Tiếng AnhLớp 9Phần 7. Unit 6: Vietnamese lifestyle: then and now

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: use the eight topic words (lifestyle, extended family, nuclear family, privacy, independent, interaction, convenient, face-to-face) in meaningful phrases; pronounce the /fl/ and /fr/ clusters clearly without inserting an extra vowel; choose the correct verb form after decide, hope, want, plan (to-infinitive) and enjoy, avoid, finish, mind (V-ing).

2. Competences

a) General competences

Self-control and independent learning: Ss complete the matching and sound-sorting tasks individually before checking with a partner, and self-assess their /fl/ and /fr/ pronunciation.
Communication and collaboration: Ss work in pairs to discuss family lifestyle, practise sounds with a partner, and share sentences with the class.
Problem-solving and creativity: Ss decide the correct verb form from the rule and context, and write their own connected sentences about family life.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to a short recording and identify the vocabulary item, read a sentence aloud, and write two connected sentences using interaction and face-to-face.
Language knowledge (pronunciation, vocabulary, grammar): Ss match topic words with Vietnamese meanings, distinguish /fl/ from /fr/, and use to-infinitive or V-ing correctly after the target verbs.

3. Personal qualities

Diligence: Ss repeat the words flat, floor, friend and free until they can say each cluster smoothly, and finish all tasks within the time limit.
Responsibility: Ss complete their part in pair work and check their partner's answers honestly.
Kindness: Ss give encouraging, specific feedback to classmates about pronunciation and sentence accuracy.

II. Teaching aids and materials

1. Teacher

Projector and slides showing the eight topic words with their example sentences
Audio recording for Exercises 5 and 6 (sentence containing nuclear family)
NeoEdu lesson page for in-class use: neoedu.vn/learn/9/english/unit-6-a-closer-look-1 (lecture, examples and interactive exercises)
Worksheet 1 printed for each pair
Textbook Global Success 9, Unit 6, A Closer Look 1

2. Students

Textbook Global Success 9, Unit 6
Notebook, pen and pencil
Worksheet 1 (one per pair)
Flashcards or a small whiteboard (optional)

III. Procedures

Activity 1: Warm-up · 4 minutes

Then and now: our family lifestyle

a) Aims

Ss activate prior knowledge about family life and get interested in the topic of the lesson.

b) Content

T asks the class: 'How has family life changed compared with your grandparents' time?' In pairs, Ss answer in one or two sentences. Guiding questions on the slide: Who lives in your home? Do you have much privacy? How do you keep in touch with relatives?

c) Expected outcomes

Ss give short answers, for example: 'My family is a nuclear family: two parents and two children.' or 'Online messages are convenient, but we still have family meals face-to-face.' T writes lifestyle, nuclear family and extended family on the board.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the question on the slide and says: 'Talk with your partner for one minute. Use the words you already know.'
Students
Ss listen to the instruction and look at the question.
Teacher
Step 2: Task performance
T walks around, listens to pairs and helps with vocabulary when asked.
Students
Ss talk in pairs, asking and answering the guiding questions in English.
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to share. T writes the key words on the board.
Students
Representative pairs share their answers, for example: 'In my family, we live in an extended family. Grandparents live with us.'
Teacher
Step 4: Conclusion and assessment
T says: 'Today we will learn words that describe lifestyle and family. Let's open the lesson.' T writes the title on the board.
Students
Ss open their textbooks and write the title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Topic vocabulary in meaningful groups

a) Aims

Ss understand the meaning of the eight topic words and use them in meaningful phrases.

b) Content

T shows the eight words with their example sentences: lifestyle, extended family, nuclear family, privacy, independent, interaction, convenient, face-to-face. Ss read each word and example aloud. In pairs, Ss complete Part A of Worksheet 1 and then do Exercises 1 and 2 in the textbook. T asks: 'Which word describes a family with parents and children only?' and 'Which phrase means in person, not online?'

