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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 6. Unit 5: Our experiences

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • understand and use eight topic words: memorable, embarrassing, thrilling, confidence, participate, opportunity, challenge, achievement
  • pronounce the sounds /j/ and /w/ clearly in words and in a sentence
  • form and use the present perfect (have/has + past participle) with ever, never, already, yet, for and since to talk about experiences

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete vocabulary matching and practice tasks on their own, then check their answers against the key.
  • Communication and collaboration: Ss work in pairs and groups to share personal experiences, compare answers and give peer feedback on pronunciation.
  • Problem-solving and creativity: Ss use the new words to write their own sentences about an experience and an achievement.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a recording and identify words, read a sentence aloud, talk about a memorable experience and write two connected sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the meaning and use of topic words, distinguish /j/ from /w/, and use have/has + past participle correctly with time expressions.

3. Personal qualities

  • Diligence: Ss practise the target sounds repeatedly and complete all tasks in the time given.
  • Responsibility: Ss take turns in pair work, listen carefully to their partners and give honest, constructive feedback.
  • Honesty: Ss describe real experiences and achievements and avoid copying sentences without understanding them.

II. Teaching aids and materials

1. Teacher

  • Projector, slides and the board for the eight topic words and example sentences
  • Audio recording for Practice items 5 and 6 (from the NeoEdu lesson page: neoedu.vn/learn/9/english/unit-5-a-closer-look-1)
  • NeoEdu lesson page with the lecture, examples and interactive exercises (for pronunciation models and self-check)
  • Word cards for the eight topic words
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)

2. Students

  • Textbook English 9 (Global Success), Unit 5, A Closer Look 1
  • Notebook, pen and pencil
  • A small piece of paper for writing the two sentences
  • Smartphone or tablet with the NeoEdu page (optional, for self-check)

III. Procedures

Activity 1: Warm-up · 4 minutes

Sharing memorable experiences

a) Aims

Ss activate their prior knowledge and get ready for the topic of experiences.

b) Content

T asks Ss two questions: 'What is the most memorable experience you have had?' and 'Have you ever done something embarrassing or thrilling?' Ss talk in pairs and then share one example with the class.

c) Expected outcomes

Ss name at least two experiences, for example: 'I joined a summer camp. It was memorable.' T writes the word 'experience' on the board as the topic of the lesson.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two questions on the board and says: 'Think of one memorable or embarrassing moment in your life. You have 30 seconds.'

    Students

    Ss think silently and choose one experience to talk about.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, ask and answer the two questions, and take notes of key words.

    Students

    Ss take turns asking and answering. Possible answer: 'My most memorable experience was a trip to Da Nang with my class. It was thrilling.'

  3. Teacher

    Step 3: Report and discussion

    T invites three or four pairs to share and asks: 'Did your partner's experience surprise you?'

    Students

    Ss share their partner's experience, for example: 'My partner forgot her lines in a school play. It was embarrassing but funny.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss and says: 'Today we will learn words to describe experiences and how to use the present perfect to talk about them.' T writes the title of the lesson on the board.

    Students

    Ss listen and copy the title into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Topic vocabulary in meaningful groups

a) Aims

Ss understand the meaning of eight topic words, group them by meaning and use them in context.

b) Content

Ss look at the eight words in the textbook and match each word with its Vietnamese meaning. Then Ss complete Worksheet 1 by grouping the words:

  • Group A (feelings and qualities about experiences): memorable, embarrassing, thrilling, confidence
  • Group B (learning and achievement): participate, opportunity, challenge, achievement
    Ss read the example sentence next to each word.

c) Expected outcomes

Ss complete Worksheet 1 with the following answers:

  • memorable – đáng nhớ: The trip was a memorable experience.
  • embarrassing – gây ngượng ngùng: Forgetting my lines was embarrassing.
  • thrilling – hào hứng: The final challenge was thrilling.
  • confidence – sự tự tin: Practice gave me confidence.
  • participate – tham gia: I participated in a summer course.
  • opportunity – cơ hội: The course was an opportunity to learn.
  • challenge – thử thách: Working in a team was a challenge.
  • achievement – thành tựu: Finishing the project was an achievement.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the eight words on the board and hands out Worksheet 1. T asks: 'Which word means đáng nhớ? Which word means tham gia?' Then T asks Ss to group the words by meaning.

    Students

    Ss listen, look at the words in the textbook and prepare to complete Worksheet 1 with a partner.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps Ss who are stuck by pointing to the example sentences.

    Students

    Ss match the words with their meanings and place them in Group A or Group B. Ss read the example sentences aloud. Possible question from a pair: 'Why does confidence go with Group A?' Answer: 'Because it describes how you feel about yourself.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their groups and asks the class: 'Do you agree? Why?'

