Tiếng AnhLớp 9Phần 1. Unit 1: Local community

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- understand the topic and the purpose of a short exchange about a pottery workshop;
- pronounce and use eight topic words and phrases: artisan, community helper, handicraft, preserve, pottery, look after, find out, pass down;
- use a question word + to-infinitive after know, learn, ask, decide;
- recognise and use the phrasal verbs find out, look after and pass down in context.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text on their own, mark useful expressions in two colours, and check their answers against the key before reporting.
Communication and collaboration: Ss work in pairs and groups to match words, share their answers, and role-play a polite request and a reply.
Problem-solving and creativity: Ss decide what the setting and the purpose of the text are, and produce their own reply and short paragraph about a community helper.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a short exchange and a passage to identify the setting and purpose, then ask for help politely and write a short paragraph about a local craft.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the topic words correctly, use how + to-infinitive correctly, and use phrasal verbs with the right meaning.

3. Personal qualities

Responsibility: Ss complete their worksheets individually before pair work and check the facts in the text carefully before they report.
Kindness: Ss give polite, encouraging feedback to partners during pair work and role-play.
Patriotism: Ss show pride in local crafts and discuss why preserving local skills helps the community.

II. Teaching aids and materials

1. Teacher

English 9 (Global Success) textbook, Unit 1, Getting Started
Projector and slides with the exchange, the reading passage and the grammar examples
Picture of a teenage volunteer meeting a pottery artisan (from the textbook)
Word cards with eight topic words and their meanings
Worksheet 1 and Worksheet 2 (printed, one set per pair)
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/9/english/unit-1-getting-started
Timer and answer key

2. Students

English 9 textbook
Notebook, pen, and two highlighters of different colours
Small whiteboard and marker
Phone or tablet to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 8 minutes

Local skills in our community

a) Aims

Ss activate prior knowledge about community helpers and local crafts, and describe the visible setting of the picture.

b) Content

T shows the picture of a teenage volunteer meeting a pottery artisan and asks three questions: 'What can you see in the picture?', 'Who are these people?', 'Where do you think they are?' Then T asks: 'Who are the community helpers in your village?' and 'Can you name a local craft?'

c) Expected outcomes

Ss describe the visible setting: a teenager, an older man, clay, a table, a workshop. Ss name at least three community helpers (for example: nurse, teacher, farmer, volunteer) and at least one local craft (for example: pottery, bamboo weaving, embroidery).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture, asks the three questions and gives Ss one minute to think silently.
Students
Ss look at the picture and think about their answers.
Teacher
Step 2: Task performance
T monitors and encourages Ss to use full sentences, for example: 'There is a workshop. The man is making a bowl.'
Students
Ss share their ideas with a partner. Expected answer: 'The teenager is talking to an old man. They are in a pottery workshop.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to report and writes key words on the board.
Students
Ss report: 'A nurse is a community helper.' 'Pottery is a local craft in our village.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and states the lesson aim: to understand a short exchange about a pottery workshop and the phrases we use to talk about it.
Students
Ss listen and note the title Local community in their notebooks.

Activity 2.1: Knowledge formation · 14 minutes

Topic vocabulary and pronunciation

a) Aims

Ss pronounce and understand the eight topic words and phrases in context.

b) Content

T models the pronunciation of each word (artisan /ˈɑːtɪzən/, handicraft /ˈhændikrɑːft/, preserve /prɪˈzɜːv/, pottery /ˈpɒtəri/) and drills chorally and individually. Ss complete Worksheet 1, Part A, by matching each word to its meaning and then using each word in the example sentence: '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.'

c) Expected outcomes

Ss’ matches on Worksheet 1, Part A:

artisan – thợ thủ công (a person who makes things by hand)
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
Ss say each word correctly and explain its meaning in English, for example: 'An artisan is a person who makes things by hand.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the word cards, models pronunciation and asks Ss to repeat in chorus, then individually. T gives the instruction for Worksheet 1, Part A.
Students
Ss repeat the words and listen to the stress patterns, for example ar-ti-zan and pot-ter-y.
Teacher
Step 2: Task performance
T walks around, checks pronunciation and helps pairs with difficult meanings.
Students
Ss work in pairs to match the words and then take turns reading each sentence aloud.
Teacher
Step 3: Report and discussion
T asks: 'What is an artisan?' and 'What does preserve mean?' and calls on pairs to answer.
Students
Expected answers: 'An artisan is a person who makes things by hand.' 'Preserve means keep something good for the future.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches, corrects pronunciation errors and points out that look after, find out and pass down are phrasal verbs (verb + particle).
Students
Ss correct their worksheets and write the eight words and meanings into their notebooks.

Activity 2.2: Knowledge formation · 20 minutes

Reading: Lan's visit to the pottery workshop

a) Aims

Ss read the text for the setting and the purpose, and separate what can be seen in the picture from what the text tells.

b) Content

Ss read the Meet the topic exchange and the passage once for the setting, then mark the question and the response in the exchange. T asks: 'Where did Lan go?', 'Who is Mr An?', 'Why did the club plan a free demonstration?' Ss complete Worksheet 1, Part B (a T-chart with two columns: What I can see / What the reading tells me) and Part C (purpose of the exchange).

c) Expected outcomes

Setting: a pottery workshop in Lan’s village, on Saturday, with the school community club.
Purpose of the exchange: Lan asks Mr An politely for help and information, and asks permission to write down the steps.
T-chart, Part B:

What I can see: a teenage volunteer, an older man (artisan), clay, a table, small cups, a workshop.
What the reading tells me: Mr An did not let Ss use the hot kiln; a bowl needs time to dry before it is fired; the club planned a free demonstration for younger pupils; Mr An wanted to pass his craft down; Lan wrote a report and asked him to check the facts.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the Read actively instructions aloud, gives Ss three minutes of silent reading and shows the two-column T-chart on the board.
Students
Ss read silently and use the first highlighter colour to mark the question and the response in the exchange.
Teacher
Step 2: Task performance
T puts Ss into groups of four. Each pair in the group takes one task: pair 1 finds the setting, pair 2 finds the purpose. Ss then complete the T-chart together.
Students
Ss use the second highlighter colour to mark useful expressions such as 'pass his craft down' and 'check the facts'. Ss discuss: 'Is 'the bowl needs time to dry' seen in the picture or told in the text?'
Teacher
Step 3: Report and discussion
T calls one group to share the setting, another to share the purpose, and asks the rest to agree or add.
Students
Expected answers: 'The setting is a pottery workshop.' 'The purpose is to ask for help politely.' 'We can see a teenager and an artisan, but the reading tells us the club planned a demonstration.'
Teacher
Step 4: Conclusion and assessment
T confirms the setting and the purpose, and stresses the difference between what we see and what the text tells us. T reminds Ss to check facts before they report.
Students
Ss correct their T-charts and write one sentence about the setting and one about the purpose in their notebooks.

Activity 2.3: Knowledge formation · 14 minutes

Language focus: how + to-infinitive and phrasal verbs

a) Aims

Ss form and use how + to-infinitive after know, learn, ask and decide, and recognise the phrasal verbs find out, look after and pass down.

b) Content

T writes examples on the board: 'We learned how to shape clay.' 'Lan asked how to make a bowl.' 'The club decided how to organise the demonstration.' T asks: 'Which word comes after how?' 'Is there a second subject after how?' 'Which is correct: how we to shape or how to shape?' T then presents the phrasal verbs find out (discover), look after (care for), pass down (transmit) and asks Ss to test whether the particle can move: 'pass down their skills' or 'pass their skills down'.

c) Expected outcomes

Ss’ conclusions:

Structure: know / learn / ask / decide + question word + to-infinitive, for example: 'I do not know how to use this tool.'
No second subject: 'how to shape', not 'how we to shape'.
Phrasal verbs: find out = discover; look after = care for; pass down = transmit.
Ss rewrite one sentence: 'Lan wanted to know ... (how / make) a bowl.' → 'Lan wanted to know how to make a bowl.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the examples on the board and asks Ss to read them aloud.
Students
Ss read the examples and underline the question word and the to-infinitive.
Teacher
Step 2: Task performance
T guides Ss with questions and checks the correct form. T gives the example 'pass down their skills / pass their skills down' and asks Ss to decide which is possible.
Students
Ss answer in pairs. Expected answer: 'We do not write how we to shape.' 'Both pass down their skills and pass their skills down are possible.'
Teacher
Step 3: Report and discussion
T invites pairs to share their answers and corrects any errors on the board.
Students
Ss say: 'After know, learn, ask and decide we use how + to-infinitive.' 'Look after cannot be split: look after the garden, not look the garden after.'
Teacher
Step 4: Conclusion and assessment
T summarises the grammar point and the three phrasal verbs, and reminds Ss to learn the whole phrase.
Students
Ss write the rule and the three phrasal verbs with meanings in their notebooks.

Activity 3: Practice · 18 minutes

Exercises 1–6: comprehension, matching and gap-fill

a) Aims

Ss check their understanding of the exchange and passage, and apply vocabulary and the how + to-infinitive structure.

b) Content

Ss complete Worksheet 2: Exercise 1 (multiple choice on the opening question), Exercise 2 (match topic words to meanings), Exercises 3 and 4 (reading comprehension on the passage), Exercise 5 (complete the word for thợ thủ công), Exercise 6 (complete 'I do not know how ___ this tool. (use)'). Ss work individually for six minutes, then compare answers with a partner.

c) Expected outcomes

Answer key:

Exercise 1: A. The opening question seeks help or information politely.
Exercise 2: artisan – thợ thủ công; community helper – người giúp ích cộng đồng; handicraft – sản phẩm thủ công; preserve – gìn giữ.
Exercise 3: B. Lan is the main named learner; Mr An is the teacher and an artisan.
Exercise 4: The pottery workshop in Lan’s village is central to the account.
Exercise 5: artisan
Exercise 6: to use (How + to-infinitive follows know.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the instructions for each exercise and reminds Ss to read the passage once more before answering Exercises 3 and 4.
Students
Ss read the instructions and the questions carefully.
Teacher
Step 2: Task performance
T monitors, gives hints if needed (for example: 'Look for the named person who learns something.') and checks Ss’ spelling of artisan and handicraft.
Students
Ss work individually for six minutes, then compare answers with a partner and correct each other.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers to each exercise and asks the class to agree or disagree.
Students
Expected answers: 'The answer to Exercise 1 is A because Lan asks for help.' 'The answer to Exercise 6 is to use.'
Teacher
Step 4: Conclusion and assessment
T gives the answer key, explains any mistakes and praises accurate answers. T may use the NeoEdu page for quick self-check.
Students
Ss correct their worksheets in a different colour and note the mistakes they made.

Activity 4: Application · 16 minutes

Real-life exchange: asking a community helper

a) Aims

Ss use the target language to ask for help politely, give a polite reply, and explain why local community matters.

b) Content

Ss complete Exercise 7 (two or three connected sentences explaining why the local community matters, using at least two of: artisan, community helper, handicraft, preserve) and Exercise 8 (continue the exchange 'Lan: Could you show me how to shape a bowl? Mr An: Certainly... Lan: Thank you. May I write down the steps?' with one useful reply and a polite closing). Then Ss role-play in pairs: Student A asks a community helper (a potter, a nurse or a teacher) how to do something; Student B answers politely. Ss write three to four sentences about a local craft or community helper in their notebooks.

c) Expected outcomes

Model answers:

Exercise 7: 'The artisan shapes a bowl by hand, and this handicraft helps us preserve local skills. A community helper, such as a nurse, supports people every day. Local people working together keep our community strong.'
Exercise 8: 'Certainly. You may write the steps down, but please keep your notebook away from the wet clay. Thank you for visiting our workshop.'
Role-play: Ss use could/would + how to + verb, and close politely with Thank you.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains Exercises 7 and 8 and gives the role-play instructions. T shows the scoring criteria for Exercise 7 (relevant local point 0.4, two vocabulary items used naturally 0.3, intelligible English 0.3) and for Exercise 8 (answers the question 0.5, polite closing 0.2, appropriate grammar 0.3).
Students
Ss read the criteria and choose a community helper for the role-play.
Teacher
Step 2: Task performance
T monitors pair work, helps Ss with word choice and invites confident pairs to perform first.
Students
Ss write their answers to Exercises 7 and 8, then perform the role-play. Expected question: 'Could you show me how to make a handicraft?' Expected reply: 'Certainly. Keep the material moist and move slowly.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to perform in front of the class and asks the class to give one positive comment.
Students
Pairs perform; classmates comment: 'Your reply is polite.' 'You used how to make correctly.'
Teacher
Step 4: Conclusion and assessment
T praises the role-plays, corrects major errors and summarises the target language: how + to-infinitive, polite closings and the topic words.
Students
Ss record the best sentences in their notebooks and note one improvement for themselves.

Worksheets

Worksheet 1: Vocabulary, reading setting and purpose

Part A: Match each word with its meaning.

artisan
community helper
handicraft
preserve
pottery
look after
find out
pass down
Meanings: (a) gìn giữ; (b) thợ thủ công; (c) sản phẩm thủ công; (d) người giúp ích cộng đồng; (e) đồ gốm; (f) truyền lại; (g) tìm hiểu; (h) chăm sóc.

Part B: Complete the T-chart after reading the passage.

What I can see:
What the reading tells me:

Part C: Answer in one sentence.

Where is the setting of the text?
What is the purpose of the exchange between Lan and Mr An?

Worksheet 2: Practice exercises

Exercise 1: Lan: Could you show me how to shape a bowl? Mr An: Certainly. Keep the clay moist and move slowly. Lan: Thank you. May I write down the steps? 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

Exercise 2: Match the topic words to their meanings.

artisan / community helper / handicraft / preserve

Exercise 3: Read the passage about Lan’s visit. Who is the main named learner or participant?
A. Mr An
B. Lan
C. an unnamed volunteer

Exercise 4: Which setting or activity is central to the account?

Choose the option that describes the place where Lan went on Saturday.

Exercise 5: Complete the word for thợ thủ công: ________.

Exercise 6: I do not know how ________ this tool. (use)

Homework

Write a short paragraph of four to five sentences about a community helper or a local craft in your village. Use at least two topic words (artisan, handicraft, community helper, preserve, pottery) and one sentence with how + to-infinitive.
Practise the pronunciation of the eight topic words and record yourself reading the Meet the topic exchange. Listen and correct your stress.
Learn the three phrasal verbs find out, look after and pass down with one example sentence each.
Do the interactive exercises on the NeoEdu page: neoedu.vn/learn/9/english/unit-1-getting-started, and check your answers.
Prepare for the next lesson by reading the Language focus section and writing two sentences that use know, learn, ask or decide + how + to-infinitive.

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