c) Expected outcomes

Key for Worksheet 1, Part A: lifestyle – lối sống; extended family – gia đình nhiều thế hệ; nuclear family – gia đình hạt nhân; privacy – sự riêng tư; independent – độc lập; interaction – sự tương tác; convenient – thuận tiện; face-to-face – trực tiếp. Ss can explain: 'A nuclear family includes parents and children.' Ss record whole phrases in their notebooks, not single words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Work in pairs. Match each word with its meaning in Worksheet 1, Part A. Then check your answers with Exercises 1 and 2.'
Students
Ss receive Worksheet 1 and read the instructions.
Teacher
Step 2: Task performance
T monitors and reminds Ss to read the complete phrase, for example face-to-face, before choosing a meaning.
Students
Ss read the example sentences, discuss meanings and complete the matching. Possible answer: 'Face-to-face means in person.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to read their matches and asks: 'Why is it nuclear family and not extended family?'
Students
Ss report: 'Nuclear family means parents and children. Extended family means several generations.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and stresses: 'Keep whole phrases together, and do not translate each word separately.' T writes the eight words on the board.
Students
Ss correct their worksheets and copy the key phrases into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Sounds /fl/ and /fr/

a) Aims

Ss pronounce the /fl/ and /fr/ clusters clearly and distinguish them.

b) Content

T models the sounds: start with /f/ (upper teeth lightly touching the lower lip), then move straight to /l/ or /r/. Do not insert /ə/ between the consonants. Ss repeat the words flat, floor, friend, free and friendly slowly, then the sentence: 'Our friends live in a flat.' In pairs, one student says a word and the partner says whether it begins with /fl/ or /fr/.

c) Expected outcomes

Ss sort the words into two groups: /fl/: flat, floor, flower; /fr/: friend, free, friendly. Ss read the sentence 'Our friends live in a flat.' smoothly with no extra vowel. Self-check: 'I can say /fl/ and /fr/ without adding a vowel.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen to my model. Then repeat slowly. Watch my mouth and the position of the teeth.'
Students
Ss listen, watch T and prepare to repeat.
Teacher
Step 2: Task performance
T models each word and the sentence, then asks Ss to repeat as a class and in pairs.
Students
Ss repeat, then take turns saying a word and identifying its cluster with their partner.
Teacher
Step 3: Report and discussion
T asks 2 or 3 Ss to say the sentence alone and gives specific feedback: 'Good, no extra vowel' or 'Try to move straight from /f/ to /l/.'
Students
Volunteers say 'Our friends live in a flat' and classmates comment on the clusters.
Teacher
Step 4: Conclusion and assessment
T summarises: 'Start with /f/, then go straight to /l/ or /r/. Practise slowly first, then at normal speed.'
Students
Ss write the two groups of words in their notebooks and repeat the rule.

Activity 2.3: Knowledge formation · 6 minutes

Verb patterns: to-infinitive or V-ing

a) Aims

Ss identify which verbs are followed by to-infinitive and which by V-ing, and use them correctly.

b) Content

T writes two groups on the board: decide, hope, want, plan + to-infinitive; enjoy, avoid, finish, mind + V-ing. T models: 'We decided to interview our grandparents.' and 'They enjoy sharing memories.' T shows the example: 'We decided {{1}} our grandparents. (interview)' Ss decide the correct form.

c) Expected outcomes

Ss write the rule: decide, hope, want, plan + to-infinitive; enjoy, avoid, finish, mind + V-ing. Answer to example: We decided to interview our grandparents. (Decide takes to-infinitive.) Ss note that the verb form is not optional after these verbs.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the two groups of verbs. Which group takes to-infinitive? Which takes V-ing?'
Students
Ss look at the board and read the example sentences.
Teacher
Step 2: Task performance
T gives the example 'We decided {{1}} our grandparents. (interview)' and asks Ss to complete it individually, then check with a partner.
Students
Ss write 'to interview' and explain: 'Decide is followed by to-infinitive.'
Teacher
Step 3: Report and discussion
T calls on 2 Ss to read the rule aloud and asks: 'Why is it They enjoy sharing memories and not They enjoy to share memories?'
Students
Ss answer: 'Enjoy is followed by V-ing.'
Teacher
Step 4: Conclusion and assessment
T confirms the rule and says: 'Learn these verbs with their patterns as a whole.' T asks Ss to copy the rule into their notebooks.
Students
Ss copy the rule and the example sentences.

Activity 3.1: Practice · 6 minutes

Vocabulary and sound check

a) Aims

Ss consolidate topic vocabulary and recognise the /fl/ and /fr/ sounds in context.

b) Content

Exercise 3: Write the English word or phrase meaning 'độc lập'. Exercise 4: Which word begins with /fr/? A. flat; B. flower; C. friend; D. floor. Ss complete the exercises individually, then check with a partner.

c) Expected outcomes

Key: Exercise 3: independent (Digital tools can support independent learning.). Exercise 4: C. friend (Friend begins /fr/; the others begin /fl/.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Do Exercises 3 and 4 in your textbook. You have three minutes.'
Students
Ss read the questions and prepare to write.
Teacher
Step 2: Task performance
T monitors and checks individual work quietly.
Students
Ss write 'independent' and choose C. They compare answers with a partner.
Teacher
Step 3: Report and discussion
T asks 2 Ss to give their answers and reasons.
Students
Ss answer: 'Independent is the answer because the meaning is about being free from others.' 'C, because friend starts with fr.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss to read whole phrases carefully.
Students
Ss correct any mistakes in their notebooks.

Activity 3.2: Practice · 4 minutes

Listening: identify the vocabulary item

a) Aims

Ss listen to recordings and identify the topic word or concept they hear.

b) Content

Exercise 5: Listen. Which vocabulary item do you hear? A. extended family; B. privacy; C. lifestyle; D. nuclear family. Exercise 6: Listen to the sentence. Which vocabulary concept occurs in it? A. convenient; B. nuclear family; C. interaction; D. face-to-face. T plays each recording twice.

c) Expected outcomes

Key: Exercise 5: C. lifestyle (The recording says lifestyle.) Exercise 6: B. nuclear family (The sentence uses nuclear family: A nuclear family includes parents and children.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen carefully. You will hear each recording twice. Choose A, B, C or D.'
Students
Ss read the options before listening.
Teacher
Step 2: Task performance
T plays the recording for Exercise 5, then Exercise 6, twice each. T pauses between recordings.
Students
Ss listen and circle their answers. They compare with a partner.
Teacher
Step 3: Report and discussion
T asks: 'What word did you hear in Exercise 5?' and 'Which words helped you in Exercise 6?'
Students
Ss answer: 'I heard lifestyle.' 'I heard nuclear family and parents and children.'
Teacher
Step 4: Conclusion and assessment
T gives the correct answers and reminds Ss to listen for the key word in the sentence.
Students
Ss check and correct their answers.

Activity 4: Application · 8 minutes

Our family, our words

a) Aims

Ss use topic words and target sounds to write and speak about their own family lifestyle.

b) Content

Exercise 8: Write two connected sentences using interaction and face-to-face. Then in pairs, Ss tell their partner about their family lifestyle using at least three topic words, for example: 'In my family, we have an extended family. Privacy is important for us.' Ss read their sentences aloud, focusing on /fl/ and /fr/ words if they appear.

c) Expected outcomes

Model answer for Exercise 8: Classroom interaction helps us learn. Face-to-face talks remain important. Scoring guide: each phrase correct 0.3 + 0.3; logical link 0.2; sentence form 0.2. Ss produce three short spoken sentences about their family with at least three topic words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Write two sentences with interaction and face-to-face. Make them connected. Then tell your partner about your family lifestyle with at least three topic words.'
Students
Ss read the task and begin writing.
Teacher
Step 2: Task performance
T monitors, helps Ss with word choice and checks the logical link between sentences.
Students
Ss write two sentences, then take turns speaking with their partner. Possible answer: 'In my family, face-to-face talks are important, but we also use messages because they are convenient.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 Ss to read their sentences to the class and gives feedback on the target sounds and topic words.
Students
Volunteers read their sentences. Classmates say whether the words are used correctly.
Teacher
Step 4: Conclusion and assessment
T summarises the lesson: 'You learned topic words, the sounds /fl/ and /fr/, and verb patterns. Use them when you talk about family life.'
Students
Ss note the key words and the verb rule in their notebooks.

Worksheets

Worksheet 1: Topic vocabulary and sounds

Part A: Match each word with its Vietnamese meaning.

1. lifestyle
1. extended family
1. nuclear family
1. privacy
1. independent
1. interaction
1. convenient
1. face-to-face
  Vietnamese meanings: lối sống; gia đình nhiều thế hệ; gia đình hạt nhân; sự riêng tư; độc lập; sự tương tác; thuận tiện; trực tiếp

Part B: Sort the words by their beginning sound.

/fl/: ____________________
/fr/: ____________________
Words: flat, floor, flower, friend, free, friendly

Part C: Write two connected sentences using interaction and face-to-face.

Sentence 1: ____________________________________________
Sentence 2: ____________________________________________

Homework

Write a short paragraph (5–7 sentences) about your family lifestyle. Use at least four topic words from the lesson, one verb followed by to-infinitive (for example, decide, plan) and one verb followed by V-ing (for example, enjoy, avoid).
Practise the words flat, floor, friend, free and friendly aloud for five minutes each day. If your teacher permits, record one attempt and compare it with the model on the NeoEdu lesson page: neoedu.vn/learn/9/english/unit-6-a-closer-look-1.

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