Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

Date of planning:..…
Date of teaching: ………..…
WEEK: 1

Period 2: UNIT 1 : LOCAL COMMUNITY
Lesson 1: GETTING STARTED
I really I love where I live now

I. OBJECTIVES: * * By the end of this lesson, Ss will be able to gain the following
items:
1. Knowledge:
- To introduce the topic about Local community;
- Vocabulary to talk about community;
- To practice listening and reading skills .
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to the topic Local community;
- Pronounce the vowel sounds /æ/, /a:/, and /e/ correctly in words and sentences;
* New words: community; community helper; speciality; special products;
handicrafts ;artisan; pottery ; suburb; craft village; look for; get on well with; remind sbd
of ; stuff; useful advice; facility;
+ Seek help and respond;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening , speaking, reading and writing skills .
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
Digital Competence (1.1.TC2b; 5.2.TC2b): Information Search & Data Processing.
Students use Google Search with simple filters to find authentic information, images and
source links about a local product; then they organise the data in Google Sheets/MS Excel
and identify at least one advantage and one disadvantage of the product.
Digital evidence/assessment: search keywords, source links, one image/source note, one
Google Sheets/Excel row with Product Name - Place - 1 Pro - 1 Con; teacher checks
relevance, reliability of source and correct data processing.
3. Personal qualities:
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
Objectives For students with disabilities
By the end of the lesson, students can:
- recognize and repeat 3-4 words about local community: community, suburb, facilities and
craft village, with teacher's help.
- answer 1 simple question about their neighbourhood using words or pictures, with
teacher's help.
- fill in or choose 1-2 words from the conversation.
- choose one local product/place for the project using a picture cue.
II. TEACHING AIDS:
- Teacher: Grade 9 text book;Projector / TV.....

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3'- 5')
* Objectives: - To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere
to inspire Ss to warm up to the subject and new lesson.
* Expected outcomes: Having a chance to speak English.
* Organization : Teacher's instructions …
Teacher's and Student's activities
+ Greeting
+ Teacher (T) asks Ss some questions about
the previous lessons,
- T may introduce some warm-up activities to
create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new
class…
- T encourages Ss to talk in English as much as
possible
- Before Ss open their books, Tasks some Ss
about their neighbourhood:
+ Where do you live?
+ What are your neighbours like?
+ What do you like about your
neighbourhood?
- Summarise Ss' answers and ask them what
another name for a neighbourhood is.
- Elicit the phrase local community. Tell Ss
that a local community includes all the
people living in a particular area or is the place
where people live. Write the unit title on the
board Local Community.
- Share with Ss the objectives of the lesson 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.
For students with disabilities
- Student looks at neighbourhood/community
pictures and says or points to 1 familiar place

Content

+ Greeting
- T_Ss.
+ Students (Ss) listen and learn how to
do the tasks.

- Open the book and write the tittle of
the lesson.

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

with teacher's help.
- Student answers 1 simple question: Where do
you live? using a word cue or L1 support.
ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12'- 15')
* Objectives: - To set the context for the introductory dialogue;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar
points to be learnt.
* Content: Learn some new words . Read the conversation and find out new words.
Focus on topic of the lesson, grammar points…
* Expected outcomes: Knowing more new words. Understanding the conversation;
topic of the lesson, grammar points. Students know the topic of the unit and be ready for
the conversation.
* Organisation : Teacher's instructions.
Teacher's and Student's activities
Content
1. Listen and read :/ Page 8
* Teach vocabulary:
- T_Ss
+ Teacher uses different techniques to teach
*Vocabulary:
vocab (situation, realia, translation.)
1. suburb (n) /ˈsʌbɜːb/ vùng ngoại ô
+ Teacher introduces the vocabulary by:
2. facilities (n) /fəˈsɪlətiz/ cơ sở vật
- providing the pictures
chất
- eliciting the definition of the words
3. community (n) /kəˈmjuːnəti/ cộng
+ Teacher do the “Rub out and remember”
đồng
checking technique.
4. craft village (n) /ˌkrɑːft ˈvɪlɪdʒ/
**Ask ss to look at the pictures on page 8 - 9
Làng nghề thủ công
and answer the questions below:
5. look for (phrasal verb) tìm kiếm
- What do you see in each picture?
- What would life in the place in the picture be 6. get on with (phrasal verb) có quan
hệ tốt với
like?
7. remind (sbd) of Nhắc nhở ai về
- Elicit answers from ss.
8. stuff (n) /stʌf/ đồ đạc (trong nhà)
- Introduce the two characters: Mi and Ann.
- Explain that they are friends, and they meet
each other after a long time.
- Play the recording twice for Ss to listen and
read along.
- Have Ss underline the words that are related
to the unit topic while they are listening and
reading.
- Invite some pairs of Ss to read the
conversation aloud.
- Have Ss say the words in the text that they
think are related to the topic Local community. - Open the book and write the tittle of
- Quickly write the words on one part of the
the lesson.
board. Comment on Ss' answers.

