Kế hoạch bài dạy minh họa Tiếng Anh Lớp 9 Global Success theo CV5512 - Unit 1: Local community

 Assumption
 Anticipated difficulties Solutions
 Students may lack experience of group/ - Encourage students to work in groups so that 
 teamwork. they can help each other.
 - Give short, clear instructions and help if 
 necessary.
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To activate students’ knowledge on the topic of the unit;
 - To enhance students’ skills of cooperating with teammates. 
 b. Content:
 - Brainstorming
 c. Expected outcomes:
 - Students can answer some questions of the teacher about community services.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Brainstorming - Students work in 2 teams and Questions:
- Teacher divides the class into 2 follow the teacher's instruction What can you see in this 
teams. to play the game. neighbourhood?
- Teacher asks students to close the Suggested answers:
books, shows a picture of a - cinema
neighbourhood and asks them to - buildings
write down as many things they -
can see in the picture in 1 minute. 
The team who has more correct 
answers is the winner.
- Teacher sets the context for the 
listening and reading text: Write 
the title on the board I really love 
where I live now. 
 e. Assessment:
 - T checks ss’ answers and gives feedback.
 2. ACTIVITY 1: PRESENTATION (5 mins)
 a. Objectives: 
 - To provide students with vocabulary;
 - To help students be well-prepared for the listening and reading tasks. 
 b. Content:
 - Vocabulary pre-teaching
 c. Expected outcomes: – Invite some pairs of Ss to read the - Students read the 
conversation aloud. conversation aloud.
– Have Ss say the words in the text - Students say the words.
that they think are related to the 
topic Local community. 
Quickly write the words on one part 
of the board. Comment on Ss’ 
answers. 
Task 2: Read the conversation again. Fill in each blank with no more than two words from the 
conversation. (7 mins)
- Teacher tells students to read the - Students work independently Answer key:
conversation again and work to do the activity. 1. last month
independently to find the answers. 2. fewer people
Remind students to underline the 3. craft village
information they can find in the 4. neighbours
conversation. 5. useful advice
- Teacher has a student pair compare - Students compare the 
before checking with the whole answers in pairs.
class.
- Teacher calls some students to give - Students give answers.
the answers.
Task 3: Match each word or phrase with its definition. (7 mins)
- Ask Ss to read the words and - Students read the Answer key:
phrases in the first column and conversation again and work 1. d
locate them in the dialogue. independently to do the 2. e
- Ask them to read around each word activity. 3. a
or phrase to guess its meaning. For 4. c
example, Ss can guess the meaning 5. b 
of ‘suburb’ by reading the sentence 
where the word appears in line 4 of 
the dialogue. Model the skill with 
this word. 
- Have Ss work individually to 
match the words and phrases with 
their definitions.
- Have them compare their answers - Students share and check the 
with a partner. answers.
- Invite some Ss to share their 
answers. 
- Confirm the correct answers. - Teacher and other students listen to the answers and comment. 
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about their 
 community. Students will show and present in Lesson 7 – Looking back and Project. 
 (Teacher should check the progress of students’ preparation after each lesson.)
– Explain the project requirements: In groups, Ss will interview some Ss from their class or 
 from other classes about the changes they want to make in their community, using the 
 questions provided. They then analyse the answers from their friends and report the findings 
 to their class. They can use a poster or PowerPoint slides to present their findings. In this 
 case, their slides or posters should include a mixture of text and tables, graphs, or pictures so 
 that T and other classmates can easily follow and understand their findings. 
– Show them how to collect and analyse the answers. Here are the steps T can follow:
Step 1. Have Ss answer the questions about their community:
 1. Where do you live?
 2. What is good about your community?
 3. What is not good about your community?
 4. What changes do you want to make to improve your community? 
 Invite about three Ss to answer the questions. Draw a table on the board to record their 
 answers. This way you are teaching them how to record the answers in a survey. The table 
 should look like the one on page 17 in Student’s book.
