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Giáo án NLS Tiếng Anh 9 Global Success Unit 1 Looking back: Vocabulary, Grammar; Project: What to change in our community

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Giáo án NLS Tiếng Anh 9 Global Success Unit 1 Looking back: Vocabulary, Grammar; Project: What to change in our community. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 9.

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Giáo án NLS Tiếng Anh 9 Global Success Unit 1 Looking back: Vocabulary, Grammar; Project: What to change in our community

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

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

UNIT 1: LOCAL COMMUNITY

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

Revise the vocabulary related to local community and community helpers.
Revise and practice question words before to-infinitives and phrasal verbs.
Present their project findings on what they want to change in their community.
Evaluate their own and their peers' oral presentations.

2. Competences

General competences:

Self-control and independent learning: actively complete the revision exercises and project tasks.
Communication and collaboration: work effectively in groups to prepare and deliver the project presentation; give constructive feedback.

Specific competences:

Consolidate language knowledge and apply it in communication.
Develop research, teamwork, and public speaking skills.

Digital competences:

[1.1.TC2b]: Organize the search for digital information using online dictionaries to verify vocabulary.
[2.1.TC2a]: Select digital technologies to interact via shared digital boards for collaborative exercises.
[2.2.TC2a]: Apply suitable digital technologies to collaborate and share digital content, such as peer-assessment forms and shared documents.
[3.1.TC2a]: Develop digital content by using graphic design platforms to create multimedia project presentations.
[5.2.TC2b]: Select digital tools to solve needs by utilizing auto-grading platforms for instant grammar feedback.
[6.1.TC2a]: Apply basic principles of AI by interacting with AI-generated visual content during games.
[6.2.TC2b]: Practice AI skills by using generative AI tools to refine and check presentation scripts.
[6.3.TC2a]: Evaluate AI-generated feedback critically when using AI grammar checkers.

3. Attributes

Hard work: Be highly motivated to review the unit's knowledge and complete the project.
Responsibility: Care about the local community, propose positive changes, and respect different opinions.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 9, Teacher's Book, Lesson Plan.
Computer, projector/smart TV.
Website hoclieu.vn.
Digital and AI tools: AI Image Generators (Midjourney/DALL-E), Padlet/Jamboard, Google Forms/Microsoft Forms, Quizizz/Mentimeter.

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops (for accessing digital platforms and AI tools).
Graphic design tools (Canva, PowerPoint) for project posters/slides.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

Activity 1: Write a word or phrase for each description below

a. Objective: To help students revise the vocabulary items they have learnt in the unit.

b. Content: Students read 5 descriptions and write the correct words/phrases.

c. Product: Correct words/phrases for the 5 descriptions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students not to refer back to previous lessons.

- Teacher has students read the descriptions carefully on a shared digital board (E.g. Padlet) to identify the person, place, or thing.

Step 2: Students perform learning tasks

- Students do this activity individually.

- Students read the descriptions and type the correct words/phrases directly into the interactive board.

- The teacher observes, guides, and supports the students.

Step 3: Reporting and Discussion

- Teacher projects the digital board on the smart TV to show real-time responses.

- Teacher has students compare their answers with partners.

Step 4: Evaluation

- Teacher confirms the correct answers and explains if needed.

- Teacher moves on to the next content.

Students' answers:

1. delivery person

2. firefighter

3. tourist attraction

4. pottery

5. artisan

[1.1.TC2b]: Organize the search for digital information by using online dictionary apps to verify spelling before submitting answers.

[2.1.TC2a]:

Select digital technologies to interact seamlessly by using smartphones or tablets to scan a QR code and access a shared digital board.

Activity 2: Circle the correct word or phrase to complete each sentence

a. Objective: To help students further revise the vocabulary items they have learnt.

b. Content: Students choose the correct word in brackets to complete 5 sentences.

c. Product: Students' correct word choices.

d. Organization:

…………………………………………..

