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

Giáo án Skills 2

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify specific details (reason, action, place, day, duration) in a spoken recording by listening for the whole sentence rather than isolated words.
  • Explain the structure of a coherent paragraph: topic sentence, supporting details, reason or example and closing.
  • Use the present perfect (have/has + past participle) with ever/never, already/yet, for and since, and choose past simple for a finished past time.
  • Write a 90–110-word paragraph about a pleasant or unpleasant experience at school, describing what happened, the response and what was learned.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the question type before listening, check their own answers against the evidence, and revise their paragraph using a checklist without teacher help.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, give peer feedback on one unclear sentence and share personal experiences respectfully.
  • Problem-solving and creativity: Ss choose appropriate details and vocabulary to express a personal experience and find a precise replacement for a vague sentence.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for specific details in the recording, discuss their own experiences orally, read and analyse a writing model, and write a coherent paragraph of 90–110 words.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the words memorable, embarrassing, thrilling and confidence correctly, and use the present perfect and past simple accurately in their paragraph.

3. Personal qualities

  • Responsibility: Ss complete each listening and writing task on their own, check their work against the evidence and submit the paragraph on time.
  • Kindness: Ss give constructive, polite feedback to a partner's paragraph, as the partners in the model text did not blame the writer for the mistake.
  • Honesty: Ss describe their own experience truthfully and admit difficulties, as the writer in the model learned that asking for help is more useful than hiding a difficulty.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard
  • Audio recording for Skills 2 exercises 1–4, played through the listening buttons (complete original script, not printed in the book)
  • Pictures of school experiences (a class trip, a school performance, a team project)
  • Writing model: 'I have recently taken part in a team presentation at school.' (printed or displayed)
  • Flashcards for the words memorable, embarrassing, thrilling and confidence
  • Worksheet No. 1 and Worksheet No. 2 (printed, one per student)
  • NeoEdu online lesson page: neoedu.vn/learn/9/english/unit-5-skills-2 (lesson presentation, examples and interactive exercises)

2. Students

  • Student's book Tiếng Anh 9 (Global Success), Unit 5, Skills 2
  • Notebook, pen, pencil and eraser
  • Headphones or earphones if working on the NeoEdu page
  • Highlighter or coloured pencils for marking the paragraph structure

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: A Memorable Experience at School

a) Aims

Ss activate prior knowledge about school experiences and preview the vocabulary of the lesson (Period 1).

b) Content

Ss look at three pictures (a class trip, a school performance, a team project) and answer the questions in pairs:

  • What is happening in the picture?
  • Have you ever had an experience like this? How did you feel?
    T pre-teaches the four key words: memorable (đáng nhớ), embarrassing (gây ngượng ngùng), thrilling (hào hứng), confidence (sự tự tin).

c) Expected outcomes

Each pair gives at least one sentence, for example: 'Our class trip to the zoo was memorable. I felt thrilled.' Ss copy the four words with their meanings into their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three pictures and asks: 'What is happening in this picture?' and 'Have you ever had an experience like this at school?' T introduces the lesson topic: our experiences.

    Students

    Ss look at the pictures and listen to the question carefully.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and discuss the questions for two minutes. T walks around and listens for useful sentences.

    Students

    Ss ask and answer in pairs, for example: 'I went to the zoo last year. It was memorable because I saw a giraffe.' Ss use the feeling words if they can.

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share. T writes the key words on the board and models the pronunciation of each word, then asks Ss to repeat chorally and individually.

    Students

    Two or three pairs report their sentences. Ss repeat the words after T. Expected answer: 'The school performance was thrilling, but I felt embarrassed when I forgot my lines.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meaning of each word with examples from the lesson: 'Practice gave me confidence.' T says: 'Today we will learn how to understand a recording and write a paragraph about an experience like these.'

    Students

    Ss write the four words and their meanings in their notebooks and copy one example sentence.

