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

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Understand the main idea and specific details of a recording about a family’s screen-free meals.
    • Use verb patterns: decide, hope, want, plan + to-infinitive; enjoy, avoid, finish, mind + V-ing.
    • Identify the parts of a coherent paragraph: topic sentence, supporting details, reason or example, and closing.
    • Write a 90–110-word email to a friend comparing family routines then and now, with a greeting and a closing.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers before listening, check their choices against the evidence in the recording, and revise their own writing using a checklist.
  • Communication and collaboration: Ss work in pairs to compare family routines, share predictions and peer-check their emails in groups.
  • Problem-solving and creativity: Ss decide which evidence supports each answer, choose suitable details for their own family and reorganise ideas into a logical paragraph.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss catch specific details in a recording, talk about changes in family life, and write a 90–110-word email with a clear structure.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary lifestyle, extended family, nuclear family and privacy, and apply the to-infinitive and V-ing patterns correctly.

3. Personal qualities

  • Diligence: Ss listen to the recording twice and complete the revision process of their email carefully before submitting it.
  • Responsibility: Ss finish the email at home on time and revise one unclear sentence after receiving feedback from a reader.
  • Kindness: Ss give constructive comments to a partner’s email and respect their partner’s family routine when they share ideas.

II. Teaching aids and materials

1. Teacher

  • Audio recording of the Skills 2 listening (Unit 6, Global Success Grade 9), speakers or projector
  • Slides with the writing model, the verb pattern examples and the revision checklist
  • Word cards: lifestyle, extended family, nuclear family, privacy
  • NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/9/english/unit-6-skills-2
  • Worksheets No. 1 and No. 2 (printed for each pair)

2. Students

  • English 9 textbook, notebook, pen and pencil
  • Phiếu học tập số 1 and Phiếu học tập số 2 (filled in during class)
  • Smartphone or laptop for the NeoEdu interactive exercises (if available)

III. Procedures

Activity 1: Warm-up · 10 minutes

Family Life: Then and Now

a) Aims

Ss activate prior knowledge about family routines and preview the key vocabulary: lifestyle, extended family, nuclear family, privacy.

b) Content

Ss look at a word web on the board with the title 'Family life: then and now' and four words: lifestyle (lối sống), extended family (gia đình nhiều thế hệ), nuclear family (gia đình hạt nhân), privacy (sự riêng tư). Ss work in pairs and answer the questions: 'What does a typical evening in your family look like now?' and 'What was it like when your grandparents were young?'

c) Expected outcomes

  • A completed word web with at least four ideas linked to the four words.
  • Two sentences per pair comparing then and now, for example: 'Now we use phones at dinner, but in the past families talked more during meals.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the word web and reads the four words aloud. T asks: 'What do you think lifestyle means here?' and explains the meaning with an example: 'Our lifestyle has changed.'

    Students

    Ss repeat the words after T and guess the meaning of each word from the example.

  2. Teacher

    Step 2: Task performance

    T gives pairs two minutes to discuss the two questions and to add ideas to the word web. T monitors and helps with vocabulary.

    Students

    Ss discuss in pairs. Expected answers: 'We eat dinner together on weekends.' / 'My grandparents lived in the countryside and had no smartphones.'

  3. Teacher

    Step 3: Report and discussion

    T asks two or three pairs to share their sentences. T writes key ideas on the board under 'then' and 'now'.

    Students

    Ss report their sentences. Expected answers: 'In the past, families sat together and talked; now we often check messages.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and links them to the lesson: 'Today we will listen to a family’s story and write about our own routines.' T writes the lesson title on the board.

    Students

    Ss copy the new vocabulary into their notebooks and note the lesson focus.

