Giáo án Tiếng Anh 9 Global Success Unit 10 Skills 1

Anticipated difficulties

Solutions

1. Students may lack knowledge about some lexical items.

Provide students with the meaning and pronunciation of words.

2. Students may have underdeveloped reading, speaking and co-operating skills.

- Let students read the text again (if needed).

- Create a comfortable and encouraging environment for students to speak.

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

- Provide feedback and help if necessary.

3. 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

Option 1: Brainstorm

- Let Ss play a game in two groups of four or five. Group One shouts out the name of a habitat and the other groups should say a sentence, telling about the feature of that habitat. A habitat name can be reused, but the features mentioned later must be different from the one(s) previously mentioned. The group that can name a correct feature gets one point and the right to shout another habitat name or loseturn if this group cannot mention any feature.

- Stop the game when time is up.

- The group that has the most correct answers wins.

- Declare the winner

- Work in groups to play games

- Listen instruction

- Listen

Examples:

Habitat: Desert

Feature: Limited water

Option 2: Predator-Prey Chain Challenge.

- Divide students into groups representing different organisms in a food chain. Explain the predator-prey relationships within the chain. Each group acts out their role (standing, crouching, etc.) and moves according to who would consume or be consumed by others. Discuss the roles each organism plays in the chain and how disruptions can affect the ecosystem.

- Work in groups

- Listen and follow

Examples:

grass, grasshopper, frog, snake

Overall, each organism plays a vital role in maintaining the balance of the ecosystem. Any disruption can have cascading effects, impacting the populations of other organisms and potentially causing widespread damage. Understanding these interconnected relationships is crucial for conservation efforts and maintaining healthy ecosystems.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Tick (√) the things that show the roles of plants and animals. (3 mins)

- Have the class work in pairs to discuss which one(s) shows the role(s) of plants and animals.

- Ask Ss to give a simple explanation / example if possible.

- Work in pairs to do the task

- Give example/explanation

Answer key:

1 and 3, 4

Task 2: Read the passage and choose the correct answer A, B, C, or D. (5 mins)

- Ask Ss to read paragraph 1 to guess what the next paragraphs are about.

- Ask Ss to work individually to read the questions and to underline the key words in each of the question, then read the passage to choose the correct answer. Remind them to underline the evidence for each option they choose.

- Tell them that the first question is about the main idea of the passage and can be answered after they have read and answered questions 2-5.

- Have Ss to work in pairs to swap answers or to check answers together.

- Ask some Ss to read out loud the answers.

- Check the answers as a class.

EXTRA ACTIVITY:

T can have an extra activity for Ss to understand more about the vocabulary and the main ideas of the reading by asking them to do an exercise as follows.

- Read the paragraph.

- Read questions and underline key words.

- Listen

- Work in pairs to check answers.

- Check.

- Listen and follow

Answer key:

1. C

2. B

3. A

4. A

5. B

Task 3: Read the passage again and fill in the diagram. (7 mins)

- Have Ss work in pairs to read the diagram first. Ask them to follow the diagram by starting to look at the sunlight and (1) in the diagram Food chain to work out what will come next.

- Ask them to re-read the passage, search for needed information and underline the key words / the evidence for the answers.

- Ask some pairs to give the answers. Ask them to show the parts in the reading where they find the answers.

- Check the answers as a class.

TRANSITION FROM READING TO SPEAKING

- Tell Ss that the habitats are under threats and thus we have to take actions soon.

- Tell them to read the passage in 2 again and find two threats to plants and animals, and two actions

- After they have finished the activity, tell them that in activity 4 in SPEAKING, they will discuss the threats to plants and animals and what people should do to protect them.

- Work in pairs.

- Underline key words/evidence.

- Give answers.

- Check

Answer key

1. animals

2. prey

3. droppings

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 4: Work in pairs. Discuss the threats to plants and animals and how we can protect them. You can use the ideas from the reading or your own ideas. (7 mins)

- Have Ss work in pairs to fill the table.

- Remind Students A and B to ask and answer questions while filling in the table like in the example below:

- Work in pairs.

- Ask and answer questions while filling in the table.

Suggested answer: