Tiếng AnhLớp 9Phần 10. Unit 8: Tourism

Giáo án Looking Back

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to use relative pronouns who, which and whose correctly in defining clauses.
By the end of the lesson, Ss will be able to explain when the relative pronoun can be omitted (only when it is the object).
By the end of the lesson, Ss will be able to identify the stress pattern of words ending in -ic and -ious.
By the end of the lesson, Ss will be able to explain the meaning of the key phrases package tour, itinerary, accommodation and brochure.

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers against the key, record their errors in a personal error log and choose one error they can now correct without help.
Communication and collaboration: Ss work in pairs and groups to combine sentences, explain grammar rules and give feedback to each other.
Problem-solving and creativity: Ss rebuild jumbled sentences, combine two sentences into one using a relative pronoun and make their own sentences about a tour.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and explain example sentences, speak about their own tour experience using relative clauses and write a short sentence combination.
Language knowledge (pronunciation, vocabulary, grammar): Ss use relative pronouns, identify word stress in -ic and -ious words and use the four key phrases accurately.

3. Personal qualities

Diligence: Ss complete all review tasks in class and finish the error log and the homework on time.
Responsibility: Ss take ownership of their own errors by correcting them and noting the reason for each correction.
Honesty: Ss assess their own mastery of each language point truthfully and report which errors they still cannot repair alone.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 9 (Global Success), Unit 8, Looking Back
Projector or interactive board with slides of the four example sentences, the relative pronoun rules and the answer key
Worksheet No. 1 and Worksheet No. 2 (printed for each group)
NeoEdu lesson page for the review (neoedu.vn/learn/9/english/unit-8-looking-back) with interactive exercises
Small cards or sticky notes for the matching activity and the group sentence-building game

2. Students

Textbook, notebook and pen
Personal error log (columns: incorrect form, corrected form, reason)
Dictionary (optional) for checking word stress

III. Procedures

Activity 1: Warm-up · 5 minutes

Recalling the Unit 8 Tour Experience

a) Aims

Ss recall the topic of Unit 8 (tourism) and activate the idea of relative clauses through a short, personal speaking warm-up.

b) Content

Ss look at the four example sentences on the slide and answer: 'What does each sentence tell us about travelling?' Then Ss answer the warm-up question: 'Have you ever taken a package tour? What did the guide do for you?'

c) Expected outcomes

Ss identify the topic: tourism and travelling.
Ss produce at least one short answer about a tour, such as: 'I went on a package tour to Ha Long Bay. The guide who took us there was very friendly.'
Ss notice that the relative clause identifies the guide.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four example sentences on the slide and asks: 'What does each sentence tell us? Think about the message before the grammar.' T gives the warm-up question: 'Have you ever taken a package tour?'
Students
Ss read the four sentences silently and listen to the question.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think and then asks them to turn to a partner.
Students
Ss discuss in pairs the meaning of the sentences and share their own tour experience in one or two sentences.
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to share. T writes one example sentence with a relative clause on the board.
Students
Ss report, for example: 'We booked a package tour. The guide who showed us the temple spoke English well.'
Teacher
Step 4: Conclusion and assessment
T confirms that the examples are about tourism vocabulary and that the sentences contain relative clauses. T introduces the lesson goal: reviewing relative pronouns, word stress, and key vocabulary.
Students
Ss write the lesson title and goal in their notebook.

Activity 2.1: Knowledge formation · 8 minutes

Reviewing Relative Pronouns

a) Aims

Ss systematise the use of who, which, whose and that in defining clauses, and understand when the relative pronoun can be omitted.

b) Content

Ss read the rule on the slide: 'Relative pronouns connect a noun with identifying information: who for people, which for things, whose for possession. In a defining clause, that can often replace who/which. The pronoun can be omitted only when it is the object, not when it is the subject.' Ss then answer the questions in Worksheet No. 1, Part A: 'Which pronoun refers to a person? Which one shows possession? Can you omit who in: The guide we met was helpful? Why not in: The guide who helped us was kind?'