Activity 2.1: Knowledge formation · 20 minutes

Listening Strategies and the Recording

a) Aims

Ss learn how to prepare for a listening task, identify the situation and purpose of a recording, and find specific evidence for answers.

b) Content

Ss read the four questions of Exercises 1–4 in Phiếu học tập số 1. Before listening, Ss predict what kind of information each question needs: a reason, an action, a place, a day or a duration. Ss listen once for the situation and purpose, then listen again to find specific evidence. T reminds Ss that a number may be a starting time rather than a length of time, and a place may be explicitly rejected. Ss use the whole sentence to decide.

c) Expected outcomes

  • Ss’ predictions for each question, for example: Question 4 needs a duration; Question 3 needs a place.
  • The situation and purpose of the recording: a family explains how its routine has changed and why it chose screen-free meals.
  • Strategy notes in the notebook: 'Predict the type of answer first', 'Listen for evidence, not isolated words', 'Use the whole sentence'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four question types on the board: reason, action, place, day, duration. T asks: 'Before listening, which question needs a duration?' and gives the strategy in one sentence.

    Students

    Ss read Phiếu học tập số 1 and match each question with its expected answer type. Expected answer: 'Question 4 asks about a duration; Question 3 asks about a place.'

  2. Teacher

    Step 2: Task performance

    T plays the recording once and asks: 'Who is speaking? What is the purpose of the talk?' Then T plays it a second time and pauses at key evidence. T monitors Ss who are struggling and reminds them to focus on the whole sentence.

    Students

    Ss listen and take notes. Expected answers: 'The speaker is Bao; the purpose is to describe the family’s new routine.' Ss note the days, the place and the time mentioned in the recording.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is the situation of the talk? How did you find the evidence for the duration?' T accepts different ways of finding evidence and writes the best strategies on the board.

    Students

    Ss share answers. Expected answers: 'The situation is a family meal routine; I heard the phrase thirty minutes in the second listening.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the three listening steps: predict, listen for the situation, then listen for evidence. T reminds Ss that the full script is available through the listening button on NeoEdu and that they should check the evidence there after class.

    Students

    Ss write the three steps in their notebooks and tick the strategy they used most.

Activity 2.2: Knowledge formation · 15 minutes

Verb Patterns: To-infinitive and V-ing

a) Aims

Ss learn the verb patterns decide, hope, want, plan + to-infinitive and enjoy, avoid, finish, mind + V-ing, and use them correctly in sentences.

b) Content

T presents the verb patterns with examples: 'We decided to interview grandparents.' and 'They enjoy sharing memories.' T explains that the verb form after these verbs is not optional. Ss complete Phiếu học tập số 2, Part A, by choosing the correct form of each verb in the sentences.

c) Expected outcomes

  • Two-column notes in the notebook:
  • To-infinitive after: decide, hope, want, plan.
  • V-ing after: enjoy, avoid, finish, mind.
  • Completed Part A of Phiếu học tập số 2, for example: 'We plan to have a screen-free meal.' / 'We enjoy sharing stories.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two patterns on the board and reads the example sentences aloud. T asks: 'Which form follows decide? Which form follows enjoy?'

    Students

    Ss listen and answer. Expected answers: 'Decide takes to-infinitive; enjoy takes V-ing.'

  2. Teacher

    Step 2: Task performance

    T distributes Phiếu học tập số 2 and asks Ss to complete Part A in pairs. T monitors and checks the pattern choices.

    Students

    Ss work in pairs and complete the sentences. Expected answers: 'We hope to visit our grandparents on Sunday.' / 'My sister finished doing her homework before dinner.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their sentences and asks the class to check the pattern.

    Students

    Ss read their answers and explain the pattern they used. Other Ss say 'agree' or 'disagree' with reasons.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the two patterns and reminds Ss: 'Learn these verbs together with their patterns, not as single words.' T writes the rule on the board.

    Students

    Ss write the final rule in their notebooks and correct their mistakes in Part A.

Activity 2.3: Knowledge formation · 15 minutes

Analysing a Coherent Paragraph

a) Aims

Ss identify the structure of a coherent paragraph in the writing model and understand the revision process.

b) Content

Ss read the writing model: 'Dear Anna, Our family routine has changed in recent years...' Ss work in groups of four using a jigsaw: each member finds one part of the paragraph: topic sentence, supporting details, reason or example, and closing. Then they combine their findings and complete Part B of Phiếu học tập số 2.

c) Expected outcomes

  • Part B of Phiếu học tập số 2 completed, for example:
  • Topic sentence: 'Our family routine has changed in recent years.'
  • Supporting details: 'My parents now use messages to arrange everyday tasks.' / 'I can study with online materials.'
  • Reason or example: 'We have decided to have a screen-free meal twice a week.'
  • Closing: 'I think a good lifestyle combines useful new tools with time for people.'
  • Revision order: check the task, check the sequence, correct grammar, proofread spelling.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the writing model on the projector and explains the jigsaw task. T assigns each member in a group one role: topic sentence, supporting details, reason or example, closing.

