Tiếng AnhLớp 9Phần 6. Unit 5: Our experiences

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Understand the topic and purpose of a short exchange about a memorable experience.
- Use the topic words memorable, embarrassing, thrilling, confidence, participate, opportunity, challenge and achievement in context.
- Form and use the present perfect (have/has + past participle) to talk about past experience connected with the present, and use ever/never, already/yet, for and since correctly.

2. Competences

a) General competences

Self-control and independent learning: Ss complete reading and grammar tasks individually first, then check their own answers against the key before sharing.
Communication and collaboration: Ss work in pairs and groups to discuss experiences, compare answers and give short presentations to the class.
Problem-solving and creativity: Ss use the reading text and the grammar rules to decide which tense fits a sentence, and create their own personal sentences and short talks.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss understand a short exchange and the reading text about Nam's experience, ask and answer about their own memorable experiences, and write 2–3 connected sentences about why experiences matter.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the topic words with correct stress, use the eight topic words in context, and apply the present perfect structure accurately.

3. Personal qualities

Responsibility: Ss take turns in pairs and groups, complete their assigned roles and finish tasks on time.
Honesty: Ss admit when an answer is uncertain and check their work against the text instead of guessing; they share a real experience in the speaking task.
Diligence: Ss keep their notebooks organised with new words, rules and sample sentences, and practise the present perfect at home.

II. Teaching aids and materials

1. Teacher

Textbook English 9 (Global Success), Unit 5, Getting Started
Projector, slides with the dialogue, reading text, vocabulary and grammar table
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/9/english/unit-5-getting-started
Word cards for the eight topic words and their Vietnamese meanings
Worksheets 1 and 2, printed for each group
Timer and small prizes (stickers) for the games

2. Students

Textbook and notebook
Pens, pencils and highlighters (to mark key phrases in the text)
A blank card or small paper for the matching game

III. Procedures

Activity 1: Warm-up · 8 minutes

Lead-in: Memorable Experiences

a) Aims

Ss activate prior knowledge about experiences and get interested in the topic of the unit.

b) Content

Ss play a quick game 'Stand up if...' with statements such as: 'Stand up if you have ever joined a summer camp.' 'Stand up if you have ever failed at something and learned from it.' Then Ss answer one question in pairs: 'What is the most memorable experience you have had?'

c) Expected outcomes

Ss stand up and sit down according to the statements, and each pair gives one short answer, for example: 'I have joined a summer camp. The most memorable part was making new friends.' The class is introduced to the unit topic 'Our experiences'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Let's play Stand up if...'. T shows the first two statements on the projector and explains the rule.
Students
Ss listen carefully and get ready to stand up when they hear a statement that is true for them.
Teacher
Step 2: Task performance
T reads 4–5 statements and monitors. T then asks each pair: 'What is the most memorable experience you have had?'
Students
Ss stand up or stay seated, then talk in pairs. Expected answer: 'I have joined a school trip to a museum. It was memorable because I learned a lot.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their answers with the class and asks: 'Why do you remember this experience?'
Students
Ss share their answers. Expected answer: 'Because I felt proud of my team' or 'Because it was a new challenge for me.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and writes the word 'experience' on the board. T says: 'Today we will learn about memorable experiences and the present perfect tense.'
Students
Ss copy the title of the lesson and the key words into their notebooks.

Activity 2.1: Knowledge formation · 14 minutes

Vocabulary: Words for Experiences

a) Aims

Ss understand and pronounce the eight topic words and use them in context.

b) Content

T presents the words memorable (đáng nhớ), embarrassing (gây ngượng ngùng), thrilling (hào hứng), confidence (sự tự tin), participate (tham gia), opportunity (cơ hội), challenge (thử thách) and achievement (thành tựu). Ss work in pairs in a matching game: one partner reads a word, the other gives the meaning and an example sentence. Example sentences: 'The trip was a memorable experience.' 'Forgetting my lines was embarrassing.' 'The final challenge was thrilling.' 'Practice gave me confidence.' 'I participated in a summer course.' 'The course was an opportunity to learn.' 'Working in a team was a challenge.' 'Finishing the project was an achievement.'

