Tiếng AnhLớp 9Phần 6. Unit 5: Our experiences

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Describe the four stages of a purposeful exchange: ask, respond, check and close.
- Use polite requests and useful responses such as “Certainly.”, “Let me check.”, “Do you mean ...?” and “Thanks for explaining.”
- Use the present perfect (have/has + past participle) with ever, never, already, yet, for and since to talk about past experiences, and use the past simple with a finished time such as yesterday.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the matching, ordering and multiple-choice tasks alone first, then check their answers against the key and correct their own mistakes.
Communication and collaboration: Ss take turns in pairs and groups, respond politely, check understanding and give one follow-up question in the role-play.
Problem-solving and creativity: Ss choose the most suitable response in a real situation and build a one-minute conversation about a memorable experience of their own.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the Nam–Mai exchange, respond to a partner’s request, check information and report one partner idea accurately.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary memorable, embarrassing, thrilling and confidence, and apply the present perfect and past simple correctly in context.

3. Personal qualities

Diligence: Ss finish all tasks within the time limit and prepare their speaking turns carefully.
Responsibility: Ss listen attentively to their partner, report the partner’s idea accurately and do not invent information.
Kindness: Ss respond politely, thank their partner and disagree respectfully when giving an opinion.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 9 (Global Success), Unit 5: Our experiences, lesson Communication
Projector or interactive whiteboard to show the exchange, the useful responses and the grammar notes
NeoEdu online lesson page: neoedu.vn/learn/9/english/unit-5-communication (interactive examples and exercises)
Worksheet No. 1 (printed, one copy per pair)
Timer and small cards or sticky notes for the matching task

2. Students

Textbook, notebook and pen
Pencil and eraser for the worksheet
A device to access NeoEdu, if available (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Getting started: a memorable experience

a) Aims

Ss activate prior knowledge about talking about experiences and notice the purpose of a conversation.

b) Content

T shows the exchange on the board:
Nam: Could you tell me about a memorable experience?
Mai: I have just completed a drama course.
Nam: That sounds interesting. What have you learned?
T asks: “What is Nam doing in this exchange? What is Mai doing?”
T asks Ss to think of a memorable experience of their own and name it in one word (e.g., trip, contest, camp).

c) Expected outcomes

Ss identify that Nam asks for information, Mai answers, and Nam shows interest and asks a follow-up question. Ss list 2–3 memorable experiences in one word each, such as “trip”, “drama course”, “camp”.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the Nam–Mai exchange and asks: “What is the purpose of Nam’s first question?” T gives 1 minute of thinking time.
Students
Ss read the exchange silently and think about the question.
Teacher
Step 2: Task performance
T monitors and encourages Ss to answer in full sentences.
Students
Ss work individually, then turn to a neighbour to compare ideas. Expected answer: “Nam asks Mai for information. Mai answers, and Nam shows interest.”
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their answers and asks: “What experience would you like to talk about today?”
Students
Some Ss report their answers. Expected: “Nam wants to know about Mai’s experience.” Ss share one memorable experience each.
Teacher
Step 4: Conclusion and assessment
T writes the lesson title “Communication” on the board and says: “Today we will learn how to have a useful exchange and how to talk about our experiences.”
Students
Ss copy the title into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

A purposeful exchange and useful responses

a) Aims

Ss understand that a useful exchange has four stages (ask, respond, check and close) and learn polite responses to use in conversation.

b) Content

T asks Ss to read the explanation in the textbook silently: a useful exchange has a clear purpose: ask, respond, check and close. Ss then do Worksheet No. 1, Part A (matching each expression to its purpose) and Part B (putting the short exchange in a natural order).
Key questions from T:

“Why should we use a polite question rather than an order?”
“What can you say if you are unsure about something?”

c) Expected outcomes

Ss complete Worksheet No. 1:
Part A – Matching:

