Tiếng AnhLớp 9Phần 1. Unit 1: Local community

Giáo án A Closer Look 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: use eight topic words (artisan, community helper, handicraft, preserve, pottery, look after, find out, pass down) in meaningful contexts.
By the end of the lesson, Ss will be able to: pronounce the vowels /æ/ (cat), /ɑː/ (father) and /e/ (bed) clearly and identify them in words and sentences.
By the end of the lesson, Ss will be able to: use how + to-infinitive after know, learn, ask and decide, and use the phrasal verbs find out, look after and pass down correctly.

2. Competences

a) General competences

Self-control and independent learning: Ss record their own pronunciation attempt, compare it with the reference sound and repeat the phrase without adding an extra vowel.
Communication and collaboration: Ss work in pairs and groups to match words, share ideas about local craftspeople and helpers, and give short spoken responses to the class.
Problem-solving and creativity: Ss decide the correct form of how + to-infinitive, link two phrasal verbs in logical sentences and explain a local craft or community helper.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to a recording and identify the topic word, read sentences with topic vocabulary, speak about a local craft or helper and write two connected sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic vocabulary, distinguish the three target vowels and apply the structure how + to-infinitive with phrasal verbs.

3. Personal qualities

Diligence: Ss practise the target sounds and phrases repeatedly until they can say them clearly.
Responsibility: Ss complete their pair and group tasks on time and check each other's answers carefully.
Honesty: Ss give their own real examples of local craftspeople or helpers and do not copy sentences from others without understanding them.
Kindness: Ss give constructive feedback to their partners on pronunciation and listen respectfully to classmates' pronunciation attempts.

II. Teaching aids and materials

1. Teacher

Laptop, projector and the lesson audio for A Closer Look 1 (Unit 1, English 9 Global Success)
Flashcards or slides with pictures of a potter, a bamboo basket, a nurse and volunteers gardening
Whiteboard and markers
Worksheet 1 and Worksheet 2 (printed, one set per pair)
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/9/english/unit-1-a-closer-look-1

2. Students

Textbook English 9 (Global Success), Unit 1
Notebook, pen and pencil
Small sheet of paper for writing answers in the practice activity

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the local community

a) Aims

Ss activate prior knowledge about local crafts and community helpers and get ready for the topic words of the lesson.

b) Content

T shows four pictures: a potter working with clay, a bamboo basket, a nurse with a patient, and volunteers looking after a garden. T asks: 'Who is this person?' and 'What is this?' Then T asks: 'Who is a community helper in your village?' and 'What handicraft is your area known for?'

c) Expected outcomes

Ss name the four pictures correctly, for example: 'a potter', 'a handicraft made from bamboo', 'a nurse is a community helper', 'volunteers look after the garden'. Ss give at least two local examples, for example: 'A teacher is a community helper' or 'Our village is known for pottery'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four pictures on the screen and says: 'Look at these pictures. Who or what can you see? Think about your own village.' T writes the title 'Local community' on the board.
Students
Ss look at the pictures silently for 30 seconds and think about the questions.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and discuss two questions: 'Who is a community helper in your village?' and 'What handicraft is your area known for?' T walks around and helps with vocabulary when needed.
Students
Ss discuss in pairs. Possible answers: 'Our village is known for bamboo baskets.' 'A doctor is a community helper.'
Teacher
Step 3: Report and discussion
T invites three or four pairs to share their answers with the class and writes key words on the board.
Students
Representative pairs report, for example: 'Our commune is known for pottery. The potter is an artisan.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and introduces today's focus: the topic words, the three target vowels, how + to-infinitive and three phrasal verbs.
Students
Ss copy the lesson title 'A Closer Look 1' into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Topic vocabulary in meaningful groups

a) Aims

Ss understand the meaning and use of eight topic words by grouping them into people, things and actions.

b) Content

Ss learn these words: artisan (thợ thủ công), community helper (người giúp ích cộng đồng), handicraft (sản phẩm thủ công), preserve (gìn giữ), pottery (đồ gốm), look after (chăm sóc), find out (tìm hiểu), pass down (truyền lại).
Example sentences: 'The artisan shapes a bowl by hand.' 'The nurse is a community helper.' 'This handicraft is made from bamboo.' 'We preserve old skills by teaching them.' 'The village is known for pottery.' 'Volunteers look after the garden.' 'We find out how the bowls are made.' 'Grandparents pass down their skills.'
Question for Ss: 'Which word describes a person, a thing or an action?'

c) Expected outcomes

Ss complete the group table in their notebooks:

