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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 5. Unit 4: Remembering the past

Giáo án A Closer Look 2

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Form and use the past continuous (was/were + V-ing) to describe an action in progress at a past time.
    • Combine the past continuous with the past simple to show an action interrupted by another action.
    • Use wish + past simple to express unreal present wishes, and use were for all subjects after wish with be.
    • Use the vocabulary: heritage, preserve, generation, traditional.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work out the rule from worked examples, check their own answers against the key, and correct their mistakes without waiting for the teacher.
  • Communication and collaboration: Ss discuss in pairs and small groups, explain their reasoning to classmates, and give peer feedback on sentences.
  • Problem-solving and creativity: Ss apply the rule to new sentences about their own family and create an original sentence that combines an ongoing past action with an interruption.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to model sentences, speak about a family recipe using the past continuous and wish, and write one original sentence.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the form was/were + V-ing, use the past simple after while or when for interruptions, use knew/had after wish, and pronounce the linked forms naturally in short sentences.

3. Personal qualities

  • Diligence: Ss complete all practice exercises on time and revise their answers until each sentence is correct.
  • Responsibility: Ss take turns in pairs, check their partner's work honestly, and finish their homework on the sentence writing task.
  • Kindness: Ss give supportive, polite feedback to classmates when correcting errors in their sentences.

II. Teaching aids and materials

1. Teacher

  • Projector, slides and the board
  • Picture of a grandmother cooking in the kitchen (for the warm-up)
  • Worksheet 1 (copied for each pair)
  • NeoEdu online lesson page with the presentation, examples and interactive exercises: neoedu.vn/learn/9/english/unit-4-a-closer-look-2
  • Timer and small cards for pair checking

2. Students

  • Textbook English 9 (Global Success), Unit 4
  • Notebook, pens and pencils
  • Small whiteboards and markers (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Grandma's Kitchen

a) Aims

Ss activate prior knowledge about family recipes and the topic of the unit, and get ready to notice the past continuous tense in context.

b) Content

T shows a picture of a grandmother cooking and asks Ss questions about it. Ss look at the picture and answer: What is Grandma doing? Do you have a family recipe? What is a traditional dish in your family? Ss use the words heritage, preserve, generation and traditional in their answers.

c) Expected outcomes

Ss give short oral answers, for example: 'Grandma is cooking.' 'Our family preserves the recipe for traditional spring rolls.' Ss recall that some recipes are part of cultural heritage and are passed to each generation. T writes the target question on the board: 'What was Grandma doing at eight last night?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'What is Grandma doing in this picture?' Then T asks: 'Does your family have a special recipe? Who preserves it?'

    Students

    Ss look at the picture and listen to the questions.

  2. Teacher

    Step 2: Task performance

    T monitors and gives support with vocabulary (heritage, preserve, generation, traditional) when Ss hesitate.

    Students

    Ss think for one minute and then answer in pairs. Possible answer: 'Grandma is cooking dinner.' 'We have a family recipe for a traditional cake.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 to 4 pairs to share their answers and asks: 'What was Grandma doing at eight last night?'

    Students

    Ss report their answers. Possible answer: 'She was cooking dinner at eight last night.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says that today's lesson will help Ss talk about actions in progress in the past and unreal wishes. T writes the title 'Past continuous and wish' on the board.

    Students

    Ss copy the title and the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Past Continuous and Interruptions

a) Aims

Ss understand the form and use of the past continuous, and how it combines with the past simple to show an interrupted action.

b) Content

T presents the form was/were + V-ing and the function: an action in progress at a past time. Ss work in pairs with Worked example 1 (At eight last night, Grandma ___ dinner. (cook)) and Worked example 2 (While we ___, the lights went out.). Ss identify the subject, the verb pattern and the reason for the choice. Then Ss complete a mini mind map with the headings Form, Use, and Interruption. Example sentence: While Grandma was cooking, I arrived.

c) Expected outcomes

Ss write the answers to the worked examples:

  • Example 1: was cooking (At a past time, was + cooking shows an action in progress.)
  • Example 2: were studying (Past continuous gives the background action.)
    Ss complete the rule in their notebooks:
  • Form: was/were + V-ing (was for I, he, she, it; were for you, we, they)
  • Use: an action in progress at a past time
  • Interruption: past continuous (background action) + past simple (interrupting action)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the intended meaning on the board: 'an action in progress at a past time'. T asks: 'Which verb form shows an action in progress in the past?' T gives Worked example 1 and asks Ss to find the subject and verb pattern.