    Students

    Ss compare their answers with other pairs and explain their choices.

  4. Teacher

    Step 4: Conclusion and assessment

    T models the pronunciation of each word, stressing the stress syllable (mem-o-ra-ble, con-fi-dence, op-por-tu-ni-ty, a-chieve-ment). T confirms the two groups on the board.

    Students

    Ss repeat the words chorally and write the correct groups in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronouncing the sounds /j/ and /w/

a) Aims

Ss pronounce /j/ and /w/ distinctly in words and in a short sentence.

b) Content

T models /j/ in yes and youth, and /w/ in we and workshop. T contrasts west and yes to show the difference. Ss repeat the words and then read the sentence 'We joined a youth workshop.' slowly and then at normal speed.

c) Expected outcomes

Ss produce /j/ with the tongue high and no blocking of air, and /w/ with rounded lips gliding into the following vowel. Ss read the sentence 'We joined a youth workshop.' without adding an extra vowel before the glide.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the difference between yes and west. Now repeat after me.' T writes yes, youth, we and workshop on the board and marks the first sound of each word.

    Students

    Ss listen carefully to the model and watch T's lips and tongue.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat chorally, then individually. T gives feedback on the target sound only.

    Students

    Ss repeat the four words. Then one student reads the sentence aloud while the class listens and checks whether the /w/ glide is clear.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read the sentence alone and asks the class: 'Did you hear the difference between /j/ and /w/?'

    Students

    Ss read the sentence and give short feedback, for example: 'He said west, not yes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: '/j/ begins yes and youth, with the tongue high. /w/ begins we and workshop, with rounded lips. Do not add a vowel before the glide.' T asks Ss to repeat the summary once.

    Students

    Ss repeat the summary and practise the sentence once more in pairs.

Activity 2.3: Knowledge formation · 6 minutes

Language focus: the present perfect

a) Aims

Ss understand the form and use of the present perfect to talk about experiences and completed actions.

b) Content

T shows the example 'She has visited the museum twice.' and asks Ss to identify the auxiliary verb and the past participle. T presents the key time expressions: ever and never for experience; already and yet for completion; for + duration and since + starting point. T contrasts 'I visited the museum yesterday.' (past simple) with 'I have visited the museum twice.' (present perfect). Ss complete Worksheet 2.

c) Expected outcomes

Ss write the rule on the board in their notebooks: have/has + past participle connects a past experience with the present. Ss do not use the present perfect with a finished past time such as yesterday; they use the past simple then. Ss complete Worksheet 2 with the answers: 1. has visited; 2. finished; 3. since; 4. has/have been; 5. yet.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'She has visited the museum twice.' on the board and asks: 'Which word is the auxiliary? What form follows it?' T distributes Worksheet 2.

    Students

    Ss look at the sentence and answer: 'has' is the auxiliary, and 'visited' is the past participle.

  2. Teacher

    Step 2: Task performance

    T guides Ss through the time expressions and asks: 'Can we say I have visited the museum yesterday? Why not?' T monitors Ss while they complete Worksheet 2.

    Students

    Ss complete Worksheet 2 individually, then check with their partner. Possible answer: 'No, because yesterday is a finished past time, so we use the past simple.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two Ss to read their answers for items 1 to 5 and asks the class to agree or correct.

    Students

    Ss read their answers aloud and correct any mistakes together.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: 'have/has + past participle; ever/never for experience, already/yet for completion, for + duration, since + starting point; no finished past time with the present perfect.' T gives the example 'Ss have learned English for six years.'

    Students

    Ss copy the rule into their notebooks and repeat the example sentence.

Activity 3: Practice · 10 minutes

Vocabulary, pronunciation and listening check

a) Aims

Ss check their understanding of topic words, pronunciation and listening skills through short exercises.

b) Content

Ss do the following exercises in pairs:

  1. Match the words memorable, embarrassing, thrilling and confidence with their Vietnamese meanings.
  2. Match the words participate, opportunity, challenge and achievement with their Vietnamese meanings.
  3. Write the English word meaning 'tham gia': ______.
  4. Which word begins with /w/? A. youth; B. yes; C. workshop; D. year.
  5. Listen. Which vocabulary item do you hear? A. embarrassing; B. confidence; C. memorable; D. thrilling.
  6. Listen to the sentence. Which vocabulary item occurs in it? A. challenge; B. thrilling; C. opportunity; D. achievement.

c) Expected outcomes

Answers:

  1. memorable – đáng nhớ; embarrassing – gây ngượng ngùng; thrilling – hào hứng; confidence – sự tự tin
  2. participate – tham gia; opportunity – cơ hội; challenge – thử thách; achievement – thành tựu
  3. participate (I participated in a summer course.)
  4. C. workshop (Workshop begins with /w/; the other words begin with /j/.)
  5. C. memorable (The recording says memorable.)
  6. B. thrilling (The sentence is: The final challenge was thrilling.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the six items and reminds Ss that items 5 and 6 are listening items. T plays the recording from the NeoEdu page twice.