People: artisan, community helper
Things: handicraft, pottery
Actions: preserve, look after, find out, pass down
Ss can explain the meaning of each word in Vietnamese and give one example sentence in English.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T presents the eight words with pictures or examples on the screen, reads each word aloud and asks Ss to repeat in chorus. T says: 'Put the words into three groups: people, things and actions.'
Students
Ss listen, repeat the words in chorus and copy the three group headings into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to work in pairs. T asks guiding questions: 'Is an artisan a person or a thing?' 'Is look after a verb or a noun?' T monitors and checks the meanings.
Students
Ss sort the words into groups and check the meanings with the example sentences. Possible answers: 'Artisan is a person. Pottery is a thing. Preserve is an action.'
Teacher
Step 3: Report and discussion
T calls on two or three pairs to read their groups aloud and asks the class: 'Do you agree?'
Students
Ss report their groups, for example: 'People: artisan and community helper. Actions: look after, find out, pass down, preserve.' Other pairs agree or give a different opinion with reasons.
Teacher
Step 4: Conclusion and assessment
T confirms the correct groups and stresses that phrasal verbs must be learned as whole phrases: 'find out' means 'discover', 'look after' means 'care for', 'pass down' means 'transmit'.
Students
Ss correct their notebooks and write one example sentence for each phrasal verb.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation of the vowels /æ/, /ɑː/ and /e/

a) Aims

Ss pronounce and distinguish the vowels /æ/, /ɑː/ and /e/ in words and short sentences.

b) Content

The reference sounds are: cat /æ/, father /ɑː/ and bed /e/. Ss say each example word slowly, then say the sentence 'The artisan has a red bag.' Ss compare the target vowel with the reference. Note: accent variation is not an error. The book uses en-US audio; craft usually has /æ/, but many southern British speakers use /ɑː/.
Question for Ss: 'Where is your jaw more open: in cat or in bed?'

c) Expected outcomes

Ss can name the target vowel in each word:

cat: /æ/ (open jaw, tongue towards the front)
father: /ɑː/ (more back open vowel)
bed: /e/ (less open)
Ss repeat the sentence 'The artisan has a red bag' without adding an extra vowel.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the three words and the sentence, pointing to the position of the jaw and tongue. T says: 'Listen and repeat. Watch my jaw.'
Students
Ss listen carefully and watch T's mouth and jaw.
Teacher
Step 2: Task performance
T asks Ss to repeat in chorus, then in pairs. T walks around and listens to each pair. T asks: 'Did you add an extra vowel?' With permission, T records one attempt from a volunteer.
Students
Ss say the words and the sentence in chorus, then take turns in pairs. Ss compare their pronunciation with the model and repeat the phrase if needed.
Teacher
Step 3: Report and discussion
T invites three volunteers to say the sentence to the class. T gives short feedback on the target sound, for example: 'Your /e/ in bed is clear.'
Students
Volunteers say the sentence. Classmates listen and say whether the target vowel is clear or needs adjustment.
Teacher
Step 4: Conclusion and assessment
T summarises the three vowels and reminds Ss that accent variation is acceptable if consistent. T advises Ss to practise the words at home.
Students
Ss write the three reference words in their notebooks and mark the vowel in each one.

Activity 2.3: Knowledge formation · 7 minutes

How + to-infinitive and phrasal verbs

a) Aims

Ss form and use how + to-infinitive after know, learn, ask and decide, and use phrasal verbs correctly.

b) Content

Structure: question word + to-infinitive after know, learn, ask, decide. Example: 'We learned how to shape clay.' Ss must not add a second subject: not 'how we to shape'.
Phrasal verbs: find out (discover), look after (care for), pass down (transmit). Ss learn the whole phrase and check whether an object can separate it.
Question for Ss: 'Which word is the verb and which is the particle in look after?'
Worksheet 2 is used for this activity.

c) Expected outcomes

Ss complete the sentence 'I do not know how {{1}} this tool. (use)' with 'to use'. Ss can state the rule: question word + to-infinitive, no second subject. Ss can explain that find out, look after and pass down are phrasal verbs made of a verb and a particle.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes 'We learned how to shape clay.' on the board and asks: 'What comes after how?' T distributes Worksheet 2.
Students
Ss read the example and answer: 'After how comes to + verb.'
Teacher
Step 2: Task performance
T asks Ss to work in pairs to complete Worksheet 2, Task A and Task B. T reminds them not to add a second subject.
Students
Ss work in pairs. Possible answer: 'I do not know how to use this tool.' Ss identify the verb and particle in each phrasal verb.
Teacher
Step 3: Report and discussion
T calls on one pair to read their answers. T asks the class: 'Is 'how we to shape' correct?'
Students
Pairs report answers. The class answers: 'No, it is wrong because it has a second subject.'
Teacher
Step 4: Conclusion and assessment
T writes the rules on the board: how + to-infinitive after know, learn, ask, decide; phrasal verbs are learned as whole phrases.
Students
Ss copy the rules into their notebooks and add one example for each rule.

Activity 3: Practice · 8 minutes

Matching, completion and listening

a) Aims

Ss consolidate topic vocabulary, the target vowels and the grammar structure through the textbook exercises.

b) Content

Ss do Worksheet 1 and then check the textbook exercises:
Exercise 1: Match the words and Vietnamese meanings: artisan, community helper, handicraft, preserve.
Exercise 2: Match the remaining words: pottery, look after, find out, pass down.
Exercise 3: Write the English word meaning 'đồ gốm'.
Exercise 4: Which word has the vowel /e/? A. bed B. cat C. father D. car.
Exercise 5: Listen. Which item do you hear? A. community helper B. preserve C. artisan D. handicraft.
Exercise 6: Listen to the sentence. Which concept occurs? A. find out B. handicraft C. look after D. pass down.

c) Expected outcomes

Answer key:

Ex 1: artisan – thợ thủ công; community helper – người giúp ích cộng đồng; handicraft – sản phẩm thủ công; preserve – gìn giữ
Ex 2: pottery – đồ gốm; look after – chăm sóc; find out – tìm hiểu; pass down – truyền lại
Ex 3: pottery (The village is known for pottery.)
Ex 4: A (bed)
Ex 5: C (artisan)
Ex 6: B (handicraft: 'This handicraft is made from bamboo.')

