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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: understand the main idea and purpose of a short exchange about learning before and after tablets.
By the end of the lesson, Ss will be able to: use the topic words lifestyle, extended family, nuclear family and privacy in context.
By the end of the lesson, Ss will be able to: use the verb patterns decide, hope, want, plan + to-infinitive and enjoy, avoid, finish, mind + V-ing correctly.

2. Competences

a) General competences

Self-control and independent learning: Ss preview the exchange on their own, mark the question and the response, and check their answers against the key.
Communication and collaboration: Ss work in pairs to ask and answer about how people learn, and share their ideas in whole-class discussion.
Problem-solving and creativity: Ss compare two learning methods based on their purpose, as An and her mother do, and write their own polite reply.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the exchange for gist and specific information, talk about learning methods, and write a short reply with a polite closing.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic vocabulary and the verb patterns (to-infinitive or V-ing) accurately in sentences.

3. Personal qualities

Honesty: Ss give their own real opinions about learning with tablets and do not copy the model answers without thinking.
Kindness: Ss listen respectfully to classmates' views and reply politely, for example by thanking a partner for sharing ideas.
Responsibility: Ss complete the worksheet and homework on time and check their own work carefully.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 9 (Global Success), Unit 6, Getting Started, and lesson slides with the exchange, key vocabulary and verb patterns
Projector or interactive board
NeoEdu digital lesson (neoedu.vn/learn/9/english/unit-6-getting-started): lesson presentation, examples and interactive exercises
Worksheet: Phiếu học tập số 1
Board markers and small cards for quick matching

2. Students

Textbook Tiếng Anh 9 (Global Success)
Notebook, pen, pencil and eraser
A device (tablet or phone) to access the NeoEdu lesson if the teacher allows it

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Learning Then and Now

a) Aims

Ss recall how people learned in the past and how they learn today.
Ss get ready for the topic of the lesson.

b) Content

T shows two pictures: a student copying notes from the board and a student using a tablet.
T asks: How did your parents or grandparents learn at school?
T asks: What do you use to learn today?
Ss discuss in pairs for about two minutes.

c) Expected outcomes

Ss name at least two learning methods, for example reading books, copying notes from the board, sharing reference books, using a tablet, or watching short online explanations.
Ss say one advantage and one disadvantage of a method they use.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the two pictures and asks the questions: How did your parents or grandparents learn at school? What do you use to learn today?
Students
Ss look at the pictures and listen to the questions.
Teacher
Step 2: Task performance
T asks Ss to discuss in pairs and walks around to help.
Students
Ss discuss in pairs. Possible answers: 'My grandmother copied notes from the board.' 'I use a tablet to watch short videos.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their answers with the class and writes the methods on the board.
Students
Representative pairs report, for example: 'We use tablets to find materials, but we need to compare sources.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and introduces the topic: Vietnamese lifestyle: then and now. T says that the lesson is about comparing learning methods by their purpose.
Students
Ss listen and write the title of the unit in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reading the Exchange: Meet the Topic

a) Aims

Ss understand the setting and the purpose of the exchange.
Ss find specific information in the reading text.

b) Content

T asks Ss to read the exchange once for the setting, then mark the question and the response.
Ss read the passage about An and her mother and answer five questions:

Who did An interview?
What did her mother remember about learning at school?
What does An often use to find materials?
What did they agree about a device?
What did An decide for the class project?

Ss also answer: What does the first speaker do in the opening question? A. Makes a polite request or asks for information; B. Offers help; C. Checks an apology; D. Thanks someone.

c) Expected outcomes

Ss answer:

Her mother.
Copying notes from the board and sharing reference books with friends.
A tablet.
A device does not automatically make learning independent.
Pupils would examine a source online, then explain it to a partner without reading the screen.

