HOÀNG VĂN VÂN (Tổng Chủ biên)~ LƯƠNG QUỲNH TRANG (Chủ biên) > NGUYEN THI CHI LE KIM DUNG — NGUYEN THUY PHƯƠNG LAN GÌ\ B. AL PHAN CHÍ NGHĨA— TRAN THI HIEU THUY ` SUCESS. t GIAO VIEN LIEN Ns <3L a Le HOANG VAN VAN (Tổng Chủ biên) - LƯƠNG QUYNH TRANG (Chủ biên] NGUYEN THI CHILE KIM DUNG — NGUYEN THUY PHUONG LAN G ` BA ] PHAN CHÍ NGHĨA — TRAN TH! HIEU THUY SU&€ESS) ƒ => SÁCH GIÁO VIÊN ois \ INTRODUCTION. UNIT 1: LOCAL COMMUNITY.
UNIT 2: CITY LIFE UNIT 3: HEALTHY LIVING FOR TEENS. REVIEW 1 UNIT 4: REMEMBERING THE PAST „82 UNIT 5: OUR EXPERIENCES.103 UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW 127 REVIEW 2 .149 UNIT 7: NATURAL WONDERS OF THE WORLD. won 154 UNIT 8: TOURISM 175 UNIT 9: WORLD ENGLISHES .225 UNIT 10:PLANET EARTH. „240 UNIT 11: ELECTRONIC DEVICES |.
UNIT 12: CAREER CHOICES. 300 APPENDIX „305 TIẾNG ANH 9 - SÁCH BÀI TẬP, KEY 309 2 Introduction TIENG ANH 9 GLOBAL SUCCESS is the final of the four-level English language textbooks for Vietnamese students in lower secondary schools learning English as a foreign language (EFL). It follows the systematic, cyclical and theme-based syllabus approved by the Ministry of Education and Training in December 2018, which focuses on the use of language (pronunciation, vocabulary, and grammar) to develop the four language skills (listening, speaking, reading, and writing). THE COMPONENTS The components of TIENG ANH 9 GLOBAL SUCCESS consist of a Student's Book, a Teacher's Book, and a Workbook.
THE STUDENT’S BOOK The Student's Book contains: + Book map: outlining the contents of each unit. + 12 topic-based units, each covering seven sections to be taught in seven 45-minute lessons. + 4 review units, each providing revision and further practice of the previous three units, to be dealt with in two periods, + Glossary: giving meanings and phonetic transcriptions of the new words in each unit. THE TEACHER’S BOOK The Teacher's Book gives full procedural notes for teaching every part of each unit.
The answer keys, audio scripts of the exercises in the Student's Book and Workbook as well as strategies to do different kinds of exercises are also given in the Teacher's Book. THE WORKBOOK The Workbook mirrors and reinforces the contents of the Student's Book. It offers: + further practice of the language and skills taught in class + four additional tests for self-assessment + alist of irregular verbs THE COMPONENTS GFEASHUNH 2122) There are 12 main units in the Student's Book. Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each.
These 12 richly illustrated, cross-curricular and theme-based units offer students engaging lessons and an engaging learning experience. At the beginning of each unit, there are explicit learning objectives that clearly state the main language points and skills to be taught in the unit. Introduction 3 SECTION 1: GETTING STARTED This section covers two pages in each unit, and it is designed for one 45-minute period in class. It begins with a conversation followed by activities which introduce the topic of the unit.
It then presents the vocabulary items to be learnt and practised through the skills and activities of the unit. SECTION 2:A CLOSER LOOK 1 A Closer Look 1 and 2 cover three pages that mainly focus on language. They are each designed to be taught in one 45-minute period. A Closer Look 1 presents and practises the vocabulary and pronunciation of the unit.
The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorise. Two sounds, which appear frequently in the unit, are given and practised in isolation and in context. Stress patterns of two-/three-/four-syllable words, rhythm, sentence stress, as well as intonation in statements used as questions. are also dealt with in the other units of the book.
The section also has different exercises focusing on intensive practice of vocabulary and pronunciation. SECTION 3:A CLOSER LOOK 2 This section deals with the main grammar point(s) of the unit. The new language point(s) taught in this section is / are already introduced in the conversation in Getting Started. The exercises are well illustrated to help students remember and use the grammar items effectively.
The Remember! boxes appear wherever necessary to give rules or explanations to help students avoid common errors. SECTION 4: COMMUNICATION This section is designed to help students use functional language in real life contexts and consolidate what they have learnt in the previous sections. It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives and provides cultural information about Viet Nam and other countries. In some units, knowledge of other subjects is also provided in this section.
Everyday English section gives students the skills to communicate effectively in various everyday situations. This part contains a lot of fixed expressions and functions, such as seeking help and responding, offering help and responding, etc. SECTION 5: SKILLS 1 Skills 1 and Skills 2 are each designed to be taught in one 45-minute period. Skills 1 comprises reading (a receptive skill) and speaking (a productive skill).
