Giáo án NLS Tiếng Anh 9 Global Success Unit 2 A closer look 2 Grammar: Double comparatives, Phrasal verbs (2)

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

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

UNIT 2: CITY LIFE

A CLOSER LOOK 2

I. OBJECTIVES

1. Knowledge and skills

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

• Use double comparatives accurately to express that one thing depends on another.
• Understand and use five new phrasal verbs related to city life contexts.

2. Competences

General competences:

• Self-control and independent learning: actively complete exercises and express personal opinions.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and speaking activities.

Specific competences:

• Identify and correct mistakes related to double comparatives.
• Apply grammar and phrasal verbs in sentence building and real-life speaking contexts about city problems.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore new vocabulary meanings effectively.
• [2.1.TC2a]: Select multiple digital technologies to interact and submit answers in real-time.
• [2.2.TC2a]: Apply suitable digital technologies to share data, information, and digital content on collaborative platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in editing and brainstorming tasks.
• [3.1.TC2a]: Select appropriate digital tools to design and create multimodal digital content.
• [5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data.
• [6.1.TC2a]: Apply basic principles of AI by interacting with AI-generated visuals and using AI chatbots for brainstorming.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using AI speech recognition to transcribe and self-assess grammar.

3. Attributes

• Hard work: Be ready and excited to participate in class activities.
• Responsibility: Show awareness of city issues such as pollution, traffic, and overpopulation.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Pictures of two bowls of spicy noodles and city life scenarios.
• Website hoclieu.vn.

2. Students' aids

• Textbook, notebooks, pens, colored pencils/markers.

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, activate students' prior knowledge about comparative adjectives, and lead into the new lesson.

b. Content: Teacher organizes a mini-game “The Choice is Yours”.

c. Product: Students' active participation and the elicited sentence containing a comparative structure.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher projects an AI-generated image of two bowls of spicy noodles on the smart TV (the second bowl has more chillies than the first one).

- Teacher asks the class: “Which bowl of noodles do you prefer?”.

Step 2: Students perform learning tasks

- Students raise their hands to choose and briefly explain their reasons.

Example: “I like the second one because I love spicy food.”

Step 3: Reporting and Discussion

- Teacher digitally places a tick below the first bowl and two ticks below the second bowl on the smart TV. 

- Teacher elicits from students a sentence with a comparative structure: “I like the second bowl more than the first bowl.”

Step 4: Evaluation

- Teacher praises students and leads into the new lesson: “Today we are learning another structure of comparison of adjectives to emphasize that one thing depends on another in A closer look 2.”

[6.1.TC2a]: Apply basic principles of AI by interacting with AI-generated images to visualize comparative concepts and stimulate classroom discussion.

2. PRESENTATION

Activity 1: Choose the correct option to complete each sentence

a. Objective: To present and help students practice the new structure of double comparatives.

b. Content: Students learn the grammar rules and choose the correct option in 5 sentences.

c. Product: Students' correct choices for the 5 sentences.

d. Organization:

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Activity 2: Find a mistake in the underlined parts in each sentence below and correct it

a. Objective: To help students use the grammar point correctly with attention to form and meaning.

b. Content: Students find the grammar mistake in each sentence and provide the correction.

c. Product: Students' accurate corrections of the mistakes.

d. Organization:

Activity 3: Match a phrasal verb in column A with a suitable word / phrase in column B

a. Objective: To present five new phrasal verbs related to city life.

b. Content: Students match the verbs with suitable nouns/phrases.

c. Product: Correct matching of phrasal verbs.

d. Organization:

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Activity 4: Complete each sentence with a phrasal verb in Activity 3

a. Objective: To help students practice using the newly learnt phrasal verbs in sentences.

b. Content: Students apply the phrasal verbs into meaningful sentences with correct verb forms.

c. Product: Completed sentences with accurate phrasal verbs and forms.

d. Organization:

Activity 5: Work in pairs and tell each other whether you agree or disagree with the following ideas

a. Objective: To give students speaking practice with double comparatives in context.

b. Content: Students discuss their agreement or disagreement regarding statements about city life.

c. Product: Meaningful pair discussions and spoken opinions presented to the class.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the grammar (double comparatives) and vocabulary (phrasal verbs) learned in the lesson.

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 4 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 (coming down with)

2. A (The harder / the better)

3. B (carrying out)

4. C (The more crowded / the harder)

5. A (cut down on)

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

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and nd explains why the other options are wrong.

- Teacher moves on to the next mission.

[5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data to correct common misconceptions.

Mission 2: Rewrite the sentences using Double Comparatives.

Step 1: Teacher assigns learning tasks

- Teacher asks students to open a shared cloud document (E.g. Google Docs) and complete the exercise in pairs.

- Teacher assigns the task: Rewrite the sentences using Double Comparatives.

Step 2: Students perform learning tasks

- Students work in pairs, simultaneously typing their transformed sentences onto their assigned section of the cloud document.

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

Step 3: Reporting and Discussion

- Teacher projects the document and invites pairs to explain their answers:

1. The more books you read, the more knowledge you will have.

2. The hotter the weather gets, the more uncomfortable people feel.

3. The larger a house is, the more expensive it is.

- Other students can comment or suggest edits directly on the document.

Step 4: Evaluation

- Teacher checks the grammar form, finalizes the edits, and praises good work.

- Teacher moves to the application stage.

[2.4.TC2a]: Select digital tools and technologies for collaborative processes in rewriting and peer-editing sentences on a shared cloud document.

4. APPLICATION

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