Giáo án NLS Tiếng Anh 9 Global Success Unit 2 Getting started: How is your city?

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

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

UNIT 2: CITY LIFE

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Set the context for the introductory conversation.
• Introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

• Read and listen for specific information about city life (How is your city?).
• Identify and use vocabulary related to city features, problems, and lifestyle.

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 participate in real-time polls.
• [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 matching tasks.
• [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-driven categorization for a lifestyle survey.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using AI speech recognition to self-assess pronunciation and fluency.

3. Attributes

• Hard work: Actively participate in class activities and complete tasks.
• Awareness: Develop an awareness of urban issues (traffic congestion, pollution) and appreciate the modern aspects of city life.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Website hoclieu.vn.
• Digital tools (E.g. Mentimeter, Quizizz, Padlet, Jamboard) and AI tools (E.g. AI Voice Generator, AI Speech-to-Text/Pronunciation apps).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about city life, create an engaging atmosphere using auditory clues and lead into the new lesson topic.

b. Content: Teacher organizes a short activity called “City Soundscape”. Students listen to a mystery audio and guess the location, then brainstorm adjectives.

c. Product: Students correctly identify the city environment and produce relevant adjectives (noisy, busy, crowded, etc.).

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher has students close their eyes and listen to a 30-second AI-generated audio clip (sounds of honking horns, construction noise, subway trains, and crowds).

- Teacher asks students: “Where are we?”.

- Teacher has students to use their smartphones to scan a QR code leading to a Mentimeter word cloud and enter 3 adjectives describing the place.

Step 2: Students perform learning tasks

- Students listen carefully, open the link, and input their answers on their devices.

Step 3: Reporting and Discussion

- Teacher projects the live Mentimeter word cloud on the smart TV, highlighting the largest (most common) words.

Expected answers: A city / A big city. Adjectives: noisy, busy, crowded, polluted, modern, etc.

Step 4: Evaluation

- Teacher praises students with good vocabulary.

- Teacher leads into the new lesson: “Today we will travel from these sounds into the real conversation about City Life in Unit 2: Getting Started.”

[2.1.TC2a]: Select multiple digital technologies to interact (E.g. Students use smartphones to access a live polling platform like Mentimeter to submit their vocabulary and generate a real-time collaborative word cloud).

2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory conversation and introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

b. Content: Students look at the pictures, listen to the recording between Trang and Ben, and read the conversation.

c. Product: Students understand the context and identify words related to City Life.

d. Organization:

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Activity 2: Read the conversation again and decide if the following statements are true (T) or false (F)

a. Objective: To help students understand the conversation details.

b. Content: Students read 5 statements and decide whether they are True (T) or False (F).

c. Product: Students' correct True/False answers.

d. Organization:

Activity 3: Match the words/phrases with their pictures 

a. Objective: To introduce some vocabulary items related to the topic.

b. Content: Students look at pictures (a-e) and match them with words (1-5).

c. Product: Correct matching of vocabulary and pictures.

d. Organization:

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Activity 4: Choose the correct answer A, B, C, or D

a. Objective: To remind students of some more words/phrases related to the topic.

b. Content: Students complete 5 sentences by choosing the best option.

c. Product: Correct choices for all 5 sentences.

d. Organization:

Activity 5: Quiz - A lifestyle survey: City life or village life?

a. Objective: To help students identify some common differences between living in a city and in a village.

b. Content: Students complete a 5-question quiz about their lifestyle preferences.

c. Product: Students' awareness of their own preferences (City – Village) and a comparison table of features.

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: Complet WORKSHEET 1.

Step 1: Teacher assigns learning tasks

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

- Teacher sets a time limit of 3 minutes.

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. underground

2. construction site

3. congested

4. itchy

5. reliable

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

Step 4: Evaluation

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

- Teacher moves on to the next mission.

[5.2.TC2b]: Select digital tools and technological solutions to solve needs (E.g. Students complete interactive worksheets on a learning management system, allowing the teacher to use auto-grading analytics to provide targeted feedback on common mistakes).

Mission 2: Match the sentence halves (Column A with Column B).

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: Match the sentence halves (Column A with Column B).

Step 2: Students perform learning tasks

- Students work in pairs to discuss and match the halves logically on their shared digital screen.

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

Step 3: Reporting and Discussion

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

1. B (The more crowded the city gets, the more congested the streets are.)

2. A (If you want to watch a movie, we can go to the new entertainment centre.)

3. D (Public transport in my city, is usually packed with people at 7 AM.)

4. C (The new tall buildings downtown make the city look modern and attractive.)

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

Step 4: Evaluation

- Teacher praises good teamwork and checks comprehension.

- Teacher moves to the application stage.

[2.4.TC2a]: Select digital tools and technologies for collaborative processes (E.g. Students work in pairs using a shared digital workspace or dual-input mode on their devices to collaboratively discuss and match the sentence halves).

4. APPLICATION

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