c) Expected outcomes

who: person (e.g., the guide who helped us)
which: thing (e.g., the map which shows the route)
whose: possession (e.g., the visitor whose bag was lost)
that: can replace who or which in a defining clause (e.g., the guide that helped us)
Omission: possible when the pronoun is the object (the guide we met); not possible when it is the subject (the guide who helped us), because the clause would have no subject.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the rule and gives Worksheet No. 1, Part A to each group. T says: 'Read the rule first, then answer the questions with your group in 3 minutes.'
Students
Ss read the rule and receive the worksheet.
Teacher
Step 2: Task performance
T monitors groups and prompts when needed, e.g., 'Is the pronoun the subject or the object in this clause?'
Students
Ss discuss in groups and write answers on the worksheet. Expected answer: who for person, which for thing, whose for possession; omission is possible only for the object.
Teacher
Step 3: Report and discussion
T calls on one group to answer the omission questions and asks another group to give a counter-example.
Students
Ss report: 'We can omit who in the first sentence because who is the object of met. We cannot omit who in the second sentence because who is the subject of helped.'
Teacher
Step 4: Conclusion and assessment
T confirms the rule with the slide and emphasises: the pronoun can be omitted only when it is the object. T writes the two example sentences on the board with the correct analysis.
Students
Ss copy the summary into their notebook.

Activity 2.2: Knowledge formation · 6 minutes

Stress Patterns in -ic and -ious Words

a) Aims

Ss recognise the stress pattern of words ending in -ic and -ious and apply this pattern to new words.

b) Content

Ss listen to the teacher pronounce the words: do-MES-tic, eco-NO-mic, de-LI-cious. Ss then read the rule on the slide: 'In many words ending -ic, stress the syllable immediately before the suffix. In many words ending -ious, the syllable before the suffix carries stress. These are patterns, not a rule without exceptions; check a dictionary for an unfamiliar word.' Ss mark the stressed syllables in the words: domestic, economic, delicious, tourist.

c) Expected outcomes

domestic: do-MES-tic (stress on the second syllable)
economic: eco-NO-mic (stress on the second syllable)
delicious: de-LI-cious (stress on the second syllable)
Ss understand that tourist, package and travel have first-syllable stress and that the -ic/-ious pattern is a tendency, so a dictionary is needed for unfamiliar words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the three words aloud, clapping or tapping the stressed syllable. T says: 'Listen and tap the stressed syllable with me.'
Students
Ss listen, repeat and tap the stressed syllable.
Teacher
Step 2: Task performance
T asks Ss to work in pairs. Each pair says the words aloud and marks the stress on the slide word list.
Students
Ss say the words in pairs and mark the stressed syllable in their notebook. Ss check any uncertain word in a dictionary.
Teacher
Step 3: Report and discussion
T plays the audio or reads the words again and asks one pair to demonstrate.
Students
Ss report: 'Domestic is do-MES-tic, but tourist is TOUR-ist.'
Teacher
Step 4: Conclusion and assessment
T confirms the pattern and reminds Ss that it is a pattern with exceptions. T encourages Ss to check the dictionary when meeting a new -ic or -ious word.
Students
Ss write the pattern and one example for each suffix in their notebook.

Activity 2.3: Knowledge formation · 5 minutes

Connecting Key Phrases with Meaning

a) Aims

Ss understand the meaning of the four key phrases in context and explain what each example sentence communicates before checking its form.

b) Content

Ss match the four key phrases on the cards with their Vietnamese meanings: package tour, itinerary, accommodation, brochure. Then Ss explain the meaning of each example sentence: 'A package tour may include transport and a guide.' 'Read the itinerary before booking.' 'The price includes accommodation.' 'The brochure lists the main stops.'

