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

Giáo án Looking Back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • use the present perfect (have/has + past participle) with ever, never, already, yet, for and since to talk about past experience and completed actions connected with the present.
  • choose the past simple instead of the present perfect when a finished past time (e.g. yesterday, last summer) is mentioned.
  • pronounce the sounds /j/ (yes, youth) and /w/ (we, workshop) correctly and distinguish them in words.
  • explain the meaning of the key phrases memorable, embarrassing, thrilling and confidence and use them in context.
  • self-correct their own errors by keeping a personal error log.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review their own errors, record them in a personal error log and choose one error they can repair without help.
  • Communication and collaboration: Ss work in pairs to ask and answer about their experiences and check each other's answers and pronunciation.
  • Problem-solving and creativity: Ss decide the correct tense in context, rewrite sentences and produce original sentences about their own experiences.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer about personal experiences, write two short sentences about an activity they have tried, and explain the meaning of the four example sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply present perfect and past simple correctly, distinguish /j/ and /w/, and use the words memorable, embarrassing, thrilling and confidence.

3. Personal qualities

  • Diligence: Ss complete all exercises in class and keep their error log up to date at home.
  • Responsibility: Ss check their own answers honestly and take responsibility for correcting the errors they have made.
  • Honesty: Ss describe their own experiences truthfully when they talk about what they have or have not done.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides of the unit's language focus and examples
  • Audio recording of the /j/ and /w/ words (yes, youth, we, workshop, west)
  • Worksheet 1 (copies for pairs)
  • NeoEdu learning page: neoedu.vn/learn/9/english/unit-5-looking-back (interactive exercises, used in Practice)
  • Mini-whiteboards and markers

2. Students

  • Student's book Unit 5 and notebook
  • Pen, pencil and eraser
  • Personal error log (a page in the notebook with three columns: incorrect form, corrected form, reason)

III. Procedures

Activity 1: Warm-up · 4 minutes

Quick Talk: My Experiences

a) Aims

Ss recall the topic of the unit and activate the present perfect and past simple by talking about their own experiences.

b) Content

Ss work in pairs and tell their partner one experience they have had (I have ...) and one thing they did last year (I ... last year). Example: I have visited Ha Long Bay. I visited Sa Pa last summer.

c) Expected outcomes

Each pair has two sentences in present perfect and two in past simple, shared with the class, for example: 'I have never been abroad. I joined a summer camp last year.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes on the board: I have ... / I ... last year. T asks: 'What is the difference?' and gives one example about T's own experience.

    Students

    Ss listen and guess the difference between the two structures.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for 2 minutes and take turns telling each other two experiences. T walks around and listens.

    Students

    Ss take turns speaking. Ss may answer: 'I have visited Da Nang. I visited it last month.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share one sentence with the class and asks: 'Why did you use have visited here, but visited there?'

    Students

    Ss share sentences. Expected answer: 'We use the present perfect when there is no finished time, and the past simple when we say when it happened.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: present perfect connects past experience with the present; past simple is used with a finished past time. T links to the lesson: 'Today we will check and correct our language.'

    Students

    Ss write the key point in their notebook.

Activity 2.1: Knowledge formation · 10 minutes

Present Perfect or Past Simple: The Language System

a) Aims

Ss review the form and uses of the present perfect with ever, never, already, yet, for and since, and contrast it with the past simple.

b) Content

T asks Ss to complete a mind map with five branches: form (have/has + past participle), experience (ever/never), completion (already/yet), duration (for + period) and starting point (since + point in time). Then T asks: 'Which is correct: I have seen it yesterday or I saw it yesterday? Why?'

c) Expected outcomes

Mind map with five branches and one example for each, for example:

  • Form: She has visited the museum.
  • Experience: Have you ever joined a course? / I have never visited this museum before.
  • Completion: They have already finished the task. / Have they finished yet?
  • Duration: They have practised for three weeks.
  • Starting point: I have lived here since 2020.
    Key rule: 'I saw it yesterday' is correct, because yesterday is a finished past time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws an empty mind map on the board with the centre 'Present perfect'. T explains the task and sets 6 minutes.

    Students

    Ss copy the mind map into their notebook.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four and complete the mind map. T prompts: 'What word follows for? What word follows since?' T checks the rule about finished past times.

    Students

    Ss discuss in groups and write examples. Expected answer: 'for is followed by a period of time, since is followed by a starting point.'

  3. Teacher

    Step 3: Report and discussion

    T calls one group to present one branch and asks other groups to add or correct examples.

    Students

    A group reports: 'Duration: for + three weeks; starting point: since 2020.' Other groups comment: 'Yesterday is a finished time, so we use the past simple: I saw it yesterday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules on the slide, emphasising: do not normally combine present perfect with yesterday, last week or ago. T models one error and correction on the board.

    Students

    Ss correct any mistakes in their mind maps and copy the key rule.

