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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 4. Review 1

Giáo án Skills

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify the participant, central action and stated reason or limit in a reading text, and explain an action by linking it to the evidence in the text.
  • Summarise a text while keeping the main point and without adding any new fact, and distinguish what the text says from a personal opinion.
  • Locate a specific detail in a listening text, paying attention to starting times, durations and rejected alternatives.
  • Use the key vocabulary (artisan, community helper, congestion, public transport, well-balanced, priority) and the patterns how + to-infinitive, fewer with countable plural nouns, and should + base verb accurately.
  • Write a connected response of 80–100 words about one concrete experience, with a clearly supported opinion.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own reading and listening answers against the evidence in the text and correct their mistakes without waiting for the teacher to correct them.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, explain their reasoning in full sentences and give constructive peer feedback on their writing drafts.
  • Problem-solving and creativity: Ss apply the reading and listening strategies to the new texts and write an original paragraph based on their own community, city or health experience.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for evidence, listen for specific details, explain actions orally and in writing, and write an 80–100-word paragraph in which facts and opinions are clearly separated.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six key words and three grammar patterns correctly in context and check word meaning, word form and subject-verb agreement (for example, fewer with countable plural nouns such as cars).

3. Personal qualities

  • Honesty: Ss label facts and personal opinions clearly in their writing and do not add information that is not in the text.
  • Responsibility: Ss complete the tasks within the time limit, check their own writing against the rubric and submit a finished draft.
  • Diligence: Ss replay the listening recording to verify details and revise their drafts at least once before sharing them.

II. Teaching aids and materials

1. Teacher

  • Global Success 9 Student's Book, Review 1 (Skills)
  • Projector or interactive board, laptop
  • Audio player with the Review 1 listening track (items 3 and 7)
  • Worksheet No. 1 and Worksheet No. 2 (printed, one set per pair)
  • Timer, marker, sticky notes
  • NeoEdu online lesson (presentation, worked examples and interactive exercises): neoedu.vn/learn/9/english/review-1-skills

2. Students

  • Student's Book, notebook, pen, pencil, eraser
  • Two-colour highlighter or two coloured pens
  • Sticky notes and a small sheet of paper for group work

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Brainstorm: Community, City and Health

a) Aims

Ss recall the vocabulary and ideas from Units 1 to 3 and connect them to the three themes of the review.

b) Content

Ss work in pairs. Each pair writes as many words as they can under three headings on the board: Local community, City life and Healthy living. Ss then match the following words to the headings: artisan, community helper, congestion, public transport, well-balanced, priority.

c) Expected outcomes

Each pair has a list of at least six words under the three headings. The class agrees that artisan and community helper belong to Local community, congestion and public transport belong to City life, and well-balanced and priority belong to Healthy living.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes three headings on the board and asks: 'What words do you remember from Units 1 to 3 about community, city and health?' T explains that today Ss will review how to read, listen and write about these topics.

    Students

    Ss listen to the instructions and prepare a blank sheet of paper for their pair list.

  2. Teacher

    Step 2: Task performance

    T gives Ss 2 minutes to brainstorm in pairs and walks around to help with spelling and meaning.

    Students

    Ss write words under the headings. Possible answers: Local community – village, workshop, helper; City life – bus, traffic jam, park; Healthy living – sleep, exercise, balanced meals.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three pairs to read their lists aloud and writes the target words on the board. T asks: 'What is a congestion? Can you give an example?'

    Students

    Ss read their words aloud. Possible answer: 'Congestion is a traffic jam, for example in the morning near the school gate.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings: artisan (thợ thủ công), community helper (người giúp ích cộng đồng), congestion (tình trạng ùn tắc), public transport (giao thông công cộng), well-balanced (cân bằng), priority (việc ưu tiên). T says that these words will appear in the reading and writing tasks today.

    Students

    Ss copy the target words and their meanings into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Systematising Key Vocabulary and Grammar

a) Aims

Ss review the target vocabulary and three grammar patterns and use them correctly in short sentences.

b) Content

Ss complete a matching task with the six key words and their example sentences, then complete three grammar boxes: how + to-infinitive after know; the more + noun, the fewer + countable plural noun; should + base verb. Example sentences for the grammar: 'I do not know how to use this tool.' 'The more people walk, the fewer cars we need.' 'If you feel overwhelmed, you should ask a trusted adult for help.' Ss note that cars is countable plural, so fewer is used. Ss then say the example sentences aloud, paying attention to the stress on key words.

c) Expected outcomes

Ss have a completed vocabulary chart with six matched examples, for instance: The artisan shapes a bowl by hand. The nurse is a community helper. Congestion delays the morning bus. Public transport can reduce traffic. A well-balanced day includes rest. Sleep is a priority before a busy day. Ss also write three grammar rules in their notebooks: (1) know + how + to-infinitive; (2) the more ... , the fewer + countable plural noun; (3) should + base verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words and the example sentences on the projector (NeoEdu presentation) in mixed order. T says: 'Match each word with its example. Then find the grammar pattern in each sentence.'