Answer to the question: A. The opening question seeks help or information politely.
Ss conclude: The class wanted a useful comparison based on purpose, not to say that older methods were poor or newer methods were better.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to read the exchange once to find the setting, then mark the question and the response in the first dialogue. T distributes the questions for the passage.
Students
Ss read the exchange silently and underline the question and the response.
Teacher
Step 2: Task performance
T asks Ss to read the passage again and answer the questions individually. T monitors and gives help with vocabulary such as device and reference books.
Students
Ss read and write answers in their notebooks. Some Ss may ask: 'What does automatically mean?'
Teacher
Step 3: Report and discussion
T calls on individual Ss to read their answers and asks: Why did the class decide to combine the two approaches?
Students
Ss report answers. Possible answer: 'They wanted to use online sources and also discuss face to face, so learning became more independent.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers, explains the purpose of the exchange and reminds Ss: Do not translate every word separately; keep the meaning of whole phrases.
Students
Ss correct their answers and copy the key information into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Key Vocabulary: Topic Words

a) Aims

Ss know the meaning of the topic words and use them in context.

b) Content

T presents the words: 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 do the matching task in Phiếu học tập số 1, Part A.
Ss read the example sentences: Our lifestyle has changed. An extended family may share a home. A nuclear family includes parents and children. Everyone needs some privacy.

c) Expected outcomes

Matching key: lifestyle – lối sống; extended family – gia đình nhiều thế hệ; nuclear family – gia đình hạt nhân; privacy – sự riêng tư.
Ss write one sentence with each of the four topic words, for example: 'Our lifestyle has changed a lot.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the eight words on the slide and asks Ss to read them aloud after the teacher. T distributes Phiếu học tập số 1, Part A.
Students
Ss listen, repeat and get the worksheet.
Teacher
Step 2: Task performance
T asks Ss to match the four topic words in Part A with their meanings. T asks Ss to use the sample sentences as clues.
Students
Ss work individually, then compare with a partner. Possible difficulty: Ss may confuse extended family and nuclear family; T reminds them to think about the members in each family.
Teacher
Step 3: Report and discussion
T asks 2–3 Ss to give their answers and says the answer for each word aloud.
Students
Ss say: 'Lifestyle means lối sống.' 'An extended family may share a home.'
Teacher
Step 4: Conclusion and assessment
T summarises the four key words and asks Ss to note them in their vocabulary notebooks with example sentences.
Students
Ss write the words and example sentences in their notebooks.

Activity 2.3: Knowledge formation · 8 minutes

Language Focus: Verb Patterns

a) Aims

Ss recognise the verbs followed by to-infinitive and those followed by V-ing.
Ss use the correct verb form after each verb.

b) Content

T writes two groups on the board:
Group 1: decide, hope, want, plan + to-infinitive
Group 2: enjoy, avoid, finish, mind + V-ing
T gives the examples: We decided to interview grandparents. They enjoy sharing memories.
T asks Ss to complete: We decided ___ our grandparents. (interview).

c) Expected outcomes

Ss complete: We decided to interview our grandparents. Decide takes to-infinitive.
Ss state the rule: decide, hope, want and plan are followed by to-infinitive; enjoy, avoid, finish and mind are followed by V-ing.
Ss note: A change in the following form is not optional for these verbs.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two groups of verbs on the board and reads the examples aloud. T asks Ss to look at the verb forms.
Students
Ss read the examples and notice the verb forms after each verb.
Teacher
Step 2: Task performance
T asks Ss to complete the example: We decided ___ our grandparents. (interview). Then T asks Ss to work in pairs to decide the correct form for: They enjoy ___ memories. (share).
Students
Ss work in pairs. Expected answers: 'We decided to interview our grandparents.' 'They enjoy sharing memories.'
Teacher
Step 3: Report and discussion
T asks a few pairs to report their answers and asks: Why do we use to interview here, but sharing after enjoy?
Students
Ss answer: 'Decide takes to-infinitive. Enjoy takes V-ing.'
Teacher
Step 4: Conclusion and assessment
T writes the rule on the board and asks Ss to copy it into their notebooks. T reminds Ss that these verb patterns are part of the verb and must be learned together.
Students
Ss copy the rule: decide, hope, want, plan + to-infinitive; enjoy, avoid, finish, mind + V-ing.