Activity 2.2: Knowledge formation · 6 minutes

Sounds /j/ and /w/

a) Aims

Ss identify and pronounce the sounds /j/ and /w/ at the beginning of words and avoid adding an extra vowel before the glide.

b) Content

T plays the recording of: yes, youth, we, workshop, west. T models the sounds: /j/ with the tongue high but not blocking the air; /w/ with rounded lips and then a glide into the vowel. Ss listen, repeat and sort the words. Key question: 'Which word begins with /w/ and which with /j/: yes or west?'

c) Expected outcomes

Ss sort the words into two columns:

  • /j/: yes, youth
  • /w/: we, workshop, west
    Ss can explain: 'The sound /j/ is a palatal glide, similar to the sound y in yes; /w/ begins with rounded lips.' Common error to avoid: west pronounced as yes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five words on the board and asks Ss to listen carefully to the first sound of each word.

    Students

    Ss listen to the recording and watch T's lip position.

  2. Teacher

    Step 2: Task performance

    T plays the recording twice and asks Ss to repeat chorally and individually. Then T asks Ss to sort the words in pairs, using the two-column chart.

    Students

    Pairs sort the words. Ss may say: 'Yes and youth start with /j/; we and workshop start with /w/.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to say the words aloud. T asks: 'Is west the same as yes?' and corrects pronunciation.

    Students

    Pairs read the words aloud. Expected answer: 'No, west begins with /w/, yes begins with /j/.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: /j/ keeps the tongue high without blocking the air; /w/ rounds the lips. T notes: do not add a vowel before the glide.

    Students

    Ss write the two sounds with examples in their notebook.

Activity 2.3: Knowledge formation · 5 minutes

Connecting Language and Meaning

a) Aims

Ss explain the meaning communicated by four example sentences before analysing their grammatical form, and start a personal error log.

b) Content

T shows four sentences: The trip was a memorable experience. Forgetting my lines was embarrassing. The final challenge was thrilling. Practice gave me confidence. T asks: 'What feeling or idea does each sentence communicate?' Then T asks: 'Which tense is used in these sentences? Why?' T models one entry in the error log.

c) Expected outcomes

Ss explain the meaning of each sentence:

  • memorable (đáng nhớ): the trip was worth remembering.
  • embarrassing (gây ngượng ngùng): forgetting lines made the speaker feel shy.
  • thrilling (hào hứng): the challenge was exciting.
  • confidence (sự tự tin): practice made the speaker feel sure of herself.
    Ss note: all four sentences use the past simple because they describe finished events.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four sentences and asks Ss to think silently for one minute about what each sentence means.

    Students

    Ss read the sentences silently and think about the meaning.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one explains the meaning of one sentence, the partner checks the form. T walks around and helps with vocabulary.

    Students

    Pairs discuss. Expected answer: 'The trip was a memorable experience means the speaker will remember it for a long time.'

  3. Teacher

    Step 3: Report and discussion

    T asks 3 Ss to explain one sentence each and asks the class: 'Which tense do these sentences use?'

    Students

    Ss answer: 'They use the past simple, because the events are finished.' T writes an error log example: Incorrect: I have forgot my lines. Corrected: I forgot my lines. Reason: finished past time, past simple.

  4. Teacher

    Step 4: Conclusion and assessment

    T asks each S to choose one error from their work and write it in the error log, with the incorrect form, corrected form and reason. T reminds Ss that the error they choose should be one they can now repair without help.

    Students

    Ss write one entry in their personal error log.

Activity 3.1: Practice · 10 minutes

Grammar Check with Worksheet 1

a) Aims

Ss use the present perfect and past simple correctly in gap-fill, ordering and true/false tasks.

b) Content

Ss complete Worksheet 1, exercises 1 to 6, individually for 5 minutes, then check in pairs. Then T checks the answers on the NeoEdu learning page, using the interactive exercises.
Worksheet 1 exercises 1 to 6 (see worksheets).

c) Expected outcomes

Answer key:

  1. has (She has visited the museum twice.)
  2. A. already (Already fits the present perfect; finished past times do not.)
  3. since (I have lived here since 2020.)
  4. for (They have practised for three weeks.)
  5. Have you ever joined a course?
  6. a) correct – I have seen that film. b) incorrect – I have seen it yesterday; correct form: I saw it yesterday.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains the instructions. T sets a time limit of 5 minutes for individual work.

    Students

    Ss read the instructions and start working individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to check answers with a partner and discuss any differences. T monitors and notes common errors.

    Students

    Pairs compare answers. Expected discussion: 'Why is it has and not have? Because the subject is She.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to show answers on mini-whiteboards for items 1 to 6, and T checks the answers with the class. T opens the NeoEdu page to check the interactive version.

    Students

    Ss hold up their whiteboards. Expected answers: has, A, since, for, Have you ever joined a course?, and a) correct / b) incorrect with I saw it yesterday.