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

For students with disabilities
- Student repeats 3 words: community, suburb,
facilities, with teacher's help.
- Student points to the correct picture for 1-2
new words.
ACTIVITY 2. PRACTICE ( 15')
* Objectives:
+ To help Ss understand the conversation.
+ To help Ss guess the meaning of some vocabulary items in the
conversation.
+ To help Ss practise using the vocabulary learnt in 3.
* Content: Listen and read the conversation. Do the filling; Do the Matching;
Complete the sentences with correct word or phrases.
* Expected outcomes: Ss understand the content of the conversation and know how to
use the vocabulary related to the topic correctly.
* Organisation :
Teacher's and Student's activities
Content
TASK 2: Read the conversation again. Fill in each blank with no more than two
words from the conversation.
- First, ask Ss to read the sentences and fill in
- T_Ss
the blanks without reading the conversation
- Work individually.
again.
- Students work independently to do
- Elicit the answers from Ss. Quickly write
the activity.
these answers on the board.
* Key:
- Now have them read the conversation again
1. last month
to check their answers.
2. fewer people
- Allow them to share answers with a partner
3. craft village
before discussing the answers.
4. neighbours
- Ask Ss for their answers again, referring to
5. useful advice
the answers that have been written on the board
before.
- Confirm the correct answers.
For students with disabilities
- Student reads the sentence with a partner and
finds 1 key word in the conversation.
- Student fills or chooses 1-2 blanks from a
short word bank.
TASK 3: Match each word or phrase with its definition.
- Ask Ss to read the words and phrases in the
- T_ Ss
first column and locate them in the
- Ss to work individually.
conversation.
- Ask them to read around each word or phrase * Key:

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

to guess its meaning. For example, Ss can
1. d
2. e 3. a
guess the meaning of suburb by reading the
sentence where the word appears in line 4 of
the conversation.
- Model the skill with this word.
- Have Ss work individually to match the
words and phrases with their definitions.
- Have them compare their answers with a
partner.
- Invite some Ss to share their answers.
- Confirm the correct answers.
+ Have Ss practise saying the words and
phrases.
For students with disabilities
- Student matches 2 words/phrases with simple
Vietnamese meanings or pictures.
- Student repeats the matched words after the
teacher.
TASK 4: Complete each sentence with a word or phrase from 3.
- Have Ss work in pairs and fill in each blank
- T_ Ss.
with a word or phrase from 3.
- Work in pairs.
- Ask for Ss answers and confirm the correct
* Key:
ones.
1. suburb
- For a more able class, have Ss work in
2. get on with
groups.
3. facilities
- Each group makes sentences with the
4. remind ….. of
words/phrases.
5. community.
+Ask Ss to read aloud these sentences.

4. c

5. b

For students with disabilities
- Student chooses 1 suitable word/phrase to
complete one sentence.
- Student copies one correct sentence about
local community.
ACTIVITY 3 : PRODUCTION/ FURTHER PRACTICE ( 8')
* Objectives:
- To introduce to Ss some places of interest in a community.
* Content: Do the QUIZ. What is the place?
* Expected outcomes: Do the quiz correctly.
* Organisation :
Teacher's and Student's activities
Content
TASK 5: QUIZ: What is the place? Do the following quiz.
- Set a time limit of 3-5 minutes for Ss to take - Students work in pairs to do the quiz.