c) Expected outcomes

package tour: du lịch trọn gói
itinerary: lịch trình
accommodation: chỗ ở
brochure: tờ giới thiệu
Ss explain the communicative function of each example before checking its grammar, e.g., 'The brochure lists the main stops' tells us where the tour goes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes the cards and says: 'Match each phrase with its meaning. Then explain what each example sentence communicates.'
Students
Ss receive the cards and read the example sentences.
Teacher
Step 2: Task performance
T gives Ss 2 minutes to match in pairs, then asks them to discuss the message of each sentence.
Students
Ss match the phrases and explain the sentences, e.g., 'You should read the itinerary before you pay, so you know the plan.'
Teacher
Step 3: Report and discussion
T asks a few pairs to read their explanation aloud and checks the matching on the slide.
Students
Ss report their answers and correct any mismatch.
Teacher
Step 4: Conclusion and assessment
T reminds Ss: 'Do not translate word by word. Keep the meaning of the whole phrase.' T asks Ss to write the four phrases in their error log section for vocabulary.
Students
Ss write the four phrases and their meanings in their notebook.

Activity 3.1: Practice · 6 minutes

Relative Pronoun Exercises

a) Aims

Ss choose and use the correct relative pronoun in sentences, and correct errors in relative clauses.

b) Content

Ss complete Exercises 1 to 5 from the textbook.
Ex 1: The guide ___ helped us lives here. A. who; B. which; C. whose; D. where.
Ex 2: This is the map {{1}} shows the route. (which/whose)
Ex 3: The visitor ___ bag was lost called the office. A. who; B. whose; C. which; D. that.
Ex 4: Build the sentence: the guide / who knows the village / will lead / our tour.
Ex 5: Check the relative pronouns. a) The tour which starts at nine is full. b) The guide which helped me was kind.

c) Expected outcomes

Ex 1: A (who). Who refers to a person and is the subject.
Ex 2: which. Which refers to the thing map.
Ex 3: B (whose). Whose expresses possession: the visitor's bag.
Ex 4: The guide who knows the village will lead our tour. The relative clause identifies the guide.
Ex 5: a) T (correct). b) F; the correct form is 'The guide who helped me was kind' (who or that for a person).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to complete Exercises 1 to 5 individually in 3 minutes and then compare with a partner.
Students
Ss work individually and write answers in their notebook.
Teacher
Step 2: Task performance
T monitors and checks for Ex 4 and Ex 5, where errors are most common.
Students
Ss compare answers with a partner and explain any difference.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers. T asks: 'Why is which wrong in sentence b?'
Students
Ss answer: 'Which is used for things, but the guide is a person, so we use who.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the correct sentences on the board. T stresses that who or that is used for people.
Students
Ss correct their own answers and mark any errors in their error log.

Activity 3.2: Practice · 6 minutes

Sentence Combination and Self-Correction

a) Aims

Ss combine two sentences into one with a relative pronoun, identify stress, and choose vocabulary correctly.

b) Content

Ss complete Exercises 6 to 10 from the textbook and Worksheet No. 2.
Ex 6: Combine: I met a guide. She speaks three languages.
Ex 7: Can you omit who in 'The guide who we met was helpful'? Explain.
Ex 8: Can you omit who in 'The guide who helped us was kind'? Explain.
Ex 9: Match the words: package tour, itinerary, accommodation, brochure, with their meanings.
Ex 10: Which word is stressed on the second syllable? A. tourist; B. domestic; C. package; D. travel.

c) Expected outcomes

Ex 6: I met a guide who speaks three languages.
Ex 7: Yes. Who is the object of met, so 'The guide we met was helpful' is possible.
Ex 8: No. Who is the subject of helped; omitting it would leave the clause without a subject.
Ex 9: package tour - du lịch trọn gói; itinerary - lịch trình; accommodation - chỗ ở; brochure - tờ giới thiệu.
Ex 10: B. Domestic is do-MES-tic, while tourist, package and travel have first-syllable stress.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet No. 2 to each pair and says: 'Combine and explain. Remember to self-correct using the rules.'
Students
Ss receive Worksheet No. 2 and read the exercises.
Teacher
Step 2: Task performance
T asks pairs to complete the worksheet in 4 minutes and then exchange with another pair for peer checking.
Students
Ss write answers, explain Ex 7 and Ex 8, and check each other's answers.
Teacher
Step 3: Report and discussion
T asks 2 pairs to present their answers to Ex 7 and Ex 8.
Students
Ss report, e.g., 'We can omit who in Ex 7 because it is the object. In Ex 8 we cannot omit who because it is the subject.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers on the slide and reminds Ss to record any error they made in their error log.
Students
Ss correct their answers and add the reason for each error to their error log.

