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

Giáo án Looking Back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use to-infinitive after decide, hope, want, plan and V-ing after enjoy, avoid, finish, mind in context.
  • Explain the meaning of the four key sentences (lifestyle, extended family, nuclear family, privacy) before checking their form.
  • Pronounce the consonant clusters /fl/ and /fr/ clearly without inserting a schwa between the consonants.
  • Identify and self-correct a personal error in verb patterns using an error log.

2. Competences

a) General competences

  • Self-control and independent learning: Ss keep a personal error log, record the incorrect form, the corrected form and the reason, and choose one error they can repair without help.
  • Communication and collaboration: Ss work in pairs and groups to sort verb patterns, explain meanings and share sentences about family routines.
  • Problem-solving and creativity: Ss build and rewrite sentences with the correct verb patterns and create their own examples about family life then and now.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and explain four key sentences, speak about family lifestyle then and now, and write two original sentences using enjoy and decide.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply to-infinitive and V-ing patterns correctly, use the four key topic phrases accurately, and pronounce /fl/ and /fr/ with clean onsets.

3. Personal qualities

  • Responsibility: Ss take responsibility for their own errors by recording them in a personal error log and planning how to correct them.
  • Honesty: Ss honestly assess which verb patterns they still find difficult and report their progress in the error log.
  • Kindness: Ss give constructive feedback to their partners during pair work and praise correct answers.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, projector and slides with the verb pattern list and the four key sentences
  • Whiteboard and markers
  • Worksheet 1 (verb pattern sorting) and Worksheet 2 (exercises with answer key)
  • NeoEdu online learning page with lesson content, examples and interactive exercises: neoedu.vn/learn/9/english/unit-6-looking-back

2. Students

  • Student's Book English 9, Unit 6 (Looking Back)
  • Notebook, pen and pencil
  • Personal error log (a page in the notebook with the columns: Incorrect form / Corrected form / Reason)
  • Mini whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 4 minutes

Then and Now: Family Lifestyle Brainstorm

a) Aims

Ss activate prior knowledge of family life in the past and present and get ready to use the unit's vocabulary and verb patterns.

b) Content

Ss look at the board where T has written two columns: THEN (in the past) and NOW (today). In pairs, Ss think of one activity that families did in the past and one that families do today. T asks: 'What did families do together in the past? What do families do today?' Ss may use simple sentences such as 'Families cooked together in the past.'

c) Expected outcomes

A list of four to six contrasting sentences on the board, for example: 'In the past, families often lived together in an extended family. Now many families live in nuclear families.' Ss also say which of the two situations they prefer and why.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws two columns on the board, THEN and NOW, and asks: 'How has family life changed in Vietnam?' T gives an example: 'In the past, grandparents often lived with their children.'

    Students

    Ss listen carefully and look at the two columns on the board.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for one minute and write at least two ideas in each column. T walks around and helps with vocabulary.

    Students

    Ss discuss in pairs and write their ideas in their notebooks. Possible answers: 'In the past, families cooked and ate together.' 'Now, children often spend time on phones during meals.'

  3. Teacher

    Step 3: Report and discussion

    T invites three or four pairs to read their sentences aloud and asks: 'Why do you think family life has changed?'

    Students

    Pairs read their sentences. Possible answer: 'Life is busier now, so families spend less time together.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will look at how we talk about these changes correctly. Our lifestyle has changed, and our language must be accurate too.' T introduces the lesson aim.

    Students

    Ss listen and note the lesson aim in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Verb Patterns: To-infinitive or V-ing

a) Aims

Ss recognise and use the two verb patterns: decide, hope, want, plan + to-infinitive and enjoy, avoid, finish, mind + V-ing.

b) Content

Ss read the language focus on the slide: 'Learn verb patterns as part of the verb.' Ss sort eight verbs (decide, hope, want, plan, enjoy, avoid, finish, mind) into two groups using Worksheet 1. Then Ss read the two examples: 'We decided to interview grandparents.' and 'They enjoy sharing memories.' Ss identify the verb pattern in each example and explain why the form is not optional. Question for Ss: 'After decide, do we use to-infinitive or V-ing?'

c) Expected outcomes

Verb pattern table completed by Ss:

  • To-infinitive: decide, hope, want, plan
  • V-ing: enjoy, avoid, finish, mind
    Key rule: Ss write in their notebooks: 'Learn each verb with its pattern as one unit. A change in the form is not optional for these verbs.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the verb list and says: 'Look at these eight verbs. Work in pairs and sort them into two groups. Which verbs are followed by to-infinitive and which by V-ing?' T distributes Worksheet 1.