Could you help me? – request help
Do you mean the morning session? – check understanding
Thank you for explaining. – express thanks
Let me check the timetable. – avoid guessing
Part B – Correct order: 1. Could you tell me more about the activity? 2. Certainly. It starts on Saturday. 3. Do we need to bring anything? 4. Just a notebook. Thank you for asking.
Ss write in their notebook: “Use a polite question rather than an order. If you are unsure, ask ‘Could you explain that?’ instead of pretending to understand.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet No. 1 to each pair and explains the two parts. T sets a time limit of 5 minutes for Part A and 4 minutes for Part B.
Students
Ss read the instructions and ask questions if needed.
Teacher
Step 2: Task performance
T walks around, checks pairs’ progress and prompts with: “Which expression shows that the speaker is checking, not answering?”
Students
Pairs discuss and complete Part A and Part B. Expected difficulty: Ss may match “Let me check the timetable.” with “check understanding”. T reminds them that this expression means avoiding a guess.
Teacher
Step 3: Report and discussion
T calls on 2 pairs to read their matching answers and their ordered exchange aloud. T asks the class: “Do you agree?”
Students
Ss say: “Could you help me? is a request for help.” and read the ordered exchange: “Could you tell me more about the activity? – Certainly. It starts on Saturday. – Do we need to bring anything? – Just a notebook. Thank you for asking.”
Teacher
Step 4: Conclusion and assessment
T confirms the four stages (ask, respond, check, close) on the board and models the useful responses with correct intonation. T reminds Ss to write the key notes in their notebooks.
Students
Ss repeat the useful responses after T and copy the key notes: “Certainly.”, “Let me check.”, “Do you mean ...?”, “Thanks for explaining.”

Activity 2.2: Knowledge formation · 8 minutes

Talking about experiences: present perfect

a) Aims

Ss understand how the present perfect connects past experiences with the present and how it differs from the past simple.

b) Content

T writes two sentences on the board:

Mai has just completed a drama course.
Mai completed the drama course last summer.
T asks: “Which sentence connects the past with now? Why can we not say ‘I have completed the course yesterday’?”
T presents the form: have/has + past participle, with ever/never (experience), already/yet (completion), for + duration and since + starting point.
T gives the example: “She has visited the museum twice.” (She takes has + past participle.)

c) Expected outcomes

Ss write the rule in their notebooks:

Present perfect: have/has + past participle connects a past experience with the present.
Use ever/never for experience, already/yet for completion, for + duration and since + starting point.
Do not normally combine the present perfect with a finished past time such as yesterday; use the past simple then.
Example: She has visited the museum twice. (has, not have)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two sentences on the board and asks the guiding question. T gives Ss 1 minute to think.
Students
Ss read the two sentences and think about the answer.
Teacher
Step 2: Task performance
T elicits the form and checks the auxiliary: “Do we use have or has with she?”
Students
Ss answer: “The first sentence connects the past with now, because it has just happened.” and “We cannot say yesterday with the present perfect because the time is finished.” Ss say: “We use has with she.”
Teacher
Step 3: Report and discussion
T invites Ss to complete the example “She {{1}} visited the museum twice.” and asks them to explain their choice.
Students
Ss say: “She has visited the museum twice.” They explain: “has is used with she.”
Teacher
Step 4: Conclusion and assessment
T confirms the grammar rule and writes the key words (ever, never, already, yet, for, since) on the board. T reminds Ss that the present perfect and the past simple are different tools.
Students
Ss copy the rule and the examples into their notebooks.

Activity 3: Practice · 12 minutes

Checking your understanding: quick quiz

a) Aims

Ss practise choosing helpful responses, identifying the purpose of a reply and correctly ordering a conversation.

b) Content

Ss complete the quiz individually, then compare with a partner.
Task 1: Someone says “Could you explain that again?” Choose a helpful response.
A. Thank you for inviting me.
B. Certainly. Let me give an example.
C. I agree with your conclusion.
D. You are welcome; I enjoyed the trip.
Task 2: Listen or read: “Let me check the timetable.” What is the speaker doing?
A. Asking the listener to repeat a question
B. Making an immediate promise
C. Checking information before answering
D. Politely declining an invitation
Task 3: Use the words from the exchange to complete: Mai has just ____ a drama course. (completed)

c) Expected outcomes

Answer key:

