Giáo án NLS Tiếng Anh 9 Global Success Unit 1 Communication: Everyday English: Seeking help and responding; Places of interest

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

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

UNIT 1: LOCAL COMMUNITY

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Use appropriate structures to seek help and respond in everyday situations.
• Use vocabulary related to places of interest to talk about favourite places in the community.

2. Competences

General competences:

• Self-control and independent learning: actively participate in listening and speaking tasks.
• Communication and collaboration: work effectively in pairs or groups to role-play seeking help and discussing places of interest.

Specific competences:

• Identify and use everyday English structures to ask for help and give responses.
• Ask and answer questions about favourite places of interest and the activities to do there.

Digital competences:

• [1.1.TC2a]: Organize the search for digital information effectively using search engines and digital maps (IoT) to explore places of interest.
• [2.1.TC2a]: Select multiple digital technologies to interact by using smartphones/tablets on interactive platforms.
• [2.2.TC2a]: Apply suitable digital technologies to share digital content collaboratively.
• [2.4.TC2a]: Select digital tools and technologies for collaborative data collection processes.
• [5.2.TC2b]: Select digital tools and technological solutions to receive immediate feedback.
• [6.2.TC2b]: Manage the deployment of AI tools (E.g. ChatGPT/Gemini) on smart devices to generate vocabulary variations and synthesize survey data.

3. Attributes

• Hard work: Be actively involved in class activities and complete all assigned tasks.
• Love: Develop appreciation and pride for local places of interest and willingness to help others in the community.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers (Track 4, 5).
• Flashcards or pictures of difficult situations and places of interest.
• Website hoclieu.vn.
• Digital tools (E.g. Quizizz/Padlet, Google Forms) and AI tools (E.g. ChatGPT/Gemini, Google Earth/Maps).

2. Students' aids

• Textbook, notebooks, pens, colored pencils.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an active atmosphere, and introduce the topic of seeking help.

b. Content: Teacher organizes a quick game “Help! SOS!” (Situation Reaction).

c. Product: Students quickly produce simple English phrases to ask for help based on given situations.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into 4 groups.

- Teacher shares a link/QR code to an interactive platform (E.g. Padlet/Quizizz).

- Teacher projects pictures or describes difficult situations:

Example: “Your bike is broken”, “You are lost”, “You can't reach a high shelf”, etc.

- Teacher asks groups to submit one English sentence to ask for help in that situation within 30 seconds via their own devices.

Step 2: Students perform learning tasks

- Teacher shows the pictures or situations one by one.

- Students work in groups, discuss and quickly type their sentences on the digital platform.

Step 3: Reporting and Discussion

- The platform displays the fastest group's sentence on the smart TV.

Example: “Can you help me?”, “Could you show me the way?”, “Please help me!”, etc.

- Other groups can offer alternative ways to ask for help based on the live feed. Step 4: Evaluation

- Teacher gives points for acceptable sentences directly on the platform.

- Teacher leads into the new lesson: “In our daily life, we sometimes face difficulties and need a hand. Today, we will learn more formal and polite ways to seek help and respond as well as talk about famous places of interest in Communication.”

[2.1.TC2a]: Select multiple digital technologies to interact by using smartphones to submit collaborative answers to an interactive real-time platform.

2. PRESENTATION

Activity 1: Listen and read the conversations. Pay attention to the highlighted parts

a. Objective: To introduce ways of seeking help and responding.

b. Content: Students listen and read the conversations between Mai & Tom, Ann & Mr. Nam.

c. Product: Students identify the target structures for seeking help and responding.

d. Organization:

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Activity 2: Work in pairs. Ask for help and respond in the following situations

a. Objective: To help students practice seeking help and responding in given situations.

b. Content: Students role-play asking for help and responding based on 3 provided situations.

c. Product: Students' correct role-play dialogues.

d. Organization:

Activity 3: Do you know the place in each picture?

a. Objective: To introduce some famous places of interest.

b. Content: Students look at pictures and identify the places of interest (Nguyen Hue Pedestrian Street and Sydney Opera House).

c. Product: Students successfully name the places and share extra information about them.

d. Organization:

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Activity 4: Listen to Binh and Mira talking about a place of interest in their community. Fill in each blank with no more than TWO words and/or a number

a. Objective: To provide students with information about the two places of interest and the activities to do there.

b. Content: Students listen to Track 5 and fill in the table with no more than TWO words and/or a number.

c. Product: Completed table with correct information.

d. Organization:

Activity 5: Work in pairs. Ask and answer about your favourite places of interest

a. Objective: To provide students with a chance to ask and answer about their favourite places of interest in their community.

b. Content: Pair work asking 4 target questions about a favourite place of interest.

c. Product: Students fluently ask and report about their partner's favourite place.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the structures for seeking help and vocabulary about places of interest.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Complet 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 (carrying)

  2. B (Sure. Go straight)

  3. A (Could)

  4. A (Not at all)

  5. B (operate)

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

- Teacher projects the auto-graded statistics from the platform to review common mistakes.

Step 4: Evaluation

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

- Teacher moves on to the next mission.

[5.2.TC2b]: Select digital tools and technological solutions to solve needs by using adaptive online forms to receive immediate auto-graded feedback and analytics on language usage.

Mission 2: Fill in the blanks with the correct words provided in the box.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to a shared digital workspace (E.g. Google Jamboard or Padlet) and asks students to work in pairs.

- Teacher assigns the task: Fill in the blanks with the correct words provided in the box.

Step 2: Students perform learning tasks

- Students work in pairs to complete the sentences.

- 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. twice

  2. interest

  3. bands

  4. stairs

  5. arts 

- 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.

[2.1.TC2a]: Select multiple digital technologies to interact by using smartphones/tablets to input collaborative pair-work answers into an interactive platform.

4. APPLICATION

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