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

the quiz in pairs.
- Invite some pairs to share their answers with
the class.
- Confirm the correct answers.
- Ask Ss to work in groups and brainstorm all
the places of interest in a community that they
know. After 3 minutes, they are invited to
share their answers with the whole class. The
group with the most correct answers wins.
** Do the following quiz.
1. People watch sports such as football there
2. People go there for health check-ups.
3. Parthither they can have fun.
4. Children learn to read and write them
5. Visitors see objects from the past here
* What are some other places in a
neighbourhood you know?
PROJECT LAUNCH: "Local Community
Products"
- Deliver the task: T organizes Ss into groups.
The unit project requires them to research a
specific local product from their community,
evaluate its pros and cons, and present the
analysis to the class.
- Digital Homework Instruction: T explains
that groups must use Google Search to find real
information about a local product (e.g., Bat
Trang pottery, Vong village green sticky rice).
At home, the Group Leader must create a
Zalo/Messenger group. Members must search
for information (using filters like quotation
marks "" for exact terms or site:.vn) and share
the links/images in their chat group to
collaboratively process the data and build a
pros and cons analysis using Google Sheets or
MS Excel.
DIGITAL PROJECT EVIDENCE /
ASSESSMENT
- Minh chứng: each group submits a product
name, 2 source links/images and one Google
Sheets/Excel row: Product - Place - 1 pro - 1
con.
- Đánh giá: teacher checks 4 points: relevant

* Key:
1. stadium
2. hospital
3. playground
4. school
5. museum
+ Ss' answers.

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

local product, valid source/link, at least one pro
and one con, and respectful online
collaboration.
- Project checkpoint: group leader saves
screenshots/links in the Zalo/Messenger group
and brings the spreadsheet link to Lesson 5.
For students with disabilities
- Student chooses 1 place or product from
picture cards, with teacher's help.
- Student says or copies one simple project
sentence: It is com/pottery.
* EXTRA ACTIVITY
+ Have Ss work in their groups again to write 3-5 sentences about the places of interest
they have brainstormed in 5. Divide the class into two large groups. A student from the
first group reads aloud a sentence for a student from the second group to answer. The
group with more correct answers wins.)
5. WRAP-UP & HOME WORK (2')
+ Ask one or two Ss to tell the class what they have learnt. Draw Ss' attention to the
objectives on the board or show them the slide with the objectives. Tick the objectives
that have been learnt.
Ask Ss to say aloud some words they remember from the lesson.
If there is a projector in the classroom, then T should show the conversation and
highlight the keywords related to the topic. It would be helpful if T also highlights in the
conversation the sentences with question words before for-infinitives {We didn't know
where to buy stuff for our house.) and the phrasal verbs {get on, remind... of) together
with the words with the sounds /as/, /a:/, and /e/.Tell Ss that they will learn these
language points in the upcoming lessons.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .
===========================================
Date of planning:…………..
Period 3 : UNIT 1 : LOCAL COMMUNITY
Date of teaching: ………..…
Lesson 2 : A CLOSER LOOK 1
WEEK: 1
I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following
items:
1. Knowledge:
- Gaining an overview about the topic Local community;
- Gaining vocabulary to talk about community;
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

- Use the words related to the topic Local community;
- Pronounce the vowel sounds /æ/, /a:/, and /e/ correctly in words and sentences;
* New words: police officer, firefighter, delivery person, electrician, garbage collector,
artisan; handicraft, pottery, speciality…
+ Seek help and respond;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening , speaking, reading and writing skills .
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
Digital Competence (1.1.TC2b): Information Search & Visual Contextualization. Students
use Google Images with quotation marks and AND to find real-life images of community
helpers in Viet Nam and match the images with English vocabulary.
Digital evidence/assessment: screenshot or displayed search result, search syntax, correct
helper name and one responsibility; teacher checks image relevance and correct wordpicture matching.
3. Personal qualities:
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
Objectives For students with disabilities
By the end of the lesson, students can:
- recognize and repeat 3 community-helper words: firefighter, electrician and garbage
collector, with teacher's help.
- match 2 helpers with their responsibilities using pictures, with teacher's help.
- write or copy 2 words for local products/community helpers.
- listen and repeat 2 words with the sounds /ae/, /a:/ or /e/.
II. TEACHING AIDS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3'- 5')