Activity 3: Practice · 9 minutes

Guided Practice: Exercises 1, 2, 5 and 6

a) Aims

Ss apply the topic vocabulary and the verb patterns in exercises.
Ss check their answers with the key.

b) Content

Ex 1: Read the exchange: An: Could you explain how you learned before tablets? Mother: We shared books and discussed questions together. An: Do you think we can combine those methods? 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.
Ex 2: Match the topic words to their meanings.
Ex 5: Complete the word for lối sống: ___. (lifestyle)
Ex 6: We decided ___ our grandparents. (interview)

c) Expected outcomes

Ex 1: A. The opening question seeks help or information politely.
Ex 2: lifestyle – lối sống; extended family – gia đình nhiều thế hệ; nuclear family – gia đình hạt nhân; privacy – sự riêng tư.
Ex 5: lifestyle.
Ex 6: to interview (Decide takes to-infinitive.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays exercises 1, 2, 5 and 6 on the slide and explains the task: answer individually, then check with a partner.
Students
Ss read the exercises and prepare to answer.
Teacher
Step 2: Task performance
T asks Ss to do the exercises individually within four minutes. T monitors and helps Ss who are stuck.
Students
Ss write answers in their notebooks. Some Ss may choose C for Ex 1; T guides them to re-read the opening question.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers to each exercise and asks the class to agree or disagree.
Students
Ss answer: 'A.' 'lifestyle.' 'to interview.' The class checks Ex 2 together.
Teacher
Step 4: Conclusion and assessment
T confirms the correct answers and points out the key form: decide takes to-infinitive. T asks Ss to correct their mistakes in red pen.
Students
Ss correct their answers and note the mistakes they made.

Activity 4: Application · 5 minutes

Own Words: Writing a Reply and Continuing the Exchange

a) Aims

Ss use the topic vocabulary to write a short, meaningful explanation.
Ss continue the exchange politely.

b) Content

Ex 7: In two or three connected English sentences, explain why Vietnamese lifestyle: then and now matters. Use at least two of these words or phrases: lifestyle, extended family, nuclear family, privacy.
Ex 8: Continue the exchange: An: Could you explain how you learned before tablets? Mother: We shared books and discussed questions together. An: Do you think we can combine those methods? Write one useful reply and a polite closing.
Assessment: answers the question (0.5 point), polite closing (0.2 point), appropriate grammar (0.3 point) for Ex 8; relevant local point (0.4), two vocabulary items used naturally (0.3), intelligible English (0.3) for Ex 7.

c) Expected outcomes

Ex 7 sample: Our lifestyle has changed. An extended family may share a home. These ideas help us discuss Vietnamese lifestyle: then and now more precisely.
Ex 8 sample: Yes. We can check an online source first and then discuss it face to face. Thanks for sharing your ideas.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains Ex 7 and Ex 8 and shows the assessment criteria. T asks Ss to write in pairs and then share with the class.
Students
Ss read the tasks and the criteria.
Teacher
Step 2: Task performance
T walks around, checks sentences and encourages Ss to use the verb patterns and topic words naturally.
Students
Ss write their sentences and reply in pairs. Possible reply: 'Yes. We can combine tablets and face-to-face talks.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to read their sentences and replies aloud. The class gives feedback on the criteria.
Students
Ss read their work. Classmates say: 'Your reply answers the question and ends politely.'
Teacher
Step 4: Conclusion and assessment
T praises good answers, corrects common mistakes and summarises the lesson: lifestyle, extended family, nuclear family, privacy, and the verb patterns.
Students
Ss note the corrections and the key phrases in their notebooks.

Worksheets

Phiếu học tập số 1

Part A. Match the topic words to their meanings.

lifestyle
extended family
nuclear family
privacy
Meanings: gia đình nhiều thế hệ; gia đình hạt nhân; sự riêng tư; lối sống

Part B. Complete the sentences with the correct form of the verb in brackets.

We decided ___ our grandparents. (interview)
They enjoy ___ memories. (share)

Part C. Choose the correct answer.
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.

Answer key:

Part A: lifestyle – lối sống; extended family – gia đình nhiều thế hệ; nuclear family – gia đình hạt nhân; privacy – sự riêng tư.
Part B: to interview; sharing.
Part C: A.

Homework

Interview a family member about how he or she learned at school. Write 5 sentences about the answers, using the words lifestyle, extended family or privacy.
Write 3 sentences using the verb patterns: decide / hope / want / plan + to-infinitive, and enjoy / avoid / finish / mind + V-ing.
Review the four topic words and their meanings, and prepare to read the next lesson, Unit 6: Speak and Listen.

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