Giáo án Tiếng Anh 9 Global Success Unit 1 Skills 1

Form

Pronunciation

Meaning

Vietnamese equivalent

1. preserve (v)

/prɪˈzɜːv/

maintain (something) in its original or existing state

bảo tồn

2. fragrance (n)

/ˈfreɪɡrəns/

a sweet or delicate odor

hương thơm

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

Game: Video watching

- Teacher prepares a video of Bat Trang Pottery Village.

- Students watch and tell the teacher the name of the craft village.

- Ask them to share any information they know about the village (location, special products, ...).

- Teacher asks Ss to give out more craft villages they know in Viet Nam.

- Students follow the teacher's instruction.

Suggested questions:

Bat Trang Pottery Village

More craft villages:

Vong Village

Tho Xuong Village

Dong Ho Village

…

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Answer the questions. (3 mins)

- Have Ss look at the pictures in the book or show the pictures on a slide. Ask Ss to answer the questions in the book:

1. What can you see in each picture?

2. Do you know any place(s) which makes the thing(s) in the pictures?

- Tell Ss that they are going to read a text about two traditional villages, one in Viet Nam (Vong Village) and the other in England (Denby).

- Students look at the pictures shown on screen and answer the questions.

- Students do the task and explain their answers.

Suggested answers:

Picture a: com (young sticky rice)- Vong Village, Ha Noi (another place which makes com: Tu Le Commune in Yen Bai Province)

Picture b: pottery – Denby, England (in Viet Nam there are some pottery villages like Bat Trang and Phu Lang)

Vocabulary teaching (5 mins)

- Teacher asks students to get the meaning of the words in context.

- Students say the meaning of the words.

New words:

1. preserve (v)

2. fragrance (n)

Task 2: Read the brochure introducing different places with special products. Match each highlighted word with its definition. (5 mins)

- Tell Ss what they are going to do. Ask Ss to read around the highlighted words in the text to roughly undertand the meaning of each word, and then match each word with its definition.

- Have Ss check their answers in pairs.

- Invite some Ss to share their answers. Confirm the correct answers.

- Students apply scanning techniques to do the task independently.

- Students pair up to check their answers and then check with the class.

Answer key:

1. b

2. c

3. e

4. a

5. d

Task 3: Read the brochure again. Decide which place each detail below belongs to. (7 mins)

- Ask Ss what they are going to do.

- Have Ss share how to do this exercise. If necessary, briefly tell them the steps: Read each sentence, underline the keywords in each sentence, locate the keywords in the text and decide which place the information belongs to. Ask Ss to repeat the steps if necessary.

- Ask Ss to do the exercise individually and then check their answers in pairs.

- Invite some Ss to share their answers. Have them explain their answers. Confirm the correct answers.

- Students work independently to find the keywords.

- Students work in pairs to find the answers.

Answer key:

Vong: 2, 3, 5

Denby: 1, 3, 4

Transition from Reading to Speaking

Have Ss choose one of the two products and answer these five questions:

1. What speciality is it?

2. What do people make it from?

3. Do people make it in the traditional way?

4. What can people do with it?

5. Is it well-known in only your country or in the world?

This short activity is a transition to the Speaking part and serves as an example for Activity 4