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere
to inspire Ss to warm up to the subject and new lesson.
* Expected outcomes: Having a chance to speak English. Students get some vocabulary
from the lesson and be ready for the lesson.
* Organisation : Teacher's instructions …

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

Teacher's and Student's activities
Content
+ Greeting
+ Greeting
+ Teacher (T) asks Ss some questions about the
+ Students (Ss) listen and learn
previous lessons,
how to do the tasks.
+ Show a picture with some community helpers. Ask
Ss who they see in the picture and what is the
common name for these people.
Suggested answer: There is a doctor, a police officer,
a teacher, a firefighter, and a cleaner. They are called
community helpers.
Lead into this lesson which focuses on community
helpers, words related to the topic of local
community and revision of the vowel sounds /ae/,
/a:/, and /e/.
+ Share with Ss the lesson objectives and have them - Open the book and write the
tittle of the lesson.
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.
For students with disabilities
- Student names or points to 1 community helper in
the picture, with teacher's help.
- Student repeats the word community helper after
the teacher.
2. PRESENTATION/ NEW LESSON ( 12'- 15')
A. ACTIVITY 1: VOCABULARY
* Objectives:
- To teach some vocabulary about community helpers and their responsibilities.
* Content: To provide students with vocabulary;
- To revise / introduce the names of the community helpers with their responsibilities.
* Expected outcomes: Knowing more new words. Students can identify some new words
about the community helpers with their responsibilities.
* Organisation : Teacher's instructions.
Teacher's & Student's activities
Content
TASK 1: Match the community helpers with their responsibilities.
* Teach vocabulary:
+ Teacher uses different techniques to teach vocab
(situation, realia, translation.)
+ T may focus on presenting the words.
+ To present each word, follow the steps:
+ Show the picture and elicit the word.
+ Read aloud the word several times and ask Ss to
repeat.
+ Invite some Ss to read the word aloud.

- T_Ss

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+ Write the word on the board and highlight its
phonological features (e.g. show the location of the
main stress).
+ Teacher do the “Rub out and remember” checking
technique.
* After presenting all the words, ask Ss what each
community helper does. Encourage them to give
answers.
- 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 5s make complete
sentences to describe the responsibilities of the
community helpers.
+ What other community helpers can you add?
DIGITAL TASK (3 mins): Visual
Contextualization
- T organizes Ss into pairs. T instructs Ss to use
their smartphones to perform an advanced Google
Image search to find a real-life image of a
community helper in Vietnam.
- Task: Use the syntax "job name" AND "Vietnam"
(e.g., "garbage collector" AND "Vietnam").
- Ss quickly raise their screens; T checks if the
image matches the English definition.
DIGITAL EVIDENCE / ASSESSMENT
- Minh chứng: screenshot or displayed search result
using syntax: "job name" AND "Vietnam".
- Đánh giá: teacher checks if the image matches the
helper, the English job name is correct, and students
can say 1 responsibility.
For students with disabilities
- Student matches 2 community helpers with
pictures/responsibilities, with teacher's help.

*Vocabulary
- garbage collector (n) /ˈɡɑːbɪdʒ
kəlektə/ nhân viên dọn vệ sinh
- artisan (n) /ˌɑːtɪˈzæn/ thợ làm
nghề thủ công
- electrician (n)/ɪˌlekˈtrɪʃn/ thợ
điện
- firefighter (n) /ˈfaɪəfaɪtə/ lính
cứu hoả.
- delivery person /dɪˈlɪvəri ˈpɜːsn/
nhân viên giao hang

* Key:
1. c
2. e

3. a

4. b

5. d

+ Some other community helpers:
postman, doctor, nurse, vet,
tailor, chef, barber,...

