Giáo án NLS Tiếng Anh 9 Global Success Unit 3 A closer look 2: Grammar: Modal verbs in first conditional sentences

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

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

UNIT 3: HEALTHY LIVING FOR TEENS

A CLOSER LOOK 2

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the forms of verbs used in the if-clause and the main clause of first conditional sentences.
• Understand and use modal verbs (can, must, may, might, should, etc.) instead of  “will” in the main clause of first conditional sentences to express ability, permission, necessity, possibility, and advice.

2. Competences

General competences:

• Self-control and independent learning: actively participate in listening and sharing personal opinions with partners and the teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and role-play activities.

Specific competences:

• Apply first conditional sentences with modal verbs to communicate about healthy living for teens in real-life situations.

Digital competences:

• [2.1.TC2a]: Select multiple digital technologies for interaction by using smartphones to follow the video instructions and access AI tools. [2.2.TC2a] Apply suitable digital technologies to share data, information, and digital content by typing and posting conditional sentences onto a collaborative digital Padlet wall for peer review.
• [2.4.TC2a] Select digital tools and technologies for collaborative processes by co-editing and submitting error-correction answers on a shared educational platform via personal devices.
• [3.1.TC2a] Indicate how to create and edit digital content in various formats by designing a digital presentation slide on Canva or PowerPoint to visually report the group's survey findings.
• [5.2.TC2b] Select digital tools and technological solutions to solve needs by utilizing a real-time digital polling tool and an online learning platform to complete grammar exercises.
• [6.1.TC2a] nalyze how AI works in specific applications by utilizing an AI-based grammar checker on their devices to verify the structural accuracy of their conditional sentences.
• [6.2.TC2a] Optimize the use of AI tools to achieve higher efficiency by prompting a Generative AI app to brainstorm starting "If clauses" and inputting collected survey data into an AI text summarizer to draft a structured mini-report.

3. Attributes

• Hard work: Be ready and active in learning grammar structures and applying them.
• Responsibility: Raise awareness of taking care of personal health and giving healthy advice to others.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Liveworksheets, Mentimeter, Padlet/Jamboard, Google Forms, Canva) and AI tools (ChatGPT/Claude, Grammarly).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets with internet access (for digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Write the correct form of each verb in brackets

a. Objective: To revise the forms of verbs which are used in the if-clause and the main clause of first conditional sentences.

b. Content: Teacher introduces the grammar rules (Remember! box) and students write the correct form of verbs in 5 sentences.

c. Product: Students' correct verb forms in the blanks.

d. Organization:

Activity 2: Circle the correct modal verbs to complete the following sentences

a. Objective: To help students distinguish the uses of modal verbs in first conditional sentences.

b. Content: Students read 5 sentences and circle the correct modal verbs.

c. Product: Students' correct choices of modal verbs.

d. Organization:

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Activity 3: Match the first half of the sentence in A with the second half in B

a. Objective: To give students further practice with modal verbs in first conditional sentences.

b. Content: Students match the if-clauses in column A with the suitable main clauses in column B.

c. Product: Correct matching of the clauses.

d. Organization:

Activity 4: What will you say in each situation below? Use first conditional sentences with modal verbs

a. Objective: To give students further practice with modal verbs in first conditional sentences in real-life situations.

b. Content: Students read 5 situations and write appropriate conditional sentences.

c. Product: Meaningful conditional sentences written by students.

d. Organization:

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Activity 5: Complete the sentences with your own ideas using the modal verbs you have learnt

a. Objective: To give students free practice with modal verbs in first conditional sentences.

b. Content: Students complete 3 open-ended sentences with their own ideas.

c. Product: Students' creative and grammatically correct conditional sentences.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the grammar points (first conditional with modal verbs) learned in the lesson.

b. Content: Students complete two practice exercises.

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

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the vocabulary and grammar structures learned into a creative, real-life context via a poster and role-play activity.

b. Content: Students carry out a creative task “Teen Health Expert Consultation”.

c. Product: Students' mini-posters and a short role-play interview.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4 to conduct a “Healthy Teen Survey”.

- Task: Each group creates a digital survey form (E.g. Google Forms) with the 3 guiding questions and shares the link with other groups to collect data.

Step 2: Students perform learning tasks

- Students collaboratively create the digital form and interview peers to collect responses on their devices.

- Once data is collected, students copy the text responses and input them into an AI text summarizer (E.g. ChatGPT or Claude) to quickly generate a structured draft of their mini-report.

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

Step 3: Reporting and Discussion

- Students use digital design tools (E.g. Canva or PowerPoint) to quickly design a 1-page presentation slide containing their AI-summarized report.

- Teacher asks 2 – 3 group representatives to project their slide and present their survey report to the class.

Example conversation:

+ Reporter: Many students suffer from exam stress. What should they do?

+ Expert: If you feel stressed, you should take short breaks during study time. And if you want to be alert, you must get enough sleep...

- Other students listen, evaluate, and can ask extra questions to the “Expert”.

Step 4: Evaluation

- Teacher praises students for their fluency, correct use of vocabulary, and excellent digital/AI integration.

- Teacher summarizes the lesson and assigns homework.

[2.4.TC2a]: Select digital tools and technologies for collaborative processes by creating and sharing a digital survey form on smartphones to collect data from peers. 

[3.1.TC2a]: Indicate how to create and edit digital content in various formats by designing a digital presentation slide on Canva or PowerPoint to visually report the group's survey findings. 

[6.2.TC2a]: Optimize the use of AI tools to achieve higher efficiency by inputting the collected survey data into an AI text summarizer on laptops or tablets to draft a structured mini-report.

* HOMEWORK

- Review the use of modal verbs in first conditional sentences learned in the lesson.

- Complete the Extra Activity in the workbook.

- Prepare for Communication.