Giáo án Tiếng Anh 9 Global Success Unit 9 A Closer Look 1
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I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic WORLD ENGLISHES
- Pronounce the words ending in –ion and –ity with correct stress
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Personal qualities
- Actively participate in class and school activities
- Develop self-study skills
II. MATERIALS
- Grade 9 textbook, Unit 9, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form |
Pronunciation |
Meaning |
Vietnamese equivalent |
1. bilingual (adj) |
/baɪˈlɪŋɡwəl/ |
able to use two languages equally well |
sử dụng được 2 ngôn ngữ |
2. variety (n) |
/vəˈraɪəti/ |
a different type of something |
biến thể |
3. fluent (adj) |
/ˈfluːənt/ |
able to speak a language easily and well |
trôi chảy, thành thạo |
4. concentric (adj) |
/kənˈsentrɪk/ |
(of circles and rings) being one inside another and having the same center |
đồng tâm |
5. go over |
/ɡəʊ ˈəʊvə/ |
to study something again |
ôn tập lại |
6. pick up |
/pɪk ʌp/ |
to learn a new skill or language by practising it rather than being taught it |
học (ngôn ngữ tự nhiên) |
Assumption
Anticipated difficulties |
Solutions |
Students may have difficulties in stressing in words ending in –ion and –ity. |
Provide students some tips by identifying the letters that may include each sound. |
Some students will excessively talk in the class. |
- Define expectation in explicit detail. Have excessively talkative students practise. - Continue to define expectations in small chunks (before every activity). |
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Brainstorm
- Bin it or Keep it quiz
c. Expected outcomes:
- Students can recall some phrases about WORLD ENGLISHES
d. Organisation:
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
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Option 1: Brainstorm - Show pictures of words that are different in British English and American English. Ask if Ss can say the words in British English and American English. - Introduce this lesson which focuses on words related to languages and language learning, and stress in words ending in –ion and –ity. - Share with Ss the lesson objectives and have them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there OR put them on a slide to show Ss. |
- Listen and answer |
Words:
|
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Option 2: Bin it or Keep it quiz - Divide the class into teams or have individual participation. - Prepare signs or flashcards labeled "Bin it" and "Keep it." - Show the following sentences one at a time, either on a projector or written on the board. - Students hold up the sign corresponding to their answer: "Bin it" if the sentence is not American English, "Keep it" if it is. - Award points for correct identifications. - After each sentence, discuss the reason behind the difference, highlighting the specific vocabulary or grammar variation between British and American English |
- Listen and follow instruction |
Sentences: The sidewalk is cracked. (Keep it) Please turn off the tap when you're finished. (Bin it) - "Tap" refers to the faucet in British English. (American: faucet) Can you pass me the rubber? (Bin it) - "Rubber" refers to an eraser in British English. (American: eraser) Let's grab some chips after school. (Keep it) |
e. Assessment
Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To provide students new vocabulary.
- To revise some vocabulary related to WORLD ENGLISHES
b. Content:
- Vocabulary pre-teaching
- Task 1: Match a word or phrase in A with its meaning in B.
- Task 2: Match a verb in A with a phrase in B to make a meaningful expression.
- Task 3: Choose the correct word to complete each sentence.
c. Expected outcomes:
- Students can identify some vocabulary about WORLD ENGLISHES and use them in different contexts
d. Organisation
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Vocabulary pre-teaching (5 mins) | ||
- Teacher introduces the vocabulary by: + providing explanations of the words + showing pictures illustrating the word. |
- Students guess the meaning of words. |
New words: 1. bilingual (adj) 2. variety (n) 3. fluent (adj) 4. concentric (adj) 5. go over 6. pick up |
Task 1: Match a word or phrase in A with its meaning in B.(5 mins) | ||
- Ask Ss to read the words/phrases in column A and match them with the meaning in column B. - Have Ss work in pairs to compare their answers before giving the answers. - Check and confirm the correct answers. - For a more able class, have Ss make complete sentences with the words/phrases in column A. |
- Read the words and match - Work in pairs to compare answers - Check - Complete sentences with the words/phrases in column A. |
Answer key: 1b 2d 3e 4c 5a |
Task 2: Match a verb in A with a phrase in B to make a meaningful expression. (5 mins) | ||
- Have Ss read the words/ phrases in the box. - Have them read the sentences carefully and look for clues so that they can choose the correct words/ phrases to complete the sentences. - Have one Ss write the words on the board. Confirm the correct answers. - Call on some Ss to read the sentences. |
- Read the words/phrases in the box. - Read the sentences carefully. - Check - Read the sentences. |
Answer key: 1.D 2.E 3.B 4.C 5.A |
Task 3: Choose the correct word to complete each sentence.(5 mins) | ||
- Ask Ss to read the given sentences to understand the general meaning of each. - Have them do the exercise individually and then compare their answers with another student. - Check the answers as a class and confirm the correct ones. |
- Read the sentences. - Do the exercise individually. - Check |
Answer key: 1. official 2. fluent 3. look 4. translated 5. go |
e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- To help students identify the stress in words ending in –ion and –ity
- To help Ss stress the words ending in –ion and – ity and read the sentences including these words with correct stress
b. Content:
-Task 4: Listen and repeat the words. Pay attention to the word stress.
-Task 5: Listen and repeat the sentences. Mark the stress in the underlined words.
c. Expected outcomes:
- Students can pronounce the stress in words ending in –ion and –ity
d. Organisation
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