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

- Student repeats 2 words: firefighter and garbage
collector.
3. PRACTICE ( 15')
* Objectives: - To teach some vocabulary related to the topic of local community.
- To give Ss further practice with the vocabulary items they have
learnt.
* Content:
- Task 2: Write a word or phrase in the box under the correct picture.
- Task 3: Fill in each blank with a word or phrase from the box.
* Expected outcomes: Students understand how to use the vocabulary related to the topic.
* Organisation :
Teacher's & Student's activities
TASK 2: Fill in each blank with a correct word from the box.

Content

- Show each picture on a slide or ask 5s to look at
+ T_Ss
each picture and say what they see.
- Work individually.
- Elicit the words/phrases from Ss.
- Have Ss write the word/phrase under each picture
individually.
* Key:
- Let them share their answers in pairs. Invite some
1. tourist attraction
5s to give the answers and confirm the correct ones.
2. pottery
- Ask Ss to make sentences with some of the words
3. artisan
and phrases they have learnt. Invite Ss to share
4. speciality
their sentences. This activity can be carried out as a
5. handicraft
competitive game. Ask Ss to work in groups and
make sentences with the words/phrases. Invite
some groups to share their sentences. Other groups
listen and comment. The fastest group with the
most correct sentences wins.
For students with disabilities
- Student writes or copies 2 words under pictures:
pottery, artisan or speciality.
- Student points to one picture and says one word.
TASK 3: Fill in each blank with a word or phrase from the box.
+ Ask Ss to quickly read the words/phrases and the - Ss to work individually.
given sentences.
* Key:
- Have them do the exercise individually and then
1. artisans
compare their answers with another student.
2. electrician
- Check the answers as a class and confirm the
3. speciality
correct ones.
4. garbage collector
5. handicrafts
For students with disabilities
- Student chooses 1-2 words from the box to
complete simple sentences.

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- Student copies one correct answer into the
notebook.
B. ACTIVITY 2: PRONUNCIATION: ( 8')
/æ/, /ɑ:/, and /e/
* Objectives: To help Ss revise the vowel sounds /æ/, /a:/, and /e/;
- To help Ss practise pronouncing these sounds in words.
* Content:
- Task 4: Listen and number the words you hear. Then listen again and repeat.
- Task 5: Listen and practise the sentences. Underline the bold words with /æ/, circle the
bold words with /ɑ:/, and tick the bold words with /e/.
* Expected outcomes: Students can pronounce the /æ/, /ɑ:/, and /e/ sounds in words and in
sentences correctly.
* Organisation :
Teacher's & Student's activities
Content
TASK 4: Listen and number the words you hear. Then listen again and repeat.
+ Ask Ss to say out loud some words they know
- T_ Ss.
that contain these vowels.
- Work individually.
+ Have some Ss read out the given words first.
* Key:
Then play the recording once or twice for them to
Key + Audio script - Track 2:
listen and number the words they hear. Play the
1. chart
2. merry
recording again for Ss to check their answers and
3. pack
4. cattle
repeat the words.
6. chat
+ Check the answers with the class and confirm the 5. park
7. kettle
8. marry
correct ones.
+ Ask Ss to work in pairs to practise saying the
words and say which of the three vowels each word 1. chart (/a:/) 2. merry (/e/)
3. pack (/æ/)
4. cattle (/æ/)
contains. Invite some Ss to share their answers.
5. park (/a:/)
6. chat (/æ/)
Confirm the correct answers.
7. kettle (/e/) 8. marry (/æ/)
* Teacher gives corrections and feedbacks to
students' pronunciation
For students with disabilities
- Student listens and repeats 2 words with the target
sounds.
- Student claps or marks one word with /ae/, /a:/ or
/e/ with teacher support.
TASK 5. Listen and practise the sentences. Underline the bold words with /æ/, circle
the bold words with /ɑ:/, and tick the bold words with /e/.
+ Have Ss quickly read the sentences. Now play the
* Answer key:
recording for Ss to listen to the sentences. Ask
/æ/: thanks, grandmother, that,
them to pay attention to the bold words and
bamboo, relax
underline the bold words with the /æ/ sound.
/ɑ:/ garbage, artist, park
circle the bold words with the /a:/ sound, and tick
/e/: bread, beds
the bold words with the /e/ sound.
+ Invite some Ss to share their answers. Confirm