    Students

    Ss listen and read the instructions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and asks guiding questions: 'What form follows decide?' 'Can we say enjoy to learn?'

    Students

    Pairs sort the verbs and check the two examples. Possible answer: 'We decided to interview grandparents. Decide is followed by to-infinitive. They enjoy sharing memories. Enjoy is followed by V-ing.'

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to read their grouping and asks the class: 'Do you agree? Why?' T writes the groups on the board.

    Students

    A representative pair presents their groups. Other pairs agree or add a comment, for example: 'I think hope is also to-infinitive because we say hope to learn.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the two groups and reminds Ss: 'Verb patterns are part of the verb. Learn decide to, enjoy -ing as one unit.' T asks Ss to copy the table into their notebooks.

    Students

    Ss copy the verb pattern table and the key rule into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Key Sentences: Meaning Before Form

a) Aims

Ss explain the meaning of four key sentences and the topic words lifestyle, extended family, nuclear family and privacy before checking their form.

b) Content

Ss look at the four sentences: 'Our lifestyle has changed.' 'An extended family may share a home.' 'A nuclear family includes parents and children.' 'Everyone needs some privacy.' In groups of four, Ss discuss: 'What does each sentence communicate?' Then Ss match the topic words to their meanings: lifestyle (lối sống), extended family (gia đình nhiều thế hệ), nuclear family (gia đình hạt nhân), privacy (sự riêng tư). Ss also start their personal error log by writing one error they made in the warm-up or in the verb pattern activity.

c) Expected outcomes

Meaning explanations (Ss' answers):

  • 'Our lifestyle has changed': The way people live today is different from the way they lived before.
  • 'An extended family may share a home': Grandparents, parents, children, and other relatives may live in the same house.
  • 'A nuclear family includes parents and children': Only parents and their children are in the family.
  • 'Everyone needs some privacy': Everyone needs some time and space that is their own.
    Error log entry: Incorrect form / Corrected form / Reason (for example: 'We decided visit / We decided to visit / Decide takes to-infinitive').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four sentences and asks groups of four to explain the meaning of each one in their own words before looking at the grammar. T says: 'Meaning first, form second.'

    Students

    Ss read the four sentences silently and prepare to explain them.

  2. Teacher

    Step 2: Task performance

    T gives Ss one minute to match the four topic words to their meanings and then asks each group to explain at least two sentences. T asks: 'Who lives in a nuclear family?'

    Students

    Groups discuss and write their explanations on mini whiteboards. Possible answer: 'A nuclear family is parents and children only.' Ss also write one error from their own work in the error log.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read the explanation for 'An extended family may share a home' and invites other groups to comment.

    Students

    A group reads its explanation. Other groups add details, for example: 'Extended family also includes uncles and aunts.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and says: 'Remember to review topic words as whole phrases, not word by word.' T reminds Ss that the error log will be used in the apply activity.

    Students

    Ss correct their notes and keep the error log in their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Pronunciation: /fl/ and /fr/

a) Aims

Ss pronounce the consonant clusters /fl/ and /fr/ clearly, without inserting a schwa between the consonants.

b) Content

T models the words flat, floor, friend and friendly. T explains: start with /f/ (upper teeth lightly touching the lower lip), then move straight to /l/ or /r/. Ss repeat the words chorally and then say the phrases flat floor and friendly friends slowly and then at normal speed.

c) Expected outcomes

Ss say the words and phrases with clear consonant clusters: flat, floor, friend, friendly, flat floor, friendly friends. Ss can explain in one sentence: 'Do not insert /ə/ between /f/ and /l/ or /r/.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the words on the board and says: 'Listen to the sound at the beginning of each word. Watch how my lips and teeth move.'

    Students

    Ss listen and watch T's mouth and teeth.

  2. Teacher

    Step 2: Task performance

    T models each word and asks Ss to repeat chorally. Then T asks pairs to say flat floor and friendly friends, first slowly, then faster.

    Students

    Ss repeat the words and phrases in chorus and in pairs. Some Ss may insert a short vowel, for example 'fa-lat'. T corrects them gently.