    Students

    Ss look at the slide and prepare to work in pairs on the matching task.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, using a Jigsaw-style matching: one student reads the word and the other reads the sentence. T monitors and asks: 'Why do we use fewer here, not less?'

    Students

    Ss match the words and sentences and discuss the grammar. Possible answer: 'We use fewer because cars is countable and plural.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their matches and asks the class to agree or disagree. T writes the grammar rules on the board.

    Students

    Ss read the matches aloud. Possible answer: 'The more people walk, the fewer cars we need.' Ss explain: 'Should is followed by the base verb ask, not asking.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: know + how + to-infinitive; the more ... , the fewer + countable plural noun; should + base verb. T reminds Ss to check meaning, form and evidence together.

    Students

    Ss write the three rules in their notebooks and repeat the three sentences once for correct pronunciation.

Activity 2.2: Knowledge formation · 15 minutes

Reading for Evidence and Explanation

a) Aims

Ss apply a step-by-step reading method to identify the participant, central action, stated reason or limit, and to explain the action with evidence.

b) Content

Ss read the account about Lan's visit to a pottery workshop (Worksheet No. 1, Part A). Using the method on the board, Ss first identify the participant and the central action, then locate a stated reason or limit, then explain the action in one sentence that connects action and evidence. Ss finally write a short summary of two sentences that keeps the main point but adds no new fact. Ss also mark one sentence as a fact (from the text) and one as a personal opinion (for example, the reader's own view of the workshop).

c) Expected outcomes

Ss complete Worksheet No. 1, Part A, with the following answers: Participant: Lan (with the school community club). Central action: she visited the pottery workshop and learned how a bowl is made. Stated reason or limit: Mr An did not let them use the hot kiln; they shaped small cups at a safe table. Explanation: 'Lan learned that a bowl needs time to dry before it is fired, so the group worked with safe tools.' Summary: 'Lan joined a pottery workshop and learned about local clay. The club planned a free demonstration for younger pupils.' Fact example: a bowl needs time to dry before it is fired. Opinion example: 'The workshop is a great way to learn.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and reads the first sentence of the Lan account aloud. T says: 'Read the text silently and follow the four steps on the worksheet: participant, central action, reason or limit, explanation.'

    Students

    Ss read the account silently and use a highlighter to mark the participant and the central action.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four using a Think-Pair-Share method: each student thinks alone for one minute, then shares with a partner, then the pair checks with the group. T walks around and asks: 'Which sentence shows a limit?' and 'Which sentence is a fact and which is an opinion?'

    Students

    Ss mark the limit (He did not let them use the hot kiln) and write a one-sentence explanation. Possible answer: 'The club used safe tools because the kiln was too hot for beginners.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its explanation and summary aloud, and invites other groups to comment: 'Does the summary add a new fact?'

    Students

    Ss read their summaries. Possible answer: 'Lan visited a pottery workshop. The club planned a free demonstration for younger pupils.' Other groups check that no new fact was added.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the method: (1) identify the participant and action; (2) find a reason or limit; (3) connect action and evidence in an explanation; (4) summarise without new facts; (5) separate facts from opinions. T writes the example 'The group checked the source because one example could not support the wider claim' on the board and asks Ss to explain its structure.

    Students

    Ss copy the five-step method into their notebooks and write one example sentence using the word because.

Activity 2.3: Knowledge formation · 10 minutes

Listening Strategy: Purpose First, Detail Second

a) Aims

Ss learn a two-step listening method and recognise distractors such as rejected alternatives and changing times.

b) Content

T explains the method: Step 1, listen once for the purpose or main idea; Step 2, listen again to check the requested detail. T shows two questions on the projector: a time detail and a quantity detail. T points out distractors, for example a number that the speaker mentions and then corrects, or a starting time that is later replaced by another time. T plays only one short example from the Review 1 track to demonstrate the method, and Ss note the detail.

c) Expected outcomes

Ss have a checklist of three listening points: (1) purpose first, then detail; (2) listen for rejected alternatives such as 'not eight, but nine'; (3) note the difference between a starting time and a duration. Ss can explain why the stated detail, not the rejected one, is the correct answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'You will hear a short report. Listen once for the purpose. Then listen again for the detail in the question. Be careful with numbers and times.' T writes the checklist on the board.