Activity 3: Choose the correct answer A, B, C, or D

a. Objective: To help students revise question words before to-infinitives.

b. Content: Students choose the correct question word to complete 5 sentences.

c. Product: Correct answers A, B, C, or D.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has students briefly recall the grammar structure: Question word + to-infinitive.

- Teacher asks students to read the sentences carefully and choose the correct answers.

- Teacher instructs students how to use the AI tool to explore explanations for the incorrect options.

Step 2: Students perform learning tasks

- Students work individually.

- Students recall the grammar structure: Question word + to-infinitive.

- Students read the sentences and choose the correct answers.

- Students open a Generative AI tool (E.g. Gemini/Chat GPT) on their smartphones or tablets and input a targeted prompt to ask for explanations of the grammar rules behind the incorrect options.

- The teacher moves around the classroom to monitor, guide, and support students in framing their AI prompts effectively.

Step 3: Reporting and Discussion

- Teacher calls on some students to give the answers and share the grammar explanations or distinctions discovered through the Generative AI tool.

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

Step 4: Evaluation

- Teacher confirms the correct answers and provides feedback.

- Teacher moves on to the next content.

Students' answers:

1. B (when)

2. C (how)

3. D (where)

4. A (what)

5. C (who)

[6.2.TC2a]:

Use AI tools in daily learning by prompting a Generative AI (E.g Gemini/Chat GPT) to explain the grammar rules behind the incorrect options, fostering deeper self-directed learning.

Activity 4: Rewrite each sentence so that it contains the phrasal verb in brackets

a. Objective: To help students revise the phrasal verbs they have learnt.

b. Content: Students rewrite 5 sentences using the given phrasal verbs, changing the verb form if necessary.

c. Product: Correctly rewritten sentences.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the grammar and vocabulary through focused tasks tailored for Grade 9 students.

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.

WORKSHEET 1

Choose the best answer A, B, or C to complete the sentences.

1. Can you tell me _____ to make a traditional paper fan?

A. what B. how C. who D. where

2. The local artisans want to _____ their traditional skills to the next generation.

A. hand down B. take care of C. cut down on D. find out

3. It's important for the youth to _____ their local community's culture.

A. get on with B. preserve C. hand down D. fragrance

4. I have no idea _____ to visit first in Ha Noi, the Temple of Literature or Hoan Kiem Lake.

A. how B. when C. what D. where

5. My brother wants to _____ how to weave baskets from the local artisan.

A. cut down on B. put out C. find out D. get on with

Step 2: Students perform learning tasks

- Students work individually to solve the exercise online.

- 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 (how)

2. A (hand down)

3. B (preserve)

4. D (where)

5. C (find out)

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

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes based on platform data, and praises good work.

- Teacher moves on to the next mission.

[5.2.TC2b]: Select digital tools and technological solutions by using an educational platform's auto-grading analytics to quickly identify and address students' knowledge gaps in real-time.

Mission 2: Find and correct one mistake in each sentence.

Step 1: Teacher assigns learning tasks

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

- Teacher assigns the task: Find ONE mistake in each sentence and correct it.

1. She asked me how getting to the nearest traditional craft village.

2. We are trying to cut down in the amount of plastic we use every day.

3. Do you know who to talk about the history of this pottery village?

4. The delivery person handed down the package to my mother yesterday morning.

5. He wondered what to doing to help the garbage collectors in his neighborhood.

Step 2: Students perform learning tasks

- Students work in pairs and discuss to find and correct the mistakes on a shared Google Docs link.

- 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. getting → to get

2. in → on

3. talk → to talk

4. handed down → handed / delivered

5. doing → do

- 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.

[2.2.TC2a]: Apply suitable digital technologies to share digital content by working collaboratively in pairs on a shared Google Docs to correct sentence mistakes simultaneously.

4. APPLICATION

…………………………………………..

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Giáo án Tiếng Anh 9 Global Success cả năm