c) Expected outcomes

Ss complete the matching task correctly: memorable – đáng nhớ; embarrassing – gây ngượng ngùng; thrilling – hào hứng; confidence – sự tự tin; participate – tham gia; opportunity – cơ hội; challenge – thử thách; achievement – thành tựu. Ss record the words and one example sentence each in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the eight words on the board and models the pronunciation of each word, stressing the correct syllable (MEM-o-ra-ble, em-BAR-rass-ing, THRILL-ing). T gives the instruction for the matching game.
Students
Ss listen, repeat chorally and then individually. Ss look at the word cards on their desks.
Teacher
Step 2: Task performance
T asks: 'What does memorable mean? Can you give an example?' T monitors pairs and helps with pronunciation. T reminds Ss to use the words in full sentences.
Students
Ss work in pairs: one partner reads a word and the other gives the Vietnamese meaning and an example. Expected answer: 'Memorable means đáng nhớ. The trip was a memorable experience.'
Teacher
Step 3: Report and discussion
T calls on 4 pairs to read their matches and example sentences. T asks the class: 'Do you agree?'
Students
Ss report their matches. Other pairs show agreement by nodding or give a correction. Expected answer: 'Confidence means sự tự tin. Practice gave me confidence.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct meanings and points out that some words are nouns (confidence, opportunity, challenge, achievement) and some are adjectives (memorable, embarrassing, thrilling). T says: 'Learn the words in phrases, not one by one.'
Students
Ss correct their notebooks and note the word forms in their notes.

Activity 2.2: Knowledge formation · 18 minutes

Reading: A Summer Science Course

a) Aims

Ss understand the topic and purpose of the exchange and the reading text, and identify the main ideas and useful expressions.

b) Content

Step 1: Ss listen to or read the exchange between Nam and Mai once for the setting. T asks: 'What does Mai do? What does Nam ask?' Step 2: Ss read the paragraph about Nam's summer science course in a jigsaw reading. Group A reads sentences about the failure (first model collapsed, Nam felt embarrassed). Group B reads about the solution (the team examined the folds, compared two designs, kept notes). Group C reads about the result (second bridge held more weight, Nam has kept the notebook, the most memorable part). Questions for the class: (1) Who is the main learner in the text? (2) Which setting or activity is central to the story? (3) What did the instructor ask the team to do? (4) Why has Nam kept the notebook?

c) Expected outcomes

Answers: (1) Nam. (2) A summer science course, where Nam and his team built a small model bridge from paper. (3) The instructor asked the team to examine the folds rather than blame one person. (4) Because it reminds him that a failed attempt can provide useful evidence. Ss also highlight the phrases: 'felt embarrassed', 'examine the folds rather than blame one person', 'the most memorable part'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of three (A, B, C). T says: 'Read your part of the text carefully. Then teach your part to the other members of your new group.' T sets a time limit of 4 minutes.
Students
Ss form jigsaw groups. Each S reads one part of the reading text and highlights the key ideas and phrases.
Teacher
Step 2: Task performance
T monitors and checks understanding of words such as collapsed (sụp đổ) and fold (nếp gấp). T asks: 'What is the main idea of your part?'
Students
Ss share the main ideas with the group and answer the questions. Expected answer from Group A: 'The first model collapsed under a light load, and Nam felt embarrassed.'
Teacher
Step 3: Report and discussion
T calls on one S from each group to answer the four questions. T writes the answers on the board and asks the class to agree or add more details.
Students
Ss answer the questions. Expected answer for Q3: 'The instructor asked the team to examine the folds rather than blame one person.' Expected answer for Q4: 'Because it reminds him that a failed attempt can provide useful evidence.'
Teacher
Step 4: Conclusion and assessment
T highlights the key phrases in the text and explains that the story teaches the value of learning from failure and working with others. T asks Ss to write the four expressions in their notebooks.
Students
Ss write the key phrases and their Vietnamese meanings in notebooks and underline the present perfect verbs in the text (has kept, has become).