Task 1: B. Certainly. Let me give an example. (A polite request needs a cooperative explanation.)
Task 2: C. Checking information before answering. (“Let me check ...” avoids an unsupported answer.)
Task 3: completed (present perfect: has/have + just + completed).
Ss also answer the exercises on the NeoEdu page if time allows, and write the score in their notebook.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects the three tasks on the board and explains that Ss work alone for 5 minutes, then check with a partner.
Students
Ss read the tasks and prepare to answer individually.
Teacher
Step 2: Task performance
T monitors quietly and gives hints when needed, for example: “Which response gives an example as well as agreeing to help?”
Students
Ss complete the tasks alone, then compare answers with a partner. Some Ss may choose A or D at first; T guides them to the polite and cooperative response.
Teacher
Step 3: Report and discussion
T asks 3 Ss to give answers and explain their choices. T asks the class to vote with hand signals (A, B, C, D).
Students
Ss answer: “B, because Certainly shows willingness and Let me give an example gives help.” “C, because Let me check means the speaker is checking first.”
Teacher
Step 4: Conclusion and assessment
T confirms the correct answers and explains: “A polite request needs a cooperative answer, and Let me check avoids guessing.” T asks Ss to correct any wrong answers in their notebooks.
Students
Ss correct their mistakes and write the correct answers down.

Activity 4: Application · 10 minutes

Role-play: sharing a memorable experience

a) Aims

Ss use the purposeful exchange, the useful responses and the present perfect to talk about a real experience in a one-minute role-play.

b) Content

Pairs role-play a one-minute conversation about their experiences. Each conversation must include:

a request (Could you tell me about ...?)
a reply (I have just ... / I have ever ...)
a check of understanding (Do you mean ...?)
one follow-up question related to the exchange
After the role-play, Ss swap roles and give one reason for their choice of experience.
Homework extension: Ss write a short exchange of 4–5 lines about a memorable experience for next lesson.

c) Expected outcomes

Each pair performs a one-minute conversation with three communicative moves (request, reply, check) and one relevant follow-up question. Example:
A: Could you tell me about a memorable experience?
B: I have just completed a drama course. It was thrilling.
A: Do you mean the course at the community centre?
B: Yes. Practice gave me confidence.
A: That sounds great. What did you find most difficult?
Success criteria (human oral assessment, total 1 point): three communicative moves 0.6; topic vocabulary (memorable, embarrassing, thrilling, confidence) 0.2; fluency and listening 0.2. A relevant follow-up asks for a missing time, place, method or reason.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and the success criteria. T models one short exchange with a volunteer and shows where the request, reply, check and follow-up appear.
Students
Ss listen carefully and ask questions about the task.
Teacher
Step 2: Task performance
T gives each pair 3 minutes to prepare, then 1 minute to perform. T monitors and notes useful language and common errors (for example, using yesterday with the present perfect).
Students
Pairs prepare their conversation and rehearse. Then they perform. Expected: “Could you tell me about a memorable experience?” “I have just completed a drama course.” “Do you mean the course at the community centre?”
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform in front of the class. T asks the class: “What useful response did you hear? What did the speaker check?”
Students
Listeners report one accurate idea from their partner or classmate, for example: “You suggested that practice gave you confidence. How did you practise?”
Teacher
Step 4: Conclusion and assessment
T gives feedback on pronunciation, polite forms and the use of the present perfect, and praises specific good language. T reminds Ss: “Do not translate every word; keep the meaning of whole phrases.”
Students
Ss note the feedback and the corrected forms in their notebooks.

Worksheets

Worksheet No. 1

Part A – Match each expression with its communicative purpose.

Could you help me?
Do you mean the morning session?
Thank you for explaining.
Let me check the timetable.
Purposes:
request help
check understanding
express thanks
avoid guessing

Part B – Put this short exchange in a natural order (1 to 4).

Just a notebook. Thank you for asking.
Could you tell me more about the activity?
Certainly. It starts on Saturday.
Do we need to bring anything?

Part C – Choose the best response.
Someone says: “Could you explain that again?”
A. Thank you for inviting me.
B. Certainly. Let me give an example.
C. I agree with your conclusion.
D. You are welcome; I enjoyed the trip.

Homework

Write a short exchange of 4–5 lines about a memorable experience of your own. Use the structure ask – respond – check – close, at least one useful response (Certainly. / Let me check. / Do you mean ...? / Thanks for explaining.), and at least one present perfect sentence with ever, never, already, yet, for or since.
Check your exchange: make sure you do not use the present perfect with a finished time such as yesterday; use the past simple in that case.
Practise reading your exchange aloud, paying attention to the pronunciation of the words memorable, embarrassing, thrilling and confidence.
Prepare to perform your exchange with a partner at the beginning of the next lesson. You may also review the lesson on the NeoEdu page: neoedu.vn/learn/9/english/unit-5-communication.

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