    Students

    Ss copy the checklist and prepare two columns in their notebooks: 'purpose' and 'detail'.

  2. Teacher

    Step 2: Task performance

    T plays the demonstration example and pauses after the first listening. T asks: 'What is the purpose of the report?' Then T replays the recording and asks: 'Which number is stated, and which number is rejected?'

    Students

    Ss listen, answer the purpose question and write the stated detail in the second column. They mark any rejected alternatives with a cross.

  3. Teacher

    Step 3: Report and discussion

    T invites two Ss to explain their answers in one sentence each, for example: 'The purpose is to report a plan. The stated number is nine, not eight.'

    Students

    Ss answer aloud. Possible answer: 'The speaker says the number is nine, and eight is rejected.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the listening method and reminds Ss that a human will assess their speaking and writing, so Ss must be precise. T says: 'Always check the stated detail, not the number you expect.'

    Students

    Ss note the method and repeat the rule in pairs.

Activity 3.1: Practice · 15 minutes

Reading Comprehension: Explaining the Purpose with Evidence

a) Aims

Ss answer reading questions by identifying the central student, explaining the purpose of an activity and supporting the answer with one detail from the text.

b) Content

Ss work in pairs on Worksheet No. 1, Part B, which covers three texts: Lan's pottery visit, Quang's traffic survey and Minh's weekly plan. For each text, Ss give the first name of the central student, explain the purpose of the activity and support the answer with one detail from the text. Ss check each other's answers using the evidence method.

c) Expected outcomes

Answer key for Worksheet No. 1, Part B:

  • Text 1 (Lan): Central student: Lan. Purpose: to help younger children value local skills rather than simply buy souvenirs. Supporting detail: the club planned a free demonstration for younger pupils the next month.
  • Text 2 (Quang): Central student: Quang. Purpose: to make one short journey safer and less noisy near the school gate. Supporting detail: the group proposed a shared bus and a walking zone near the gate.
  • Text 3 (Minh): Central student: Minh. Purpose: to protect the activities that keep him healthy, not to fill every minute. Supporting detail: he left ten minutes between tasks and kept sleep, essential homework and daily movement as priorities.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1, Part B, and says: 'Read each text quickly, then answer the three questions. Your explanation must include one detail from the text.' T demonstrates with the Lan text.

    Students

    Ss read the first text and underline the central student's name in the question.

  2. Teacher

    Step 2: Task performance

    T asks pairs to work on Texts 2 and 3 and monitors. T prompts: 'Is the purpose the same as the detail? What is the evidence?'

    Students

    Ss answer the three questions for each text. Possible answer for Text 3: 'The purpose is to protect healthy activities. The evidence is that he left ten minutes between tasks.'

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to read answers for Texts 2 and 3 and asks the class: 'Does the explanation use evidence from the text?'

    Students

    Ss read their answers. The class checks whether each explanation contains a supporting detail.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key and highlights the difference between the purpose of an activity and a detail that supports it. T reminds Ss that the summary must not add any new fact.

    Students

    Ss correct their answers using the key and write the corrections in a different colour.

Activity 3.2: Practice · 10 minutes

Listening Detail Check and Grammar Gap-Fill

a) Aims

Ss identify a stated detail in a listening text and complete the grammar gap-fill using the target patterns.

b) Content

Part A: Ss listen to the short report from the Review 1 track (items 3 and 7) and choose the stated detail: item 3: A. eight; B. nine; C. ten; D. eleven. Item 7: A. five minutes; B. fifteen minutes; C. fifty minutes; D. an hour. Part B: Ss complete the gap-fill on Worksheet No. 2 with the grammar patterns: (1) I do not know ___ this tool. (use) (2) The more people walk, ___ cars we need. (3) If you feel overwhelmed, you ___ ask a trusted adult for help.

c) Expected outcomes

Listening answers: item 3 – B (nine); item 7 – B (fifteen minutes).
Gap-fill answers: (1) how to use; (2) fewer; (3) should ask.
Reasons: (1) how + to-infinitive follows know; (2) cars is countable plural, so fewer; (3) should is followed by a base verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen once for the purpose, then replay for the detail. Then complete the three gaps and explain the grammar rule.' T plays the first listening item.

    Students

    Ss listen and prepare to choose their answers.

  2. Teacher

    Step 2: Task performance

    T replays the recording for item 7 and asks Ss to mark the rejected alternatives. Then Ss complete the gap-fill individually for 3 minutes and check in pairs.

    Students

    Ss choose B (nine) and B (fifteen minutes). They fill the gaps: how to use, fewer, should ask.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to explain one answer and one grammar choice. T asks: 'Why is it fewer, not less?'