Activity 2.3: Knowledge formation · 16 minutes

Grammar: The Present Perfect

a) Aims

Ss form and use the present perfect (have/has + past participle) to talk about past experience connected with the present, and know when to use ever, never, already, yet, for and since.

b) Content

T writes sentences from the text on the board: 'Nam has kept the notebook.' 'He has become more willing to ask questions.' 'I have just completed a drama course.' 'She has visited the museum twice.' Ss work in pairs with Worksheet 2 to sort the sentences into a table: sentence, verb form, meaning (experience / completion / connection with the present). Ss then identify which sentence uses a finished time and therefore needs the past simple.

c) Expected outcomes

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

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four sentences on the board and asks: 'What is the verb form in each sentence?' T gives out Worksheet 2.
Students
Ss look at the sentences and get ready to find the verb forms. Ss read the instructions on Worksheet 2.
Teacher
Step 2: Task performance
T walks around and helps pairs to find the pattern. T asks: 'Why do we use has here and not have?' Expected answer: 'Because the subject is Nam, a third-person singular.'
Students
Ss work in pairs to complete the table and discuss the meaning of each sentence.
Teacher
Step 3: Report and discussion
T calls two pairs to present their tables. T asks: 'Can we say I have built a bridge yesterday? Why?' Expected answer: 'No, because yesterday is a finished time, so we use the past simple: I built a bridge yesterday.'
Students
Ss present their tables. Other pairs check and add comments. Ss answer the question about yesterday.
Teacher
Step 4: Conclusion and assessment
T writes the rule on the board: have/has + past participle, and the time signals: ever/never (experience), already/yet (completion), for + duration and since + starting point. T emphasises that the present perfect does not go with finished time expressions.
Students
Ss copy the rule and the time signal table into their notebooks and make one example sentence for each signal.

Activity 3.1: Practice · 10 minutes

Practice 1: Comprehension and Vocabulary

a) Aims

Ss check their understanding of the exchange and the reading text, and use the topic words accurately.

b) Content

Ss do the following tasks on the NeoEdu page or in the textbook: (1) Question: '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? 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. (2) Match the topic words to their meanings. (3) Who is the main named learner in the text? (4) Which setting or activity is central to the text? (5) Complete the word for 'đáng nhớ': ___.

c) Expected outcomes

Answers: (1) A. (2) memorable – đáng nhớ; embarrassing – gây ngượng ngùng; thrilling – hào hứng; confidence – sự tự tin. (3) Nam. (4) A summer science course, where students built a small model bridge from paper. (5) memorable.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the five tasks on the projector and sets a time of 5 minutes. T reminds Ss to read the questions carefully before looking at the text.
Students
Ss read the tasks and choose the answers individually.
Teacher
Step 2: Task performance
T monitors and asks Ss to justify their answers with evidence from the text. T notes common mistakes.
Students
Ss work individually and then compare with a partner. Ss underline evidence in the text to support their answers.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers and asks the class to check. T asks: 'Which answer is correct and why?'
Students
Ss give answers, for example: 'Answer A, because I have just completed a drama course is a reply to a polite question.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and highlights the key evidence. T says: 'When you are unsure, go back to the text to find evidence.'
Students
Ss correct their answers in their notebooks.

Activity 3.2: Practice · 10 minutes

Practice 2: Present Perfect Forms

a) Aims

Ss choose and form the correct tense, present perfect or past simple, in sentences based on the lesson.

b) Content

Ss complete the sentences with the correct form of the verb in brackets: (a) She ___ (visit) the museum twice. (b) Mai ___ (just / complete) a drama course. (c) Nam ___ (keep) the notebook since the course. (d) Nam and his team ___ (build) a small bridge at a summer science course last year. Ss work in pairs in a team race: the first pair to finish correctly wins a sticker.

c) Expected outcomes

Answers: (a) has visited. (b) has just completed. (c) has kept. (d) built (past simple, because last year is a finished time). Ss explain the reason for each answer in one sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four sentences on the board and explains the race rule. T starts the timer for 4 minutes.
Students
Ss prepare their pens and get ready for the team race in pairs.
Teacher
Step 2: Task performance
T monitors the race and checks the pairs that finish first. T asks: 'Why did you choose built and not has built?'
Students
Ss complete the sentences in pairs. Expected answer: 'Because last year is a finished past time, so we use the past simple.'
Teacher
Step 3: Report and discussion
T checks the answers with the class and asks one pair to explain answer (c). T gives the stickers to the winning pair.
Students
Ss read the answers aloud and explain the reasons. Expected answer for (c): 'Nam has kept the notebook, because it is still an experience connected to the present.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Present perfect for experience connected with the present; past simple for finished time.' T writes the two patterns on the board.
Students
Ss write the two patterns in notebooks and check their own answers.

Activity 4: Application · 14 minutes

Production: Sharing a Memorable Experience

a) Aims

Ss use the present perfect, the topic words and the functions of asking for information and giving a polite closing in a real-life exchange.

b) Content

Ss work in groups of four. Each S talks for one minute about a memorable experience using at least two topic words (memorable, embarrassing, thrilling, confidence, challenge, achievement) and at least one present perfect sentence. Then the group members ask one follow-up question each, such as: 'What have you learned?' Ss write 2–3 connected sentences about why experiences matter, for example: 'The trip was a memorable experience. Forgetting my lines was embarrassing. These experiences help me grow.' Homework: write a short paragraph of 60–80 words about a memorable experience.

c) Expected outcomes

Each S gives a short talk with at least one present perfect sentence and two topic words, plus one follow-up question. Sample response: 'I have just completed a drama course. It was thrilling and gave me confidence. What have you learned?' Ss write a written paragraph of 2–3 connected sentences in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and models a sample talk: 'I have participated in a science course. It was a challenge, but I learned a lot.' T gives Ss 2 minutes to prepare.
Students
Ss listen to the model and prepare their own notes in pairs.
Teacher
Step 2: Task performance
T walks around the groups, listens and gives support on grammar and pronunciation. T notes good sentences for the class.
Students
Ss take turns to talk, ask follow-up questions and respond. Expected answer: 'I have learned to speak more clearly and work with a partner. Thanks for your interest.'
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to share their talk with the class. T asks the class: 'Which experience is the most thrilling?'
Students
Ss present their talks. Other Ss give a comment or ask a question.
Teacher
Step 4: Conclusion and assessment
T praises the good talks, corrects common errors in present perfect and reminds Ss about the use of past simple with finished time. T sets the homework.
Students
Ss note the corrections and write the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Vocabulary and Reading

Match each word to its meaning: memorable, embarrassing, thrilling, confidence, participate, opportunity, challenge, achievement.
Meanings: đáng nhớ; gây ngượng ngùng; hào hứng; sự tự tin; tham gia; cơ hội; thử thách; thành tựu.
Read the text about Nam's summer science course and answer:
1. Who is the main learner in the text?
2. What did the instructor ask the team to do?
3. Why has Nam kept the notebook?
Find and underline two phrases that show Nam's feelings.

Phiếu học tập số 2

Worksheet 2: The Present Perfect

Sort the sentences into the table with three columns: Sentence | Verb form | Meaning (experience / completion / connection with the present).
1. Nam has kept the notebook.
2. He has become more willing to ask questions.
3. I have just completed a drama course.
4. She has visited the museum twice.
Answer: Which sentence uses a finished past time? Which tense should be used with 'last year'?
Complete the rule: have/has + ___ .
Choose the time signal: ever / never / already / yet / for / since.

Homework

Write a short paragraph of 60–80 words about a memorable experience you have had. Use at least three present perfect sentences and two topic words (memorable, embarrassing, thrilling, confidence, challenge, achievement).
Review the eight topic words and make one example sentence for each word in your notebook.
Complete the present perfect exercise on the NeoEdu page: neoedu.vn/learn/9/english/unit-5-getting-started.
Prepare for the next lesson by reading the 'Read actively' section of Unit 5 and listing three useful expressions.

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