Activity 4: Application · 9 minutes

My Tour Story with Relative Clauses

a) Aims

Ss use relative pronouns, key vocabulary and self-correction to write and speak about a real or imagined tour.

b) Content

Ss write 4 to 5 sentences about a tour they have taken or would like to take, using at least two relative clauses (who, which or whose) and at least two key phrases (package tour, itinerary, accommodation, brochure). Then Ss exchange their text with a partner, correct the relative pronouns, and say one sentence about their partner's tour. Ss complete the error log by choosing one error they can now repair without help.

c) Expected outcomes

A short paragraph of 4 to 5 sentences with correct relative pronouns, e.g., 'We booked a package tour to Sa Pa. The guide who showed us the terraced fields was very friendly. The itinerary, which we read before booking, included a homestay.'
Partner feedback marks any incorrect relative pronoun.
Error log: one completed entry with incorrect form, corrected form and reason.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Write about a tour using at least two relative clauses and two key phrases. Then swap with your partner to check.'
Students
Ss listen and prepare to write.
Teacher
Step 2: Task performance
T monitors and gives individual feedback on the use of who, which and whose.
Students
Ss write individually for 4 minutes, then swap papers and check each other's relative pronouns and phrases.
Teacher
Step 3: Report and discussion
T invites 3 or 4 Ss to read one sentence aloud and asks the class to identify the relative pronoun.
Students
Ss read, e.g., 'The brochure, which lists the main stops, helped us plan the trip.' Classmates answer: 'Which, because it refers to the brochure.'
Teacher
Step 4: Conclusion and assessment
T summarises the key points: who for people, which for things, whose for possession, and omission only for the object. T asks Ss to finish their error log at home.
Students
Ss complete their error log entry and write the homework in their notebook.

Worksheets

Worksheet No. 1: Relative Pronouns

Part A. Answer the questions.

Which relative pronoun refers to a person?
Which relative pronoun refers to a thing?
Which relative pronoun expresses possession?
Can you omit who in 'The guide we met was helpful'? Why?
Can you omit who in 'The guide who helped us was kind'? Why?

Part B. Choose the correct answer.

The guide ___ helped us lives here. A. who B. which C. whose D. where
The visitor ___ bag was lost called the office. A. who B. whose C. which D. that

Worksheet No. 2: Sentence Combination and Self-Correction

Part A. Combine the two sentences into one with a relative pronoun.

I met a guide. She speaks three languages.

Part B. Explain your answer.

Can you omit who in 'The guide who we met was helpful'? Explain.
Can you omit who in 'The guide who helped us was kind'? Explain.

Part C. Match the key words with their meanings.

package tour
itinerary
accommodation
brochure
Meanings: lịch trình; tờ giới thiệu; du lịch trọn gói; chỗ ở

Part D. Which word is stressed on the second syllable?
A. tourist B. domestic C. package D. travel

Homework

Write a short paragraph (5 to 6 sentences) about a tour you would like to take. Use at least two relative clauses with who, which or whose.
Underline each relative pronoun in your paragraph and check whether it can be omitted. Explain your choice in one sentence.
Complete your personal error log: write one error from today's lesson, the corrected form and the reason.
Practise the stress pattern: mark the stressed syllable in domestic, economic, delicious and check in a dictionary for any unfamiliar -ic or -ious word.
Review the Unit 8 vocabulary: package tour, itinerary, accommodation, brochure. Make one sentence for each phrase.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.