Reading This section aims to develop students’ reading ability. The reading text is often based on the vocabulary and structures that students have previously acquired to make the activities more achievable. The reading is always interesting and relevant to students, and links with the topic of the unit. Important new vocabulary is introduced in the text and practised in follow-up activities.
The reading also provides input for the speaking activities that follow. Speaking This section aims to provide further practice to support students in developing their spoken English. The activities use the given suggestions, introduced items in the Reading section in combination with the previously learnt language in new contexts. SECTION 6: SKILLS 2 Skills 2 is composed of listening (a receptive skill) and writing (a productive skill).
4 Introduction jening The listening activities follow the oral practice in the Speaking section. They provide students with an opportunity to listen to the language that they have practised orally, and train them to listen for general and specific information. wi g This section focuses on developing students’ writing skills. It normally involves one of the text types required for students’ skill development.
There is usually a writing tip or a guideline to help students write effectively. Upon successful completion of the writing activity, students produce a complete piece of writing. Ideally the teacher, class or groups of students mark the complete writing texts. SECTION 7: LOOKING BACK & PROJECT This section covers two pages and should be dealt with in one period.
Looking Back recycles the language from the previous sections and links it with the unit topic. Its activities and exercises are designed to help students consolidate and apply what they have learnt in the unit. Teachers can use this section to evaluate their students’ performance and provide further practice if necessary. Project helps students improve their ability to work independently and in teams, giving them practice using language related to the unit topic.
Teachers can use this as an extracurricular activity (for group work) or as homework for students to do individually. 1, TEACHING READING Reading is the first of the four language skills that receives special attention in Tiéng Anh 9 Global Success. The reading activities in Tiéng Anh 9 Global Success aim to help students develop sub-skills such as skimming for gist and scanning for details. Before exploring the texts in detail, teachers should encourage students to guess what the text is about, what new words will appear in the text, etc.
Some reading strategies taught to students in this section include focusing on familiar words, guessing unfamiliar words in context, etc. TEACHING SPEAKING There are two forms of speaking in Tiéng Anh 9 Global Success: spoken interaction and spoken production. The former refers to the ability to ask and answer questions and handle exchanges with others. The latter refers to students’ ability to produce language appropriately and correctly.
Speaking activities should include: + Pronunciation: helps students practise the stress, rhythm, and intonation patterns of English in a natural way. It is crucial to provide students with lots of models and to build up their confidence with examples of correct pronunciation. + Repetition: helps students memorise vocabulary and’chunks' of language. Repetition and classroom routines build up an expanding repertoire of English that helps students understand and respond to situations as a part of communicative interactions in class.
One strategy is to provide lots of opportunities for students to practise in a non-threatening environment through choral repetition of action rhymes and games. It is also important to establish classroom routines (such as greeting and saying goodbye) at the beginning and the end of the lessons. Asking for permission, using common classroom expressions such as | don’t understand. Could you say it again, please? May | ask you a question?or answering a question | don't know.
| think / guess, and Perhaps, etc. are important language tasks for students to practise daily. Introduction 5 + Pair work/ group work and class presentations: help students talk freely in a situation related to the topic of the unit. They also boost students’ confidence in their speaking.
Error correction should be done cautiously by teachers. When students are talking, teachers should not stop them to correct mistakes. Mistakes should be analysed, and only common errors should be highlighted afterwards and corrected collectively. TEACHING LISTENING Through listening, students become familiar with the sounds, rhythms, and intonation of English.When listening to English, students are actively engaged in constructing meaning and making sense of what they hear - using their knowledge and the clues provided in the context.
It is very important to teach students to be aware of the purpose, content, and intonation of the listening text. Before listening, teachers should motivate and engage students in the listening activity, encourage them to predict the listening content, and introduce to them the new vocabulary which occurs in the listening text. The listening activity aims to help students understand spoken English and develop sub-listening skills such as listening for gist and listening for details. 4, TEACHING WRITING The writing activity aims to develop students’ basic writing skills in English.
Its emphasis is on providing writing techniques for a particular genre (such as emails, notices, instructions, or descriptions) as well as practising sentence patterns and the spelling of familiar vocabulary. Teaching writing can be divided into three stages: before writing, while writing, and after writing. + Before writing: helps students understand what they are going to write and provides them with the language input to express their ideas in English. + While writing: helps students work independently under the teachers guidance and supervision.
+ After writing: helps students consolidate their writing skills through a follow-up activity such as completing a final draft, copying the draft into students’ notebooks or on a clean sheet of paper. Students focus on neatness, spelling, punctuation, use of words, sentence structures, and organisation of the writing, At this stage, comments are also given by the teacher and peers. TEACHING PRONUNCIATION The Pronunciation part in Tiéng Anh 9 Global Success consists of phonetics (sounds in isolation and in context), word stress, sentence stress, and intonation. With the knowledge of phonics learnt in previous years, students are able to improve their speaking and reading skills because they can identify the spelling and pronunciation patterns of listening texts and decode them quickly.
Teachers focus students’ attention on letters and their sounds in words, and model the new sounds a few times for students to repeat. In teaching pronunciation, it is advisable that the teacher should engage students by using varied techniques including: + Visual aids (flash cards, pictures, etc.