Giáo án Tiếng Anh 9 Global Success Unit 1 Communication

Anticipated difficulties

Solutions

Students may have underdeveloped speaking and co-operating skills.

- Encourage students to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

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).

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Game: Phrasal verbs revision

- Teacher divides the class into 2 teams.

- Teacher shows pictures (PPT slides) of phrasal verbs, asks students to name them.

- The team that gives more correct names is the winner.

- Students work in 2 teams and follow the teacher's instruction to play the game.

Answer key:

1. find out

2. take care of / look after

3. come back

4. look for

5. take off

6. get over

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)

- Play the recording for Ss to listen and read the dialogues at the same time. Ask Ss to pay attention to the highlighted parts. Tell them that these are two ways to seek help and respond.

- Write the structures used to ask for help on the board:

+ Do you mind + V-ing?

+ Could you …?

- Instruct them how to respond appropriately.

- Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front of the class.

- For a more able class, introduce some other ways to ask for help in English:

+ Could you help me ...?

+ Could you give me a hand with ...?

+ Would you ... please?

- Students listen to the dialogue.

- Some students share their opinions to the class.

Audio script:

Task 2: Work in pairs. Ask for help and respond in the following situations. (7 mins)

- Ask Ss to work in pairs to make similar dialogues, using the language they have learnt.

- For a less able class, model the first situation with a good student.

- Move around to observe and provide help. Call on some pairs to practise in front of the class. Comment on their performance.

- For more able classes, encourage Ss to use different ways to ask for help and respond.

- Students work in pairs to do the activity.

- Students practise in front of the class.

Suggested answers:

1. Do you mind lending me your pen?

- Not at all. Here you are.

2. Could you tell the name of the new garbage collector?

- Sure. His name’s Nam.

3. Could you tell me where to buy the best fruits and vegetables in our area?

- Sure. There’s a shop in Le Lai Street.

Transition from Everyday English to Places of interest

– Ask Ss how they can ask their friend to show them where a place of interest is (e.g. the most beautiful

park in town). Invite Ss to share their answers.

– Ask Ss what places of interest they know. Ss may mention: park, cinema, café, … Tell Ss they are going to read what two students share about their favourite places of interest

- Listen and follow the instruction.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 3: Do you know the place in each picture? (5 mins)

- Ask Ss to look at each picture and say if they know anything about the place. Elicit answers and confirm the correct ones. If time allows, ask them in what city each place of interest is located and if they know any other places of interest in that city.

- Elicit answers from Ss. Provide Ss with some places of interest in each city.

- Students look at the pictures and answer the questions and add more places to the list.

Suggested answer:

- Picture 1: Nguyen Hue Pedestrian Street (Phố đi bộ Nguyễn Huệ) is in Ho Chi Minh City. Other places of interest in the city: Central Post Office (Bưu điện trung tâm), the Notre-Dame Cathedral (Nhà thờ Đức Bà), Independence Palace (Dinh Độc Lập), War Remnant Museum (Bảo tàng chứng tích chiến tranh), Ben Thanh Market (Chợ Bến Thành), etc.

- Picture 2: Sydney Opera House is in Sydney, Australia. Some other places of interest in the city: Sydney Harbour Bridge, Taronga Zoo, Sydney Tower Eye, Darling Harbour, Sydey Aquarium, Royal Botanic Garden, etc.

Task 4: Listen to Binh and Mira talking about a place of interest in their community. Fill in each blank with no more than TWO words and / or a number. (7 mins)

-Tell Ss that they are going to listen to a student from Ho Chi Minh City and the other from Sydney talking about a place of interest in their community and what they do there.

- Have them look at the table of information and ask them to read it through quickly.

- Play the recording for Ss to listen and fill in each blank with no more than two words.

- Students look at the table of information and read it through quickly.

- Students listen and fill in the table.

- Students work in pairs to compare their answers.

Audio script:

Binh, from Ho Chi Minh City, Viet Nam

My favourite place of interest is Nguyen Hue Pedestrian Street. It’s in the centre of the city and onlya kilometre from our house, so we walk there every weekend. It’s used for pedestrians only and is very

popular especially at weekends and during Tet. My sister and I enjoy the music that street