    Students

    Possible answers: 'The stated number is nine; eight is rejected.' 'Fewer is used because cars is countable plural.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and the rules. T reminds Ss: 'Check meaning, form and evidence together. Revisit the rule behind each correction.'

    Students

    Ss correct any wrong answers and write the rule next to each corrected item.

Activity 4: Application · 20 minutes

Connected Writing: My Community, City or Health Experience

a) Aims

Ss write an 80–100-word paragraph that connects one concrete experience with the topic of community, city life or healthy living, and clearly separates facts from opinions.

b) Content

Ss choose one topic (Local community, City life or Healthy living) and one concrete experience or observation from their own life. Ss write 80–100 words in three parts: describe the experience; explain why it matters; finish with a supported opinion. Ss must mark facts and opinions clearly, for example with the phrase 'I think' for opinions. If the experience is imagined, Ss label it as fictional. Ss peer-check the draft with a checklist, then revise. The teacher assesses the final piece.

c) Expected outcomes

Each S has a draft of 80–100 words with a clear topic sentence, at least one fact, one opinion marked by I think or I believe, and a closing sentence that supports the opinion. Model scoring criteria for the teacher: relevant content 0.4; fact/opinion clarity 0.2; organisation 0.2; language 0.2. Sample model (Local community): 'Ms Hoa is a community nurse in my neighbourhood. She helps children understand basic first aid and reminds us to seek adult help when an injury is serious. Every Tuesday she visits our school and explains each step patiently. I admire her because she makes useful knowledge easy to understand. Our class plans to make a poster showing what we have learned.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the checklist on the projector: topic sentence; one concrete experience; why it matters; one fact; one opinion marked clearly; closing sentence; 80–100 words. T reads the sample model aloud and asks: 'Which sentence is a fact? Which sentence is an opinion?'

    Students

    Ss read the model and answer. Possible answer: 'The fact is that Ms Hoa visits our school every Tuesday. The opinion is that I admire her.'

  2. Teacher

    Step 2: Task performance

    T gives Ss 10 minutes to write their drafts individually, then asks them to swap drafts with a partner for 4 minutes using the checklist. T walks around and encourages Ss to use their own ideas rather than copying the model.

    Students

    Ss write and then give feedback to a partner, for example: 'Your opinion is clear, but you need one more fact.' Ss revise their own drafts.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read their paragraphs aloud or show a short extract on the board. T asks the class: 'Is the fact clear? Is the opinion clear?'

    Students

    Ss read their paragraphs. The class comments on content, fact/opinion clarity and language.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on common errors (for example, use of fewer with countable nouns, should + base verb, and labelling fictional experiences). T collects drafts to assess the writing.

    Students

    Ss note the feedback and submit their final drafts.

Worksheets

Worksheet No. 1: Reading for Evidence

Part A: Lan's pottery visit

  • Participant:
  • Central action:
  • Stated reason or limit:
  • Explanation (action + evidence, one sentence):
  • Summary (two sentences, no new facts):
  • One fact from the text:
  • One personal opinion (label it clearly):

Part B: Answer the questions for each text
Text 1 (Lan)

  • Central student (first name only):
  • Purpose of the activity:
  • One supporting detail:

Text 2 (Quang's traffic survey)

  • Central student (first name only):
  • Purpose of the activity:
  • One supporting detail:

Text 3 (Minh's weekly plan)

  • Central student (first name only):
  • Purpose of the activity:
  • One supporting detail:

Worksheet No. 2: Listening Check and Grammar Gap-Fill

Part A: Listening (replay the recording)

  • Item 3: Which detail is stated? A. eight; B. nine; C. ten; D. eleven
  • Item 7: Which detail is stated? A. five minutes; B. fifteen minutes; C. fifty minutes; D. an hour
  • Rejected alternative in item 3:

Part B: Complete the sentences with the correct form

  1. I do not know ___ this tool. (use)
  2. The more people walk, ___ cars we need.
  3. If you feel overwhelmed, you ___ ask a trusted adult for help.

Part C: Explain the rule

  • Sentence 1 rule:
  • Sentence 2 rule:
  • Sentence 3 rule:

Homework

  • Finish the 80–100-word paragraph on one experience related to Local community, City life or Healthy living. Mark each fact and each opinion clearly, and label the experience as fictional if it is imagined.
  • Re-read Worksheet No. 1 and write one new sentence for each of the five reading steps: participant, central action, reason or limit, explanation and summary.
  • Review the six key words (artisan, community helper, congestion, public transport, well-balanced, priority) and write one original example sentence for each word.
  • Look at the NeoEdu lesson neoedu.vn/learn/9/english/review-1-skills and complete the interactive exercises to check your understanding of the three grammar patterns.

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