  4. Teacher

    Step 4: Conclusion and assessment

    T explains any errors and repeats the rule: the present perfect cannot be used with a finished past time like yesterday; use the past simple then.

    Students

    Ss correct any wrong answers and add the corrections to their error log if needed.

Activity 3.2: Practice · 5 minutes

Rewriting, Matching and Sound Check

a) Aims

Ss rewrite a sentence in the present perfect, match key vocabulary, and identify the word beginning with /w/.

b) Content

Ss do Worksheet 1, exercises 7, 9 and 10:
7. Rewrite using the present perfect: This is my first visit to this museum.
9. Match the words: memorable, embarrassing, thrilling, confidence with their Vietnamese meanings.
10. Which word begins with /w/? A. youth B. yes C. workshop D. year

c) Expected outcomes

Answer key:
7. I have never visited this museum before. (Accept valid alternatives such as: I have never been to this museum before.)
9. memorable – đáng nhớ; embarrassing – gây ngượng ngùng; thrilling – hào hứng; confidence – sự tự tin.
10. C. workshop (Workshop begins with /w/; the other words begin with /j/.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to do exercises 7, 9 and 10 on Worksheet 1 within 4 minutes and reminds them to write whole phrases in exercise 9.

    Students

    Ss read the three exercises and work individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to exchange their work with a partner and check using the answer key. T encourages Ss to explain any changes.

    Students

    Pairs check each other. Expected explanation: 'This is my first visit means I have never visited before, so we use the present perfect with never.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read their rewritten sentence and asks the class to agree or suggest alternatives.

    Students

    Ss read: 'I have never visited this museum before.' Classmates may propose: 'I have never been to this museum.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reads out the answers to exercises 9 and 10 and asks Ss to repeat the words with the correct pronunciation.

    Students

    Ss repeat the words and correct their answers.

Activity 4: Application · 5 minutes

Personal Experience Talk and Self-Correction

a) Aims

Ss use the present perfect and past simple to talk about their own experiences and self-correct their language.

b) Content

Ss answer the question: 'Have you ever tried a new activity?' in two sentences. The first sentence uses the present perfect (experience), the second uses a finished past time with the past simple. Example: I have tried pottery. I joined a workshop last summer.
Then Ss choose one error from their error log and explain how they have corrected it.

c) Expected outcomes

Each S writes two sentences in the notebook, for example: 'I have tried pottery. I joined a workshop last summer.' Each S also writes one error-log entry: incorrect form, corrected form and reason.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question on the board and explains the task: two sentences, the first with the present perfect and the second with a finished past time.

    Students

    Ss read the question and think of an activity they have tried.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write their two sentences individually, then tell their partner. T asks partners to listen for the correct tense and to correct each other gently.

    Students

    Ss write and speak. Expected sentence: 'I have visited Hue. I visited it with my family last year.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 Ss to share their sentences with the class and comments on tense use and pronunciation of /j/ or /w/ if needed.

    Students

    Ss share sentences. Expected: 'I have tried swimming. I went swimming last week.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate use and reminds Ss to continue updating the error log at home. T asks Ss to choose one error they can now repair without help.

    Students

    Ss write the chosen error and its correction in their error log. Ss may say: 'I used to say I have went. Now I say I have gone.'

Worksheets

Worksheet 1: Present Perfect, Past Simple and Vocabulary

Exercise 1. Complete the sentence with have or has.
She ___ visited the museum twice. (have/has)

Exercise 2. Choose the correct answer.
We have ___ finished our project.
A. already B. yesterday C. last week D. ago

Exercise 3. Choose since or for.
I have lived here ___ 2020. (for/since)

Exercise 4. Choose since or for.
They have practised ___ three weeks. (for/since)

Exercise 5. Order the words to make a question.
Have → you → ever → joined a course?

Exercise 6. Check the tense. Write a) correct or b) incorrect. Correct the incorrect sentence.
a) I have seen that film.
b) I have seen it yesterday.

Exercise 7. Rewrite the sentence using the present perfect.
This is my first visit to this museum.

Exercise 9. Match each word with its meaning.
memorable / embarrassing / thrilling / confidence

  • đáng nhớ
  • gây ngượng ngùng
  • hào hứng
  • sự tự tin

Exercise 10. Which word begins with the sound /w/?
A. youth B. yes C. workshop D. year

Homework

  • Complete your personal error log. Write at least three entries with the incorrect form, the corrected form and the reason. Choose one error you can now repair without help and write a sentence to show the correct form.
  • Write a short paragraph of five sentences about your experiences. Use at least two sentences with the present perfect (with ever, never, already, yet, for or since) and at least one sentence with the past simple and a finished time (for example: last summer, yesterday).
  • Practise saying the words yes, youth, we, workshop and west aloud. Record yourself and listen to check the sounds /j/ and /w/.
  • Prepare to share your paragraph with a partner in the next lesson.

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