Giáo án NLS Tiếng Anh 9 Global Success Unit 3 Looking back: Vocabulary, Grammar; Project: How good are your classmates at time management?

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

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

UNIT 3: HEALTHY LIVING FOR TEENS

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Revise and practice the vocabulary related to healthy living and school life.
• Revise and correctly use modal verbs in first conditional sentences.
• Present the results of a survey on classmates' time management skills.

2. Competences

General competences:

• Self-control and independent learning: evaluate their own learning progress through Looking Back activities.
• Communication and collaboration: work in groups to prepare and deliver a project presentation; evaluate peers using checklists.

Specific competences:

• Grammar & Vocabulary application in written and spoken contexts.
• Presentation skills and public speaking.

Digital competences:

• [1.3.TC2a]: Organize information and data for easy retrieval by logging performance into a personal digital self-assessment spreadsheet.
• [2.1.TC2a]: Select multiple digital technologies to interact by using interactive platforms to complete vocabulary exercises.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace and online forms for peer-assessment.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by designing presentation slides to report survey results.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by completing grammar exercises on a web-based learning system with auto-grading.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting AI data visualization tools to generate charts based on survey data.
• [6.3.TC2a]: Analyze the effectiveness of AI systems by critically reviewing AI-generated educational videos.

3. Attributes

• Hard work: Actively review knowledge and prepare thoroughly for the project presentation.
• Responsibility: Be responsible in evaluating oneself and peers honestly and constructively.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• A small box and music.
• Digital tools (Quizizz/Nearpod, Google Forms, Google Sheets) and AI tools (AI Video Generators, AI Data Visualization tools like Julius AI or ChatGPT).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops (for accessing digital learning platforms, AI tools, and submitting peer assessments).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Complete the sentences with the correct words and phrases in the box

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

b. Content: Students fill in the blanks using: stressed out, priority, well-balanced, due date, delay.

c. Product: Students' correct words filled in the blanks.

d. Organization:

Activity 2: Choose the correct answer A, B, C, or D

a. Objective: To further consolidate the vocabulary through a multiple-choice format.

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

c. Product: Students' correct choices A, B, C, or D.

d. Organization:

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Activity 3: Complete the sentences with the correct modal verbs in the box.

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

b. Content: Students fill in the blanks using: can, must, should, might.

c. Product: Correct modal verbs assigned to each conditional sentence.

d. Organization:

Activity 4: Circle the most suitable modal verbs to complete the sentences

a. Objective: To deeply test students' understanding of meaning and context when applying modal verbs.

b. Content: Students choose between three options of modal verbs given in each sentence.

c. Product: Students' correct circled options.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the linguistic tools (transition words) and logical structuring needed for paragraph writing.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Match the “If” clause in Column A with the correct main clause in 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 sets a time limit of 3 minutes.

Step 2: Students perform learning tasks

- Students work in pairs to interact with the web system and match the clauses appropriately.

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

Step 3: Reporting and Discussion

- Teacher projects the web system's results page on the TV.

- Teacher invites some pairs to share their answers:

1 – C (If you want to have a well-balanced life, you should learn to manage your time properly.)

2 – E (If you keep eating fattening foods, you might gain weight quickly.)

3 – D (If she doesn't prioritize her tasks, she won't be able to finish her work today.)

4 – B (If you want to get a good mark, you must submit your project on time.)

5 – A (If you spend too much time on your phone, you might fail the upcoming exam.)

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

Step 4: Evaluation

- Teacher gives feedback and praises good work.

- Teacher moves on to the next mission.

[5.2.TC2b]: Students select technological solutions to solve needs by utilizing a web-based educational management system to complete the matching mission.

Mission 2: Find ONE mistake in each sentence and correct it.

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

- Teacher sets a time limit of 3 minutes.

Step 2: Students perform learning tasks

- Students work individually to identify mistakes and type the corrected words into the web system.

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

Step 3: Reporting and Discussion

- Teacher invites students to share their answers and explain the grammatical rules behind their corrections:

1. feels → feel

2. finishes → finish

3. want → wants

4. missed → miss

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

Step 4: Evaluation

- Teacher checks the answers as a classs.

- Teacher emphasizes the rule: Modal Verb + V(bare) and Present Simple in the If-clause.

- Teacher moves to the application stage.

[5.2.TC2b]: Students select technological solutions to solve needs by interacting with the web system and using its auto-correction feature to refine their grammar accuracy.

4. APPLICATION

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