    Students

    Ss read Worked example 1 and think about the subject 'Grandma' and the verb pattern for the past action.

  2. Teacher

    Step 2: Task performance

    T guides Ss with Worked example 2 and asks: 'Which action is the background action? Which action interrupts?' T asks Ss to draw the mind map in pairs.

    Students

    Pairs discuss and answer: 'Background action: we were studying. Interruption: the lights went out.' Pairs fill in the headings Form, Use and Interruption.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to show their mind maps and asks: 'Why is it were studying and not study?'

    Students

    Pairs present their mind maps. Possible answer: 'Because the action was in progress at a past time, so we use the past continuous.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the form and use, and reads the sentence While Grandma was cooking, I arrived. T highlights that the past simple is used for the interruption and the past continuous for the background action.

    Students

    Ss write the rule in their notebooks and repeat the example sentence after T, paying attention to the linking in 'was cooking'.

Activity 2.2: Knowledge formation · 10 minutes

Wish with Past Simple

a) Aims

Ss understand how wish + past simple expresses an unreal present wish, and recognise the use of were with all subjects in wishes with be.

b) Content

T presents the sentences I wish I knew the recipe and I wish our school had a larger garden. T asks Ss to compare the verb in the wish clause with the real present situation. Ss look at the rule: wish + past simple expresses an unreal present wish; with be, were is a standard form for all subjects in wishes. Ss make a short chart with the columns Real situation and Wish.

c) Expected outcomes

Ss complete the chart:

  • Real situation: I don't know the recipe. / Wish: I wish I knew the recipe.
  • Real situation: Our school doesn't have a large garden. / Wish: I wish our school had a larger garden.
    Key rule written in notebooks: Wish + past simple expresses an unreal present wish. With be, were is used for all subjects: I wish I were taller. (Only 'were' in wishes with be.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two sentences I wish I knew the recipe and I wish our school had a larger garden on the board and asks: 'Is the wish possible now?'

    Students

    Ss read the sentences and look at the board. Ss think about whether the wish is real or unreal.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the chart in pairs and to explain why the verb is in the past simple form even though the wish is about the present.

    Students

    Pairs complete the chart and discuss. Possible answer: 'The verb is past simple, but the meaning is present, because the wish is unreal now.'

  3. Teacher

    Step 3: Report and discussion

    T asks one or two pairs to report and checks the answers. T asks: 'What form do we use after wish with the verb be?'

    Students

    Pairs report their charts. Possible answer: 'We use were for all subjects, for example, I wish I were a better cook.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule: wish + past simple expresses an unreal present wish, and with be we use were for all subjects. T points out the common mistake: 'I wish I know' is wrong; the correct form is 'I wish I knew'.

    Students

    Ss write the rule in their notebooks and repeat the correct sentence I wish I knew the answer after T.

Activity 3: Practice · 8 minutes

Pair Check and Quick Decisions

a) Aims

Ss use the past continuous and wish + past simple accurately in gap-fill, multiple-choice and judging exercises.

b) Content

Ss complete Worksheet 1 in pairs (Exercises 1 to 6 from the textbook). Pairs first answer individually, then check with each other. Pairs with a different answer must give a reason before the teacher confirms the key. T uses the NeoEdu interactive exercises for quick checking if time allows.

c) Expected outcomes

Answer key for Worksheet 1:

  1. was cooking (At a past time, was + cooking shows an action in progress.)
  2. A. were studying (Past continuous gives the background action.)
  3. knew (Wish + past simple expresses an unreal present.)
  4. B. had (Wish about the present uses had.)
  5. The pupils were cleaning the garden. (Plural subject + were + V-ing.)
  6. a) True (Đ); b) False (S). Correct sentence: I wish I knew the answer. (The second needs knew after wish.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and sets a time limit of 4 minutes for individual work. T reminds Ss to use the rules from the explore activities.