Activity 2.1: Knowledge formation · 15 minutes

Listening Strategy: Preparing to Understand the Recording

a) Aims

Ss learn how to listen for the situation, purpose and specific evidence, and how to predict the type of question before choosing an answer.

b) Content

Ss complete Worksheet No. 1, Part A. T explains the strategy:

  • Listen first for the situation and purpose.
  • Before choosing, predict the question type: reason, action, place, day or duration.
  • A number may be a starting time (at 7 o'clock) rather than a length of time (for two hours).
  • A place may be explicitly rejected (not in the garden, but in a small theatre).
  • Use the whole sentence to decide.

c) Expected outcomes

Ss complete the table in Worksheet No. 1:

  • Reason: because, so, that is why
  • Action: what she/he did (forgot, practised, performed)
  • Place: in, at, on the stage, in a small theatre
  • Day: on Thursday, on Friday
  • Duration: for two hours, how long
    Ss conclude: a number is not always a length of time; the whole sentence gives the answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and asks Ss to read the strategy. T asks: 'Before you choose an answer, what should you predict?'

    Students

    Ss read the strategy and the table in Worksheet No. 1 silently for one minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to match each question type with the signal words they expect to hear. T prompts: 'If the question asks How long, what kind of answer do you expect?'

    Students

    Pairs complete Part A. Expected answer: 'For How long, I expect a duration such as for two hours; for When, I expect a day such as on Thursday.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers. T asks: 'Why can 7 o'clock be a wrong answer for How long?'

    Students

    Pairs read their answers. Expected answer: '7 o'clock is a starting time, not a length of time, so it does not answer How long.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the strategy on the board: situation and purpose first, then predict, then listen for the evidence, and use the whole sentence to decide. T reminds Ss that the full script is available through the listening buttons but is not printed beside the questions.

    Students

    Ss copy the four-step strategy into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Writing Model: Structure of a Coherent Paragraph

a) Aims

Ss identify the topic sentence, supporting details, reason or example and closing in a model paragraph, and understand how the ideas are linked.

b) Content

Ss read the writing model: 'I have recently taken part in a team presentation at school...' in groups of four. Each group answers three questions:

  • Which sentence introduces the topic?
  • Which sentences give the supporting details?
  • Which sentence gives the reason or lesson learned, and which sentence closes the paragraph?
    Groups then fill in the plan in Worksheet No. 2, Part A.

c) Expected outcomes

Ss complete the plan:

  • Topic sentence: I have recently taken part in a team presentation at school.
  • Supporting detail 1: I was nervous, and I forgot an important point during the first rehearsal and felt embarrassed.
  • Supporting detail 2: My partners did not blame me; they helped me divide the talk into short sections and practise from notes.
  • Reason or example: At the final presentation I spoke more clearly, and I learned that asking for help is more useful than hiding a difficulty.
  • Closing: The experience was memorable because it changed the way I respond to mistakes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the model paragraph on the board and asks groups to read it silently. T explains the Think–Pair–Share technique: each person thinks alone first, then shares with a partner, then the group agrees on one answer.

    Students

    Ss read the model and get ready for group discussion.

  2. Teacher

    Step 2: Task performance

    Ss work in groups of four. Each student thinks alone for one minute, then discusses with a partner. The group agrees and writes the answers in Worksheet No. 2, Part A. T monitors and asks: 'Which sentence tells us the writer's response to the problem?'

    Students

    Groups underline the sentences in the model and complete Part A. Expected answer: 'The response is: My partners did not blame me... and I spoke more clearly at the final presentation.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to come to the board and draw the structure with arrows. T asks the class: 'Does the paragraph have one central idea?'

    Students

    One group presents the structure. Expected answer: 'Yes, the central idea is that the writer learned from a difficult experience.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure: topic sentence, supporting details, reason or example, closing. T points out the present perfect in the model (I have recently taken part; I have learned) and explains that the sentences are linked by ideas, not just placed in order. T says: 'A longer paragraph is not automatically better.'

    Students

    Ss copy the structure diagram into their notebooks and mark the model with a highlighter.

Activity 2.3: Knowledge formation · 10 minutes

Language Focus: Present Perfect and Past Simple

a) Aims

Ss review the form and uses of the present perfect and distinguish it from the past simple (Period 2).

b) Content

T elicits the form and uses of the present perfect with examples from the model and the example: 'She has visited the museum twice.' Ss complete a quick chart in their notebooks. T then gives two contrasting sentences:

  • I have taken part in a presentation. (no finished time)
  • I took part in a presentation yesterday. (finished past time)

c) Expected outcomes

Ss complete the summary chart:

  • Form: have/has + past participle
  • Ever/never: for experience (Have you ever performed on stage? I have never forgotten my lines.)
  • Already/yet: for completion (We have already finished the rehearsal. We have not finished the script yet.)
  • For + duration: for two hours
  • Since + starting point: since last year
  • Do not use the present perfect with a finished past time such as yesterday; use the past simple.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes She has visited the museum twice on the board and asks: 'Which word tells us the form we need: has or visited?' T asks Ss to recall the form.

