Giáo án NLS Tiếng Anh 9 Global Success Unit 1 A closer look 1 Vocabulary: Community helpers, Traditional handicrafts, Pronunciation: Vowel revision /æ/, /a:/, and /e/

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

UNIT 1: LOCAL COMMUNITY

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Use vocabulary about community helpers and their responsibilities.
• Use vocabulary related to the local community (artisan, handicraft, pottery…).
• Pronounce the vowel sounds /æ/, /ɑː/, and /e/ correctly in isolation and in sentences.

2. Competences

General competences:

• Self-control and independent learning: actively participate in reading, listening, and speaking tasks.
• Communication and collaboration: work effectively in pairs or groups to complete the learning tasks and practice pronunciation.

Specific competences:

• Identify and use appropriate vocabulary to talk about community helpers and local specialities.
• Recognize and accurately produce the target vowel sounds /æ/, /ɑː/, and /e/.

Digital competences:

• [1.1.TC2a]: Organize the search for digital information effectively using search engines on smartphones to explore community vocabulary.
• [2.2.TC2a]: Share and collaborate on digital platforms (E.g. Padlet, Google Docs) using tablets to co-create texts.
• [3.1.TC2a]: Develop digital content by drafting and editing text collaboratively online.
• [6.1.TC2b]: Recognize and analyze AI-generated content (images) of community helpers.
• [6.2.TC2a]: Optimize the use of AI tools (E.g. chatbots, speech recognition apps) on smart devices to enhance pronunciation practice and vocabulary acquisition.
• [6.3.TC2a]: Evaluate the reliability of AI-generated feedback on grammar and pronunciation before applying it.

3. Attributes

• Hard work: Be actively involved in class activities and complete all assigned tasks.
• Love: Develop respect and appreciation for community helpers and local traditional crafts.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Flashcards or pictures of community helpers and local crafts.
• Website hoclieu.vn.
• Digital tools (E.g. Quizizz/Kahoot, Padlet, Jamboard, Google Forms) and AI tools (E.g. ELSA Speak, ChatGPT/Gemini).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets (for accessing digital learning platforms).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere in the class before the lesson and lead into the new lesson topic.

b. Content: Teacher organizes a quick game “Who am I?” about community helpers.

c. Product: Students successfully guess the correct community helpers based on the descriptions.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into 2 big teams.

- Teacher shares a PIN code for an interactive quiz on Quizizz/Kahoot.

- Teacher explains the rule: Students will read a short description of a person's job on the screen and select the correct helper quickly (E.g. Firefighter, Teacher…).

Step 2: Students perform learning tasks

- Students read prompts on their devices:

E.g. “I wear a uniform. I put out fires.” → Firefighter

“I teach students at a school.” → Teacher

- Students tap the correct answer as fast as possible.

Step 3: Reporting and Discussion

- The live leaderboard displays the fastest students and team scores.

- Teacher reviews the most challenging questions based on the platform's instant data.

Step 4: Evaluation

- Teacher announces the winning team.

- Teacher leads into the new lesson: “Today we will learn more about the people who help us in our daily lives – the community helpers, as well as local specialities in A Closer Look 1.”

[2.1.TC2a]: Select multiple digital technologies to interact (E.g. Students use tablets/smartphones to log into an interactive quiz platform).

[6.2.TC2a]: Apply AI tools to solve simple problems (E.g. Interact with an AI-adaptive learning game that adjusts question timing based on student performance).

2. PRESENTATION

Activity 1: Match the community helpers with their responsibilities

a. Objective: To teach some vocabulary about community helpers and their responsibilities.

b. Content: Students match the words (1-5) with their correct definitions or responsibilities (a-e).

c. Product: Correct matching of helpers and responsibilities.

d. Organization:

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Activity 2: Write a word or phrase in the box under the correct picture

a. Objective: To teach some vocabulary related to the topic of local community.

b. Content: Students look at pictures and label them using the given words (artisan, handicraft, pottery, speciality, tourist attraction).

c. Product: Correct labeling of the 5 pictures.

d. Organization:

Activity 3: Fill in each blank with a word or phrase from the box

a. Objective: To give students further practice with the vocabulary items they have learnt.

b. Content: Students use the newly learned vocabulary to fill in the blanks in 5 sentences.

c. Product: Students' completed sentences.

d. Organization:

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Activity 4: Listen and number the words you hear. Then listen again and repeat

a. Objective: To help students revise the vowel sounds /æ/, /ɑː/, and /e/ and practice pronouncing them in words.

b. Content: Students listen to the audio and number the words in the order they hear them.

c. Product: Correct numbering of the 8 words.

d. Organization:

Activity 5: Listen and practice the sentences

a. Objective: To help students identify and pronounce the vowel sounds /æ/, /ɑː/, and /e/ correctly in sentences.

b. Content: Students listen to 5 sentences, underline words with /æ/, circle words with /ɑː/, and tick words with /e/.

c. Product: Correct identification of the sounds in the given sentences.

d. Organization:

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3. PRACTICE

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

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher asks students to use their own devices and complete the following exercise via Quizizz or Kahoot.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class:

1. A (artisan)

2. B (tourist attraction)

3. C (garbage collector)

4. A (speciality)

5. B (electrician)

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work (utilizing the real-time statistical review from the digital tool to address common mistakes).

- Teacher moves on to the next mission.

[2.1.TC2a]: Select multiple digital technologies to interact (E.g. Students use smartphones/tablets to input their answers into an interactive polling platform to get instant feedback).

[5.2.TC2b]: Select digital tools and technological solutions to solve needs (E.g. Teacher uses auto-grading analytics from the platform to quickly identify which vocabulary words need further explanation).

Mission 2: Choose the word whose underlined part is pronounced differently from the others.

Step 1: Teacher assigns learning tasks

- Teacher asked the students to work in pairs.

- Teacher assigns the task: Choose the word whose underlined part is pronounced differently from the others.

Step 2: Students perform learning tasks

- Students work in pairs to pronounce the words and find the odd one out.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class:

1. B (park /ɑː/ - pack, chat, cattle /æ/)

2. D (cart /ɑː/ - merry, kettle, beg /e/)

3. C (harm /ɑː/ - back, land, gas /æ/).

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves to the application stage.

[1.1.TC2b]: Organize the search for data, information and content in a digital environment (E.g. Students use online dictionaries or AI text-to-speech tools on their devices to listen and verify the exact pronunciation of challenging words).

4. APPLICATION

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