    Students

    Ss receive Worksheet 1 and work individually on Exercises 1 to 6.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the pairs' discussions and supports Ss who are stuck on the difference between was/were and the past simple.

    Students

    Ss compare answers with their partner, give reasons, and correct each other. Possible difficulty: 'Why is it knew and not know?' Ss answer: 'After wish we use the past simple.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers to Exercises 2, 4 and 6, and asks the class to vote with thumbs up or down.

    Students

    Ss read the answers aloud and explain their reasons, for example: 'Sentence 6a is true because the action was in progress when the phone rang.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reveals the key on the projector and explains any remaining errors, especially sentence 6b. T praises pairs with all correct answers.

    Students

    Ss check their work, correct mistakes in red pen, and record the key in their notebooks.

Activity 4: Application · 10 minutes

My Family Recipe Story

a) Aims

Ss produce original sentences and speak about a family memory, using the past continuous with an interruption and wish + past simple to make meaningful statements.

b) Content

Ss complete the production tasks: Exercise 7 (Rewrite as a present wish: I cannot visit the old school.) and Exercise 8 (Write one sentence combining an ongoing past action and an interruption). Then Ss work in pairs to tell each other about a family recipe. Each S uses at least one past continuous sentence with an interruption and one wish sentence. Example: While my grandfather was telling a story, the phone rang. I wish I knew the recipe for his traditional soup.

c) Expected outcomes

Ss write:

  • Exercise 7: I wish I could visit the old school. (Could expresses an unreal present ability.)
  • Exercise 8: Example: While my grandfather was telling a story, the phone rang. (Was telling is background; rang is the interruption.)
    In pairs, each S speaks for about 40 seconds and includes at least two target structures: one past continuous with an interruption and one wish + past simple.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two production tasks on the board and explains the criteria: correct target structure, clear meaning and at least one personal detail about a family recipe or memory.

    Students

    Ss read the tasks and the criteria, and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write their sentences for Exercises 7 and 8 individually, then to share one personal sentence with a partner. T monitors and reminds Ss to use the words heritage, preserve, generation and traditional.

    Students

    Ss write their sentences and then speak in pairs. Possible speaking: 'While my mother was cooking, I wished I knew how to make the soup.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 Ss to share their sentences with the class and asks the class to listen for the correct forms.

    Students

    Ss read their sentences aloud. Classmates check the structure and give one comment, for example: 'Your sentence is correct because was telling is the background action.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the most common errors, such as 'I wish I know' instead of 'I wish I knew', and summarises the two structures of the lesson. T praises the Ss who created original and meaningful sentences.

    Students

    Ss note the corrections in their notebooks and repeat the correct sentences after T.

Worksheets

Worksheet 1

Exercise 1. Use the past continuous of cook: At eight last night, Grandma ___ dinner. (cook)
Exercise 2. While we ___, the lights went out.

  • A. were studying
  • B. study
  • C. are studying
  • D. studies
    Exercise 3. I wish I ___ the old recipe. (know)
    Exercise 4. I wish our school ___ a larger garden.
  • A. has
  • B. had
  • C. will have
  • D. having
    Exercise 5. Build the past continuous sentence: The pupils / were / cleaning / the garden.
    Exercise 6. Judge the sentences (Đ = correct, S = incorrect):
  • a) She was reading when I called.
  • b) I wish I know the answer.
    Exercise 7. Rewrite as a present wish: I cannot visit the old school.
    Exercise 8. Write one sentence combining an ongoing past action and an interruption.

Homework

  • Write three sentences about your family in the past, using the past continuous with an interruption. Example: While my grandmother was cooking, the power went out.
  • Write two wish sentences about things you want to change now, using wish + past simple. Remember: I wish I were... for all subjects with be.
  • Revise the words heritage, preserve, generation and traditional, and make one sentence with each word.
  • Practise the interactive exercises on the NeoEdu page: neoedu.vn/learn/9/english/unit-4-a-closer-look-2, then check your score and write down any mistakes.

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