    Students

    Ss recall the form: has + past participle (visited).

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the summary chart individually for two minutes, then compare with a partner. T circulates and checks the examples.

    Students

    Ss complete the chart and compare. Expected answer: 'We use for with a duration (for two hours) and since with a starting point (since last year).'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why is I took part in a presentation yesterday correct but I have taken part in a presentation yesterday is wrong?' T invites two Ss to explain.

    Students

    Ss answer: 'Yesterday is a finished time, so we use the past simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the key points on the board and reads the Ghi nhớ rule aloud: the present perfect connects a past experience with the present; do not normally use it with a finished past time.

    Students

    Ss copy the summary into their notebooks.

Activity 3.1: Practice · 15 minutes

Listening Practice: Details in the Recording

a) Aims

Ss apply the listening strategy to answer four multiple-choice questions by listening for specific evidence.

b) Content

Ss do Exercises 1–4 in the Student's book. T plays the complete recording through the listening button and pauses after the first hearing for Ss to predict the answers. T plays the recording a second time for Ss to find the evidence.

  1. What went wrong at Mai's first performance? A. She lost a costume. B. She forgot a line. C. She arrived a day late. D. She missed the whole play.
  2. When was the first performance? A. Tuesday B. Thursday C. Friday D. Saturday
  3. Where did the group practise? A. In a large concert hall B. In a classroom C. In a small theatre D. In the school garden
  4. How long did they practise each afternoon? A. Half an hour B. One hour C. Two hours D. Three hours

c) Expected outcomes

Answers and evidence:

  1. B – She forgot a line.
  2. B – Thursday (the recording gives the day of the first performance).
  3. C – In a small theatre (A, B and D are rejected in the recording).
  4. C – Two hours (the number 'half an hour' or 'one hour' is not the duration in the evidence).
    Ss can explain each answer with one sentence of evidence from the recording.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reminds Ss of the strategy: predict the question type first, then listen for the evidence. T plays the recording for the first time and asks Ss to answer silently.

    Students

    Ss listen and predict the answers to questions 1–4 in their notebooks.

  2. Teacher

    Step 2: Task performance

    T plays the recording a second time and pauses after each relevant part. T asks Ss to work in pairs to check their answers and find the evidence sentence.

    Students

    Pairs compare answers and point out the evidence. Expected answer: 'For question 4, we heard two hours, not one hour, so the answer is C.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers and evidence. T asks: 'Why is 7 o'clock not the answer to How long?' if the class is unsure.

    Students

    Ss report answers. Expected answer: 'Question 2 is B because the recording mentions Thursday for the first performance.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers: 1 B, 2 B, 3 C, 4 C. T emphasises that the whole sentence gives the answer and numbers may be starting times.

    Students

    Ss correct any wrong answers in their Student's book.

Activity 3.2: Practice · 10 minutes

Paragraph Structure and Revision Order

a) Aims

Ss choose the plan that creates a coherent paragraph and put the revision steps in the correct order.

b) Content

Ss do Exercise 5 (choose the coherent plan) and Exercise 6 (order the revision process) in the Student's book. Ss then use the revision checklist in Worksheet No. 2, Part B.

c) Expected outcomes

Exercise 5: B – Topic → supporting details → reason → closing.
Exercise 6: correct order:

  1. Check that the paragraph answers the task.
  2. Check the sequence and links between ideas.
  3. Correct grammar and word choice.
  4. Proofread spelling and punctuation.
    Key idea: revise meaning and organisation before surface details.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read Exercise 5 and Exercise 6 silently and to decide which plan is coherent. T hands out Worksheet No. 2, Part B.

    Students

    Ss read the options and the checklist.

  2. Teacher

    Step 2: Task performance

    T asks pairs to discuss: 'Why should we check meaning before grammar?' Pairs number the four revision steps.

    Students

    Pairs choose B for Exercise 5 and order the steps: task, sequence and links, grammar and word choice, spelling and punctuation.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their order and asks another pair whether they agree. T asks: 'What happens if we proofread before we check the task?'

    Students

    Pairs report. Expected answer: 'We may correct spelling in a sentence that should be removed because it does not answer the task.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains that a longer paragraph is not automatically better. T reminds Ss to use the checklist when they write their own paragraph.

    Students

    Ss write the correct order in their notebooks and keep Worksheet No. 2 for the writing task.

Activity 4: Application · 20 minutes

Writing: My Experience at School

a) Aims

Ss write a coherent 90–110-word paragraph about a pleasant or unpleasant experience at school and improve one unclear sentence after peer feedback.

b) Content

Task: Write a 90–110-word paragraph about a pleasant or unpleasant experience at school. Describe what happened, your response and what you learned.
Ss use Worksheet No. 2, Part A to plan: topic sentence, two supporting details, a reason or example and a closing. Ss use the present perfect and the past simple correctly. After drafting, Ss swap paragraphs with a partner, identify one unclear sentence and suggest a revision with a reason.

c) Expected outcomes

A complete 90–110-word paragraph with a topic sentence, two supporting details, a reason or example and a closing.
Revision record: original sentence, revised sentence and reason. Example: original 'It is good.' → revised 'The shared bus reduces the number of cars near the gate.' Reason: the revision replaces a vague opinion with a precise reason.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board and reminds Ss of the 90–110-word limit. T shows the planning frame in Worksheet No. 2 and says: 'Plan first, then draft, then improve.'

    Students

    Ss read the task and plan their paragraph in Worksheet No. 2, Part A.

  2. Teacher

    Step 2: Task performance

    Ss draft individually for about 12 minutes. T monitors, helps Ss who are stuck with ideas and reminds them to check the tenses.

    Students

    Ss write their paragraphs. Expected sentences: 'Last month, I forgot my lines during the school play, and I felt embarrassed. My classmates helped me, so I have learned that asking for help is useful.'

  3. Teacher

    Step 3: Report and discussion

    Ss swap paragraphs with a partner and use the checklist in Worksheet No. 2, Part B. Each reader marks one unclear sentence and writes a suggested revision with a reason. T asks two pairs to share one revision with the class.

    Students

    Partners give polite, specific feedback. Expected revision: 'It is good' becomes 'The shared bus reduces the number of cars near the gate.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on two or three common errors from the class, such as the present perfect with yesterday and missing past participles. T praises clear topic sentences and reminds Ss to finish the paragraph at home.

    Students

    Ss note the feedback and correct one sentence in their own paragraph.

Worksheets

Worksheet No. 1: Listening Strategy

Used in the activity 'Listening Strategy: Preparing to Understand the Recording'.
Part A. Match each question type with the signal words you expect to hear.

  • Reason: ____
  • Action: ____
  • Place: ____
  • Day: ____
  • Duration: ____
    Part B. Answer the questions.
  • Why can 7 o'clock be a starting time and not a length of time?
  • What should you listen for after you predict the question type?
  • Why do you need the whole sentence to decide the answer?

Worksheet No. 2: Paragraph Plan and Revision Checklist

Used in the activities 'Writing Model: Structure of a Coherent Paragraph', 'Paragraph Structure and Revision Order' and 'Writing: My Experience at School'.
Part A. Plan your paragraph.

  • Topic sentence: ____
  • Supporting detail 1: ____
  • Supporting detail 2: ____
  • Reason or example: ____
  • Closing: ____
    Part B. Revision checklist (in this order).
  • Does the paragraph answer the task?
  • Is the sequence clear, and are the ideas linked?
  • Is the grammar correct (present perfect, past simple) and is the word choice precise?
  • Are the spelling and punctuation correct?
  • Is the length 90–110 words?

Homework

  • Finish your paragraph about a pleasant or unpleasant experience at school (90–110 words). Use Worksheet No. 2 to check the topic sentence, two supporting details, the reason or example and the closing.
  • Revise your paragraph in this order: check the task, check the sequence and links, correct grammar and word choice, then proofread spelling and punctuation.
  • Write three sentences about your school life: one with ever or never, one with already or yet, and one with for or since. Then write one sentence with yesterday in the past simple.
  • Listen again to the recording for Exercises 1–4 on the NeoEdu page (neoedu.vn/learn/9/english/unit-5-skills-2) and check the evidence for each answer.

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