  3. Teacher

    Step 3: Report and discussion

    T calls on three pairs to say the phrases in front of the class and asks the class to check for an extra vowel sound.

    Students

    Three pairs say the phrases. Classmates give feedback, for example: 'You said it clearly, there was no extra sound.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Start with /f/, then go straight to /l/ or /r/. No schwa in between.' T plays the NeoEdu pronunciation audio if available.

    Students

    Ss repeat once more after T and note the rule in their notebooks.

Activity 3.1: Practice · 8 minutes

Team Relay: Verb Patterns and Key Vocabulary

a) Aims

Ss apply the verb patterns and vocabulary to complete exercises 1 to 6 accurately and self-correct their answers.

b) Content

Ss complete exercises 1 to 6 from Worksheet 2 in teams of four. Team members take turns going to the board or whiteboard to answer one item and pass the marker to the next member. Exercises:

  1. We decided ___ our grandparents. (interview)
  2. She enjoys ___ stories. (share)
  3. They avoid ___ during meals. A. to use phones; B. using phones; C. use phones; D. used phones
  4. I hope ___ more about the past. A. learn; B. learning; C. to learn; D. learned
  5. Build the sentence: We / plan / to compare / two learning methods.
  6. Check verb patterns: a) I want to learn. b) I enjoy to learn. (Mark each sentence as correct (Đ) or incorrect (S).) Ss can also use the interactive exercises on NeoEdu.

c) Expected outcomes

Answer key:

  1. to interview (Decide takes to-infinitive.)
  2. sharing (Enjoy takes V-ing.)
  3. B. using phones (Avoid + V-ing.)
  4. C. to learn (Hope + to-infinitive.)
  5. We plan to compare two learning methods. (Plan + to-infinitive.)
  6. a) Đ (correct); b) S (incorrect; enjoy learning is correct, because enjoy takes V-ing.)
    Teams write the answers in their notebooks and correct their own errors after the class check.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the relay rules: one member per item, pass the marker after each answer, and the team with the most correct answers wins. T shows the NeoEdu exercise page on the projector.

    Students

    Ss listen to the rules and form teams of four.

  2. Teacher

    Step 2: Task performance

    T reads each item aloud and monitors the teams. T asks: 'Why is it to learn and not learning?' when teams struggle.

    Students

    Ss work in teams and take turns writing answers on the whiteboard. Possible answer for item 4: 'C. to learn, because hope takes to-infinitive.'

  3. Teacher

    Step 3: Report and discussion

    T checks the answers with the class, asks teams to justify each answer and corrects any mistakes.

    Students

    Each team explains its answers, for example: 'Avoid takes V-ing, so B is correct.' Teams with wrong answers correct them.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers and reminds Ss: 'If you made a mistake, write it in your error log with the reason.'

    Students

    Ss mark their own answers and record any errors in the error log.

Activity 3.2: Practice · 5 minutes

Match and Choose: Topic Words and Sounds

a) Aims

Ss match key topic words to their meanings and choose the word that begins with /fr/.

b) Content

Ss complete exercises 9 and 10 from Worksheet 2 individually and then compare with a partner.
9. Match the key topic words: lifestyle, extended family, nuclear family, privacy with: lối sống; gia đình nhiều thế hệ; gia đình hạt nhân; sự riêng tư. Review the words as whole phrases.
10. Which word begins with /fr/? A. flat; B. flower; C. friend; D. floor.

c) Expected outcomes

Answer key:
9. lifestyle – lối sống; extended family – gia đình nhiều thế hệ; nuclear family – gia đình hạt nhân; privacy – sự riêng tư.
10. C. friend (Friend begins with /fr/; the others begin with /fl/.)
Partners check each other's answers and record any difference in the error log.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Work alone for two minutes, then compare your answers with your partner.'

    Students

    Ss read exercises 9 and 10 on Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T walks around and checks that Ss match whole phrases, not single words.

    Students

    Ss write their answers and then compare with a partner. Possible answer: 'Friend starts with /fr/ because the r sound follows f.'

  3. Teacher

    Step 3: Report and discussion

    T asks two Ss to read their matches aloud and asks the class to confirm.

    Students

    Two Ss read out their answers. The class checks and agrees or corrects.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'Topic words are best learned as phrases. Keep them in your vocabulary notebook.'