    Students

    Ss read the items, then listen carefully to the recording for items 5 and 6.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete items 1 to 4 first, then listen and answer items 5 and 6. T monitors and helps Ss who have difficulty with the recording.

    Students

    Ss complete the matching and multiple-choice items in pairs. Ss listen and choose the answers for items 5 and 6.

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to read the answers for one item and checks the class's responses. T asks: 'Why is the answer to item 4 workshop?'

    Students

    Ss give answers and explain: 'Workshop begins with /w/, and yes and youth begin with /j/.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reveals the key on the board and reminds Ss of the meaning and pronunciation of each target word.

    Students

    Ss check their answers, correct mistakes and record the correct answers in their notebooks.

Activity 4: Application · 7 minutes

Sharing an achievement and writing about it

a) Aims

Ss use the new words, the sounds /j/ and /w/, and the present perfect to talk and write about a personal experience.

b) Content

Ss read the sentence 'We joined a youth workshop.' aloud in pairs, then talk about an achievement they have had, using at least two topic words (for example opportunity, challenge, achievement). Ss write two connected sentences using 'opportunity' and 'achievement', for example: 'The course was an opportunity to learn. Finishing the project was an achievement.' Ss may use the present perfect in one sentence.

c) Expected outcomes

Ss produce:

  • a clear reading of 'We joined a youth workshop.' with distinct /j/ and /w/
  • a short spoken description of an achievement, for example: 'I have participated in a school science contest. It was a challenge, but it gave me confidence.'
  • two written sentences using opportunity and achievement with a logical link, for example: 'The course was an opportunity to learn. Finishing the project was an achievement.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Now you will use the words in your own life. First, read the sentence. Then talk about an achievement and write two sentences.'

    Students

    Ss prepare their ideas silently for one minute.

  2. Teacher

    Step 2: Task performance

    T asks pairs to read the sentence and talk about their achievement. T circulates to check pronunciation and sentence form, and then asks Ss to write two sentences on a small piece of paper.

    Students

    Ss read the sentence aloud and talk about an achievement. Ss write two connected sentences. Possible answer: 'Joining the English club was an opportunity to speak with foreigners. Speaking at the school festival was an achievement.'

  3. Teacher

    Step 3: Report and discussion

    T invites three or four Ss to read their sentences and gives feedback on the logical link and the use of the topic words.

    Students

    Ss read their sentences to the class. Peers listen and give one comment on the sentence.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the effort and summarises the lesson: 'You learned eight topic words, two sounds and the present perfect. Use them when you describe your experiences.' T gives the homework.

    Students

    Ss write the key words in their notebooks and listen to the homework instructions.

Worksheets

Worksheet 1

Vocabulary groups
Task: Match each word with its Vietnamese meaning, then put the word in the correct group.

Words:

  • memorable
  • embarrassing
  • thrilling
  • confidence
  • participate
  • opportunity
  • challenge
  • achievement

Vietnamese meanings (mixed order):

  • tham gia
  • thử thách
  • thành tựu
  • cơ hội
  • đáng nhớ
  • gây ngượng ngùng
  • hào hứng
  • sự tự tin

Group A (feelings and qualities about experiences):

Group B (learning and achievement):

Example sentences to read aloud:

  • The trip was a memorable experience.
  • Forgetting my lines was embarrassing.
  • Practice gave me confidence.
  • I participated in a summer course.

Worksheet 2

Present perfect quick check
Task: Complete each sentence with the correct form of the verb in brackets, or with the word in the box.

  1. She ______ (visit) the museum twice.
  2. They have already ______ (finish) the project.
  3. I have known my best friend ______ 2015.
  4. We ______ (be) to the summer camp, and we want to go again.
  5. Have you finished your homework ______?

Remember:

  • Use ever and never for experience.
  • Use already and yet for completion.
  • Use for with a duration and since with a starting point.
  • Do not use the present perfect with yesterday; use the past simple.

Homework

  • Write a short paragraph of 80 to 100 words about a memorable experience you have had. Use at least four topic words (memorable, embarrassing, thrilling, confidence, participate, opportunity, challenge, achievement) and at least two present perfect sentences with ever, never, already, yet, for or since.
  • Read the sentence 'We joined a youth workshop.' aloud five times, and record yourself. Listen to the recording and check whether /j/ and /w/ are clear and do not have an extra vowel.
  • Review the eight topic words and their meanings in the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-5-a-closer-look-1) and do the interactive exercises for self-check.
  • Prepare to share your paragraph with a partner in the next lesson.

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