Then model how to report the findings to the questions. Say, I have just asked three students 
 about their community. Here are the findings. Two students live in or near the city centre. 
 One student lives far from the centre 
Step 2. Ask Ss to look at the four questions in the book. Check if they understand the 
 questions. Instruct them to create a table to record their classmates’ answers. Tell groups that 
 each group member can ask two classmates or two students from other classes, so each group 
 can ask about 10 students, using the table they have created.
Step 3. When they finish asking, they can organise the information they get in the table 
 below.
Step 4. Groups of Ss prepare short reports about the findings. Have them read the questions 
 on page 17 and follow these guiding questions to prepare the report.
 Board plan
 Date of teaching
 Unit 1: Local community
 Lesson 1: Getting started
 * Warm-up 2. artisan (n) /ˌɑːtɪˈzổn/ a worker in a skilled trade, thợ làm nghề thủ cụng
 especially one that involves 
 making things by hand
 Assumption
 Anticipated difficulties Solutions
 Students may have difficulties in Provide students some tips by identifying the 
 distinguishing three sounds /ổ/, /ɑ:/, and letters that may include each sound.
 /e/.
 Some students will excessively talk in the - Define expectation in explicit detail. Have 
 class. excessively talkative students practise.
 - Continue to define expectations in small chunks 
 (before every activity). 
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 – To create an active atmosphere in the class before the lesson.
 – To lead into the new lesson.
 b. Content:
 - Game: Hot seat
 c. Expected outcomes:
 - Students can recall some phrases about occupations.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: Hot seat - Students work in 2 teams and Answer key:
- Teacher divides students into 2 follow the teacher's instruction 1. policeman
teams. Each team has a member to play the game. 2. doctor
standing against the board. 3. teacher
- Teacher shows pictures of some 4. firefighter
community helpers one by one and 5. baker
other members use body language to 
let their team members guess the 
names of the jobs.
- The team with the most correct 
answers in the fastest time is the 
winner.
 e. Assessment
 Teacher’s feedback.
 2. ACTIVITY 1: VOCABULARY (20 mins) - Have Ss read the words/phrases in 
the first column and match them 
with the responsibilities in the 
second column. Remind them to pay 
attention to the keywords in each 
statement (a – e).
- Have Ss work in pairs to compare 
their answers before giving T the 
answers.
- Check and confirm the correct 
answers. Then ask Ss to share what 
other community helpers they know 
of and their responsibilities. 
- Take this opportunity to quickly 
explain the meaning of some 
words/phrases like put in, put out, 
obey the laws, solve crimes, ...
- For a more able class, have Ss 
make complete sentences to describe 
the responsibilities of the 
community helpers.
Task 2: Write a word or phrase in the box under the correct picture. (7 mins)
- Show each picture on the slide or - Students work in pairs and do Answer key:
ask Ss to look at each picture and the task. 1. tourist attraction
say what they see. 2. pottery
- Elicit the words/phrases from Ss. 3. artisan
- Have Ss write the word/phrase 4. speciality 
under each picture individually. 5. handicraft
- Let them share their answers in - Students share and check 
pairs. Invite some Ss to give the their answers in pairs.
answers and confirm the correct 
ones.
- Ask Ss to make sentences with 
some of the words and phrases they - Students make sentences and 
have learnt. Invite Ss to share their share with the class.
sentences. This activity can be 
carried out as a competitive game. 
Ask Ss to work in groups and make 
sentences with the words/phrases. 
The fastest group with the most 
correct sentences wins. Other groups 
listen and comment.
Task 3: Fill in each blank with a word or phrase from the box. (5 mins) - Have Ss quickly read the - Students discuss and find the Answer key:
sentences. Now play the recording words containing the sounds. /ổ/: thanks, grandmother, that, 
for Ss to listen to the sentences. Ask - Students listen to the bamboo, relax
them to pay attention to the bold recording and do the activity. /ɑ:/ garbage, artist, park
words and underline the bold words /e/: bread, beds
with /ổ/, circle the bold words with 
/ɑ:/, and tick the bold words with /e/.
