Giáo án NLS Tiếng Anh 9 Global Success Unit 2 Looking back: Vocabulary, Grammar; Project: A city in the future

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

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

UNIT 2: CITY LIFE

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the vocabulary items related to the topic “City Life”.
• Revise and practice double comparatives and phrasal verbs at the sentence level.
• Synthesize ideas to design a poster and give an oral presentation about a city in the future.

2. Competences

General competences:

• Self-control and independent learning: actively revise knowledge, reflect on learning via self-assessment.
• Communication and collaboration: work effectively in pairs/groups for speaking tasks and the project presentation.

Specific competences:

• Read and identify vocabulary and grammar errors accurately.
• Listen, interact, and evaluate peers' oral presentations using specific criteria.

Digital competences:

• [1.1.TC2b]: Organize digital searches using online dictionaries or search engines to verify vocabulary.
• [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 and digital posters on collaborative platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in editing grammar mistakes.
• [3.1.TC2a]: Indicate and apply methods to design and create multimodal digital content for project posters.
• [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 using an AI image generator to visualize future city concepts.
• [6.2.TC2a]: Use AI tools in daily learning by utilizing AI speech-to-text to transcribe spoken interviews.

3. Attributes

• Hard work: Be diligent in reviewing past lessons and completing assigned tasks.
• Responsibility: Take ownership of group roles and give constructive feedback to peers.
• Creativity: Think outside the box when designing the dream future city.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital learning platforms (Quizizz/Kahoot, Padlet/Jamboard, Canva, AI Image Generators).
• Website hoclieu.vn.

2. Students' aids

• Textbook, notebooks, pens.
• Personal devices (smartphones, tablets, or laptops) with internet connection.
• Prepared draft information for the project.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, review unit vocabulary, and create an energetic atmosphere.

b. Content: Teacher organizes a game called “Word Jumble Race” with city-related words.

c. Product: Students' correct decoded vocabulary words on the board.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into 4 teams.

- Teacher uses a quiz platform (E.g. Quizizz/Kahoot) and projects 5 jumbled words related to City Life on the smart TV:

Example:

1. O R T E M 

2. B S U U R S B

3. I E L V Y L

4. E A A E B V L I

5. G E C N O S T N I O

Step 2: Students perform learning tasks

- Students work in groups, quickly discuss to unjumble the words.

- Students submit their team's answers via their connected devices. 

- The teacher observes the real-time leaderboard and cheers the students on. 

Step 3: Reporting and Discussion

- Teacher stops the game once the first team finishes.

- Teacher projects the correct answers and the leaderboard. 

1. O R T E M → metro

2. B S U U R S B → suburbs

3. I E L V Y L → lively

4. E A L E B V L I → liveable

5. G E C N O S T N I O → congestion

- The whole class checks the spelling of the words together.

Step 4: Evaluation

- Teacher announces the winning team.

- Teacher leads into the new lesson: “You have remembered the vocabulary very well. Today, we will review all the language points in Unit 2 and present your future city projects in Looking Back and Project”.

[2.1.TC2a]: Select multiple digital technologies to interact and submit answers in real-time using personal smartphones or tablets on a quiz platform instead of the traditional board.

2. PRESENTATION

Activity 1: Choose the correct answer to complete each sentence below

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

b. Content: Students read 5 sentences and choose the correct word/phrase (suburbs/downtown, metro/sky train, etc.) to complete them.

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 2: Fill in each gap with a word from the box to complete the passage

a. Objective: To help revise the vocabulary items they have learnt and use them correctly in a text context.

b. Content: Students read a short passage about Mia's town and fill in 5 gaps with given words (congestion, peaceful, safe, liveable, itchy).

c. Product: Students' correct filled-in words in the passage.

d. Organization:

Activity 3: Complete the sentences with the particles in the box

a. Objective: To help students revise some phrasal verbs at the sentence level.

b. Content: Students fill in the gaps with the correct particles (out (x2), down with, down on, away).

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 4Find a grammar mistake in each sentence and correct it

a. Objective: To help students revise double comparatives and phrasal verbs by identifying and correcting errors.

b. Content: Students identify the incorrect part in 5 sentences and provide the correct forms.

c. Product: Students' correct identification and corrections.

d. Organization:

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:

…………………………………………..

…………………………………………..

…………………………………………..
 

4. APPLICATION

a. Objective: To provide an opportunity for students to develop their research, collaboration skills, and practice giving an oral presentation.

b. Content: Students finalize their digital posters about a future city and present them.

c. Product: Students' digital poster presentations and completed Feedback Forms.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher has students prepare for the project “A city in the future” throughout the unit.

- Teacher asks students to work in groups and finalize their posters using digital design tools and upload them to the class Padlet.

- Teacher distributes digital Feedback Forms (Google Forms/Padlet votes) for peer assessment. 

Step 2: Students perform learning tasks

- Students use AI image generators to visualize their future city's transportation or housing.

- Students finalize the poster design digitally on Canva, ensuring all members have a speaking part. 

- The teacher observes, guides, and helps with any last-minute difficulties.- The teacher observes, guides, and provides support if necessary.

Step 3: Reporting and Discussion

- Teacher projects the class Padlet on the smart TV. 

Presenters cover: Name of the future city, Population, Types of houses, Means of transportation, Schools, and Entertainment.

- The rest of the class listens attentively, fills out the Peer Assessment form digitally (Delivery, Design of the poster, Content), and asks questions at the end of each presentation.

Step 4: Evaluation

- The presenters complete their self-assessment checklists.

- Teacher gives praise, summarizes the Padlet feedback, and gives marks. 

- Teacher asks students to complete the “Now I can...” self-assessment table in the textbook to identify weak areas.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Apply suitable digital technologies to share data and digital posters by uploading their works and submitting peer-assessment checklists on a collaborative class Padlet via laptops/smartphones.

[3.1.TC2a]: Indicate and apply methods to create multimodal digital content by designing the poster using digital design platforms like Canva.

[6.1.TC2a]: Apply basic principles of AI by using an AI image generator (E.g. Bing Image Creator/Midjourney) on laptops to brainstorm and visualize specific ideas for their future city.

* HOMEWORK

- Review all the vocabulary and grammar of Unit 2.

- Complete the “Now I can...” section.

- Prepare for Unit 3_Getting Started.