    Students

    Ss form groups of four and receive their roles. Each S reads the model and marks the sentence that matches the role.

  2. Teacher

    Step 2: Task performance

    T gives groups five minutes to share and combine their findings. T asks groups to check whether the paragraph has greeting and closing as required.

    Students

    Ss explain their sentences to the group and combine them. Expected answer: 'The greeting is Dear Anna and the closing is Best wishes, Bao.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present the structure and invites others to add comments. T asks: 'Why does the paragraph start with a topic sentence?'

    Students

    Ss present the structure. Expected answer: 'The topic sentence tells the reader the main idea, so the details can support it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure: topic, supporting details, reason or example, closing. T explains the revision order: meaning and organisation first, then grammar and spelling, because a longer paragraph is not automatically better.

    Students

    Ss copy the structure and the revision order into their notebooks.

Activity 3: Practice · 15 minutes

Listening Check and Language Practice

a) Aims

Ss consolidate listening answers, verb patterns and paragraph structure through the exercises of the lesson.

b) Content

Ss complete the following exercises, based on the lesson exercises.

  1. Listen to the complete recording. What change has Bao’s family made? A. Eating without screens on two evenings; B. Eating every meal separately; C. Replacing dinner with online chats; D. Moving the grandparents into the flat.
  2. Listen to the complete recording. On which two days do they have screen-free meals? A. Monday and Tuesday; B. Monday and Wednesday; C. Wednesday and Friday; D. Saturday and Sunday.
  3. Listen to the complete recording. Where do they put their phones? A. In a drawer; B. On the table; C. In a basket; D. In another flat.
  4. Listen to the complete recording. How long do they talk? A. Thirteen minutes; B. Twenty minutes; C. Thirty minutes; D. An hour.
  5. Which plan creates a coherent paragraph about Vietnamese lifestyle: then and now? A. Unrelated sentences only; B. Topic → supporting details → reason → closing; C. Conclusion without a topic; D. A list of copied titles.
  6. Order the revision process: Check that the paragraph answers the task; Check the sequence and links between ideas; Correct grammar and word choice; Proofread spelling and punctuation.
  7. Verb pattern: We decided ____ our grandparents. (interview)

c) Expected outcomes

  • Answers:
  • Question 1: A (Eating without screens on two evenings).
  • Question 2: B (Monday and Wednesday).
  • Question 3: C (In a basket).
  • Question 4: C (Thirty minutes).
  • Question 5: B (Topic → supporting details → reason → closing).
  • Question 6: Check that the paragraph answers the task → Check the sequence and links between ideas → Correct grammar and word choice → Proofread spelling and punctuation.
  • Question 7: to interview (decide takes to-infinitive: We decided to interview our grandparents.)
  • Ss write the evidence for Questions 1–4 in their notebooks, for example: 'Screen-free meals on Monday and Wednesday.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects Exercises 1–7 and reminds Ss to use the evidence from the recording and the whole sentence. T plays the listening for Questions 1–4 once more.

    Students

    Ss read the exercises and listen to the recording for Questions 1–4.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for Questions 1–4 and in pairs for Questions 5–7. T monitors and helps Ss who choose wrong answers by asking: 'Which word in the recording tells you the answer?'

    Students

    Ss choose answers and write the evidence. Expected answers for Question 1: 'They eat without screens on two evenings.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers and the evidence for each question. T asks one pair to explain Question 7.

    Students

    Ss give answers. Expected answer: 'For Question 7 we use to interview because decide takes to-infinitive.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, explains any common error and reminds Ss: 'A number may be a time, not a duration.' T checks the pattern for verb forms.

    Students

    Ss correct their answers and mark the mistakes in their notebooks.