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

the correct ones.
+ 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.
For students with disabilities
- Student listens to one sentence and identifies 1
target-sound word.
- Student repeats the sentence slowly after the
teacher.
* EXTRA ACTIVITY
- Have Ss work in pairs. Ask them to write a word which has the sound /æ/, /a:/, or /e/
to complete each of the following minimal pairs:
1. bag _____
2. hat _____
3. land _____
4. gas _____ .
5. bark _____ 6. harm ______ 7. park _____
8. cat _____ .
Suggested answers:
1. beg
2. heart
3. lend
4. guess
5. back
6. ham
7. pack
8. cart
4. WRAP-UP & HOME WORK (2')
- Ask one or two Ss to tell the class what they have learnt
- Draw Ss' attention to the objectives on the board or show them the slide with the
objectives. Tick the objectives that have been learnt.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 2
=======================================
Date of planning:…………..
Period 3 : UNIT 1 : LOCAL COMMUNITY
Date of teaching: ………..…
Lesson 3 : A CLOSER LOOK 2
WEEK: 1
I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following
items:
1. Knowledge:
- To teach grammar notes: Question words before to-infinitive and the use of “phrasal
verbs”.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to the topic Local community;
- Pronounce the vowel sounds /æ/, /a:/, and /e/ correctly in words and sentences;
+ Seek help and respond;
* Grammar:

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening , speaking, reading and writing skills .
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
Digital Competence (1.1.TC2b): Corpus Search & Data Retrieval. Students use Google
Search with site: and quotation marks to find authentic examples of phrasal verbs in digital
news and notice how the verbs are used in context.
Digital evidence/assessment: one headline/link containing a target phrasal verb and one
short explanation of its meaning; teacher checks search syntax, source link and correct
grammar understanding.
3. Personal qualities:
- Be friendlier and willing to help the local community;
- Actively participate in community services;
- Develop self-study skills.
Objectives For students with disabilities
By the end of the lesson, students can:
- recognize 2 question words before to-infinitives: what to do and where to buy, with
teacher's help.
- choose or copy 1 sentence using question word + to-infinitive.
- match 2 phrasal verbs with simple meanings.
- complete 1 simple sentence with a phrasal verb from the lesson.
II. TEACHING AIDS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
* Remember! (Ghi nhớ!)
- We use a question word such as who, what, where, when, or how before a toinfinitive to express an indirect question about what we should do.
(Chúng ta sử dụng từ để hỏi như who, what, where, when hoặc how trước động từ
nguyên thể có "to" để diễn tả một câu hỏi gián tiếp về việc chúng ta nên làm gì.)
- We often use a verb such as ask, wonder, (not) decide, (not) tell, or (not) know before
the question word + to-infinitive.
(Chúng ta thường sử dụng các động từ như ask, wonder, (not) decide, (not) tell, hoặc
(not) know trước từ để hỏi + to-V.)
Example:
a) We don't know what to do to help the community.
(Chúng tôi không biết phải làm gì để giúp đỡ cộng đồng.)
b) She asked how to get to the nearest shopping mall.
(Cô ấy hỏi làm thế nào để đến trung tâm mua sắm gần nhất.)
III. PHRASAL VERBS (See below)
Eg: + I think we will get on with them.
+ When we aren't at home, our neighbour take care of our cats.
* go out = leave your house to go to a social events.

Giáo án năng lực số 6789 em có full năm, liên hệ Zalo O988166193 để mua ạ

+ pass down = give or teach something to your children. …. ; cut down on; run out of …
III. PROCEDURE:
1. W