    Students

    Ss correct their answers and copy the phrases into their vocabulary notebook.

Activity 4: Application · 5 minutes

Then and Now: Talking About My Family

a) Aims

Ss use the target verb patterns and the key vocabulary to talk about family lifestyle then and now, and self-correct their own errors.

b) Content

In pairs, Ss talk about their families using the prompts: 'In my family, we enjoy ...' / 'We decided to ...' / 'We avoid ...' / 'My family lifestyle has changed because ...' Ss speak for about one minute each and their partner checks the verb patterns. Ss then choose one error from their error log and correct it aloud. Homework: Ss write two original sentences about family routines, one with enjoy and one with decide, and update the error log.

c) Expected outcomes

Ss' spoken sentences, for example: 'We enjoy eating together on Sundays.' 'We decided to put our phones away during dinner.' 'Our lifestyle has changed because we are busier now.'
Homework product: two original sentences with enjoy + V-ing and decide + to-infinitive, plus one updated error log entry.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the speaking prompts on the board and models one example: 'In my family, we enjoy cooking together.' T explains the homework task.

    Students

    Ss listen to the model and the prompts.

  2. Teacher

    Step 2: Task performance

    T asks pairs to take turns and checks the pairs' work. T prompts: 'Can you say a sentence with avoid?'

    Students

    Pairs take turns speaking. Possible answers: 'We avoid watching TV during dinner.' 'We enjoy sharing stories about our grandparents.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to share one sentence with the class and asks the class to check the verb pattern.

    Students

    Selected Ss share their sentences. The class says whether the verb pattern is correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the verb patterns and gives feedback. T assigns homework and shows the NeoEdu link for further practice.

    Students

    Ss write the homework task in their notebooks and note the NeoEdu link.

Worksheets

Worksheet 1: Verb Pattern Sorting

Task: Sort the eight verbs into two groups.

  • decide
  • hope
  • want
  • plan
  • enjoy
  • avoid
  • finish
  • mind

Group A (followed by to-infinitive): ___
Group B (followed by V-ing): ___

Then complete the sentences:

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

Worksheet 2: Looking Back Practice

Exercise 1. We decided ___ our grandparents. (interview)
Exercise 2. She enjoys ___ stories. (share)
Exercise 3. They avoid ___ during meals. A. to use phones B. using phones C. use phones D. used phones
Exercise 4. I hope ___ more about the past. A. learn B. learning C. to learn D. learned
Exercise 5. Build the sentence: We / plan / to compare / two learning methods.
Exercise 6. Check verb patterns: a) I want to learn. b) I enjoy to learn. Mark each sentence Đ (correct) or S (incorrect).
Exercise 7. Complete the sentence with the correct forms: We finished ___ (write) and planned ___ (present).
Exercise 8. Write two sentences about family routines: one with enjoy and one with decide.
Exercise 9. Match the topic words with their meanings:

  • lifestyle
  • extended family
  • nuclear family
  • privacy
    Meanings: sự riêng tư; lối sống; gia đình hạt nhân; gia đình nhiều thế hệ
    Exercise 10. Which word begins with /fr/? A. flat B. flower C. friend D. floor

Answer key:

  1. to interview
  2. sharing
  3. B
  4. C
  5. We plan to compare two learning methods.
  6. a) Đ b) S
  7. We finished writing and planned to present.
  8. Sample: We enjoy eating together. We decided to put our phones away.
  9. lifestyle – lối sống; extended family – gia đình nhiều thế hệ; nuclear family – gia đình hạt nhân; privacy – sự riêng tư
  10. C

Homework

  • Write two original sentences about family routines: one with enjoy (+ V-ing) and one with decide (+ to-infinitive). Example: 'We enjoy eating together. We decided to put our phones away.'
  • Update your personal error log: record one new error with the incorrect form, the corrected form and the reason. Choose one error you can now repair without help and explain how you corrected it.
  • Review the four key sentences and the four topic words as whole phrases. Explain their meanings in your own words in one or two sentences.
  • Practise the words flat, floor, friend and friendly, and the phrases flat floor and friendly friends, at home. Record yourself and listen for any extra vowel sound.
  • Do more interactive exercises on the NeoEdu page: neoedu.vn/learn/9/english/unit-6-looking-back

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