Activity 4: Application · 15 minutes

Writing an Email About Family Routines

a) Aims

Ss write a coherent 90–110-word email to a friend, comparing family routines then and now, with a greeting and a closing.

b) Content

Your task: Write a 90–110-word email to a friend about changes in your family’s routines. Compare then and now and include a greeting and closing. Ss plan their paragraph using Phiếu học tập số 2, Part C: topic sentence, two supporting details, one reason or example, and a closing. Ss write the email in class and finish it at home if needed. Ss then exchange emails with a partner and check the revision order.

c) Expected outcomes

  • A 90–110-word email with:
  • Greeting (for example: 'Dear Minh,')
  • Topic sentence about changes in the family routine
  • Two supporting details comparing then and now
  • One reason or example
  • Closing and signature
  • Peer checklist: task and details; organisation; vocabulary and grammar; spelling and punctuation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the task aloud and shows the planning frame. T reminds Ss to use one verb pattern from the lesson and to count their words.

    Students

    Ss read the task and copy the planning frame into their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives Ss 10 minutes to write the email individually. T walks around and reminds Ss: 'Check the meaning first, then grammar.' After writing, Ss swap emails with a partner and use the checklist.

    Students

    Ss write their email and check each other’s work. Expected sample sentence: 'In the past, we ate dinner together every night, but now we use our phones during meals.'

  3. Teacher

    Step 3: Report and discussion

    T asks three Ss to read the topic sentence and one reason or example from their emails. T asks the class: 'Does this email answer the task?'

    Students

    Ss read aloud and the class gives feedback. Expected answer: 'Yes, it compares then and now and includes a greeting and closing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises common mistakes (verb patterns, unclear pronouns, word count) and gives a brief rating. T reminds Ss of the scoring: task and details 0.4; organisation 0.2; vocabulary and grammar 0.3; spelling and punctuation 0.1.

    Students

    Ss note the feedback and decide which part to revise at home.

Worksheets

Phiếu học tập số 1

Listening Questions (used in Explore 1 and Practice)

  • Question 1: What change has Bao’s family made? A. Eating without screens on two evenings; B. Eating every meal separately; C. Replacing dinner with online chats; D. Moving the grandparents into the flat.
  • Question 2: On which two days do they have screen-free meals? A. Monday and Tuesday; B. Monday and Wednesday; C. Wednesday and Friday; D. Saturday and Sunday.
  • Question 3: Where do they put their phones? A. In a drawer; B. On the table; C. In a basket; D. In another flat.
  • Question 4: How long do they talk? A. Thirteen minutes; B. Twenty minutes; C. Thirty minutes; D. An hour.

Evidence notes

  • Question 1 evidence: ____________________
  • Question 2 evidence: ____________________
  • Question 3 evidence: ____________________
  • Question 4 evidence: ____________________

Phiếu học tập số 2

Part A: Verb patterns (used in Explore 2)
Choose the correct form in brackets.

  • We decided ____ (visit / visiting) our grandparents on Sunday.
  • My sister enjoys ____ (cook / cooking) with my mother.
  • I want ____ (talk / talking) to my grandparents more often.
  • We avoid ____ (use / using) phones at dinner.
  • My father finished ____ (wash / washing) the dishes.
  • I plan ____ (have / having) a screen-free meal this week.

Part B: Structure of the writing model (used in Explore 3)

  • Topic sentence: ____________________
  • Supporting detail 1: ____________________
  • Supporting detail 2: ____________________
  • Reason or example: ____________________
  • Closing: ____________________

Part C: Planning my email (used in Apply)

  • Greeting: ____________________
  • Topic sentence (changes in my family routine): ____________________
  • Two details comparing then and now: 1) ____________ 2) ____________
  • One reason or example: ____________________
  • Closing and signature: ____________________

Homework

  • Finish the 90–110-word email about changes in your family’s routines. Check that it has a greeting, a topic sentence, two supporting details, a reason or example and a closing.
  • Revise one unclear sentence in your email: write the original sentence, the revised sentence and one reason for the change. Bring it to the next lesson.
  • Listen to the complete recording on the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-6-skills-2) and check the evidence for Questions 1–4.
  • Write five sentences using decide, hope, want, plan + to-infinitive and enjoy, avoid, finish, mind + V-ing.

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