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains that Ss will do the matching and multiple-choice exercises individually and then check in pairs. T plays the audio for Exercises 5 and 6 after Ss finish the first four exercises.
Students
Ss read the instructions and prepare to work individually for two minutes.
Teacher
Step 2: Task performance
T asks Ss to complete Worksheet 1 individually. T plays the audio twice for Exercises 5 and 6. T monitors and offers hints without giving the answers.
Students
Ss complete the exercises. Ss listen to the recording and choose the answer, then compare with a partner.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers for each exercise and asks the class to vote: 'Do you agree?'
Students
Ss give answers, for example: 'Exercise 4: A, bed has /e/.' 'Exercise 5: C, artisan.' Ss justify their choices.
Teacher
Step 4: Conclusion and assessment
T shows the key on the screen and explains any mistakes, especially the phrasal verbs and the vowel /e/.
Students
Ss correct their answers and write the key words in their notebooks.

Activity 4: Application · 5 minutes

Talking and writing about a local craft or helper

a) Aims

Ss use topic vocabulary, the grammar structure and phrasal verbs to speak and write about a real local craft or community helper.

b) Content

Ss work in groups of three. Each S chooses one local craftsperson or community helper and talks about one handicraft or one service. Ss must use at least three topic words and one phrasal verb.
Guiding questions: 'What does this person do?' 'How do they preserve the skill?' 'Who looks after this place?' 'Who do they pass the skill down to?'
Homework: Ss write two connected sentences using 'look after' and 'pass down'.

c) Expected outcomes

Each group gives a short 30-second talk. Example: 'In our village, the potter is an artisan. She preserves pottery by teaching young people. She passes down her skills to her children.' Each S writes two connected sentences for homework, for example: 'Volunteers look after the garden. Grandparents pass down their skills.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the task and the guiding questions. T models a short example talk about a local artisan.
Students
Ss listen to the model and note the topic words and phrasal verbs.
Teacher
Step 2: Task performance
T asks groups of three to plan and practise their talks for two minutes. T monitors and corrects pronunciation of /æ/, /ɑː/ and /e/ when needed.
Students
Ss plan their talks. Each S speaks for about 30 seconds. Other members give one piece of feedback.
Teacher
Step 3: Report and discussion
T invites two groups to present to the class. T asks the class: 'Which phrasal verb did the group use? Was the sentence correct?'
Students
Groups present. Classmates answer, for example: 'They used pass down correctly.'
Teacher
Step 4: Conclusion and assessment
T praises the effort and gives feedback on vocabulary, grammar and pronunciation. T sets homework and reminds Ss to submit the writing next lesson.
Students
Ss write the homework task in their notebooks and copy the example sentences.

Worksheets

Worksheet 1

Task A. Match each word with its Vietnamese meaning.

artisan
community helper
handicraft
preserve
pottery
look after
find out
pass down
Vietnamese meanings (shuffled): gìn giữ; đồ gốm; tìm hiểu; thợ thủ công; truyền lại; sản phẩm thủ công; người giúp ích cộng đồng; chăm sóc

Task B. Write the English word or phrase meaning 'đồ gốm': ____

Task C. Which word has the vowel /e/? A. bed B. cat C. father D. car

Task D. Listen and choose. Which item do you hear? A. community helper B. preserve C. artisan D. handicraft

Task E. Listen to the sentence. Which concept occurs? A. find out B. handicraft C. look after D. pass down

Worksheet 2

Task A. Complete the sentence with the correct form.

I do not know how ____ this tool. (use)
We learned how ____ clay. (shape)
Ask your teacher how ____ the bowl. (make)

Task B. Underline the phrasal verb in each sentence and write its meaning.

We find out how the bowls are made.
Volunteers look after the garden.
Grandparents pass down their skills.

Task C. Correct the sentence: 'I decided how we to paint the bowl.'

Task D. Write two connected sentences using 'look after' and 'pass down'. ____

Homework

Write two connected sentences using look after and pass down. Example: 'Volunteers look after the garden. Grandparents pass down their skills.'
Write a short paragraph (4–5 sentences) about a local artisan or community helper in your area. Use at least three topic words from this lesson and one phrasal verb.
Practise the sounds /æ/ (cat), /ɑː/ (father) and /e/ (bed). Read the sentence 'The artisan has a red bag' aloud three times and check your pronunciation with the audio.
Visit neoedu.vn/learn/9/english/unit-1-a-closer-look-1 and complete the interactive exercises for A Closer Look 1.

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