- Invite some Ss to share their - Students check their answers 
answers. Confirm the correct ones. and repeat the sentences.
- Play the recording again for Ss to 
repeat the sentences.
- Have Ss practise the sentences in 
pairs. Invite some pairs to read the 
sentences aloud. Comment on their 
pronunciation of the sounds.
EXTRA ACTIVITY
Have Ss work in pairs. Ask them to 
write a word which has the sound 
/ổ/, /ɑ:/, or /e/ to complete each Suggested answers:
of the following minimal pairs: 1. beg 2. heart 3. lend 4. guess
1. bag ______ 2. hat ______ 5. back 6. ham 7. pack 8. cart
3. land ______ 4. gas ______ 
5. bark ______ 6. harm ______ 
7. park ______ 8. cat ______
 e. Assessment:
 - Teacher’s observation and feedback on student’s pronunciation.
 4. CONSOLIDATION (5 mins)
 a. Wrap-up
 Teacher asks Ss to retell the main points of the lesson.
 b. Homework
 - Do exercises in the workbook.
 Board Plan UNIT 1: LOCAL COMMUNITY
 Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use question words before to-infinitives and some phrasal verbs.
2. Competences
- Develop communication skills; 
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Exchange personal information with friends and be friendly at school;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS 
- Grade 9 textbook, Unit 1, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis 
– We use a question word such as who, what, where, when, or how before a to-infinitive to 
 express an indirect question about what we should do.
– We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know before the 
 question word + to-infinitive.
Assumption
 Anticipated difficulties Solutions
Students may find it confusing when to use Give short and clear explanations with legible 
 the grammar points. examples for each case.
Students may have underdeveloped co- - Give clear instructions, give examples 
 operating skills. before letting students work in groups.
 - Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
– To create an active atmosphere in the class before the lesson;
– To lead into the new lesson. - Check their understanding by – We often use a verb such as 
asking some questions: ask, wonder, (not) decide, (not) 
+ What are the question words we tell, or (not) know before the 
can use before to-infinitives? question word + to-infinitive.
+ What does this grammatical Example:
structure express? - Students make some We don’t know what to do to 
+ What are the verbs we can use? sentences using the Question help the community.
- Ask Ss to give some more words before to-infinitives. She asked how to get to the 
examples. Comment on their nearest shopping mall.
examples.
Phrasal verbs
- Write these sentences, which are - Students read the examples 
taken from the dialogue in Getting carefully.
Started, on the board:
I think we will get on with them.
That reminds me of the time our 
family moved to Viet Nam.
- Ask them about the meaning of 
each phrasal verb (they learnt the 
meaning of these verbs in the 
Getting Started lesson). Tell them 
that these are examples of phrasal 
verbs. 
- Have Ss read the information in the - Ss read the information in the 
grammar box. Ask them to call out grammar box. They call out 
any phrasal verbs they know and any phrasal verbs they know.
write them on the board. Have them 
explain the meaning of these verbs.
 e. Assessment:
 - Teacher checks students’ understanding by asking some questions. 
 3. ACTIVITY 2: PRACTICE (25 mins)
 a. Objectives: 
 - To help Ss practise Question words before to-infinitives and some phrasal verbs.
 b. Content:
 - Task 1: Fill in each blank with a suitable question word.
 - Task 2: Rewrite the sentences using question words + to-infinitives.
 - Task 3: Match each phrasal verb with its meaning.
 - Task 4: Complete each sentence using the correct form of a phrasal verb in 3.
 - Task 5: Find someone who  Ask as many friends as you can the following questions. 
 Then write their names in the table if they say “yes”.
 c. Expected outcomes:
 - Students understand how to use Question words before to-infinitives and some phrasal 
 verbs.
 d. Organisation: