitable prepositions
(in, on, of, at,...) and article (a, an, the)

Pronunciation
He/she pronounces, and you can
understand what he/she says.

Fluency He/she talks smoothly without

unnecessary pauses

His/her pace is comfortable for the

listener to follow

He/she uses linking words to connect

sentences
Appendix 22- Listening
Listen to the talk and tick the correct column

Facts The past The present

1. Popularity of extended families

2. More holidays away from home

 3. More time spent doing things together

4. More sources to learn from

5. More democratic parent-children

relationships
Appendix 23- Writing
● Task: Write an email (100-120 words) to your penfriend about the change in your family,
use the following ideas:
- Family type/ member
- Home facilities
- Ways to spend free time
- Relationships among members
- Your ideas?
Star and end the email as follows:

From:
To:
Subject: Changes in my family
Hello __________
It’s nice to hear from you again. Let me tell you about the changes
_____________________________________________________
All the best,

● Self-assessment: Students read the paragraph again, and see if they meet the criteria below,
ticking (✔) for each criterion that is met.
Criteria

I can write an email about family changes, and follow the given sentence: start with a friendly
greeting (“Hello”) and end with a closing phrase (“All the best”)

I can include information about family type, members, home facilities, and ways of spending
free time

I can write a clear introduction, body, and conclusion and the details are logically connected
I use grammar correctly and appropriate language for an informal email

My email is friendly and engaging

Appendix 24- III> COMMUNICATION
Work in pairs. Make promises for the following situations
1. You are going out with friends. Promise your parents to return before 9 p.m
2. Promise your friend that you will be on time for the performance
Group 5:
Members Students’ code Contribution

1 Nguyen Thi Thanh Tuyen 21F7010207 100%

2 Le Thi Ty 21F7010208 100%

3 Vo Huu Thao Nhi 21F7010047 100%

4 Tran Thi Tu Kiem 21F7010115 100%