Giáo án NLS Tiếng Anh 9 Global Success Review 1 Language

Planning: ..../..../.....

Teaching: ..../..../.....

REVIEW 1 (UNITS 1 – 2 – 3)

LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

• Review the pronunciation of the vowel sounds /æ/, /ɑ:/, and /e/, diphthongs /aʊ/, /əʊ/, /eə/, and consonant sounds /h/ and /r/.
• Review the vocabulary, words and phrases, and word formations learnt in the previous units (Units 1, 2, 3).
• Review the grammatical points: phrasal verbs, double comparatives, question words before to-infinitives, and modal verbs in first conditional sentences.

2. Competences

General competences:

• Self-control and independent learning: actively review and systematize knowledge.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and discuss answers.

Specific competences:

• Apply previously learnt grammar and vocabulary to solve linguistic exercises accurately.

Digital competences:

• [1.1.TC2b]: Organize searches for data, information and content in digital environments by using online dictionary applications to verify pronunciation.
• [2.1.TC2a]: Select multiple digital technologies to interact by participating in learning games using an interactive digital board or inputting their answers for the multiple-choice exercise into an interactive web-based learning platform.
• [2.2.TC2a]: Apply appropriate digital technologies to share data, information, and digital content by uploading digital reports to a collaborative platform.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using shared digital workspaces or screens for group exercises.
• [3.1.TC2a]: Indicate how to create and edit content in different formats by designing online surveys and typing answers digitally.
• [5.2.TC2b]: Select digital tools and possible technological solutions to solve needs by completing interactive worksheets and quizzes on educational websites.
• [6.2.TC2a]: Optimize the use of AI tools to achieve higher efficiency by extracting information from AI-generated videos and summarizing survey data with Generative AI.

3. Attributes

• Hard work: Be ready and excited to review the lessons, actively participate in class activities.
• Responsibility: Take responsibility for their own learning and test preparation.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV/interactive digital board.
• Digital tools (Google Forms, Padlet) and AI tools (Generative AI text summarizer).

2. Students' aids

• Textbook, notebooks, pens, colored pencils.
• Smartphones or tablets (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Choose the word in which the underlined part is pronounced differently

a. Objective: To help students review the vowel sounds /æ/, /ɑ:/, and /e/, diphthongs /aʊ/, /əʊ/, /eə/, and consonant sounds /h/ and /r/.

b. Content: Students choose the word with a different pronunciation from the others in each group.

c. Product: Students' correct choices of pronounced words.

d. Organization:

Activity 2: Choose the correct answer A, B, C, or D to complete each sentence

a. Objective: To help students review the words and phrases learnt in the previous units.

b. Content: Students read the sentences and choose the best option to fill in the blanks.

c. Product: Correct vocabulary choices in context.

d. Organization:

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Activity 3: Fill in each blank with the suitable form of the word given

a. Objective: To help students review the form of the words they learnt in previous units.

b. Content: Students use the correct word form (noun, verb, adjective, etc.) of the word in brackets.

c. Product: Correct word formations.

d. Organization:

Activity 4: Choose the correct answer A, B, C, or D to complete each sentence

a. Objective: To help students review the grammatical points they learnt in the previous units (phrasal verbs, double comparatives, and modal verbs in first conditional sentences).

b. Content: Students do a multiple-choice grammar exercise.

c. Product: Correct grammar choices.

d. Organization:

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Activity 5: Write the correct form of each verb in brackets

a. Objective: To help students review the grammatical points they learnt in the previous units (question words before to-infinitives, modal verbs in first conditional sentences).

b. Content: Students conjugate the verbs in brackets correctly.

c. Product: Correct verb forms.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and structures learned in the lesson.

b. Content: Students complete two practice exercises.

c. Products: Students' correct answers for the two exercises.

d. Organization:

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4. APPLICATION

a. Objective: To help students actively apply the language (grammar, vocabulary from Unit 1 – 3) into a realistic speaking and reporting task.

b. Content: Students carry out a group task to create “Teen Life Survey”.

c. Product: A mini survey result report presented to the class.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4.

- Task: 

+ Work in groups. Create a online mini-survey (E.g. using Google Forms) with 3 questions about teen life, covering topics from Units 1, 2, and 3 (Local Community, City Life, Healthy Living).

+ Example questions:

• What is the most famous speciality in your neighborhood?
• What do you do to cut down on stress?
• How can we make our city more liveable?

+ Groups will interview members of other groups for 5 minutes, collect responses digitally, then use Generative AI to compile the answers into a brief digital report.

Step 2: Students perform learning tasks

- Students use their tablets/smartphones to design the survey, interview their peers, and collect responses on their devices.

- Students input their collected data into an AI tool to help summarize and organize the findings.

- The teacher observes, ensuring students speak English, use appropriate vocabulary, and utilize digital tools safely. 

Step 3: Reporting and Discussion

- Students upload their final digital reports to the class Padlet.

- Teacher calls 2 – 3 group leaders to project their reports on the smart TV and present their findings to the class.

Example report: In our survey, we found out that most students think 'Bun cha' is our local speciality. To cut down on stress, they listen to music. Finally, to make the city more liveable, they want more green spaces.

- Other students listen and give feedback on the presentations and survey designs. Step 4: Evaluation

- Teacher praises the groups for their fluency, pronunciation, creative use of target vocabulary, and digital integration. 

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply appropriate digital technologies to share data, information, and digital content by uploading their digital reports to a collaborative Padlet wall.

[3.1.TC2a]: Students indicate how to create and edit content in different formats by designing an online survey using tools like Google Forms.

[6.2.TC2a]: Students optimize the use of AI tools to achieve higher efficiency by using Generative AI to summarize collected survey data and draft a brief report.

* HOMEWORK

- Review all the vocabulary and grammar rules from Units 1, 2, and 3.

- Prepare for Review 1: Skills.